Assessment and Remediation Guide

Unit 3

Kindergarten Core Knowledge Language Arts® • Skills Strand

Unit 3

Assessment and Remediation Guide

Skills Strand

KINDERGARTEN

Core Knowledge Language Arts®

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Table of Contents

Unit 3

Assessment and Remediation Guide

Instructional Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson Structures for Levels of Instructional Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Guide Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Section I, Phonological Awareness: Phonemes (Two or Three) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

(Listen for Target Phonemes /m/, /a/, /t/, /d/, /o/, /k/, /g/, and /i/)

Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Blending Boost! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Blending Motions for Two to Four Phonemes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Blending Word Lists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Blending Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Lesson Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Sample Remedial Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Dimensions of Diculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Articulation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Skills Cross-Reference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Phonemes—Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Poems/Songs/Nursery Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Section II, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

(Read and Spell with ‘m’ > /m/, ‘a’ > /a/, ‘t’ > /t/, ‘d’ > /d/, ‘o’ > /o/, ‘c’ > /k/, ‘g’ > /g/, and ‘i’ > /i/)

Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Lesson Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Sample Remedial Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Dimensions of Diculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Sound/Spellings Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Skills Cross-Reference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Section III, Writing: Lowercase Letter Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

(‘m’, ‘a’, ‘t’, ‘d’, ‘o’, ‘c’, ‘g’, and ‘i’)

Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Lesson Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Sample Remedial Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Methods for Practicing Letter Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Letter Formation Chants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Skills Cross-Reference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Worksheets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Fine Motor Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Kindergarten | Unit 3 Assessment and Remediation Guide 5

Instructional Planning

Planning instruction with the Assessment and Remediation Guide is guided by:

• observation of student performance during instruction from the Kindergarten

Teacher’s Guide lessons.

• student scores on performance assessments throughout the Kindergarten units.

• progress monitoring assessments from the Assessment and Remediation Guide.

Step 1: Use the Cross Reference charts and Determining Student Need ow

charts provided for each component (i.e., Phonological Awareness, Phonics,

and Writing) within the unit. The Cross Reference chart helps you consider

student performance across the lessons and with any Pause Points utilized.

Instructional activities are organized by unit objectives. Therefore, if students

struggled signicantly with activities from particular rows of the chart, the unit

objective to target is indicated in the rst column. The Determining Student

Need ow chart prompts you to additionally consider student assessment

performance.

Step 2: If a need for remediation is indicated, refer to the Kindergarten

Skills Scope and Sequence (provided in the Kindergarten Assessment and

Remediation Guide Introduction) to consider whether remedial instruction may

need to begin at an earlier unit.

Step 3: Consider students’ Level of Instructional Need. A description of the

three Levels of Instructional Need is provided in the Kindergarten Assessment

and Remediation Guide Introduction. Establishing a level of instructional need

will direct you to a corresponding lesson structure provided at the beginning of

each unit.

Step 4: Select exercises and assessments and prepare associated materials for

instruction and progress monitoring.

Step 5: Use ongoing evaluation of student instructional performance and

progress monitoring to facilitate decisions about student progress or ongoing

remediation needs.

Thoughtful observation of daily performance, integration of assessment with

instruction, and provision of target remediation as quickly as possible will

help most struggling Kindergarten students become successful Kindergarten

students!

6 Kindergarten | Unit 3 Assessment and Remediation Guide

Lesson Structures for Levels of Instructional Need

The Kindergarten Assessment and Remediation Guide will serve students who:

• may enter Kindergarten with known literacy skill educational needs requiring

instruction beyond the Skills strand Teacher Guide lessons.

• may have signicant instructional needs identied by the student performance

assessments throughout the Kindergarten units.

• may complete some Kindergarten units yet demonstrate a lack of preparedness

for subsequent units.

• Depending on the severity of student instructional need, instructional personnel

available, and student grouping options, materials from the Kindergarten

Assessment and Remediation Guide may be used for:

• guided reinforcement

• explicit reteaching

• comprehensive reteaching

The Lesson Templates within each section provide a detailed model the

sequence of instructional steps to be followed when reteaching the particular

skill(s) targeted in that section. The Lesson Templates are followed by a Sample

Remedial Lesson illustrating how specic skill work, activities, and progress

monitoring can be applied to the template. The following Lesson Structures

illustrate how the Lesson Templates and Sample Remedial Lessons from each

section align to the Explicit Reteaching structure and provide guidance for how

to make more abbreviated (Guided Reinforcement Structure) or more complete

(Comprehensive Reteaching Structure) use of the Lesson Templates and

Sample Remedial Lessons from each section.

Kindergarten | Unit 3 Assessment and Remediation Guide 7

Guided Reinforcement Lesson Structure

The Guided Reinforcement Lesson Structure provides guidance for how to use

only the supported practice elements from the Lesson Templates. This structure

provides an abbreviated lesson geared for reinforcing developing skills not yet

mastered.

Guided

Reinforcement Exercise Materials Minutes

Warm-Up

See corresponding section Lesson Templates for Warm-Up activity

descriptions.

• For Phonological Awareness: Phonemes (two or three):

Thumbs-Up Review

• For Phonics: Match Me

• For Writing: Lowercase Letter Formation: Handwriting

Warm-Up

Activity

Dependent

Guided Practice

(applying skills)

See corresponding sections to choose one or two activities

from Worksheets, Games, or Poems/Songs/Nursery Rhymes for

instruction related to remedial targets within:

• Phonological Awareness: Phonemes (two or three)

• Phonics

• Writing: Lowercase Letter Formation

Activity

Dependent

Note: Progress monitoring related to instruction from Guided Reinforcement

lessons may be integrated within instructional times other than these brief

remedial lessons, or remedial instructional time may be devoted to completed

progress monitoring as needed.

8 Kindergarten | Unit 3 Assessment and Remediation Guide

Explicit Reteaching Lesson Structure

The Explicit Reteaching Lesson Structure aligns with the Lesson Templates.

This structure provides a more complete lesson geared for explicit instruction

for selected unit objectives.

Explicit

Reteaching Exercise Materials Minutes

Warm-Up

See corresponding section Lesson Templates for Warm-Up activity

descriptions.

• For Phonological Awareness: Phonemes (two or three):

Thumbs-Up Review

• For Phonics: Match Me

• For Writing: Lowercase Letter Formation: Handwriting

Warm-Up

Activity

Dependent

Explicit

Instruction

See corresponding section Lesson Templates for Learning About…

activity descriptions.

• For Phonological Awareness: Phonemes (two or three):

Sound Boxes

• For Phonics: Review the Sound/Spelling

• For Writing: Lowercase Letter Formation: Learning About

Lowercase Letter Formation

Activity

Dependent

Guided Practice

(working with

skills)

See corresponding section Lesson Templates for Working With…

activity descriptions.

• For Phonological Awareness: Phonemes (two or three):

Sound Boxes cont.

• For Phonics: Chaining

• For Writing: Lowercase Letter Formation: Working with

Lowercase Letter Formation

Activity

Dependent

Guided Practice

(applying skills)

Independent

Practice/Progress

Monitoring

See corresponding sections to choose one or two activities

from Worksheets, Games, or Poems/Songs/Nursery Rhymes for

instruction related to remedial targets within:

• Phonological Awareness: Phonemes (two or three)

• Phonics

• Writing: Lowercase Letter Formation

Activities with which students have demonstrated independence

may engage students when progress monitoring with individuals

is needed.

Activity

Dependent

Progress

Monitoring

Resources

Kindergarten | Unit 3 Assessment and Remediation Guide 9

Comprehensive Reteaching Lesson Structure

The Comprehensive Reteaching Lesson Structure also aligns with the Lesson

Templates. This structure provides a more instructional time allowing for

integration of activities from multiple sections when multiple unit objectives are

targets for remediation.

Comprehensive

Reteaching Exercise Materials Minutes

Warm-Up

See corresponding section Lesson Templates for Warm-Up activity

descriptions.

• For Phonological Awareness: Phonemes (two or three):

Thumbs-Up Review

• For Phonics: Match Me

• For Writing: Lowercase Letter Formation: Handwriting

Warm-Up

Activity

Dependent

Explicit

Instruction

See corresponding section Lesson Templates for Learning About…

activity descriptions.

• For Phonological Awareness: Phonemes (two or three):

Sound Boxes

• For Phonics: Review the Sound/Spelling

• For Writing: Lowercase Letter Formation: Learning About

Lowercase Letter Formation

Activity

Dependent

Guided Practice

(working with

skills)

See corresponding section Lesson Templates for Working With…

activity descriptions.

• For Phonological Awareness: Phonemes (two or three):

Sound Boxes cont.

• For Phonics: Chaining

• For Writing: Lowercase Letter Formation: Working with

Lowercase Letter Formation

Activity

Dependent

Guided Practice

(applying skills)

See corresponding sections to choose one or two activities

from Worksheets, Games, or Poems/Songs/Nursery Rhymes for

instruction related to remedial targets within:

• Phonological Awareness: Phonemes (two or three)

• Phonics

• Writing: Lowercase Letter Formation

Activity

Dependent

Independent

Practice/Progress

Monitoring

Activities with which students have demonstrated independence

may engage students when progress monitoring with individuals

is needed.

Activity

Dependent

Progress

Monitoring

Resources

10 Kindergarten | Unit 3 Assessment and Remediation Guide

Note: If a single remedial instruction session does not allow enough time to

complete the Comprehensive Reteaching Lesson, then the instruction can be

divided over two instructional sessions instead. A split lesson structure may

look like this:

Session 1 Session 2

Warm-Up

Explicit Instruction

Guided Practice (working with skills)

Initiate Guided Practice (applying skills)

Warm-Up

Explicit Instruction

Continue 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:

Session 1 Session 2 Session 3 Session 4

Warm-Up: Phonological

Awareness focus

Explicit Instruction:

Phonological Awareness

focus

Guided Practice (working

with skills): Phonological

Awareness focus

Guided Practice (applying

skills): Combination from

component areas (e.g., a

Phonological Awareness

and a Writing Readiness

activity)

Independent Practice/

Progress Monitoring:

Writing activity (observing

for success independently)

Warm-Up: Phonics focus

Explicit Instruction:

Phonics focus

Guided Practice (working

with skills): Phonics focus

Guided Practice (applying

skills): Combination from

component areas (e.g., a

Phonological Awareness

and a Phonics activity)

Independent Practice/

Progress Monitoring:

Phonics progress

monitoring assessment

Warm-Up: Writing focus

Explicit Instruction: Writing

focus

Guided Practice (working

with skills): Writing focus

Guided Practice (applying

skills): Combination from

component areas (e.g.,

a Phonics and a Writing

activity)

Independent Practice/

Progress Monitoring:

Continue Phonics

progress monitoring

assessment

Repeat Sequence

(Perhaps the sessions

focusing on phonological

awareness and writing do

not occur as frequently as

the sessions focusing on

phonics.)

Kindergarten | Unit 3 Assessment and Remediation Guide 11

Guide Organization

Instruction from the Kindergarten Assessment and Remediation Guide will be

most effective when used in either one-on-one or small group settings. Learning

is optimized when instruction is facilitated by a teacher with expertise related

to literacy instruction. Small teacher-to-student ratios maximize individual

learning, particularly through increased opportunity for immediate (reinforcing or

corrective) feedback for each student.

A description of the Basic and Advanced Code taught to students using

CKLA materials starting in Kindergarten immediately follows this overview.

This description will provide insight and context for how phonics skills are

introduced in Kindergarten and taught throughout Grades 1 and 2.

This unit’s materials are organized into sections by component area (i.e.,

Phonological Awareness, Phonics, and Writing) and aligned with the objectives

from the CKLA Skills strand units. Within the sections you will nd:

• Determining Student Need Chart: A chart is supplied for your reference to

determine student need for instruction from any given unit and section of the

Assessment and Remediation Guide.

• Lesson Template & Sample: The Lesson Templates within each section

provide a detailed model of the sequence of instructional steps to be followed

when reteaching the particular skill(s) target in that section. The Lesson

Templates are followed by a Sample Remedial Lesson illustrating how specic

skill work, activities, and progress monitoring can be applied to the template.

These Lesson Templates and Sample Lessons align with the Explicit Reteaching

Lesson Structure described at the beginning of each unit. Guidance for how

to adapt the Lesson Templates and Sample Lessons from each section for the

Guided Reinforcement or Comprehensive Reteaching Lesson Structure is found

at the beginning of each unit.

• Lesson Reference Charts: When applicable, reference charts are provided

to help you adjust the difculty of your lessons, ensuring students are

appropriately scaffolded or challenged.

• Dimensions of Difﬁculty: This chart is provided for your use to accelerate or

reduce the task difculty for students.

• Cross-Reference Charts: The objectives for each section are cross referenced

to the lessons and Pausing Points from the CKLA Skills Strand units. The

alignment of objectives and activities can be seen at a glance, facilitating

coordinated and target use of both the Skills strand units and the Assessment

and Remediation Guide.

• Word Lists: Collections of words, phrases, or sentences needed for activities

are provided. These lists are not intended to be exhaustive or restrictive. This

resource is included to facilitate lesson preparation; however, teachers are

welcome to use the lists as models for adding words, phrases, or sentences of

their own.

12 Kindergarten | Unit 3 Assessment and Remediation Guide

• Worksheets: Worksheets may be utilized to facilitate modeling during Explicit

Instruction, supervised practice and application of skills during Guided Practice,

or reinforcement during Independent Practice.

• Games/Activities: Games and activities are provided inviting students to apply

and strengthen the target skills.

• Sentences & Stories for Oral Reading: In later units, decodable Text is

provided allowing students to practice the discrete skills taught and creating a

bridge for the generalization of those skills to other forms of connected text.

• Poems/Songs/Nursery Rhymes: Poems, songs, and nursery rhymes foster

students’ love of language. When applicable, related activities are included to

provide engaging opportunities for students to play with sounds and words.

• Progress Monitoring: Resources for progress monitoring are included at the

end of each section. These tools are intended to facilitate data collection to

inform instruction and build a record of student’s progress.

• Progress Monitoring in Units 1 and 2 focuses on observing student application

of skills during instructional practice rather than using specic measures with

explicit criteria for identifying adequate or inadequate performance. This is

purposeful. Though students who struggle with Unit 1 and Unit 2 objectives

should receive related reteaching to bolster those skills, it is also important

that they do not linger too long at these earliest steps. Kindergarten students

need to move swiftly into the objectives of Unit 3 and beyond to have the

opportunity to work with specic phonemes. In Unit 3 the Progress Monitoring

changes to utilizing specic measures with criteria. Whereas students will have

the opportunity to continue to develop Unit 1 and Unit 2 skills as they move

forward, beginning with Unit 3, high levels of prociency with the skills within

the unit are required for success in subsequent units.

Kindergarten | Unit 3 Assessment and Remediation Guide 13

Section I

Phonological Awareness: Phonemes (Two or Three)

14 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 15

Determining Student Need for Section I, Phonological Awareness: Phonemes (Two or Three)

Student struggles with Unit 3

Objective: Orally blend sounds

to form words (two or three

phonemes)

Student struggles with Unit 3

Objective: Segment a spoken

one-syllable short vowel word

into phonemes

Student struggles with Unit 3

Objective: Listen for phonemes

in the initial and medial position

of spoken one-syllable short

vowel words (Includes listening

to determine if phonemes

are the same or different and

isolating beginning sounds)

Student scores 20 or less

on Part Two of the Unit 3

Student Performance Task

Assessment and/or performs

poorly on other evaluations of

blending, segmenting, isolating

or recognizing the target

phonemes for Unit 3

Review with Pausing Point: Blend Two

or Three Sounds to Form a Word

Review with Pausing Point:

Recognize and Isolate the

Sounds Taught in Unit 3 and/

or Differentiate Consonant and

Vowel Sounds

If student meets

expectations, then

continue with Unit 3

Skills Strand Lessons

If student continues

to struggle

If student meets

expectations, then

continue with Unit 3

Skills Strand Lessons

If student continues

to struggle

If student meets

expectations, then

continue with Unit 3

Skills Strand Lessons

If student continues

to struggle

THEN USE

Section I,

Phonological Awareness: Phonemes (Two or Three)

THEN USE

Blending Boost! from Section I,

Phonological Awareness: Phonemes (Two or Three)

THEN USE

Section II (of Unit 2),

Phonological Awareness: Phonemes (Two or Three)

Then, target specic areas of

weakness by following track A,

B, or C

16 Kindergarten | Unit 3 Assessment and Remediation Guide

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 identied.

• 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 identied.

• Variation: Students may practice segmenting phonemes by breaking apart the

phonemes in names of the objects on the page themselves

Push & Say

Use Sound Boxes to have students represent phonemes with objects.

• Provide the Sound Boxes page and a handful of small objects (e.g., cubes, tiles,

beans, buttons, etc.) for each student.

• Students repeat the sounds and push an object into the boxes for each

phoneme (from left to right). Then students run their nger under the boxes

(from left to right) and blend the sounds to say the word. Tell students they may

not always use every box, but they should always start with the rst box on the

left.

• Use this page along with your own word list (See Phonemes—Word Lists for

suggestions.) or Find My Word pages.

Kindergarten | Unit 3 Assessment and Remediation Guide 17

Note: Though /x/ is a sound combination of /k/ and /s/ it is taught as

one sound. You may praise students who recognize /x/ as a sound

combination, but they are to treat it as one sound, placing one object

in the box to represent the phoneme. Similarly, when /qu/ occurs in the

initial position of words, praise students who recognize /qu/ as a sound

combination of /k/ and /w/, but they are to represent the phoneme with

one object in the corresponding box.

18 Kindergarten | Unit 3 Assessment and Remediation Guide

Blending Motions for Two to Four Phonemes

Two-Phoneme Words (Hand Motion)

For lessons that target blending two-phoneme words, utilize the gross motor

hand motions rst applied to blending phonemes (as opposed to syllables) in

Skills Strand Unit 2, Lesson 2. This motion prompts students to:

1. Hold your sts in front of you, palms facing down.

2. Flip over your left st and open it as you say the rst of two phonemes

(e.g., /n/).

3. Flip over your right st and open it as you say the second of two phonemes

(e.g., /oe/).

4. Clap your hands as you say the whole word with the phonemes blended

(e.g., no).

1 2 3 4

/n/ /oe/ no

Three-Phoneme Words (Arm Motion)

For lessons that target blending three-phoneme words, utilize the gross motor

hand motions rst learned in Skills Strand Unit 2, Lesson 3. This motion

prompts students to:

1. Hold your right arm in front of your body.

2. Touch your left shoulder as you say the rst of three phonemes (e.g., /f/).

3. Touch your left elbow as you say the second of three phonemes (e.g., /u/).

4. Touch your left wrist as you say the third of three phonemes (e.g., /n/).

5. Slide your right hand from your left shoulder down to your left wrist as you

say the whole word with the phonemes blended (e.g., fun).

1 2 3 4

/f/ /u/ /n/ fun

Kindergarten | Unit 3 Assessment and Remediation Guide 19

Two other variations for blending three-phoneme words are located in the Unit 2

Pausing Point section Blend Two or Three Sounds to Form a Word:

• Touch It!

• Clapping and Slapping Sounds

Two- to Four-Phoneme Words (Finger Motion)

Finger tapping is an option for students ready for ﬁne motor movement. It is rst

described in Skills Strand Unit 2 Appendix A, and can be used when blending

two- to four-phoneme words. This motion prompts students to:

1. Tap your pointing nger against your thumb as you say the rst phoneme

(e.g., /f/).

2. Tap your middle nger against your thumb as you say the second phoneme

(e.g., /u/).

3. Tap your ring nger against your thumb as you say the third phoneme (e.g.,

/n/).

4. Tapping your pinkie nger against your thumb can be used if the word has

a fourth phoneme.

5. Make a st as you say the whole word with the phonemes blended (e.g.,

fun).

1 2 3 4

/f/ /u/ /n/ fun

20 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonemes—Word Lists

Two-Phoneme Words Three-Phoneme Words

Four-Phoneme

Words

(for challenge!)

Words

from

Skills

Strand

Unit 2

Lessons

Additional

Words

Words from

Skills Strand

Unit 2 Lessons

Additional Words

Additional

Words

knee

off

she

shoe

zoo

add

ape

ate

bee

eat

egg

ice

key

may

say

tie

toe

two

coat

cup

fan

feet

fight

fish

five

fun

kiss

knife

mat

mean

meet

men

mess

mice

moon

mouth

neat

nice

night

nose

rose

same

seem

shape

sheep

shell

sign

sip

sit

sun

Tom

top

wave

wish

zip

zoom

ant

bad

bake

beach

bean

bed

beg

big

bike

boat

book

cage

cap

cat

cave

chain

cheese

chick

chin

coin

cone

corn

couch

cube

dad

dig

dog

face

fern

food

foot

fit

game

gum

ham

hat

home

hot

jam

jazz

job

kid

kite

lake

leg

log

mad

man

mitt

mom

moth

mouse

mug

net

night

nut

pail

path

peach

pen

pig

pot

rake

rat

read

road

roof

sail

shed

ship

sock

tag

teeth

this

thumb

van

vase

web

wig

box (/b//o//k//s/)

chips

jump

lamp

limes

lunch

mask

pans

sand

snack

spill

stop

swim

twig

If visual support is desired as a scaffold or required for activities such as blending to

identify a picture, use words noted in bold (from Blending Picture Cards included as a

Skills Strand resource) or italic (from Sound Cards included as a Skills Strand resource).

Kindergarten | Unit 3 Assessment and Remediation Guide 21

Blending Worksheets

22 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Pronounce the names of objects on the page in segmented fashion (pauses between phonemes). Students blend the sounds and point to

the corresponding image. Images represent: cow, dog, duck, horse, bee, pig, cat, sheep, bird.

Find My Word A (Animals)

Kindergarten | Unit 3 Assessment and Remediation Guide 23

Name:

Find My Word B (Body Parts)

Directions: Pronounce the names of objects on the page in segmented fashion (pauses between phonemes). Students blend the sounds and point to

the corresponding image. Images represent: head, nose, mouth, ear, chin, knee, foot, leg, thumb.

24 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Find My Word C (Things in the Sky)

Directions: Pronounce the names of objects on the page in segmented fashion (pauses between phonemes). Students blend the sounds and point to

the corresponding image. Images represent: sun, moon, star, rain, snow, kite, bird, bee, air.

Kindergarten | Unit 3 Assessment and Remediation Guide 25

Name:

Find My Word D (Vehicles)

Directions: Pronounce the names of objects on the page in segmented fashion (pauses between phonemes). Students blend the sounds and point to

the corresponding image. Images represent: car, bus, van, cab, jeep, boat, jet, bike, sled.

26 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Say two- or three-phoneme words in segmented fashion. Students repeat the sounds and push an object into the boxes for each

phoneme (left to right). Then students run their finger under the boxes (left to right) and blend the sounds to say the word.

Sound Boxes

Kindergarten | Unit 3 Assessment and Remediation Guide 27

28 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonological Awareness: Phonemes (Two or Three)

Focus:

Phonemes

(Two or Three) Teaching Materials

Warm-Up

Note: This

Warm-Up is

an extension

of the Mirror,

Mirror and

Differentiate

Consonant and

Vowel Sounds

activities from

Unit 3 Lessons

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.

• Provide each student with a mirror.

• Tell students you will ask them questions about what they do to make the

sounds they have learned.

• Before answering, encourage students to make the sound looking in the

mirror and feeling their throat for voicing.

• Remind students not to shout out the answer. Instead, if the answer is

“yes,” show it with a thumbs-up. If the answer is “no,” show it with a

thumbs-down.

• A fun way to let students check their own answer is to hide the correct

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.

Articulation

Chart and

Mirrors

Explicit

Instruction

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

the sound is in the word. Where is /_/ in the word ? Tell students they will

indicate where the sound is by putting a cube in the correct box on their Sound

Boxes worksheet. Say samples and model touching the boxes as you segment

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.

Word Lists

Cubes and

Sound Boxes

Lesson Template

Kindergarten | Unit 3 Assessment and Remediation Guide 29

Focus:

Phonemes

(Two or Three) Teaching Materials

Guided

Practice

Objective: Provide an engaging opportunity to develop target phoneme skills with

decreasing support as students’ skills strengthen.

Working with Target Phonemes: Say the selected target phonemes and words for

students. Students use the cubes and Sound Boxes, as previously modeled by

the teacher, to indicate where the target sound is located in the word.

Application of Skills: Select Games and Poems/Songs/Nursery Rhymes activities

allowing students to apply phoneme skills.

Progress Monitoring option: Incorporate progress monitoring checks here as

needed.

Word Lists

Cubes and

Sound Boxes

for each

student

Activity

Dependent:

Game

resources

and/or P/S/

NR resources

Progress

Monitoring

resources

Independent

Practice

Objective: Allow students to practice target phoneme skills with high levels of

independence while striving for mastery.

Practicing and Extending Skills with Target Phonemes: Revisit previously taught

activities allowing students to practice target phoneme skills with classmates.

Games utilizing the picture cards are best suited for independent practice.

Continued

from Guided

Practice

30 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonological Awareness: Phonemes (/k/, /g/, /a/, /o/, /i/)

Focus:

Phonemes

(/k/, /g/, /a/,

/o/, /i/) Teaching Materials

Warm-Up

Note: This

Warm-Up is

an extension

of the Mirror,

Mirror and

Differentiate

Consonant and

Vowel Sounds

activities from

Unit 3 Lessons

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.

• Remind students not to shout out the answer. Instead, if the answer is “yes,”

show it with a thumbs-up. If the answer is “no,” show it with a thumbs-down.

• A fun way to let students check their own answer is for you to hide the correct

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.

• Questions:

• 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.

Articulation

Chart and

Mirrors

Sample Remedial Lesson

Kindergarten | Unit 3 Assessment and Remediation Guide 31

Focus:

Phonemes

(/k/, /g/, /a/,

/o/, /i/) Teaching Materials

Explicit

Instruction

Objective: State the purpose for listening and model the desired performance.

Learning about Target Phonemes:

Target Phonemes: /k/, /g/, /a/, /o/, and /i/

• /k/: cat, kid, Kim, kick, kit

• /g/: got, gag, gig

• /a/: cat, gag

• /o/: got, cot, cog

• /i/: kid, Kim, kick, kit, gig

• Tell students you will say a sound and a word. The purpose for listening is to

notice the location of the sound in the word. Where is /_/ in the word ?

• Tell students they will indicate the position of the sound by placing a cube

in the correct box on their Sound Boxes worksheet.

• First, model with: Where is the /k/ in the word cat? Think aloud allowing

students to hear you segment the sounds (/k/ /a/ /t/) and touch the boxes

from students’ left to right for each sound. Then place a cube in the initial

position box for the /k/ sound.

• Repeat: Where is the /a/ in the word cat? (Using the same word helps

highlight the different positions of the target phoneme.)

• Next: Where is the /g/ in the word gag? This time put a cube in the final

position and see if students notice that you need a cube in the initial

position, too!

• If students do not notice your error, point out gag has /g/ in two places and

make the correction.

• Continue with additional examples until you feel students are ready for

practice.

Word Lists

Cubes and

Sound

Boxes

32 Kindergarten | Unit 3 Assessment and Remediation Guide

Focus:

Phonemes

(/k/, /g/, /a/,

/o/, /i/) Teaching Materials

Guided

Practice

Objective: Provide an engaging opportunity to develop target phoneme skills with

decreasing support as students’ skills strengthen.

Working with Target Phonemes: Say the selected target phonemes and words for

students continuing with the list from Explicit Instruction.

Target Phonemes: /k/, /g/, /a/, /o/, and /i/

• /k/: cat, kid, Kim, kick, kit

• /g/: got, gag, gig

• /a/: cat, gag

• /o/: got, cot, cog

• /i/: kid, Kim, kick, kit, gig

Students use the cubes and Sound Boxes, as previously modeled by the teacher,

indicating the location of the target sound in the word..

Application of Skills:

• Provide each student a set of picture cards for /k/ and /g/. Do not tell them

what the target sounds are.

• Ask students to do an Open Sort (refer to directions under

Phonemes —Games: Picture Cards) to see if they can figure out how to put

the pictures into two groups according to beginning sound.

• Once the pictures are sorted, check the categories. Ask students to tell you

the beginning sound for each group and name the pictures in each category

to recheck their sort.

• As students finish they can use their picture cards to play Memory with a

partner.

Progress Monitoring option: Students are still developing the ability to distinguish

/k/ and /g/ and vowel sounds. They are not ready for a comprehensive check of

isolating Unit 3 target phonemes. Some students have not yet achieved mastery

scores for Blending, therefore use Blending Progress Monitoring 3.

Word Lists

Cubes and

Sound

Boxes

for each

student

Activity

Dependent:

Picture

Cards for

/k/ and /g/

for each

student

Copies of

Blending

Progress

Monitoring

Independent

Practice

Objective: Allow students to practice target phoneme skills with high levels of

independence while striving for mastery.

Practicing and Extending Skills with Target Phonemes: With a partner, students can

sort picture cards for /k/ and /g/, check each others’ sorts, and play Memory with

the picture cards.

Continued

from Guided

Practice

Kindergarten | Unit 3 Assessment and Remediation Guide 33

Dimensions of Diculty

Lessons can be crafted to be more or less difcult by varying the target position

for listening for phonemes in a word and the type of phoneme contrasts

examined. The chart below illustrates how lessons can be designed to be more

or less challenging across both dimensions.

Least Difficult

Contrast Phonemes

with Distinct

Articulation Features

(e.g., /m/ and /a/)

Contrast Phonemes

with Similar

Articulation

Features

(e.g., minimal pairs

/a/ and /i/)

Skill

Isolate a sound in the

initial position

Isolate a sound in the

medial position

Most Difficult

34 Kindergarten | Unit 3 Assessment and Remediation Guide

Articulation Chart

Refer to this chart for Warm-Up activities or any other time when reviewing

articulation may help clarify letter-sound knowledge for students. Often

students who struggle with the sound information of phonemes are supported

by knowledge of the mechanical (i.e., physical) aspects of phonemes. For

example, if students struggle to hear the difference between /t/ and /d/, they

can rely on recognizing whether their voice is on or off to help identify the

phoneme. Additional information other than material students learned in the

Skills Strand Lessons is noted in italics.

Phoneme

Articulation Features

(Notice in the Mirror)

Is Your

Voice On

or Off?

Can You

Stretch

the

Sound?

/m/

Lips are together (Air goes through your nose! Pinch

your nose and you’ll cut off the sound.)

On Yes

/a/

Mouth is open wide and the tongue is low in the front

of the mouth

On Yes

/t/

Tip of the tongue taps behind the upper teeth, lips

are open a little), and the air “pops” out (Note this is

the same as /d/.)

Off No*

/d/

Tip of the tongue taps behind the upper teeth, lips

are open a little), and the air “pops” out (Note this is

the same as /t/.)

On No*

/o/

Mouth is open wide and jaw is lower than for /a/ On Yes

/k/

Back of the tongue touches the roof of the mouth,

lips are open a little, and the air “pops” out (Note this

is the same as /g/.)

Off No*

/g/

Back of the tongue touches the roof of the mouth,

lips are open a little, and the air “pops” out (Note this

is the same as /k/.)

On No*

/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.

Kindergarten | Unit 3 Assessment and Remediation Guide 35

Minimal Pairs

• /t/ and /d/ are minimal pairs because the only difference is whether the voice is

on or off.

• /k/ and /g/ are minimal pairs because the only difference is whether the voice is

on or off.

• /a/, /o/, and /i/ are minimal pairs because the only difference is the increased

or decreased opening of the mouth. Producing the vowel sounds in this order:

/i/, /a/, /o/, allows you to best feel the increased opening for each new vowel

sound.

Vowel Facts Learned in Unit 3 Skills Strand Lessons:

1. Vowel sounds are made with the mouth open.

2. Vowel sounds are the parts of words you stretch out when you sing.

3. Vowel sounds are the sounds people stretch out when they call someone’s

name.

4. Every word has a vowel sound.

36 Kindergarten | Unit 3 Assessment and Remediation Guide

Phoneme Skills Cross-Reference Chart

Phoneme Skill/CKLA

Goal

Unit 3 Lessons

Unit 3

Pausing Point

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Orally Blend Sounds

to Form Words (Two

or Three Phonemes)

Oral Blending

Mystery Bag; Have You

Ever?; Cut Up Pictures;

Touch It!; Clapping and

Slapping Sounds; I’m Going

on a Trip; Relay Blending;

Nursery Rhyme Blending;

Name Blending

Segment a Spoken

One-Syllable Short

Vowel Word into

Phonemes

Chaining

for Spelling

Chaining for

Spelling

Chaining

for Spelling

Chaining

for Spelling

Listen for Phonemes

in the Initial and

Medial Position of

Spoken One-Syllable

Short Vowel Words

(Includes Listening for Whether

Phonemes are the Same or

Different AND Isolate Beginning

Sounds)

Hearing

Initial

Sounds

(/m/)

Hearing

Initial

Sounds

(/a/)

I’m Thinking

of Something

(/t/)

Complete

the

Sentence

(/d/);

T-Chart

Sort (/m/

and /t/)

I’m

Thinking of

Something

(/k/);

T-Chart

Sort (/a/

and /o/)

Minimal

Pairs

(/g/ and

/k/);

I’m Thinking

of Something

(/g/)

Minimal

Pairs

(/i/ and

/a/)

Vowel

Discrimination

(/i/ and /a/)

T-Chart

Sort

(/I/ and

/o/)

Sound Riddles; I’m Thinking

of Something; Complete

the Sentence; Hearing

Initial Sounds; Mirror,

Mirror; T-Charts; Guess

the Sound!; Sound Search;

Minimal Pairs; Vowel

Discrimination

Kindergarten | Unit 3 Assessment and Remediation Guide 37

Phonemes—Word Lists

Target

Sounds

/m/ /a/ /t/ /d/ /o/ /k/ /g/ /i/

Words

Restricted

to Target

Sounds

in Initial,

Medial,

or Final

Positions

mad

mat

mitt

mom

mock

dam

dim

add

mad

mat

tack

tag

dam

dad

cat

gag

tack

tag

tick

tot

mat

mitt

dot

cat

cot

kit

got

dam

dad

dot

dock

dog

dim

did

dig

mad

cod

kid

odd

mom

mock

tot

dot

dock

dog

cod

cog

cot

got

cat

cod

cog

cot

kit

kid

kick

mock

tack

tick

dock

gag

got

gig

tag

dog

dig

cog

mitt

tick

dim

did

dig

kit

kid

kick

gig

Target

Sound

in Initial

Position

mad

mat

mitt

mom

mock

man

mice

moon

moth

mouse

mouth

mug

apple

ant

add

at, am, as*

tack

tag

tick

tot

teeth

tie

toe

top

tree

tub

tab

tip

tape

team

dam

dad

dot

dock

dog

dim

did

dig

day

date

dime

deep

dish

deck

dip

doll

odd

otter

ox (/o/

/k//s/)

on, off*

cat

cod

cog

cot

kit

kid

kick

cage

car

coat

coin

cone

couch

corn

cube

cup

gag

got

gig

game

gum

gas

gate

give

goat

goal

gob

gap

inch

ink

itch

in, is, it, if*

38 Kindergarten | Unit 3 Assessment and Remediation Guide

Target

Sounds

/m/ /a/ /t/ /d/ /o/ /k/ /g/ /i/

Target

Sound in

Medial

Position

mad

mat

tack

tag

dam

dad

cat

gag

bat

cap

hat

jazz

mad

path

rat

mom

mock

tot

dot

dock

dog

cod

cog

cot

got

hot

job

log

moth

pot

sock

top

boss

mitt

tick

dim

did

dig

kit

kid

kick

gig

chick

fish

pig

sit

ship

wig

tip

dish

Kindergarten | Unit 3 Assessment and Remediation Guide 39

Target

Sounds

/m/ /a/ /t/ /d/ /o/ /k/ /g/ /i/

Target

Sound

in Final

Position

mom

dam

dim

aim

dime

gum

ham

home

tot

mat

mitt

dot

cat

cot

kit

got

ate

eat

oat

out

ant

bat

boat

date

feet

fit

foot

hat

hit

hot

meet

net

nut

pot

add

odd

dad

did

mad

cod

kid

bad

bed

fed

maid

read

road

kick

mock

tack

tick

dock

oak

bake

bike

book

chick

elk

jack

lake

rake

gag

gig

tag

dog

dig

cog

egg

beg

big

bug

pig

If visual support is desired as a scaffold or required for activities such as blending to identify a picture, use

words noted in bold (from Blending Picture Cards included as a Skills Strand resource) or italic (from Sound

Cards included as a Skills Strand resource).

*These high-frequency words are included as additional examples of words with the target short vowel sound

in the initial position. These words are often more challenging for students because the words are not easily

connected to a concrete meaning.

40 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonemes—Worksheet

Sound Boxes: Identify the Position

Use Sound Boxes to have students indicate the position (initial, medial, or nal)

of target sounds in 2- and 3-phoneme words.

• Provide a worksheet for each student.

• Say a target sound and word using the sentence frame: Where is / / in the

word ? For example: Where is /g/ in the word got?

• Students repeat the word and segment the sounds, touching the boxes from left

to right for each phoneme.

• Then students place a cube (or other object: beans, buttons, etc.) in the box

matching the position of the target sound.

Kindergarten | Unit 3 Assessment and Remediation Guide 41

Name:

Directions: Say a target sound and word using the sentence frame: Where is / / in the word _____? Students repeat the word and segment the

sounds, touching the boxes from left to right for each phoneme. Then students place a cube (or other object) in the box matching the position of the

target sound.

Sound Boxes: Phonological Awareness (Identify the Position)

42 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonemes—Games

Note to Teacher

The following games should be restricted to the target sounds: /m/, /a/, /t/, /d/,

/o/, /k/, /g/, and /i/.

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.

Give Me the Sound

This is a variation of Give Me a Word (above).

Gather a collection of any variety of blocks (e.g., unit blocks or locking cubes).

• Tell students you will provide a word and want them to say the sound at the

beginning of the word. For example: Give me the sound at the beginning of

mop. (If students struggle to identify the beginning sound, repeat the word with

the beginning sound drawn out: mmmmop.)

• As students provide beginning sounds, give them a block. With each block,

students get a turn to place it, building a collective structure as the game

continues.

• If successful with identifying beginning sounds, students could play this game

by identifying sounds in the medial (vowels) or nal position of words.

Picture Cards

Picture Cards are provided for use with the following games.

/m/ /a/ /t/ /d/

mat

moon

moth

mug

hat

tag

cat

mad

tag

teeth

tub

tape

dad

dig

dog

dish

/o/ /k/ /g/ /i/

log

mom

sock

dot

cat

cone

cup

cow

gill

gift

gate

goat

chick

fish

mitt

pig

Kindergarten | Unit 3 Assessment and Remediation Guide 43

• The following games should target sounds in the initial and medial position and

be restricted to the target sounds: /m/, /a/, /t/, /d/, /o/, /k/, /g/, and /i/.

• Contrast combinations should be target according to student readiness (see

Dimensions of Difculty).

• 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.

Isolating Sounds (Receptive)

• Lay out the picture cards for 2–4 target sounds.

• Review the names of all the pictures.

• Ask students to nd a picture of something with the / _/ sound in the beginning/

middle.

Isolating Sounds (Expressive)

• Lay out the picture cards for 2–4 target sounds.

• Review the names of all pictures.

• Ask students to tell you the beginning/middle sound for selected picture.

(Scaffold this activity by naming the picture. If additional support is needed,

segment the sounds for students.)

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.

44 Kindergarten | Unit 3 Assessment and Remediation Guide

Memory

• Provide picture cards for 2–4 target sounds.

• Review the names of all pictures.

• 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 for the target sounds, such as two words beginning with

/t/.

• As students become comfortable with the game they may be able to play

independently.

Kindergarten | Unit 3 Assessment and Remediation Guide 45

Name:

Directions: Copy and cut these picture cards for use with the Unit 3, Section 1 Activities: Isolating Sounds, Open Sorts, and Memory. Darker card

stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.)

Picture Cards 1 (/m/ and /a/)

46 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Copy and cut these picture cards for use with the Unit 3, Section 1 Activities: Isolating Sounds, Open Sorts, and Memory. Darker card

stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.)

Picture Cards 2 (/t/ and /d/)

Kindergarten | Unit 3 Assessment and Remediation Guide 47

Name:

Directions: Copy and cut these picture cards for use with the Unit 3, Section 1 Activities: Isolating Sounds, Open Sorts, and Memory. Darker card

stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.)

Picture Cards 3 (/k/ and /g/)

48 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Copy and cut these picture cards for use with the Unit 3, Section 1 Activities: Isolating Sounds, Open Sorts, and Memory. Darker card

stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.)

Picture Cards 4 (/o/ and /i/)

Kindergarten | Unit 3 Assessment and Remediation Guide 49

Phonemes—Poems/Songs/Nursery Rhymes (P/S/NR)

Alliteration

Recite either of the following poems changing the alliteration for “Wee Willie

Winkie” or “Peter, Peter, Pumpkin Eater” to a Unit 3 consonant target sound:

/m/, /t/, /d/, /k/, or /g/. For example: Dee Dillie Dinkie runs through the town.

Ask students to listen for your mixed-up beginning sound and tell you the

mixed-up sound they heard (e.g., /d/).

• “Wee Willie Winkie” (P/S/NR Resource 24)

• “Peter, Peter, Pumpkin Eater” (P/S/NR Rhyme Resource 25)

50 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Poems/Songs/Nursery Rhymes Resource 24

Wee Willie Winkie

Wee Willie Winkie runs through the town,

Upstairs and downstairs in his nightgown,

Rapping at the window, crying through the lock:

Are all the children in their beds? It’s past eight o’clock!

Directions: Ask students to listen for the mixed-up beginning sound in Wee Willie Winkie’s name as you recite the poem changing the /w/ in the name

to a Unit 3 consonant target sound: /m/, /t/, /d/, or /k/.

Kindergarten | Unit 3 Assessment and Remediation Guide 51

Name:

Poems/Songs/Nursery Rhymes Resource 25

Peter, Peter, Pumpkin Eater

Peter, Peter, pumpkin eater,

Had a wife and couldn’t keep her.

He put her in a pumpkin shell

And there he kept her very well.

Directions: Ask students to listen for the mixed-up beginning sound in Peter, Peter, Pumpkin Eater as you recite the poem changing the /p/ in the

name to a Unit 3 consonant target sound: /m/, /t/, /d/, /k/, or /g/.

52 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonemes—Progress Monitoring

For Units 1 and 2 of the Assessment and Remediation Guide, progress

monitoring was facilitated by charting general performance levels and scores

on unassisted items from the Guided Practice portion of the lessons. For

Unit3 and beyond, progress monitoring continues to be a form of assessment

integrated into instruction. The resources provide a systematic record of student

mastery of skills, facilitating documentation and evaluation of student Response

to Intervention. We recommend using the progress monitoring resources

provided:

• within the Guided Practice section of the lesson plans. The resources

are designed to parallel instructional tasks, allowing for brief, seamless

integration. The intention is not to burden instructional time with additional

assessments.

• only when, based on observation of instructional performance, students

appear to be ready for a comprehensive check of the target skills for this

section of Unit 3. Set schedules for progress monitoring assessments

tend to result in their overuse. The resources are intended to serve as

conrmation and a meaningful record of student progress, as opposed to a

collection of numbers.

• to inform instruction! If student mastery of the target skills is conrmed

by a Progress Monitoring assessment, then teachers can be condent

in the decision to move students forward. If students do not achieve the

goal scores for a Progress Monitoring assessment, analysis of errors will

indicate areas of continued instructional need.

Kindergarten | Unit 3 Assessment and Remediation Guide 53

Blending

Preparation: Copy the page of pictures corresponding to the Progress

Monitoring Assessment (#1–4) you have selected.

• Review the names of all pictures rst.

• Tell students you are going to say groups of sounds and they should blend

those sounds in their heads to make a word. Then they should circle the

matching picture on the worksheet.

• Model with the sample item.

• Instruct students to look at the next row of pictures and say, “Please circle

the picture of the (say the target object in segmented fashion, pausing slightly

between each phoneme).”

• Complete the remaining rows.

• Scoring: One point is awarded for each correctly identied picture.

• Goal: 4 or 5 correct.

• Scores of 3 or less indicate additional re-teaching and reinforcement

is required from Assessment and Remediation Guide Unit 3 Section I:

Phonological Awareness: Blending Boost! or possibly Unit 2 Section II:

Phonological Awareness: Phonemes (Two or Three).

Blending Progress Monitoring 1 Progress Monitoring 2 Progress Monitoring 3 Progress Monitoring 4

Target Words

SAMPLE: /d//o//g/ –

log, dog, doll

1. /m//a//t/ –

mat, rat, mad

2. /d//i//g/ –

pig, dig, dish

3. /k//o//t/ –

dot, car, cot

4. /m//o//m/ –

thumb, mom, moth

5. /k//a//t/ –

hat, can, cat

SAMPLE: /d//o//g/–

dog, dot, frog

1. /m//a//d/–

dad, mad, map

2. /k//i//d/–

kiss, kid, lid

3. /d//o//ll/–

knock, doll, dock

4. /t//a//g/–

tag, bag, tap

5. /d//o//t/–

shot, dock, dot

SAMPLE: /d//o//g/ –

duck, log, dog

1. /d//i//g/ –

dig, leg, dish

2. /t//a//g/ –

chick, tag, tip

3. /m//o//m/ –

mop, drum, mom

4. /k//a//t/ –

cap, cat, mat

5. /t//a//k/ –

tack, tag, sack

SAMPLE: /d//o//g/ –

frog, dog, door

1. /k//i//k/ –

kick, kid, sick

2. /t//a//g/ –

tack, tag, rag

3. /d//a//d/ –

dig, sad, dad

4. /m//i//t/ –

sit, men, mitt

5. /d//o//t/ –

dot, pot, doll

Correct answers are noted in bold.

54 Kindergarten | Unit 3 Assessment and Remediation Guide

Isolating Target Sounds in the Initial or Medial Position

Preparation: Copy the page of pictures you have selected corresponding to the

Progress Monitoring Assessment (#1–4).

• Review the names of all pictures rst.

• Explain to students you are going to say two words at a time. The words will be

very similar, but one will have the target sound. Ask students:

• “Which picture begins with the / / sound?” (for beginning consonants)

• Or “Which picture has the / / sound in the middle?” (for medial vowels)

• Students should circle the matching picture on the worksheet.

• Model with the sample item.

• Instruct students to look at the next row of pictures and circle the picture with

the target sound.

• Complete the remaining rows.

• Scoring: One point is awarded for each correctly identied picture.

• Goal: 4 or 5 correct.

• Scores of 3 or less indicate that additional reteaching and reinforcement

is required from Assessment and Remediation Guide Unit 3 Section I:

Phonological Awareness: Phonemes (Two or Three).

Isolating

Target

Sounds

Progress Monitoring 1 Progress Monitoring 2 Progress Monitoring 3 Progress Monitoring 4

Target

Words

SAMPLE:

/m/ – man, pan

1. /t/ – tip, dip

2. /d/ – tot, dot

3. /a/ – dash, dish

4. /i/ – cat, kit

5. /o/ – hip, hop

SAMPLE:

/m/ – dad, mad

1. /k/ – cap, gap

2. /g/ – gold, cold

3. /a/ – pit, pat

4. /i/ – fin, fan

5. /o/ – map, mop

SAMPLE:

/m/ – mat, cat

1. /t/ – ten, den

2. /d/ – tug, dug

3. /a/ – limp, lamp

4. /i/ – hit, hat

5. /o/ – cat, cot

SAMPLE:

/m/ – sit, mitt

1. /k/ – goal, coal

2. /g/ – goat, coat

3. /a/ – lip, lap

4. /i/ – mitt, mat

5. /o/ – top, tap

Correct answers are noted in bold.

Kindergarten | Unit 3 Assessment and Remediation Guide 55

Progress Monitoring—Phonemes (Two or Three)

Student:

Progress Monitoring

Phonemes Skill

Blending (Two or

Three Phonemes)

Date

Progress

Monitoring #

Score

(Goal: 4 or 5

out of 5)

Isolating Target

Sounds (Initial and

Medial Positions)

Date

Progress

Monitoring #

Score

(Goal: 4 or 5

out of 5)

56 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: For each segmented word said, have students circle the matching picture for each line. (See directions under Unit 3, Section I:

Phonemes—Progress Monitoring.)

Blending Progress Monitoring 1

Blending score

Kindergarten | Unit 3 Assessment and Remediation Guide 57

Name:

Blending Progress Monitoring 2

Directions: For each segmented word said, have students circle the matching picture for each line. (See directions under

Unit 3, Section I: Phonemes—Progress Monitoring.)

Blending score

58 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Blending Progress Monitoring 3

Directions: For each segmented word that is said, have students circle the matching picture for each line. ((See directions under

Unit 3, Section I: Phonemes—Progress Monitoring.)

Blending score

Kindergarten | Unit 3 Assessment and Remediation Guide 59

Name:

Blending Progress Monitoring 4

Directions: For each segmented word that is said, have students circle the matching picture for each line. (See directions under

Unit 3, Section I: Phonemes—Progress Monitoring.)

Blending score

60 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Isolating Sounds Progress Monitoring 1

Directions: For each sound provided, have students circle the picture containing the sound for each line. (See directions under

Unit 3, Section I: Phonemes—Progress Monitoring.)

Isolating sounds score

Kindergarten | Unit 3 Assessment and Remediation Guide 61

Name:

Isolating Sounds Progress Monitoring 2

Directions: For each sound provided, have students circle the picture containing the sound for each line. (See directions under

Unit 3, Section I: Phonemes—Progress Monitoring.)

Isolating sounds score

62 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Isolating Sounds Progress Monitoring 3

Directions: For each sound provided, have students circle the picture containing the sound for each line. ((See directions under

Unit 3, Section I: Phonemes—Progress Monitoring.)

Isolating sounds score

Kindergarten | Unit 3 Assessment and Remediation Guide 63

Name:

Directions: For each sound provided, have students circle the picture containing the sound for each line. (See directions under

Unit 3, Section I: Phonemes—Progress Monitoring.)

Isolating Sounds Progress Monitoring 4

Isolating sounds score

64 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 65

Section II

Phonics

66 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 67

Determining Student Need for Section II, Phonics

Student struggles

with Unit 3 Objective:

Recognize, isolate, and

write the spellings for

short vowel sounds

(/a/, /o/, & /i/)

Student struggles

with Unit 3 Objective:

Recognize, isolate,

and write single letter

spellings for consonant

sounds (/m/, /t/, /d/, /k/,

& /g/)

Student struggles with

Unit 3 Objective: Read

and write any

one-syllable short

vowel CVC words

Student struggles with

Unit 3 Objective: Read,

spell, and/or write

chains of one-syllable

short vowel words

THEN USE

Section II: Phonics

Review with Pausing Point: Read Two- and Three-

Sound Words and/or Spell Two- and Three-Sound

Words with Spelling Cards

Then, target specic areas of

weakness by following track

A, B, C, or D.

Student scores 20

or less on Part Two

of the Unit 3 Student

Performance Task

Assessment

and/or performs

poorly on other

evaluations of reading

and spelling with the

target letter-sound

correspondences

for Unit 3

If student meets

expectations, then

continue with Unit 3

Skills Strand Lessons

If student continues

to struggle

68 Kindergarten | Unit 3 Assessment and Remediation Guide

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

Warm-Up

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.

• Tell students you will either say the sound or show the spelling.

• If a sound is provided, students should find the corresponding spelling

(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.

Sound/

Spelling

Chart, Letter

Cards

Explicit

Instruction

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.

• Remind students of the articulation needed to make the target sound (See

the Articulation Chart in Section I).

• 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.

Review the

Sound/

Spelling

Lesson Template

Kindergarten | Unit 3 Assessment and Remediation Guide 69

Focus:

Phonics:

Target

Sound/

Spellings Teaching Materials

Guided

Practice

Objective: Provide an engaging opportunity to develop target sound/spelling

knowledge with decreasing support as students’ skills strengthen.

Working with Target Sound/Spellings: Students are familiar with chaining from the

Unit 3 Skills Strand Lessons. Here students will apply their knowledge similarly.

The difference will be the teacher and students will write the words. (Writing for

students reinforces knowledge of letter formation and spelling patterns.)

• Select a chaining list. (See Chaining Lists under Word Lists for suggestions.)

• Display the letters utilized in the chain. The letters may be written at the

top of the board or chart paper or may be letter cards set out in front of

students on the table.

• Start with chaining for reading. (Decoding tends to be less challenging

than encoding.) Tell students you will use the letters to write words for

them to read.

• Write the first word and tell students to look at the pictures of the sounds

from left to right. As they look at the pictures, they need to remember the

sounds the pictures stand for and blend the sounds together to make the

word.

• Make the letter change needed for the next word and describe the change

as it is made. For example say, “Now I’m taking away the /t/ and putting a

/d/ at the end of the word. What word did I make now?”

• Continue until the chain is complete.

Chaining List

(Letter Cards

if needed)

Dry Erase

Board or

Chart Paper

and Marker

Dry Erase

Board, Dry

Erase Marker,

and Eraser,

or Paper with

Handwriting

Lines and

Pencils for

each student

Activity

Dependent:

Worksheet

and/or Game

resources

Progress

Monitoring

resources

70 Kindergarten | Unit 3 Assessment and Remediation Guide

Focus:

Phonics:

Target

Sound/

Spellings Teaching Materials

Guided

Practice

(Cont.)

If support is needed, model the sounds and blending. Also encourage students

to use the blending motions they have learned.

• Next use the same or an alternate chain for spelling. Tell students you will

say words for them to write, and for each new word they will only need to

change one letter.

• Say the first word and tell students to segment the word into sounds. As

they break apart the sounds, they need to remember the picture of the

sound and write each down from left to right.

• Provide the next word and have students explain the change they had to

make from the previous word.

• Continue until the chain is complete.

If support is needed, model breaking the sounds apart and writing the picture for

each sound.

Application of Skills: Select Worksheets and Games allowing students to apply

target sound/spelling knowledge.

Progress Monitoring Option: Incorporate progress monitoring checks here as

needed.

Independent

Practice

Objective: Allow students to practice targeted sound/spelling knowledge with high

levels of independence as they strive for mastery.

Practicing and Extending Skills with Target Sound/Spellings: Revisit previously

taught activities allowing students to practice target sound/spelling knowledge

with classmates.

Guided

Practice

Kindergarten | Unit 3 Assessment and Remediation Guide 71

72 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonics: Target Sound/Spellings

(‘i’ > /i/)

Focus:

Phonics:

Target Sound/

Spelling

(‘i’ > /i/)

Teaching Materials

Warm-Up

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.

Teacher Prompt Student Response

/m/ ‘m’

‘t’ /t/

‘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.

Sound/Spelling

Chart and Letter

Cards for (‘m’,

‘t’, ‘d’, ‘c’, ‘g’, ‘a’,

& ‘o’; NOT ‘i’)

Sample Remedial Lesson

Kindergarten | Unit 3 Assessment and Remediation Guide 73

Focus:

Phonics:

Target Sound/

Spelling

(‘i’ > /i/)

Teaching Materials

Explicit

Instruction

Objective: State the purpose for using sound/spelling knowledge and model

the desired performance.

Learning about Target Sound/Spellings: Use the Review the Sound/Spelling

page for ‘i’ to re-teach the sound/spelling.

• Remind students of the articulation needed:

Phoneme Articulation Features Voice Stretch

/i/

Mouth is open wide and jaw is higher

than it is for /a/

On Yes

• 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 depicting the

target sound.

Review the

Sound/Spelling

(i) page

Guided

Practice

Objective: Provide an engaging opportunity to develop target sound/spelling

knowledge with decreasing support as students’ skills strengthen.

Working with Target Sound/Spellings: Students are familiar with chaining from

the Unit 3 Skills Strand lessons. Here, students will apply their knowledge

similarly. The difference will be the teacher and students will write the words.

(Writing for students reinforces knowledge of letter formation and spelling

patterns; however, if the motor aspect of writing inhibits student attention to

sound/spelling connections, letter cards can be used instead.)

• Select a chaining list: it > mit > dit > git

• Display the letter cards on the table in front of students: ‘m’, ‘t’, ‘d’,

‘g’, and ‘i’.

• Start with chaining for reading. Tell students you will use the letters to

write words for them to read.

• Write the first word (it) and tell students to look at the pictures of the

sounds from left to right, noticing the vowel sound /i/ attached to /t/.

As they look at the pictures, they need to remember the sounds the

pictures stand for and blend the sounds together to make the word.

• Tell students you will add sounds to the beginning of this /i/ /t/

combination to make new words. Explain the letter change needed

for the next word is ‘m’ > /m/ and describe the change as it is made

saying, “Now I’m adding the /m/ and to the beginning of the word.

What word did I make now?”

• Continue until the chain is complete.

Chaining List

and Letter

Cards (‘m’, ‘t’,

‘d’, ‘g’, and ‘i’)

Dry Erase Board

and Marker

Dry Erase

Board, Dry

Erase Marker,

and Eraser for

each student

Sound Boxes,

Letter Cards

(‘m’, ‘t’, ‘d’, ‘g’,

and ‘i’), and

Making Words

74 Kindergarten | Unit 3 Assessment and Remediation Guide

Focus:

Phonics:

Target Sound/

Spelling

(‘i’ > /i/)

Teaching Materials

Guided

Practice

(Cont.)

If support is needed, model the sounds and blending. Also encourage

students to use the blending motions they have learned.

1. Next use the same chain for spelling. Tell students you will say words for

them to write, and for each new word they will only need to change one

letter.

2. Say the first word (it) and tell students to segment the word into sounds.

As they break apart the sounds, they need to remember the picture of the

sound and write each down from left to right.

3. Provide the next word (mit) and have students explain the change they

had to make from the previous word. (Put /m/ at the beginning.)

4. Continue until the chain is complete.

If support is needed, model breaking the sounds apart and writing the picture

for each sound.

Application of Skills: Provide students with a copy of Sound Boxes, the

needed Letter Cards, and Making Words (Initial Position) 4. Students should

be familiar with completing the Making Words page and using the Sound

Boxes to build words from previous lessons.

Progress Monitoring Option: (Students are still developing the ability to

distinguish vowel sounds and are not ready for a comprehensive check of

Unit 3 target sound/spellings.)

Independent

Practice

Objective: Allow students to practice target sound/spelling knowledge with

high levels of independence as they strive for mastery.

Practicing and Extending Skills with Target Sound/Spellings: Provide a clean

copy of Making Words (Initial Position) 4 and ask students to complete the

page again without using the Sound Boxes. Once the words are complete,

circle the real words and (optional) sketch a picture of each one.

Continued from

Guided Practice

Kindergarten | Unit 3 Assessment and Remediation Guide 75

Name:

Directions: Copy (card stock is recommended to allow for reuse) and cut out these Letter Cards for use with the Unit 3 Section II activities: Match Me

(See directions within the Lesson Template Warm-Up section.), Push & Say (See directions under Phonics—Worksheets.), and Race to the Top (See

directions under Phonics—Games.). Note: Consonants used in the initial and final position when building words are provided twice on this page.

Letter Cards 1

m m

t t

d d

g g

76 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Copy (card stock is recommended to allow for reuse) and cut out these Letter Cards for use with the Unit 3 Section II activities: Match Me

(See directions within the Lesson Template Warm-Up section.), Push & Say (See directions under Phonics—Worksheets.), and Race to the Top (See

directions under Phonics—Games.). Note: Consonants may be used in the initial and final position when building words are provided twice on this

page.

Letter Cards 2

c a

o i

Kindergarten | Unit 3 Assessment and Remediation Guide 77

Dimensions of Diculty

Lessons can be crafted to be more or less difcult by varying the salience

(i.e., sound clarity) of phonemes and the type of phoneme contrasts that are

examined. The chart below illustrates how lessons can be designed to be more

or less challenging across both dimensions.

Least Difficult

Contrast Phonemes

with Distinct

Articulation Features

(e.g., /m/ and /a/)

Contrast Phonemes with

Similar Articulation

Features

(e.g., minimal pairs /a/ and

/i/)

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/

Vowels /a/, /o/, and /i/

Most Difficult

78 Kindergarten | Unit 3 Assessment and Remediation Guide

Sound/Spellings Chart

Consonants Single Short Vowels

‘m’ > /m/ (mat)

‘t’ > /t/ (tag)

‘d’ > /d/ (dad)

‘c’ > /k/ (cat)

‘g’ > /g/ (dog)

‘a’ > /a/ (mad)

‘o’ > /o/ (mom)

‘i’ > /i/ (dig)

Kindergarten | Unit 3 Assessment and Remediation Guide 79

Phonics Skills Cross-Reference Chart

Phonics Skill/

CKLA Goal

Unit 3 Lessons

Unit 3 Pausing

Point

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Recognize, Isolate,

and Write the

Spellings for Short

Vowel Sounds (/a/,

/o/, and /i/)

Teacher

Modeling;

Meet the

Spelling

(/a/)

Sound/Spelling Review

Sound Sprints; Simon Says

Sounds

Teacher

Modeling;

Meet the

Spelling

(/o/)

T-Chart

Sort

Teacher

Modeling;

Meet the

Spelling

(/i/)

T-Chart

Sort

Recognize, Isolate,

and Write Single

Letter Spellings for

Consonant Sounds

(/m/, /t/, /d/, /k/, and

/g/)

Teacher

Modeling;

Meet the

Spelling

(/m/)

Sound/Spelling Review

Sound Sprints; Simon Says

Sounds

Teacher

Modeling;

Meet the

Spelling

(/t/)

Teacher

Modeling;

Meet the

Spelling

(/d/);

T-Chart

Sort

Teacher

Modeling

& Meet the

Spelling

(/k/)

Teacher

Modeling;

Meet the

Spelling

(/g/)

Read and Write Any

One-Syllable Short

Vowel CVC Word

Teacher

Modeling;

Meet the

Spelling

(/a/)

Connect It

Word

Reading

Practice

Spelling

Worksheet

Connect It

Label the

Picture;

Spelling

Hopscotch;

Practice

Pack

Label the

Picture;

Spelling

Hopscotch

Eraser

Man; Circle

Spelling;

Stomp and

Spell

Stomp

and Spell;

Label the

Picture;

Circle

Spelling;

Word

Wheel

Word Box; Label the Picture;

No Ride for You!; Real Word

or Silly Word; Word Reading

Sprints; Circle Spelling

Read, Spell, and/or

Write Chains of One-

Syllable Short Vowel

Words

Chaining

(Reading only in Lessons 3 & 4 & 6–9, and Reading & Spelling in Lessons 5 & 10–12)

Pocket Chart Chaining for

Reading AND for Spelling

All activities promote CKLA Goal: Demonstrate understanding that a systematic, predictable relationship exists between written letters

and spoken sounds.

All Phonics Goals are restricted to: ‘m’ > /m/; ‘a’ > /a/; ‘t’ > /t/; ‘d’ > /d/; ‘o’ > /o/; ‘c’ > /k/; ‘g’ > /g/; and ‘i’ > /i/

80 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonics—Word Lists

Two-Phoneme

Real Words

Three-Phoneme Real Words

/m/ /t/ /d/ /k/ /g/

mad

mat

mom

tag

tot

dad

dam

dot

dog

did

dig

dim

cat

cod

cog

cot

gag

gig

got

Two-Phoneme

Pseudowords

Three-Phoneme Pseudowords

/m/ /t/ /d/ /k/ /g/

mam

mim

mag

mot

mod

mog

mig

tat

tam

tad

tom

tod

tog

tim

tid

tig

dod

dat

dag

dom

dit

cam

cad

cag

com

gog

gam

gat

gad

gom

Kindergarten | Unit 3 Assessment and Remediation Guide 81

Chaining Lists for Reading or Spelling

All chains are designed in such a way that if you reach the end and wish to

continue you may simply repeat the chain.

Letter Cards

Needed

for Sound/

Spellings

‘m’ > /m/, ‘a’ > /a/,

‘t’> /t/, and ‘d’ > /d/

Adding ‘o’ > /o/, ‘c’ > /k/,

and ‘g’ > /g/

Adding ‘i’ > /i/

Manipulating

Initial Position

Only

mat > at > tat > dat

dad > mad > ad > tad

dam > tam > mam >

dog > cog > tog > mog >

gog

cot > tot > dot > mot > got

it > mit > dit > git

Manipulating

Initial and

Final Position

Only

dad > mad > mat > at

> ad > dad > mad

at > mat > mad > dad

> tad > ad

dad > tad > mad > mat

> at > ad > am > dam

> mam > mad

ad > at > mat > mad

> tad > mad > dad

> dam > am > tam

> tad

tag > tad > dad > mad > mat

> cat > gat > gag

dad > dam > gam > cam >

cat > mat > mad > tad

tag > gag > gad > mad > tad

> cad > cat > mat > mag

mom > tom > tot > dot > cot

> got > gom

dod > dom > om > ot > mot

> tot > dot

cot > got > tot > dot > dog >

tog > cog

dig > gig > mig > mid > did > dim > gim > gid >

git > it > mit > mig

dim > did > gid > gig > tig > dig > did > mid > tid

> tim

gig > tig > dig > did > dim > tim > mim > mit > dit

> dig

Manipulating

Initial, Medial,

and Final

Position

N/A, ‘a’ > /a/ is the

only vowel in this

category.

at > mat > cat > cot > dot >

tot > tat

cod > cot > cat > mat > mad

> dad > cad

ad > at > cat > cot > tot >

dot > dated

tag > tad > dad > ad > at >

cat > cot > got > tot > tat

dag > cag > ag > og > om >

com > dom > gom > gam

> gag

at > cat > cot > got > dot >

dog > gog > gag > gat

am > ad > at > cat > cam >

dam > dad > mad > mac >

mat > mam

cog > dog > dot > cot > cod

> tod > tad > tag > gag >

gat > cat > cot

dig > gig > gag > tag > tad > mad > dad > did >

dim

it > at > cat > mat > mad > dad > did > dig > dog

> dot > dit

it > at > mat > mad > mid > did > dig > gig > git

gim > mim > mit > git > dit > dat > gat > gad >

gid

it > at > mat > cat > cot > dot > dit

gag > tag > tad > dad > did > dig > dag

at > mat > mad > mid > did > dad > dat

dog > dot > got > tot > cot > cat > cot > cog

tig > gid > gad > gam > gom > com > tom > tid

mot > ot > og > ig > mig > mog

ag > cag > dag > dat > dit > git > gat > gag

dod > dom > om > im > mim > mit > mid > mod

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.

82 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonics—Worksheets

Review the Sound/Spelling

Review the target sound/spellings from Unit 3 with these worksheets.

• The image of the girl pronouncing the target sound is provided to prompt

attention to the articulation of the sound (See the Articulation Chart in Section I).

The word provided is an exemplar allowing students to listen for the target

sound within a word.

• Letter formation arrows are also provided for the picture of each sound, which

can serve as a reference when writing and/or as tracing practice if used with a

clear plastic sleeve and dry erase marker.

• A few items are revisited from the Meet the Spelling Worksheets of Unit 3 to

prompt students to listen for the target sound and practice its letter formation.

Consonants

Review the Sound/Spelling 1–5

Single Short Vowels

Review the Sound/Spelling 6–8

‘m’ > /m/

‘t’ > /t/

‘d’ > /d/

‘c’ > /k/

‘g’ > /g/

‘a’ > /a/

‘o’ > /o/

‘i’ > /i/

Kindergarten | Unit 3 Assessment and Remediation Guide 83

Name:

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

Review the Sound/Spelling 1 (/m/)

2 3

mat

84 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Review the Sound/Spelling 2 (/t/)

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

tag

Kindergarten | Unit 3 Assessment and Remediation Guide 85

Name:

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

Review the Sound/Spelling 3 (/d/)

dad

86 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

Review the Sound/Spelling 4 (/k/)

cat

Kindergarten | Unit 3 Assessment and Remediation Guide 87

Name:

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

Review the Sound/Spelling 5 (/g/)

dog

88 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

Review the Sound/Spelling 6 (/a/)

mad

Kindergarten | Unit 3 Assessment and Remediation Guide 89

Name:

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

Review the Sound/Spelling 7 (/o/)

mom

90 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce

knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit

Instruction section.)

Review the Sound/Spelling 8 (/i/)

dig

Kindergarten | Unit 3 Assessment and Remediation Guide 91

Push & Say

Use Sound Boxes to have students build words with support for individual

sounds.

• Provide the Sound Boxes page and a set of Letter Cards corresponding to the

words selected for building. Students should line up the letter cards below the

Sound Boxes page.

Note: Multiple copies of consonants are needed for words such as mom, did,

and gag.

• Say a word, such as did.

• Students echo the word and then individually work to select the Letter Cards for

the sound/spellings identied as they segment the word into phonemes.

• Have students place the Letter Cards directly below the boxes in the correct

positions from left to right. Tell students they will not always use all the sound

boxes.

• Once you see a student is ready, ask him or her to push the cards into the

boxes from left to right and say the sound as he or she pushes each card.

Immediately, students should run their nger under the word in one smooth

motion and say the whole word blended.

• Clear the board for the next word.

• Sound Boxes can be used in varied ways:

• Select words from the Phonics—Word Lists for students to practice

building and blending target sound/spellings.

• Students who struggle to write the words from the Making Words activities

in this section, may be supported by building in Sound Boxes rst and then

copying the word onto the handwriting lines.

• Sound Boxes may also support students during Chaining activities. For

reading the teacher may build or write sound/spellings in the boxes to help

highlight the positions of phonemes, particularly helping to focus student

attention to the correct position as spellings change to form a new word.

Similarly, for spelling the students may build or write sound/spellings in the

boxes for support as they break apart and record the phonemes they hear

in words.

• If additional support is needed, rst practice by asking students to ip their

Letter Cards over to the blank side and Push & Say for a few practice words

using the blank side of the cards. This removes the component of identifying

the correct sound/spelling, allowing students to start with a focus on the

sounds and their positions before adding in the task of connecting the sounds

to spellings.

92 Kindergarten | Unit 3 Assessment and Remediation Guide

• It will be least difcult for students to build words in which the vowel and nal

position consonant stay the same and only the beginning sound is changed

(e.g., it > mit > kit > dit). The next step is to keep a stable vowel and only

change the beginning and ending sounds (e.g., mat > mad > dad > tad) If

successful, ask students to manipulate sounds from any position (e.g., got >

dot > dog > dig).

Kindergarten | Unit 3 Assessment and Remediation Guide 93

Name:

Directions: This Sound Boxes page is provided for use with the Unit 3 Section II activity Push & Say. Say a two- or three-phoneme word. Students

echo the word and segment the sounds, placing corresponding letter cards below the boxes from left to right. Then students push the letter cards

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.

Sound Boxes: Phonics

94 Kindergarten | Unit 3 Assessment and Remediation Guide

Making Words

Students reinforce phonics knowledge by making words.

• Select a Making Words page according to the sound-spellings targeted for

remediation.

• Pages 1–6 offer the highest level of support by having students make

words by manipulating the sound in the initial position only.

• Pages 7–9 have students make words by manipulating the sound in the

initial and nal position.

• Model how to use the letters surrounding the center box to make words.

• Tracing the path of letters may support students as they attempt sound-spelling

combinations.

• Students write the words they make on the lines provided below.

• Ensure comprehension by asking students to identify the read words and use

them in an oral sentence or sketch a picture.

• More words can be created than the number of lines provided. For students

who are capable of productively continuing to create additional words, the

Extension Page can be copied and provided.

• If students struggle to write the words onto the handwriting lines, scaffold them

by providing the Sound Boxes in a plastic sleeve with a dry erase marker. The

Sound Boxes offer support for writing the individual sounds, and the words

can then be copied onto the handwriting lines. Another option, if slightly less

support is needed, is to draw vertical lines on the handwriting lines segmenting

them into spaces for sound-spellings.

Kindergarten | Unit 3 Assessment and Remediation Guide 95

Name:

Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.

Making Words (Initial Position) 1

c -ad d

96 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Making Words (Initial Position) 2

Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.

c -am d

Kindergarten | Unit 3 Assessment and Remediation Guide 97

Name:

Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.

Making Words (Initial Position) 3

c -at d

98 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.

Making Words (Initial Position) 4

- -it d

Kindergarten | Unit 3 Assessment and Remediation Guide 99

Name:

Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.

Making Words (Initial Position) 5

c -og t

100 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.

Making Words (Initial Position) 6

c -ot d

Kindergarten | Unit 3 Assessment and Remediation Guide 101

Name:

Making Words (a) 7

Directions: Students use the letters surrounding the vowel as either beginning or ending sounds. Students write the words on the lines provided

below.

d a t

102 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Students use the letters surrounding the vowel as either beginning or ending sounds. Students write the words on the lines provided

below.

Making Words (o) 8

d o t

Kindergarten | Unit 3 Assessment and Remediation Guide 103

Name:

Directions: Students use the letters surrounding the vowel as either beginning or ending sounds. Students write the words on the lines provided

below.

Making Words (i) 9

d i t

104 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Making Words 7–9 Extension Page

Directions: Students record additional words created from the Making Words 7–9 worksheets on the handwriting lines provided.

Kindergarten | Unit 3 Assessment and Remediation Guide 105

Phonics—Games

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 nger on the word if they nd it and read it aloud

to conrm 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 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

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.)

BINGO Boards 1

cat am got

dot cod it

mat mom dog

dig got dim

dot mom at

cat tot gig

Kindergarten | Unit 3 Assessment and Remediation Guide 107

Name:

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.)

BINGO Boards 2

mom cot dot

gig did gig

dim am mad

mat at dad

it dog tag

did got cod

108 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

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.)

BINGO Boards 3

cog cod at

dot got cat

dim mad tot

cat dog am

mom it cog

tot dot mat

Kindergarten | Unit 3 Assessment and Remediation Guide 109

Name:

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.)

BINGO Boards 4

cod did tag

dig cot got

am dog dad

dig cot dim

mad tag gig

at dad cog

110 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Copy (card stock is recommended to allow for reuse) and cut out the words cards for use with BINGO Boards. (See directions under

Phonics—Games.)

BINGO Cards

cat tag mad dim

mom mat did cot

got dot am cod

dog gig at cog

dig dad it tot

Kindergarten | Unit 3 Assessment and Remediation Guide 111

Race to the Top

• Each student gets their own ladder game board and game piece, and will share

a set of game cards. (We recommend copying and cutting the images from card

stock to allow for reuse.)

• Students perform according to the cards used and game variation chosen. For

correct answers students move up a rung; for incorrect answers students fall

down a rung. The rst one who gets to the top wins.

• Using Letter Cards: Cards can be placed face down between the students.

• Give the Sound: As Letter Cards are ipped over, students provide the

correct sound.

• Give the Word: As Letter Cards are ipped over, students provide a word

starting with the sound.

• Using Word/Picture Cards: Cards should be concealed and drawn from a

container, such as a brown bag.

• Read It: As cards are drawn, the word side of the card is shown to the

opposing player to be read. The picture side allows for

conrmation/correction.

• Spell It: As cards are drawn, the picture side of the card is shown to the

opposing player to be spelled (e.g., on a dry erase board). The word side

allows for conrmation/correction.

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 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Copy (card stock is recommended to allow for reuse) this page for the game Race to the Top. Students apply sound/spelling knowledge

when played with Letter Cards. More complex phonics knowledge is applied when played with Word/Picture Cards. (See directions under Unit 3,

Section II, Phonics—Games.)

Race to the Top

Kindergarten | Unit 3 Assessment and Remediation Guide 113

Name:

Directions: These Word/Picture Cards are provided for use with the Unit 3 Section II games. (See directions under Phonics – Games.) For Race to the Top, copy

(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

Memory, copy (darker colored card stock is recommended to prevent seeing through and allow for reuse) and cut out, separating word and picture cards.

Word/Picture Cards 1

114 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: These Word/Picture Cards are provided for use with the Unit 3 Section II games. (See directions under Phonics—Games.) For Race to the Top, copy

(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

Memory, copy (darker colored card stock is recommended to prevent seeing through and allow for reuse) and cut out, separating word and picture cards.

Word/Picture Cards 2

Kindergarten | Unit 3 Assessment and Remediation Guide 115

Name:

Word/Picture Cards 3

Directions: These Word/Picture Cards are provided for use with the Unit 3 Section II games. (See directions under Phonics—Games.) For Race to the Top, copy

(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

Memory, copy (darker colored card stock is recommended to prevent seeing through and allow for reuse) and cut out, separating word and picture cards.

116 Kindergarten | Unit 3 Assessment and Remediation Guide

Phonics—Progress Monitoring

For Units 1 and 2 of the Assessment and Remediation Guide, progress

monitoring was facilitated by charting general performance levels and scoring

unassisted items from the Guided Practice portion of the lessons. For Unit

3 and beyond, progress monitoring continues to be a form of assessment

integrated into instruction. The resources create a systematic record of student

mastery of skills, facilitating documentation and evaluation of student Response

to Intervention (RtI). We recommend using the progress monitoring resources

provided:

• within the Guided Practice section of the lesson plans. The resources are

designed to parallel instructional tasks, allowing for brief, seamless integration.

The intention is not to burden instructional time with additional assessments.

• only when, based on observation of instructional performance, students appear

to be ready for a comprehensive check of the target skills for this section of Unit

3. Set schedules for progress monitoring assessments tend to result in their

overuse. The resources are intended to serve as conrmation and meaningful

record of student progress, as opposed to a collection of numbers.

• to inform instruction! If student mastery of the target skills is conrmed by

a progress monitoring assessment, then teachers can be condent in the

decision to move students forward. If students do not achieve the goal scores

for a progress monitoring assessment, analysis of errors will indicate areas of

continued instructional need.

Directions

Preparation: This assessment involves asking individual students to read ve

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 specic 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.

Kindergarten | Unit 3 Assessment and Remediation Guide 117

• For misread words, write exactly what students say as the word is sounded out.

If students misread a word, prompt them to try to read the word again, letting

them know their rst attempt was incorrect.

• Students may benet from the supports utilized during instruction such as

blending motions and representing sounds with objects (e.g., Push & Say).

Demonstrate and encourage their use during modeling with the sample item

if needed. The goal is for students to eventually be capable of completing the

tasks without physical supports or, at least, utilizing the supports independently

(without your prompt).

• Scoring: Scoring is based on one point assigned for every sound read correctly

in a word. Interpret scores as follows:

• 14–15 points—excellent

• 11–13 points—good

• 8–10 points—fair

• Less than 8 points—poor

• Further analyze student errors to determine whether there are one or more

individual letter-sound correspondences that are particularly problematic. The

subtotals for each sound-spelling at the bottom of the record sheets facilitate

the identication of specic problem areas.

• Also examine whether there are mispronunciations occurring more frequently in

a given position in words. For example, does the student read the initial sound

correctly, but misread the medial and/or nal sound?

• Finally, examine whether the student succeeded in reading words correctly on

the second attempt. If so, the student may be rushing and may benet from

explicit instruction to slow down and look at each letter in a word sequentially,

left to right.

• Goal: Achieve scores of good or excellent.

• Scores of 10 or less indicate additional re-teaching and reinforcement is

required from Assessment and Remediation Guide Unit 3 Section II: Phonics.

118 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Word Reading Progress Monitoring 1

dot did

tag cat

mom gig

Word Student Pronunciation

Sample: dot

1. tag /t/ /a/ /g/

(3)

2. mom /m/ /o/ /m/

(3)

3. did /d/ /i/ /d/

(3)

4. cat /k/ /a/ /t/

(3)

5. gig /g/ /i/ /g/

(3)

Total Correct

/15

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

‘g’ > /g/ (1, 5)

/3 ‘I’ > /i/ (3, 5) /2

Kindergarten | Unit 3 Assessment and Remediation Guide 119

Name:

Word Reading Progress Monitoring 2

dot mat

cot got

dad dig

Word Student Pronunciation

Sample: dot

1. cot /k/ /o/ /t/

(3)

2. dad /d/ /a/ /d/

(3)

3. mat /m/ /a/ /t/

(3)

4. got /g/ /o/ /t/

(3)

5. dig /d/ /i/ /g/

(3)

Total Correct

/15

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

‘g’ > /g/ (4, 5)

/2 ‘I’ > /i/ (5) /1

120 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Word Reading Progress Monitoring 3

dot dim

mad cot

tag dog

Word Student Pronunciation

Sample: dot

1. mad /m/ /a/ /d/

(3)

2. tag /t/ /a/ /g/

(3)

3. dim /d/ /i/ /m/

(3)

4. cot /k/ /o/ /t/

(3)

5. dog /d/ /o/ /g/

(3)

Total Correct

/15

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

‘g’ > /g/ (2, 5)

/2 ‘I’ > /i/ (3) /1

Kindergarten | Unit 3 Assessment and Remediation Guide 121

Name:

Word Reading Progress Monitoring 4

dot cod

tot gag

dig mat

Word Student Pronunciation

Sample: dot

1. tot /t/ /o/ /t/

(3)

2. dig /d/ /i/ /g/

(3)

3. cot /k/ /o/ /d/

(3)

4. gag /g/ /a/ /g/

(3)

5. mat /m/ /a/ /t/

(3)

Total Correct

/15

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

‘g’ > /g/ (2, 4)

/3 ‘I’ > /i/ (2) /1

122 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Pseudo Word Reading Progress Monitoring 1

tid dit

mod tam

gid cag

Word Student Pronunciation

Sample: tid

1. mod /m/ /o/ /d/

(3)

2. gid /g/ /i/ /d/

(3)

3. dit /d/ /i/ /t/

(3)

4. tam /t/ /a/ /m/

(3)

5. cag /k/ /a/ /g/

(3)

Total Correct

/15

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

‘g’ > /g/ (2, 5)

/2 ‘I’ > /i/ (2, 3) /2

Kindergarten | Unit 3 Assessment and Remediation Guide 123

Name:

Pseudo Word Reading Progress Monitoring 2

tid tog

cad mot

gim dag

Word Student Pronunciation

Sample: tid

1. cad /k/ /a/ /d/

(3)

2. gim /g/ /i/ /m/

(3)

3. tog /t/ /o/ /g/

(3)

4. mot /m/ /o/ /t/

(3)

5. dag /d/ /a/ /g/

(3)

Total Correct

/15

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

‘g’ > /g/ (2, 3, 5)

/3 ‘I’ > /i/ (2) /1

124 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Pseudo Word Reading Progress Monitoring 3

tid dod

mim gad

tig cam

Word Student Pronunciation

Sample: tid

1. mim /m/ /i/ /m/

(3)

2. tig /t/ /i/ /g/

(3)

3. dod /d/ /o/ /d/

(3)

4. gad /g/ /a/ /d/

(3)

5. cam /k/ /a/ /m/

(3)

Total Correct

/15

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

‘g’ > /g/ (2, 4)

/2 ‘I’ > /i/ (1, 2) /2

Kindergarten | Unit 3 Assessment and Remediation Guide 125

Name:

Pseudo Word Reading Progress Monitoring 4

tid mig

gat dat

com tod

Word Student Pronunciation

Sample: tid

1. gat /g/ /a/ /t/

(3)

2. com /k/ /o/ /m/

(3)

3. mig /m/ /i/ /g/

(3)

4. dat /d/ /a/ /t/

(3)

5. tod /t/ /o/ /d/

(3)

Total Correct

/15

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

‘g’ > /g/ (1, 3)

/2 ‘I’ > /i/ (3) /1

126 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 127

Section III

Writing: Lowercase Letter Formation

128 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 129

Determining Student Need for Section III, Writing: Lowercase Letter Formation

Student struggles with Unit 3 Objective: Hold a

writing utensil with a tripod (or pincer) grip and

make marks on paper (Trace, copy, and write

lowercase letters ‘m,’ ‘a,’ ‘t,’ ‘d,’ ‘o,’ ‘c,’ ‘g,’ & ‘i’)

Student performs poorly on other evaluations of

lowercase letter formation for the target

letter-sound spellings for Unit 3

Review with Pausing Point: Write the

Spellings Learned in Unit 3 and/or

Write Two- and Three-Sound Words

THEN USE

Section III: Writing: Lowercase Letter Formation

If student meets

expectations, then

continue with Unit 3

Skills Strand Lessons

If student continues

to struggle

130 Kindergarten | Unit 3 Assessment and Remediation Guide

Writing: Lowercase Letter Formation

Focus:

Lowercase

Letter

Formation

Teaching Materials

Warm-Up

Objective: Literally warm up the large and small muscles of the arms and

hands used for writing.

Exercise: Choose two or three handwriting warm-up exercises. (See

Handwriting Warm-Up Exercises for suggestions.)

Activity

Dependent

Explicit

Instruction

Objective: Model the target lowercase letter formation.

Learning about Lowercase Letter Formation: Tell students which sound(s)

you will practice drawing for today’s lesson.

• Demonstrate drawing a large picture of the target sound(s) on chart

paper or the board and saying the letter formation chant while doing

so. (See Letter Formation Chants.) If possible, seat students so they

are looking up for the letter formation modeling and drawing in the

air (see next step), because looking up (chin down, eyes up) helps

students access visual memory.

• Repeat (tracing the first letter), inviting students to draw in the air and

say the chant with you. (Fun pointers often help engage students!)

Students should move their whole arm from the shoulder when

drawing in the air.

• Repeat, drawing in the air and saying the chant, this time with eyes

closed. Prompt students to pay attention to how their arm and hand

move and feel while their eyes are closed.

• Draw a new large picture of the target sound(s) asking students:

• Where do I start my line?

• Which direction does it go to make a picture of /_/ for writing?

• What do I draw next?

• Draw additional samples forming most letters correctly, but also draw

two or three incorrectly to address common mistakes.

Writing surface

and implement

(e.g., chalkboard

and chalk)

Pointers for

each student

Lesson Template

Kindergarten | Unit 3 Assessment and Remediation Guide 131

Focus:

Lowercase

Letter

Formation

Teaching Materials

Guided

Practice

Objective: Provide an engaging opportunity to develop letter formation with

decreasing support as students’ skills strengthen.

Working with Lowercase Letter Formation: Using individual writing supplies,

ask students to:

• Demonstrate the tripod grip. (Correct as needed.)

• Draw one big picture of a target sound/spelling on the board to show

you.

• Next, erase and draw four pictures of the sound and show you the

best one.

• Then, erase and fill the board with pictures of the sound in differing

sizes.

Application of Skills: Select Worksheets or Games allowing students to

practice the letter formation(s) focused on in the lesson.

Progress Monitoring Option: Incorporate progress monitoring checks here as

needed.

Writing surface

and implement

(e.g., chalkboard

and chalk) per

student

Activity

Dependent:

Worksheet and/

or other drawing

resources per

student

Progress

Monitoring

resources

Independent

Practice

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:

• Practicing Lowercase Letter Formation: Revisit previously taught

activities allowing students to practice the letter formation(s) in the

lessons.

• 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.)

Guided Practice

Fine Motor

Activity

resources

132 Kindergarten | Unit 3 Assessment and Remediation Guide

Writing: Lowercase Letter Formation (‘a’ and ‘d’)

Focus:

Lowercase

Letter

Formation

(‘a’ and ‘d’) Teaching Materials

Warm-Up

Objective: Literally warm up the large and small muscles of the arms and

hands used for writing.

Exercise:

• Chair sit-ups

• Pass around a weighted ball

Weighted ball

Explicit

Instruction

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

their whole arm from the shoulder when drawing in the air.

• Repeat, drawing in the air and saying the chant, this time with eyes

closed. Prompt students to pay attention to how their arm and hand

move and feel while their eyes are closed.

• Draw a new large picture of /a/ asking students:

• 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.)

Dry erase

board, dry erase

marker, and

tissue

Pointers for

each student

Sample Remedial Lesson

Kindergarten | Unit 3 Assessment and Remediation Guide 133

Focus:

Lowercase

Letter

Formation

(‘a’ and ‘d’) Teaching Materials

Guided

Practice

Objective: Provide an engaging opportunity to develop lowercase letter

formation with decreasing support as students’ skills strengthen.

Working with Writing Grip Strokes and Own Name: Using individual writing

supplies ask students to:

• Demonstrate the tripod grip. (Correct as needed.)

• Draw one big picture of /a/* on the board to show you.

• Next erase and draw four pictures of /a/* and show you the best one.

• Then erase and fill the board with pictures of /a/* of differing sizes.

• Repeat steps 2–4 for /d/*.

*Students should repeat the chant every time they draw a sound.

Application of Skills: Provide students with a copy of Alphabet Mural 1 in a

plastic sleeve. Ask students to trace all the pictures of /a/ and /d/. Remind

them to say the chant each time they trace a picture of a sound.

Progress Monitoring Option: Once students complete their Alphabet Mural

page, ask them to complete Progress Monitoring 2.

Dry erase

board, dry

erase marker,

and tissue per

student

In a plastic

sleeve for each

student:

Alphabet

Mural1

Copies of Word

Reading 2

Independent

Practice

Objective: Allow students to practice letter formations near mastery with high

levels of independence. In addition, bolster writing readiness with fine motor

activities.

Practicing and Extending Skills with Writing Strokes and Own Name:

• Practicing Lowercase Letter Formation: Once students complete

Progress Monitoring 2, return their copy of Alphabet Mural 1 in a

plastic sleeve to provide additional practice. Invite students to say the

sound instead of the whole chant as they trace each letter this time.

• Refining Fine Motor Skills: Provide students with two cans of beans

that have holes cut in the top of the plastic lids. Have students dump

out the beans and, as individuals or teams, race to fill their can back

up.

Same as Guided

Practice

Two cans of

beans with slots

cut in the top of

the plastic lids

134 Kindergarten | Unit 3 Assessment and Remediation Guide

Methods for Practicing Letter Formation

Gross motor abilities tend to develop before ne motor abilities. Therefore,

the following chart provides options allowing you to meet students at their

motor ability level and steps to foster their ne motor development. If students

struggle to improve their ne motor skills, consult with support staff (e.g.,

occupational therapist, school nurse, etc.) to evaluate for other potential

physical obstacles.

Refining Steps

(Gross to Fine Motor)

Surfaces Methods

Step 1

Large vertical surfaces

• Classroom dry erase board or chalkboard

• Easel

• 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.

Step 2

Large horizontal surfaces

• Table or desk covered with paper

• Cookie sheet with rice or shaving cream

• Sand table/box

• Poster board

• 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.

Step 3

Medium horizontal

surfaces

• Large construction paper

• Legal size paper

• Brown grocery bag

• Folded/cut newspaper sheet

Step 4

Small horizontal surfaces

(large strokes)

• 8.5 x 11 paper plain or in a plastic sheet protector

sleeve*

• Individual dry erase boards or chalkboards

• Small construction paper

• Notepads

• Paper plates

Step 5

Small horizontal surfaces

(small strokes)

Same as Step 4. Instead of using the full surface for large

strokes, students draw small strokes: tracing or free form,

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.

Kindergarten | Unit 3 Assessment and Remediation Guide 135

Letter Formation Chants

‘m’: Short line down, add a hump, hump to me; then the little /m/ is what you

will see.

‘a’: Circle to the left, add a short line to me; then the little /a/ is what you will

see.

‘t’: Long line down, add a line across up high to me; then a little /t/ is what you

will see.

‘d’: Circle to the left, add a long line down to me; then a little /d/ is what you will

see.

‘o’: Circle to the left, that’s all for me; then a little /o/ is what you will see.

‘c’: Circle to the left, leave it open for me; then a little /k/ is what you will see.

‘g’: Circle to the left, add a sh hook below to me; then a little /g/ is what you

will see.

‘i’: Short line down, add a dot above me; then a little /i/ is what you will see.

136 Kindergarten | Unit 3 Assessment and Remediation Guide

Writing Skills Cross-Reference Chart

Writing Skill/

CKLA Goal

Unit 3 Lessons

Unit 3

Pausing

Point

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Hold a Writing

Utensil with

a Tripod

(or Pincer)

Grip and

Make Marks

on Paper

(Trace, Copy,

and Write

Lowercase

Letters ‘m,’

‘a,’ ‘t,’ ‘d,’ ‘o,’

‘c,’ ‘g,’ and

‘i’)*

Meet the

Spelling

(‘m’)

Meet the

Spelling

(‘a’)

Meet the

Spelling

(‘t’)

Meet the

Spelling

(‘d’)

Handwriting

Practice

Meet the

Spelling

(‘o’)

Meet the

Spelling

(‘c’)

Meet the

Spelling

(‘g’)

Meet the

Spelling

(‘i’)

Rainbow

Letters

Label the

Picture

Label the

Picture

Label the

Picture

Play with Clay;

Handwriting

Worksheets;

Rough Around

the Edges; Sort

by First or Middle

Sound; Circle

Spelling

*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.

Kindergarten | Unit 3 Assessment and Remediation Guide 137

Lowercase Letter Formation—Worksheets

Lowercase Letter Formation Practice

Familiar practice formats used in the Unit 3 Workbook are available here to

provide large, medium, and small letter formation practice for each of the letter

sound spellings: ‘m’ > /m/, ‘a’ > /a/, ‘t’ > /t/, ‘d’ > /d/, ‘o’ > /o/, ‘c’ > /k/,

‘g’ > /g/, and ‘i’ > /i/.

To promote the meaning link between letter formations as a representation

of speech sounds, encourage students to say the lowercase letter formation

chant or the letter sound each time they draw a picture of a target sound while

completing the worksheets for practice.

138 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 139

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Large Letter Practice 1 (m)

140 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Large Letter Practice 2 (a)

Kindergarten | Unit 3 Assessment and Remediation Guide 141

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Large Letter Practice 3 (t)

142 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Large Letter Practice 4 (d)

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Kindergarten | Unit 3 Assessment and Remediation Guide 143

Name:

Large Letter Practice 5 (o)

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

144 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Large Letter Practice 6 (c)

Kindergarten | Unit 3 Assessment and Remediation Guide 145

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Large Letter Practice 7 (g)

146 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Large Letter Practice 8 (i)

Kindergarten | Unit 3 Assessment and Remediation Guide 147

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Medium Letter Practice 1 (m)

148 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Medium Letter Practice 2 (a)

Kindergarten | Unit 3 Assessment and Remediation Guide 149

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Medium Letter Practice 3 (t)

150 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Medium Letter Practice 4 (d)

Kindergarten | Unit 3 Assessment and Remediation Guide 151

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Medium Letter Practice 5 (o)

152 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Medium Letter Practice 6 (c)

Kindergarten | Unit 3 Assessment and Remediation Guide 153

Name:

Medium Letter Practice 7 (g)

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

154 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Medium Letter Practice 8 (i)

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.

Students should say the letter formation chant or the sound as he or she writes the letter.

Kindergarten | Unit 3 Assessment and Remediation Guide 155

Name:

Small Letter Practice 1 (m)

Directions: Have students trace and copy the letter. The motion can be described as 1. short line down; 2. hump; 3. hump. Student should say the

sound as he or she writes the letter.

2 3

156 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace and copy the letter. The motion can be described as 1. circle to the left; 2. short line down. Student should say the

sound as he or she writes the letter.

Small Letter Practice 2 (a)

Kindergarten | Unit 3 Assessment and Remediation Guide 157

Name:

Directions: Have students trace and copy the letter. The motion can be described as 1. long line down (lift); 2. line across. Student should say the

sound as he or she writes the letter.

Small Letter Practice 3 (t)

158 Kindergarten | Unit 3 Assessment and Remediation Guide

Name:

Directions: Have students trace and copy the letter. The motion can be described as 1. circle to the left; 2. long line down. Student should say the

sound as he or she writes the letter.

Small Letter Practice 4 (d)

Kindergarten | Unit 3 Assessment and Remediation Guide 159

Name:

Directions: Have student trace and copy the letter ‘o’. The motion can be described as 1. circle to the left.

Student should say the sound as he or she writes the letter.

Small Letter Practice 5 (o)

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Directions: Have students trace and copy the letter ‘c’. The motion can be described as 1. most of a circle to the left.

Student should say the sound as he or she writes the letter.

Small Letter Practice 6 (c)

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Name:

Directions: Have students trace and copy the letter ‘g’. The motion can be described as 1. circle to the left; 2. fish hook ending below the bottom line.

Student should say the sound as he or she writes the letter.

Small Letter Practice 7 (g)

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Directions: Have students trace and copy the letters and words. The motion for ‘i’ can be described as

1. short line down (lift); 2. dot on top. Student should say the sound as he or she writes the letter.

Small Letter Practice 8 (i)

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Lowercase Letter Formation—Games

Tic-Tac-Toe

Use the template provided, or draw your own, for students to play

Tic-Tac-Toe using pictures of target letter sounds instead of the traditional X

and O. Students may use both the same target picture of a letter sound and

draw it in different colors, or students may use two different target pictures of

letter sounds.

To promote the meaning link between letter formations as a representation

of speech sounds, encourage students to say the lowercase letter formation

chant or the letter sound each time they draw a lowercase letter formation while

playing Tic-Tac-Toe

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Tic-Tac-Toe Board

Directions: Students play Tic-Tac-Toe using pictures of target letter sounds instead of the traditional X & O. (See directions under Lowercase Letter

Formation—Games.)

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Letter Hunt

Finding familiar pictures of target letter sounds reinforces letter formation

knowledge. Use the following activities to have students hunt for taught letter

formations.

• Alphabet Mural 1 and 2. Mural 2 provides a greater challenge by mixing

familiar letter formations with unfamiliar letter formations.

• Read Around the Room: Invite students to nd target letter formations in

text around the room. Wearing funny glasses and/or using a fun pointer

makes this activity even more engaging!

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Alphabet Mural 1

Directions: Ask students to circle the pictures of certain letter sounds learned in Unit 3. (See directions under Lowercase Letter Formation—Games.

m d c g a t

g t i m c o

c o t d a g

i m o g d t

o d i a c m

a i

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Name:

Directions: Ask students to circle the pictures of the letter sounds learned in Unit 3. (See directions under Lowercase Letter Formation—Games.)

Alphabet Mural 2

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

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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 at surface and practice letters. Squish the

gel at again to use repeatedly.

• Draw with doodle programs on touch screen technologies.

Other Fine Motor Activity Suggestions

• Building with blocks

• Pouring water from a pitcher to a cup

• Cutting and pasting

• Hole punching

• Stringing beads

• Lacing hole-punched cards

• Making shapes with playdough

• Playing with squirt bottles

• Screwing and unscrewing lids

• Popping bubble wrap using the thumb and pointer nger

• Using a turkey baster or nasal aspirator to blow ping pong balls back and forth

• Using tongs or tweezers to pick up small objects (e.g., place colored buttons

or stones on matching colored papers or in matching colored containers, count

marshmallows or pom-poms into ice cube trays)

• Adding and removing clothespins to ll the edge of paper, a box, a ruler, etc. or

hanging items on a line

• Putting beans in a container with an appropriately sized slot

• Threading pipe cleaners through the holes of a colander

• Turning over buttons spread on the oor or table

• Using eye droppers with water and food coloring to decorate coffee lters

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Lowercase Letter Formation—Progress Monitoring

For Units 1 and 2 of the Assessment and Remediation Guide, progress

monitoring was facilitated by charting general performance levels and scores

on unassisted items from the Guided Practice portion of the lessons. For Unit 3

and beyond, progress monitoring continues to be a form of assessment that is

integrated into instruction. The resources create a systematic record of student

mastery of skills, facilitating documentation and evaluation of student Response

to Intervention (RtI). We recommend teachers use the progress monitoring

resources provided: