Kndergarten

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 * || **Concept/Skill**  ||  **Examples or Key Terms**  ||  **Teacher Resources**  ||
 * **Skills in Alphabetics** || **Upper & Lower case letters**
 * Identifies
 * Writes
 * Knows the sound


 * Phoneme Isolation**
 * Identifies initial (first) and last letter sound of one-syllable word


 * Phoneme Identity**
 * Recognizes the same sound in different words.


 * Phoneme Categorization**
 * Identifies which word in a set of 3 or 4 words has the "odd" sound.


 * Phoneme Blending**
 * When give 3 different sounds separately the child will put the sounds together to make a word.


 * Phoneme Segmentation**
 * Identifies how many sounds are word.


 * Phoneme Deletion**
 * Identifies a word that remains when asked to remove a sound.


 * Phoneme Addition**
 * State the new word when given a sound to add to a word.


 * Phoneme Substitution**
 * State the new word when given a certain sound to take the place of an existing sound.


 * Rhyming**
 * State 1-2 rhyming words when given a word


 * Intonation**
 * Identifies various tones of speech.


 * Alliteration**
 * Identifies beginning sounds numerous time.


 * Decoding Skills**
 * consonant-vowel patterns
 * blends*
 * digraphs (ch, th)*
 * Word Families * || Isolation: What is the first sound of van? /v/ What is the last sound of van? /n/

Identify: What sound is the same in fix, fall, and fan? /f/

Categorization: Which word does not belong? (bus, bun, run) Rug does not belong. It does not begin with /b/.

Blending: What word is /b/ /i/ /g/? //big//

Segmentation: /g/ /r/ /a/ /b/ = 4 sounds

Deletion: What is hat without the /h/? //at//

Addition: What word you have when you add /s/ to the word park? //Spark//

Substitution: The word is bug. Change the /b/ to /h/. What is the new word? //hug//

Rhyming: Can you tell me a word that rhymes with **__hat__**?

Intonation: **I** am hungry. I am **hungry**!

Alliteration: Gus and Gary gobble gobs of grapes.

Sample: Will read the word **__cat__** when directed by teacher (bl,br,cl,cr,dr,fl,fr,gl,gr,pl,pr,sl,sm,sn,sp,st,tr) (sc,sw,tw,ch,sh,wh,th) Word family: can, ran, fan fig, big, rig || Decoding Strategies

Decoding Strategies Posters ||
 * **Skills in Fluency** || **Concepts of Print**
 * Reads left to right
 * Top to bottom
 * Front-to-back
 * Locates periods, question marks, and exclamation points.

Model when reading. Model while reading. Find in written text.
 * Imitates the rhythm of speech** || Track words w/ fingers or pointers

Teacher models with echo reading ||  ||
 * **Skills in Vocabulary** || **Sight Words**
 * Reads One-Syllable sight Words
 * Locates sight words in written text
 * Unknown Words**
 * Use picture clues to identify unknown words and meanings.
 * Asks peers or teachers for help. || Use Preprimer Dolch Sight words list. ||  ||
 * **Comprehension** || **The student...**
 * Participates in discussion when read to them about:**
 * Narrative text
 * Expository text
 * Identifies and discusses**
 * Title
 * Author
 * Illustrator
 * Illustrations
 * Makes predictions and inferences using**
 * Pictures
 * Content (Text)
 * Prior Knowledge


 * Retells important events and information before, during and after listening to the text.**


 * Develops awareness of text structure**
 * Sequential
 * Problem/Solution
 * Compare/Contrast

Sequences 2-3 events in order
 * Beginning
 * Middle
 * End || Graphic organizer (Venn Diagram or KWL Diagram)

Uses puppets to retell story

"before", "after", "next" ||  ||
 * **Literary Concepts** || **Describes aspects of characters physical and basic personality traits, and actions**


 * Describes setting and how they relate to the characters and plot**
 * environment
 * time of day or year
 * historical period
 * situation
 * place

how they deal with topics and problems ||  ||   ||
 * Identifies major and minor events in a story**
 * problem/conflict
 * climax
 * resolution ||  ||   ||
 * **Literary Significance** || **Evaluates distinctive and shared characteristics of cultures:**
 * How themes are presented