Opening A: I can retell events from the story "The Mop Is a Dog!"
Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Mop Is a Dog!"
I can answer questions about the story using words and ideas from the story.
Work Time B: I can read the decodable text "The Mop Is a Dog!" (RF.K.1, RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can identify the short sound for each vowel.
I can look at each consonant and say its sound.
I can recognize and read many high-frequency words by sight.

Opening A: I can retell events from the story "The Ham Sandwich."
I can listen to a story.
I can tell someone else what the story was about.
Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Ham Sandwich."
I can answer questions about the story using words and ideas from the story.
Work Time B: I can read the decodable text "The Ham Sandwich." (RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its sound.

Opening A: I can retell events from the story "Josh's New Home."
Work Time A (optional): Using evidence from the text, I can answer questions about the story "Josh's New Home."
Work Time B: I can read the decodable text "Josh's New Home." (RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.

Opening A: I can retell events from the story "Fun with Gum."
Work Time A (optional): Using evidence from the text, I can answer questions about the story "Fun with Gum."
Work Time B: I can read the decodable text "Fun with Gum."
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.

Opening A: I can retell events from the story "The Milkshake."
Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Milkshake."
Work Time B: I can read the decodable text "The Milkshake." (RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.

Kindergarten Module 2 continues the focus on "getting to know letters" (letter name, formation, and sound) and phonological awareness begun in Module 1. The broader phonological awareness instruction begins to move toward phonemic awareness as students prepare to decode and encode words in Module 3. Phonemic awareness is a subset of phonological awareness and is the most important phonological element for the development of reading and spelling. Phonemic awareness is the ability to focus on the separate, individual sounds in words (the phonemes). Research demonstrates that letter identification, along with phonemic awareness, is essential to early reading and spelling development.

By the end of the module, students will be familiar with the name, formation, and sound for each letter of the alphabet. They should be very comfortable identifying rhyming words and syllables in words as well as the onset (beginning sound) and rime (ending chunk).

Kindergarten Module 3 signals an important shift: Students apply growing phonemic awareness to decoding and encoding single-syllable, CVC (consonant-vowel-consonant) words. As a result, the cycles begin to look more like the cycles in first grade, including new instructional practices such as Chaining and the Decodable Reader.

Each cycle focuses on a particular medial short vowel sound. Students work toward mastery of decoding and encoding VC (vowel-consonant) and CVC words with the focus vowel before moving on to the next. As a result, students are exposed to a growing number of words and become progressively more comfortable with analyzing words.

Phonemic awareness instruction, particularly segmentation and blending, work in tandem to support encoding and decoding. Students work on these skills during the Phonemic Blending and Segmentation and Chaining instructional practices. In each case, changes are practiced with a succession of words and sounds.

Finally, with the introduction of the Decodable Readers in whole group and the Decodable Student Reader routine in differentiated small groups, students gradually begin to take on more responsibility and independence with text. High-frequency words, introduced during the continued Mystery Word instructional practice, are used in both the shared and the decodable text.

By the end of the module, students should be able to hear and segment the individual phonemes of single-syllable spoken words. They will become increasingly more comfortable with decoding and encoding single-syllable VC and CVC words, including words with digraphs at the beginning or end.