Opening A: I can identify a keyword for the consonant digraph "sh." I can act out the events from the Letter Story: "sh." (RF.1.3)
I can look at each consonant and say its sound.
Opening B: I can follow along in a shared text (tongue twister/poem) (RF.K.1) and search for digraphs. (RF.K.3)
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
Work Time A: I can identify a keyword for the consonant digraph "th." I can act out the events from the Letter Story: "th." (RF.1.3)
I can look at each consonant and say its sound.
Work Time B: I can follow along in a shared text (tongue twister/poem) (RF.K.1) and search for digraphs. (RF.1.3)
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can look at each consonant and say its sound.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lessons 11-12, 14-15

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.
Lesson 11

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: it's name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 12

Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 13

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 14

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 15

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.

ELA GK:S1:C3
GRADE K: MODULE 1: CYCLE 3
ELA GK:S1:C2:L15
ELA GK:S1:C3:L16
In this Cycle
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ELA GK:S1
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Phonemes Introduced in This Cycle
K
K
k
k
N
N
n
n
High-Frequency Word
the
High-frequency words are words that occur most frequently in written material and do not follow phonetic rules or, as we say in the EL Education curriculum, "don't play fair." Due to this fact, it is important that students are able to navigate these words with ease to improve their reading fluency and comprehension. While high-frequency words on their own don't carry much meaning, they are essential to sentences and help students gather meaning. Below you will find five activities for each day of the week that teachers can do with students or parents can do with their children at home as high-frequency words are being introduced cycle by cycle.

Read it, say it, write it, read it again
Use high-frequency words in sentences (oral and written)
Read a list of high-frequency words and time yourself on fluency (keep running list)
Search for high-frequency words in sentences/poems and underline them
Fishing for high-frequency words (one person reads the word aloud, other students find the word in a stack of other high-frequency words)
Instructional Practices
The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 16

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 17

Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 18

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 19

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 20

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 17, 19-20

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 21

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 22

Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 23

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 24

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 25

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 21-22, 24-25

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

This unit will focus on weather.  Students will explore what weather is, how weather is measured and how weather impacts living things.

This guidance document helps teachers understand the why, as well as the concrete what and how, of the K-2 Reading Foundations Skills Block: the overall structure, how time is used within the hour of instruction, what students do during Whole Group instruction and during differentiated Small Group instruction and Independent work, how the design of the Skills block reflects grade level reading and language standards, what assessments look like, how the K-2 Skills Block supports and complements the work from the K-2 Language Arts Curriculum (module lessons and Labs), what a day in the Skills Block looks like, and Frequently Asked Questions.

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can point to each word in a poem as I read it. I can create a new rhyming word by changing the first sound. (RF.K.1, RF.K.2)
I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can listen to the teacher segment a spoken single-syllable word and copy the procedure.
I can segment onset and rime in a single-syllable word.

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can identify and say the first phoneme (sound) in a word that has three phonemes.
I can identify and say the final phoneme (sound) in a word that has three phonemes.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /a/, /p/, /t/, /n/, /g/, /r/. (RF.K.3)
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can identify a keyword for the consonant digraph "ch." I can act out the events from the Letter Story: "ch." (RF.1.3)
I can look at each consonant and say its sound.
Opening B: I can follow along in a shared text (poem/tongue twister) (RF.K.1) and search for digraphs. (RF.1.3)
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
Work Time A: I can break apart a CVC word into individual phonemes. (RF.K.2)
I can listen to the teacher segment a spoken single-syllable word and copy the procedure.
I can listen to a CVC word and produce the initial phoneme (sound) in the word.
I can listen to a CVC (consonant, vowel, consonant) word and pronounce the final consonant phoneme (sound) in the word.
I can listen to a CVC (consonant, vowel, consonant) word and pronounce the middle vowel phoneme (sound) in the word.

A single comprehensive resource that includes many of the documents needed to understand the design and to effectively implement the K-2 Reading Foundations Skills Block, including assessment overview, assessment conversion chart, Benchmark Assessments (teacher and student materials), Activity Bank, information on independent and small group work, syllabification guidance, handwriting guidance, and a glossary.

This video is part of the Learn and Grow with WHRO TV series. Watch Patty Larson teach about how to make connections about being brave to texts.

Students relate personal experiences to make connections to a text.

Opening A: I can follow along in a shared text (poem). (RF.K.1)
I can count the number of words in a sentence.
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
Work Time A: I can search in a text (poem) and find a word with two letters and three letters in it.
I can count the number of letters in a word.
Work Time B: I can use clues from the text (poem) to identify a mystery word.
I can count the number of letters in a word.
I can point to words in the poem.
I can recognize and read many high-frequency words in a text and in isolation (alone).

Opening A: I can identify the name and sound for consonants and vowels. (RF.K.3)
I can identify the name of each uppercase letter.
I can identify the name of each lowercase letter.
I can look at each consonant and say its sound.
I can identify the short sound for each vowel.
Work Time A: I can identify the initial, final, and middle sounds in CVC words. (RF.K.2d)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.

Opening A: I can identify the name and sound for consonants and vowels. (RF.K.3)
I can identify the name of each uppercase letter.
I can identify the name of each lowercase letter.
I can look at each consonant and say its sound.
I can identify the short sound for each vowel.
Work Time A: I can identify the initial, final, and middle sounds in CVC words. (RF.K.2d)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.

Opening A: I can identify the name and sound for consonants and vowels. (RF.K.3)
I can identify the name of each uppercase letter.
I can identify the name of each lowercase letter.
I can look at each consonant and say its sound.
I can identify the short sound for each vowel.
Work Time A: I can identify the initial, final, and middle sounds in CVC words. (RF.K.2d)
I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.

In this lesson, students will be reading HFW, word family words, vocabulary words, etc. and will race their ozobot to see who can finish reading the words first. This activity is an adaptation from a free TPT lesson and can be adapted for any purpose. This activity is best used as a small group activity and can be referenced later as a fluency assessment (If used as a small group assignment, students will need multiple days to complete).Additional modifications: Students code the ozobot to read the desired words (all of the -at words).EL & DL Modifications:- Provide the translations or visuals for the codes for students who need added supports reading.- Provide checkpoints for student monitoring during the assessment.- Provide end of the day check-ins for students to ensure work is completed.- For advanced students (as well as older grades) use more challenging words.- For students needing additional assistance, use letters or words appropriate for their level.

Opening A: I can identify the name and sound for the letters "a," "t," "h," "p," "c," "n," "m," "r," "v," and "s." (RF.K.3)
I can identify the name of each uppercase letter.
I can look at each consonant and say its sound.
Work Time A: I can identify and produce words that rhyme. (RF.K.2)
I can listen to a list of three rhyming words and create a new rhyming word with a different sound (provided by the teacher; example: "pat," "bat," "hat," /s/).
I can listen to a line of text containing two rhyming words, and pick out and say the two words.
When given a word, I can create a new rhyming word by changing the first sound in the word.

Opening A: I can identify the name and sound for the letters "h," "p," "a," "t," "c," and "n." (RF.K.3)
I can say the sound that each consonant letter makes in words.
I can identify the most common single graphemes (letters) for short vowels.
Work Time A: I can identify and produce words that rhyme. (RF.K.2)
I can listen to a list of three rhyming words and create a new rhyming word with a different sound (provided by the teacher; example: "pat," "bat," "hat," /s/).
I can listen to a line of text containing two rhyming words and pick out and say the two words.
When given a word, I can create a new rhyming word by changing the first sound in the word.

Opening A: I can identify the name and sound for the letters "h," "p," "a," "t," "n," "c," "m," "r," "v," "s," "i," and "g." (RF.K.3)
I can identify the name of each uppercase and lowercase letter.
I can say the sound that each consonant letter makes in words.
I can identify the most common, single graphemes (letters) for short vowels.
Work Time A: I can identify and produce words that rhyme. (RF.K.2)
I can listen to a list of three rhyming words and create a new rhyming word with a different sound (provided by the teacher; example: "pat," "bat," "hat," /s/).
I can listen to a line of text containing two rhyming words, and pick out and say the two words.
When given a word, I can create a new rhyming word by changing the first sound in the word.

Opening A: I can retell events from the story "Chip Can't Nap!"
Work Time A (optional): Using evidence from the text, I can answer questions about the story "Chip Can't Nap!"
I can answer questions about the story using words and ideas from the story.
Work Time B: I can read the decodable text "Chip Can't Nap!" (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 turn the pages in order and begin reading the page on the left side, then the page on the right.
I can map phonemes (sounds) for consonants in words I see or read.
I can map phonemes (sounds) for vowels in words I see or read.
I can recognize and read many high-frequency words by sight.