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 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.