Assessment and Remediation Guide: Unit 2

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Assessment and Remediation Guide
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Unit 2
Skills Strand
Kindergarten
Core Knowledge Language Arts®
New York Edition
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Table of Contents
Unit 2
Guide Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Section I: Phonological Awareness: Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
(Blend and Segment Two or Three Syllables)
Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Methods for Indicating Syllables in a Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Skills Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Poems/Songs/Nursery Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Section II: Phonological Awareness: Phonemes (Two or Three) . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
(Blend Two or Three Phonemes, Recognize Beginning Sounds, Add Phonemes)
Determining Student Need. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Blending Motions for Two- to Four-Phoneme Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Skills Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Poems/Songs/Nursery Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Section III: Writing Readiness: Writing Strokes and Own Name . . . . . . . . . . . . . . . . . . . . . . . . . . 109
(Cup, Hump, Zigzag, Wavy Line, Spiral, + and X, Loop, Cane, Hook, and Trace Own Name)
Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Methods for Practicing Writing Strokes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Skills Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Fine Motor Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
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 flow
charts provided for each component [e.g., Phonological Awareness (for both
Syllables and Phonemes) and Writing Readiness] 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 significantly with activities from
particular rows of the chart, the unit objective to target is indicated in the first
column. The Determining Student Need flow 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 student’s 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, integrating assessment with
instruction, and providing targeted remediation as quickly as possible will
help most struggling Kindergarten students become successful Kindergarten
students!
Kindergarten | Unit 2 Assessment and Remediation Guide 5

© 2013 Core Knowledge Foundation
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 significant instructional needs identified 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 of 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 specific 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.
6 Kindergarten | Unit 2 Assessment and Remediation Guide

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
See corresponding section Lesson Templates for Warm-Up activity
descriptions.
• For Phonological Awareness: Syllables: Short/Long
Activity
Warm-Up • For Phonological Awareness: Phonemes (two or three): 3
Dependent
Do You Know?
• For Writing Readiness: Writing Strokes and Own Name:
Free Draw Time
See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery Rhymes for
Guided Practice instruction related to remedial targets within: Activity
• Phonological Awareness: Syllables 12
(applying skills) Dependent
• Phonological Awareness: Phonemes (two or three)
• Writing Readiness: Writing Strokes and Own Name
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.

Explicit Reteaching Lesson Structure
The Explicit Reteaching Lesson Structure aligns with the Lesson Templates.
This structure provides a more complete lesson with explicit instruction for
selected unit objectives.
Explicit
Reteaching Exercise Materials Minutes
descriptions.
Activity
Dependent
Do You Know?
Free Draw Time
See corresponding section Lesson Templates for Learning About…
activity descriptions.
• For Phonological Awareness: Syllables: Learning About
Explicit Syllables Activity
4
Instruction • For Phonological Awareness: Phonemes (two or three): Dependent
Learning About Phonemes (two or three)
Learning About Writing Strokes and Own Name
See corresponding section Lesson Templates for Working With…
• For Phonological Awareness: Syllables: Working With
Guided Practice Syllables Activity
(working with 10
• For Phonological Awareness: Phonemes (two or three): Dependent
skills)
Working With Phonemes (two or three)
Working with Writing Strokes and Own Name
See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery Rhymes for
Guided Practice instruction related to remedial targets within: Activity
(applying skills) • Phonological Awareness: Syllables Dependent
OR
• Phonological Awareness: Phonemes (2 or 3) Progress 8
Independent
Practice/Progress • Writing Readiness: Writing Strokes and Own Name Monitoring
Monitoring Activities with which students have demonstrated independence Resources
may engage students when progress monitoring with individuals is
needed.

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
descriptions.
Activity
Dependent
Do You Know?
Free Draw Time
See corresponding section Lesson Templates for Learning About…
• For Phonological Awareness: Syllables: Learning About
Explicit Syllables Activity
5
Instruction • For Phonological Awareness: Phonemes (two or three): Dependent
Learning About Phonemes (two or three)
Learning About Writing Strokes and Own Name
See corresponding section Lesson Templates for Working With…
• For Phonological Awareness: Syllables: Working With
Guided Practice Syllables Activity
(working with 10
• For Phonological Awareness: Phonemes (two or three): Dependent
skills)
Working With Phonemes (two or three)
Working with Writing Strokes and Own Name
• See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery
Guided Practice Rhymes for instruction related to remedial targets within: Activity
• Phonological Awareness: Syllables 12
(applying skills) Dependent
• Phonological Awareness: Phonemes (two or three)
• Writing Readiness: Writing Strokes and Own Name
Activity
Independent Activities with which students have demonstrated independence Dependent
Practice/Progress may engage students when progress monitoring with individuals is Progress 10
Monitoring needed. Monitoring
Resources

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 Warm-Up
Explicit Instruction Explicit Instruction
Guided Practice (working with skills) Continue Guided Practice (applying skills)
Initiate 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 [e.g.,
Phonological Awareness (for Syllables or Phonemes) and Writing Readiness],
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
Warm-Up: Phonological Awareness focus Warm-Up: Writing Readiness focus
Explicit Instruction: Phonological Awareness focus Explicit Instruction: Writing Readiness focus
Guided Practice (working with skills): Phonological Guided Practice (working with skills): Writing
Awareness focus Readiness focus
Guided Practice (applying skills): Combination from Guided Practice (applying skills): Combination from
component areas (e.g., a Phonological Awareness and component areas (e.g., a Phonological Awareness and
a Writing Readiness activity) a Writing Readiness activity)
Independent Practice/Progress Monitoring: Independent Practice/Progress Monitoring:
Phonological Awareness activity (observing for success Writing Readiness activity (observing for success
independently) independently)

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 student 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 Grade 1 and Grade 2.
The materials throughout the units are organized into sections by component
area [e.g., Phonological Awareness (for both Syllables and Phonemes) and
Writing Readiness] and aligned with the objectives from the CKLA Skills strand
units. Within the sections you will find:
• 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) targeted in that section. The Lesson
Templates are followed by a Sample Remedial Lesson illustrating how specific
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 difficulty 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 difficulty 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 targeted 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.

• 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.
Objectives noted in Determining Student Need flow charts and Lesson
Reference Charts are aligned to the objectives in the Skills Strand unit lessons.
The objectives reflect the components needed for teaching the target skills
(e.g., Identify environmental sounds). The wording is not always repeated
precisely in the Progress Monitoring sections. The Progress Monitoring tools
target measurable outcomes: performance expectations for application of the
skills taught. The targets may break objectives apart into specific sub-objectives
(e.g., Identify and Draw a Circle) or require a combination of objectives to
demonstrate a skill (e.g., Apply Knowledge of Position Words to Bodily and
other Spatial Movement).
Progress Monitoring in Unit 1 and Unit 2 focuses on observing student
application of skills during instructional practice rather than using specific
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 into the objectives of Unit 3 and beyond
swiftly to provide exposure to and opportunity to work with specific phonemes.
In Unit 3 the Progress Monitoring changes to utilizing specific 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
proficiency with the skills within the unit is required for success in subsequent
units.

Section I
Phonological Awareness: Syllables
Note: Students struggling with blending syllables may have a
foundational issue with understanding the concept of a syllable.
Helping students discover the "beats" (syllables) in words and attend
to whether or not the speech sounds create a word during segmenting
syllables activities may help students develop their concept of a
syllable

Determining Student Need for Section I, Phonological Awareness: Syllables
IF
A B
Student struggles with Unit 2 objective: Blend Student scores 5 or less on Part 2 of the Unit
syllables to form words 2 Student Performance Task Assessment and/
or performs poorly on other evaluations of
phonological awareness at the syllable level
THEN USE
Section I: Phonological Awareness: Syllables

Kindergarten | Unit 2 Assessment and Remediation Guide
15
Lesson Template
Phonological Awareness: Syllables
Focus:
Syllables Teaching Materials
Objective: Prompt student attention to speech segments (at the syllable level).
Exercise: Select several individual words (see Word Lists for suggestions) that
vary in length to play Short/Long.
Tell students you will say a word and it will either be short (one syllable) or long
(multisyllabic).
Students will need to be standing to use the motions to represent syllables. The
motions are from the song “Head and Shoulders, Knees, and Toes.” Students
touch each body part for each syllable. For example, a one-syllable word would
only require touching the head, and a three-syllable word would require touching
the head, shoulders, and knees. This provides students with gross motor
movement that is bigger or smaller according to the number of syllables in a
Warm-Up word. (The motions will need to be explicitly taught and reviewed the first few Word Lists
times the game is played.)
Say the word twice—the first time at a normal speaking pace and the second
time with a slight emphasis on the syllables.
Students repeat the word for themselves and indicate the syllables with the
head, shoulders, knees, toes motions.*
Ask students to respond individually or as a group to say if the word was short
(only touched head) or long (touched shoulders, knees, or toes, too).
Once the correct answer is established, have students repeat the word and use
the motions together one more time.
Then move on to the next word.
Challenge students to produce their own short or long words.
Objective: State the purpose for listening and model the desired performance.
Learning about Syllables: Tell students you will say words (see Word Lists for Word Lists
suggestions) and the purpose for listening is to recognize how many syllables (These may or
Explicit (beats) are heard in each one. Identify how you want students to indicate the may not reuse
Instruction number of syllables they heard (see Methods for Indicating Syllables in a Word words from
for suggestions). Say samples and model indicating the syllables you hear using the Warm-
the desired method. Do most of the sample items correctly, but also provide Up.)
incorrect examples to address common mistakes.
Word Lists
Objective: Provide students an engaging opportunity to develop syllable skills Worksheet

with decreasing support as their skills strengthen. per student,
Game
Working with Syllables: Say the selected words for students. Students indicate
Guided Resources,
how many syllables were heard using the method previously modeled by the
Practice and/or P/S/
teacher (e.g., clapping).
NR Resources
Application of Skills: Select Worksheets, Games, and Poems/Songs/Nursery
Rhymes activities allowing students to apply segmenting sentences skills. Progress
Monitoring
Charts

Focus:
Syllables Teaching Materials
Objective: Allow students to practice syllable skills with high levels of
independence as they strive for mastery.
Practicing and Extending Skills with Syllables: Revisit previously taught activities
allowing students to practice syllable skills with classmates. Completing
Independent some of these activities with independence may be challenging. For example, Same as
Practice segmenting syllables as they call out objects for a classmate using the Position previous
Worksheets, requires a high level of mastery with syllable skills. However, other
activities, such as singing and clapping along with familiar songs, are well
suited for students to complete with minimal support. Activities for Independent
Practice should be selected with these differences in mind.
*If students have difficulty recognizing the number of syllables in a word, have them put their elbows on the table
and their chin in their hands. Have them say the word and notice how many times their heads bob. Sometimes
the word needs to be pronounced with a little exaggeration for the head bobs to be clearly noticeable, so
encourage strong (does not need to be loud) pronunciations. The head bobs for each syllable because syllables
are controlled by vowel sounds. The mouth opens wider for vowel sounds than for consonant sounds, and the jaw
opening causes the head to bob.

Sample Remedial Lesson
Phonological Awareness: Syllables (Segmenting with Clapping)
Focus:
Syllables
(Segmenting
with Clapping) Teaching Materials
Objective: Prompt student attention to speech segments (at the syllable
level).
Exercise: Play Short/Long using:
one-syllable words: frog, bear, pig, sheep
two-syllable words: rooster, monkey, lizard, chicken
three-syllable words: elephant, rattlesnake, jellyfish, ladybug
four-syllable words: rhinoceros, alligator
Tell students you will say a word and it will either be short (one syllable) or
long (multisyllabic).
Students will need to be standing to use the head, shoulders, knees, and
Warm-Up toes motions to represent syllables.
Say the word twice—the first time at a normal speaking pace and the second
time with a slight emphasis on the syllables.
Students repeat the word for themselves and indicate the syllables with the
head, shoulders, knees, and toes motions.
Ask students to respond individually or as a group to say if the word was
short (only touched head) or long (touched shoulders, knees, and toes, too).
Once the correct answer is established, have students repeat the word and
use the motions together one more time.
Then move on to the next word.
Challenge students to produce their own short or long words.
Objective: State the purpose for listening and model the desired
performance.
Learning about Syllables: Tell students you will say student names and
the purpose for listening is to clap the syllables (beats) in each one. (Use
a variety of first and last names to provide a variety of single- and multi-
Explicit syllable words for students to segment.) For example, say “Michael” twice—
Instruction the first time at a normal speaking pace and the second time clap along with
a slight emphasis on the syllables. Next say “Jenkins” twice, but when you
clap the second time it is said, clap only once. If students don’t catch your
error, point out that you clapped for the whole word instead of the syllables.
Make the correction and complete a few more examples. Extend the
instruction using the same words from the Warm-Up.

Focus:
Syllables
(Segmenting
with Clapping) Teaching Materials
Objective: Provide students an engaging opportunity to develop syllable
skills with decreasing support as their skills strengthen.
Working with Syllables: Say the selected words for students. Students repeat Silly Monster
each word while clapping along to emphasize syllables. Worksheet
Guided Practice Application of Skills: Distribute the Silly Monster Worksheet. Remind
students Silly Monster talks by breaking words into syllables. Let them Progress
practice Silly Monster voices with a partner before you begin. Point to Monitoring
multisyllabic objects in the picture (use the associated word list as a guide) Charts
and have students take turns or chorally use Silly Monster talk to say, “I see
[object name broken in syllables].”
Objective: Allow students to practice syllable skills with high levels of
Independent Same as
Practice Practicing and Extending Skills with Syllables: With a partner, students can above
use Silly Monster Worksheet to take turns pointing to objects for each other
to name using Silly Monster talk.

Methods for Indicating Syllables in a Word
The methods suggested below for segmenting syllables should be familiar
because they are utilized in Unit 1 Skills Strand and Assessment and
Remediation Guide lesson activities related to segmenting sentences.
Gross Motor Fine Motor

Step Forward Move Cubes
Touch Head, Shoulders, Knees, &
Circle Cubes
Toes (new to Unit 2)
Clap Tap/Count with Fingers
For lessons targeting blending compound words and/or two-syllable words,

utilize the hand motions first learned in Skills Strand Unit 2, Lesson 1. This
motion prompts students to:
1. Hold your fists in front of you, palms facing down.
2. Flip over your left fist and open it as you say the first of two syllables (e.g.,
cup).
3. Flip over your right fist and open it as you say the second of two syllables
(e.g., cake).
4. Clap your hands as you say the whole word with the syllables blended
(e.g., cupcake).
1 2 3 4
cup cake cupcake

Dimensions of Difficulty
Lessons can be crafted to be more or less difficult by varying the number of
syllables in a word, as well as using gross or fine motor movement. The chart
below illustrates how lessons can be designed to be more or less challenging
across both dimensions.
Variables
Gross Motor Fine Motor
Movement Movement
Number of Syllables
1 Least Difficult
5 Most Difficult

Syllables Skills Cross-Reference
Unit 2 Lessons Unit 2

Syllables Skill/
Pausing
CKLA Goal
1 2 3 4 5 6 7 8 9 10 Point
Syllable
Blending; Tap
Syllable Blending
Blend Syllables and Chase;
Blending; Tap Syllables and
to Form Words and Chase
Blending
Sounds
Syllables and
Sounds

Syllables—Word Lists
Four-Syllable
Three-Syllable
One-Syllable Words Two-Syllable Words Words
Words
(for challenge!)
ball horn apple marble banana alligator
bear horse basket monkey bicycle binoculars
bee house candle monster boomerang calculator
bell kite candy oval broccoli caterpillar
bird knee chicken pencil chocolate harmonica
boat leg circle quarter coconut helicopter
book mouse coffee rocket computer rhinoceros
boots mouth farmer rooster elephant watermelon
car nose flower scissors envelope
cat pen folder scooter family
cow pig guitar shoulder finger-paints
dog tape hammer shower lemonade
doll teeth honey stocking rectangle
door train jacket target spaghetti
duck truck laundry thunder telephone
ears sheep lizard trumpet trampoline
eyes shirt whistle triangle
foot snake window umbrella
frog square yo-yo valentine
hand star xylophone
heart stool
hen
Compound
Compound Words
Words
airplane moonlight basketball
airport popcorn bumblebee
baseball railroad butterfly
bookcase rainbow dishwasher
cowboy seashore dragonfly
earthquake skateboard grasshopper
firefly subway hamburger
fireworks toothpaste jellyfish
football toothpick ladybug
footprints touchdown peppermint
horseback rattlesnake
keyboard sunflower
thunderstorm
Note: Compound words can be a linguistic concept that helps students begin to understand how a word
can be comprised of smaller chunks of sound. Activities for working with compound words are provided and
recommended as segues into working with syllables. However, if a student’s understanding of compound words is
not firm or becomes confused as activities with syllables are completed, then avoid including compound words in
the lessons and revisit the concept later once the ability to blend and segment syllables is solid.

Syllables—Worksheets
Compound Words
• Select the Compound Combinations Worksheet of choice.
• Work with compound words using the Compound Combinations Worksheet,
and the accompanying cut-outs (preparation required before lesson). We
recommended images be photocopied onto card stock to allow for reuse.
• Place a copy of the Compound Combinations Worksheet in the middle of the
table.
• To practice blending:
• Provide pictures of whole compound words to each student.
• Place pictures of compound word-part combinations in the addition part of
the equation.
• Ask students to blend the words to make a compound word and indicate
their answer by showing you the picture from their pile that matches.
• Once all students have the correct answer, one student can put their
picture in the equals part of the equation.
• Continue filling in equations with new compound words.
• To practice segmenting:
• Provide the pictures of compound word-parts to each student.
• Place a picture of a whole compound word in the equals part of the
equation.
• Ask students to segment the compound word into its two word-parts and
indicate their answers by showing you the pictures from their piles that
match.
• Once all students have the correct answer, one student can put their
pictures in the addition part of the equation.
• Continue filling in equations with new compound words.

Directions: Provide sets of compound combination cut-outs and have students blend the addition part of the equation or segment the equals part of
the equation for each compound word
Name:

25
Compound Combinations
Directions: Copy and cut (card stock is recommended for reuse) Compound Combination cards for use with the Compound Combinations equation
26
page. Name:

Cut-outs 1 (Compound Combinations)
page.
Name:

27
28
page. Name:

page.
Name:

29
Silly Monster A
• Worksheet Silly Monster A: Meet Silly Monster and His Family
• Use the Silly Monster worksheets to give students practice with blending and
segmenting syllables. (Use Silly Monster voices for fun!)
• Pronounce the names of each member of Silly Monster’s family by saying the
syllables with a pause in between (e.g., “fa [pause] ther”). Students blend the
syllables and point to the member of the family.
• Once students are familiar with the members of Silly Monster’s family, they
may practice segmenting syllables by talking like Silly Monster does. Point
to a member of the family and have students identify who it is by saying the
syllables with a pause in between.
Silly Monster B
• Worksheet Silly Monster B
• Use the page to practice Silly Monster Talk.
• Name the objects Silly Monster sees by saying the syllables with a pause in
between. Students blend the syllables and point to the correct object. Practice
segmenting syllables by pointing to an object and having students identify what
it is by saying the syllables with a pause in between.
Silly Monster C–F, Picture Prompts with Silly Monster

• Name the objects Silly Monster sees by saying the syllables with a pause in
between. Students blend the syllables and point to the correct object. Practice
segmenting syllables by pointing to an object and having students identify it by
saying the syllables with a pause in between.

Directions: Pronounce, with a pause between syllables, the names of each member of Silly Monster's family (see Word Lists following Position
Worksheets). Students blend the syllables and point to the family member. Or, students practice segmenting by saying the names of family members
Name:
you point to broken into syllables.

31
Silly Monster A
Directions: Pronounce, with a pause between syllables, the objects Silly Monster sees (see Word Lists following Position Worksheets). Students blend
32
the syllables and point to the object. Or, students practice segmenting by saying the names of objects you point to broken into syllables. Name:

Silly Monster B
the syllables and point to the object. Or, students practice segmenting by saying the names of objects you point to broken into syllables.
Name:

33
Silly Monster C
34

Silly Monster D
the syllables and point to the object. Or, students practice segmenting by saying the names of objects you point to broken into syllables.
Name:

35
Silly Monster E
36

Silly Monster F
Assessment Practice
• Sound Worksheet K
• This worksheet provides the same format students will see for assessment. Use
this page along with your own word list or other Worksheets, Games, or Poems/
Songs/Nursery Rhymes activities to have students segment and represent
syllables (from left to right) by:
• circling cubes
• coloring cubes
• marking cubes with mastered writing strokes
• placing manipulatives on cubes

Name:
Sound Worksheet K
1.
Directions: Have students mark cubes (from left to right) for each syllable segmented from a word.
2.
3.
4.

Find My Word
• Select from Position Worksheets A–E.
• Have students blend the syllables to “Find My Word” (i.e., identify the objects)
on the page.
• The teacher pronounces the name of an object by saying the syllables with
a pause in between (e.g., “um [pause] brel [pause] la”). Students blend the
syllables and point to the picture of the object.
• Manipulatives can be used to cover pictures as they are identified.
• Variation: Students can practice segmenting syllables by clapping the syllables
for the names of the objects on the page. We recommend you ask students to
identify syllables for the objects from left to right and top to bottom to reinforce
their understanding of directionality for tracking.

Directions: Pronounce, with a pause between syllables, objects from the page (see Word Lists following Position Worksheets). Students blend the
40
syllables and point to the object. Or, students practice segmenting by saying the names of objects you point to broken into syllables. Name:

Position Worksheet A
syllables and point to the object. Or, students practice segmenting by saying the names of objects you point to broken into syllables.
Name:

41
Position Worksheet B
42

Position Worksheet C
syllables and point to the object. Or, students practice segmenting by saying the names of objects you point to broken into syllables.
Name:

43
Position Worksheet D
44

Position Worksheet E
Word Lists for Specific Worksheets
Compound Silly Monster’s Silly Monster Silly Monster Silly Monster Silly Monster
Combinations Family A Talk B Talk C Talk D Talk E
base/ball bro/ther app/le app/le(s) a/pron a/pplause
basket/ball fa/ther ba/lloon(s) a/pron bush/es back/wards
butter/fly gold/fish cook/ie(s) ba/na/na(s) bus/y butt/ons
cow/boy kitt/y flow/er(s) buck/et butt/er/fly cir/cus
fire/fly mo/ther pi/zza pop/corn bus/y cur/i/ous clapp/ing
foot/ball parr/ot pump/kin buy/ing daugh/ter col/or/ful
jelly/fish pupp/y sand/wich/(es) carr/y fa/ther el/e/phant
key/board sis/ter clean/ing fin/ger fea/thers
lady/bug fall/ing flow/ers flow/er
pop/corn glass/es foun/tain fly/ing
rail/road gro/cer/y(ies) gui/tar hor/ses
rain/bow han/dle list/en jugg/le
rattle/snake mo/ther look/ing la/dy
skate/board mon/ey mag/ni/fy look/ing
sun/flower pay/ing mon/ey mus/tache
tooth/pick pick/ing mo/ther peo/ple
pine/app/le(s) mu/sic plat/form
pur/ple mus/tard pur/ple
push/ing o/pen sill/y
sitt/ing pay/ing stand/ing
slipp/ing play/ing su/spen/ders
spill/ing pur/ple ti/ger
stand/ing rid/ing to/ge/ther
walk/ing sax/o/phone tra/peze
wear/ing shoul/ders wo/man
wo/man smell/ing yell/ow
wor/ker um/brell/a
yell/ow wa/ter
yumm/y yell/ow

Silly Monster Position Position Position Position Position
Talk F Worksheet A Worksheet B Worksheet C Worksheet D Worksheet E
ba/by (1) (1) (1) (1) (1)
be/low cat boots bear boat ball
blan/ket book car doll dog frog
build/ings house horse shirt star train
bush/es (2) (2) (2) (2) (2)
cit/y app/le gui/tar base/ball air/plane can/dle
coup/le can/dy mon/ster hamm/er chick/en flow/er
dan/ger/ous yo-/yo rock/et tar/get far/mer mar/ble
glass/es (3) (3) (3) (3) (3)
hang/ing el/e/phant butt/er/fly bi/cy/cle bas/ket/ball ba/na/na
ladd/er um/brell/a com/pu/ter spa/ghett/i brocc/o/li tram/po/line
pon/y/tail (4) (4) (4) (4) (4)
pur/ple ca/ter/pill/ar wa/ter/mel/on rhi/no/cer/os har/mon/i/ca cal/cu/la/tor
push/ing
see/saw
sitt/ing
skat/ing
stepp/ing
stroll/er
walk/ing
wa/ter
wo/man
yell/ow

Syllables—Games
Who Has?
• Have students stand in a circle.
• Say, “Who has the name [insert student name (first and last) broken into
syllables]?” For example: “Who has the name Me [pause] liss [pause] sa [pause]
Craft?”
• When the student named identifies him/herself, the student can sit down.
• Continue until all students are seated.
• This game can be varied in several ways:
• Have students sit in a circle, each holding objects from around the room
(e.g., pencil, eraser, paper, basket, etc.). When an object is named (e.g.,
“Who has the pen [pause] cil?”) the student holding it puts it in the middle
of the circle, a box, a bag, etc., until all the objects are gone.
• Instead of objects, students could each be given a picture. (Perhaps
pictures related to current unit's content!)
• Students could be challenged by sorting themselves, objects, or pictures
into groups according to the number of syllables as the game proceeds.
• Once students are comfortable with the game, they could practice
segmenting syllables by taking turns being the one to say, “Who has
the ?” The student with the named object gets the next turn.
• All students can practice segmenting syllables by reversing the game
procedures.
• Say, “Who has [insert name or object said without breaking it into
syllables]?” For example: “Who has the name Melissa Craft?”
• All students respond by doing a selected gross or fine motor movement
(see Methods for Indicating Syllables in a Word for suggestions) as they
repeat the name or object broken into syllables. For example, clapping as
they say, “Me [clap] liss [clap] sa [clap] Craft [clap].”
• The identified student sits down.
• Continue until all students are seated.

I Spy
• Play I Spy using two- to four-syllable words.
• For example: “I spy, with my little eye, a ta [pause] ble.”
• If playing with a small group, once students blend the syllables they could go
over to the object and touch it to indicate their answer. If playing with a large
group, students could take turns touching the named object.
• Once students are comfortable with the game, they can practice segmenting
syllables by taking turns being the person to “spy” an object.
• Other multisyllabic items around the classroom might be:
1. bas/ket 6. note/book
2. kin/der/gar/ten 7. pen/cil
3. com/pu/ter 8. speak/er
4. cur/tain 9. sta/pler
5. e/ra/ser 10. win/dow
Reverse Go Fish
Advance Preparation
Have a deck of regular playing cards ready. For word suggestions select one or
more Silly Monster or Position Worksheets and refer to the associated Word List
for 2-, 3-, and some 4-syllable words.
• Using a set of regular playing cards, deal a small stack of cards to students.
• Tell students, “I am going to say a word. I want you to place a card on the
table for each syllable in the word.” (Remember to speak at a slower pace than
natural cadence.)
• Each student places a card on the table for each syllable heard.
• Once all students have the correct number of cards set out, return the cards to
the pile for the next sentence.

Fill the Bag!
Advance Preparation
Collect plain brown lunch bags and cubes. (A tub of classroom locking cubes is
suggested. For word suggestions select one or more Silly Monster or Position
Worksheets and refer to the associated Word List for 2-, 3-, and some 4-syllable
words.
• Provide each student with a plain brown lunch bag and a pile of locking cubes.
• Prompt students to put the cubes together in a stack.
• Tell students you need them to help you fill the bag.
• Tell students you are going to say a word.
• Students should remove one cube from their stack for each syllable.
• Once all students have the correct number of cubes set out, place the cubes in
the bag.
• Students start again with the remaining cubes for the next word. With each new
word they “fill the bag!”
Oh, Nuts!
Advance Preparation
Use the squirrel image and acorn cut-outs from Sound Worksheet R. You will
need one squirrel and enough acorn cut-outs for each student to have at least
five. If available in your area, actual acorns could be collected and used! For
word suggestions select one or more Silly Monster or Position Worksheets and
refer to the associated Word List for 2-, 3-, and some 4-syllable words.
• Place the squirrel in the middle of the table and tell students they need to help
you feed the squirrel.
• Give each student at least five acorns.
• Tell students you are going to say a word and they should remove one acorn
from their pile for each syllable.
• Once all students have the correct number of acorns set out, place the acorns
on the squirrel and say, “Oh, nuts!”
• Redistribute the acorns for the next word.

Name:
Sound Worksheet R
Directions: See Oh, Nuts!

Name:
Cut-outs: Acorns (Sound Worksheet R)

Directions: Copy on card stock and cut out acorns to use with Sound Worksheet R.

Syllables—Poems/Songs/Nursery Rhymes (P/S/NR)
Blending Syllables
Who Stole the Cookie from the Cookie Jar? (P/S/NR Resource 15)
• Teach students the speaking parts of the poem prior to this activity.
• Recite the poem saying the syllables of multisyllabic student names with a
pause in between (e.g., “Ju [pause] lie”). For one-syllable names, last names
can be included to provide multiple syllables.
• After saying a name segmented into syllables, pause for students to blend the
syllables.
• Once the named student identifies him/herself, that student responds with:
“Who, me?”…Yes, you…“Not I.”…Then who?
• Repeat with other student names.
Five Little Ducks (P/S/NR Resource 16)
• Sing the first three lines of the verses normally.
• On the fourth line, instead of saying, “quack, quack, quack!” Choose a
multisyllabic word to repeat three times saying the syllables with a pause in
between (e.g., wigg [pause] le, wigg [pause] le, wigg [pause] le). (See Word Lists
for suggestions.)
• Students chime in on the fifth and sixth lines, repeating the word with the
syllables blended (e.g., “Wiggle, wiggle, wiggle! Wiggle, wiggle, wiggle! He ruled
the others with a wiggle, wiggle, wiggle!”).
• The second verse can be sung using the same word from the first verse or a
different word.
The Wheels on the Bus (P/S/NR Resource 17)
• Sing the verses using the words having two-syllables (e.g., wipers, people,
driver, baby).
• Before each verse say the feature word for the verse with a pause between the
syllables (e.g., wi-pers).
• After saying the word segmented into syllables, pause for students to blend the
syllables.
• Once the word is identified, sing the verse using the identified word.
• Repeat with a new verse.

Poem/Song/Nursery Rhyme Resource 15
Directions: Recite the poem, breaking student names into syllables (for single-syllable names include last names). Students blend the syllables to
Who Stole the Cookie from the Cookie Jar?

Teacher: Who stole the cookie
from the cookie jar?
[Student’s name] stole the cookie
from the cookie jar!
Child: Who, me?
Teacher: Yes, you.
Child: Not I.
Teacher: Then who?
Child: [Student’s name] stole the cookie from the cookie jar.
identify themselves and respond to keep the poem going.
Directions: Sing, replacing "quack, quack, quack" on line 4 with a two syllable word broken into syllables (e.g., wigg-le, wigg-le, wigg-le). Students
Five Little Ducks

Five little ducks that I once knew
Fat ones, skinny ones, tall ones, too.
But the one little duck with the feather on his back,
He ruled the others with a quack, quack, quack!
Quack, quack, quack! Quack, quack, quack!
Down to the river they would go,

Wibble, wobble, wibble, wobble, all in a row.
blend and chime in repeating the blended word for lines 5 & 6.

Directions: Before singing, say the feature word for a verse segmented into syllables (wi-pers, peo-ple, dri-ver, or ba-by). Students blend and identify
The Wheels on the Bus

For each verse, make hand movements to match: wheels spinning, wipers swishing,
people going up and down, driver pointing back, baby crying.
The wheels on the bus go round and round,

round and round, round and round.
The wheels on the bus go round and round
All through the town.
Verses:
• The wipers on the bus go swish, swish, swish
• The people on the bus go up and down
• The driver on the bus says “Move on back...”
• The baby on the bus cries “Wah, wah, wah...”

the word, then sing the associated verse.
Segmenting Syllables
• Clap along with the following Poems/Songs/Nursery Rhymes. Clap for every
syllable, rather than to the beat.
• “Ring Around the Rosey” (P/S/NR Resource 18)
• “Pat-a-Cake” (P/S/NR Resource 19)
• “Lucy Locket” (P/S/NR Resource 20)
• “One for the Money” (P/S/NR Resource 21)
• “Jack-o-Lantern” (P/S/NR Resource 22)

Ring Around the Rosey

Clap for every syllable, not to the beat.
Ring around the rosey,

A pocket full of posies.
Ashes, ashes,
We all fall down.
Directions: Recite, clapping for every syllable.

Pat-a-Cake
Pat-a-cake, pat-a-cake, baker’s man!

Bake me a cake as fast as you can.
Pat it and prick it
and mark it with a [student’s initial],
And put it in the oven for [student’s name] and me.

Lucy Locket
Lucy Locket lost her pocket,

Kitty Fisher found it.
Not a penny was there in it,
Only ribbon round it.

One for the Money

One for the money,

Two for the show,
Three to make ready,
And four to go!

Jack-o-Lantern
Jack-o-lantern, Jack-o-lantern,
orange-front-and-back-o-lantern,
sitting-on-the-sill-o-lantern,
where’s your sister Jill-o-lantern?

Syllables—Progress Monitoring
ww Progress Monitoring Assessment
A sample system (recommended) for collecting progress monitoring data is
provided below. Individual records should be kept for each student in need of
remediation for the following skill related to Phonological Awareness: Syllables.
Observational records of general performance with the target skill can be kept
under Remediation Sessions. The date and an overall ranking of the student's
performance with the skill on a given day can be noted:
Not Yet Ready (NYR)
Progressing (P)
Ready (R)
Most of the tasks in the Guided Practice section of the lesson plans lend
themselves to progress monitoring. To adjust the task from a learning tool to an
assessment tool, simply have the student complete a handful of items without
assistance and record the score under Progress Monitoring.
Sample of Completed Progress Monitoring Form
Student:
Remediation Sessions Progress Monitoring

(Date & Score of NYR, P, R) (Dates & Scores)
Syllables
Skill
4/11 4/12 4/13 4/14 4/11 4/14

Blend Syllables
P P R R 2/4 4/4
Segment
Syllables

Progress Monitoring—Syllables
Student:

Syllables
Skill
Blend Syllables
Segment Syllables

63
Section II
Phonological Awareness: Phonemes (Two or Three)

Determining Student Need for Section II, Phonological Awareness: Phonemes (two or three)
IF
A B C D
Student struggles with Unit 2 Student struggles with Unit 2 Student struggles with Unit 2 Student scores 5 or less
objective: Isolate beginning objective: Orally blend sounds objective: Add phonemes to on Part 2 of the Unit 2
sounds to form words (two or spoken one-syllable words Student Performance Task
three phonemes) Assessment and/or performs
poorly on other evaluations of
phonological awareness at the
phoneme level (two or
three sounds)
Review with Pausing Point: Recognize Review with Pausing Point: Blend Two Then, target specific areas of
the Beginning Sound in a Word or Three Sounds to Form a Word weakness by following track A,
B, or C
If student meets If student continues If student meets If student continues

expectations, then to struggle expectations, then to struggle
continue with Unit 2 continue with Unit 2
Skills Strand Lessons Skills Strand Lessons
THEN USE

Section II, Phonological Awareness: Phonemes (two or three)
67
Lesson Template
Phonological Awareness: Phonemes (Two or Three)
Focus:
Phonemes (Two or
Three) Teaching Materials
Objective: Prompt student attention to speech segments (at the
phoneme level).
Exercise: Play Do You Know? Select several common names having
two phonemes, three phonemes, or a mix of both (see Word Lists for
suggestions and add in two- and three- phoneme names, e.g., student
names and other known names.) Start with two-phoneme names and
add in three-phoneme names as students demonstrate mastery with
Warm-Up
two phonemes.
Note: This Warm-
Up is a variation of Tell students you will say, “Do you know…” followed by a name broken
the Name Blending into sounds. For example, “Do you know /s/ /oo/?” (Sue).
Names List
Unit 2 Pausing Point Encourage students to use a blending motion to help them blend the
under Blend Two phonemes. (See Blending Motions for Two to Four Phoneme Words for
or Three Sounds to suggestions.)
Form a Word Remind students not to shout out the answer. Instead, if they know
someone with that name, show it with a thumbs-up. If they do not know
someone with that name, show it with a thumbs-down.
Students with thumbs-up can take turns saying who they know (e.g.,
Sue is in our class, I have an Aunt Sue, Sue is Ms. Marble’s first name,
etc.).
Continue with another name.
performance.
Learning about Phonemes: Tell students you will say words broken into
sounds (see Word Lists for suggestions) and the purpose for listening
Explicit Instruction is to blend those sounds together to make a word. Identify the blending Word Lists
motion you want students to use (see Blending Motions for Two to Four
Phoneme Words for suggestions). Say samples and model blending the
sounds you hear using the desired blending motion. Complete most
of the sample items correctly, but also include some incorrect items to
address common mistakes.
Word Lists
Activity
Objective: Provide students an engaging opportunity to develop syllable Dependent:
skills with decreasing support as their skills strengthen. Worksheet per
Working with Phonemes: Say the selected words broken into phonemes student, Game
Guided Practice for students. Students use the blending motion previously modeled by Resources,
the teacher to blend the sounds to make a word. and/or P/S/NR
Application of Skills: Select Worksheets, Games, and Poems/Songs/ Resources
Nursery Rhymes activities allowing students to apply phoneme skills.
Progress
Monitoring
Chart(s)

Focus:
Phonemes (Two or
Three) Teaching Materials
Objective: Allow students to practice phoneme skills with high levels of
Practicing and Extending Skills with Phonemes: Revisit previously
taught activities allowing students to practice phoneme skills with
Independent classmates. Completing many of these activities with independence Same as previous
Practice may be challenging. Students may not have the segmenting ability
needed for one partner to be the “leader” (the role of the teacher).
Partnering with students who have stronger phoneme skills and
familiarity with the activities or partnering with a trained teaching
assistant or classroom volunteer may be an option.

Phonological Awareness: Phonemes (Blending with Arm Motions)
Focus:
Phonemes
(Blending with
Arm Motions) Teaching Materials
Objective: Prompt student attention to speech segments (at the phoneme
level).
Exercise: Play Do You Know? using:
Two-phoneme names: Joe, May, Ty, Eve, Sue
Warm-Up Three-phoneme names: Drew, Eli, Ava, Jill, Paige, Jim
Note: This
Tell students you will say, “Do you know…” followed by a name broken into
Warm-Up is a
sounds. For example, “Do you know /s/ /oo/?” (Sue).
variation of the
Name Blending Encourage students to use the fists blending motion for the two-phoneme
names and the arm blending motion for the three-phoneme names. (Be Names List
Unit 2 Pausing
Point under sure to tell students ahead of time whether the name will have two or three
Blend Two or phonemes.)
Three Sounds to Remind students not to shout out the answer. Instead, if they know someone
Form a Word with that name, show it with a thumbs-up. If they do not know someone with
that name, show it with a thumbs-down.
Students with thumbs-up can take turns saying who they know (e.g., Sue is
in our class, I have an aunt Sue, Sue is Ms. Marble’s first name, etc.).
Continue with another name.

Focus:
Phonemes
(Blending with
performance.
Learning about Phonemes: Use samples from a collection of animal words
that will reoccur throughout the activities: dog, sheep, and bee. (The
animal words are selected from the Animal Cards provided in Unit 1 of the
Assessment and Remediation Guide, which can be used to provide visual
support.)
Tell students you will say words broken into sounds and the purpose for
listening is to blend those sounds together to make a word.
Let students know you will focus on using the arm blending motion today.
Animal Word
Ask students to tell you how many sounds the arm blending motion is used List (Optional:
for. Corresponding
Explicit Once the correct answer is given (three), then caution students that one or Animal Cards
Instruction two words will only have two sounds and you want them to “catch” those provided in
words. Assessment and
First model the segmented word dog, saying /d/ /o/ /g/, touching your Remediation,
shoulder, elbow, and wrist. Follow with the sliding motion from shoulder to Unit 1)
wrist as you say the blended word dog.
Invite students to repeat it with you.
Next demonstrate the segmented word sheep, just as you did with dog.
Then demonstrate the segmented word bee, saying /b/ /ee/, respectively
touching your shoulder and elbow. Follow with the sliding motion from
shoulder to wrist as you say the blended word bee.
If students don’t catch your error, point out that you only had two sounds in
that word and only touched your shoulder and elbow.
Celebrate “catching” the first two-phoneme word!

Focus:
Phonemes
(Blending with
Objective: Provide students an engaging opportunity to develop phoneme
skills with decreasing support as their skills strengthen.
Working with Phonemes: Use a collection of animal words that will reoccur Animal Word
throughout the activities: cow, bee, dog, duck, horse, sheep, and bird. Say List (Optional:
the selected words segmented into phonemes for students. Students repeat Corresponding
and blend the phonemes using the arm blending motion. Repeat words until Animal Cards
all students are blending the phonemes accurately. (If students are provided provided in
with their own set of corresponding Animal Cards, they could indicate their Assessment and
answer by showing the correct picture instead of calling out the blended Remediation,
word.) If students are demonstrating a strong performance, offer the word Unit 1)
frog (four-phonemes) as a challenge. Let them know the arm motion will not
Guided work because it is a bigger word. Find My Word
Practice A, 1 copy per
Application of Skills: Provide each student with Find My Word A. Say the
student
names of the animals segmented into phonemes. Encourage students to use
the arm blending motion, and remind them that there are one or two words Old MacDonald
with only two sounds for them to “catch.” Students point to the picture of the (P/S/NR
animal once they blend the sounds to identify the word. Resource 1)
Follow with the Old MacDonald activity under Orally Blend Sounds (Two or
Three Phonemes). Use the animal names already practiced: cow, bee, dog, Progress
duck, horse, sheep, and bird. Students will blend and identify each animal to Monitoring
complete each verse. If students are performing well (i.e., accurate most of Chart(s)
the time when blending three phonemes), allow each student a turn to lead a
verse of the song with one of the practiced animal names.
Objective: Allow students to practice phoneme skills with high levels of
Practicing and Extending Skills with Phonemes: With a partner who has
Independent
sufficient segmenting ability, students can use Find My Word A to take turns Same as above
Practice
segmenting animal names for each other to blend and identify.
Students can lead verses of Old MacDonald saying segmented animal
names that have to be blended and identified to complete each verse.

Blending Motions for Two- to Four-Phoneme Words
Two-Phoneme Words (Hand Motion)
For lessons which target blending two-phoneme words, utilize the gross motor
hand motions first applied to blending phonemes (as opposed to syllables) in
Skills Strand Unit 2, Lesson 2. This motion prompts students to:
1. Hold your fists in front of you, palms facing down.
2. Flip over your left fist and open it as you say the first of two phonemes
(e.g., /n/).
3. Flip over your right fist 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 first 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 first 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

• Recall that there are two other variations for blending three-phoneme words
suggested in the Unit 2 Pause Point 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 first
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 finger against your thumb as you say the first phoneme
(e.g., /f/).
2. Tap your middle finger against your thumb as you say the second phoneme
(e.g., /u/).
3. Tap your ring finger against your thumb as you say the third phoneme
(e.g., /n/).
4. Tapping your pinkie finger against your thumb can be used if the word has
a fourth phoneme.
5. Make a fist as you say the whole word with the phonemes blended
(e.g., fun).
1 2 3 4
/f/ /u/ /n/ fun

Dimensions of Difficulty
Lessons can be crafted to be more or less difficult by varying the number of
phonemes in a word, as well as using gross or fine motor movement. The chart
below illustrates how lessons can be designed to be more or less challenging
across both dimensions.
Variables Gross Motor Fine Motor

Movement Movement
Skill Example Prompt
Recognize a beginning “Humpty Lumpty” isn’t

sound change right. What should it be?
Least Difficult
Blend a beginning
Which picture shows a
sound and the rest of
/f/…/ish/?
the word
Isolate a beginning Say the first sound in

sound sheep.
Put these sounds

Blend two-phoneme
together to make a word:
words
/b/ /ee/.
Put these sounds

Blend three-phoneme
together to make a word:
words
/c/ /u/ /p/.
(Includes Adding a
Most Difficult
(What new word do you
Phoneme work in this
get if you add /n/ to the
section)
end of ray?)

Phoneme Skills Cross-Reference

Phoneme Skill/
Pausing
CKLA Goal
1 2 3 4 5 6 7 8 9 10 Point
Isolate If Your Finding Finding

Mixed-Up Name Guess Things By Things By
Beginning Monster Starts Who? Beginning Beginning
Sounds With… Sound Sound
Mystery Bag;
Have You Ever?;
Blending
Orally Blend Syllables Sound Sound Sound Sound
Cut Up Pictures;
Sounds to Sound Sound Touch It!; Clapping
Blending and Sounds; Blending; Blending; Blending; Blending; Sound
Blending; Blending; and Slapping
Form Words Syllables Blending Picture Picture Picture Picture
Mystery Mystery
Blending;
Sounds; I’m Going
(Two or Three and Sounds Gestures; Card Card Card Card I Spy
Pictures Pictures on a Trip; Relay
Picture Card Blending Blending Blending Blending
Phonemes) Blending; Nursery
Blending
Rhyme Blending;
Name Blending
Add Phonemes
Adding a Adding a
to Spoken One- Sound Sound
Syllable Words

Phonemes—Word Lists
Four-Phoneme
Words for Beginning
Two-Phoneme Words Three-Phoneme Words Words
Sounds
(for challenge!)
Words
Words
from
Words from from Skills
Skills Additional Additional Additional
Skills Strand Additional Words Strand
Strand Words Words Words
Unit 2
Lessons
Lessons
knee add coat neat ant face night box (/b//o//k//s/) /m/ /b/
me ape cup nice bad fern nut chips mice bat
no ate fan night bake food pail clock moon bed
off bee feet nose beach foot path jump moth book
she car fight rose bean fit peach lamp mouth box
shoe eat fish same bed game pen limes /f/ /t/
zoo egg five seem beg gum pig lunch fan tag
go fun shape big ham pot mask fish toe
hi kiss sheep bike hat rake pans five top
ice knife shell boat home rat sand foot tub
in like sign book hot read snack /sh/ /k/
key mat sip cage jam road spill shed cat
may mean sit cap jazz roof stop sheep cone
say meet sun cat job sail swim shell corn
so men Tom cave kid shed twig ship kid
tie mess top chain kite ship /n/ /s/
toe mice wave cheese lake sock knee sign
two moon wish chick leg tag knife sit
up mouth zip chin log teeth nose sock
zoom coin mad this nut sun
cone man thumb
corn mitt tree
couch mom van
cube moth vase
dad mouse web
dig mug wig
dog net wing
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).

Adding a Sound
Words from Skills Strand Unit 2 Lessons Additional Words
Adding to lie: Adding to say: Adding to tie: Adding to bee:

lie > life (/f/ added) say > safe (/f/ added) tie > time (/m/ added) bee > bean (/n/ added)
lie > lime (/m/ added) say > same (/m/ added) tie > ties (/z/ added) bee > beat (/t/ added)
lie > line (/n/ added) say > save (/v/ added) tie > tight (/t/ added) bee > bees (/z/ added)
lie > lies (/z/ added) say > sail (/l/ added) tie > type (/p/ added) bee > beep (/p/ added)
lie > light (/t/ added) say > sane (/n/ added) tie > tile (/l/ added) bee > beak (/k/ added)
Adding to ray: Adding to eat: Adding to at: Adding to in:

ray > rain (/n/ added) eat > meat (/m/ added) at > bat (/b/ added) in > chin (/ch/ added)
ray > raise (/z/ added) eat > feet (/f/ added) at > sat (/s/ added) in > fin (/f/ added)
ray > race (/s/ added) eat > seat (/s/ added) at > mat (/m/ added) in > win (/w/ added)
ray > rake (/k/ added) eat > neat (/n/ added) at > fat (/f/ added) in > shin (/sh/ added)
ray > rail (/l/ added) eat > sheet (/sh/ added) at > hat (/h/ added) in > pin (/p/ added)
Common Names
Boys Girls
Two Three Two Three

Phonemes Phonemes Phonemes Phonemes
Bo Ben Hao Matt Ross Anne Abby Faith June Pat
Ed Bill (/h/ /ou/) Mike Roy Bay Ally Fia Kat Peg
Guy Bob Heath Nate Sam El Amy Gail Kate Rain
Hugh Chad Ian Neil Sean Em Ana Gia Kim Rhea
Jay Clay Jack Nick Seth Eve Ava Ida Lia Rose
Joe Cole Jake Noah Ted Jo Beth Ivy Liz Ruth
Kai Dale Jeff Pat Theo Joy Bev Jade Luz Sam
Lee Dan Jim Paul Tim Kay Dawn Jan Lynn Soph
Ray Dave Joel Phil Todd Lu Deb Jane Meg Tess
Shay Don John Ray Tom May Ella Jean Ona Uma
Ty Doug Josh Rich Von Sue Emma Jin Paige Xiao
Drew Ken Rick Wade Eva Jess Pam (/sh/ /
Eli Kyle Rob Will Jill ee/ /ou/)
Gus Luke Ron Zack Joan
Mark

Directions: Have students identify words beginning with /m/ or /f/. Images on the page include: mouth, moon, mouse, moth, and fish, five, foot, fan.
Name:

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Starting Sounds 1
Directions: Have students identify words beginning with /n/ or /sh/. Images on the page include: knee, nut, knife, nose, and shell, shed, ship, sheep.
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Name:

Starting Sounds 2
Directions: Have students identify words beginning with /b/ or /t/. Images on the page include: bat, bed, book, box, and top, toe, tub, tag
Name:

81
Starting Sounds 3
Directions: Have students identify words beginning with /k/ or /s/. Images on the page include: cat, corn, kid, cone, and sign, sit, sun, sock.
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Name:

Starting Sounds 4
Phonemes—Worksheets
Isolate Beginning Sounds
• Select a Worksheet from Starting Sounds 1–4.
• Provide students with a copy of the selected Starting Sound worksheet.
• Review the names of the depicted items with students.
• Ask students to find a picture of something beginning with one of the two
featured beginning sounds.
• Have students name the picture.
• Manipulatives can be used to cover pictures as they are identified.
• If students are unable to answer, choose a specific picture and provide the
beginning sound and the rest of the word in a segmented fashion (e.g., /f/…ish).
• Repeat until all of the pictures have been identified.
• Variation: Students can practice segmenting phonemes by providing the
beginning sound when you point to various pictures on the page.

Directions: Pronounce the names of objects on the page in segmented fashion (pauses between phonemes). Students blend the sounds and point to
84
the corresponding image. Images represent: cow, dog, duck, horse, bee, pig, cat, sheep, bird. Name:

Find My Word A (Animals)
the corresponding image. Images represent: head, nose, mouth, ear, chin, knee, foot, leg, thumb.
Name:

85
Find My Word B (Body Parts)
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the corresponding image. Images represent: sun, moon, star, rain, snow, kite, bird, bee, air. Name:

Find My Word C (Things in the Sky)
the corresponding image. Images represent: car, bus, van, cab, jeep, boat, jet, bike, sled.
Name:

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Find My Word D (Transportation)
Directions: Students blend two-phoneme words by pushing an object (cubes, tiles, etc.) into the boxes for each sound (left to right) and then running
88
their finger across the bottom (left to right) as they say the blended sounds to make a word. Name:

Sound Boxes 1
Directions: Students blend three-phoneme words by pushing an object (cubes, tiles, etc.) into the boxes for each sound (left to right) and then
running their finger across the bottom (left to right) as they say the blended sounds to make a word.
Name:

Sound Boxes 2
89
Directions: Students blend four-phoneme words by pushing an object (cubes, tiles, etc.) into the boxes for each sound (left to right) and then running
90
their finger across the bottom (left to right) as they say the blended sounds to make a word. Name:

Sound Boxes 3
Orally Blend Sounds (Two or Three Phonemes)
Find My Word
• Use any Find My Word Worksheets 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
Transportation).
• 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 identified.
• 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 identified.
• Variation: Students can independently practice segmenting phonemes in the
names of the objects shown on the page. It is recommended that you ask
students to identify phonemes for the objects from left to right and top to
bottom to reinforce their understanding of directionality for tracking.
Push & Say
• Use Sound Boxes 1–3 to have students represent phonemes with objects.
• Provide the Sound Box page with the number of boxes that corresponds to the
number of phonemes students will be working with in the lesson. (This will often
be both two- and three-phonemes.)
• Students blend phonemes by pushing an object (cubes, tiles, etc.) into the
boxes for each sound (from left to right) and then running their finger across the
bottom (from left to right) as they say the blended sounds to make a word.
• Use this page along with your own word list or other Worksheets, Games, or
Poems/Songs/Nursery Rhymes activities.

Directions: Students identify the picture matching the word created when adding /f/, /m/, /v/, or /l/ to the end of the base word say.
92
Name:

Adding a Sound 1
Directions: Students identify the picture matching the word created when adding /n/, /s/, /k/, or /l/ to the end of the base word ray.
Name:

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Adding a Sound 2
Directions: Students identify the picture matching the word created when adding /m/, /f/, /s/, or /sh/ to the beginning of the base word eat.
94
Name:

Adding a Sound 3
Directions: Students identify the picture matching the word created when adding /m/, /z/, /p/, or /l/ to the end of the base word tie.
Name:

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Adding a Sound 4
Directions: Students identify the picture matching the word created when adding /n/, /z/, /p/, or /k/ to the end of the base word bee.
96
Name:

Adding a Sound 5
Directions: Students identify the picture matching the word created when adding /ch/, /f/, /sh/, or /p/ to the beginning of the base word in.
Name:

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Adding a Sound 6
Add Phonemes to Spoken One-Syllable Words
• Choose from Adding a Sound Worksheets 1–6 to help students add a sound to
a word to make a new word.
• Provide students with a copy of the selected Adding a Sound worksheet.
• Review the names of the depicted items with students.
• Say the base word for the worksheet (e.g., say).
• Ask students what word you would make by adding a sound, e.g., /f/, to the
end of the word.
• If students are unable to answer, say the word in a segmented fashion (e.g.,
say…/f/). If additional support is needed, repeat the segmented pronunciation
contrasting it with each of the choices. For example:
• say…/f/—safe
• say…/m/—same
• say…/v/—save
• say…/l/—sail
• Continue until all pictures have been identified.
blend the sounds.
• Variation: Students can practice segmenting phonemes by providing the
beginning or ending sound that was added to the base word when you point to
various pictures on the page.
Note: Isolating and identifying a beginning sound is easier than isolating an
ending sound.

Phonemes—Games
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 that starts
with that sound. For example: “Give me a word that starts with /s/.” (If students
struggle to think of a word, prompt them to look around the room for objects
that start with the target sound.)
• As students provide words that start 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.
• Variation: Challenge students by restricting the game to specific categories
such as names or food words.
Give Me the Sound
This is a variation of Give Me a Word (above).
• 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
sun.” (If students struggle to identify the beginning sound, repeat the word with
the beginning sound drawn out: “sssssssun.”)
• 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.
Beginning Sound Sorts
• Use copies of the Starting Sounds Cards to prepare picture cards.
• We recommend the images are photocopied onto card stock to allow for reuse.
• Provide students with sets of picture cards for two beginning sounds (e.g., /m/
and /f/). Model the placement of cards into two piles according to the beginning
sound. As students become comfortable with the concept of sorting, they may
be able to work independently. A variation is Speed Sort, in which you time
students so they can race against themselves to get a “record” time.

Memory
• Use copies of the Starting Sounds Cards to prepare picture cards.
• Provide students with sets of picture cards for two beginning sounds (e.g., /m/
and /f/). Model the set-up of the game: mix up the cards and lay them out face
down. As students become comfortable with the game they may be able to play
independently.
It is recommended that the images be photocopied onto 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.

Directions: Cut and copy for use with the games Beginning Sound Sorts and Memory. We recommend darker colored cardstock to prevent seeing
through cards when playing Memory.
Starting Sounds Cards (/m/ & /f/)

Starting Sounds Cards (/n/ & /sh/)

Starting Sounds Cards (/b/ & /t/)

Starting Sounds Cards (/k/ & /s/)

Orally Blend Sounds (Three Phonemes)
Simon Says
• Play Simon Says using action words that contain three phonemes.
• Have students stand up.
• Say, “Simon says, '[insert action word broken into phonemes.]'” For
example: “Simon says, '/h/ /o/ /p/.'”
• Once students blend the phonemes they can demonstrate the answer.
• If an action word is said (broken into phonemes) without “Simon says” in
front of it and students perform the action, they are “out” and sit down.
• Continue until one student is left standing.
blend the sounds.
phonemes by taking turns being Simon and saying action words broken into their
phonemes. (If students struggle to recall the three-phoneme words that work for
the game, then the word can be whispered to “Simon,” said blended, e.g., nod,
allowing the student to focus on segmenting the action word into phonemes.)
• Other three-phoneme action words are:
1. tap 6. run (in place)

2. wave 7. lean
3. sit 8. march
4. shake 9. nod
5. read 10. fall
Who Has?
This is a variation of the game Who Has? from Section I (Syllables) with a focus
on words with two or three phonemes instead of syllables.
Gather objects with two or three phonemes from around the classroom. (Only
include objects with four phonemes if students are ready for the challenge.)
If you played Mystery Bag as a Pausing Point with the Unit 2 Skills Strand
lessons, the items collected could be reused here.
• Review the names of the items with students.
• Distribute items to students and have them stand in a circle.
• Say, “Who has the [insert object name broken into phonemes]?” For example:
“Who has the /c/ /u/ /p/?”
• Once students blend the phonemes to identify the object, the student holding
the item puts it in the middle of the circle, a box, a bag, etc. until all the objects
are gone.

blend the sounds.
This game can be varied in several ways:
• Instead of objects, students could each be given a picture. (Perhaps
pictures related to current unit's content!)
• Students could be challenged by sorting objects or pictures into groups
according to the number of phonemes as the game proceeds.
• Once students are comfortable with the game, they can practice
segmenting phonemes by taking turns being the one to say, “Who has the
______?” The student with the named object gets the next turn.
• All students can practice segmenting phonemes by playing the game in reverse:
• Say, “Who has [insert object name without segmenting it]?” For example:
“Who has the cup?”
• All students respond by doing a selected gross or fine motor movement
(see Methods for Indicating Syllables in a Word for suggestions) as they
repeat the object name broken into phonemes. For example, clapping as
they say, “/c/ (clap) /u/ (clap) /p/ (clap).”
• The student with the identified object sits down.
• Continue until all students are seated. If using items with two to four
phonemes from around the classroom, possibilities include:
two-phoneme three-phoneme four-phoneme

shoe rug box (Note: the sound for x
bow (as in hair bow) light is two phonemes /k//s/)
bee pen black
egg mat flag
key glue globe
knee shoes clock
I Spy:
• Use items from around the room containing two to four phonemes.
• For example: “I spy, with my little eye, a /c/ /u/ /p/.”
• If playing with a small group, once students blend the phonemes they may go
over to the object and touch it to indicate their answer. If playing with a large
group, students may take turns touching the named object.
phonemes by taking turns being the person to “spy” an object and name it
broken into its phonemes.
• For other suggestions of items with two to four phonemes from around the
classroom see the word chart for the game “Who Has?”

Add Phonemes to Spoken One-Syllable Words
• Use the Adding a Sound Word Lists.
• Tell students you will provide a word and a sound, and you want them to add
the sound to the word to make a new word. For example: “What new word do
you get if you add /sh/ to in?”
• As students blend the word and sound to make a new word, give them a block.
With each block students get a turn to place it, building a collective structure as
the game continues.

Phonemes—Poems/Songs/Nursery Rhymes (P/S/NR)
• Recite or sing any familiar poems, songs, or nursery rhymes making mistakes
with the beginning sound on key words. For example: “Humpty Sumpty sat on
a wall.” Ask students to listen for your mixed-up beginning sounds and fix the
word when they catch a mistake.
• Recite any of the following poems providing the beginning sound of the names
of participating students when you get to the point where a student name
can be inserted. For example: “Rain, rain, go away. Come again another day.
Little /b/ wants to play.” Students identify the student name that begins with
the provided sound, then repeat the line inserting the name and continue the
verses.
• Rain, Rain, Go Away (P/S/NR Resource 23)
• Pat-a-Cake (P/S/NR Resource 19 provided in Section 1)
• Who Stole the Cookie from the Cookie Jar? (P/S/NR Resource 15 provided
in Section 1)
• Recite either of the following poems changing the alliteration for Wee Willie
Winkie or Peter, Peter, Pumpkin Eater to an alternate beginning sound. For
example: “Fee Fillie Finkie runs through the town.” Ask students to listen for
your mixed-up beginning sound and provide the mixed-up sound they heard
you use (e.g., /f/) each time.
• Wee Willie Winkie (P/S/NR Resource 24)
• Peter, Peter, Pumpkin Eater (P/S/NR Resource 25)

Directions: Recite, and at the spot for a student's name, only provide the beginning sound for names (e.g., /b/ for Billy). Students identify the student
Rain, Rain, Go Away

Rain, rain, go away,
Come again another day,
Little [student’s name] wants to play
who's name starts with the sound provided.

Directions: Recite, changing the alliteration for "Wee Willie Winkie" (e.g., Fee Fillie Finkie). Have students identify the alternate beginning sound.
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: Recite, changing the alliteration for "Peter, Peter, Pumpkin" (e.g., Meter, Meter, Mumpkin). Have students identify the alternate beginning
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.
sound.

Orally Blend Sounds (Two or Three Phonemes)
Old MacDonald (P/S/NR Resource 1)
• Sing the song using animal names having two or three phonemes.* (Use four-
phoneme animal names only for challenge.) At the point when an animal is
named in the verse, sing it with segmented phonemes. Students blend the
phonemes to identify the animal and complete the verse as you insert the
appropriate animal name.* For example: “Old MacDonald Had a Farm, E-I-E-
I-O. And on this farm he had a /d/ /u/ /k/, E-I-E-I-O.” Then the rest of the group
completes the verse with the appropriate animal name: “With a duck, duck
here, and a duck, duck there, Here a duck, there a duck, everywhere a duck,
duck. Old MacDonald had a farm, E-I-E-I-O.”
*Animal names that apply include: cow, dog, duck, pig, mouse, horse, sheep,
bee, cat, bird, hen, and chick.
Five Little Ducks (P/S/NR Resource 16)
• Sing the song using animal noises having two or three phonemes.* (Use four-
phoneme animal noises only for challenge). In Line 4 of the verses, sing an
animal noise * with segmented phonemes. Students will blend the phonemes
to identify the animal noise and complete the verse as you sing the identified
animal noise. For example: [at Line 4] “He ruled the others with a /h/ /i/ /s/! Hiss,
hiss, hiss! Hiss, hiss, hiss! He ruled the others with a hiss, hiss, hiss!”
*Animal noises that apply include: moo, meow, woof, hiss, neigh, baa, buzz, and
roar.
If You’re Happy and You Know It (P/S/NR Resource 6)
• Sing the song using two or three phoneme words (Use four-phoneme words
only for challenge). Adjust the traditional song actions (e.g., “stamp your
feet”) with “blend with me.” After each “…blend with me,” sing a word with
segmented phonemes, using an appropriate blending motion (see Blending
Motions for Two- to Four-Phoneme Words). Students say the blended word and
join in, repeating the two subsequent times in the verse. Try to keep with the
beat of the song.
• For example:
“If you’re happy and you know it, blend with me. /s/ /i/ /t/ sit! (arm blending
motion)
If you’re happy and you know it, blend with me. /s/ /i/ /t/ sit! (arm blending
motion)
If you’re happy and you know it, then your face will surely show it.
If you’re happy and you know it, blend with me. /s/ /i/ /t/ sit! (arm blending
motion)“
Note: The Poems/Songs/Nursery Rhymes do not allow for practice with the
phonemes skill: Add phonemes to spoken one-syllable words. See sugges-
tions under Worksheets and Games for instructional activities to target this
skill.

Directions: Sing and on line 2 pronounce two or three phoneme animal names with segmented phonemes (e.g., /d/ /u/ /k/). Students blend and sing
Old MacDonald
Old MacDonald had a farm, E-I-E-I-O.
And on this farm he had some chicks, E-I-E-I-O.
With a chick-chick here, and a chick-chick there,
Here a chick, there a chick, everywhere a chick-chick.

And on this farm he had some ducks, E-I-E-I-O.
With a quack-quack here, and a quack-quack there,
Here a quack, there a quack, everywhere a quack-quack.
Continue with more verses about different animals and sounds:

cow: moo-moo, sheep: baa-baa, pig: oink-oink, horse: neigh-neigh, dog: bow-wow, cat: meow-
meow.
the rest of the verse with the identified animal name.
Directions: Sing and on line 4 provide two or three phoneme animal sounds with segmented phonemes (e.g., /h/ /i/ /s/). Students blend and sing the
Five Little Ducks

Five little ducks that I once knew
Fat ones, skinny ones, tall ones, too.
Down to the river they would go,

Wibble, wobble, wibble, wobble, all in a row.
rest of the verse with the identified animal sound.

Directions: Sing "blend with me" instead of "clap your hands." Follow each "blend with me" line with a word said with segmented phonemes (e.g., /s/
If You’re Happy and You Know It

If you’re happy and you know it,
Clap your hands [clap, clap].
Then your face will surely show it.
Sing more verses with different actions, like “stomp your feet,” “wiggle your nose,” “tap your head,” and “shout
hooray.”
/i/ /t/). Students blend and say the word, then continue the verse.
Phonemes—Progress Monitoring
remediation for the skill related to Phonological Awareness: Phonemes (two or
three). Observational records of general performance with the target skill can
be kept under Remediation Sessions. The date and an overall ranking of the
student's performance with the skill can be noted:
Not Yet Ready (NYR)
Progressing (P)
Ready (R)
Student:

Phonemes Skill
Isolate Beginning 4/11 4/12 4/13 4/14 4/11 4/14

Sounds P P R R 2/4 4/4
Orally Blend
Sounds (Two or
Three Phonemes)
Add Phonemes
to Spoken One-
Syllable Words

Progress Monitoring—Phonemes
Student:

Phonemes Skill
Isolate Beginning
Sounds
Orally Blend
Sounds (Two or
Three Phonemes)
Add Phonemes
to Spoken One-
Syllable Words

117
Section III
Writing Readiness: Writing Strokes and Own Name

Determining Student Need for Section III, Writing Readiness: Writing Strokes and Own Name
120
IF

A B C
Student struggles with Unit 2 objective: Student struggles with Unit 2 objective: Student scores 7 or less on Part 1 of
Hold a writing utensil with a tripod (or Write own name the Unit 2 Student Performance Task
pincer) grip and make marks on paper Assessment and/or performs poorly on
(cup, hump, zigzag, wavy line, spiral, + and other evaluations of writing strokes (cup,
X, loop, cane, and hook) hump, zigzag, wavy line, spiral, + and X,
loop, cane, and hook) and write own name

Review with Pausing Point: Draw/Trace Review with Pausing Point: Recognize Target specific areas of weakness by
and/or Differentiate Shapes Own Name in Print and Trace It following track A or B
If student meets If student continues If student meets If student continues

expectations, then to struggle expectations, then to struggle
continue with Unit 2 continue with Unit 2
Skills Strand Lessons Skills Strand Lessons
THEN USE
Section III: Writing Readiness: Writing Strokes and Own Name
Determining Student Need for Reading & Writing Readiness: Understanding Directionality
IF
A B
Student struggles with Unit 2 objective: Student performs poorly on other evaluations of
Demonstrate understanding of directionality understanding directionality (tracking)
Review with Pausing Point: Track from Left to

Right and Top to Bottom AND Recognize the
Beginning, Middle, and End of a Row
If student meets If student continues

expectations, then to struggle
continue with Unit 2
Skills Strand Lessons
THEN USE
Unit I, Section III: Reading & Writing Readiness: Understanding Directionality

121
Lesson Template
Focus:
Writing
Strokes and
Own Name Teaching Materials
Objective: Prompt student attention to the tripod grip. Also reinforce
knowledge of writing strokes and shape names.
Writing surface
Exercise: Provide students with a writing surface and implement, and an and implement
eraser for free drawing time. See the Methods for Learning Writing Strokes (e.g., chalkboard &
Warm-Up chart to select an appropriate option. A timer can be used to set a time limit. chalk, eraser)
While students are drawing, check and correct tripod grips.
Draw a variety of the writing strokes and shapes that have been taught for
students to identify for review.
Objective: Model the target writing stroke for instruction.
Learning about Writing Strokes and Own Name: Tell students how the tripod
grip will be used in today’s lesson. Demonstrate drawing the target writing
stroke(s) or shape(s) for the lesson. Ask students: Writing surface
Explicit and implement
“Where do I start my line?”
Instruction (e.g., chalkboard &
“Which direction does it go to make a for writing?” chalk, eraser)
Complete most of the sample items correctly, but complete some items
incorrectly to address common mistakes. (The more difficult the skill, the
more modeling may be required.)
Writing surface
Objective: Provide students an engaging opportunity to develop writing and implement
readiness skills with decreasing support as their skills strengthen. (e.g., chalkboard &
Working with Writing Grip Strokes and Own Name: Ask students to: chalk, eraser) per
student
Demonstrate the tripod grip. (Correct as needed.)
Draw one big target writing stroke or shape on the board to show you. Activity
Guided
Next erase and draw four writing strokes or shapes and show you the Dependent:
Practice
best one. Worksheet and/
or other drawing
Then erase and fill the board with writing strokes or shapes of all different
resources per
sizes.
student
Application of Skills: Select worksheets (see Worksheets for suggestions)
and create drawing activities aligned with the writing stroke(s) or shape(s) Progress
Monitoring Charts

Focus:
Writing
Strokes and
Own Name Teaching Materials
Objective: Allow students to practice tracing their names using writing Page with name for
strokes with high levels of independence as they strive for mastery. In tracing in a clear
addition, bolster writing readiness with fine motor activities. plastic sleeve with
Practicing and Extending Skills by Practicing Own Name: Provide students dry erase marker
with a page inside a clear plastic sleeve that has their name printed four to and eraser per
six times (depending on the length of the name). Also supply a dry erase student
marker and eraser (tissue, sock, or cloth). Ask students to trace their name
Independent on every line and then put a star next to their best one to show you. Activity
Practice Dependent:
Practicing and Extending Skills by Applying Writing Strokes: Revisit Worksheet and/
previously taught activities aligned with the writing stroke(s) or shape(s) or other drawing
taught in the lesson. resources per
Refining Fine Motor Skills: Engage in an activity that promotes fine motor student
strength and skill. (See Fine Motor Activities for suggestions. These activities
should be previously taught and practiced before students are expected to Fine Motor Activity
engage with them independently.) Resources

Focus:
Writing Strokes
and Own Name Teaching Materials
Objective: Prompt student attention to the tripod grip. Also reinforce
knowledge of writing strokes and shape names.
Exercise: Allow students to use space on the classroom chalkboard with Classroom
their own small paintbrush and cup of water for free drawing time. Model chalkboard,
Warm-Up using the tripod grip since a paintbrush is a unique implement. Set the timer paintbrushes,
for three minutes. While students are drawing, check and correct tripod & cups of water
grips. per student
Draw writing strokes and shapes for students to identify for review: vertical
line, horizontal line, circle, diagonal line, cup, and hump.
Objective: Model the target writing stroke for instruction.
Learning about Writing Strokes and Own Name: Tell students the tripod
grip will be used to make zigzags. Demonstrate drawing a zigzag on the dry
erase board. Ask students:
Dry erase
“Where do I start my line?”
Explicit board, dry
Instruction “Which direction does it go to make a zigzag for writing?” erase marker, &
Repeat the modeling, and make the mistake of lifting the marker when the tissue
line changes direction, leaving gaps at the points of the zigzag. If students
do not catch your error, point out that you did not keep your marker on the
board and it caused gaps. Redo the zigzag correctly. Complete a few more
examples varying the size of the zigzag.
Objective: Provide an engaging opportunity to develop writing readiness
with support that decreases as students’ skills strengthen.
Working with Writing Grip Strokes and Own Name: Using individual writing
Dry erase
supplies ask students to:
board, dry
Demonstrate the tripod grip. (Correct as needed.) erase marker,
Draw one big zigzag on the board to show you. & tissue per
Next erase and draw four zigzags and show you the best one. student
Then erase and fill the board with zigzags of all different sizes. In a plastic
Application of Skills: Once students practice zigzags in a variety of ways on sleeve for each
the dry erase board, tell them they are going to use the zigzag to design a student:
Guided Practice hot air balloon! Demonstrate on the dry erase board how to draw an oval Writing Strokes
for the balloon, a basic line and square below for the basket, and zigzags 38
on the balloon for decoration. Provide a copy of Writing Strokes Worksheet
38 in a plastic sleeve. Students can use and reuse this page with their dry For each
erase marker and tissue to practice zigzags. Once students successfully student: white
complete the practice, model drawing the outline for a single, large, paper and
centered hot air balloon on a white piece of paper. Invite students to draw crayons
their own and use the zigzag to decorate the balloon. Suggest that they
Progress
draw the King and Queen riding in the basket!
Monitoring
Extension: Model adding smaller balloons in the distance and using Chart(s)
previously learned writing strokes to decorate. Challenge students to do the
same. Previously learned strokes include: vertical line, horizontal line, circle,
diagonal line, cup, and hump.

Focus:
Writing Strokes
and Own Name Teaching Materials
Page with name
for tracing in
Objective: Allow students to practice tracing their name and using writing a clear plastic
strokes with high levels of independence as they strive for mastery. In sleeve with dry
addition, bolster writing readiness with fine motor activities. erase marker
Practicing and Extending Skills by Practicing Own Name: Provide students and tissue per
with a page inside a clear plastic sleeve that has their name printed four to student
six times (depending on the length of the name). Also supply a dry erase
marker and tissue. Ask students to trace all their names and then put a star Writing Strokes
Independent next to their best one to show you. 38
Practice Practicing and Extending Skills by Applying Writing Strokes: Allow students For each
to revisit the worksheet for zigzag practice and provide additional white student: white
paper and crayons for students to create more hot air balloon pictures paper and
independently. crayons
Refining Fine Motor Skills: At the sink, direct students to take turns using
their cups of water from the Warm-Up to see how many cups of water it Sink, water
takes to fill a large container (e.g., pitcher). Actually keeping track of the cups from
number is an optional challenge. the Warm-
Up, pitcher or
container

Methods for Learning Writing Strokes
Gross motor abilities tend to develop before fine motor abilities. Therefore, the
following chart provides options that allow you to meet students at their motor
ability level and steps to encourage their fine motor development.
If students struggle to improve their fine motor skills, consult with support staff
(e.g., occupational therapist, school nurse, etc.) to evaluate for other potential
physical obstacles.
Refining Steps
Surfaces Methods
(Gross to Fine Motor)
Classroom dry erase board or chalkboard
Easel
Chart paper taped to the wall
Large verti-
Step 1 Implements such as a paintbrush with water on
cal surfaces
the chalkboard supports large strokes. Imple-
ments such as crayons on easel paper encourage
more refined strokes.
Table or desk covered with paper
Cookie sheet with rice or shaving cream
Sand table/box
Poster board
Large Full newspaper sheet
Step 2 horizontal Using the pointer finger in rice, shaving cream, or
surfaces sand supports large strokes. Refined strokes are
encouraged by using the tripod grip with imple-
ments: drawing with the point of a paintbrush in
rice, shaving cream, or sand and using crayons
and markers on paper.
Large construction paper
Medium
Legal size paper
Step 3 horizontal
Brown grocery bag
surfaces
Folded/cut newspaper sheet
8.5" x 11" paper, plain or in a plastic sheet protec-
Small hori- tor sleeve*
zontal sur- Individual dry erase boards or chalkboards
Step 4
faces (large Small construction paper
strokes) Notepads
Paper plates
Small hori- Same as Step 4. Instead of using the full surface
zontal sur- for large strokes, students draw small strokes
Step 5
faces (small (tracing or free form, filling in shapes, on lines,
strokes) etc.)
*Dry erase markers and an eraser (tissue, sock, other cloth) can be
used to write and erase on plastic sleeves to allow students to reuse
worksheets or other practice pages.

Writing Strokes and Own Name Skills Cross-Reference
Writing Grip
and Strokes
Pausing
Skill/CKLA
1 2 3 4 5 6 7 8 9 10 Point
Goal
Hold a Writing
Utensil with
Making
a Tripod (or Making Drawing Drawing Drawing Drawing
Humps with
Pincer) Grip and Cups with
Playdough;
Zigzags on Wavy Lines Spirals on Drawing +’s Loops on Drawing Drawing Tracing
Make Marks Playdough; a Vertical on a Vertical a Vertical and X’s on a Vertical Canes on Hooks on Worksheets
Drawing
Drawing Surface; Zigzag Surface; Surface; a Vertical Surface; a Vertical a Vertical PP1–PP5;
on Paper (Cup, Cups on
Humps on
Practice; Wavy Line Spiral Loop Surface; Surface; Decorating
a Vertical Surface;
Hump, Zigzag, a Vertical Differentiating Practice; Practice; + and X Practice; Cane Hook Worksheets
Surface;
Wavy Line, Surface; Cup Shapes; Tracing Tracing Tracing Practice Tracing Practice Practice PP9–PP12
Hump
Spiral, + and X, Practice
Practice
Shapes Shapes Shapes Shapes
Loop, Cane, and
Hook)
Write Own Name Name Name Name Name Name

Edible Names
Name Tracing Tracing Tracing Tracing Tracing Tracing

Writing Strokes and Own Name—Worksheets
General Tripod Grip Practice
Tracing Worksheets
Encourage students to trace over the pictures multiple times using a different
color each time. Pages provide one large image or four smaller images to allow
students to practice with larger or more refined drawing motions as needed.
Tracing pages are numbered 11-17 as a continuation of Tracing Worksheets
1-10 from Unit 1, Section IV.
Specific Writing Stroke Practice

Writing Strokes pages are numbered 27-64 as a continuation of Writing Strokes
1-26 from Unit 1, Section IV.
• Curved Lines: Cup, Hump, & Crescent (Writing Strokes 27–34)
• Zigzag & Wavy Line (Writing Strokes 35–38)
• Spiral (Writing Strokes 39–40)
• X & + (Writing Strokes 41–44)
• Loop, Cane, & Hook (Writing Strokes 45–50)
• Mixed (Writing Strokes 51–61)
Decorating with Writing Strokes

• Prompt students to use any single or combination of writing strokes that have
been taught to decorate the object on the page. First model the writing strokes
you would like students to use and provide support as students perform
practice strokes before they continue working more independently.
• The Tracing Worksheets 1–17 allow students to apply learned writing strokes for
the purpose of decorating either the large or small images or both.
• Provide any of the pages for Decorating A–D, to allow students to apply learned
writing strokes for the purpose of decorating.

Recognize and Trace Own Name (A–D)
• Use the Own Name pages to help students recognize the letters that make a
picture of their own name. Write the student's name (uppercase for the first
letter and lowercase for the rest) in the large name box to demonstrate the
writing and provide a reference for the student. These pages can be used:
• to practice recognizing student's own name
• as a reference for student's own name
• in a plastic sleeve to allow for tracing practice of student's own name using
a dry erase marker
Worksheet A
• Paste a photo of the student in the frame or allow the student to draw a self-
portrait.
Worksheet B & C
• Fill in the blanks with a mix of the name of the student and other classmates'
names. Point out the name of the student at the top and ask students to draw a
circle around the items marked with his/her name.
Worksheet D
• Point out the name of the student at the top. Highlight the first letter and point
out that this is the student’s initial. Ask the student to find the letters on the
page matching the initial and circle them. (There are two for each letter.)

Writing Grip and Strokes—Fine Motor Activities
Variations for Practicing Writing Strokes
• 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 cleaner drawing practice
on a chalkboard.)
• 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 play dough
• Playing with squirt bottles
• Screwing and unscrewing lids
• Using the thumb and pointer finger
• Using a turkey baster or nasal aspirator to blow ping pong balls back and forth
• Using tongs to pick up small objects

Writing Strokes and Own Name—Progress Monitoring
remediation for the following skills related to writing readiness: Writing Strokes
and Own Name. Observational records of general performance with the target
skill can be kept under Remediation Sessions. The date and an overall ranking
of the student's performance with the skill can be noted:
Not Yet Ready (NYR)
Progressing (P)
Ready (R)

Student:
Writing Strokes & (Date & Score of NYR, P, R) (Dates & Scores)
Own Name
Identify and Draw 4/11 4/12 4/13 4/14 4/11 4/14
a Cup P P R R 2/4 4/4
Identify and Draw
a Hump
Identify and Draw

a Zigzag
Identify and Draw

a Wavy Line
Identify and Draw

a Spiral
Identify and Draw

a + and X
Identify and Draw

a Loop
Identify and Draw

a Cane
Identify and Draw

a Hook
Write Own Name

Progress Monitoring—Writing Strokes and Own Name
132
Student:

Writing Strokes &
Own Name

Identify and Draw
a Cup
Identify and Draw

a Hump
Identify and Draw

a Zigzag
Identify and Draw

a Wavy Line

Identify and Draw
a Spiral
Identify and Draw

a + and X
Identify and Draw

a Loop
Identify and Draw

a Cane
Identify and Draw

a Hook
Write Own Name

Writing Strokes Scoring Guide
Rate each student’s attempt to copy each writing stroke as Not Yet Ready (NYR), Progressing (P), or Ready (R).
Not Yet Ready (NYR): No attempt or mark

on paper whatsoever
Progressing (P):
Ready (R):
NYR: No attempt or mark on paper whatsoever
P:
R:
NYR: No attempt or mark on paper whatsoever
P:
R:

Writing Strokes Scoring Guide Continued
NYR:
P:
R:
NYR:
P:
R:
NYR:
P:
R:

NYR:
P:
R:
NYR:
P:
R:
NYR:
P:
R:

NYR:
P:
R:
NYR:
P:
R:
NYR:
P:
R:

NYR:
P:
R:
NYR:
P:
R:
NYR:
P:
R:

NYR:
P:
R:

Name:
Tracing Worksheet 11
Directions: Have students trace over the image multiple times using a different color each time.

Name:

Name:

Name:

Name:

Name:

Name:

Name:
Writing Strokes 27
Directions: Students trace the dotted line, starting at the star, for cup practice.

Name:
Writing Strokes 28
Directions: Students trace the dotted line, starting at the star, for cup practice.

Name:
Writing Strokes 29
Directions: Students trace the dotted line, starting at the star, for hump practice.

Name:
Writing Strokes 30
Directions: Students trace the dotted line, starting at the star, for hump practice.

Name:
Writing Strokes 31
Directions: Students complete the dotted lines and draw more waves for cup practice.

Name:
Writing Strokes 32
Directions: Students complete the dotted lines and draw more bridges for hump practice.

Name:
Writing Strokes 33
Directions: Students trace and complete the gray lines for hump practice.

Name:
Writing Strokes 34
Directions: Students trace the dotted lines and draw more moons for crescent practice.

Name:
Writing Strokes 35
Directions: Students trace the dotted line, starting at the star, for zigzag practice.

Name:
Writing Strokes 36

Name:
Writing Strokes 37
Directions: Students trace the dotted lines and complete the rows on the box for zigzag practice.

Name: __________________________________________________
Writing Strokes 38
Directions: Students trace the dotted lines and complete the rows on the crowns for zigzag practice.

Name:
Writing Strokes 39
Directions: Students trace the dotted line, starting at the star, for spiral practice.

Name:
Writing Strokes 40
Directions: Students trace the dotted lines and complete the rows of snails for spiral practice.

Name:
Writing Strokes 41
Directions: Students trace the dotted lines, starting at the star, for + and X practice.

Name:
Writing Strokes 42
Directions: Students trace the dotted lines, starting at the star, for + and X practice.

Name:
Writing Strokes 43
Directions: Students trace the dotted lines and complete the boxes on the trucks for X practice.

Writing Strokes 44
Directions: Students trace the dotted lines and complete the lines in the windows for + practice.

Name:
Writing Strokes 45
Directions: Students trace the dotted lines, starting at the star, for loop practice.

Name:
Writing Strokes 46
Directions: Students trace the dotted lines, starting at the star, for cane practice.

Name:
Writing Strokes 47
Directions: Students trace the dotted lines, starting at the star, for cane practice.

Name:
Writing Strokes 48
Directions: Students trace the dotted lines, starting at the star, for hook practice.

Name:
Writing Strokes 49
Directions: Students trace the dotted lines, starting at the star, for hook practice.

Name:
Writing Strokes 50
Directions: Students trace the dotted lines and draw more walking sticks for cane practice

Name:
Writing Strokes 51
Directions: Students trace the dotted lines, starting at the star, for mixed writing strokes practice

Name:
Writing Strokes 52

Name:
Writing Strokes 53

Name:
Writing Strokes 54

Directions: Students trace the dotted lines, starting at the star, and complete remaining strokes for mixed writing strokes practice.
Name:

181
Writing Strokes 55
182
Name:

Writing Strokes 56
Name:

183
Writing Strokes 57
184
Writing Strokes 58
Name:

185
Writing Strokes 59
186
Name:

Writing Strokes 60
Directions: Students trace the dotted lines, starting at the star, and complete remaining shapes for mixed writing strokes practice.
Name:

187
Writing Strokes 61
Directions: Students first trace the dotted vertical lines, circles, and spirals provided, then draw their own lines, circles, and spirals to fill in the sections
188
of the poster. Name:

Decorating A
Directions: Students first trace the dotted horzontal lines, dots, and spirals provided, then draw their own writing strokes to complete the balloon
designs
Name:

189
Decorating B
Directions: Students first trace the dotted hooks and complete hooks for the remaining socks. Any writing strokes can be used to fill in designs on the
190
socks. Name:

Decorating C
Directions: Students first trace and complete the gray lines of zigzags, humps, and cups, then use any writing strokes to complete the weaving
design.
Name:

191
Decorating D
Directions: Fill the frame with a photo or self-portrait. Write the student name in the box for recognition and/or tracing practice.
192
Name:

Own Name A
Directions: Write the student name in the box for recognition and/or tracing practice. Fill in the tags with a mix of the student name and other
classmate's names. Students identify their own name on the tags.
Name:

193
Own Name B
Directions: Write the student name in the box for recognition and/or tracing practice. Fill in the shirts with a mix of the student name and other
194
classmate's names. Students identify their own name on the shirts. Name:

Own Name C
Directions: Write the student name in the box for recognition and/or tracing practice. Students circle the letter below (two of each) matching
their first initial.
Name:

195
Own Name D
Core Knowledge Language Arts
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Acknowledgments
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
Contributors to Earlier Versions of these Materials

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early
development of this program.
Schools
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
Credits
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
Unit 2
Skills Strand
Kindergarten
The Core Knowledge Foundation

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Assessment and Remediation Guide: Unit 2

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Kindergarten | Unit 2 Assessment and Remediation Guide 5

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Note: Progress monitoring related to instruction from Guided Reinforcement

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Objective: Provide students an engaging opportunity to develop syllable skills Worksheet

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Gross Motor Fine Motor

For lessons targeting blending compound words and/or two-syllable words,

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

cup cake cupcake

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Unit 2 Lessons Unit 2

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Silly Monster C–F, Picture Prompts with Silly Monster

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you point to broken into syllables.

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

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