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Introduction
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Assessment and Remediation Guide
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Introduction
Skills Strand
Kindergarten
Core Knowledge Language Arts®
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Table of Contents
Introduction
Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Levels of Instructional Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Guide Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Kindergarten Skills Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
The Basic and Advanced Code: Understanding How Phonics is Taught in CKLA . . . . . . . . . . . . . . . . . . . . . . . . . .xiii
Individual Code Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
Summary of Progress Monitoring Assessments Provided in the Kindergarten Assessment and Remediation Guide . . . . xliii
Introduction
Welcome Letter
Dear Teacher,
Welcome to the Kindergarten Assessment and Remediation Guide. For our
youngest students, mastering early reading and writing skills is critical for
advancing toward becoming competent readers in the later grades. You will
find resources in this Guide to help you provide reteaching and reinforcement
of the objectives taught in the Kindergarten Skills strand of the Core Knowledge
Language Arts (CKLA) Program. Utilizing the Assessment and Remediation
Guide for instruction intended to reteach and reinforce objectives not mastered
from the Skills strand Teacher’s Guide lessons creates a valuable benefit to
struggling students: continuity between the core classroom and supplemental
instruction. Instruction beyond the Skills strand Teacher’s Guide lessons may be
required for students who merely need particular gaps in knowledge addressed
or for students who present more significant struggles with literacy.
Paralleling the Kindergarten Skills strand, this Assessment and Remediation
Guide follows a developmental progression for skills in the areas of
phonological awareness, phonics, fluency & comprehension, and early writing.
The units in this guide build incrementally, meaning that mastery of the skills
taught in earlier units is assumed and therefore a prerequisite for success in
later units. Students who struggle to master earlier skills will face increasing
challenges with each new unit if they progress without adequate master of
previous unit objectives.
Some students may only require targeted reinforcement of skills from individual
Assessment and Remediation Guide units, as needed. Other students may
require comprehensive reteaching spanning multiple units. If students progress
through multiple units of the Assessment and Remediation Guide, they should
do so in order, addressing weaknesses from the earliest point in the Grade 1
progression first. Refer to the Kindergarten Skills Scope and Sequence in this
Introduction to determine which specific skills should be addressed first for
students who have multiple gaps.
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, phonics,
writing) within the units. The Cross Reference chart helps you consider
student performance across the lessons and with any Pause Points utilized.
Kindergarten | Introduction to the Assessment and Remediation Guide v

© 2013 Core Knowledge Foundation
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 this Introduction) to determine where to begin
remedial instruction.
Step 3: Consider student’s Level of Instructional Need. A description of the
three Levels of Instructional Need is included in this 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, integration of assessment with
instruction, and provision of targeted remediation as quickly as possible will
help most struggling Kindergarten students become successful Kindergarten
students!
vi Kindergarten | Introduction to the Assessment and Remediation Guide

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
Guided reinforcement should be used when students demonstrate incomplete
mastery of specific skills. Think of it as patching a hole, wherein a relatively
short sequence of specific instructional attention will allow students to keep on
pace with their peers. It will require additional guided practice, during temporary
individual or small group time, on an as needed basis. This level of need tends
to be met by differentiated classroom instruction.
Guided Reinforcement Lesson Structure
Guided
Reinforcement Exercise Materials Minutes
See recommendations noted in Lesson Templates at the
Warm-Up
beginning of each unit.
Activity Dependent 3
Guided Practice Choose 1 or 2 activities or games from Exercises
(applying skills) according to target objectives.
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 should be used when students require explicit instruction
in a component area of literacy (i.e., phonological awareness, phonics,
comprehension, fluency, or writing). Either initial explicit instruction was missed
or did not suffice to produce student understanding. Think of it as a repair
job, wherein most aspects of literacy development are on pace, but specific
component areas require more than additional guided practice. It will require
committed time for explicit instruction with individuals or small groups. This
level of need tends to be met by intervention instruction.
Kindergarten | Introduction to the Assessment and Remediation Guide vii

Explicit Reteaching Lesson Structure
Explicit
Reteaching Exercise Materials Minutes
Warm-Up
Explicit Instruction
Guided Practice
(working with
skills)
Guided Practice Choose 1 or 2 activities or games from Exercises Activity Dependent
(applying skills) OR according to target objectives.
Independent Activities with which students have demonstrated Progress 8
Practice/Progress independence may engage students when progress Monitoring
Monitoring monitoring with individuals is needed. Resources
Comprehensive reteaching should be used when students require explicit

instruction across multiple component areas of literacy (i.e., phonological
awareness, phonics, comprehension, fluency, or writing). These students
tend to have instructional needs preventing them from keeping up with the
lesson sequence in the Teacher Guides. Think of it as a rebuilding job, wherein
significant adaptations or alterations to the instructional plan are needed.
It will require significant committed time for comprehensive instruction with
individuals or small groups. This level of need tends to be met by intense
intervention or individualized education plans serviced through Special
Education. In this case, the scope and sequence of Kindergarten should be
followed using comprehensive instruction from across the sections of the
Assessment and Remediation Guide units. Students who are significantly below
grade level will most likely need to continue with instruction from subsequent
units of the Assessment and Remediation Guide as they continue to work
toward grade level benchmarks.
Comprehensive Reteaching Lesson Structure
Comprehensive
Warm-Up
Explicit Instruction
Guided Practice
(working with
skills)
Guided Practice Choose 1 or 2 activities or games from Exercises Activity Dependent
(applying skills) according to target objectives.
12
Independent Activities with which students have demonstrated Activity Dependent

Practice/Progress independence may engage students when progress Progress Monitoring 10
Monitoring monitoring with individuals is needed. Resources
viii Kindergarten | Introduction to the Assessment and Remediation Guide

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., Phonics, Comprehension, and Writing), 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 Session 3 Session 4

Warm-Up: Phonics focus Warm-Up: Warm-Up: Writing focus Repeat Sequence
Explicit Instruction: Comprehension focus Explicit Instruction: (Perhaps the sessions
Phonics focus Explicit Instruction: Writing focus focusing on writing do
Comprehension focus not occur as frequently
Guided Practice (working Guided Practice (working
as the sessions
with skills): Phonics focus Guided Practice with skills): Writing focus
focusing on phonics or
Guided Practice (working with skills): Guided Practice comprehension.)
(applying skills): Comprehension focus (applying skills):
Combination from Guided Practice Combination from
component areas (e.g., (applying skills): component areas (e.g.,
a Fluency and a Writing Combination from a Phonics and a Writing
activity) component areas activity)
Independent Practice/ (e.g., a Phonics and a Independent Practice/
Progress Monitoring: Comprehension activity) Progress Monitoring:
Phonics activity (observing Independent Practice/ Progress Monitoring
for success independently) Progress Monitoring: Assessment for
Writing activity (observing Comprehension
for success independently)
Kindergarten | Introduction to the Assessment and Remediation Guide ix

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 students 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, phonics, writing) 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
skills and activities 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
• 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.
x Kindergarten | Introduction to the Assessment and Remediation Guide

• 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 students’ progress.
• Objectives noted in Determining Student Need flow charts and Lesson
Reference Charts are aligned to the objectives in the Skill 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 earlier steps.
Kindergarten students need to move swiftly into the objectives of Unit 3 and
beyond to gain exposure to specific phonemes and have the opportunity to
work with them. 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.
Kindergarten | Introduction to the Assessment and Remediation Guide xi

Kindergarten Skills Scope and Sequence
Fluency &
Unit Phonological Awareness Phonics Comprehension Writing
Environmental Sounds: Identify,
Writing Grip and
Recognize same or different,
Strokes
Recreate a sequence, &
Unit 1 Represent with movement/ (Tripod Grip, Vertical
objects Line, Horizontal Line,
Circle, Diagonal Line)
Segmenting Sentences
Writing Strokes and
Own Name
Syllables: Blend & Segment (Cup, Hump, Zigzag,
Unit 2 Phonemes (2 or 3): Blend, Wavy Line, Spiral, +
Isolate, & Add and X, Loop, Cane,
Hook, and Write Own
Name)
/m/, /a/, /t/, /d/, /o/, /k/, /g/,& /i/: ‘m’>/m/, ‘a’>/a/, ‘t’>/t/, ‘m,’ ‘a,’ ‘t,’ ‘d,’ ‘o,’ ‘c,’
Unit 3 Blend & Isolate (initial & medial ‘d’>/d/, ‘o’>/o/, ‘c’>/k/, ‘g,’ & ‘i’: Lowercase
positions) ‘g’>/g/, & ‘i’>/i/ letter formation
/n/, /h/, /s/, /f/, /v/, /z/, /p/, & /e/: ‘n’>/n/, ‘h’>/h/, ‘s’>/s/, ‘n,’ ‘h,’‘s,’ ‘f,’ ‘v,’ ‘z,’
Concepts about
Unit 4 Segment & Isolate (initial & ‘f’>/f/, ‘v’>/v/, ‘z’>/z/, ‘p,’ & ‘e’: Lowercase
Print
medial positions) ‘p’>/p/, & ‘e’>/e/ letter formation
‘b,’ ‘l,’ ‘r,’ ‘u,’ ‘w,’
/b/, /l/, /r/, /u/, /w/, /j/, /y/, & /x/: ‘b’>/b/, ‘l’>/l/, ‘r’>/r/,
‘j,’ ‘y,’ ‘x,’ & ‘k’:
Unit 5 Isolate (initial, medial, & final ‘u’>/u/, ‘w’>/w/, ‘j’>/j/, Literal Questions
Lowercase letter
positions) ‘y’>/y/, ‘x’>/x/, & ‘k’>/k/
formation
Initial & Final Blend s/
Unit 6 Phonemes (3–5): Blend Clusters, ‘s’ > /z/
Letter Names
Initial & Final Digraphs
Phonemes (3–5): Isolate (initial, Inferential
Unit 7 (i.e., ch, sh, th, qu-, &
medial, & final positions) Questions
-ng)
Double-Letter
Spellings & Tricky Evaluative
Unit 8
Words (the, a, of, all, Questions
one, from, & was)
Tricky Words (when,
word, why, to, where,
All Letters: Uppercase
Unit 9 no, I, what, so, which,
letter formation
once, said, says, are,
were, here, & there)
Note: The Assessment and Remediation Guide does not include remediation
for the skills from Unit 10 of Kindergarten. Many Kindergarten students,
particularly struggling students, may not complete Unit 10. It is not a
prerequisite for a successful start in Grade 1 of the CKLA Program, and the
skills from Unit 10 of Kindergarten are taught in the beginning of Grade 1.
xii Kindergarten | Introduction to the Assessment and Remediation Guide

The Basic and Advanced Code:
Understanding How Phonics is Taught in CKLA
Kindergarten | Introduction to the Assessment and Remediation Guide xiii

xiv Kindergarten | Introduction to the Assessment and Remediation Guide
The Core Knowledge Language Arts Program teaches the highly complex letter-
sound correspondences of the English language in an explicit and systematic
manner in Kindergarten through Grade 2. Students are taught how the 26 letters
(or graphemes) of the alphabet are used in various combinations to represent 44
sounds (or phonemes). There are approximately 150 different spellings for these
sounds.
Students are first taught the Basic Code for each of the 44 phonemes.
The Basic Code spelling for a sound is usually the most common, or the
least ambiguous, spelling for a sound. By learning these letter-sound
correspondences first, students experience a high degree of predictability, and
therefore success, in decoding words with these spellings.
Basic Code spellings may be single letters, such as these spellings and sounds:
‘a’ > /a/, ‘e’ > /e/, ‘b’ > /b/, ‘m’ > /m/. Basic Code spellings may also include
digraphs or two letters to represent a sound, such as ‘ee’ > /ee/, ‘oy’ > /oi/,
‘ou’ > /ow/, ‘sh’ > /sh/, ‘th’ > /th/. Other Basic Code spellings include separated
digraphs, such as ‘a_e’ > /ae/, ‘o_e’ > /oe/. The chart on the next page lists the
Basic Code as taught in CKLA.
The Basic Code consonant sounds and spellings and the five short vowel
sounds and spellings are taught in Kindergarten CKLA Units 3–7. In Grade
1, CKLA builds on this foundational code knowledge as students learn
more of the Basic Code vowel sounds and spellings and Advanced Code.
In a Basic Code lesson, students first learn to listen for and isolate a single
sound and are then taught the spelling for that sound. Typically in this type of
lesson, the teacher introduces the sound and conducts various oral language
activities with the students to be certain they can identify the sound orally.
The teacher then presents the spelling for that sound and models writing
the spelling, as well as sounding out simple one-syllable words that use the
spelling. Additional reading and writing practice opportunities for students then
follow.
Kindergarten | Introduction to the Assessment and Remediation Guide xv

Basic Code Spellings
Vowel Sounds and Spellings Consonant Sounds and Spellings
/a/ as in hat /p/ as in pot
/o/ as in hop /t/ as in top
/i/ as in it /d/ as in dot
/e/ as in pet /k/ as in cat, kid
/u/ as in but /g/ as in gift
/ee/ as in bee /n/ as in nut
/ae/ as in cake /h/ as in hot
/ie/ as in bite /s/ as in sun
/oe/ as in home /f/ as in fit
/ue/ as in cute /v/ as in vet
/oo/ as in soon /z/ as in zip
/oo/ as in look /m/ as in mad
/ou/ as in shout /b/ as in bat
/oi/ as in oil /l/ as in lip
/aw/ as in paw /r/ as in red
/er/ as in her /w/ as in wet
/ar/ as in car /j/ as in jump
/or/ as in for /y/ as in yes
/x/ as in tax
/ch/ as in chin
/sh/ as in shop
/th/ as in thin
/th/ as in them
/qu/ as in quit
/ng/ as in sing
xvi Kindergarten | Introduction to the Assessment and Remediation Guide

The Advanced Code consists of all other spelling alternatives (over 100) used
to spell the 44 phonemes in English. Examples of alternative spellings include
‘mm’ > /m/, ‘ss’> /s/, ‘c’ > /s/, ‘g’ > /j/, ‘ay’ > /ae/, ‘ey’ > /ee/. Some of these
spelling alternatives occur relatively frequently in the English language, while
others are quite rare.
The Advanced Code taught in Kindergarten includes:
• /k/ > ‘c’ and ‘k’ (Unit 5)
• /z/ > ‘z’ and ‘s’ (Unit 6)
• Double letter consonant sound spellings (Unit 8)
More of the Advanced Code is taught in Grade 1 and 2 of CKLA.
As each spelling alternative is taught in CKLA, the frequency with which
students may expect the spelling to occur is communicated in several ways.
A “power bar” on cards is used to indicate how frequently or infrequently a
spelling occurs. A long power bar indicates the spelling occurs frequently, while
a short bar designates a rarer spelling.
The long power bar on the card below indicates that the ‘a’ spelling is used
frequently to spell /a/, the short vowel sound:
The short power bar on this card signals that the ‘eigh’ spelling is used
infrequently to spell /ae/.
The relative frequency of spellings for any given sound is also communicated
in the student’s Individual Code Chart. In this chart, the spellings for a sound
are arranged in order from most to least frequent. Students begin to use the
Individual Code Chart in Grade 1 as they progress toward more independence.
A copy is provided at the end of this section for your reference only. This chart
should not be duplicated and distributed to students at this level.
Students are introduced to and practice the Advanced Code in two types of
lessons, Spelling Alternative Lessons and Tricky Spelling Lessons.
Kindergarten | Introduction to the Assessment and Remediation Guide xvii

In a Spelling Alternative Lesson, the teacher first reviews the Basic Code
spelling that students have already learned for a particular sound. New
words with different spellings for the same sound are then introduced. Often
students are asked to conduct word sorts as a way to reinforce the idea that
the same sound may be spelled multiple ways. In Grades 1 and 2, teachers
are encouraged to display Spelling Trees in the classroom as yet another way
to reinforce spelling alternatives. A given sound is listed on the tree trunk,
with various branches representing different spellings. Leaves with words
exemplifying a spelling are placed on the appropriate branches.
t ap
ca sn
sa ba
‘a’
nd ck
sta ma
y y odd ducks
‘a’ fa
t
ch
at
‘ay’ ai
m
ai
n
cl r
gr
ab
gr
as ‘a’
pa
pe
r
ac
or
n
‘ai’ s
‘a’ ca
ke m
e ‘a’ m
as
k
ra
ft
na
‘a_e’ ‘a’
/ae/ /a/
The fact that there are so many spelling alternatives in the English language
presents a challenge for students when they are asked to write (and spell) a word.
Tricky Spelling Lessons are used to explicitly call students’ attention to a

spelling pronounced and read more than one way. For example, ‘a’ can be
pronounced as /a/ (cat), /ae/ (paper), /o/ (father) or /ə/ (about). It may be helpful
to think of a tricky spelling as an instance in which several sounds vie for the
student to pronounce and read the spelling a different way:
/ou/ /oe/
/ou/ vs /oe/
Tricky spellings present a challenge when students are asked to read unfamiliar words
because it is possible to sound out and pronounce a tricky spelling multiple ways.
xviii Kindergarten | Introduction to the Assessment and Remediation Guide

In a Tricky Spelling Lesson, the teacher calls explicit attention to many
examples of words in which the same spelling is pronounced different ways.
Students are taught to try each pronunciation they have learned for a spelling
until they recognize a particular pronunciation as a familiar word that makes
sense in the context.
Kindergarten | Introduction to the Assessment and Remediation Guide xix

xx Kindergarten | Introduction to the Assessment and Remediation Guide
Individual Code Chart
Note: The Individual Code Chart is not used by students in CKLA
Kindergarten instruction, rather it is provided as a program-wide reference
for teachers only.
Skills Strand

1
/p/ p pp
pot napping
/b/ b bb
bat rubbing
/t/ t tt ed
top sitting asked
/d/ d dd ed
dot add filled
Name
2
/k/ c k ck ch cc
cat kid black school hiccup
/g/ g gg gu gh
gift egg guess ghost
/ch/ ch tch
chin itch
j g ge dge dg
/j/
jump gem fringe judge judging
Name
3
/f/ f ff ph gh
fit stuff phone tough
/v/ v ve
vet twelve
/s/ s c ss ce se st sc
sun cent dress prince rinse whistle scent
/z/ z s se zz ze
zip dogs pause buzz bronze
Name
4
/th/ th
thin
/th/ th
them
m mm mb
/m/ swimming
mad thumb
/n/ n nn kn gn
nut running knock sign
/ng/ ng n
sing pink
Name
5
/r/ r rr wr
red ferret wrist
/l/ l ll
lip bell
/h/ h
hot
/w/ w wh
wet when
Name
6
/y/ y
yes
/x/ x
tax
/sh/ sh ch
shop chef
/qu/ qu
quit
Name
a 7
/a/
hat
/i/ i y
it myth
/e/ e ea
pet head
u o ou o_e
/u/
but son touch come
/o/ o
hop
//
e a e
about debate
Name
8
a_e a ai ay ey eigh ea
/ae/
cake paper wait day hey weight great
ee e y i ea ie ey e_e
/ee/
bee me funny ski beach cookie key Pete
i_e i y ie igh
/ie/
bite biting try tie night
o_e o ow oa oe
/oe/
home open snow boat toe
u_e u ue
/ue/
cute unit cue
Name
9
/oo/ oo u u_e ew ue ou ui o o_e
soon student tune new blue soup fruit do move
/oo/ oo u
look push
/ou/ ou ow
shout now
/oi/ oi oy
oil toy
aw au al ough augh
/aw/
paw Paul wall bought caught
Name
10
/ar/ ar
car
/er/ er or ur ar ir ear
her work hurt dollar bird earth
/or/ or ore ar our oar oor

for more war four roar door
Name
Summary of Progress Monitoring
Assessments Provided in the
Kindergarten Assessment and
Remediation Guide
Kindergarten | Introduction to the Assessment and Remediation Guide xliii

xliv Kindergarten | Introduction to the Assessment and Remediation Guide
Phonological Awareness
Location in the Assessment and
Content (Sounds) Skill Remediation Guide
Identify Sounds, Recognize Sounds
as Same or Different, Count the
Number of Sounds, Identify and Unit 1
Environmental Sounds
Recreate a Sequence of Sounds, & Section I
Represent Sounds with Movement/
Objects: (Observational Chart)
Unit 1
Sentences Segmenting (Observational Chart)
Section II
Blend & Segment (Observational Unit 2
Syllables
Chart) Section I
Blend, Isolate, & Add (Observational Unit 2
2 or 3 Phonemes
Chart) Section II
Blend & Isolate (initial & medial Unit 3
/m/, /a/, /t/, /d/, /o/, /k/, /g/,& /i/
positions) Section I
/n/, /h/, /s/, /f/, /v/, /z/, /p/, & /e/ and Segment & Isolate (initial & medial Unit 4
previously taught letter sounds positions) Section I
/b/, /l/, /r/, /u/, /w/, /j/, /y/, & /x/ and Isolate (initial, medial, & final Unit 5
previously taught letter sounds positions) Section I
Unit 6
3–5 Phonemes Blend
Section I
Isolate (initial, medial, & final Unit 7
3–5 Phonemes
positions) Section I
Reading & Writing Readiness: Understanding Directionality (Observational Chart) provided in Unit 1, Section III.
Kindergarten | Introduction to the Assessment and Remediation Guide xlv

Phonics
Content (Sound-Spellings) Skill Remediation Guide
‘m’>/m/, ‘a’>/a/, ‘t’>/t/, ‘d’>/d/, Unit 3
Word & Pseudo Word Reading
‘o’>/o/, ‘c’>/k/, ‘g’>/g/, & ‘i’>/i/ Section II
‘n’>/n/, ‘h’>/h/, ‘s’>/s/, ‘f’>/f/, Unit 4
‘v’>/v/, ‘z’>/z/, ‘p’>/p/, & ‘e’>/e/ and Word & Pseudo Word Reading
previously taught sound-spellings Section II
‘b’>/b/, ‘l’>/l/, ‘r’>/r/, ‘u’>/u/, ‘w’>/w/, Unit 5
‘j’>/j/, ‘y’>/y/, ‘x’>/x/, & ‘k’>/k/ and Word & Pseudo Word Reading
previously taught sound-spellings Section II
Unit 6
Letter Names Observational Record
Section II (My ABCs)
Unit 6
Initial & Final Blend s/Clusters, ‘s’ Word Reading
Section II
> /z/ and previously taught sound-
spellings Unit 6
Running Record of Connected Text
Section III
Unit 7
Initial & Final Digraphs (i.e., ch, Word Reading
Section II
sh, th, qu–, & –ng) and previously
taught sound-spellings Unit 7
Section III
Double-Letter Spellings & Tricky Unit 8
Word Reading
Words (the, a, of, all, one, from, & Section I
was) and previously taught sound- Unit 8
spellings Running Record of Connected Text
Section II
Tricky Words (when, word, why, Unit 9
to, where, no, I, what, so, which, Word Reading
Section I
once, said, says, are, were, here, &
there)and previously taught sound- Unit 8
spellings Section II
.
xlvi Kindergarten | Introduction to the Assessment and Remediation Guide

Fluency & Comprehension
Content (Connected Text with Location in the Assessment and
Target Sound-Spellings) Skill Remediation Guide
‘m’>/m/, ‘a’>/a/, ‘t’>/t/, ‘d’>/d/,
‘o’>/o/, ‘c’>/k/, ‘g’>/g/, ‘i’>/i/, ‘n’>/n/, Concepts about Print (Observational Unit 4
‘h’>/h/, ‘s’>/s/, ‘f’>/f/, ‘v’>/v/, ‘z’>/z/, Chart) Section III
‘p’>/p/, & ‘e’>/e/
Concepts about Print (Observational
All One-to-One Letter-Sound Unit 5
Chart)
Correspondences Section III
Understanding: Literal Questions
Concepts about Print (Observational
Initial & Final Blend s/Clusters, ‘s’ Chart) Unit 6
> /z/ and previously taught sound-
spellings Understanding: Literal , Inferential, & Section III
Evaluative Questions
Initial & Final Digraphs (i.e., ch, Unit 7
Understanding: Literal , Inferential, &
sh, th, qu–, & –ng) and previously
Evaluative Questions Section III
taught sound-spellings
Double-Letter Spellings & Tricky
Words (the, a, of, all, one, from, & Understanding: Literal , Inferential, & Unit 8
was) and previously taught sound- Evaluative Questions Section II
spellings
Tricky Words (when, word, why,
to, where, no, I, what, so, which, Unit 9
Understanding: Literal , Inferential, &
once, said, says, are, were, here, &
Evaluative Questions Section II
there)and previously taught sound-
spellings
Kindergarten | Introduction to the Assessment and Remediation Guide xlvii

Writing
Content (Writing Readiness) Skill Remediation Guide
Writing Grip and Strokes
(Tripod Grip, Vertical Line, Unit 1
Observational Chart
Horizontal Line, Circle, Diagonal Section IV
Line)
Writing Strokes and Own Name
(Cup, Hump, Zigzag, Wavy Line, Unit 2
Observational Chart
Spiral, + and X, Loop, Cane, Hook, Section III
and Write Own Name)
Unit 3
‘m,’ ‘a,’ ‘t,’ ‘d,’ ‘o,’ ‘c,’ ‘g,’ & ‘i’ Lowercase Letter Formation
Section III
Unit 4
‘n,’ ‘h,’‘s,’ ‘f,’ ‘v,’ ‘z,’ ‘p,’ & ‘e’ Lowercase Letter Formation
Section IV
Unit 5
‘b,’ ‘l,’ ‘r,’ ‘u,’ ‘w,’ ‘j,’ ‘y,’ ‘x,’ & ‘k’ Lowercase Letter Formation
Section IV
Unit 9
All Letters Uppercase Letter Formation
Section III
xlviii Kindergarten | Introduction to the Assessment and Remediation Guide

Unit 1
Skills Strand
Kindergarten
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Table of Contents
Unit 1
Instructional Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson Structures for Levels of Instructional Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Guide Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section I: Phonological Awareness: Environmental Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
(Identify, Recognize as Same or Different, Count, Identify the Source, Recreate a Sequence, Represent with Movement/Objects)
Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Sound Complexity Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Skills Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Sound Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Poems/Songs/Nursery Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Section II: Phonological Awareness: Segmenting Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
(Up to Five Words, Including Multisyllabic Words)
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Methods of Indicating Words in a Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Skills Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Word/Phrase/Sentence Charts with Picture Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Section III: Reading & Writing Readiness: Understanding Directionality . . . . . . . . . . . . . . . . . . . . 103
(Apply Position Words & Track Left to Right and Top to Bottom)
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Skills Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Position Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Section IV: Writing Readiness: Writing Grip and Strokes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
(Vertical Line, Horizontal Line, Circle, Diagonal Line)
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Practicing Methods for Learning Writing Strokes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Skills Cross-Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Specific Writing Stroke Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Fine Motor Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Writing Strokes Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
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 [i.e., Phonological Awareness (for
both Environmental Sounds and Segmenting Sentences), Understanding
Directionality, and Writing Readiness] within the unit. The Cross Reference
chart helps you consider student performance across the lessons and with any
Pausing 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: Consider students’ 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 3: Select exercises and assessments and prepare associated materials for
instruction and progress monitoring.
Step 4: Use ongoing evaluation of student instructional performance and
progress monitoring to facilitate decisions about student progress or ongoing
remediation needs.
Your thoughtful observation of daily performance, integration of assessment
with instruction, and provision of targeted remediation as quickly as
possible will help most struggling Kindergarten students become successful
Kindergarten students!
Kindergarten | Unit 1 Assessment and Remediation Guide 5

Lesson Structures for Levels of Instructional Need
The Kindergarten Assessment and Remediation Guide will serve students who:
• enter Kindergarten with known literacy skill educational needs requiring
instruction beyond the Skills strand Teacher Guide lessons.
• have significant instructional needs identified by the student performance
assessments throughout the Kindergarten units.
• 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 1 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: Environmental Sounds:
Listening Walk
For Phonological Awareness: Segmenting Sentences: Smooth/ Activity
Warm-Up 3
Choppy Dependent
• For Reading & Writing Readiness: Understanding
Directionality: Position Word Practice
• For Writing Readiness: Writing Grip and Strokes: Where
is Thumbkin?
See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery Rhymes for
instruction related to remedial targets within:
Guided Practice • Phonological Awareness: Environmental Sounds Activity
12
(applying skills) • Phonological Awareness: Segmenting Sentences Dependent
• Reading & Writing Readiness: Understanding
Directionality
• Writing Readiness: Writing Grip and Strokes
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 geared for explicit instruction
for selected unit objectives.
Explicit
descriptions.
Listening Walk
• For Phonological Awareness: Segmenting Sentences: Activity
Warm-Up 3
Smooth/Choppy Dependent
is Thumbkin?
See corresponding section Lesson Templates for Learning About…
activity descriptions.
Learning About Environmental Sounds
Explicit • For Phonological Awareness: Segmenting Sentences: Activity
4
Instruction Learning About Segmenting Sentences Dependent
Directionality: Learning About Directionality
• For Writing Readiness: Writing Grip and Strokes:
Learning About Writing Grip and Strokes
See corresponding section Lesson Templates for Working With…
Working With Environmental Sounds
Guided Practice
(working with 10
Working With Segmenting Sentences Dependent
skills)
Directionality: Working With Directionality
Working With Writing Grip and Strokes
OR
• Reading & Writing Readiness: Understanding Progress 8
Independent
Practice/Progress Directionality Monitoring
Monitoring • Writing Readiness: Writing Grip and Strokes Resources
Activities with which students have demonstrated independence
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
descriptions.
Listening Walk
Warm-Up 3
Smooth/Choppy Dependent
is Thumbkin?
See corresponding section Lesson Templates for Learning About…
Learning About Environmental Sounds
Explicit • For Phonological Awareness: Segmenting Sentences: Activity
5
Instruction Learning About Segmenting Sentences Dependent
Directionality: Learning About Directionality
Learning About Writing Grip and Strokes
See corresponding section Lesson Templates for Working With…
Working With Environmental Sounds
Guided Practice
(working with 10
Working With Segmenting Sentences Dependent
skills)
Directionality: Working With Directionality
Working with Writing Grip and Strokes
12
• Reading & Writing Readiness: Understanding
Directionality
• Writing Readiness: Writing Grip and Strokes

Comprehensive
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 [i.e.,
Phonological Awareness (for Environmental Sounds or Segmenting Sentences),
Understanding Directionality, 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 Session 3 Session 4

Warm-Up: Segmenting Warm-Up: Understanding Warm-Up: Writing Repeat Sequence
Sentences focus Directionality focus Readiness focus (Perhaps the sessions
Explicit Instruction: Explicit Instruction: Explicit Instruction: focusing on Segmenting
Segmenting Sentences Understanding Writing Readiness focus Sentences and Writing
focus Directionality focus Readiness occur more
Guided Practice
frequently than the
Guided Practice Guided Practice (working with skills):
sessions focusing
(working with skills): (working with skills): Writing Readiness focus
on Understanding
Segmenting Sentences Understanding Guided Practice Directionality.)
focus Directionality focus (applying skills):
Guided Practice Guided Practice Combination from
(applying skills): (applying skills): component areas (e.g., a
Combination from Combination from Segmenting Sentences
component areas (e.g., component areas (e.g., a and an Understanding
an Understanding Segmenting Sentences Directionality activity)
Directionality and a Writing and a Writing Readiness Independent Practice/
Readiness activity) activity) Progress Monitoring:
Independent Practice/ Independent Practice/ Segmenting Sentences
Progress Monitoring: Progress Monitoring: activity (observing for
Writing Readiness activity Understanding success independently)
(observing for success Directionality activity
independently) (observing for success
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
in literacy instruction. Small teacher to student ratios maximize individual
learning, particularly through increased opportunity for immediate (reinforcing or
corrective) feedback for each student.
Immediately following this overview is a description of the Basic and Advanced
Code taught to student using CKLA materials starting in Kindergarten. This
description will provide insight and context for how phonics skills are introduced
in Kindergarten and taught throughout Grades 1 and 2.
The materials throughout the units are organized into sections by component
area [i.e., Phonological Awareness (for both Environmental Sounds and
Segmenting Sentences), Understanding Directionality, 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 Skill 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 Units 1 and 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: Environmental Sounds

Determining Student Need for Reteaching and Reinforcement of Section I, Phonological Awareness: Environmental Sounds
IF
A B C D
Student struggles with Unit 1 Student struggles with Unit 1 Student struggles with Unit 1 Student scores 2 or less
objective: Identify whether objective: Count the number of objective: Represent noises on Part 3 of Unit 1 Student
environmental sounds are the sounds, identify the source of a using objects or movement Performance Task Assessment
same or different sound, identify and re-create a and/or performs poorly on other
sequence of sounds evaluations of phonological
awareness at the
sentence/word level
Review with Pausing Point: Develop Awareness of Review with Pausing Point: Then target specific areas of
Noises, Discriminate Noises, Identify the Source of a Represent a Noise with a weakness by following track A,
Noise, and/or Re-create a Noise Sequence Movement/Object B, or C.
If student meets If student If student meets If student

expectations, then continues to expectations, then continues to
continue with Unit 1 struggle continue with Unit 1 struggle
Skills Strand Lessons Skills Strand Lessons
THEN USE

Kindergarten | Unit 1 Assessment and Remediation Guide
Section I, Phonological Awareness: Environmental Sounds
15
Lesson Template
Phonological Awareness: Environmental Sounds
Focus:
Environmental
Sounds Teaching Materials
Objective: Prompt student attention to sounds and engage thinking
about sounds.
Listening: Choose a location around the classroom or elsewhere
Warm-Up in the building that provides distinct environmental sounds. Once
Note: This Warm- settled in the environment, have students close their eyes to listen
Up makes use of the and think about the sounds they hear. Ask students to share and Sound resource(s)
Listening Walk Unit 1 discuss the sounds heard. Discussion should address listening skills
Pausing Point under from previous environmental sounds lessons (e.g., counting target
Discriminate Noises. sounds, remembering the order of target sounds, etc.) Extend by
asking students to listen again for additional sounds not initially
identified. (e.g, “You mentioned talking and laughing. What other
sounds do you hear?”)
Objective: Ensure familiarity with the target sounds, state the purpose
for listening, and model the desired performance.
Learning about Environmental Sounds: Play or create the target
sounds for the lesson. (See Sound Lists for suggestions.) Identify
each sound. Students repeat. Tell students the purpose of listening Sound Lists
Explicit Instruction for the lesson (e.g., recognize if pairs of sounds are the same or
different). Model the skill, such as creating pairs of sounds the same Sound resource(s)
or different and identifying them as such. Do most of the sample
items correctly, but also provide incorrect examples to address
common mistakes. (The more difficult the skill, the more modeling
may be required.)
Objective: Provide students an engaging opportunity to develop
environmental sounds skills with decreasing support as students’ Sound resource(s)
skills strengthen.
Activity Dependent:
Working with Environmental Sounds: Play or create the target sounds
Worksheet per
for students. Students complete the skill for the lesson as previously
student Games
Guided Practice modeled by the teacher, such as identify pairs of sounds as same or
Resources, and/or
different.
P/S/NR Resource
Application of Skills: Select Worksheets, Games, Poems/Songs/
Nursery Rhymes activities aligned with the environmental sound skills Progress
taught in the lesson allowing students to apply the related listening Monitoring Chart(s)
skills.
Objective: Allow students to practice environmental sound skills with
high levels of independence as they strive for mastery.
Independent
Practicing and Extending Skills with Environmental Sounds: With Same as above
Practice
classmates, revisit previously taught activities aligned with the
targeted environmental sound skills in the lesson.

Sample Remedial Lesson
Phonological Awareness: Re-create a Sequence
of Environmental Sounds (Two or Three Sounds)
Focus: Re-create
a Sequence of
Environmental
Sounds (2 or 3
Sounds) Teaching Materials
Objective: Prompt student attention to sounds and engage thinking about
sounds.
Listening: Walk students to the library. Once settled in the library
environment, have students close their eyes to listen and think about the
Warm-Up sounds they hear. Ask students to share and discuss the sounds heard.
Note: This Warm-Up Discussion should address listening skills from previous environmental
Access
makes use of the sounds lessons. For example: to Library
Listening Walk Unit 1 “How many times did you hear the door open?”
Environment
Pausing Point under
Discriminate Noises. “Where did the laugh sound come from?”
“Which sound happened last, the books falling or the chair moving?”
Extend by asking students to listen again for additional sounds that were not
initially identified. (e.g., “You mentioned the beep of the scanner the librarian
uses. What other sounds do you hear when books are being checked out?”)
Objective: Ensure familiarity with the target sounds, state the purpose for
listening, and model the desired performance.
Animal
Learning about Environmental Sounds: Make several different animal sounds: Sound List:
moo, oink, meow, woof, quack. Identify each sound. Students repeat. Tell moo, oink,
students the purpose of listening for this lesson is to imitate a sequence of meow,
Explicit Instruction sounds. This means you have to remember what you hear and make the woof, quack
sounds in the same order. Model the skill. Say, “moo, moo,” and repeat, (Optional:
“moo, moo.” Point out you copied the right sounds in the right order. Then support
say, “quack, moo,” and follow with, “moo, quack.” If students don’t catch your with Animal
error, point out that you said the right sounds but in the wrong order. Repeat Cards)
the item correctly and complete a few more examples using two or three
sounds.
Objective: Provide students an engaging opportunity to develop Animal
environmental sounds skills with decreasing support as students’ skills Sound List:
strengthen. moo, oink,
Working with Environmental Sounds: Say sequences of the selected animal meow,
sounds: moo, oink, meow, woof, quack. Initially use two sounds. As students woof, quack
are successful, increase to three sounds. (Optional:
support
Repeat, varying correct and incorrect sequences, and ask students to tell you with Animal
if it was right or wrong. Cards)
Guided Practice
Have students repeat the sound sequences.
If students are performing well, ask them to create sound sequences for you Five Little
and/or classmates to repeat. Ducks (P/S/
NR Resource
Application of Skills: Use the Five Little Ducks activity under Poems/Songs/ 5)
Nursery Rhymes. Create sound sequences with the animal sounds already
practiced: moo, oink, meow, woof, quack. If students are performing well Progress
(i.e., accurate most of the time with sequences of three sounds), allow each Monitoring
student the opportunity to create a sound sequence for a verse of the song. Chart(s)

Focus: Re-create
a Sequence of
Environmental
Sounds (2 or 3
Sounds) Teaching Materials
Objective: Allow students to practice environmental sounds skills with high
levels of independence as they strive for mastery.
Independent Same as
Practice Practicing and Extending Skills with Environmental Sounds: With a partner, previous
students can continue practicing recreating a sound sequence using the Five
Little Ducks activity introduced in Guided Practice.

Sound Complexity Considerations
In addition to varying the environmental sound skill targeted within a lesson,
the lesson difficulty can be adjusted by modifying the complexity of the target
sounds. See the chart below.
Ways to modify the sound

Easier à More Challenging
complexity for lessons:
Visible or not visible sound
Visible à not visible
source
Vary the number of sounds 1 2 3 4
Vary the familiarity of sounds Common/Familiar à Uncommon/Less Familiar
Vary the volume of sounds Louder à Softer
Less (e.g., listening with headphones) à More (e.g.,

Vary the background noise
listening in the lunchroom at lunch time)

Dimensions of Difficulty
Lessons can be crafted to be more or less difficult by varying the targeted
environmental sound skill, as well as modifying the complexity of the target
sounds. The chart below illustrates how lessons can be designed to be more or
less challenging across both dimensions.
Easier when sounds are: Harder when sounds are:

• fewer (1 or 2) • greater in number (3
• more familiar (e.g., a or 4)
Variables knock) • less familiar (e.g.,
• louder (e.g., whistle) pressing a hole punch)
• clearer (e.g., listening with • softer (e.g., air
headphones) conditioner)
• visible (e.g., watch • less clear (e.g.,
clapping) listening in the
lunchroom at lunch
Skill Example Prompt
time)
• not visible (e.g., eyes
closed)
Identify sounds What did you hear?

Least
Difficult
What did you hear?

Identify environmental
(Where did that sound
sounds
come from?)
Recognize whether
Were those sounds the
environmental sounds are
same or different?
the same or different
Count the number of How many times did you

environmental sounds heard hear me jump?
Identify and
Use the instruments to
The skills re-create a
repeat the three sounds
listed above sequence of
you heard in order.
are used in sounds
combination
for these
more Represent a
number of
complex
sounds with
Show me one block for Most
tasks.
movement/
each sound you heard. Difficult
objects

Environmental Sounds—Skills Cross-Reference
Environmental Unit 1 Lessons Unit 1

Sound Skill/ Pausing
CKLA Goal 1 2 3 4 5 6 7 8 9 10 Point
Increasing Listening Walk;

Identify What What
Sound Tick-Tock, Find
Environmental Did You Did You
and Word the Clock; Find
Sounds Hear? Hear?
Awareness the Animal
Identify
Whether Increasing
What What
Environmental Same or Same or Sound
Did You Did You
Sounds are Different? Different? and Word
Hear? Hear?
the Same or Awareness
Different
What What Increasing

Count the Did You Did You Sound Stepping Stepping
Knocking Knocking How
Number of Hear?; Hear?; and Word Forward Forward
and and Many Clap the Pattern
Environmental How How Awareness; for for
Counting Counting Noises?*
Sounds Heard Many Many How Many Noises* Noises*
Noises?* Noises?* Noises?*
*CKLA Goal: Use spatial words is incorporated.

Environmental Sounds—Lists
The Sound Lists provided are not intended to be exhaustive or restrictive. The
lists provide a range of sounds that can be included in environmental sound
lessons with minimal preparation. They are developmentally appropriate and
serve as a springboard for additional ideas as needed.
Sound sources may be provided by:
• going to different locations around the room or building
• creating sounds with your voice or body
• using collections of objects
• playing from a recording device, CDs, online source, etc.
Sounds Made with the Voice or Body

1. clap 9. snore
2. stomp 10. blow (from mouth or nose)
3. tap 11. sniff
4. knock 12. sneeze
5. snap 13. cough
6. whistle 14. laugh
7. breathe 15. whisper
8. sigh 16. eat crunchy foods (e.g., carrots,
apples, crackers)
Animal Noises
1. moo 9. baa
2. oink 10. buzz
3. meow 11. tweet
4. woof 12. squeak
5. quack 13. cluck
6. cock-a-doodle-doo 14. ribbit
7. hiss 15. roar
8. neigh 16. who-who-who

Other Onomatopoeia
1. achoo 9. honk 15. rumble
2. bang 10. hum 16. shuffle
3. beep 11. la (“La” naturally 17. sizzle
4. click lends itself to 18. splash
repeating for
5. crunch 19. thump
counting sounds.)
6. ding 20. ticktock
12. plop
7. fizz 21. vroom
13. pop
8. hiccup 22. zip
14. rattle
Indoor Sounds
1. closing and opening things (e.g., 8. coloring
door, window, drawer, container) 9. typing on a keyboard
2. flushing toilet 10. crumpling, folding or tearing
3. running water paper
4. footsteps 11. dropping items
5. pushing chairs 12. pouring liquid
6. knocking on various surfaces 13. turning on air conditioner
7. writing 14. turning on fan
Tools
1. scissors 5. bell
2. hole punch 6. tape
3. pencil sharpener 7. rubber band
4. alarm 8. stapler

Instruments
1. piano 6. recorder
2. drum 7. bells/chimes
3. tambourine 8. rain stick
4. harmonica 9. maracas (or other shaker)
5. kazoo 10. xylophone
Outdoor Sounds
1. birds 6. thunder
2. dogs 7. cars
3. drips 8. trucks
4. wind 9. trains
5. rain 10. helicopters, airplanes
Playground
1. walking 6. sliding
2. running 7. talking
3. jumping 8. laughing
4. swinging 9. screaming
5. squeaking 10. singing
Web Resources
Build your own collection of sound bites from:
• http://www.freesound.org/browse
• http://soundbible.com
• http://www.soundjay.com
• http://www.partnersinrhyme.com/pir/PIRsfx.shtml

Environmental Sounds—Sound Worksheets
Identify Sounds
• Select a worksheet from the following:
• A and B—Sounds made with the body
• C–G—Animal sounds
• H–J—Onomatopoeia sounds
Note: As long as students know which sounds align to specific images, any
associated sound can be used.
• Make the sounds associated with the pictures on a Sound Worksheet. Have
students point to the picture that matches the sound.
Recognize Sounds as Same or Different

• Make pairs of sounds associated with the pictures on a Sound Worksheet. Have
students point to the one picture that matches the sounds if the sounds were
the same OR point to both pictures that match the sounds if the sounds were
different.
Count the Number of Sounds

• Repeat sounds associated with the pictures on a Sound Worksheet, up to four
times. Have students point to the picture that matches the sound(s) and tell you
how many times they heard the sound(s).
Identify and Recreate a Sequence of Sounds

• Create a sequence of two to four sounds associated with the pictures on a
Sound Worksheet. Have students point to the pictures that match the sounds
in the order they heard them. A variation could be: Instead of pointing to the
pictures, students re-create the sequence of sounds heard.

Represent a Number of Sounds with Movement
• Repeat sounds associated with the pictures on a Sound Worksheet, up to four
times. Have students represent the number of sounds they heard by knocking,
clapping, or (for students who are able) showing you with their fingers.
Movements can be varied to engage students, such as tapping to keep it quiet,
jumping to get students moving, or shrugging shoulders to make it interesting.
Represent a Number of Sounds with Objects

• Sound Worksheet L—Music Notes
• Sound Worksheet M—Horns
• Sound Worksheet N—Songbirds
• Sound Worksheet O—Ice Cream Scoops
• Sound Worksheet P—Frogs
• Represent the number of sounds using cut-outs from the Sound Worksheets.
Cut-out images are provided on the page following the associated Sound
Worksheet. We recommend the images be copied onto and cut from card stock
to allow for reuse.
• Once students understand how to demonstrate specific environmental sound
skills using the sound worksheets, then the pages can be used for independent
practice.
• Students may take turns in small groups or pairs making sounds for their
partner to identify on the page.
Assessment Practice
• Sound Worksheet K
• This worksheet provides the same format students will see for assessment. Use
this page to have students represent sounds by (from left to right):
• circling cubes
• coloring cubes
• marking cubes with mastered writing strokes
• placing objects on cubes (cubes, pennies, beans, buttons, etc.)
Note: Students with weak directionality skills may need support with moving
left to right and top to bottom on Sound Worksheet K.

Name:
Sound Worksheet A
Directions: See Environmental Sounds—Sound Worksheets

Name:
Sound Worksheet B

Name:
Sound Worksheet C

Name:
Sound Worksheet D

Name:
Sound Worksheet E

Name:
Sound Worksheet F

Name:
Sound Worksheet G

Name:
Sound Worksheet H

Name:
Sound Worksheet I

Name:
Sound Worksheet J

Name:
Sound Worksheet K
1.
Directions: Have students make cubes (from left to right) for each sound counted in a sequence provided.
2.
3.
4.

Name:
Sound Worksheet L
Directions: See Represent a Number of Sounds with Objects

Name:
Cut-outs: Notes (Sound Worksheet L)

Directions: Copy on cardstock and cut out notes to use with Sound Worksheet L.

Name:
Sound Worksheet M

Name:
Cut-outs: Horns (Sound Worksheet M)

Directions: Copy on cardstock and cut out horns to use with Sound Worksheet M.

Name:
Sound Worksheet N

Name:
Cut-outs: Songbirds (Sound Worksheet N)

Directions: Copy on cardstock and cut out birds to use with Sound Worksheet N.

Name:
Sound Worksheet O

Name:
Cut-outs: Ice Cream Scoops (Sound Worksheet O)

Directions: Copy on cardstock and cut out scoops to use with Sound Worksheet O.

Name:
Sound Worksheet P

Name:
Cut-outs: Frogs (Sound Worksheet P)

Directions: Copy on cardstock and cut out frogs to use with Sound Worksheet P.

Environmental Sounds—Games (Identify Sounds)
What's That Sound?
• Have students sit in a circle.
• Provide each student with either a tool, an instrument, or an animal picture card
(Animal Cards 1–4 provided as a resource).
• Choose one student to start in the middle of the circle.
• The student in the middle closes his/her eyes (or a blindfold is used) while the
teacher points to students in the circle prompting them to make the sound with
their object or the animal sound for their picture.
• The student in the middle names the sound heard and continues guessing until
a sound is missed or all the sounds are identified.
• As time allows, have students take turns sitting in the center.
• Objects or animal cards can be exchanged to extend the game.
Which One?
• Use the same format as the “What’s That Sound?” game.
• Instead of a student going to the middle of the circle, the teacher pulls one
student away from the group.
• The student closes his/her eyes (or a blindfold is used) and the teacher tells the
student a specific sound to listen for.
• The teacher signals all students in the circle to start making their respective
sounds at the same time, while the teacher guides the listening student around
the circle.
• Once the listening student hears the target sound, he/she stops and looks to
see if he/she is correct.
• The student who had the target sound becomes the listening student.
Find the Animal: Where Are You?
Note: In addition to animal noises (Animal Cards 1–4 provided as a resource),
students can play this game making any sounds that can be made with the
voice or body or available objects.
• Use the same format as the “What’s That Sound?” game.

• Once the student in the middle of the circle closes his/her eyes or is
blindfolded, pick a second student to hide and make the targeted sound.
• Once the second student is hidden he/she makes the sound.
• The sound signals the student in the middle to open his/her eyes and say,
“ , , where are you?” filling in the blank with their guess about what
the sound is (e.g., if the sound is a bell ringing, the student says, “Bell, bell,
where are you?”).

• Each time the student who is looking says, “ , , where are you?” the
student hiding should respond by making the sound until he/she is found.
• The student who was found starts in the middle of the circle and a new student
is chosen to hide.
• This game can be simplified by having all students use the same sound.

Name:
Animal Cards 1
Directions: Copy on cardstock and cut for use with Environmental Sounds - Games.

Name:
Animal Cards 2
Directions: Copy on cardstock and cut for use with Environmental Sounds - Games.?

Name:
Animal Cards 3

Name:
Animal Cards 4

Environmental Sounds—Poems/Songs/Nursery Rhymes (P/S/NR)
Identify Sounds
Old MacDonald (P/S/NR Resource 1)
• Sing the song reversing the spot for the animal sound and the animal
name. This way the teacher or a student can provide an animal sound: “Old
MacDonald Had a Farm, E-I-E-I-O. And on this farm he had a quack, E-I-E-I-O.”
• 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.”
The Wheels on the Bus (P/S/NR Resource 2)
• Before each verse ask a sound question: “What on the bus
goes , , ?” filling in applicable sound words (e.g., vroom,
vroom, vroom).
• Then students sing the verse accordingly: “The motor on the bus goes vroom,
vroom, vroom, vroom, vroom, vroom, vroom, vroom, vroom. The motor on the
bus goes vroom, vroom, vroom all through the town.”
Recognize Sounds as Same or Different

Old MacDonald (P/S/NR Resource 1)
• Sing the song, varying the animal sound. Either:
• repeat with the same sound as usual: “With a quack, quack here, and a
quack, quack there. Here a quack, there a quack, everywhere a quack,
quack.”
• or change with different sounds: “With a quack, chirp here, and a quack,
chirp there. Here a quack, there a chirp, everywhere a quack, chirp.”
• At the end of the verse students identify the animal sounds as the same or
different.
Note: For The Wheels on the Bus (P/S/NR Resource 2) restrict the song to
objects with sounds: wipers/swish, baby/wah, money/clink, motor/vroom,
horn/beep as suggested on the resource page.
• Sing the song, varying the object sounds. Either:
• repeat with the same sound as usual (e.g., beep, beep, beep)
• or change with different sounds (e.g., beep, beep, honk; swish, swash,
swish; clink, clank, clank, etc.)
• At the end of the verse students identify the sounds in the song as same or
different.

Count the Number of Sounds
• Sing the song varying the number of times the sound word in each verse is
repeated (one to four times).
• At the end of the verse students tell how many times the sound was heard.
Identify and Recreate a Sequence of Sounds

To Market, To Market (P/S/NR Resource 3)
• First refrain: Repeat pig one to four times, and students fill in the word jig the
same number of times.
• Second refrain: Same as the first refrain but with hog and jog this time.
• Third refrain: Same as the first refrain but with bun and done this time.
Are You Sleeping? (P/S/NR Resource 4)
• Replace “Morning bells are ringing” with other sound phrases, such as “Race
cars are zooming,” “Sick children are sneezing,” or “Baby chicks are cheeping.”
• Then create the final line accordingly, such as “Zoom, zoom, zoom! Zoom,
zoom, zoom!” for the race car. Since the last line is composed of a repeated
sequence of sounds, vary the number of times the first set of sounds is
repeated (one to four times) and have students complete the line by copying the
sequence you provided. For example, you say:
• “Zoom, zoom, zoom, zoom!” and students repeat, “Zoom, zoom, zoom,
zoom!”
• Or “Zoom, zoom!” and students repeat, “Zoom, zoom!”
Five Little Ducks (P/S/NR Resource 5)
• Replace “quack, quack, quack!” on Line 4 with any sequence of sounds
(e.g., varied rhythms of clapping, varied numbers of other animal sounds, varied
sequences of onomatopoeias like “beep, bop, bop”), which students repeat
twice for Line 5 and again in Line 6.
If You’re Happy And You Know It (P/S/NR Resource 6)
• For the sound actions in this song (e.g., clap hands, stomp feet, tap head, shout
hooray) create varied rhythms and numbers of sounds the first time the action is
performed.
• Students repeat the sequence the other two times the action is performed for
each verse.

Represent a Number of Sounds with Movement/Objects
Five Little Monkeys (P/S/NR Resource 7)
• Start with students standing up.
• Everyone sings the first two lines: “Five little monkeys jumping on the bed, One
fell off and bumped his head.”
• Pat your hand on a surface one to four times.
• Students jump in place for the number of pats heard and then fall down.
• Everyone completes the verse: “Mama called the doctor, and the doctor said,
‘No more monkeys jumping on the bed!’”

Poem/Song/Nursery Rhyme Resource 1
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:

Directions: See Identify Sounds, Recognize Sounds as Same or Different
cow: mow-moo, sheep: baa-baa, pig: oink-oink, horse: neigh-neigh, dog: bow-wow, cat: meow-
meow.

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
Directions: See Identify Sounds, Recognize Sounds as Same or Different, and Count the Number of Sounds
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...”

To Market, To Market
To market, to market,
To buy a fat pig.
Home again, home again,
Jiggety-jig.
To buy a fat hog.
Jiggety-jog.
To buy a plum bun.
Directions: See Identify and Recreate a Sequence of Sounds

Market is done.

Are You Sleeping?

Are you sleeping, are you sleeping,
Brother John, Brother John?

Morning bells are ringing,
morning bells are ringing!
Ding, Ding, Dong! Ding, Ding, Dong!

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.

But the one little duck with the feather on his back,
Quack, quack, quack! Quack, quack, quack!

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.”

Five Little Monkeys

Five little monkeys jumping on the bed,
One fell off and bumped his head,
Mama called the doctor, and the doctor said,
“No more monkeys jumping on the bed!”
Repeat the poem, reducing the number of monkeys with each verse: Four little
monkeys jumping on the bed…Three little monkeys jumping on the bed… etc.
Directions: See Represent a Number of Sounds with Movement/Objects

Environmental Sounds—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 skills related to: Phonological Awareness: Environmental
Sounds. 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)
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
Environmental (Date & Score of NYR, P, R) (Dates & Scores)
Sound Skill
Identify Sounds
4/11 4/12 4/13 4/14 4/11 4/14
(Including
Source) P P R R 2/4 4/4
Recognize
Sounds as Same
or Different
Count the
Number of
Sounds
Identify the
Source of a Sound
Identify and
Re-create a
Sequence of
Sounds
Represent a
Number of
Sounds with
Movement/
Objects

66
Progress Monitoring—Environmental Sounds
Student:

(Date & Score of NYR, P, R) (Dates & Scores)
Environmental
Sound Skill

Identify Sounds
(Including Source)
Recognize Sounds
as Same or
Different

Count the Number
of Sounds
Identify the Source

of a Sound
Identify and
Re-create a
Sequence of
Sounds
Represent a
Number of Sounds
with Movement/
Objects
Section II
Phonological Awareness: Segmenting Sentences

Determining Student Need for Section II, Phonological Awareness: Segmenting Sentences
IF
A B
Student struggles with Unit 1 objective: Student scores 2 or less on Part 3 of
Segment spoken sentences into words the Unit 1 Student Performance Task
Assessment and/or performs poorly
on other evaluations of phonological
awareness at the sentence/word level
Review with Pausing Point: Stepping Then target specific areas of weakness
Forward for Words and/or Represent a by following track A
Word with a Movement/Object
If student meets If student continues to

expectations, then struggle
continue with Unit 1
Skills Strand Lessons
THEN USE

Section II, Phonological Awareness: Segmenting Sentences
for Reteaching and Reinforcement
69
Lesson Template
Phonological Awareness: Segmenting Sentences
Focus:
Segmenting
Sentences Teaching Materials
Objective: Prompt student attention to speech segments (at the
sentence, phrase, and word level) and the sound of words in the normal
flow of the speech stream.
Listening: Select several phrases and sentences (see Word/Phrase/
Sentence Charts for suggestions) to play Smooth/Choppy. Begin with
complete sentences. (Complete sentences offer longer streams of
speech which make it easier to hear the difference between smooth or
choppy language. Similarly, longer sentences tend to be less difficult
than shorter sentences.)
Tell students you will say a sentence and it will either be smooth or
choppy (slight pause between words). After listening, ask students to
indicate if the sentence was smooth by using a swooping motion with Word/Phrase/
Warm-Up
their hand or choppy by using a chopping motion. Sentence Chart
Once the correct answer is established, have students repeat the
sentence in the same way it was originally said simultaneously using
the associated motion. (For choppy sentences model and encourage
students to use one chop for each word. This will increase in difficulty
and require new support when sentences with multisyllabic words are
included in the lesson.)
Challenge students to say the same sentence in the opposite manner of
its original presentation.
Next, use the phrases. Tell students these examples are not complete
sentences. Follow the same steps used with the complete sentences.
Objective: State the purpose for listening and model the desired
performance.
Learning about Segmenting Sentences: Tell students you will say Word/Phrase/
words, phrases, and/or sentences (see Word/Phrase/Sentence Charts Sentence Chart (These
Explicit for suggestions) and the purpose for listening is to recognize how may or may not reuse
Instruction many words are heard. Explain how you want students to indicate words, phrases, or
how many words they heard. Give examples and model indicating sentences from the
how many words you heard using the desired method. Do most of the Warm-Up.)
sample items correctly, but also provide incorrect examples to address
common mistakes. (The more difficult the skill, the more modeling may
be required.)

Focus:
Segmenting
Sentences Teaching Materials
Objective: Provide an engaging opportunity to develop sentence Word/Phrase/

segmenting skills with decreasing support as students’ skills Sentence Chart
strengthen.
Activity Dependent:
Working with Segmenting Sentences: Say the selected words, phrases,
Worksheet per
Guided and/or sentences for students. Students indicate how many words
student, Game
Practice were heard using the method previously modeled by the teacher (e.g.,
Resources, and/or
clapping).
P/S/NR Resources
Application of Skills: Select Worksheets, Games, and Poems/Songs/
Nursery Rhymes activities allowing students to apply segmenting Progress Monitoring
sentences skills. Chart(s)
Objective: Allow students to practice segmenting sentences skills with

high levels of independence as they strive for mastery.
Practicing and Extending Skills with Segmenting Sentences: Revisit
previously taught activities allowing students to practice segmenting
Independent sentence skills with classmates. Completing these activities with
independence may be challenging. Working with partners will require Same as above
Practice
support before students should be expected to perform successfully
on their own. An option for scaffolding independent practice is to have
recordings of selected words/phrases/sentences with their associated
Picture Prompt and/or recordings of the Poems/Songs/Nursery Rhymes
activities.

Phonological Awareness: Segmenting Sentences with Moving Cubes
(Up to Four Words and Including Monosyllabic Words)
Focus:
Segmenting
Sentences with
Moving Cubes
(Up to Four Words
and Including
Monosyllabic
Words) Teaching Materials
Objective: Prompt student attention to speech segments (at the sentence,
phrase, and word level) and the sound of words in the normal flow of the
speech stream.
Listening: Play Smooth/Choppy with sentences and phrases from the
Word/Phrase/Sentence Chart accompanying Picture Prompt 1. Begin with
complete sentences. (Complete sentences offer longer streams of speech
which make it easier to hear the difference between smooth or choppy
language. This only applies to the Smooth/Choppy Warm-Up activity.
For segmenting tasks in this section, longer sentences present more of a
challenge.)
Tell students you will say a sentence and it will either be smooth or choppy
(slight pause between words). After listening, ask students to indicate if the
sentence was smooth by using a swooping motion with their hand or choppy
by using a chopping motion. Use the following sentences:
Hand the man the money.
The pants are blue.
Clean it up. Picture
They have black hair. Prompt and
Warm-Up Word/Phrase/
Don’t forget to buy bananas. Sentence
Please get me one orange. Chart (#1)
Once the correct answer is established, have students repeat the sentence
in the same way it was originally said while simultaneously using the
associated motion. (For choppy sentences, model and encourage students
to use one chop for each word. This will increase in difficulty and require
support when sentences with multisyllabic words are included in the lesson.)
Challenge students to say the same sentence in the opposite manner from
its original presentation.
Next, use the phrases. Tell students these examples are not complete
sentences. Follow the same steps used with the complete sentences.
the long, red mop handle
a tall man in green
his short brown hair
enough money
standing by the apples
his white shoes

Focus:
Segmenting
Sentences with
Moving Cubes
(Up to Four Words
and Including
Monosyllabic
Objective: State the purpose for listening and model the desired
performance.
Learning about Segmenting Sentences: Tell students you will say words,
phrases, and/or sentences and the purpose for listening is to recognize how
many words are heard. Let students know you want them to indicate the Picture
words heard by moving cubes. Say, “He is happy,” twice—the first time at Prompt and
a normal speaking pace and the second time with an exaggerated pause Word/Phrase/
Explicit between the words as you push a cube forward for each word. Say, “falling Sentence
Instruction down.” When it is repeated with exaggerated pauses, push a cube forward Chart (#1)
for each syllable. If you are facing students when demonstrating, you will
need to push cubes from your right to left to maintain the proper orientation 5 cubes per
for students. If students don’t catch your error, point out that you moved student
cubes for the syllables instead of the words. Tell students the word falling
has two beats: fall and ing; however, it is all one word (ing is not a word).
Model the correction process and complete a few more examples using
one- to four-word phrases or sentences.
In a plastic
sleeve for
each student:
Sound
Objective: Provide an engaging opportunity to develop sentence segmenting Worksheet Q
skills with decreasing support as students’ skills strengthen.
Dry erase
Working with Segmenting Sentences: Say the selected words, phrases, and/ markers and
or sentences for students. Students repeat what you say with exaggerated tissues for
pauses, pushing cubes forward for each word. students
Application of Skills: Use Sound Worksheet Q along with the Hickety Pickety,
Guided Practice My Black Hen activity under Poems/Songs/Nursery Rhymes Resources. Hickey
Provide each student with a copy of Sound Worksheet Q in a sheet protector Pickety, My
sleeve along with a dry erase marker and a tissue. Recite the nursery rhyme Black Hen
as printed, pausing at the end of each line to allow students to repeat it (P/S/NR
(clapping if needed) and mark by circling cubes on the first row to represent Resource 8)
how many words were heard. Repeat for each new line. Erase the sheet
Progress
once it is full to continue with the remaining lines of the nursery rhyme.
Monitoring
Chart(s)
5 cubes per
student

Focus:
Segmenting
Sentences with
Moving Cubes
(Up to Four Words
and Including
Monosyllabic
Objective: Allow students to practice segmenting sentences skills with high
levels of independence as they strive for mastery.
Practicing and Extending Skills with Segmenting Sentences:
Independent With a partner, students may use the At the Grocery Store Picture Prompt Same as
Practice to say words, phrases, and sentences to each other. The listening partner above
repeats what is said with exaggerated pauses (clapping if needed) and
marks Sound Worksheet Q by circling cubes on each row for the number of
words heard.

Methods of Indicating Words in a Sentence
The methods suggested below should all be familiar as they are utilized in
Unit 1 lesson activities.
Physical Movement Reference Activity/Lesson
Counting with fingers is used in conjunction with all of the

Count with fingers
lessons noted below, except Circle the Cubes.
Move cubes Hearing Words in Phrases and Sentences (Lessons 5, 6, 10)
Clap Teacher-Student Echo (Lessons 7, 8)
Step forward Stepping Forward for Words (Lesson 9, 10)
Circle cubes Circle the Cubes (Lesson 9)
Count with fingers: A suggestion for promoting response from all students is to
have students hold their fist over their heart and unfold fingers as they count
words.
Move cubes: It is recommended that students push cubes forward from left to
right for each word. Therefore, if you are facing students when demonstrating,
you will need to push cubes from your right to left to maintain the proper
orientation for students. This task can be scaffolded for students by providing a
mat with five spaces (squares) in a line. Lines from Sound Worksheet Q can be
used.
Clap: Keep in mind counting is particularly difficult to do in addition to clapping.
With fingers, cubes, steps, and pictures, students have a physical object that
has been moved and can subsequently be counted. To count a number of claps
creates a greater cognitive demand, since students have to clap for recognized
words, hold the claps in short term memory, and replay the claps to count them.
Step forward: In the Unit 1 lessons individual students step forward, requiring
a minimum of a small group for the activity. However, this can be modified to
work with fewer or individual students by having each student take steps for the
number of words heard.
Circle cubes: In the Unit 1 lessons the associated worksheet provides rows of
cubes. This format is recommended because it will prepare students for the
format of the end-of-unit assessment. However, to vary the activity, pages with
rows of other objects could be created to use.

Dimensions of Difficulty
Lessons can be crafted to be more or less difficult by varying the number of
words in a phrase/sentence, as well as using only single-syllable or including
multisyllabic words. The chart below illustrates how lessons can be designed to
be more or less challenging across both dimensions.
Variables
Restrict to use of Include
single-syllable words multisyllabic words
Word Source Number
Word 1 Least Difficult
3
Phrase/Sentence
4
5 Most Difficult

Sentence Segmenting Skills Cross-Reference
Unit 1 Lessons
Sentence Unit 1
Segmenting Pausing
Skills 1 2 3 4 5 6 7 8 9 10 Point
Hearing Hearing Words in Stepping Hearing Words

Demonstrate Teacher- Teacher-
Words in Phrases and Sentences; Forward for in Phrases and Grocery
Awareness of Student Student
Phrases and Increasing Sound and Words; Circle Sentences; Stepping Shopping
Words Echo Echo
Sentences Word Awareness the Cubes Forward for Words
Counting with Fingers

Counting
with Cubes;
Represent Stepping
Hearing Hearing Words in Hearing Words Leap Frog;
Words with Teacher- Teacher- Forward for
Words in Phrases and Sentences; in Phrases and Head,
Movement/ Student Student Words;
Phrases and Increasing Sound and Sentences; Stepping Shoulders,
Objects Echo Echo Circle the
Sentences Word Awareness Forward for Words Knees, and
Cubes Toes

Segmenting Sentences— Worksheets: Word/Phrase/Sentence Charts with
Picture Prompts
Picture Prompts for Segmenting Sentences
This section includes the word/phrase/sentence charts with Picture Prompts
1–4, providing a ready-to-use resource for sentence segmenting lessons.
Creating sentences related to students and their experiences is recommended
when possible. Use the chart format provided with each Picture Prompt, and
craft your own words, phrases, and sentences about a school activity, a favorite
read-aloud, or an interesting content lesson. Remember to include student
names. Personalized sentences are engaging!
• At the Grocery Store (Picture Prompt 1)
• What Sense is This? (Picture Prompt 2)
• Circus Time (Picture Prompt 3)
• A Day at the Park (Picture Prompt 4)

Directions: Provide this page as a visual reference when using phrases and sentences from At the Grocery Store (Picture Prompt 1)
80
Picture Prompt 1
At the Grocery Store (Picture Prompt 1)
Directions: Use this chart to provide phrase or sentence prompts about At the Grocery Store for sentence segmenting instruction.
Increasing
Number of Single-Syllable Only Including Multisyllabic Words
Words
boy, girl, man, mop, child, cart, mop, bag, orange, apple, banana, pineapple, mother,
stand, fall, slip, spill, sit, clean, walk, pay, woman, worker, bucket, money, standing,
1 buy, push, pick, red, brown, green, blue, falling, slipping, spilling, sitting, cleaning,
white, gray, black, hair, purse, shoe(s), walking, paying, buying, pushing, picking,
shirt(s), pants, skirt, belt yellow, purple, glasses, apron
Phrases Sentences* Phrases Sentences*

blue pants Buy it. falling down Be careful.
2 the boy Watch out. yummy apples Look around.
wet floor Go around. enough money Buy bananas.
a big spill Mop the spill. the ripe pineapples She is surprised.
3 his white shoes Clean it up. spilling the cup Carry the bucket.
her brown pants Will she fall? wearing the apron His mother walks.
the man’s brown belt The pants are blue. slipping on the The shirt is purple.
his short brown hair It is a mess. orange He is wearing
a full, heavy bag They have black hair. standing by the glasses.
4
apples The store is busy.
the woman’s purple
skirt
four wheels on the What is in the cart? the long, red mop Hand the man the
cart Take the food home handle money.
the boy by the fruit now. green tops on the Did you get the
5
a tall man in green Please get me one pineapples groceries?
bag. working at the Don’t forget to buy
grocery store bananas.
*Some sentences have the implied subject “You.”
Note: Do not use color words if the Picture Prompt page is not reproduced in color.

Picture Prompt 2
Directions: See Lesson Template, Warm-Up and Explicit Instruction

What Sense is This? (Picture Prompt 2)
Directions: Use this chart to provide phrase or sentence prompts about What Sense is This? for sentence segmenting instruction.
What Sense is This? (Picture Prompt 2)

Increasing
Words
man, bush, tree, grass, case, path, bench, guitar, saxophone, shoulders, flowers,
rose, shirt, pants, shoes, boots, purse, umbrella, mustard, apron, money, listen,
1 hat, pay, walk, smell, touch, taste, see, sit, butterfly, magnify, mother, father, daughter,
stand, friend, son, eyes, mouth, hand, nose, fountain, water, finger, purple, yellow,
ears, red, blue, brown, green, gray, white orange

brown shoes Eat it. many bushes Hear music.
2 a girl Sit down. some money Play together.
tall tree Drink some. smelling flowers Walk around.
the small wheels Look at it. the little flowers Water is cold.
3 her gray pants Is it loud? on his shoulders Listen to them.
a long bench Wear the hat. paying the man She is curious.
her straight, black They use their nose. her daughter’s Drink from the
hair Does it taste good? purple shirt fountain.
a nice warm day The grass is green. looking at the Dance to the music.
4
the long purse strap butterfly The park is busy.
playing on his
saxophone
brown boots on her Can you ride bikes riding on his dad’s The brown bench is
feet here? shoulders empty.
the girl on the path It is time to go. case open on the Watch the butterfly
5
a dad and his son The bush is so big. ground fly away.
orange umbrella on Did he want some
the cart mustard?

Directions: Provide this page as a visual reference when using phrases and sentences from What Sense is This? (Picture Prompt 2).
84
Picture Prompt 3
Circus Time (Picture Prompt 3)
Directions: Use this chart to provide phrase or sentence prompts about Circus Time for sentence segmenting instruction.
Increasing
Words
man, clown, crowd, horse, ball, ring, cage, woman, people, elephant, tiger, trapeze,
grab, hold, horn, play, ride, stand, walk, flying, platform, juggle, feathers, mustache,
1 gloves, shoes, suit, shirt, pants, hat, nose, suspenders, buttons, flower, applause,
hair, hand, roar, neigh, clap, cheer, stripes, purple, yellow, orange
red, blue, gray, pink, green, black, white

black shoes Watch them. three tigers Hear applause.
2 a horn Cheer loud. huge elephant Work together.
big cage Don’t fall. juggling balls Wear suspenders.
the red nose Hold on tight. the big feathers People stand up.
3 his tall hat Will she fall? on the platform Tigers sit down.
a brave guy Play the horn. standing on horses She is reaching.
man in black suit Talk to the crowd. the woman’s red suit Cheer for the lady.
clown on a ball Can she do it? looking at the Jump off the horses.
4 the large, blue shoes The pants are green. trapeze The clown is silly.
clapping for the
tigers
red shoes on her How long will he sitting on the colorful Can they do it again?
feet stand? ball His pants are on
reach for the man’s The girl is so small. a grand circus time backwards!
5
hands What if she falls show There are so many
two clowns in the down? black stripes on the people!
show tigers

Directions: Provide this page as a visual reference when using phrases and sentences from A Day at the Park (Picture Prompt 4).
86
Picture Prompt 4
A Day at the Park (Picture Prompt 4)
Directions: Use this chart to provide phrase or sentence prompts about A Day at the Park for sentence segmenting instruction
Increasing
Words
climb, hang, swing, sail, wind, pond, watch, baby, blanket, woman, couple, city, bushes,
skate, roll, walk, pull, push, fly, up, down, buildings, water, glasses, stroller, ponytail,
high, low, girl, boy, man, dogs, leash, birds, skyscraper, seesaw, purple, yellow, orange
1 park, grass, path, rope, bar, shirt, pants,
shoes, stripes, wheels, orange, brown,
green, blue, red, pink, black, white, gray

blue pants Swing high. stepping down Be careful.
2 the boy Climb up. tall buildings Walk around.
long path Watch out! green bushes Look below.
a nice day She will smile. the warm blanket Is that dangerous?
3 her blue skates Hold on tight. pushing the stroller Ride the seesaw.
the short dog The boats float. walking the dogs Her brown ponytail.
the big, gray birds The rope has knots. hanging on the bar Five friends are
four small, black What a nice day! sitting by the water skating.
4 wheels He has black hair. the woman’s purple He is wearing
her arms out wide skirt glasses.
Is the baby asleep?
three boats in the Did the dog pull a strong, brown, Push the yellow
pond you? rope ladder stroller around.
two boys on the The boy climbs the the couple on the Did you see the
5
swings rope. path people?
a tall man in green Do not go too fast. sitting on the blue The park is busy
seesaw today.

Assessment Practice
• Use Sound Worksheet Q.
• This worksheet provides the same format students will see for assessment.
Use this page along with Picture Prompts or Poems/Songs/Nursery Rhymes
activities to have students represent words (from left to right) by:
• circling cubes
• coloring cubes
• marking cubes with mastered writing strokes
• placing manipulatives on cubes
• Note: Students with weak directionality skills may need support with
moving left to right and top to bottom on Sound Worksheet Q.

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

Segmenting Sentences—Games
Advance Preparation
For each of the following games, select a Picture Prompt and use the
associated word/phrase/sentence chart as a resource for sentences. The
Picture Prompt may be available as a visual cue if desired.
Reverse Go Fish
Advance Preparation
Have a deck of regular playing cards ready.
• Using a deck of regular playing cards, deal a small stack of cards to students.
• Tell students, “I am going to say a sentence. I want you to place a card on the
table for each word in the sentence.” (Remember to speak at a slower pace
than natural cadence.)
• Students place cards on the table for each word 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.)
• 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 sentence.
• Students should remove one cube from their stack for each word.
• Once all students have the correct number of cubes set out, have them place
the cubes in their bag.
• Students start again with the remaining cubes for the next sentence. With each
new sentence they “fill the bag!”

Oh, Nuts!
Advance Preparation
Use the squirrel image from Sound Worksheet R and acorn cut-outs. 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.
• 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 sentence and they should remove one
acorn from their pile for each word.
• 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 sentence.

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.

Flip Your Lid!
Advance Preparation
Collect a number of bottle caps from discarded water or soda bottles. They
do not have to be all alike and certainly can add more interest if the colors are
varied. Cut off the bottom of a two-liter soda bottle and wash it thoroughly to
remove any stickiness.
• Give each student at least 5 bottle caps.
• Tell students you are going to say a sentence.
• Students should remove bottle cap from their pile for each word.
• Once all students have the correct number of bottle caps set out, all students
may take turns gently tossing their bottle caps into the soda bottle bottom.
• Redistribute the bottle caps for the next sentence.
Variations for the games

• Games will be easier when played with sentences that are two or three words
long and more difficult when played with sentences that are four or five words
long.
• If students struggle with selecting objects (cards, cubes, acorns, or bottle caps)
to represent the number of words after the entire sentence is spoken, the task
can be scaffolded by allowing students to select objects as you pause after
each word in the sentence.

Segmenting Sentences—Poems/Songs/Nursery Rhymes (P/S/NR)
If You’re Happy and You Know It (P/S/NR 6 from Unit 1 Section I)
• Sing with students, changing the action phrase (e.g., “clap your hands”) for
each verse.
• At the end of each verse ask students to repeat the action phrase they just sang
and count the number of words in the phrase.
• Remind students not to blurt out the answer.
• Students can put the number of fingers against their chest, in their lap, or
behind their back to match the answer and show their fingers as individuals or a
group, per your direction.
• Reinforce the correct answer by repeating the phrase again and revealing a
finger for each word in the phrase as it is repeated.
• Repeat with a new verse.*
*The table below provides action phrases for If You’re Happy and You Know It
(P/S/NR 6 from Unit 1, Section I). The phrases increase in difficulty by adding
words or including words with more than one syllable.
Increasing
Including Multisyllabic
Words in Single-Syllable Only
Words
Phrases
smile wiggle
1 wave collapse
scratch shiver
stand still shout hooray

2 blink twice turn around
nod yes say goodnight
stamp your feet wiggle your nose

3 tap your head shrug your shoulders
touch both knees whisper your name
sit on the floor pretend you can fly

4 reach for the sky meow like a cat
tap on your chin look behind your back

Segment Lines of Poems/Songs/Nursery Rhymes
• Select one of the following:
• Hickety Pickety, My Black Hen (P/S/NR Resource 8)
• The Eensy, Weensy Spider (P/S/NR Resource 9)
• Are You Sleeping? (P/S/NR Resource 10)
• Twinkle, Twinkle, Little Star (P/S/NR Resource 11)
All contain multisyllabic words which will cause errors if students count
syllables. Students may self-correct, and wait time to do so should be
provided. However, if students do not catch the error, support by reviewing the
multisyllablic word. Point out the multiple beats (syllables), clarifying each beat
is not a word.
Verses are printed with some lines broken up to allow the teacher to recite
lines with a variety of two to five words total. Pause after each line and prompt
students to indicate how many words were heard.

Hickety Pickety, My Black Hen

(2) Hickety Pickety,
(3) my black hen,
Directions: Recite, pausing at the end of each line to allow students to indicate how many syllables they heard.
(3) She lays eggs

(2) for gentlemen.
(2) Gentlemen come
(2) every day
(4) To see what my
(4) black hen doth lay.

The Eensy, Weensy Spider

(4) The eensy, weensy spider
(2) Climbed up
(2) the waterspout.
(4) Down came the rain

(2) To wash
(3) the spider out.
(4) Out came the sunshine
(3) and dried up
(3) all the rain.
(5) So the eensy, weensy spider
(2) Climbed up
(3) the spout again.

Are You Sleeping?

(3) Are you sleeping.
(3) Are you sleeping,
(2) Brother John,
(2) Brother John?
(4) Morning bells are ringing,
(4) Morning bells are ringing!
(3) Ding, Ding, Dong!
(3) Ding, Ding, Dong!

Twinkle, Twinkle, Little Star

(2) Twinkle, twinkle
(2) little star,
(3) How I wonder
(3) what you are.

(2) Up above
(4) the world so high,
(3) Like a diamond
(3) in the sky.
(2) Twinkle, twinkle
(2) little star,
(3) How I wonder
(3) what you are!

Segmenting Sentences—Progress Monitoring

A system (recommended) for collecting progress monitoring data is provided
below. An individual record should be kept for each student in need of
remediation for the following skill related to Phonological Awareness—
Segmenting Sentences. 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)
themselves to progress monitoring. To adjust the task from a learning tool to
an assessment tool, have the student complete a handful of items without
Student:
Segmenting (Date & Score of NYR, P, R) (Dates & Scores)
Sentences Skill
Segments 1–3
4/11 4/12 4/13 4/14 4/11 4/14
Words, Restricted
to Monosyllabic
P P R R 2/4 4/4
Segments up to 5
Words, Restricted
to Monosyllabic
Segments 1–3
Words, Includes
Multisyllabic
Segments up to 5
Words, Includes
Multisyllabic

Progress Monitoring—Segmenting Sounds
102
Student:

Segmenting
Sentences Skill

Segments 1–3
Words, Restricted
to Monosyllabic
Segments up to 5
Words, Restricted
to Monosyllabic

Segments 1–3
Words, Includes
Multisyllabic
Segments up to 5
Words, Includes
Multisyllabic
Section III
Reading & Writing Readiness:
Understanding Directionality

Determining Student Need for Section III, Reading & Writing Readiness: Understanding Directionality
IF
A B
Student struggles with Unit 1 objective: Student scores 2 or less on Part 2 of
Establish bodily and spatial awareness the End of Unit 1 Assessment and/or
performs poorly on other evaluations of
understanding directionality (applying
position words and tracking)
Review with Pausing Point: Develop Review with Pausing Point: Develop Then, target specific areas of
Bodily and Spatial Awareness an Understanding of Left-to-Right weakness by following track A
Directionality/Track from Left to Right
and Top to Bottom and/or Recognize
Position Words
If student meets If student If student meets If student

expectations, then continues to expectations, then continues to
continue with Unit 1 struggle continue with Unit 1 struggle
Skills Strand Lessons Skills Strand Lessons
THEN USE

Section III, Reading & Writing Readiness: Understanding Directionality
105
Lesson Template
Reading & Writing Readiness: Understanding Directionality
Focus:
Understanding
Directionality Teaching Materials
Objective: Prompt student attention to position words and their
associated actions.
Exercise: Using a stuffed animal, model a variety of movements utilizing
position words. (See Position Words chart for suggestions.) State what
is happening as the animal moves. Note: Ensure you indicate left and
right according to the students’ orientation. For example:
“The bear is going under the chair.” Position Words
Warm-Up “Now he’s going to jump on top of the table.” Chart,
“If he takes a step to the right he’ll fall off.” Stuffed Animal
“Instead, move over to the left.”
“Next he can roll to the middle of the table.”
This can be varied by moving the animal and having students provide
a description of the action (including position words). As it becomes
familiar, students can take turns moving the animal and describing the
action with each other.
Objective: Ensure familiarity with the targeted position words and model
the desired performance.
Position Words
Learning about Directionality: Say the targeted position words. (See
Explicit Chart,
Position Words chart for suggestions.) Students repeat. Indicate the
Instruction position word relative to several different objects nearby (e.g., a chair, Access to Objects
the door, a book, etc.). Do most of the sample items correctly, but also Nearby
provide incorrect examples to address common mistakes. (The more
difficult the skill, the more modeling may be required.)
Position Words
Chart
Objective: Provide students an engaging opportunity to develop Access to Objects

understanding of directionality while decreasing support as students’ Nearby
skills strengthen.
Activity Dependent:
Working with Directionality: Select nearby objects for students to use to Worksheet per
Guided Practice
indicate the targeted positions, as previously modeled by the teacher. student, picture
Application of Skills: Select Worksheets, Games, Poems/Songs/Nursery cards for Games,
Rhymes activities aligned with the directionality skills taught in the and/or P/S/NR
lesson so students can apply the related understanding. Resource
Progress Monitoring
Chart(s)
Objective: Allow students to practice directionality skills with high levels
of independence as they strive for mastery.
Independent
Practicing and Extending Skills with Directionality: With classmates, Same as above
Practice
complete previously taught activities aligned with the directionality skills
taught in the lesson.

Reading & Writing Readiness: Understanding Directionality (Left & Right)
Focus:
Understanding
Directionality
(Left & Right) Teaching Materials
Objective: Prompt student attention to position words and their associated
actions.
Exercise: Using a teddy bear, model a variety of movements utilizing
position words (especially left and right). State what is happening as the
bear moves. (Note: Ensure you indicate left and right according to the
students’ orientation.)
“The bear is going under the chair.” Position Words
Warm-Up “Now he’s going to jump on top of the table.” Chart
“If he takes a step to the right he’ll fall off.”
Teddy Bear
“Instead, move over to the left.”
“Next he can roll to the middle of the table.”
“Bear wants to shake your right hand.”
“Watch him hop on his left foot.”
Let students have turns making movements with the bear that include the
position words left or right.
Objective: Ensure familiarity with the targeted position words and model
the desired performance.
Learning about Directionality: Say: “left” and “right.” Students repeat. Ask
Position Words
students if they can raise their right hand. Correct as needed and repeat
Explicit Chart
with the left hand. Place a basket of books in front of students, indicate the
Instruction left side of the basket. (Note: Ensure you indicate left and right according Access to Objects
to the students’ orientation.) Ask a student to point to the right side. Place Nearby
a stapler in front of students and incorrectly identify the right side. If
students don’t catch your error, point out that you pointed to the left side.
Correct the mistake. Do a few more examples with other objects.
Objective: Provide students an engaging opportunity to develop
understanding of directionality while decreasing support as students’ skills
strengthen.
Position Words
Working with Directionality: Select nearby objects for students to use to Chart
indicate left and right, as previously modeled by the teacher.
Application of Skills: Once students practice left and right with success, Access to Objects
tell them they will need to use those words to find some pictures. Provide Nearby
Guided Practice a copy of Position Worksheet A and nine manipulatives to each student.
Ask questions about the objects on the page particularly utilizing left For each
and right. (See the activity information under Worksheets for question student: Position
prompts.) As students identify objects correctly they can cover them with Worksheet A
the manipulatives. The activity is repeated once the boards are full, this Looby Loo
time removing the manipulatives. Next, tell students they will need to use
left and right to sing and perform with the song Looby Loo under Poems/
Songs/Nursery Rhymes.

Focus:
Understanding
Directionality
(Left & Right) Teaching Materials
Objective: Allow students to practice directionality skills with high levels of
independence as they strive for mastery.
Independent Practicing and Extending Skills with Directionality: With a partner, students
Practice can continue to practice recognizing positions with their Recognize
Position Worksheet A and manipulatives introduced during Guided
Practice. They can also sing and perform Looby Loo together.

Understanding Directionality Skills Cross-Reference
Unit 1 Lessons
Understanding Unit 1
Directionality Pausing
Skill 1 2 3 4 5 6 7 8 9 10 Point
Establish
Bodily and Follow Follow Follow Gross Motor
Spatial Me Me Me Activities
Awareness
Recognize
Position Words Follow Follow Follow Understanding Grand Old
(e.g., top, Me Me Me Position Words Duke of York
bottom, etc.)
Cultivate an
Left/
Understanding
Right Hand
of Left- Greeting Greeting Greeting Greeting Greeting
Discrimination;
to-Right
Tracing Lines
Directionality
Track from Left

Tracking Tracking Tracking
to Right and Color Strips
Practice Practice Practice
Top to Bottom

Understanding Directionality—Position Words
The following words should be taught and applied within Understanding
Directionality lessons until students demonstrate proficiency with the
vocabulary and use these words in relation to bodily and spatial awareness, as
well as tracking on a page.
Opposites Other Directionality Terms
left—right other side

top—bottom around
front—back middle
over—under return sweep

Understanding Directionality—Worksheets
Position Worksheets A–E
• Use your choice of Position Worksheets A–E to engage students in recognizing
positions. Providing a copy to each student. Ask questions about the objects on
the page utilizing positions words:
• “Which object is in the middle of your page?”
• “What object is to the left of that picture?”
• “What is the object under that picture?”
• “Which object is at the top and the right of your page?”
• “Is there an object above that picture?”
• Variations include:
• Providing the same page or different pages to each student
• Covering the pictures with blocks, manipulatives, cut squares of paper,
etc., ask questions until all the objects are revealed
• Reverse, covering the pictures as questions are asked until the page is full

Directions: Have students answer questions (utilizing position words) about the objects on the page (e.g., What is in the middle?).
Name:

113
Position Worksheet A
114
Name:

Position Worksheet B
Name:

115
Position Worksheet C
116
Name:

Position Worksheet D
Name:

117
Position Worksheet E
Cut-out Position Worksheets F–H
• Provide one of the Cut-out Position Worksheets F–H and a pair of
accompanying cut-outs to each student. Cut-out images are provided on the
page following the associated Cut-out Position Worksheet. We recommend
the images are copied on and cut from card stock to allow for reuse. Prompt
students to demonstrate their knowledge of position words by responding to
directions such as:
• “Put the table in the middle of the room.”
• “Put the apple under the table.”
• “Move the apple to the top of the table in the middle.”
• “Slide the apple to the right.”
• “Push the table around the room.”

Directions: Have students arrange cut-outs according to directions utilizing position words (e.g., Put the bird on top of the tree.).
Name:

119
Position Worksheet F
Name:
Cut-outs: Bird & Tree and Woman & Dog (Position Worksheet F)
Directions: Copy on card stock and cut out figures to use with Position Worksheet F.

Directions: Have students arrange cut-outs according to directions utilizing position words (e.g., Walk the pig around the barn.).
Name:

121
Position Worksheet G
Name:
Cut-outs: Farmer & Hay and Tractor & Pig (Position Worksheet G)
Directions: Copy on card stock and cut out figures to use with Position Worksheet G.

Directions: Have students arrange cut-outs according to directions utilizing position words (e.g., Put the apple under the table.).
Name:

123
Position Worksheet H
Name:
Cut-outs: Table & Apple and Boy & Bed (Position Worksheet H)
Directions: Copy on card stock and cut out figures to use with Position Worksheet H.

Tracking Worksheets
• Use your choice of Tracking Worksheets 1–4 to engage students in tracking
from left to right and top to bottom. Ask students to touch each object as they
demonstrate tracking. Prompt students with questions such as:
• “Show me where you start for tracking.”
• “Where is the end for tracking?”
• “Move your finger to show me where to go from the start.”
• “Where do you go once you get to the end of the line?”
• “Start here (select a spot other than the beginning or end of the page) and
show me tracking to the end of the line (or end of the page).”
• “Can you track the whole page for me?”

Name:
Tracking Worksheet 1
Directions: See Tracking Worksheets

Name:

Name:

Name:

Understanding Directionality—Games
I Spy
• Play I Spy using position words. For example:
• “I spy, with my little eye, something below the light switch.”
• “I spy, with my little eye, something in front of (student’s name)’s desk.”
• “I spy, with my little eye, something over the door.”
• “I spy, with my little eye, something around the bulletin board.”
Where to Now?
Note: For this game, select a large area that provides access to obstacles
(e.g., the playground or an open classroom space with a table, desk, chair,
stool, etc.)
• Select a student to be the direction follower.
• The direction follower moves to the designated START position and follows the
directions using position words provided by the teacher, such as:
• “Take two steps to your right.”
• “Go to the other side of the slide.”
• “Walk under the jungle gym.”
• “Take four steps to your left.”
• “Climb over the swing.”
• “Go to the front of the playhouse.”
• Students take turns being the direction follower either after a certain
number of directions are completed successfully or until the student
reaches a designated END. An option is to indicate the END by placing an
object at that spot.
• A variation is to have a student navigate a stuffed animal according to the
directions provided.
• As the game becomes more familiar, challenge students by allowing another
student to provide the directions.

Understanding Directionality—Poems/Songs/Nursery Rhymes (P/S/NR)
Looby Loo
Looby Loo (P/S/NR Resource 12)
• Practice left and right by singing and dancing to Looby Loo (P/S/NR Resource
12).
Did You Ever See A Lassie?

Did You Ever See a Lassie? (P/S/NR Resource 13)
• Practice demonstrating position words by singing and dancing to Did You Ever
See a Lassie? (P/S/NR Resource 13). Use the following lines to replace the
words “go this way and that” in each new verse:
• “step left and right”
• “show her front and her back”
• “touch the top of her head”
• “touch the bottom of her feet”
• “jump over a rock (imaginary)”
• “crawl under a bridge (imaginary)”
• “walk around the tree (imaginary)”
• Vary the song by mixing up the order of the verses and creating new ones.

Looby Loo
Sing this song in a circle. Each person places their right hand into the center,
then out again; left hand into the center, then out again, etc.
Here we go Looby Loo,

Here we go Looby Light,
Here we go Looby Loo,
All on a Saturday night!
You put your right hand in,
You put your right hand out,
You give your hand
a shake, shake, shake,
Directions: Students practice left and right by singing and dancing to Looby Loo.
And turn yourself about.

You put your left hand in, …
You put your right foot in, …
Continue with more verses, putting other body parts in—left foot, head,
etc.—and finally putting whole self in.

Directions: Students demonstrate an understanding of position words by performing according to directions replacing the line “go this way and that.”

(See Understanding Directionality—Poems/Songs/Nursery Rhymes, Did You Ever See a Lassie? for suggestions.)
Did You Ever See a Lassie?

Did you ever see a lassie,
a lassie, a lassie,
Did you ever see a lassie
go this way and that?
Go this way and that way,
and this way and that way.
Did you ever see a lassie
go this way and that?

Understanding Directionality—Progress Monitoring
A sample system (recommended) for collecting progress monitoring data
is provided below. An individual record should be kept for each student in
need of remediation for the skills related to understanding directionality.
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:

Understanding
Directionality
Apply Knowledge
of Position Words 4/11 4/12 4/13 4/14 4/11 4/14
to Bodily and other P P R R 2/4 4/4
Spatial Movement
Demonstrate
Tracking from Left
to Right and Top to
Bottom

Progress Monitoring Form—Understanding Directionality
Student:

Understanding
Directionality
Apply Knowledge
of Position Words
to Bodily and other
Spatial Movement
Demonstrate
Tracking from Left
to Right and Top to
Bottom

135
Section IV
Writing Readiness: Writing Grip and Strokes

Determining Student Need for Section IV, Writing Readiness: Writing Grip and Strokes
IF
A B
Student struggles with Unit 1 objective: Hold a writing Student scores 7 or less on the Writing Strokes Pretest in
utensil with a tripod (or pincer) grip and make marks on Unit 1 Lesson 6, and/or 2 or less on Part 1 of the Student
paper Performance Task Assessment and/or performs poorly on
other evaluations of writing grip and strokes (vertical line,
horizontal line, circle, & diagonal line)
Review with Pausing Point: Develop Fine

Motor Skills, Identify Shapes and/or
Draw/Trace
If student meets If student

expectations, then continues to
continue with Unit 1 struggle
Skills Strand Lessons
THEN USE

Section IV, Writing Readiness: Writing Grip and Strokes
139
Lesson Template
Writing Readiness: Writing Grip and Strokes
Focus:
Writing Grip
and Strokes Teaching Materials
Objective: Prompt student attention to finger names and practice
manipulating each finger individually. Also reinforce knowledge of writing Where is
stroke and shape names. Thumbkin?
Exercise: Sing Where is Thumbkin? practicing the associated motions
Warm-Up together. Support students who need practice gripping the other fingers Writing surface
while presenting individual fingers. Once it is familiar, vary the Warm-Up by and implement
calling for different fingers out of order. (e.g., chalkboard,
Also, draw a variety of the previously taught writing strokes and shapes for chalk)
students to identify for review.
Objective: Reinforce the tripod grip, and model the target writing stroke for
instruction.
Learning about Writing Grip and Strokes: Tell students the tripod grip will be
used in today’s lesson. Review the manner with which the writing implement
is picked up and which fingers are used to hold it. Ask a student to model
the tripod grip. Model, discuss, and correct student attempts as needed. Writing surface
Explicit Next demonstrate drawing the target writing stroke(s) or shape(s) for the and implement
Instruction lesson. Ask students: (e.g., chalkboard,
chalk)
“Where do I start my line?”
“Which direction does it go to make a for writing?”
Do most of the sample items correctly, but also provide incorrect examples
to address common mistakes. (The more difficult the skill, the more
modeling may be required.)
Objective: Provide students an engaging opportunity to develop writing Writing surface

readiness while decreasing support as students’ skills strengthen. and implement
Working with Writing Grip and Strokes: Using individual writing supplies, ask (e.g., chalkboard,
students to: chalk) per student
Demonstrate the tripod grip. (Correct as needed.) Activity
Draw one large targeted writing stroke or shape on the board. Dependent:
Guided
Next, erase and draw four writing strokes or shapes and show you the best Worksheet and/
Practice
one. or other drawing
resource(s) per
Then, erase and fill the board with writing strokes or shapes of different
student
sizes.
Application of Skills: Select Worksheets (see Worksheets for suggestions) Progress
and create drawing activities aligned with the writing stroke(s) or shape(s) Monitoring
taught in the lesson allowing students to apply the related writing skills. Chart(s)

Focus:
Writing Grip
and Strokes Teaching Materials
Objective: Allow students to practice the tripod grip and writing strokes with
high levels of independence as they strive for mastery. In addition, bolster
writing readiness with fine motor activities.
Independent Practicing and Extending Skills with Writing Grip and Strokes: Revisit
previously taught activities aligned with the writing stroke(s) or shape(s) Same as previous
Practice
taught in the lesson. Also, engage students in an activity promoting fine
motor strength and skill. (See Fine Motor Activities for suggestions. These
activities should be previously taught and practiced before students are
expected to engage with them independently.)
*A fun method for promoting proper grip with long writing implements (e.g., markers) is to lay the writing
implement in front of the writing hand with the tip pointing away from the writer. Pick up the implement near the tip
with the tripod grip fingers: thumb, pointer, and middle. Then using the opposite hand, spin the implement around
so it moves from being under the wrist to resting between the thumb and pointer finger for the writing position.
1 2
3 4

Writing Readiness: Writing Grip and Strokes (Circles)
Focus:
Writing Grip
and Strokes
(Circles) Teaching Materials
Objective: Prompt student attention to finger names and practice manipulating Where is
each one individually. Also reinforce knowledge of writing strokes and shape Thumbkin?
names.
Exercise: Sing Where is Thumbkin? practicing the associated motions together. Dry erase
Warm-Up board, dry
Support students who need practice gripping the other fingers while presenting
individual fingers. erase marker,
Also, draw horizontal lines, vertical lines, squares, circles, and dots for students & tissue
to identify for review. (eraser)
Objective: Reinforce the tripod grip, and model the targeted writing stroke for
instruction.
Learning about Writing Grip and Strokes: Tell students today the tripod grip will
be used to make circles. Review the manner with which the writing implement
is picked up and which fingers are used to hold it. Ask a student to model the Dry erase
tripod grip. Model, discuss, and correct student attempts as needed. Next, board, dry
Explicit
demonstrate drawing a circle on the Dry erase board. Ask students: erase marker,
Instruction
& tissue
“Where do I start my line?”
(eraser)
“Which direction does it go to make a circle?”
Repeat the modeling, making the mistake of not closing the circle. If students
do not catch your error, point out that you did not complete the shape. Redo the
circle correctly. Do a few more examples varying the size of the circle.

Focus:
Writing Grip
and Strokes
(Circles) Teaching Materials
Objective: Provide students an engaging opportunity to develop writing
readiness while decreasing support as students’ skills strengthen.
Dry erase
Working with Writing Grip and Strokes: Using individual white boards, dry erase board, dry
markers, and tissues, ask students to: erase marker,
Demonstrate the tripod grip. (Correct as needed.) & tissue
Draw one big circle on the board. (eraser) per
Next, erase and draw four circles and show you the best one. student
Then, erase and fill the board with circles of all different sizes. In a plastic
Application of Skills: Once students practice circles in a variety of ways on the sleeve for
white board, tell them they are going to draw a snowman! Demonstrate on the each student:
white board how three circles of increasing size are needed to draw the body Writing
Guided and very small circles (dots) are needed to add the eyes, mouth, and buttons. Strokes
Practice Provide a copy of worksheet Writing Strokes 8 in a plastic sleeve. Students 8, Writing
can use and reuse this page with their dry erase marker and tissue to practice Strokes 14
circles for a snowman. Follow with a copy of worksheet Writing Strokes 14,
also in a plastic sleeve. This worksheet allows for practice with dots needed for For each
the snowman. Once students successfully complete both worksheets, model student: blue
drawing a snowman on blue construction paper with a white crayon. Invite construction
students to use their circle and dot skills to make their own! paper and a
white crayon
Extension: Model adding to the picture with other writing strokes and challenge
students to attempt to do the same: Progress
Use a hump to make snow drifts. Monitoring
Use horizontal, vertical, and diagonal lines to include arms and a hat. Chart(s)
Use stars to add snowflakes.
Objective: Allow students to practice the tripod grip and writing strokes with
high levels of independence as they strive for mastery. In addition, bolster
writing readiness with fine motor activities.
Practicing and Extending Skills with Writing Grip and Strokes: Allow students
to revisit the worksheets for circle and dot practice and provide additional
Independent construction paper and crayons for students to create more snowmen pictures Same as
Practice independently. Also, provide note cards, a hole punch, and strings of yarn, and above
invite students to:
Hole punch a design in the card.
Use the yarn to string different colors through the holes.
You may wish to limit students to creating three cards and using three strings of
yarn per card.

Methods for Practicing Writing Strokes
Gross motor abilities tend to develop before fine motor abilities. Therefore, the
following chart provides options allowing 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 vertical
Step 1 Using implements such as a paintbrush
surfaces
with water on the chalkboard supports large
strokes. Implements 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
• Full newspaper sheet
Large horizon- Using the pointer finger in rice, shaving
Step 2
tal surfaces cream, or sand supports large strokes. Re-
fined strokes are encouraged by using the
tripod grip with implements: 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 protector sleeve*
Small horizon- • Individual dry erase boards or chalk-
Step 4 tal surfaces boards
(large strokes) • Small construction paper
• Notepads
• Paper plates
Same as Step 4. Instead of using the full
Small horizon-
surface for large strokes, students draw small
Step 5 tal surfaces
strokes: tracing or free form, filling in shapes,
(small strokes)
on lines, 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 Grip and Strokes Skills Cross-Reference
Unit 1 Lessons
Writing Grip Unit 1
and Strokes Pausing
Skill 1 2 3 4 5 6 7 8 9 10 Point
Finger
Introduction; Reviewing
Acquire the Reviewing the
Introducing the Tripod
Tripod Grip Tripod Grip
the Tripod Grip
Grip
Identify and Drawing Drawing

Drawing Drawing
Apply Tripod Drawing Squares on Triangles
Drawing Horizontal Diagonal Coloring
Grip for a Circles to a Vertical on a
Drawing Vertical Lines Lines on Lines on Sheets;
Vertical Line, the Left on Circle to Surface; Vertical
On a on a Vertical Vertical Line a Vertical a Vertical What Tracing and
Horizontal a Vertical the Left Reviewing Surface;
Vertical Surface; Practice Surface; Surface; is This? Copying
Line, Surface; Practice Vertical and Reviewing
Surface Vertical Line Horizontal Diagonal Shapes; Tray
Circle, and Circle Horizontal Circles and
Practice Line Line Tracing
Diagonal Practice Lines; What Diagonal
Practice Practice
Line is This? Lines
Making
Vertical Making
Integrate Strengthening Lines, Circles and Fine Motor
Fine Motor Fine Motor Horizontal Triangles Activities; Play
Skills Skills Lines, and with Play Dough Shapes
Circles with Dough
Play Dough
Kindergarten | Introduction to the Assessment and Remediation Guide 145

Writing Grip and Strokes—Worksheets
General Tripod Grip Practice
• Select any Tracing Worksheets 1–10
• Encourage students to trace over the pictures multiple times using a different
color each time. Pages provide one large image on the front and four smaller
images on the back to allow students to practice with larger or more refined
drawing motions as needed.

Name:
Tracing Worksheet 1
Directions: Have students trace over the image multiple times using a different color each time.

148
Name:

Name:
Tracing Worksheet 2

150
Name:

Name:
Tracing Worksheet 3

152
Name:

Name:
Tracing Worksheet 4

Name:
Tracing Worksheet 4

Name:
Tracing Worksheet 5

156
Name:

Name:
Tracing Worksheet 6

158
Name:

Name:
Tracing Worksheet 7

160
Name:

Name:
Tracing Worksheet 8

162
Name:

Name:
Tracing Worksheet 9

164
Name:

Name:
Tracing Worksheet 10

166
Name:

Specific Writing Stroke Practice
Vertical Line & Horizontal Line & Square
• Writing Strokes Worksheets 1–6
Circle & Dot

Diagonal Line & Triangle

Mixed
• For Writing Strokes Worksheet 22, prompt students to find matching shapes
and draw lines to connect them.
Decorating with Writing Strokes

• Prompt students to use any single or combination of writing strokes which
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.
• Repurpose the Tracing Worksheets 1–10 to allow students to apply learned
writing strokes for the purpose of decorating either the large or small images or
both.
• Provide any of the new pages for Decorating A–D to allow students to apply
learned writing strokes for the purpose of decorating.

Name:
Writing Strokes 1
Directions: Students trace the dotted line, starting at the star, for vertical line practice.

Name:
Writing Strokes 2
Directions: Students trace the dotted line, starting at the star, for vertical line practice.

Name:
Writing Strokes 3
Directions: Students trace the dotted line, starting at the star, for horizontal line practice.

Name:
Writing Strokes 4

Name:
Writing Strokes 5

Directions: Students first trace the dotted lines, then draw their own vertical and horizontal lines to complete the wrapping paper design.
174
Name:

Writing Strokes 6
Name:
Writing Strokes 7
Directions:Students trace the dotted line, starting at the star, for circle practice.

Name:
Writing Strokes 8

Name:
Writing Strokes 9

Name:
Writing Strokes 10
Directions: Students trace the dotted lines for circle practice.

Directions: Students first trace the dotted line, then draw their own circles to complete the bunches of balloons.
Name:

Writing Strokes 11
179
Name:
Writing Strokes 12
Directions: Students first trace the dotted line, then draw their own circles to complete the peas in the pods.

Directions: Students first trace the dotted line, then draw their own circles to complete the flowers in the vases.
Name:

181
Writing Strokes 13
Directions: Students first trace the dot provided, then draw their own dots to complete the spots on the ladybugs.
182
Name:

Writing Strokes 14
Directions: Students first trace the dot provided and dotted circle, then draw their own dots and circles to fill in the sections of the truck.
Name:

183
Writing Strokes 15
Name:
Writing Strokes 16
Directions:Students trace the dotted lines, starting at the star, for diagonal line practice.

Name:
Writing Strokes 17
Directions: Students trace the dotted lines, starting at the star, for diagonal line practice.

Name:
Writing Strokes 18
Directions: Students trace the dotted lines, starting at the star, for diagonal line practice.

Directions: Students first trace the dotted lines, then draw their own diagonal lines to complete the stripes on the fish.
Name:

187
Writing Strokes 19
Directions: Students trace the dotted lines, starting at the star, for vertical line, horizontal line, and circle practice.
188
Name:

Writing Strokes 20
Name:
Writing Strokes 21
Directions: Students trace the dotted shapes for mixed writing strokes practice

Directions: Students draw lines to matching shapes for vertical line, horizonal line, and diagonal line practice.
190
Name:

Writing Strokes 22
Directions: Students first trace the dotted lines and the gray dot, then draw their own lines and dots to fill the spaces.
Name:

191
Writing Strokes 23
Directions: Students first trace the dotted lines and gray dots, then draw their own lines and dots to complete the grasshopper back designs.
192
Name:

Writing Strokes 24
Directions: Students first trace the dotted line and gray dots, then draw their own circles, dots, and writing stroke of choice to complete the boot
designs.
Name:

193
Writing Strokes 25
Directions: Students first trace the dotted lines and gray dots, then draw their own lines, dots, spirals, and writing stroke of choice to complete the
194
balloon designs. Name:

Writing Strokes 26
Directions: Have students use any single or combination of taught writing strokes to decorate the objects on the page.
Name:

195
Decorating A
196
Name:

Decorating B
Name:

197
Decorating C
Directions:Have students use any single or combination of taught writing strokes to decorate the objects on the page. Reinforce directionality by
198
having students work from top to bottom and left to right. Name:

Decorating D
Poems/Songs/Nursery Rhymes Resource 14
Where is Thumbkin?
Present the thumb or finger named in the verse, first on one hand and then,
in response, on the other. Wiggle each one during the “conversation,” then
hide each hand behind your back (“run away”) until the next verse.
Where is thumbkin?
Where is thumbkin?
Here I am,
Directions: Students sing and perform Where is Thumbkin? to practice finger manipulation and names
Here I am.
How are you today, sir?
Very well I say, sir.
Run away,
Run away.
Where is pointer? . . .
Where is middle finger? . . .
Where is ring finger? . . .
Where is pinkie? . . .

Writing Grip and Strokes—Fine Motor Activities
Variations for Practicing Writing Strokes
• Drawing in trays of sand, rice, or shaving cream
• Drawing shapes on vertical surfaces: paper taped to the wall or easel, dry erase
board, or chalkboard (A damp sponge can be used on a chalk board as a less
messy option.)
• Drawing with doodle programs using touch screen technologies
• Put hair gel with food coloring or glitter in a sandwich bag. Force all the air out
and seal tightly. Place the bag on a flat surface and practice shapes. Squish the
gel flat again to use repeatedly.
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
• Popping bubble wrap using the thumb and pointer finger
• Using a turkey baster or nasal aspirator to blow ping pong balls back and forth
• Using tongs or clothespins to pick up small objects

Writing Grip and Strokes—Poems/Songs/Nursery Rhymes
Where is Thumbkin? (P/S/NR Resource 14)
Sing and make the associated motions together. Support students who need
practice gripping the other fingers while presenting individual fingers.

Writing Grip and Strokes—Progress Monitoring
A sample system (recommended) for collecting progress monitoring data is
provided below. Individual records should be kept for each student who is in
need of remediation for the following skills related to writing readiness: Writing
Grip and Strokes. Observational records of general performance with the target
skill can be kept under Remediation Sessions. The date and an overall ranking
of the student performance with the skill can be noted:
Not Yet Ready (NYR)
Progressing (P)
Ready (R)
Student:

Writing Grip &
Strokes
Identify and Draw a 4/11 4/12 4/13 4/14 4/11 4/14

Vertical Line P P R R 2/4 4/4
Identify and Draw a

Horizontal Line
Identify and Draw a

Circle
Identify and Draw a

Diagonal Line

Progress Monitoring—Writing Grip and Strokes
Student:

Writing Grip &
Strokes
Identify and Draw a

Vertical Line
Identify and Draw a

Horizontal Line
Identify and Draw a

Circle
Identify and Draw a

Diagonal Line

203
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:

Core Knowledge Language Arts
Series Editor-in-Chief
E. D. Hirsch, Jr.
President
Linda Bevilacqua
Editorial Staff Design and Graphics Staff

Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director
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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.
Illustrators and Image Sources

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30: Shutterstock; 31: Shutterstock; 32: Shutterstock; 33: Shutterstock; 34: Shutterstock; 35: Shutterstock; 36: Shutterstock; 37: Shutterstock; 39: Core
Knowledge Staff; 40: Core Knowledge Staff; 41: Core Knowledge Staff; 42: Core Knowledge Staff; 43: Core Knowledge Staff; 44: Core Knowledge
Staff; 45: Core Knowledge Staff; 46: Core Knowledge Staff; 47: Core Knowledge Staff; 48: Core Knowledge Staff; 51: Shutterstock; 52: Shutterstock;
53: Shutterstock; 54: Shutterstock; 58: Lina Chesak-Liberace; 59: Lina Chesak-Liberace; 60: Amy Wummer; 61: Lina Chesak-Liberace; 62: Lina
Chesak-Liberace; 63: Lina Chesak-Liberace; 64: Amy Wummer; 80: Barbara Gibson; 82: Barbara Gibson; 84: Barbara Gibson; 86: Barbara Gibson;
92: Core Knowledge Staff; 93: Core Knowledge Staff; 97: Amy Wummer; 98: Amy Wummer; 99: Lina Chesak-Liberace; 100: Lina Chesak-Liberace;
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Introduction
Skills Strand
Kindergarten
The Core Knowledge Foundation


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Kindergarten Core Knowledge Language Arts® • Skills Strand

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Trademarks and trade names are shown in this book strictly

Kindergarten | Introduction to the Assessment and Remediation Guide v

vi Kindergarten | Introduction to the Assessment and Remediation Guide

Guided Reinforcement Lesson Structure

Note: Progress monitoring related to instruction from Guided Reinforcement

Kindergarten | Introduction to the Assessment and Remediation Guide vii

Comprehensive reteaching should be used when students require explicit

Comprehensive Reteaching Lesson Structure

Independent Activities with which students have demonstrated Activity Dependent

viii Kindergarten | Introduction to the Assessment and Remediation Guide

Session 1 Session 2 Session 3 Session 4

Kindergarten | Introduction to the Assessment and Remediation Guide ix

x Kindergarten | Introduction to the Assessment and Remediation Guide

Kindergarten | Introduction to the Assessment and Remediation Guide xi

xii Kindergarten | Introduction to the Assessment and Remediation Guide

Kindergarten | Introduction to the Assessment and Remediation Guide xiii

Kindergarten | Introduction to the Assessment and Remediation Guide xv

xvi Kindergarten | Introduction to the Assessment and Remediation Guide

Kindergarten | Introduction to the Assessment and Remediation Guide xvii

Tricky Spelling Lessons are used to explicitly call students’ attention to a

xviii Kindergarten | Introduction to the Assessment and Remediation Guide

Kindergarten | Introduction to the Assessment and Remediation Guide xix

Core Knowledge Language Arts®

/or/ or ore ar our oar oor

Kindergarten | Introduction to the Assessment and Remediation Guide xliii

Kindergarten | Introduction to the Assessment and Remediation Guide xlv

xlvi Kindergarten | Introduction to the Assessment and Remediation Guide

Kindergarten | Introduction to the Assessment and Remediation Guide xlvii

xlviii Kindergarten | Introduction to the Assessment and Remediation Guide

You are free:

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With the understanding that:

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All Rights Reserved.

Core Knowledge Language Arts, Listening & Learning,

Trademarks and trade names are shown in this book strictly

Kindergarten | Unit 1 Assessment and Remediation Guide 5

6 Kindergarten | Unit 1 Assessment and Remediation Guide

Note: Progress monitoring related to instruction from Guided Reinforcement

Kindergarten | Unit 1 Assessment and Remediation Guide 7

8 Kindergarten | Unit 1 Assessment and Remediation Guide

Kindergarten | Unit 1 Assessment and Remediation Guide 9

Session 1 Session 2 Session 3 Session 4

10 Kindergarten | Unit 1 Assessment and Remediation Guide

Kindergarten | Unit 1 Assessment and Remediation Guide 11

12 Kindergarten | Unit 1 Assessment and Remediation Guide

Kindergarten | Unit 1 Assessment and Remediation Guide 13

If student meets If student If student meets If student

© 2013 Core Knowledge Foundation

16 Kindergarten | Unit 1 Assessment and Remediation Guide

18 Kindergarten | Unit 1 Assessment and Remediation Guide