Interdisciplinary Connections

Social Studies: 6.1.2.Geo.SV.4: Identify examples of geospatial data (e.g., landmarks on the school grounds, the spatial location of each student’s assigned seat in the classroom, needs more thought).

Activity: Students will use post-it notes to label their classroom community.

Visual and Performing Arts: 1.2.2.Cr1a: Discover, share and express ideas for media artworks through experimentation, sketching and modeling. 1.1.2.D.1 Identify the basic elements of art and principles of design in diverse types of artwork.

Activity: Students will draw a picture and label the picture.

Integration of Technology

Life Literacies and Key Skills- Technology Literacy: 9.4.2.TL.2: Create a document using a word processing application.

21st Century Skills

Personal Financial Literacy: 9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community. There are actions an individual can take to help make this world a better place.

Career Education

Career Awareness, Exploration, Preparation, and Training: 9.2.2.CAP.1: Make a list of different types of jobs and describe the skills associated with each job.

SUBJECT:  Phonics

GRADE LEVEL:  Kindergarten

UNIT TITLE:  Making Friends with Letters

LENGTH OF STUDY:  40 days  K Pacing Guide

Unit Learning Goals

• Bend I- Studying people’s names can help you learn the alphabet

• Book orientation
• Rhyme recognition, production, alliteration
• Alphabet knowledge
• Letter formation (uppercase name sound recognition, lowercase name and sound recognition)
• Letter-sound knowledge to represent initial sounds

• Bend II- Learning your own name by heart

• Book orientation
• Rhyme recognition, production, alliteration
• Alphabet knowledge
• Letter formation
• Learn HFW- me, the like, my, a, I
• Letter-sound knowledge to represent initial sounds

• Bend III- Using star names to write

• Concept of word
• Alliteration
• Segment syllables
• Isolate initial phoneme
• Alphabet knowledge (uppercase recognition, lowercase recognition, sound letter formation)
• Letter formation
• Spell HFW- me, the, like, my a, I

Sequence of Letters:  MSTNARLDFIVPXEBZJOCHUWGQY

Link to Heinemann for all Phonics Resources: https://www.heinemann.com/myonlineresources/viewresources.aspx?sku=E10553

Materials

Primary

Supplemental

• Unit of Study- Making Friends with Letters/Teaching Points
• Mabel- class mascot
• Name chart
• Name wall
• Star Names
• Star Jar
• Pictures for letter sorts
• Pictures for letter books
• Elkonin boxes
• Name baggies

• Reading A to Z
• Brain Pop Jr.
• Epic! School
• Pebble Go

Daily Targets

Standards

Instructional Activities

Session 1: “Today I want to teach you that when you really, really learn a friend’s name, like you all want to learn Mabel’s name, it helps to do stuff with that name so you will remember it, so it almost becomes part of you.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters

• Cheer each letter in Mabel’s name
• Count the letters in Mabel’s name
• Find other things in the classroom that start with M
• Add Mabel’s name to the name wall

Session 2:  “Today I want to remind you that when you want to learn a new friend’s name, like we will want to learn Mike’s name, it helps to do stuff with that name, so you remember it, and it becomes part of you.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters

• We are Gathering song
• Study student name (cheer, count)
• Turn and talk
• M /m/
• Search for other things in the classroom that start with M
• Picture sort
• Letter formation M
• Star Name Celebration Song

Session 3: “Today I want to teach you that to own a letter, to know that letter so well that you have it in your back pocket, ready to use whenever you want to read or write, it helps to do some things with the letter. It helps to name the letter, sound it, write and to use it to make lots of words.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters

• How to Learn a Letter chart
• Uppercase and lowercase
• Search for M words in book

Session 4: “Today I want to teach you that when you learn the letter S, you learn a secret that will help you learn tons of other letters.  This is the secret: for many letters, when you know the letter’s name you can figure out the letter’s sound.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters

• Guess the Name song
• Uppercase/lowercase Ss
• Learn the letter S
• Think of other words that begin with S
• Picture card sort
• Find objects that start with S
• Letter formation S

Session 5: “Today I want to teach you another secret.  When you go to write a long word or long name, it helps to first say the name (or word) in a way that lets you hear the beats, the syllables. Writers can say any word and hear the beats in it, hear what people call the syllables of that name or word.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters

• Let’s Study a Name chart
• Clap syllables in names
• All words have beats/syllables
• Clap syllables in words in books (SG)
• Syllables parade
• Letter formation N, T

Session 6: “Today I want to teach you that when you want to get to know something really well, and this is true whether you want to get to know things or  names, or really any words, it can help to look at a few of those things and to think, ‘How are these the same, and how are they different?’”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters

• Let’s Study a Name chart
• Compare your shoes to a partner
• Study Star Names
• Compare names with Mabel
• Compare objects in classroom with own name
• Letter formation- R

Session 7:  “Today I want to teach you another secret about letters: there are two kinds of letters.  Some letters are called vowels and some are called consonants.  This is important because almost every single word is made with both kinds of letters- some consonants and some vowels.  Vowels are special letters that make more than one sound.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters

       D. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

• Let’s Study a Name Chart
• Magnetic letters (red and blue)
• Name letters and vowel consonant pattern
• Name wall names v-c patterns
• Name v-c patterns for words around the room
• Extension 1- Letter formation- A

Session 8:  “Today I want to teach you that it is super important to know your own name by heart.  And the way you get to know your own name by heart is by doing all the stuff with your own name that you have done to turn other kid’s names into star names.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. `Write upper and lowercase letters

       D. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

• Let’s Study a Name chart
• Mabel and her name baggie
• Name baggie for each child- practice studying your name
• Teach each other your name
• Extension 3- introduce a new Star Name

Session 9: “Today I want to teach you that it is super-important to learn to write your own name fast, and more than that, it is important that your muscles learn to write your own name.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

• Name map
• Write your name
• Extension 3: Introduce a new Star Name

Session 10:  “Today I want to teach you that once you know your name by heart, you own the first letter (and maybe other letters) in your name.  When you own a letter, you can even teach what you know to others!”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

• Mable’s name baggie
• Student demonstration
• Whiteboards for writing practice
• Extension 3: Introduce a new Star Name

Session 11: “Today I want to teach you that when you know your name by heart (or actually when you know any word by heart) you can use parts of it ito make new words.  You can make real words, and you can make silly pretend words too.

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

B. Writing or selecting missing initial or final consonant when spelling a CVC word.

• The Name Game song
• Demonstrate how changing the initial sound creates words that rhyme with that name
• Whiteboard with prewritten names for practice- words that rhyme with the  name
• Name parade
• Extension 3- new Star Name

Session 12: “Today I want to teach you that when you want to label something, anything, you can use the names you know to help you figure out how to write that label.  You say the thing you want to write slowly, and you listen for sounds.  When you hear a sound you can think, who has that sound in their name? Then you write that letter!”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

B. Writing or selecting missing initial or final consonant when spelling a CVC word.

• Demonstration with Mabel and the word bed
• Letter formation (different letters from demo examples)
• Label things in the classroom
• Interactive writing- continue labeling things in the classroom
• Extension 2- Introduce a new Star Name

Session 13: “Today I want to teach you that people don’t just know how to write their own names by heart, in a snap.  They also learn to write other words by heart in a snap.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. B. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds

• Teacher demonstration writing
• Recognize and talk about the sequence of letters in a word
• Snap words (HFW)

• Me, a, the

• How to Learn a Word Chart
• Letter formation
• Add new words to writing
• Extension 3- Introduce a new Star Name

Session 14: “Today I want to teach you that to write all the exciting things you want to write, you sometimes need to be brave and write with new letters that you have never used before.  One way to do that is to ask a friend whose name starts with a sound you need to help you out.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds

• Demonstration with shared writing piece
• Students add labels to their writing from writing workshop
• Extension 3- new Star Name

Session 15:  “Today I want to teach you that you can turn any name into a star name, your brother’s name, your best friend’s name, even your favorite character’s name!  All you have to do is study it using all that you know from our class name study work.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately

• Let’s Study a Name chart
• Study name “Wishy-Washy”
• W letter formation
• 3 names from Star Jar, sing Guess the Name
• Star Name Celebration song- add the names to the wall
• Sing Alphabet Song to practice letter names
• Extension1- invite a favorite character to join the name wall (once you have run out of Star Names)

Session 16: “Today I want to teach you that Kindergartens should go through their days making new friends.  They make new friends during recess, and at lunch, and during reading workshops.  And it’s not just important to make new people friends, it is also important to make new word friends.

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately

LW.F.K.3 Demonstrate the command of the conventions of sentence composition

1. Repeat a sentence, identifying how many words are in the sentence.
2. Write simple sentences.
3. Capitalize the first word in a sentence, capitalize proper names, and include spaces between words.
4. Use end punctuation.  

• How to Learn a Word chart
• Snap words- I, like, my
• Letter formation
• Chart-                                              Sentence stem- I like my _____
• Extension 1- Building sentences
• Extension 3- Star Name (characters)

Session 17:  “Today I want to teach you that once you know letters and their sounds, you walk through life differently.  You see words everywhere.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately

• We are readers- chart
• Read the room
• Alphabet Song Celebration

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Formative

Letter-sound recognition, snap words, Phonics decoding assessment

Summative

Spelling assessment, ondemand writing assessment

Benchmark

F&P running records benchmark

Alternative

Project

SUBJECT:  Phonics

GRADE LEVEL: Kindergarten

UNIT TITLE: Unit 2- Word Scientists

LENGTH OF STUDY: 30 days

Unit Learning Goals

Bend I-Studying the alphabet and the alphabet charts

• Letter formation
• Uppercase/lowercase
• Recording first sounds

Bend II- Using the alphabet to write

• Recording all salient sounds, including ending sounds
• Link phonemic awareness to students’ knowledge of letter names and sounds

Bend III- Studying and using HFW to write and read

• HFW

Link to Heinemann for all Phonics Resources: https://www.heinemann.com/myonlineresources/viewresources.aspx?sku=E10553

Materials

Primary

Supplemental

• Unit of Study- Word Scientists
• Mabel
• Alphabet chart (small and large)
• Alphabet pocket chart
• Snap word pocket chart
• Snap word pouches
• Charts

• Reading A to Z
• Brain Pop Jr.
• Epic! School
• Pebble Go

Daily Targets

Standards

Instructional Activities

Session 1:  “Today I want to teach you that, just as scientists study rocks and oceans and creatures that live in rotting logs or cracks in the sidewalk, word scientists study the alphabet chart, looking closely at it.  Word scientists notice lots of things on the alphabet chart.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately

• Study alphabet chart
• Investigate favorite letters
• Choral reading of alphabet chart
• Extension 1- sing the alphabet chart in a different way
• Extension 2- Learning a Letter
• Extension 3 Noticing Letter Features

Session 2: “Today I want to teach you that the pictures on the alphabet chart can help you remember the sound that goes with a letter. You look at the box with the letter and picture, and you say the name of the picture slowly and catch the first sound of that word.  That is the sound that goes with that letter.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately.

• Reconstruct alphabet chart
• Initial sounds with picture cards
• Alphabet aerobics
• Extension 1- Turn the classroom into an alphabet chart
• Extension 2- Letter Books for F and H
• Extension 3- “What’s the First sound that You Hear? Song

Session 3:  “Today I want to teach you that when you know you will need to use a word over and over, like if you want to tell another class ‘Look’ or ‘I see’ over and over, that is a good time to learn the new word so that you use it easily, in a snap.

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately.

• How to Learn a Word- chart
• HFW- look, at, see
• Snap words/alphabet chart activity
• Create class snap word chart
• HFW- look, at, see
• Extension 1- practice HFW with a poem
• Extension 2- marking favorite pages in alphabet books
• Extension 3- alphabet charts to clap and blend syllables.  

Session 4: “Today I want to teach you that to really understand how an alphabet chart works, you can compare different alphabet charts.  It helps to figure out what is the same and what is different on more than one alphabet chart, so you can use any alphabet chart to help you read and write.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately.

• Study different alphabet charts (pictures)
• Associate the long sound with the letter name for five major vowels
• Soft sounds of C and G
• Extension 1- accentuating vowel sounds
• Extension 2- sorting in ways that

 support hearing first sounds

• Extension 3- themed alphabet charts to practice clapping and blending syllables

Session 5: “Today I want to remind you that when you want to figure out the first letter in a word you say that word super slowly, so you can really catch the first sound. You have to be quick and grab just that very first sound before it slips past you.  If you don’t know the letter that makes that sound, you hold onto it, and check a completed alphabet chart.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.

• Demonstrate how to isolate the initial sound of a word.  Practice with alphabet chart
• Chant the abc chart
• Recognize and use HFW
• Extension 1- read abc chart with sounds only
• Extension 2- singing and writing the alphabet by heart
• Extension 3- review snap words with movement

Session 6: “Today I want to teach you that scientists study things in the world-like rotting logs and stars and even alphabet charts, too. Sometimes when scientists study something, they say, “I have a better idea,” and then the scientist becomes an inventor.”

L.WF.K.1 Demonstrate command of the conventions of writing.

1. Match upper and lowercase letters
2. Write upper and lowercase letters
3. Write left to write and include a space between words
4. Identify the letters used to             represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel
5. Write common grapheme (letter or letter group) for each phoneme
6. Orally segment all the phonemes in any single syllable spoken word.

LW.F.K.2 Demonstrate command of the conventions of encoding and spelling common, regular, single-syllable words by:

1. Representing phonemes, first to last, in simple words, using letters with a transparent relation to sound
2. Writing or selecting missing initial or final consonant when spelling a CVC word.
3. Spelling VC and CVC words with short vowel sounds
4. Writing frequently and use words accurately.
5. Use manipulatives or digital tools to construct complete sentences.
6. Write sentences with increasing complexity.

• Make alphabet charts better
• Extension 1- dancing to alphabet song
• Recognize HFW and write in continuous text
• Extension 2-use snap words to add sentences into the class letter books
• Extension 3- game- One of These Words is Not like the Others

Session 7: “Today I want to teach you that, just as cooks benefit from knowing just where the pot holders are, writers benefit from knowing where the letters and sounds are that they'll need to write. Writers have to be able to find the letters and sounds they need fast.”

• Using an alphabet chart to quickly identify letters. First and last sounds
• Read the alphabet in a different order
• Read the snap word chart
• Extension 1- lowercase letter-sound practice
• Extension 2- more words in your writing
• Extension 3- Song- “Who Has a Word that Starts (Ends) With ___?

Session 8: “Today I want to teach you that once you become an expert in something-like your ABCs- you can teach others everything you know. It’s important for everyone to know their ABCs!”

• Teach stuffed animals letters
• Play ABC school in rug clubs
• Practice ABCs at home

Session 9: “Today I want to teach you that when you want to write a word, you start by figuring out the first sound in the word. Remember that to do that, you say the word slowly, starting with the first sound so you can catch that first sound before it slips past you. Then you find that sound on the alphabet chart to write it on your paper.”

• Practice generating and recording initial sounds
• Students write own stories about favorite characters
• Add snap words to writing
• Extension 1- use letters, sounds, snap words and pictures to share ideas
• Extension 2- writing more words on the page
• Extension 3- lowercase letters

Session 10: “Today I want to remind you that writers use letters and pictures to put their ideas on the page. Then other people can read what’s on the page and figure out what it says.”

• Student example- guided practice
• Reread own writing with a partner and add more words
• Recognize and write HFW
• Extension 2- Snap Word “Simon Says”
• Extension 3- Listening for ending sounds in shared reading

Session 11: “Today I want to remind you that anytime, you can decide to learn some new words, and if you learn them really well, then when other kids write those words, you can read them in a snap-and you can read and write with them, too. Your reading and writing goes faster when you know words in a snap.”

• HFW- here, is this
• How to Learn a Word- chart
• Practice spelling
• Rehearse and make simple phrases and sentences with snap words and picture cards
• Extension 1- read snap words in different order
• Extension 2- use new snap words to turn a letter book into a pattern book

Read the poem The Teapot Song.  Applying snap word knowledge to reading

Extension 3- adding snap words to writing

Session 12: “Today I want to teach you that when you want to write a word, you need to listen not only for the first sound, but also for the other sounds you hear. Sometimes people don’t hear the last sound, because they don’t listen for it. It helps to really listen for the last sound, so you can write the last sound.”

• Identify initial and final sounds (labels around the room- add final sounds)
• Write words together using initial, middle and ending sounds
• Song-  “What’s the last sound you hear?”
• Extension 1- beginning, middle and end song
• Extension 2- Help Mabel write a letter
  Extension 3- One of these words is not like the others (ending sounds)

Session 13: “Today I want to teach you that when you write, some words will be words that you know in a snap, and you just write those. Other words will be ones that you say slowly all the way to the end, working to hear and record all the sounds. That way people can read your writing without even needing the picture. They read your letters.”

• Teacher demonstration sketch for how to label with words
• Children apply listening for and recording sounds across a word in their writing.
• Celebrate with ABC parade
• Extension 1- label favorite storybooks
• Extension 2- sing new snap words (here, is)
• Extension 3- adding concrete words to snap word collection.

Session 14: “Today I want to remind you that as important as the alphabet chart is, it is not the only tool that you rely on to read and to write. No way! You also need snap words. People who read and write a lot are always adding to their collection of snap words.”

• HFW- it, in, an
• How to Learn a Word- chart
• Write new snap words
• Snap word pouch- new
• Extension 1- Guess my rule- game
• Extension 3- play game “I spy” with snap words

Session 15: “ Today I want to teach you that your snap words-the words you know by heart-sometimes get changed around a little bit, and they can be tricky to recognize. Word scientists always know that a word is still a word, even if it looks a little different.”

• Explain that words can look different when they are capitalized or in a different font.
• Word scavenger hunt
• Spot snap words that look different in a book
• Extension 1- when do writers use capitals?

Session 16: “Today I want to teach you that writers don’t just learn letters and words, they use them to communicate. You can use snap words you know to write messages in a snap!”

• Interactive writing
• Reread own writing, find snap words
• Extension 1- playing with patterns
• Extension 2- sing new snap words HFW - in, see

Session 17: “Today I want to teach you that when you know something really well, you can pass that knowledge along by teaching it to others.”

• Teach new words to a friend using How to Learn a Word chart
• Teach snap words to stuffed animals
• Extension 1- making new words with initial sounds and phonogram snap words
• Extension 2-Sing The Name Game song with phonogram snap words- identify the real words that get generated
• Extension 3- new snap words

Session 18: “ Today I want to remind you that once you learn a lot about something-like snap words- you can pass it on; you can teach others everything you know.”

• Celebration.  Teached stuffed animals snap words
• Rug Clubs- word school
• Snap Word Lullaby

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Formative

Letter-sound recognition, snap words, Phonics decoding assessment

Summative

Spelling assessment, ondemand writing assessment

Benchmark

F&P running records benchmark

Alternative

Project

SUBJECT: Phonics

GRADE LEVEL: Kindergarten

UNIT TITLE: Unit 3 Word-Part Power

LENGTH OF STUDY: 35 days

Unit Learning Goals

Bend I: Moving from writing labels to writing sentences.

• Segmenting words into phonemes
• Blending

Bend II: Word-part power (at, it, in)

• Phonograms to read and write new words (CVC)
• Word Wall

Bend III: Expand word-part power

• Add the most common VC phonograms (exposure to at least 10)
• Digraphs (sh, th, wh, ch) and snap words like she
• Combine digraphs and word parts to make more words

Link to Heinemann for all Phonics Resources: https://www.heinemann.com/myonlineresources/viewresources.aspx?sku=E10553

Materials

Primary

Supplemental

• Unit of Study- Word Part Power
• Mabel- class mascot
• Whiteboards/Dry erase markers
• Magnetic letters
• HFW
• Word Wall
• Anchor Charts

• Reading A to Z
• Brain Pop Jr.
• Epic! School
• Pebble Go

Daily Targets

Standards

Instructional Activities

Session 1: “Today I want to teach you that you don’t just use pointer power to read. You also use pointer power to write-and to write in ways that help people read your writing.”

• Understand that words are written left to right across a page (directionality)
• Understand words are separated by spaces in print, concept of word
• Match spoken words to print
• Practice using pointer power with simple sentences with a partner
• Say words slowly to hear sounds in words
• Extension 2 - Get out a writing from folder and try and add a sentence to your writing
• Extension 3- High Frequency word: Can

Session 2: “Today I want to teach you that snap words can help you write sentences. When you want to write a word, you can think, “Is this a snap word?” If it is, you can get it and write it in your sentence, no stretching needed. If it’s not a snap word, you can stretch it out and write all the sounds you hear.”

• Identify and use initial, final, and salient sounds when writing words
• Say words slowly to identify sounds in spoken words
• Practice writing a sentence together from a picture (sample is supermarket) - students can work on dry erase boards
• Extension 1 - Work with partner to write and share a sentence they wrote
• Extension 2 - Learn to read and write the snap word: HFW -To and Do
• Extension 3 - Practice high frequency words already introduced

Session 3: “Today I want to teach you that writer’s don’t avoid long words. Instead they bravely try to write them. They say the long word slowly, listening carefully and writing all the sounds they hear. Then they say the word again, listening for even more sounds. They do this until they hear all the sounds in a word.”

• Say words slowly to identify sounds in spoken words
• Identify initial, final and salient sounds when writing words
• Recognize all upper and lowercase letters with Mable - example is pencil (students can practice writing words on dry erase boards)
• Extension 2 - Students will label objects in the classroom with a partner
• Extension 3 - Read and write snap word: HFW we and be

Session 4: “Writers, today I want to give you a tip. To make your writing extra easy for readers to read, you need to write all the sounds you hear in the word, not just the first and last sounds.”

• Understanding punctuation has a purpose - write a thank you letter as a class to Reader-man.
• Have students try and write a sentence on their own on dry erase boards.
• Share letter with a partner practice using pointer power.
• Extension 1 - Use sound boxes to segment words
• Extension 2 - Give a copy of a letter with our punctuation marks and have students use a marker to add the correct punctuation mark.
• Extension 3 - Play I -spy with HFW

Session 5: “Today I want to teach you that before you share your writing with the world, or even just with your rug club, you want to make sure it’s easy to read. You can do this by using all of your writing super powers.”

• Reread the letter from Reader-man
• Show a mentor writing and how you can go back and read and edit your writing.
• Share a page from your mentor writing with students and have them read and edit  the page.
• Students can get writing and read and edit their stories
• Celebrate by sharing their writings with a friend.

Session 6: “Today I want to teach you that rhyming isn’t just a fun thing to do in songs and poems and nursery rhymes. It’s actually an important part of spelling, of writing words. Rhyming gives you word-part power.”

• Talk about nursery rhymes (jack and the beanstalk) and how words rhyme
• Pass out card with the word -at, add a beginning sound to -at to make words (rat, pat, hat, mat, sat)
• Pass out card with the word -in; add beginning sounds to -in to make words (pin, win, tin fin)
• Work together to make a sentence with -at and -in words
• Practice segmenting words use thumb up for initial sound, fingers out for rest of word and close fist and say the whole word r- at - rat
• Extension 3 - work with  a partner to make at rhyming words

Session 7: “Today I want to teach you that there aren’t just one or two magic words. There are actually a bunch of snap words that give writers word-part power. You can take those snap words and use them to make more and more words.”

• Review -at and -in words

Introduce  - it and show how to can make words by changing the beginning letter - sit to bit, pit to mit, kit to hit

• Students can practice with magnetic letters on paper letter making words by adding a letter to at, an, it and in to make new words
• Extension 2 - Focus on rhyming words in the song - Down by the Bay

Session 8: “Today I want to teach you that to have word-part power you need to have strong ear muscles. Really! It takes strong ears to hear that cat and mat both have the same word part:at.So it is really important that you get stronger ear muscles.”

• Display picture cards for rat, pin, cat, fin, bat, hat, chin and win. Talk about the little word -at and -in that is in each word
• Pass out more picture cards with -at and -in and have students read and sort words based on ending word; add in picture cards with -it and -an and let students continue working
• Sing, Twinkle, Twinkle and have students say rhymes they hear in the poem
• Extension 1 - use dry erase board to write -ad; have students add a beginning letter to make a new word
• Extension 2 - pass out picture and word cards with either -at, -in or -it.  Read the word card and match the picture to the word

Session 9: “Today I want to teach you that when you have word-part power, you try putting letters and parts of words together, even without knowing if they will make a word. You explore to see what new words you can make.”

• On individual sticky notes, write and display a sticky with a letter on each one - s, m, w, r, f, p, c, w, b.  On a different sticky have the words -at and -in.  Have students come up and move the letter to the word to make a new word.
• Give half the class a card with a letter and have the class a card with -at, in or it.  Students will walk around and partner to make a word
• Practice writing some of those words on dry erase board as teacher says the word aloud
• Extension 1 - Read the Cat in the Hat
• Extension 2 - Sing the Add and Change song

Session 10: “Today I want to teach you that when you are reading, you can use all of your powers-picture power, pointer power, and word-part power-to read. Your word-part power is especially helpful when you come to a word that you can’t easily figure out.”

• Display the book, My Win and share and discuss the story with the class.
• Distribute class copies and have students read together
• Use a highlighter to find at, an, in and it
• Students can practice writing a sentence. Example - I win the game.

Session 11: “Today I want to teach you that you can take almost any short word, and you can take off the beginning and make your own word part. Then you can add different consonants to that word part and make so many words from it.”

• Use wiki stick to make a lasso and have students find word parts
• Have students write a word on a dry erase board and then tell them what to find in the word and lasso it.
• Use index cards or dry erase boards to write and tap words
• Extension 1 - (an, at, ap, it, in, ot) Use part cards and split class in half and have them walk around to make words
• Extension 2 - HFW - got, was, went

Session 12: “Today I want to teach you that to write short words that aren’t on the word wall, it sometimes helps to say the word and to listen for the first sound, then listen for the word part.”

• Display letter from Readerman and find words with -it, ip, op, an
• Practice reading and matching words with those endings
• Extension 2 - make a flip book using familiar endings.
• Extension 3 - Work with a partner to practice writing -ip and op words

Session 13: “Today I want to teach you that words that rhyme, or sound the same at the end, are sometimes spelled the same at the end. And, when words are spelled the same at the end, they sometimes around the same-they rhyme. Your word-part power can help you hear and see what is the same so that you can read and write.”

• Reread The Cat in the Hat and discuss rhyme words
• Display - I can hop! Have some of the -op words covered in the story with just the beginning letter showing. Have students read and fill in the blanks
• Pass out - The Bug Hug, with a partner read the story together. Remind them to use the pictures to help
• Show Vowel Chart with word parts under vowels ( Aa - an, ap, at; Ii - in, ip, it; Oo - op, ot; Uu - ug)
• Extension 2 - Use magnetic letter and word endings to make new words
• Extension 3 - Match pictures to correct word endings. Example picture of ran - goes with an, picture of pot goes with ot

Session 14: “Today I want to teach you that once you have word-part power, you can hear and see word parts everywhere and all of them can help you read and write.”

• Display an alphabet chart with stars on familiar word parts - at/cat hat; an/fan; ip/zip. Have students search alphabet chart for more word part words (ug/bug;ig/pig; ox/fox)
• Now show how you can change run/-un to sun and put a new picture there.  Work together to add new words to the alphabet chart pig to pin; kite to kit; monkey to mug

Session 15: “Today I want to teach you that you can study any one word and learn more about how letters and words work. For example, when you study she you can learn about the sh-a digraph-two letters that go together to make one sound.”

• HFW - she
• Discuss the sound /sh/ makes
• And sh to -ip, -sh to -op, sh to -ow
• Add s to -un, s to -at, s to -ip
• Add h to -at, h to -ot, h to -it
• Introduce, The Digraph Song and talk about /sh/  /th/ and /ch/
• Extension 1 - HFW -  he

Session 16: “Today I want to remind you that word-part power can help you make new words. You can chop off the beginning of one word and add another beginning. But here’s something new- sometimes you’ll need to chop off or glue on not just one, but two letters, like the digraph ch.”

• Display the /ch/ tongue twister poem use a highlighter to find the words that start with /ch/
• Make new words with a digraph like ch, sh or th with a word part. Example: add ch to op, add th to in, add sh to op.
• Pass out word part cards with digraphs and word ending ship, thin, shop, chip, chop.  Lasso either the diagraph or the word part.
• Extension 1 - play Chim Chim Cher-ee song from Mary Poppins
• Extension 3 - Practice The Diagrah song with each child having an index card with a digraph on it. Sing and hold up the correct digraph

Session 17: “Today I want to teach you that when you want to write up a storm, it helps to think of a word you want to write, and then think, “How will I write this? Is this a word I’ll write in a snap? A word that takes word-part power to figure out? A word to stretch out like a rubber band using sound power?” Writers try all those ways to write words.”

• Writing folders to carpet
• Show Mabel's story from the fun park and write: I went to the fun park.  Have a set of cut up words to make that sentence.
• Drop cards on the floor and ask the students to help rebuild the sentence.
• Make a club of 3 or 4 students and have them take turns sharing a story and working together to fix it up.
• Write: I will___ to you. It is ____.  Have students fill in the blank to say, I will read to you. It is fun.

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Summative

Spelling assessment, on demand writing assessment

Benchmark

F&P running records benchmark

Alternative

Project

SUBJECT: Phonics

GRADE LEVEL: Kindergarten

UNIT TITLE: Unit 4 Vowel Power

LENGTH OF STUDY:

Unit Learning Goals

Bend I: Vowels in Every Word

• Every word has vowels
• Checking for vowels in writing
• Distinguishing short Aa and Ii in middle of words

Bend II: Distinguishing Short-Vowel Sounds

• Short Ee, Oo, Ii sounds
• Noticing differences in vowel sounds
• Snap Words; on, up, fun, get
• Make new words by changing vowels and letters

Bend III: Vowels in Bigger Words

• Syllables have at least one vowel
• Segmenting bigger words
• Vowels make more than one sound

Link to Heinemann for all Phonics Resources: https://www.heinemann.com/myonlineresources/viewresources.aspx?sku=E10553

Materials

Primary

Supplemental

• Unit of Study- Word Part Power
• Mabel- class mascot
• Whiteboards/Dry erase markers
• Magnetic letters
• HFW
• Word Wall
• Anchor Charts

• Reading A to Z
• Brain Pop Jr.
• Epic! School
• Pebble Go

Daily Targets

Standards

Instructional Activities

Session 1: “Today I want to teach you that every single word needs at least one vowel. Every label, every name, every snap word… they all have at least one vowel.¨

L.RF.K.3 Know and apply grade level phonics and word analysis skills in decoding and encoding words.

1. Demonstrate basic knowledge of one to one letter-sound correspondences by producing many of the most frequently used sounds of each constant.
2. Associate the long and short sound with common spelling (graphemes) for five major vowels
3. Read High Frequency Words and grade level irregular words with automaticity
4. Recognize the parts of High Frequency  words that are regular and the parts that are irregular
5. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g. nap and tap; cat and cot)

RF.K.3 Know and apply grade level phonics and word analysis skills in decoding and encoding words.

1. Demonstrate basic knowledge of one to one letter correspondence by producing many of the most frequently used sounds of each consonant.
2. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
3. Read high frequency and sight words with automaticity.
4. Distinguish between similarly spelled words by identifying the sound of the letters that differ (e.g., nap and tap; cat and cot).

L.WF.K.1 Demonstrate common of the conventions of writing

1. Match upper and lowercase letters.
2. Write Upper and lowercase letters, with reference models.
3. Write left to right and include a space between words.
4. Identify the letters used to represent vowel phonemes and those used to represent consonants, knowing that every syllable has a vowel.
5. Write a common grapheme (letter or letter group) for each phoneme.
6. Orally segment the phonemes in any single syllable, spoken word.

• Read the letter from Readerman to introduce the new reading super power.
• Surprise and display vowel shield with excitement, touch and chant the vowels
• Walk around room and find vowels in words with a pointer
• Look at books with a partner and study the vowels they see in words
• Show the title - My Win and talk about the word -my. Discuss how Yy is sometimes a vowel
• Extension 1 - Read and discuss the alphabet chart with a partner, finding vowels and consonants
• Extension 2 - Study a book and go on a vowel hunt

Season 2: ¨Today I want to teach you that vowel power is more than just knowing what vowels are and recognizing them.  When you have vowel power, you use vowels to help you write. You can read your writing and look for the vowels in each and every word. If a vowel is missing, you add it in.¨

• Display the book, How to Make Jam. Discuss the vowel in the word -jam
• Read pages and discuss how some words are missing a vowel, call on students to come up and fix the word. Students on carpet can work along with dry erase boards.
• Pass out the last 2 pages and have students work with a partner to fix the words that are missing a vowel.  
• Get writing folders and have students sit with a partner and look for words they forgot to write a vowel.  Have them edit their writings by adding vowels to words that need it.
• Sing the song, What's the Middle Sound That You Hear? And have students guess the vowel sound in each word the teacher says.
• Extension 1 - HFW - how and you

Session 3: ¨Today I want to teach you that your vowel power grows stronger when  you listen very closely. You can study the sounds that vowels make and notice how one vowel sounds differently from another. Some vowels make a short sound like /a/ in apple or /i/ in igloo.¨

• Segment like a robot with words
• Have vowel shields ready, say words with vowels, have students find and touch the vowel that matches (cat - /a/, pig /i/).
• Display a card with -a and a card with -i, use cards with pictures that have vowels with a and i in their word. Have students sort cards based on vowels
• Give more cards to small groups and have them work together and sort by vowels
• Read a review cards and vowels
• Extension 1 - HFW Am and Did
• Extension 3 - Practice segmenting CVC words                                                                        

Session 4: ¨Today I want to teach you that when you want to write a word, you can say each sound in the word and listen for the vowel. Then, think, Which vowel makes that sound?¨

• Display letter cards with consonants in black and the vowel /a/ and /i/ in red. Have students move cards to make CVC words.
• Orally say CVC words and have students try and write the words, focusing on the middle vowel sound in each word
• Students try to write a simple sentence on their own. Example: Dad is a crab! and The crab bit dad.
• Read and review the sentences together, word with a partner to come up with a new next sentence.  Share what students write.
• Extension 2 - Clap and tap CVC word to practice the HFW - am, did, how and you

Session 5: ¨Today I want to teach you that vowel power works with all of your other super powers. When you are reading, you can use all your powers to help you.¨

• Remind students they need all their super powers to be a super reader.
• Show Mabel and her broken vowel shield. Tell how Mable was so upset she wrote a book to help us know how to take care of our vowel shields.  
• Distribute the book, How to Care for Your Vowel Shield. Activate picture power and vowel power to help read each page as a class
• Work in partners to read a book from book bin and remind students to activate all their super powers to read - especially when the get to a word they do not know
• Introduce the song, If You Think You Know This Word and practice the song with CVC words.
• Extension 1 - Introduce using HFW as a password when coming into the room.
• Extension 2 - Introduce reading the word wall in funny voices (monster voice, whisper voice, scary voice, funny voice)

Session 6: ¨Today I want to teach you that you are responsible for our vowels. You can reread each and every word of your writing and think, Does this word have a vowel? Is it the right vowel?¨

• Practice doing CVC words with short /a/ and /i/ using dry erase boards
• Writing folders and partners and check writing for correct vowels in words
• Show letter from Readerman about the vowel shield. Display the shield that has mistakes and have students read and help fix the sentences (Pat yourself on the back. Two vowels will be lit up on your shield! Hip hip hooray!
• Use yellow crayon to color /a/ and /i/

Session 7: ¨Today I want to teach you that as your vowel power grows, you´ll need to know more vowel sounds to help you read and write well.  Remember that sometimes Ee marks the short sound /e/ and sometimes Oo makes the short sound /o/.¨

• Pocket Chart with new columns for Ee, Oo and Ii with picture cards and talk about those sounds
• Students pick a CVC card with Ee, Oo and Ii and figure out where they go in the pocket chart. Review the chart when complete
• Distribute Hickory, Dickory, Dock poems to groups. Students find and circle E, O, I in words.
• Review those vowel sounds.
• Extension 1 - Practice segmenting with those vowel sounds on dry erase boards. Throw in /ch/ for chop and chip

Session 8: ¨Today I want to teach you that as writers, you need to work hard to tell vowel sounds apart, especially short /o/ and short /u/ and sometimes short /e/.  You can say each part of the word, listening closely for the vowel sound. Then, you can write the vowel that makes the sound.¨

• Display the story, The Very Bad Day. Have some of the vowels in the story covered up.
• Read as a class and use the picture and text clues to help figure out the word with the missing vowels and which vowel goes in that spot. Have students work with a partner to try and figure out the last two pages, use a dry erase board to make their guess and share.
• Go back and reread the story
• Get writing folder and check writings for missing vowels
• Sing the song, Old Mac Donald but use vowels in place of animals
• Extension 1 - sort cvc cards by vowels with a partner

Extension 2 - Play which one of these is not like the others with CVC word cards - focus on vowels

Session 9: ¨Today I want to teach you that, as your vowel power gets stronger, youĺl start to notice that different vowels feel different in you throat or your mouth when you say them.  You can make our vowel power stronger by not only listening for vowel sounds, but also feeling for vowel sounds.¨

• Display vowel shields and make the /oooooooooooo/ sound, have students join in. Freeze and comment on the shape of their mouth while making that sound.
• Same idea making /eeeeeeeeeee/ sounds, freeze and talk about shape of mouth.  Follow with /iiiiiiii/, /uuuuuuuu/, /aaaaaa/.
• Groups work with word cards segmenting words and focus on vowels and make the correct sound with mouth
• Students practice this method while writing the sentence, This ship is red. on a dry erase board.
• Extension 1 - Students write reminder notes around the room. Example: Wash your hands. Close the door. Pick up the trash.
• Extension 2 - Play name that vowel with CVC cards.

Session 10: ¨Today I want to teach you that you can learn certain words to help you remember your short-vowel sound. When you turn them into snap words, you´ll always have those helpful word with you.¨

• Display letter from Readerman with new HFW on, up, fun, and get. Have these words written on cards. Read letter and show the cards
• HFW - on up, fun, get
• Dry Erase board write Get up on your feet! and Letś have some fun.
• Extension 1 - Practice spelling and jumping HFW

Session 11: ¨Today I want to teach you that you are responsible for using your vowel power. It is important to try your best to listen for the vowel sound in every word, then use your vowel power to think about the vowel you should write.¨

• Robot talk a few CVC words to warm up
• Explain as a group how we are going to try and write a HOW TO story as a class about teaching someone, How to Gather on the Rug. Orally discuss the steps.  
• Show pages and work as a group to try and write a sentence for each page
• Pass out the last page of the story and have groups come up with the last step. Share what groups wrote
• Extension 1 - Dry erase board practice writing: Look at my pet. and I am on the bus.
• Extension 2  - Robot talk CVC words

Session 12: ¨Today I want to teach you that, when your vowel power gets really strong, you can make tons of words. You´ll find that, by just changing the vowels in words, you can do amazing things, like turn big into beg or even bug.¨

• Partners and cards with A,E,I,O,U,L,P,B,G and J.
• Teacher has same cards in a pocket chart with also the word lip already written and displayed
• Sound out the word lip as a group, then change the /i/ to and /a/ and say the new word
• Partners work to make and sound out new words. Words can be real or nonsense as long as they are segmenting the word with the correct sounds
• Share words they made
• Try on their own or with a new partner
• Celebrate by highlighting Ee, Oo, and Uu on student vowel shield and reading a letter from Reader-man

Session 13: ¨Today I want to teach you that, not only does every word have at least one vowel, every syllable does too.¨

• Have Mable and a letter she wrote ready and in an envelope.
• Show the letter saying Mable just realized she has two vowels in her name A and E.
• Clap Mabel's name while looking at it and show how there are two syllables in the two beats in Mabel's name Ma bel
• Read a letter from Mabel. Check that every word has a vowel. Check some of the words by clapping and making sure each beat has a vowel.
• Highlight the vowels orange and the syllables yellow.
• Review how /y/ can be a vowel sometimes by showing and clapping the name Mrs. Wishy Washy.
• Child practice by clapping their own names.
• Extension 1 - Simon says with writing CVC words

Session 14: ¨Today I want to teach you that writers can use syllables to help them write bigger words. They can clap out syllables, and then make sure each syllable has a vowel. That makes their writing much easier to read.¨

• Robot talk CVC words
• Reread a note from Mable and notice there is writing on the back. Please respond.
• Create a class letter back to Mable saying (Yes! Congratulations Mable! We are excited to come). Example  /y/e/s  /con/grat/u/la/tions  ma/ble
• White Board - students try and write hugs and kisses and kindergarten
• Read the note they wrote on their boards
• Extension 1 - The Vowel Shield Song then read CVC words
• Extension 2 - Write CVC words

Session 15:  ¨Today I want to teach you that to strengthen your vowel power, you´ll need to notice vowel sounds in bigger words. It will help to say the word slowly, listening for the vowel sound in the middle.¨

• Active vowel shields
• What the sound that you hear song for bigger words glass, blast, fish
• Work in groups with bigger word card to group vowel sounds
• Review what groups did
• Extension 1 - Beginning, middle, end game for vowels. Where is the vowel in: crack, check, inch, otter, sun, alligator, up

Session 16: ¨Today I want to remind you that vowels can make more than one sound. Sometimes vowels make a long sound, which is the sound that matches their names.¨

• Letter from Reader-man
• Highlight with voice /o/ in growing, /u/ in use, /e/ in really, /i/ in light, /a/ in way when reading the letter
• Word cards: day, play, say and plane, gate, game discuss how they are long and short A  vowel cards
• Mix of word cards with long and short Aa. Groups work to sort cards based on long or short A sound
• Use mirror to show students the position of their mouth when they say the long and short A sounds
• Rain, Rain go Away and highlight all of the Aś (long and short)
• Extension 1 - HFW: Play, Say, Day
• Extension 2 - and -ing to words playing, saying
• Extension 3 - Discuss long O and short o

Session 17: ¨Today I want to remind you that some letters go together to make one sound like C and H in chin. When you see a digraph at the beginning of a word remember it makes one sound.

• Magnetic letter: S,H,C,T,I,N
• Slide C,H,I,N blend to say word
• Change CH to SH what is new word
• Hokey Pokey song with chin, shoulder, thumb - talk about ch, sh and th when done
• Read book with a partner using all super powers
• If you think you know the word song for: chair, shell, sheep, chop, chick, show, ship, shed, check, and thick
• Segmenting with digraphs in beginning: shark, chip, chop, shed, ship, thin

Session 18: ¨Today I want to teach you that writers are flexible. They speed up or slow down, and use the powers they need to write even bigger words as best they can.¨

• Mables How to Graduate story
• Help Mable write the steps she needs to do at her graduation.
• Extension 1 - HFW: for

Session 19:¨Today I want to teach you that writers keep their vowel power activated all the time, always staging on the lookout for vowels in their writing. Now and forever, they check that every syllable of every word has at least one vowel.¨

• Show how you can make a sign for Mable for the celebration. Write, We are so happy for you!
• Brainstorm sign you can write to Mable. Use paper and have each child make Mabel a congratulations sign.
• Mable in graduation hat. Have a parade around Mable with students holding sign and cheering

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Summative

Spelling assessment, on demand writing assessment

Benchmark

F&P running records benchmark

Alternative

Project