Kindergarten Word Study - Midland Independent School ... · PDF fileKindergarten Word Study Dates Frequency Word Study/Spelling PrinciplePrinciple High WordsWords Dates Frequency F&P

Kindergarten Word Study

Dates Word Study/Spelling

Principle

High Frequency

Words F&P Phonics Lessons Dates

Word Study/Spelling Principle

High Frequency

Words F&P Phonics Lessons

9/2-9/5 Recognize that spoken words are represented by print (K.1A)

1. Principle: Readers need to notice features of words in order to quickly recognize them, beginning with their own names as the most important HF word.

2. Say: “Your name is a word

and is made up of letters that are always in the same

order.”

High Frequency words will be introduced beginning in the second grading period.

• ELC1: Recognizing Names

- p. 71-74 o K.1A,K.1D

• ELC2: Learning Your Name

- p. 75-78 K.1A,K.1D

9/8-9/12

Distinguish orally presented rhyming pairs (K.2D) Respond to rhythm and rhyme in poetry through identifying similarities in word sounds (K.7A)

1. Principle: Readers can hear rhymes in poems and songs. Hearing rhymes leads to attention to language sounds and eventually to hearing individual speech sounds.

2. Say: “Some words have

ending parts that sound the same. You can say words and hear that they rhyme. You can match words that

rhyme.”

• PA1: Hearing Rhymes

- p. 105-108 o K.2D o generative lesson

• PA2: Hearing More Rhymes


PA3:Hearing Rhymes


9/15-

9/19

Identify upper- and lower-case letters (K.1B) Write one’s own name (K.18C) 1. Principle: Readers and

writers need to recognize, identify and form letters quickly.

2. Say: “You can notice the shape of a letter to help you name and write the letter.”

LK1:Exploring Letters

- p. 211-214 o K.1B o generative lesson

LK2: Recognizing Letters


LK12: Learning to Write Your Name

- p. 255-258 o K.1B, K.18C o generative lesson



Principle

High Frequency


9/22-

9/26

Identify upper- and lower-case letters (K.1B) Form upper- and lower-case letters legibly by using basic conventions of print (1.17A)

1. Principle: Readers need to recognize and identify letters quickly.

2. Say: “Your name is a word

made up of letters. You can notice parts of letters and the shape of letters to help you remember them.”

• LK3: Learning Letters

- p. 219-222 o K.17A, K.18C

o generative lesson

LK4: Learning Letter Names

- p. 223-226 o K.1D, K.18C

o generative lesson

LK5: Recognizing and Naming Letters

- p. 227-230 o K.1B, K.3A o generative lesson

PI: Name Locating in a List; Name Locating in a Text-Assessments

- p. 7-8 (Teaching Resources Binder)

9/29-

10/3

Recognize that sentences are comprised of words separated by spaces (K.1E) Identify syllables in spoken words (K.2B)

1. Principle: Readers and Writers need to be able to hear syllables in words in order to break them down into parts that can be represented with letters.

2. Say: “You can hear syllables

in words. Some words have one syllable, some have two syllables and some have

three or more.”

• ELC3: Hearing Words in Sentences

- p. 79-82 o K.1E, K.2A

o generative lesson

• PA4: Hearing Syllables


• PA5: Hearing Syllables

- p. 121-124 o K.2B, K.1E

PA6: Hearing, Saying, and Clapping Syllables


PI: Hearing Syllables-Assessment

- p.19 (Teaching Resources Binder)

o K.2B

10/6-

10/10

Segment spoken words into phonemes (K.2I)

Identify the common sounds that letters represent.

1. Principle: Readers and Writers need to recognize that words are a sequence of sounds. They need to isolate these sounds in order to write words.

2. Say: “You can say a word

slowly and hear the sounds in

the word.”

I

the

• PA8: Hearing Beginning Sounds

- p. 133-136 o K.2H o generative lesson

• PA9: Hearing Beginning Sounds

- p. 137-140 o K.2H o generative lesson

PI: Hearing Rhymes-Assessment

- p. 20 (Teaching Resources Binder)



Principle

High Frequency


10/13-

10/17

Identify upper- and lower-case letters (K.1B)

Form upper- and lower-case letters legibly using basic conventions of print (K.17A)

1. Principle: Readers and writers need to know how to look at features of letters in order to identify them and form them quickly and

efficiently.”

2. Say: “You can notice the

shape of letters and parts of letters to help you remember its name and to

form it correctly.”

a

see

• LK6: Making Letters

- p. 231-234 o K.17A o generative lesson

• LK7: Learning Letter Forms and

Names


10/20-

10/24

Recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (K.2E) Use phonological knowledge to match letters to sounds (K.18A)

1. Principle: Readers and Writers can use what they know about their own name to help them read and write new words.

2. Say: “You can notice parts

of your name and make connections to other words to help you read and write them.”

can

go

• WSA1: Making Connections

Between Names and Other Words

- p. 451-454 o K.2E, K.18A o generative lesson

• ELC4: Sorting and Connecting

Names

- p. 83-86 o K.2E, K.5C

generative lesson

10/27-

10/31

Isolate the initial sound in one-syllable spoken words (K.2H) Segment spoken one-syllable words into two to three phonemes (K.2I)

1. Principle: Readers and writers need to understand that in order to solve and spell words, they must move from left to right beginning with the first letter/sound and moving sequentially through the last letter/sound.

to

we

• PA7: Saying Words Slowly to

Hear Sounds

- p. 129-132 o K.2I, K.3A

o generative lesson

• ELC5: Recognizing First and Last Letters

- p. 87-90 o K.1B

• ELC6: Locating First and Last in

Print

- p. 91-94 o K.1E



Principle

High Frequency


2. Say: “The first letter in a

word and word in a sentence is on the left. The last letter/word is on the right. You can say words slowly to hear sounds in order.”

• WSA2: Using Letter/Sound

Analysis

- p. 455-458 o K.2H, K.2I, K.17A o generative lesson

11/3-

11/7

Isolate the initial sound in one-syllable spoken words (K.2H) Identify the common sounds that letters represent (K.3A)

1. Principle: Readers and Writers can connect letters with the sounds they represent. This allows them to begin to take words apart to read and spell.

2. Say: “You can hear the

sound at the beginning of a word. You can match letters to sounds at the beginning of a word. You can find a word by saying it and thinking about the first sound.”

like

my

LK13: Learning to Look at Letter Features 1


• LS1: Beginning Consonant

Letters and Sounds

- p. 309-312 o K.1B, K.2H, K.3A

o generative lesson

• LS2: Connecting Beginning Sounds and Letters

- p. 313-316 o K.1B, K.2H, K,3A o generative lesson

• WM1: Learning Color Words

- p. 403-406 o K.3D

11/10-

11/14

Identify upper- an lower-case letters (K.1B) Identify the common sounds that letters represent (K.3A)

1. Principle: Readers and writers need to know how to look at features of letters in order to identify them and form them quickly and

efficiently.”

2. Say: “You can look at the

shape of a letter to help you say its name. You can look at parts of letters to help you name them.”

up

in

• LK8: Learning Letters


• LK9: Learning Letter Names


• LK10: Learning Letters in Names

- p. 247-250 o K.1B, K.5C

LK11: Learning Letters in Names


LK14: Learning to Look at Letter Features 2

- p. 263-266 o K.1B, K.3A, K.5C, K.17A o generative lesson



Principle

High Frequency


11/17-

11/21

Isolate the initial sound in one-syllable words (K.2H)

Identify the common sounds that letters represent (K.3A)

Use phonological knowledge to match sounds to letters (K.18A)

1. Principle: Readers need to connect beginning sounds in words with a letter to help them decode and monitor their reading.

2. Say: “You can hear the

sound at the beginning of a word. You can match sounds with letters at the

beginning of a word. ” “When you see a letter at

the beginning of a word, you can make its sound.” “You can find a word by saying it and thinking about the first sound.”

and

me

• LS3: Beginning Consonant Letters and Sounds

- p. 317-320 o K.2H, K.3A, K.18A o generative lesson

• LS4: Beginning Consonant

Letters and Sounds


LS5: Beginning Consonant Letters and Sounds


11/24- 11/25

No New Principle

12/1-

12/5

Orally generate rhymes in response to spoken words (K.2C) Distinguish orally presented rhyming pairs from non-rhyming pairs (K.2D)

1. Principle: Readers and writers can recognize words that rhyme. This will help them understand letter/sound relationships and break words apart to solve them.


ending parts that sound alike, they rhyme. You can make rhymes by thinking of

words that end the same. ”

look

at

• HF1: Learning How to Learn Words 1

- p. 467-470 o K.3D

• Pa13: Making Rhymes

- p. 153-156 o K.2C, K.2D

o generative lesson

• PA14: Hearing and Producing Rhymes

- p. 157-160 o K.2C, K.2D o generative lesson

12/8-

12/12

Segment spoken one-syllable words into two to three phonemes (K.2I)

1. Principle: Readers and writers need to be aware of

come

am

• HF2: Building and Writing High Frequency Words 2

- p. 377-380 o K.3D

• PA10: Hearing Ending Sounds



Principle

High Frequency


more than just beginning sounds in words. Hearing ending sounds helps students represent more of a word in writing and notice more details when solving words in reading.

2. Say: “You can hear the last

sound in a word. You can say a word to hear the last sound. Some words sound alike at the end.”

- p. 141-144 o K.2I o generative lesson

• PA11: Hearing Ending Sounds

- p. 145-148 o K.2I

o generative lesson

PA12: Hearing Ending Sounds


12/15- 12/19

No New Principle

1/5-1/9 Recognize that new words are created when letters are changed (K.3C)

1. Principle: Readers and writers need to notice common patterns in words. This can help them read and

write words they don’t know.


patterns that are the same. You can look at the pattern you know to help you read a word. You can use the pattern you know to help you write a word. You can change the first let of a

word to make a new word, ”

here

is

• SP1: Noticing Word Features

- p. 343-346 o K.5C o generative lesson

• SP2: Learning Phonograms: -at, -

an

- p. 347-350 o K.3C, K.2F, K.18B

WSA3: Making New Words by Changing the First Letter 1

- p. 459-462 o K.3C, K.18B

o generative lesson

1/12-

1/16

Recognize that new words are created when letters are changed (K.3C)

1. Principle: Readers and writers need to notice common patterns in words. This can help them read and

write words they don’t know.


patterns that are the same. You can look at the pattern you know to help you read a word. You can use the pattern you know to help you write a word. You can change the first let of a word

to make a new word, ”

he

big

• SP3: Making Words with -an

- p. 351-354 o K.3C, K.18B

SP4: Making Words with –ay

p.355-358 o K.3C, K.18B

WSA4: Making New Words by Changing the First Letter 2

- p. 463-466 o K.2C, K.3C o generative lessons

1/20-

1/23

Isolate the initial sound in one-syllable spoken words (K.2H)

for

are

• PA 18: Hearing and Saying Beginning Sounds

- p. 173-176



Principle

High Frequency


Segment spoken one-syllable words into two to three phonemes (K.2I)

1. Principle: Readers need to begin to learn to isolate sounds in sequence. The better they can hear the sounds, the easier it will be for them to connect sounds to letters.

2. Say: “You can say words

slowly to hear all the sounds. You can hear the (beginning, middle, ending) sound.” “You can blend

word parts together.”

o K.2H o generative lesson

• PA17: Hearing First and Last

Sounds

- p. 169-172 o K.2I

o generative lesson

PA15: Hearing Long Vowel Sounds in the Middle of Words


1/26-

1/30

Recognize that spoken words can be represented by print for communication (K.1A) Form upper- and lower-case letters legibly using basic conventions of print (K.17A)

1. Principle: Readers and writers need to know that words are made up of specific sequences of letters that never change. They also need to learn efficient movements for correct formation of letters.

2. Say: “Letters in a word are

always in the same order.” “You can check to see if your letter looks right.”

this

she

• LK15: Identifying Letters in Words


• LK16: Learning to Form Letters


PI: Writing the Alphabet-Assessment

- pg. 39 (Teaching Resources Binder) o K.17A

PI: Connecting Uppercase and Lowercase Letter Forms-Assessment

- pg. 40/46-47 o K.1B

2/2-2/6 Identify and Read at least 25 HF words from a commonly used list (K.3D)

1. Principle: Readers and writers need to recognize many words quickly. These known words can be used to connect to other words monitor reading and writing and help you read and write faster.

2. Say: “Words you see a lot

are important, they help you read and write. When you know how to read

too

said

• HF3: Recognizing High Frequency Words

- p. 381384 o K.3D

• HF4: Building and Writing High

Frequency Words 3

- p. 385-388 o K.3D

• WM3: Learning Number Words

- p. 237-240 o K.3D

WM2: Locating Color Words in Text

- p. 407-410 o K.3D

WSA5: Using Known Words in



Principle

High Frequency


some words quickly, it

helps you read fast.”

Simple Texts


2/9-2/13 Identify syllables in spoken words (K.2B) Blend spoken onsets and rimes to form simple words. (K.2F)

1. Principle: Readers need to be able to segment and blend word parts. When you can break a word into parts or blend parts to form a word, that helps you begin to think analytically about words.

2. Say: “You can hear and

say the first and last parts

of words.” “You can hear

and say the syllables in

words.” “You can blend

word parts together.”

but

not

• WS4: Recognizing Syllables


• PA16: Blending Syllables


• PA19: Hearing and Blending

Onsets and Rimes

- p. 177-180 o K.2F

o generative lesson

PA20: Identifying and Blending Onsets and Rimes

- p. 181-184 o K.2F

PI: Blending Word Parts-Assessment


PI: Segmenting Word Parts-Assessment


2/17-2/20 Identify upper- an lower-case letters (K.1B) Identify the common sounds that letters represent (K.3A)

Form upper- and lower-case letters legibly using basic conventions of print (K.17A)

1. Principle: Readers need to be familiar with the alphabet. The idea that each letter is different and has two forms will help you connect letters with sounds. Readers need to be able to notice the first letter of a word and start to say the word; this is the beginning of decoding.

2. Say: “Each letter of the

alphabet has two forms: capital (uppercase) and lowercase.”

did

get

• LK17: Recognizing Uppercase and Lowercase Letters


• LK18: Recognizing Uppercase

and Lowercase Letters


• LK19: Forming Letters


LS6: Learning Letters and Beginning Sounds

- p. 329-332 o K.2H

o generative lesson

LS7: Learning Letter Names and Sounds

- p. 333-336



Principle

High Frequency


“You can match letters and sounds at the beginning of a word.”

o K.2H o generative lesson

2/23-2/27 Recognize that new words are created when letters are added, changed or deleted (K.3C) 1. Principle: Readers need to

understand that removing one sound from a word or replacing it with another helps them read and write other words.

2. Say: “You can change the

first sound of a word to make a new word. Some words have patterns or

parts that are the same.”

an

have

• PA21: Hearing and Substituting

Sounds

- p. 185-188 o K.3C

o generative lesson

• SP5: Making Words with -and

- p. 359-362 o K.3C, K.18B

3/2-3/6 Identify and Read at least 25 HF words from a commonly used list (K.3D)

1. Principle: Readers and writers need to recognize many words quickly. These known words can be used to connect to other words monitor reading and writing and help you read and write faster.

2. Say: “Words you see a lot

are important, they help you read and write. When you know how to read some words quickly, it helps you read fast.”

with

put

so

• HF5: Building and Writing High

Frequency Words 4

- p. 389-392 o K.3D

• WM4: Locating Numerals and

Number Words in Text

- p. 257-260 o 1.3Ai,1.3Aii, 1.3B, 1.3Civ o generative lesson

3/16-3/20 Segment spoken one-syllable words into two to three phonemes (K.2I) Recognize that new words are created when letters are added, changed or deleted (K.3C) 1. Principle: Readers can use

the visual information provided by isolating sounds

on

went

do

• LS8: Recognizing Beginning and

Ending Consonant Sounds

- p. 337-340 o K.2H, K.18A o generative lesson

• SP6: Changing Ending Parts of

Words

- p. 363-366 o K.3C

WSA7: Changing Last Letters to Make New Words



Principle

High Frequency


in words to monitor their reading and problem-solve words.

2. Say: “You can add, delete

or change the (first, last, middle) letter in a word to make a new word. You can find a word in text by saying it and thinking about the beginning sound. You can use what you know about words to help you

read or write a new word.”


WSA8: Changing First and Last Letters to Make New Words

- p. 479-482 o K.3C, K.18A, K.18B o generative lesson

PA22: Hearing Middle Sounds


3/23-3/27 Demonstrate one-to-one correspondence between a spoken word and a printed word in text (K.1C) Identify and Read at least 25 HF words from a commonly used list (K.3D) 1. Principle: Readers use

known words as anchors in text to monitor their reading. One-to-one matching of voice to print helps readers use these known words to correct and self-monitor. Recognizing many words quickly helps you read faster.

2. Say: “You see some words

many times when you read. Words you see a lot are important because the help you read and write. When we read, we say one word for each word we see in

print.”

make

by

us

• ELC7: Matching Word by Word

- p. 95-98 o K.1C

o generative lesson

• WM6: Learning the Days of the Week

- p. 423-426 o K.3D

HF6: Building and Writing High Frequency Words 5

- p. 393-396 o K.3D

WM7: Locating Days of the Week in Text

- p. 427-430 o K.1C, K.3D

3/30-4/3 Segment spoken one-syllable words into 2-3 phonemes (K.2I) 1. Principle: Readers and

writers need to hear sounds in words in sequence. This supports thinking analytically about words when writing and problem-solving new words. Readers also use HF as a way to anchor and monitor their reading.


they

be

PA23: Hearing Sounds in Sequence


WSA6: Using Parts of Words to Solve New Words

- p. 471-474 o K.3B

o generative lesson

WM5: Connecting Words That Go Together

- p. 419-422

o K.5C



Principle

High Frequency


slowly to hear all the sounds. You can write a letter for each sound you hear. ” “When you know a

word, you can read it every time you see it. You can find a word by knowing how

it looks.”

o generative lesson

LK20: Learning to Form Letters - p. 287-290

o K.17A o generative lesson

HF7: Locating HF Words in Text - p. 397-400

o K.3D o generative lesson

4/6-4/10

Recognize that new words are created when letters are changed or deleted (K.3C) 1. Principle: Readers and

writers need to be able to manipulate words by removing or changing one of the sounds. This helps make application of knowledge of sounds more flexible when decoding and spelling.


without the first sound. You can change the beginning sound of a word

to make a new word.”

no

you

• PA25: Hearing, Saying and

Deleting Beginning Sounds

- p. 201-204 o K.3C

o generative lesson

• PA26: Hearing and Deleting Sounds


SP7: Making Words with -ike

- p. 367-370 o K.3C

4/13-4/17 Recognize that new words are created when letters are added (K.3C) Recognize that compound words are made up of shorter words (K.5B) 1. Principle: Readers and

writers need to understand that adding endings and combining 2 words to create a new word changes the meaning of the word.

2. Say: “You can add s to the

end of the word to change its meaning. You can add s to the end of a word to make it sound right in a

sentence.” “Some words are made up

of two words together, these are called compound

out

got

WS1: Learning Words: Simple Plurals

- p. 433-436 o K.3C

• WS2: Adding s to Change Word

Meanings

- p. 437-440 o K.3C

• WS3: Learning About Compound

Words


LK22: Understanding Alphabetical Order

- p. 295--298 o K.1B o generative lesson

LK23: Learning Alphabetical Order

- p. 299-302



Principle

High Frequency


words. You can read compound words by looking at the two words in them.”

o K.1B o generative lesson

4/20-4/24 Vowel digraphs (pairs) oo/ay (1.3B, 1.3Av, 1.3Cv, 1.22A) 1. Principle: Readers and

writers to be able to understand the components of language: sentences are made of words, words are made of sounds, and be able to segment and blend these parts. Recognizing individual sounds and parts of words are the foundations of decoding and spelling.

2. Say: “You can blend

sounds together to form a word.” “A sentence is a

group of words that makes

sense.” “You can use

these parts to read and write new words.”

her

going

• PA24: Blending Sounds in Words

- p. 197-200 o K.2G, K.3B o generative lesson

ELC8: Making sentences

- p. 99-102 o K.1E, K.2A o generative lesson

WSA9: Using Known Words to Solve New Words


LK21: Labeling Consonants and Vowels

- p. 291-294 o K.1B, K.3A

LK24: Learning Initials for Names

- p. 303-306 o K.1B, K.3A

4/27-5/1 Reteach/Extend any concepts with which students need additional

practice

your now

5/4-5/8 Reading High Frequency Words-Assessment (p. 70/73,74) 5/11-5/15 Reading High Frequency Words-Assessment (p. 70/73,74) 5/18-5/22

5/25-5/29

Kindergarten High Frequency Word List

I

the

a

see

can

go

to

at

we

like

my

up

in

and

me

look

come

am

here

is

he

big

for

did

get

with

put

so

on

went

do

make

by

us

they

be

no

you

out

got

her

going

your

now

want

it

that

oh

all

yes

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Kindergarten Word Study - Midland Independent School ... · PDF fileKindergarten Word Study Dates Frequency Word Study/Spelling PrinciplePrinciple High WordsWords Dates Frequency F&P