Kindergarten: Skills Unit 6 Teacher Guide

Students listening

This Unit 6 Teacher Guide contains background information and resources that the teacher will need to implement Unit 6, including an alignment chart between this unit and the Common Core State Standards; an introduction including planning tools, a list of strand components, goals and objectives, and an explanation of lesson format, components, and assessment; 15 lesson plans, including objectives, planning charts, procedures and activities, take-home material, and/or assessments; a Pausing Point; teacher resources; and the workbook answer key. By the end of this unit, students will be able to: 

1. With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a fiction text; 
2. With prompting and support, use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction text that has been read independently; 
3. With prompting and support, describe illustrations from a fiction text read independently, using the illustrations to check and support comprehension of the story; 
4. Read aloud in a group, with a partner, or alone at least 15 minutes each day; 
5. Identify the parts of books and function of each part (front cover, back cover, title page, table of contents); 
6. Demonstrate correct back orientation by holding books correctly and turning pages; 
7. Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to a text read aloud; 
8. Demonstrate understanding of directionality (left to right, return sweep, top to bottom, front to back); 
9. Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; 
10. Point to each word in a line of print while reading aloud; 
11. Recognize and name the 26 letters of the alphabet in their lowercase forms; 
12. Recognize and produce rhyming words; 
13. Orally blend sounds to form words, e.g., given the sounds /k/.../a/.../t/, blend to make cat; 
14. Read and write one-syllable short vowel words with initial or final blends/clusters, e.g., tr-, fl-, -sp, -nd, -lt, etc. and initial or final consonant digraphs, e.g., ch-, sh-, th-, -ch, -sh, -th, -ck, -ng; 
15. Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding; 
16. Read and write words in which 's' > /s/ as in cats or /z/ as in dogs; 
17. Ask and answer questions to clarify information in fiction text read independently; 
18. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail; 
19. Hold a writing utensil with a tripod (or pincer) grip and make marks on paper; 
20. Trace, copy, and/or write from memory the letters of the alphabet accurately in lowercase form; 
21. Use regular plural nouns orally by adding /s/, /z/, or /es/; 
22. Use spatial words: there, here; in, on; in front of, behind; at the top of; at the bottom of; under, over; above, below; next to, in the middle of; near, far; inside, outside; around, between; up, down; high, low; left, right; front, back; and 
23. Name and use commas and end punctuation while reading orally.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which...

Curriculum Map