Reading - 2019-20

K.3 - Phonemes

K.3 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness.

a)  Begin to discriminate between spoken sentences, words, and syllables. 

b)  Identify and produce words that rhyme.

c)  Blend and segment multisyllabic words at the syllable level.

d)  Blend and segment one-syllable words into phonemes including onset and rime.

e)  Identify words according to shared beginning and/or ending sounds.

f)  Blend sounds to make one-syllable words.

g)  Segment one-syllable words into individual phonemes. 


Adopted: 2017

BIG IDEAS

  • By grouping words with similar sounds, I can use the same process to sort during math time.
  • So that when I am in a conversation, I will know when a person is finished speaking?

UNDERSTANDING THE STANDARD

The kindergarten student will be immersed in a text -rich environment to develop phonological awareness, phonemic awareness, vocabulary, comprehension, and an appreciation for reading. The exposure to fiction and nonfiction texts will enable students to develop an awareness of reading materials as sources of information and enjoyment.  Students will learn to identify and name the capital and lowercase letters of the alphabet, understand that letters represent sounds, and identify initial and final consonant sounds in one syllable words The kindergarten student will expand both listening and speaking vocabularies. They will also learn to comprehend and think creatively as they relate stories through drama, retelling, drawing, and their own writing. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and the workplace.

Teacher Notes:

  • Teachers should teach the concepts of print, basic phonetic principles, comprehension of stories, and letter identification skills through systematic, direct instruction, individual and small group activities, and time spent exploring and reading books and other print material.
  • Please note there is not a specific list or number of sight words students must learn.  In order to build a personal word bank, students will develop the ability to read their own names and common high-frequency words in context.
  • Teachers need to read texts aloud to model language and introduce students to new words, expand working vocabularies, and improve comprehension.
  • Please note although the strands are developed separately, teachers should seamlessly integrate all strands.

o  Thematic units are one approach.

o  Teachers should have students write about what they have read.


ESSENTIALS

All students should:

·  understand that words are made up of small units of sound and that these sounds can be blended to make a word.

·  understand that words are made up of syllables.

·  understand that a spoken sentence is made up of individual words.


To be successful with this standard, students are expected to:

K.3a1  segment a word into individual syllables using strategies including but not limited to clapping hands or snapping fingers.

K.3a2  identify and discriminate between large phonological units of running speech, sentences, words, and syllables.

K.3b1  identify a word that rhymes with a spoken word.

K.3b2  supply a word that rhymes with a spoken word.

K.3b3  produce rhyming words and recognize pairs of rhyming words presented orally.

K.3b4  generate rhyming words based on a given rhyming pattern, familiar nursery rhyme, or predictable text.\

K.3d1  blend and segment onsets and rimes of spoken words (e.g., /b/- /oat/ = boat, black = /bl/- /ack/).

K.3c1  blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say robot without the /ro-/ and students respond with /bot/).

K.3f1  blend individual phonemes to make one-syllable words (e.g., /sh/-/i/-/p/= ship).

K.3g1  segment one-syllable words into individual phonemes (e.g., rat= /r/-/a/-/t/).

K.3e1  recognize similarities and differences in beginning and ending sounds of words.

K.3e2  produce a word that has the same beginning or ending sound as a spoken word (e.g., /sock/- /sun/ and /hot/- /rat/).

K.3e3  identify pictures of objects whose names share the same beginning or ending sound.

K.3e4  sort pictures or objects whose names share the same beginning or ending sound.


Updated: Mar 26, 2019