r e a d i n g- the plainfield public school district（r e d i n g -平原镇的公立学校区）.doc

READING Kindergarten Phonemic Awareness Demonstrates understanding that words consist of a sequence of phonemes Recognizes rhyming words. Associates sounds with letters in words, including initial and final consonants, and short and long vowels. Uses phonemic awareness and letter knowledge to spell some words independently (invented or emergent spelling). a. Students and teacher clap out the sounds in words. Teacher instructs students by using chunking (letterboxes, Elkonin boxes). Help students isolate and blend sounds. a. Introduce Word Families. Box of Rhymes – Objects or words in a box and children pull out. The class tells if they rhyme or not. (ex: yes/no card) Rhyming Bingo Flip Books Read Sheep In A Jeep by Nancy Shaw, or Fish Fry Tonight by J. Koller. Pause before some of the rhymes to let children fill in the words. a. Help students match pictures with beginning or ending sounds. b. Chunking c. Cover the letter with manipulatives (ex: “Gg” – glitter). d. Sort pictures by beginning, middle, or endings. Students will journal write every day. Teacher dictates sentences every day to encourage emergent spelling. c. Make picture word books. Concepts of Print Recognizes, discriminates, and names all upper- and lower-case letters. Recognizes some words by sight in the context of book print. Knows the parts of a book and their functions. Knows how to track print (e.g., from left to right, top to bottom, beginning to end). a. Read Chicka Chicka Boom Boom by Bill Martin Jr. / John Archaumbault. b. Children form letters by using their bodies (kinesthetic). c. Alphabetasaurus puppet (Hickory Dickory Dock kit) a. Refer to environmental print e.g. cereal boxes, signs etc. b. Use Rebus sentences/stories. Reference and model using Word Wall. a. Label a big book. Make a book. a. During shared reading have a student track print as you read. b. Label left of page with a green dot and right of page with a re