Kindergarten
I. Oral Language and Listening Skills SKILLS
TEACHING INTERVENTIONS
ASSESSMENT
Students: Listen to and follow oral directions Games; i.e., Simon Says; Mother May I?
One-on-One ActivitiesInformal:
Teacher/Parent observationFormal:
TOKEN TEST (Standardized test); Student behavior check list (BASC, Connors)Students: Track print when listening to familiar story; Listen to the reading of print. Language experience activities; i.e., students "read" their own dictated stories; read aloud to students from both fiction and non-fiction print. Teacher observation; students discuss and respond to questions related to the reading; i.e., facts, predictions, details. Students: Recite rhymes; sing songs; tell and re-tell stories. Teach nursery rhymes, poems and songs; provide opportunities for choral response, recitation, sharing of stories and experiences, group discussions, and play acting. Informal:
Teacher observation; criterion referenced checklist; i.e., articulation, eye contact; spontaneity, expression, vocabulary, interaction with peers.*Skills Based Scope and Sequence Page 1, 1-6.
II. Reading Skills: Sound, Symbol, and Structure Awareness, Comprehension SKILLS
TEACHING INTERVENTIONS
ASSESSMENT
Students:Students:Students:
Students:
Phonological Awareness:
(Auditory Skills)Recognize separate words within a sentence.Recognize and produce rhyming words.Recognize syllables within wordsGive first sounds of words.
Blend phonemes. Put sounds together to make a word.
Activities to identify and count words within sentences; word play activities.
Teachers present opportunities for students to recognize and produce rhyming words, both isolated words and within print materials; i.e. Dr. Seuss. Teach word play activities: clap and tap syllables; Students show number of syllables with blocks.
Student names object shown in picture and gives first sound.
Play "secret language" games; i.e., "What word am I saying? /c/a/t/??"Informal: Sawyers, TAAS, Foorman’s Assessment, YOPP-SINGER Phoneme Segmentation Test, STAHL.
Formal: TOPA (Test of Phonological Awareness, Torgeson), LAC (Lindamood Auditory Conceptualization) test.
Students:Students:Students:
Students:
Symbol Awareness: Recognize and can name all the letters, upper and lower case.Recognize and name geometric shapes.Recognize and write their own names.
Read; i.e., recognize some sight words*
Teach letter names of alphabet.Teach Alphabet SongTeach geometric shapes and correct names.Multi-sensory name games; i.e., See/Trace/say; Draw; cut-out; art activities.
Give student the opportunity to read their own dictated stories; "Reads the Room;" Pattern books.
Informal: Students can name randomly presented upper and lower case letters.Student names randomly presented shapes, i.e., circle, square, triangle.
Observation and collection of written samples for portfolios.Students keep a personalized "dictionary" of words she/he can read.
*Skills Based Scope and Sequence Page 3, Skill 16
Students: Students:
Print Awareness: Establish directionality for both books and words.
Write letters and words.
Explicit instruction; i.e., "This is the front of the book." "When we read and write a word, we move from left to right."
Provide a prompt; i.e., à
Provide a print rich environment i.e., items in room labeled, class books, bulletin boards; student work displayed.
Informal: Teacher observation; check list of skills related to directionality.
Students:
Students:
Structure Awareness Understand how words, phrases, and sentences work
Begin to use book language.*
Creative language activities which build from single words to phrases to sentences.
Provide opportunities for students to identify author, illustrator, beginning and ending of stories.
Informal: One-on-one dialogue with student. Maintain portfolio.
Teacher observation of student response, one-on-one dialogue.
Students:
Comprehension: Understand that we get meaning from print.**
Reads and listens to simple storybooks, picture books; content area books; i.e., counting, social studies and literature books.
Uses library to choose books for pleasure and for teacher and parents to read to them.
Informal:
Students re-tell stories and illustrate stories; respond to comprehension questions; i.e., who, what, where, when, why, how.
* Skills Based Scope and Sequence Page 3, Skills 1-2. Page 4, Skills 3-7. **Page 4 and 5, Skills 1-7.
III. Vocabulary, Spelling Writing: SKILLS
TEACHING INTERVENTIONS ASSESSMENT Students:
Vocabulary: Increase their word understanding through discussion and explanation.
Provide sources for vocabulary development; i.e., discussion, books, videos, other media; language games.
Informal:
Teacher observation.
Formal:
Language testing; oral vocabulary review.Students:
Spelling: Use sound symbol relationships to write words. This spelling improves phonemic awareness
Students share experiences; "write" responses to questions; use magnetic letters and other multi-sensory materials to record sound symbol relationships.
Informal:
Teacher dictates simple words. Students write first sounds accurately? Middle sounds? Last sounds? Teacher observation; do students use sound symbol relationship?
Students:
Students:
Writing: Use correct letter formation when writing letters.
Compose a variety of stories
Teacher provides direct instruction in correct letter formation. Practice making letters with a variety of multisensory materials and tracing them using correct formation.
Teacher provides opportunity for students to dictate stories to adults.
Informal:
Observation and checklists of student’s use of correct letter formation.
