Running Head: KINDERGARTEN READING: PHONICS 1

Kindergarten Reading Curriculum Unit: Phonics Component

Suzanne Morgera

Post University
KINDERGARTEN READING: PHONICS 2

Kindergarten Reading Curriculum Unit: Phonics Component

The goal of teaching is to develop life-long learners who can transfer knowledge and

skills to novel situations, ensuring students reach their full potential and are prepared for life.

This paper aims to show how Universal Design for Learning and Understanding by Design

create an inclusive classroom environment where all students have equal opportunity to

academically succeed.

Part I: Statement of Educational Philosophy

All students are unique and need a stimulating educational environment where they can

intellectually, emotionally, and socially thrive. Providing an academic base and fostering a love

for learning are essential building blocks for laying a lifelong learning foundation. Ideally, an

effective teacher will use a blend of educational theories and create a good rapport with students,

so that learning is not hindered. Understanding the uniqueness of each student and personalizing

instruction assists educators in using different pedagogies to reach a diverse student population

(Taylor, 2005, as cited in Williams, 2017).

According to John Dewey, traditional classrooms must be developmentally appropriate

for young learners. To accomplish this, kindergarten classrooms should represent real-life

scenarios where students participate in learning activities that mimic real-world situations

(Williams, 2017). Young learners will be busy constructing knowledge as active participants

rather than passive consumers facilitated by student-centered environments focused on self-

discovery, problem-solving, and peer interaction (Herman, 2012).

In this educational context, teachers function as facilitators, mentors, and scaffolding

providers to support students' construction of new knowledge (Pagán, 2005). They are coaches
KINDERGARTEN READING: PHONICS 3

available to ask and answer questions and challenge all learners academically and emotionally

(Williams, 2017). When teachers plan for instruction, student interests are valued; goal setting is

with and for the individual student (Developing Instructional Goals, 2021). Information should

be presented in various ways to consider the strengths and weaknesses of all learners (Brualdi-

Timmins, 2019). Realizing that each student has multiple avenues to receive and process

material requires teachers to use differentiated lesson planning and instruction modalities to

reach a mixed-ability student body (Developing Instructional Goals, 2021).

Teaching reading is a foundational skill that impacts every facet of life. The ability to

read with comprehension has far-reaching implications as literacy is the underpinning of all

future academic endeavors. How students evolve and increase their understanding of a concept

differs fundamentally from how they become proficient in a skill. A robust reading program that

focuses on knowledge, skills, and understanding tailored to the individual's uniqueness is vital in

preparing students for life beyond the classroom (Wiggins & McTighe, 2005).  

Universal Design for Learning (UDL) aligns with the paradigm of constructivism as they

believe in student-centered learning using multiple methods of instruction to reach the full range

of students in a classroom. The emphasis on combining visual, aural, and kinesthetic processes

improves learning (Developing Instructional Goals, 2021). 

The educational experience must embrace the student's intellectual, social, and emotional

growth, not just academic growth (Schiro, 2013, as cited in Williams, 2017). Creating a positive

and safe environment can produce optimal learning (Gordan & Krishanan, 2014). The learner-

centered constructivist model elevates critical thinking skills in classrooms and fuels curiosity

and inquiry among students, which develops higher-level thinking skills for real-life application.

It places the learner squarely in the center of a vibrant learning environment. 

KINDERGARTEN READING: PHONICS 4

Part II: Rationale of Curriculum

This curriculum unit will be taught in a private K-12 school in the Greater Hartford area

of Connecticut. The school has a current enrollment of 450 students. The kindergarten class is

comprised of various ethnicities and socio-economic backgrounds with the following dynamics:

• 20 students; 13 girls and 7 boys; one teacher’s aide.

• 4 Black students, 10 White students, 5 Hispanic students, 1 Asian student

• 6 students are bilingual; for two of those students English is their second language.

• 17 students are five years old, 2 students are four years old, and 1 student is six years old.

• One student is on a scholarship for low-income families; all others are tuition paid.

• One child is academically and intellectually advanced; already reads.

• There are no students with an IEP.

• Two children are from single parent families.

All students enter kindergarten with some awareness of letters; most can sing a version of

the alphabet song, even if they are unsure of what it means. Kindergarten is an essential year for

laying foundational skills, so linking together the information they already know to new

information will build a strong framework of learning. Reading is one of those primary skills that

impact all other subjects and needs a solid foundation.

As an educator, building strong relationships with students and getting to know their

strength and weaknesses, as well as their individual learning style is invaluable when

differentiating instruction and personalizing learning. This knowledge aids the teacher in creating

learning experiences that will nurture the potential, meet the unique needs of every student, and

secure a solid foundation for future academic success, especially in the crucial skill of reading.
KINDERGARTEN READING: PHONICS 5

Designing for the edges emphasizes the importance of recognizing and accommodating

the diverse learning needs of students and moving away from the one-size-fits-all approach to

education (Rose, 2013; Universal Design for Learning, 2018). It highlights the importance of

flexibility, adaptability, and differentiation.

To create inclusive classrooms that serve the different needs of students, Universal

Design for Learning (UDL) proposes using three principles when goal setting and teaching -

Representation (offers many approaches to learning), Action and Expression (offers many tools

for learning), and Engagement (offers many methods for learning achievement) (Developing

Instructional Goals, 2021; Universal Design for Learning, 2018).

Educators in differentiated classrooms build learning profiles and planning pyramids so

they can plan comprehensive instruction and design activities that will allow students to learn

according to their preferences and strengths. Instructors will vary their teaching style and

modalities to intentionally and strategically improve student learning and provide for a broad

range of academic needs to ensure equal opportunities for educational success in a supportive

and engaging learning environment (Gould & Vaughn, 2000; Schumm & Vaughn, 1994).

Allowing students to choose what method of learning works best for them and how they

demonstrate that learning will produce optimal engagement and long-term learning

(Differentiated Instruction, 2011). These differences can be made without sacrificing the learning

of advanced students while also supporting struggling ones (Gould & Vaughn, 2000).

In Understanding by Design’s (UbD) backward design approach, educators begin with

the goal or result first. UbD determines what they want the student to know, do, and understand

(Wiggins & McTighe, 2006). It is beneficial to start with a big idea for the unit, and ask essential

questions that stimulate thought, provoke inquiry, and spark more questions. They help explore
KINDERGARTEN READING: PHONICS 6

and decipher the content's key concepts, themes, theories, issues, and problems. Essential

questions that focus on deep understanding are both overarching (more general) and enduring

(content specific) (Wiggins & McTighe, 2005). This unit’s big idea is that reading requires

children to make meaning out of print. They need to know spoken language's different sounds

(phonemes) and connect them to written letters (graphemes) to decode words. Students need rich

background and vocabulary knowledge to understand the words they read. They must read

fluently to comprehend text and transfer the knowledge to novel situations.

Understanding is the goal of learning; knowledge and skills help develop learning and

understanding is revealed thorough authentic assessments (Schumm & Vaughn, 1994). Authentic

learning is real-life learning that seeks to foster autonomy in students with the goal of a long-

term, deep understanding of concepts. Linking content to real-world issues is at its center. Using

authentic performance-based tasks students will engage in relevant exercises that promote

thinking about what they are learning (Frey et al., 2012). This helps them retain information and

transfer knowledge to real-world situations (Meyers & Nulty, 2009).

Traditional assessments use standardized tests, multiple choice, or true/false questions. It

is a one-size-fits-all process for evaluating which usually involves memorization and is best used

to evaluate learning at a particular moment in the course (Dikli, 2003). However, it does not

assess higher-order skills such as critical thinking, analysis, or problem-solving or provide

extensive feedback (Frey et al., 2012). By employing multiple assessment strategies tailored to

the objectives of the course, an educator can better support a student’s growth and development

in both academic and real-life contexts (Wiggins, 1990). A kindergarten reading program is rich

with authentic tests. The foundational skill of learning to read, and specifically, phonics is best

evaluated by listening and observing students in context-rich activities.

KINDERGARTEN READING: PHONICS 7

Part III: Unit Plan

Stage I

Kindergarten: Reading - Phonics

Teaching the fundamentals of phonics

Reading requires students to make meaning out of print. They need to know spoken
languages different sounds (phonemes) and connect them to written letters (graphemes to
decode words. Students must read fluently to comprehend text and transfer knowledge to novel
situations.
Effective reading instruction incorporates phonological awareness, phonics, fluency,
vocabulary, and comprehension. These five components are linked and result in fluent reading
with comprehension.

STAGE 1 – STANDARDS/GOALS
Content standards are taken from Connecticut Board of Education Core Standards for ELA –
Kindergarten (CT Core Standards, n.d.).

Content Standard(s)
Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

Print Letter Recognition: Duplicate the corresponding phonemes for

RF.K.1d Recognize and name all upper- and graphemes of the alphabet. Read left to right,
lowercase letters of the alphabet. top to bottom.

Phonological Awareness: Recognize and produce rhyming words. Blend

RF.K.2 Demonstrate understanding of and segment onsets and rimes of single-syllable
spoken words, syllables, and sounds words. Isolate and pronounce the initial, medial
(phonemes). vowel, and final sounds in words.

Phonics: Show basic knowledge of one-to-one letter-

RF.K.3 Know and apply grade-level phonics sound correspondences by producing the
and word analysis skills in decoding words. primary sound for each grapheme.

Fluency/Vocabulary and Comprehension: Read emergent-reader texts with understanding.

RF.K.3c Read common high-frequency
words by sight.
KINDERGARTEN READING: PHONICS 8

Enduring Understandings Essential Questions

Insights learned from exploring
generalizations via the essential questions Inquiry used to explore generalizations
(Students will understand THAT…)
K-12 enduring understandings are those
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.

Overarching Enduring Understandings:

• Students will understand that reading is a •Why should we learn to read?

process of making meaning from text. • How does knowing letters and sounds help us
• Students will understand that reading is an learn to read?
active exercise and key to knowing and • How does reading fluently help us understand
understanding our world. what we are reading?
• Students will understand that reading is a • Why are reading strategies important?
lifelong skill that increases learning and
enjoyment.
• Students will understand that effective
readers use appropriate strategies to
construct meaning

Unit Specific Enduring Understanding:

• Students will understand that all letters
make sounds.
•Students will understand that combining
phonemes and graphemes makes words.
• Students will understand how a word is
transformed when a sound is added,
substituted, or removed.
• Students will understand that phonics is a
key component in being a good reader.
• How do we figure out a word we do not
recognize?
• Why do some letters have more than one
sound?
•Why do some words not follow the phonics
rules?
• Why is using phonics the best way to read a
word and understand its meaning?
KINDERGARTEN READING: PHONICS 9

Knowledge and Skills

What students are expected to know and be able to do.

Knowledge

• Students will know that each letter has a different name and sound.
• Students will know that putting phonemes and graphemes together make words; these
words have meaning.
• Students will know that spoken words are represented in written language by a specific
sequence of letters.
• Students will know that words are separated by spaces in print.

Skills

• Students will recognize and duplicate all uppercase and lowercase graphemes,
phonemes, and digraphs.
• Students will blend and segment onsets and rimes of one syllable words.
• Students will isolate and pronounce the initial, middle vowel and ending phonemes in
three syllable words.
• Students will add or substitute phonemes in one syllable word to form new words.
• Students will read one syllable word without decoding to achieve fluency.
• Students will read emergent texts with comprehension.
• Students will be able to follow left to right, top to bottom format for reading.
KINDERGARTEN READING: PHONICS 10

Stage 2

Stage 2 – Assessment Evidence

G.R.A.S.P.S. – Kindergarten Reading: Phonics

Reading requires children to make meaning out of print. They need to know spoken
language’s different sounds (phonemes) and connect them to written letters (graphemes) to
decode words. This performance task is a fun way to engage students and reinforce the
phonetic sounds of the alphabet. Young learners like to hear themselves on recordings and will
view this assessment as a fun activity, not realizing the many soft and hard skills being
developed, reinforced, and assessed. Multiple senses and learning styles are incorporated while
producing their audio file, as well as the skill of using recording technology.
GRASPS Elements of the Performance Task
G – Goal G: Your goal is to make a recorded audio file of the
What should students names and sounds of any five letters of the alphabet. Teachers
accomplish by completing will use this recording when they instruct students.
this task? R: You are a worker in a company that produces lesson
R – Role materials for schools. Your job is to make recordings of how to
What role (perspective) say the letter names and their sounds.
will your students be A: Your audience will be the schools who purchase your
taking? lesson materials for teachers to use in their classrooms.
A – Audience S: Your recording will be used by an instructor who
Who is the relevant teaches students the alphabet’s letter names and sounds.
audience? P: Your product is a recording of you saying the names
S – Situation of five letters and the sounds those letters make. You will speak
The context or challenge clearly, slowly, and loud enough to be heard. You must correctly
provided to the student. read the letters and speak their sounds. You may choose to sing
P – Product, Performance the letters and sounds they make instead of saying them. You
What product/performance may choose any five letters of the alphabet for your recording.
will the students create?
S – Standards & Criteria
for Success Please see Appendix A for full rubric assessment criteria.
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals, or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.
Assessment is primarily done by observation Since students are pre-readers, they will be
by the teacher. Additionally, the student will given a picture checklist to use in self-
have two tries at recording, real-time feedback assessment. See Appendix E for this form.
will be given after each recording.
KINDERGARTEN READING: PHONICS
Stage 3
WHERETO Learning Plan (Stage 3)
WHERE are your students headed? Where
have they been? How will you make sure
the students know where they are going?
How will you HOOK students at the
beginning of the unit?
What events will help students
EXPERIENCE and EXPLORE the big
idea and questions in the unit? How will
you equip them with the needed skills and
knowledge?
11
Teaching the Fundamentals of Phonics
Effective reading instruction incorporates
phonological awareness, phonics, fluency,
vocabulary, and comprehension. These five
components are linked and result in reading
comprehension. This unit focuses on phonics,
the second facet of reading. Its target goal is
to teach graphemes, phonemes, and digraphs,
then combine them to make words. Students
will understand that reading for understanding
only comes after learning the fundamentals of
phonics.
Students have already learned that reading
requires making meaning out of print. They
know spoken language is comprised of letters,
and those letters make sounds. Putting the
letters and sounds together makes words, and
those words have meaning. Now they will
learn how to identify those letters, make the
corresponding sounds, and combine them to
form words. The result will be to read to an
emergent reader by the end of the unit.
At the of the lesson, the teacher will show
a basket of books and ask the students, “Who
would like to have a free book?” Of course,
they all would, and they may choose a book
once they are able to read it. The teacher
introduces a fun video of an animated
character talking about why we should learn
to read and how learning letter names and
sounds is fun and important. This engaging
video captures the students’ interest, and the
lesson begins.
The teacher verbally models the phonetic
sound for students and physically writes the
corresponding letter, blend, or word on the
board. Students simultaneously repeat the
phoneme/digraph and write the grapheme(s).
KINDERGARTEN READING: PHONICS
How will you cause students to REFLECT
and RETHINK? How will you guide them
in rehearsing, revising, and refining their
work?
12
Multi-senses Reinforcement Activities -
Kinesthetic exercises:
• Form letters, blends, or words with
crayons, blocks, or traced in sand/rice.
• Letter/sound/sight word of the day
scavenger hunt.
• Alphabet puzzles.
• Trace letters on tablets.
• Rhyme Time matching game.
Audio/visual experiences:
• Game-based learning activity such as
Baamboozle.
• Watch animated phonics videos.
• Listen to or sing the Alphabet song
and corresponding sounds.
• Create an audio file or video using
Flipgrid.
Collaborative activities:
• Bean bag letter toss.
• Groove to the move (dancing) to
phonics music.
• Letter hot potato.
• Show & tell for letter/sound of day.
• Letter grab bag.
• Collaboratively brainstorm items in
the room/school that start with the
letter/sound/sight word that is being
learned.
Each day begins with a review of the
letters/sounds previously learned. Students
take turns presenting a letter and
corresponding sound of their choice from the
letter/word wall posted in the room. This will
be spontaneous as the teacher randomly calls
on each student. Students are encouraged to
bring in something from home that begins
with the letter of the day. This item/picture
stays with them on their desk throughout the
day as a reminder of that letter.
KINDERGARTEN READING: PHONICS
How will you help students to EXHIBIT
and SELF-EVALUATE their growing
skills, knowledge, and understanding
throughout the unit?
How will you TAILOR and otherwise
personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?
How will you ORGANIZE and sequence
the learning activities to optimize the
engagement and achievement of ALL
students?
13
Students and the teacher will gather at the
end of the day to reflect on the day’s learning
and activities. This is an opportunity for
students to express any positive and negative
experiences that occurred during the day and
address them as needed. This is also the time
for authentic assessment as the teacher can
ask and answer questions on what was learned
during the day. The use of sticker charts is a
good way to track progress and motivate
beginning readers.
There are several opportunities throughout
the day where students can engage in
activities that best suit their learning style,
strengths, and needs. At times, the student
may choose the activity, and other times the
teacher will assign one that will support a
weak area or challenge an advanced student.
Having a learner profile prepared for each
student helps the teacher ensure that the needs
of the entire range of students in the class will
be met.
Effective teaching facilitates long-term
learning of knowledge and skills that can be
transferred to novel situations in and outside
of the classroom.
Each lesson begins with the teacher
modeling the letter/sound/blend/word. Every
unit has interactive multi-sensory, hands-on
exercises to reinforce the lesson. Exercises
can be individual, peer-to-peer, or small
groups. These lessons address the
fundamentals of phonics, how to decode a
word, what strategies to employ when
students encounter a new word, and what
sight words are and why phonetic rules do not
apply to them.
Academically advanced students are asked
to help other students who might need extra
help or be the reader for the letter grab bag
activity.
Students who need extra care will receive
scaffolding support in a one-on-one or small
group situation during this time of interactive
exploration.
KINDERGARTEN READING: PHONICS 14

# Lesson Title Lesson Activities Resources

(Pictures are of actual
resources used in class, and
used with permission)
1 Print Letter Introduction to Reading: Phonics • Alphabet chart
Recognition Sing the ABC song while pointing to the • Read alphabet books to
alphabet chart. Ask, “What are these marks students.
W, H, E1, T, O on the chart?” Introduce these are letters • Provide alphabet books
and they make sounds, those sounds have for students to look at
meaning and when put together, they make during their free time.
words that we can read. Listen/sing/dance
to the ABC song.

Demonstrate the proper format for reading

– left to right, top to bottom.

This is also the time to teach proper pencil

grip for writing. Using pencil grippers
helps beginning writers maintain a proper
grip.

2 Phonological Phonological awareness starts with • Dr. Suess rhyming books

Awareness children picking up sounds, syllables and like, Fox in Socks.
rhymes they hear. Now that they know • Books on tape (audio
W, H, E1, R, T, letters make sounds, introduce sounds by book with corresponding
O reading rhyming books to students, saying paper book, tape makes a
old fashioned nursery rhymes, listening to beep when it is time to
audio stories while looking at the turn the page).
corresponding pages in books. Play I spy • Digital version of book
for sounds words begin with, i.e. I spy on tape.
something blue that starts with /t/. Or play • Create sock puppets that
rhyming games, sing songs like “Apples like to munch on a certain
and Bananas.” sound, i.e., /s/ -
sandwiches, salad, snow
cones, etc.
• Phonemic awareness
clothespin game.
KINDERGARTEN READING: PHONICS 15

3 Short Vowels Introduce the short sounds of Aa to • Phonics CD

students by modeling the sound. Play CD
H, E1, R, E2, T, of phonic sounds for all vowels but have
O students repeat only the short sound of Aa
while pointing to the letter and its
corresponding picture. Model how to say
the vowel sound and have students sound
out the letter and say the picture-words,
i.e., /a/ /a/ apple.
Repeat this lesson for each one of the short
vowels. Teach only one vowel at a time.
Add each vowel to the Vowel Valley
and/or Sound Wall.
• Phonics chart of vowel
letters and corresponding
pictures.
• Animated phonics video
• Scavenger hunt items that
have the short Aa in
them.
• Picture collage of items
that begin with the vowel
of the day.

4 Writing Vowels While teaching the five short sounds of
vowels, students learn to write the upper
E1, R, E2, T, O and lowercase of the letter they are
learning.
Teach the proper stroke order for both
upper and lowercase letters. Have students
form letters with their fingers on the table.
Have them trace with crayon on paper.
• Tablets to trace letters.
• Paper and pencil to trace
letters.
• Playdough to shape
letters.
• Form letters in sand/rice.
KINDERGARTEN READING: PHONICS 16

5 Consonants After the short sound of all vowels are • Say the beginning sound
taught, begin teaching the consonants. Tell Tic-Tac-Toe game.
W, E1, R, T, O students that consonants are letters that
have sounds and they are usually combined
with a vowel to make a word. The most
common ones are taught first. This order
allows for emergent text reading ability.
t/c/d/m/b/p/s/n/r/j/f/h/
Teach consonants in same way as vowels.
Show letter, say sound, and show
corresponding picture, have student repeat
letter sound while tracing it,
i.e., Tt says /t/, /t/, /t/ as in table.
Teach one new letter every two days but
review all previously taught letters every
day.

6 Long Sound of Start lesson with a ball toss game. Toss the • Long vowel bingo.
Vowels ball to a student and give them a short • Short/Long vowel chart.
vowel sound. They must say a word that
W, H, E1, R, T, has that sound, i.e., /a/ as in pat.
O Tell students that some letters make more
than one sound. Introduce the long sound
of Aa and show corresponding picture. Say
Aa says /a/ as in apple and Aa says /a/ as in
acorn. Repeat for all long vowels but not
on the same day. Point out and demonstrate
that long vowels have a straight line above
them, so you know they say their second
sound.
KINDERGARTEN READING: PHONICS 17

7 Digraphs Ask for two student volunteers. Give one a • Game-based digital
sign with the letter Ss on it and the other game.
W, H, E1, E2, T, with an Hh, have them stand apart from • Spin, say and cover
O each other. Tell the class that a digraph or game.
blend is made up of two letters that work
together to make a new sound. Like best
friends – digraphs are a pair of letters that
love to be together. Have the students
move close to each other. Here is an
example: The letters “s” and “h” have two
different sounds, but when put together
they make the sound /sh/. “sh” in the
word shop creates one single sound.
Common consonant digraphs taught in Digraph practice
kindergarten are: ch, sh, th, wh, qu, ck
:

8 Blend Ladders Start lesson by having a small 2-3 step • Beginning blends board
ladder set up in class. Climb the ladder game.
W, H, E1, R, E2, while saying the blend ladder for
T, O sound/letter being taught that day.
Tell students that blend ladders are made
when we put a vowel and consonant
together, like this –
/a/, /t/ = /at/; /o/, /n/ = /on/. Or /d/, /a/a =
/da/. Repeat blend ladders for all letters
learned to date. Give students a chance to
climb the ladder while saying the blend
family of their choice.
KINDERGARTEN READING: PHONICS 18

9 Combining Creating words is a hands-on activity • Alphabet blocks.

Sounds to Make where students learn how adding letters • Magnetic letters.
Words creates new words. The teacher can use • Online word games.
alphabet or magnetic blocks to visually • Popsicle stick words.
W, H, E1, E2, T, combine letters while sounding them out to
O make a word.
Say, today we are learning to put sounds
together to make words. We will start by
using the sounds /s/, /a/, /t/. Now put the /a/
and /t/ together to make /at/. Now put
/s/, /at/ = /sat/. Allow students to use
manipulatives to form words. For
struggling students, have a sheet with a few
words on it and ask the student to cover
each letter with a magnetic or block letter.
10 Onset and Begin lesson by playing picture puzzles as • Picture puzzles with one
Rimes a group (example below). Explain to piece has the onset and
students that the onset refers to the initial the second piece has the
W, H, E1, R, E2, consonant blend in a word, and the rime rime and students need to
T, O refers to the vowel and any consonant find the two pieces that
sounds that follow it, i.e., the onset of the go together.
word pan is /p/, and the rime is /an/.
KINDERGARTEN READING: PHONICS 19

• Match the middle sound

with clothespins/cards.
Two versions; one with
letters is for advanced
students.

(Picture puzzles to teach onset and rimes)

11 Changing Give each student letter blocks (like • Letter blocks to

Vowels to Make Scrabble size blocks). Have the students make/change words.
New Words put the letter Pp Aa Tt together to make the
word /pat/. Tell them to change the vowel
W, H, E1, R2 to an Oa to make a new word. Have them
E2, T, O read the work /pot/. Now try putting an Ii
in place of the Oo to make /pit/. Have
students think up other vowel/words to
change and make them with their blocks or
students can write them on the white board
instead.
12 Changing This lesson starts like lesson eleven, except • Magnetic letters to
Consonants to using magnetic letters on metal pans with make/change words.
Make New 2-3 students working collaboratively. Read
Words the word /pat./ Tell students to change the
first letter to make a new word. Let us take
W, H, E1, R, E2, out the Pp and put a Cc in to make /cat/.
T, O Now try putting a Bb in place of the Cc to
make /bat/. Have students think up other
letters to change and make them on their
KINDERGARTEN READING: PHONICS 20

metal pans with magnetic letters or write

them on the white board.
13 CVC Words Break students up into small groups. Give • CVC word building
each group three paper sacks with the activity.
W, H, E1, R, T, letters C, V, C written on them (one letter
O per bag). Isolate and pronounce, initial
sound, middle vowel, and final sound of
single syllable – consonant, vowel,
consonant words. Show students how
words are made up of consonants and
vowels and often the vowel is in the middle
of a one syllable word. Give students letter
flash cards or small letter blocks and have • Appendix G practice
them make a C, V, C word. Once the word sheets
is made, the letters can go into the
corresponding bag. Let each student in the
group have a turn making a word. This is a
great peer-to-peer learning activity that
provides advanced students with the
opportunity to help struggling students.

14 Rhyming Rhyming was briefly introduced in lesson • Digital game on rhyming.

two. Start the lesson by reading a silly • Rhyming puzzles.
W, H, E1, R, T, rhyming book. Remind students what a • Rhyming concentration
O rhyme is and give some examples – box, game.
fox; pan, fan. Mention that rhyming words • Rhyming matching game.
end with the same sound and just have the
first one or two letters changed. Point out
that box and fox have two letters in
common and only the first letter is
different.

Collaboratively create nonsense words that

rhyme.
KINDERGARTEN READING: PHONICS 21

15 Sight Words Begin the lesson with sight word grab bag • Word grab bag game.
game. Have students come one at a time to • Flash cards.
W, H, E1, R, E2, pick a name out of the bag. As sight words • Sight word hopscotch.
T, O are learned they can be added to the bag. • Online activities.
Have an advanced student read the word. • Froot Loops sight word
Tell the students that sight words are words activity.
that can be instantly recalled from memory,
that some words do not follow our phonics
rules and cannot be sounded out. We must
memorize them. Introduce only one sight
word at a time – ideally no more than 2-3
words per week.
Name the new word, and have students
repeat it.
Point out the individual phonemes (sounds)
in the word. For example, in the word is,
there are two phonemes: /i/ and /z/.
Spell the sounds. Highlight any unexpected
spelling. In is, we spell /i/ with i and /z/
with s.
Have students read related words like has
and his because they are short vowel words
with an s that represents the /z/ sound.
Plan reinforcement activities and add the
sight word to the Word Wall.

16 Emergent Introduce a short book that repeats many of https://www.themeasuredmo

Readers the same words and many of the words m.com/
rhyme. Read the book to the students. • Free books, games,
H, E1, E2, T, O Remind students of the left to right, top to charts; valuable
bottom format of reading. They may use membership available
their finger under the words to follow from this website.
along. Let an advanced student who is • Digital reading practice.
KINDERGARTEN READING: PHONICS 22

already reading read to the class. Give each • Audio books.

student their emergent book and let them • Flipgrid
read aloud with a buddy. The teacher will • Advanced students can
walk around and listen to the students read extra emergent
reading. Another option is to have a books from a book
different student read a page in the book, basket.
repeating the book until all the students
have read.
Have students record themselves reading
on Flipgrid for teacher assessment.
Playback the recording to them and ask
them for their assessment.
Students can quietly read the book to
themselves three times and circle the sight
words.
17 Syllables Start the lesson by clapping syllables of • Dot the syllables.
random words. Use words that have • Clap the syllables.
W, H, E1, E2, T, different number of syllables. The clapping • Sort words by number of
O will immediately get everyone’s attention syllables.
as they wonder what you are doing.
Explain that words are broken into parts
and these parts are called syllables. List
one-syllable words. Clap the syllable one
time. List some two syllables and clap
them for the students just to show them the
difference. Now have students clap one-
syllable words with you.
18 Vocabulary Instruction is focused on Tier 2 words – • Vocabulary Games
words that students will encounter as they • Word charades
E1, R, E2, T, O read books. Knowing these words will help • Finish the sentence
students become stronger readers and activity – by choosing the
writers. Choose 5 - Tier 2 words from a best word.
book the teacher is going to read to their • Books.
students. Words that students will see often • Digital reading or
and help them become more literate. Write vocabulary games.
these words on the board. As the teacher
reads the book, point out every time that
word is encountered. Put a check mark
next to the word on the board.
KINDERGARTEN READING: PHONICS 23

19 Fluency Start a timer and begin reading a passage https://www.baamboozle.co

from a book fast. Do not worry about m/
W, H, E1, R, E2, accuracy at this time, the goal is to capture
T, O the students’ attention as they watch you • Word flash cards.
speed read and make mistakes. Once the • Books, digital books,
timer ends, tell the students that fluency audio books.
(reading without sounding out words) is
not just about speed. The parts of fluency
are accuracy, speed, expression,
spontaneous or automatic reading. Fluent
readers do not have to concentrate on
decoding words, so they can focus their
attention on what the text means preparing
them for comprehension.
Strategies for improving fluency are:
• Choral reading (teacher and whole
class read text).
• Paired reading (with one other student,
preferably a stronger reader or
advanced student).
• Audio recordings (of an adult reading
the book modeling the appropriate
speed, expression, and clarity).
• Performance reading (act out the text
students are reading, even something
simple like the cat sat on the hat can be
performed).
20 Comprehension Comprehension is the act of understanding • Books, digital books,
what is being read - and it is the most audio books.
W, E1, R, E2, T, important part of learning to read.
O Tip for improving reading comprehension
is - READ. COVER. REMEMBER.
RETELL. method.
This strategy helps students learn to focus
on what they are reading.
Always, model first.
1. Read a short section aloud.
2. Cover what you read with your hand.
KINDERGARTEN READING: PHONICS 24

3. Think aloud as you remember what you

read - “I’m going to think about what I
read and talk about it.”
4. Retell what you just read.
Comprehension is about making sense of
what is being read. Strategies to help with
that are:
• Giving a reason for reading.
• Linking to what they already know.
• Making real-life connections.
• Making predictions about what is being
read.
• Making inferences in the story.
• Asking questions.
• Summarizing.
• Visualize the story with pictures.
• Five-finger retell.
KINDERGARTEN READING: PHONICS
Assess and Reflect (Stage 4)
Checking for UDL
Considerations
Required areas of study:
Is there alignment between outcomes,
performance assessments and learning
experiences?
Adaptive dimensions:
Have I made purposeful adjustments to the
curriculum content (not outcomes),
instructional practices, and/or the learning
environment to meet the learning needs
and diversities of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and
student-centered instructional approaches?
Resource Based Learning:
Do the students have access to various
resources on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity
while honoring each child’s identity?
25
Comments
Student assessment is based on Authentic
Performance Tasks (APT). Kindergarten
assessment is best accomplished by listening to
and observing students read, create, and explore
language through hands-on activities, which
engage all senses. This encourages better
understand and retention of material.
For Struggling Students:
• Small group scaffolding support from teacher.
• Peer-to-peer tutoring by advanced student.
• Adult tutoring by teacher’s aide.
• Additional practice on digital devices in
school or at home.
• Extra time to complete activity.
For Advanced Students:
• Peer tutoring to struggling students.
• Advanced reading assignments or activities
with multi-syllabic words.
• Assigned as designated reader in group
activities.
• Make them teacher of an activity; put them in
charge to instruct other students.
Teachers must initially model the lesson
objectives. Planning and instruction is driven by
and centered on student. Studies show that
students who have a say in their education engage,
understand, and retain more which then facilitates
the transfer of knowledge and skills to novel
situations (Perkins, 2009).
Physical and digital resources are readily available
and incorporated into every lesson. Free time can
be spent in hands-on activities, exploring, and
constructing knowledge.
Students need a safe inclusive environment where
they are nurtured and encouraged to grow
academically, intellectually, and emotionally.
Kindergarten is full of soft skill development. The
addition of technology – especially game-based
learning activities – provides a safe space for
students to fail and try again.
KINDERGARTEN READING: PHONICS 26

References

ASCD.org. (2011). Differentiated instruction: Teaching with student differences in mind.

Reading: Differentiation for learning profile. ASCD. https://pdo.ascd.org/LMSCourses-

/PD110C138M/media/DI-instruction_M3_Reading_LP.pdf.

Brualdi-Timmins, A. C. (2019). Multiple intelligence: Gardner's theory. Practical Assessment,

Research, and Evaluation, 5(10). https://doi.org/10.7275/7251-ea02

CAST. (2018). Universal design for learning guidelines. https://udlguidelines.cast.org/

CT.gov. (n.d.). Connecticut core standards English language arts, K-5 standards progression.

https://portal.ct.gov/-/media/SDE/CT-Core-Standards/2014/06/CCS-ELA_K-

5_Standards_Progression.pdf

Dikli, S. (2003, July). Assessment at a distance: Traditional vs. alternative assessments. The

Turkish Online Journal of Educational Technology - TOJET, 2(3), 13-19.

Frey, B., Schmitt, V.L., & Allen, J.P. (2012). Defining authentic classroom assessment. Practical

Assessment, Research and Evaluation, 17(2), 1-18. https://doi.org/10.7275/sxbs-0829

Gordon, M. & Krishanan, I. A. (2014). A review of Skinner’s reinforcement theory of

motivation. International Journal of Research in Education Methodology 5(3), 680-6:88.

https://doi.org/10.24297/ijrem.v5i3.3892

Gould, A. & Vaughn, S. (2000). Planning for the inclusive classroom: Meeting the needs of

diverse learners. Journal of Catholic Education, 3(3).

http://dx.doi.org/10.15365/joce.0303102013

Herman, W. E. (2012). The ideas of Jean Piaget: Using theory to better understand theory and

improve learning. Swiss American Historical Society Review 48(3), 18-31.

Meyers, N. M. & Nulty, D. D. (2009). How to use (five) curriculum design principles to align
KINDERGARTEN READING: PHONICS 27

authentic learning environments, assessment, students' approaches to thinking and

learning outcomes. Assessment & Evaluation in Higher Education, 34(5), 565-577.

https://doi.org/10.1080/02602930802226502

Pagán, B. (2006, February, 27). Positive contributions of constructivism to educational design.

Europe's Journal of Psychology, 2(1). https://doi.org/10.5964/ejop.v2i1.318

Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform

education. Jossey-Bass.

Post University. (2021). Developing instructional goals: Universal design for learning

instructional model. https://post.blackboard.com

Rose, T. (2013, June 19). TEDx Sonoma County -The myth of average: Todd Rose [video].

YouTube. https://www.youtube.com/watch?v=4eBmyttcfU4

Schumm, J. S., Vaughn, S., & Leavell, A. G. (1994). Planning pyramid: A framework for

planning for diverse student needs during content area instruction. The Reading Teacher,

47(8), 608–615. http://www.jstor.org/stable/20201330

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research and

Evaluation, 2(2). https://doi.org/10.7275/ffb1-mm19

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.

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Education, 9(1), 91-102.

KINDERGARTEN READING: PHONICS 28

Appendix A

WHERETO Self-Assessment Rubric

CATEGORY Excellent - 3 Satisfactory - 2 Inadequate - 1

* EQs align with * EQs align with * EQs align with the
standards. standards. big idea of unit.
* EQs align with * EQs align with BUT NOT
understanding understanding * EQs align with
* EQs align with the * EQs align with the standards.
big idea of unit. big idea of unit. * EQs align with
Criteria 1- * EQs align with * EQs align with understanding
Identifying Desired required knowledge required knowledge * EQs align with
Results/ and skills. and skills. required knowledge
Adheres to the Big * Understanding BUT NOT and skills.
Idea and Essential enables transfer of * Understanding * Understanding
Questions (EQ) knowledge and enables transfer of enables transfer of
skills. knowledge and skills. knowledge and skills.
* Understanding * Understanding * Understanding
guides teaching. guides teaching. guides teaching.
* Understanding is * Understanding is * Understanding is
enduring and enduring and enduring and
overarching. overarching. overarching.

* Multiple ways to * Multiple ways to * Variability among

demonstrate demonstrate learners is considered.
Criteria 2- understanding understanding BUT NOT
Determining provided. provided. * Multiple ways to
Acceptable * Variability among * Variability among demonstrate
Evidence/ learners is learners is considered. understanding
Incorporates considered. BUT NOT provided.
Authentic * APT using * APT using GRASPS * APT using GRASPS
Assessments GRASPS included. included. included.
(APT) * APT shows * APT shows * APT shows
understanding of the understanding of the understanding of the
big idea. big idea. big idea.
* Students are
* Students are aware * Students are aware
Criteria 3- aware of goals for
of goals for the unit. of goals for the unit.
Planning Learning the unit.
* Students know what BUT NOT
* Students know
Experiences and is required to achieve * Students know what
what is required to
Instruction/Use of those goals. is required to achieve
achieve those goals.
Planning Pyramid * Effective hook used. those goals.
* Effective hook
BUT NOT * Effective hook used.
used.
KINDERGARTEN READING: PHONICS 29

* APTs are providing * APTs are providing * APTs are providing

relevance to the relevance to the real- relevance to the real-
real-world. world. world.
* Feedback is * Feedback is * Feedback is
effective. effective. effective.
* Learners have a * Learners have a * Learners have a
chance to reflect chance to reflect and chance to reflect and
and rethink. rethink. rethink.
* Lesson plan is * Lesson plan is * Lesson plan is
understandable. understandable. understandable.

* Principles of UDL * Principles of UDL * Learner Profile

included – included – created and
Representation, Representation, Action considered for each
Action and and Expression, and student.
Expression, and Engagement. BUT NOT
Engagement. * Principles of UbD * Principles of UDL
* Principles of UbD incorporated - included –
Criteria 4 - incorporated - backwards design Representation, Action
Incorporates backwards design used for goal setting. and Expression, and
UDL/UbD and used for goal BUT NOT Engagement.
Differentiates setting. * Learner Profile * Principles of UbD
Learning * Learner Profile created and incorporated -
created and considered for each backwards design
considered for each student. used for goal setting.
student. * Unit addresses * Unit addresses
* Unit addresses diverse needs of entire diverse needs of entire
diverse needs of range of the students range of the students
entire range of the in class. in class.
students in class.
KINDERGARTEN READING: PHONICS 30

Appendix B

G.R.A.S.P.S. Authentic Assessment Rubric

Oral Presentation Rubric: Letters and Sounds of the Alphabet

Teacher Name: Suzanne Morgera

Student Name: ______________________________ Score: ______/18

CATEGORY Excellent - 3 Good - 2 Fair - 1 Score

Often mumbles
Speaks clearly
Speaks clearly or cannot be
(95-100%) the
Speaks Clearly (85-95%) of the understood /3
time and
time and/or and/or
mispronounces
mispronounces mispronounces
no letters.
1-2 letters. more than 2
letters.

Volume is loud
Volume is loud Volume is often
Volume enough /3
enough to be too soft to be
to be heard
heard (80-90%) heard.
(90-100%)
of the time.
of the time.
Completely Somewhat
Preparedness prepared and prepared but Not prepared, no /3
has obviously needed more rehearsal.
rehearsed. rehearsals.
Correctly Correctly Correctly
Identifies Print identifies and identifies and identifies and /3
Letters names five names names 1-2
letters. 3-4 letters. letters.
KINDERGARTEN READING: PHONICS 31

Student was Student was

Understands and Student was
able to correctly able to correctly
Demonstrates able to correctly /3
demonstrate demonstrate
demonstrate all
Sounds some of the some of the
sounds for five
sounds for five sounds for some
letters.
letters. of the letters.

Speed, tone, and Speed, tone, and

Voice had little
pitch show pitch show
Enthusiasm tone and pitch /3
enthusiasm for enthusiasm for
and/or too fast or
the project the project
slow.
(90-100%) (80-90%)
of the time. of the time
KINDERGARTEN READING: PHONICS 32

Appendix C

Student Learner Profile

KINDERGARTEN READING: PHONICS 33

Appendix D

Planning Pyramid

Reading is a fundamental skill that is learned in layers over several years. Laying the

groundwork for effective reading incorporates five components: phonological awareness,

phonics, fluency, vocabulary, and comprehension. These five components are interconnected and

build upon each other to reach the goal of reading comprehension. Taking into consideration all

the above, the following planning pyramid is outlined below.

Some Students will Know

• Read one syllable word without decoding to achieve fluency.

• Read emergent texts with comprehension.

• Read quickly with expression.

Most Students will Know

• Blend and segment onsets and rimes of one syllable word.

KINDERGARTEN READING: PHONICS 34

• Isolate and pronounce the initial, middle vowel and ending phonemes in one syllable

word.

• Add or substitute phonemes in one syllable word to form new words.

• Hear and identify individual syllables.

All Students will Know

• Each letter has a different name and sound.

• Combining phonemes and graphemes make words; these words have meaning.

• Spoken words are represented in written language by a specific sequence of letters.

• Words are separated by spaces in print.

• Letters and sounds form the foundation for language.

• Follow left to right, top to bottom format for reading.

• Recognize rhyming words.

• Identify similarities in words.

• Recognize and duplicate all uppercase and lowercase graphemes and corresponding

phonemes.

• Know and duplicate common sight words.

KINDERGARTEN READING: PHONICS 35

Appendix E

G.R.A.S.P.S. Student Checklist

My Recording Checklist

Name: _____________________________________________

Action

Speaks Clearly

Volume
KINDERGARTEN READING: PHONICS 36

Practiced

Knows Letters

Knows Sounds

Enthusiasm
KINDERGARTEN READING: PHONICS 37

Appendix F

Reading Sticker Chart

KINDERGARTEN READING: PHONICS 38

Appendix G

Stamp the Missing Letter – CVC practice

Example of one sheet in a set of multiples.