Proposed Pacing for Reading Instruction
Kindergarten, Pacing #2
Core Content/ Program of Studies
EL-P-FF-S-1
Students will demonstrate an understanding
of concepts of print, phonological
awareness, and word identification
strategies by:
a. distinguishing between printed letters
and words, following text (e.g., one-toone match of spoken words to print),
finding key parts of books; identifying
purposes of capitalization, punctuation,
and text features (e.g., boldface type,
italics, indentations) to make meaning of
the text
I Can Statements
I can identify letter F
I can tell the sound of letter F.
I can identify if a word/picture begins
with the initial sound of F.
Story Selection (genre):
Key Vocabulary
Letter
Word
Syllable
Summarize
Blend
I can listen to a word and clap the
syllables. (minimum 2)
I can orally summarize part of a story
I have heard.
I can blend /am/ with different
beginning consonants.
b. recognizing, isolating, and combining
sounds to make words, identifying syllables
and parts of words (prefixes, suffixes)
RD-EP-5.0.4
Students will identify the organizational
pattern, used (e.g., sequence, cause and
effect, or comparison and contrast) to
understand the passage.
I can identify letter G
EL-P-FF-S-1 (repeated from above)
I can tell the sound of letter G.
I can identify if a word/picture begins
with the initial sound of G.
I can listen to a word and clap the
syllables. (minimum 2)
Letter
Sound
Syllable
blend
Instructional Resources
Proposed Pacing for Reading Instruction
Kindergarten, Pacing #2
I can blend /at/ with different
beginning consonants.
I can follow a one step direction.
EL-P-FF-S-1 (repeated from above)
I can identify letter H
I can tell the sound of letter H.
Question
“go”
“we”
EL-P-DIU-S-1
Students will use comprehension
strategies (e.g., using prior knowledge,
predicting, generating clarifying and
literal questions, constructing sensory
images, locating and using text features)
while reading, listening to, or viewing
literary and informational texts
I can identify if a word/picture begins
with the initial sound of H.
I can match 2 pictures that start with
the same sound.
I can answer literal questions about a
story that has been read to me.
I can read high frequency words go
and we.
EL-P-FF-S-1 (repeated from above)
I can identify letter I
I can tell the sound of letter I.
I can identify if a word/picture begins
with the initial sound of I.
I can listen to a word and tell how
many sounds it has (up to 3)
I can blend /ap/ with different
beginning consonants.
EL-P-FF-S-1 (repeated from above)
I can provide a word that rhymes with
another word.
I can identify letter J
rhyme
Harcourt Pre-Decodable
book, We Go.
Proposed Pacing for Reading Instruction
Kindergarten, Pacing #2
EL-P-IT-S-9
Students will demonstrate understanding of
literary elements and literary passages/texts:
identify problems and explain how conflicts
are resolved
I can tell the sound of letter J.
I can identify if a word/picture begins
with the initial sound of J.
Final sound
Problem
solution
I can repeat the last sound in a
word.
I can blend /an/ , /at/, and /ap/ with
different beginning consonants.
I can tell the problem and solution
of a story that is read to me.
I can tell the sound of letter k.
EL-P-FF-S-1 (repeated from above)
EL-P-DIU-S-1
Students will use comprehension strategies
(e.g., using prior knowledge, predicting,
generating clarifying and literal questions,
constructing sensory images, locating and
using text features) while reading, listening
to, or viewing literary and informational
texts
I can identify if a word/picture begins
with the initial sound of k.
I can read high frequency words on
and to.
I can predict what happens next in a
story .
“on”
“to”
predict