Integrated Task
RF K.1 d
Whole Group, Small Group, Partner or One on One
“These foundational skills are not an end to themselves; rather they are necessary
and important components of an effective, comprehensive reading program” (CCSS
pg. 15). Although letter naming is a specific skill, it can be integrated into shared
reading and writing instruction.
Task 1: Class and/or Student Alphabet Book: This will provide opportunities that
encourage printing letters. (RF.K.1d)
1. Read alphabet book: use questions and prompts from daily check in. Students can
talk with a partner to identify and describe letters. (RL1, 4, 10) (RI.1, 4, 5, 10)
(SL.K.1, 2, 3, 6)
2. Using shared, interactive, and/or guided writing children will each contribute to a
class alphabet book. (W.K.5,6,7)
3. In whole group and individually students will print upper-and lowercase letters
adding pictures to associate the corresponding sound. (RF.K.1d) (L.K.1a)
4. Students can assess their alphabet book as a whole with teacher and peer
assistance. (SL.K.1, 2, 3, 6)
5. Teacher could also use rubric to give a more descriptive for a comprehensive
grade.
Other Assessment/Task Ideas
Writing Sample - Select a student-writing sample and check letter formation,
directionality, and use of upper and lowercase letters. Use Jan Richardson or other
letter checklist to mark that letters the students print correctly.
Dibels and IDEL: universal screening beginning of year and progress monitoring
Dibels: Letter Naming Fluency (LNF)
IDEL: Fluidez en Nombrar Letras (FNL)
Kindergarten Phonemic Awareness Assessment (pg. 2, 6-7)