Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Theme 4: The Power of Possibilities
Unit 1: Yesterday, Today and Tomorrow
Exploration Questions:
How have things changed over time?
1. How is the past different from the present and future?
2. How have I changed over time?
3. What changes does the future hold for me?
4. What changes do I see around me?
Instructional Delivery Focus: Guide the students to review all letters and sounds utilizing songs and chants.
RF.K.1
Demonstrate
understanding of the
organization and basic
features of print.
RF.K.1.d
Recognize and name all
upper- and lowercase
letters of the alphabet.
 Students will sing along reviewing letters and sounds [https://www.youtube.com/watch?v=1dNI74FZ6Vc]
 Students will sing along to What Do The Letters Say? found on [https://www.youtube.com/watch?v=WtbL3byFa18]
 Students will review letter sounds using the song found on [https://www.youtube.com/watch?v=fT2PH-13uto]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 1 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and final sounds,
using pictures, letter cards and games.
 Students will match pictures to corresponding sounds using the materials found on
[http://www.readwritethink.org/files/resources/interactives/abcmatch/]
RF.K.2
Demonstrate
 Students will identify the letter that corresponds with the matching picture using materials found on
understanding of
[http://www.ictgames.com/letterlifter.html]
spoken words, syllables,
and sounds
 Students will match pictures to the beginning sounds using the materials found on
(phonemes).
[http://www.readwritethink.org/classroom-resources/student-interactives/picture-match-30004.html]
RF.K.2.d.
Isolate and pronounce the
initial, medial, and final
sounds in three phoneme
words.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
 Students will match pictures to the final sounds using the materials found on P.018 Letter-Sound Pyramid as found on
[FCRR Letter Sound]
Arts Integration:
 Stop Motion Animation: Students create letters with their bodies. Three -5 students lay on the floor and form a letter
with by overlapping their bodies. They photograph each letter to create posters or insert into PPT, or use Photo Story or
Moviemaker to create an animated film.
 Letter Art. Students create alphabet art projects for any letter of the alphabet. Choose from a great number of art projects
at [http://www.littlegiraffes.com/letterart.html]
 Alphabet Play Ground. Students are challenged to transform a letter into a playground structure. They must imagine a
letter and create a playground item from it. I.E. “Imagine the letter T. If T was gigantic, how could it be used on a
playground? Could you add a swing, how about a slide, maybe monkey bars?” Each child has one letter of the alphabet
to work with. They can use a marker and water wash to give the letter structure depth and a shadow like effect.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
Debbie Diller: Making the Most of Small Group
 Phonemic Awareness p. 87
 Phonics p.114
 Vocabulary p. 139
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 2 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Fountas and Pinnell: Literacy Beginnings
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
 Chapter 19 Learning about Letters and Words p.184
Instructional Delivery Focus: Guide students to blend sounds to make short /e/ CVC words utilizing the rimes /et/
and /en/. Isolate initial and final sounds, substitute initial sounds to make new words.
RF.K.2
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
Demonstrate
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
understanding of
spoken words, syllables,  Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
and sounds
blending.
(phonemes).
 Students can listen and interact with video using carpet writing, EPR paddles, etc. on the /en/ family as found on
RF.K.2.b.
[https://www.youtube.com/watch?v=PhR1eK0qOSc]
Count, pronounce, blend,
and segment syllables in
 Students can listen and interact with video using carpet writing, EPR paddles, etc. on the /et/ family as found on
spoken words.
[https://www.youtube.com/watch?v=nYpOjzSHOR0]
RF.K.2.c.
Blend and segment
onsets and rimes of
single-syllable spoken
words.
 Students can listen and follow along with the story Peg the Hen as found on [http://www.starfall.com/n/shorte/se/load.htm?f]
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
Fountas and Pinnell: Prompting Guide Part 1
 Telling about Ideas p.21
Fountas and Pinnell: Literacy Beginnings
 Chapter 6 The Critical Role of Language in Learning: Using Language to Learn p. 74
RF.K.3.b.
Associate the long and
short sounds with
common spellings
 Students can create a tree map sorting /en/ and /et/ pictures in a pocket chart. Then they can make a list of the words.
They can choose one to write a sentence and illustrate in their response journals.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 3 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
 Students can play high frequency game as found on [http://www.abcya.com/dolch_sight_word_bingo.htm]
RF.K.3.c.
Read common highfrequency words by sight.
 Students can play a high frequency word game by tossing a Koosh ball or another soft object at [Cookie Crunch Sight
Words]
RF.K.3.d.
Distinguish between
similarly spelled words by
identifying the sounds of
the letters.
Instructional Delivery Focus: Guide the students to identify high frequency words by sight in text and in isolation.
Introduce High Frequency Words “Little”, “Said”, “More”, “Here” and Rainbow Words “Help”, “Did”.
[K Words at a Glance]
 Students can fish for high frequency words using the materials found on
[http://www.littlegiraffes.com/literacysightwords.html]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 8
 Pages – 1996, 2018, 2034
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 4 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.b.
Use frequently occurring
nouns and verbs.
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
Instructional Delivery Focus: Guide the students to describe and identify familiar verbs with prompting and
support, provide additional detail.
 Students will identify and act out verbs singing and moving along with the Verb Rap found on
[https://www.youtube.com/watch?v=AHyLqPspWR0]
 Students will identify verbs by using the materials found on
[http://www.softschools.com/language_arts/grammar/verb/balloon_game/]
 Students will sing and act out verbs using the Shake Learn Verb Song found on
[https://www.youtube.com/watch?v=Pv5OaLyXhu8]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5.c.
Identify real-life
connections between
words and their use.
Theme 4: The Power of Possibilities
Unit 1: Yesterday, Today and Tomorrow
Exploration Questions:
How have things changed over time?
5. Why is important to learn about how things change?
6. What is the impact of change?
7. What is the impact when we change the environment?
8. What is technology and how does it create change?
Instructional Delivery Focus: Guide the students to review all letters and sounds utilizing songs and chants.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 5 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.1
Demonstrate
understanding of the
organization and basic
features of print.
 Students will identify letters and sounds singing the song Phonics Song 2 found on [https://www.youtube.com/watch?v=W6E1-iAH7s]
RF.K.1.d.
Recognize and name all
upper- and lowercase
letters of the alphabet.
 Students will identify the letters and sound singing to ‘Who Let the Letters Out?’ found on
[https://www.youtube.com/watch?v=iblK6O0XhLs&feature=youtu.be]
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
 Students will identify letters and sounds while sing this parody of ‘What does a Fox say?’ as found on
[https://www.youtube.com/watch?v=WtbL3byFa18]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and ending sounds,
using pictures, letter cards and games.
RF.K.2
 Students can match words to their initial sounds in [Letter - Sound Car Park] using Smart Technology
Demonstrate
understanding of
 Students can identify the beginning sounds by looking at a picture and uncovering the sound under the picture using the
spoken words, syllables,
materials found on K-1st Grade Reading – [Beginning Consonant Sound.notebook]
and sounds
(phonemes).
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 6 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
 Students will sort pictures in a pocket chart under the corresponding beginning sounds
RF.K.2.d.
Isolate and pronounce the
initial, medial, and final
sounds in three phoneme
words.
 Students will sort and identify ending sounds of pictures P.017 Letter Bags as found on [FCRR Letter Sound]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
Instructional Delivery Focus: Guide students to blend sounds to make short /e/ CVC words utilizing the rimes /ed/
and /ell/. Isolate initial and final sounds, substitute initial sounds to make new words.
RF.K.2
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
Demonstrate
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
understanding of
spoken words, syllables,  Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
and sounds
blending.
(phonemes).
 Students will watch and interact with word family video as found on [https://www.youtube.com/watch?v=H2aqKNc00Vc]
RF.K.2.b.
Count, pronounce, blend,  Students will watch and interact with word family on Phonics Word Families found on
and segment syllables in
[https://www.youtube.com/watch?v=ggcr7hMInVE]
spoken words.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 7 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.2.c.
Blend and segment
onsets and rimes of
single-syllable spoken
words.
RF.K.2.e.
Add or substitute
individual sounds in
simple, one-syllable words
to make new words.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.b.
Associate the long and
short sounds with
common spellings
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
Arts Integration:
 Aboriginal Dot Letters: After introducing students to the aboriginal dot art, they create dot art letters using fingerprints,
q-tips etc. [see Aboriginal Art and Music PPT].
 Sculpting a Model Alphabet with Clay Coils: Students select a letter to create out of clay or play dough. Provide
information about sculpting with clay. For more information about how to make coils and clay see
[https://www.youtube.com/watch?v=SA-rGYh2UH0] On a plastic place mat, students roll the clay/dough into a coil. To
make one carefully roll a lump of clay with all 8 fingers so that it is a nice and even thickness. Students then shape the
coil into their letters. A craft stick can cut the dough if needed. Also, the dough can be rolled flat, with the craft stick used
to cut out the letter.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
I’ve DIBEL’d Now What? Next Edition
 p.208 – Red Light, Green Light
 p.213 – Bad Egg
 p.216 – Build A Tower
 p.230 – Go Fish
Debbie Diller: Making the Most of Small Groups
 Phonemic Awareness p. 87
 Phonics p. 114
Fountas and Pinnell: Literacy Beginnings
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
 Chapter 19 Learning about Letters and Words p.184
LK.1.a.
Print many upper- and
lowercase letters.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 8 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.c.
Read common highfrequency words by sight.
RF.K.3.d.
Distinguish between
similarly spelled words by
identifying the sounds of
the letters.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.b.
Use frequently occurring
nouns and verbs.
Instructional Delivery Focus: Guide the students to identify high frequency words by sight in text and in isolation.
Introduce High Frequency Words “He”, “She” and Rainbow Words "Little", "She".
[K Words at a Glance]
 Students will listen and interact with the video on many high frequency words including “she” as found on
[https://www.youtube.com/watch?v=Rs1Sr-AtK3Y]
 Students can read high frequency word books as found on
[http://www.hubbardscupboard.org/sight_words.html#ABCorder]
 Students can play word bingo using the primer tab as found on [http://www.abcya.com/dolch_sight_word_bingo.htm]
 Students can find high frequency words while playing [Flashlight Site Words] using Smart Technology
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 9
 Pages – 2088, 2110, 2126, 2132
Instructional Delivery Focus: Guide the students to describe and identify familiar verbs with prompting and
support, provide additional detail.
 Students can interact with this video by acting out the verbs as found on
[https://www.youtube.com/watch?v=Q2gCrABrj_U]
 Students can listen and act out the verb commands given in this video as found on
[https://www.youtube.com/watch?v=Mp4UtYNxZLg]
Resources:
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 9 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
LK.1.f.
Produce and expand
complete sentences in
shared language
activities.
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
LK.5.c.
Identify real-life
connections between
words and their use.
LK.5.d.
Distinguish shades of
meaning among verbs
describing the same
general action by acting
out meanings.
RF.K.2
Instructional Delivery Focus: Guide students to identify words with up to four syllables, using pictures, word cards
Demonstrate
and games.
understanding of
spoken words, syllables,  Students can listen and interact with the video on syllables as found on
and sounds
[https://www.youtube.com/watch?v=TvcgVRULaWw]
(phonemes).
RF.K.2.b.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 10 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Count, pronounce, blend,
and segment syllables in
spoken words.
 Students can listen and interact with the video on syllables as found on
[https://www.youtube.com/watch?v=S2KbKjWFiwk]
 Students will clap out syllables in words PA.016 Syllables: Clapping Names as found on [FCRR Segment]
Arts Integration:
 Syllables: Ask students to change the BEST dance elements according to the number of syllables. Say words aloud.
Ex: “Rhinoceros has four syllables, so make four shapes as I say pronounce each one.” Vary the elements (time, energy
etc) during the word repetitions.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
Instructional Delivery Focus: Guide students to identify that two words make a compound word using pictures,
word cards, and games.
 Students can play compound word games as found on
[http://www.learninggamesforkids.com/vocabulary_games/compound-words.html]
 Students can identify the compound words while singing to the Compound Boogie found on
[https://www.youtube.com/watch?v=T0X7xMDXmc8&feature=youtu.be]
 Students can identify compound words while singing to Song About Compound Words found on
[https://www.youtube.com/watch?v=RoX9ojwca8M]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
Theme 4: The Power of Possibilities
Unit 1: Yesterday, Today and Tomorrow
Exploration Questions:
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 11 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
How have things changed over time?
9. How has technology changed the way we play?
10. How has technology change the way we communicate?
11. How has technology changed the way we travel?
12. How can I use technology safely?
RF.K.1
Demonstrate
understanding of the
organization and basic
features of print.
RF.K.1.d.
Recognize and name all
upper- and lowercase
letters of the alphabet.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Instructional Delivery Focus: Guide the students to review all letters and sounds utilizing songs and chants as
needed.
 Students will identify letters and sounds singing the song Phonics Song 2 found on [https://www.youtube.com/watch?v=W6E1-iAH7s]
 Students will identify the letters and sound singing to ‘Who Let the Letters Out?’ found on
[https://www.youtube.com/watch?v=iblK6O0XhLs&feature=youtu.be]
Arts Integration:
 Brain Dance. Use this series of movements to activate learning. [Link PPT Brain Dance and sequence hints sheet for
BD]. Add your own style with freestyle in the theme you are studying [we used animals], and with music that shows a
broad cultural experience.
 Phonic Shapes. Ask students to make [see The Elements of Dance PPT and sequence hints sheet] shapes with his/her
body to accompany sound/letter:
 Soft shapes for c and g words and hard shapes for hard c and g. (city, giraffe, cat, go, gone)
 Sustained movements for vowels (can be held continuously) Make body long or short depending on the sound you hear
in hat, hate, cot, coat.
 Bound (like walking through peanut butter) moves for consonants that make stop sounds (b, p, t, hard c, k, d, hard g, j,
v) and sustained for constants such as s, l, r, m, and n.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
Resources:
many of the most frequent FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
sound for each
Treasures – All Manuals
consonant.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 12 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and ending sounds,
RF.K.2
using pictures, letter cards and games as needed.
Demonstrate
understanding of
 Students will play a game matching beginning or ending sounds as found on
spoken words, syllables,
[http://www.professorgarfield.org/phonics/fishing/fishing.html]
and sounds
(phonemes).
 Students will listen and interact with the video identifying ending sounds as found on
[https://www.youtube.com/watch?v=bWgxuQdDFHM]
RF.K.2.d.
Isolate and pronounce the  Students will play a game matching beginning, medial, or ending sounds using Smart Technology as found on
initial, medial, and final
[https://www.youtube.com/watch?v=OFSyf25P15A]
sounds in three phoneme
words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
RF.K.3
Treasures – All Manuals
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
Instructional Delivery Focus: Guide students to blend sounds to make short /u/ CVC words utilizing the rimes /ut/
and /ug/. Isolate initial and final sounds, substitute initial sounds to make new words.
RF.K.2
Demonstrate
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
understanding of
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
spoken words, syllables,
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 13 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
and sounds
(phonemes).
RF.K.2.b.
Count, pronounce, blend,
and segment syllables in
spoken words.
RF.K.2.c.
Blend and segment
onsets and rimes of
single-syllable spoken
words.
 Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
blending.
 Students will interact the /ut/ word family video by segmenting and blending using rug writing or white boards as found on
[https://www.youtube.com/watch?v=qmUDgSgrGcU]
 Students will interact with /ug/ word family video by segmenting and blending using rug writing or white boards as found
on [https://www.youtube.com/watch?v=kl-jsQm2CQw&index=5&list=PLe5MVpQEpeca7i_Hb7f-mntJZ2FW8_lKV]
Arts Integration:
 Freeze Frame Letters. Introduce drama technique of Freeze Frame (see PPT introducing Freeze Frame Drama
Strategy) Students become the letters of the alphabet and freeze. Don't worry about accuracy. They might try to spell
their own names, or vocabulary and spelling words.
RF.K.2.e.
Add or substitute
individual sounds in
Resources:
simple, one-syllable words FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
to make new words.
Treasures - All Manuals
I’ve DIBEL’d Now What? Next Edition
RF.K.3
 p.208 – Red Light, Green Light
Know and apply grade p.214 – Mini Scramble
level phonics and word
 p.216 – Build A Tower
analysis skills in
 p.226 – Roll A Word
decoding words.
Debbie Diller: Making the Most of Small Groups
 Phonemic Awareness p. 87
RF.K.3.b.
 Phonics p. 114
Associate the long and
Fountas
and Pinnell: Literacy Beginnings
short sounds with

Chapter
8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
common spellings
 Chapter 19 Learning about Letters and Words p.184
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Standard English
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 14 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
grammar and usage
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.c.
Read common highfrequency words by sight.
Instructional Delivery Focus: Guide the students to identify high frequency words by sight in text and in isolation.
Introduce High Frequency Words “Look”, “Has” and Rainbow Words "How", "What".
[K Words at a Glance]
 Students will sing, dance, and interact with this sight word video on the word look as found on
[https://www.youtube.com/watch?v=9OemDxJtFzc]
 Students will play [Monster Sight Words]
 Students will identify sight words by playing a game called [SPLAT].
 Students will play a game using Smart Technology Sight Words Balloon Pop as found on
[http://www.education.com/games/sight-words-balloon-pop/]
 Students will play a game to review high frequency words using Smart Technology [Cookie Crunch Sight Words]
LK.5
With guidance and
support from adults,
explore word
relationships and
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 9
Pages – 2172, 2194, 2210
Instructional Delivery Focus: Guide students to identify opposites using pictures, word cards, songs and games.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
nuances in word
meanings.
LK.5.b.
Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
them to their opposites
(antonyms).
RF.K.2
Demonstrate
understanding of
spoken words syllables,
and sounds
(phonemes).
RF.K.2.b.
Count, pronounce, blend,
and segment syllables in
spoken words.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
 Students will sing along to the opposite song found on [https://www.youtube.com/watch?v=TW4OQxUVjiE]
 Students will identify opposites singing along to The Opposites Song found on
[https://www.youtube.com/watch?v=HGeuA4iJ8vI]
 Students will act out and use picture cards to match opposites using the materials found on [Match Opposites]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Instructional Delivery Focus: Guide students to identify words with up to four syllables, using pictures, word cards
and games.
 Students will listen and interact with the video on syllables found on [https://www.youtube.com/watch?v=lY8JG85nxmQ]
 Students will sort picture cards on a tree map to identify the number of syllables in the word.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Instructional Delivery Focus: Guide the students to describe and identify familiar verbs with prompting and
support, provide additional detail.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
LK.1.b.
Use frequently occurring
nouns and verbs.
 Students can interact with this video by acting out the verbs as found on
[https://www.youtube.com/watch?v=Q2gCrABrj_U]
 Students can listen and act out the verb commands given in this video as found on
[https://www.youtube.com/watch?v=Mp4UtYNxZLg]
LK.1.f.
Produce and expand
 Students will watch a video on verbs as found on [https://jr.brainpop.com/readingandwriting/word/verbs/]
complete sentences in
shared language activities. Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
LK.5.c.
Identify real-life
connections between
words and their use.
LK.5.d.
Distinguish shades of
meaning among verbs
describing the same
general action by acting
out the meanings.
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Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Theme 4: The Power of Possibilities
Unit 1: Yesterday, Today and Tomorrow
Exploration Questions:
How have things changed over time?
13. How can I use technology safely?
14. How can we use technology to solve a problem?
Unit 2: We Can Change the World
Exploration Questions:
How can we solve problems in our world?
1. What do we have the power to change in our environment?
2. How do we make a plan to solve the problem of loss of habitat?
3. How do we carry out our plan to restore habitat?
Instructional Delivery Focus: Guide the students to review all letters and sounds utilizing songs and chants as
needed.
RF.K.1
Demonstrate
understanding of the
organization and basic
features of print.
RF.K.1.d.
Recognize and name all
upper- and lowercase
letters of the alphabet.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
 Students will sing along with the traditional ABC song using this video as found on
[http://www.dailymotion.com/video/xhsz7e_abc-song-nursery-rhymes_music]
 Students will sing along with the ABC rap as found on [https://www.youtube.com/watch?v=36IBDpTRVNE&t=22]
Arts Integration:
 Shake Hands/Create letter shapes. Introduce BEST elements of Dance [The Elements of Dance PPT] practice making
non-locomotion (stay in a spot) shapes with their bodies. Then tell students that they will be concentrating on Body and
Space as they locomote (move in a direction) around the room. Start by introducing shake and freeze: Students walk
around the room and shake hands with one another until the music stops and they stop. They then have a partner with
whom they can stay frozen, and individually change the shape of connection. This is the start of seeing how dance moves
reflect shapes in our bodies. Then have students stop and create letter shapes by holding hands with their partners.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
 Letter Chant: Students individually make letter shapes with their bodies. Consider using the following chant to prompt the
activity [http://alphabetrockers.com/how-to-teach-letters-through-dance/]. This activity can be used to try out a new
spelling word as well, where you spell it in time, and create the letter with your body with each spoken letter:
We make letters with our bodies
We make letters with our bodies
We make letters with our bodies like this!
or letter specific:
We make T’s with our bodies
We make T’s with our bodies
We make T’s with our bodies like this!
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and ending sounds,
RF.K.2
using pictures, letter cards and games as needed.
Demonstrate
understanding of
 Students will create a tree map by sorting pictures and/or words by their medial sounds/short vowel sounds.
spoken words, syllables,
and sounds
 Students will play a game in order to identify the ending sound for the picture using Smart Board Technology Smartboard
(phonemes).
[Name That Sound].
RF.K.2.d.
Isolate and pronounce the
initial, medial, and final
sounds in three phoneme
words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.2.e.
Add or substitute
individual sounds in
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 19 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
simple one syllable words
to make new words.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
RF.K.2
Demonstrate
understanding of
spoken words, syllables,
and sounds
(phonemes).
RF.K.2.b.
Count, pronounce, blend,
and segment syllables in
spoken words.
RF.K.2.c.
Blend and segment
onsets and rimes of
Instructional Delivery Focus: Guide students to blend sounds to make short /u/ CVC words utilizing the rimes
/ump/ and /uck/. Isolate initial and final sounds, substitute initial sounds to make new words.
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
 Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
blending.
 Students will read along and identify words in the /ump/ word family using this video as found on
[https://www.youtube.com/watch?v=pVAWZfckYLc]
 Students will read along and identify words in the /uck/ word family using this video as found on
[https://www.youtube.com/watch?v=BvdBuqQNrFs]
Kindergarten Curriculum
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3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
single-syllable spoken
words.
 Students will segment and blend words using medial short u P.030 Onset and Rime: Word Swat as found on [FCRR
Onset Rime]
RF.K.2.e.
 Students will review CVC words with all short medial vowels P.027 Onset and Rime: Picture the Word as found on [FCRR
Add or substitute
Onset Rime]
individual sounds in
simple, one-syllable words Resources:
to make new words.
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.3
I’ve DIBEL’d Now What? Next Edition
Know and apply grade p.215-222 – Intervention Activities for Phoneme Segmentation
level phonics and word
 p.223-240 - Intervention Activities for Nonsense Word Fluency
analysis skills in
Debbie Diller: Making the Most of Small Groups
decoding words.
 Phonemic Awareness p. 87
 Phonics p. 114
RF.K.3.b.
 Vocabulary p. 139
Associate the long and
Fountas and Pinnell: Literacy Beginnings
short sounds with
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
common spellings
 Chapter 19 Learning about Letters and Words p.184
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.c.
Read common highfrequency words by sight.
Instructional Delivery Focus: Guide the students to identify high frequency words by sight in text and in isolation.
Introduce High Frequency Words “She”, “He”, “Has”, “Look” and Rainbow Words "Then", "Where".
[K Words at a Glance]
 Students can read and isolate high frequency in text as found on
[http://www.hubbardscupboard.org/sight_words.html#ABCorder]
 Students can identify the high frequency words using the materials from P.046 Word Bowling found on
[https://www.youtube.com/watch?v=xJIKrATWewM]
 Students can identify the high frequency words using a Koosh ball or other soft object to strike the cookie in order to
reveal sight words using Smart Technology [Cookie Crunch Sight Words]
 Students can listen and interact with the video on the high frequency word look as found on
[http://www.havefunteaching.com/videos/sight-word-videos/look-video]
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
LK.5.b.
Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
them to their opposites
(antonyms).
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 9
 Pages – 2256, 2278, 2294
Instructional Delivery Focus: Guide students to identify opposites using pictures, word cards, songs and games.
 Students will participate in a movement activity using the [Opposite Cheer] by Dr. Jean.
 Students will identify the opposite using the Opposites Game found on
[https://www.youtube.com/watch?v=xJIKrATWewM]
 Students will act out opposites singing and moving to the Opposites Action and Dance Song found on
[https://www.youtube.com/watch?v=5kFU__btMG4]
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
RF.K.2
Demonstrate
understanding of
spoken words syllables,
and sounds
(phonemes).
RF.K.2.b.
Count, pronounce, blend,
and segment syllables in
spoken words.
Instructional Delivery Focus: Guide students to identify words with up to four syllables, using pictures, word cards
and games.
 Students will participate in a movement activity for syllables using the materials from PA.018 Syllable Hopscotch found on
[FCRR Syllable]
 Students will sort picture cards identifying the number of syllables in a word using the materials from PA.017 Feed the
Animals found on [FCRR Segment]
 Students will sort picture cards on a graph identifying the number of syllables using the materials from PA.019 Syllable
Graph found on [FCRR Segment]
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.1.b.
Use frequently occurring
nouns and verbs.
 Students can interact with this video by acting out the verbs as found on
[https://www.youtube.com/watch?v=Q2gCrABrj_U]
Instructional Delivery Focus: Guide the students to describe and identify familiar verbs with prompting and
support, provide additional detail.
 Students can listen and act out the verb commands given in this video as found on
LK.1.f.
[https://www.youtube.com/watch?v=Mp4UtYNxZLg]
Produce and expand
complete sentences in
 Students can watch a video on verbs as found on Students will watch a video on verbs as found on
shared language activities.
[https://jr.brainpop.com/readingandwriting/word/verbs/]
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 23 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5.c.
Identify real-life
connections between
words and their use.
LK.5.d.
Distinguish shades of
meaning among verbs
describing the same
general action by acting
out the meanings.
Theme 4: The Power of Possibilities
Unit 2: We Can Change the World
Exploration Questions:
How can we solve problems in our world?
4. How do we make a plan to solve the problem of too much trash in our world?
5. How do we carry out our plan to reduce trash?
6. How do we make a plan to solve the problem of pollution in our world?
Instructional Delivery Focus: Guide students to isolate and pronounce initial, medial vowel, and final sounds in
RF.K.2
words and add or substitute individual sounds.
Demonstrate
understanding of
 Students will sort pictures with short and long vowel sounds PA.008 Phoneme Matching Vowel Picture Sort as found on
spoken words, syllables,
[FCRR Matching]
and sounds
(phonemes).
 Students will manipulate phonemes in words PA.020 Final Phoneme Pie as found on [FCRR Manipulating]
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.2.d.
 Students will manipulate beginning, middle, and ending sounds using this interactive activity as found on
Isolate and pronounce the
[http://www.scholastic.com/dodea/module_2/topic2.htm]
initial, medial vowel and
final sounds (phonemes)
Arts Integration:
in three-phoneme/CVC
words.
 Bending Bodies ABC: Using a choice of three letters of the alphabet, show the letters on the board or screen. Tell the
children to form the shape of the letter with their bodies. They have to say the sound of the letter as they manipulate their
RF.K.2.e.
bodies in to the shape. At every following lesson, the teacher can add new letters to their repertoire.
Add or substitute
individual sounds
 Alphabet Drama: Students must perform (move, make sounds) like a person or animal that begins with a letter of the
(phonemes) in simple,
alphabet. For example, a kindergartner can buzz around the room like a bee, making a "B for buzz" noise.
one-syllable words to
make new words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one to one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
Instructional Delivery Focus: Guide students to blend sounds to make long /a/ VCE/VV words utilizing the rimes
/ake/ and /ay/. Isolate initial and final sounds, substitute initial sounds to make new words.
RF.K.2
Demonstrate
understanding of
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 25 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
spoken words, syllables,  Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
and sounds
blending.
(phonemes).
 Students will interact with video on a_e as found on [https://www.youtube.com/watch?v=krad_5lR80M]
RF.K.2.b.
Count, pronounce, blend,  Students will interact with video on silent e words as found on [https://www.youtube.com/watch?v=mnanlcyRuuI]
and segment syllables in
spoken words.
 Students will read along with video on a_e words as found on [http://www.starfall.com/n/long-a/la/load.htm?f]
RF.K.2.c.
Blend and segment
onsets and rimes of
single-syllable spoken
words.
 Students will read along with the book on /ay/ family words as found on
[https://www.youtube.com/watch?v=VKuIJ6EVnlw]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.2.e.
Debbie Diller: Making the Most of Small Group
Add or substitute
 Phonemic Awareness p. 87
individual sounds in
 Phonics p. 114
simple, one-syllable words
 Vocabulary p. 139
to make new words.
Fountas and Pinnell: Literacy Beginnings
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.b.
Associate the long and
short sounds with
common spellings
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 26 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Standard English
grammar and usage
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.c.
Read common highfrequency words by sight.
Instructional Delivery Focus: Guide the students to identify high frequency words by sight in text and in isolation.
Introduce High Frequency Words “My”, “With” and Rainbow Words "Make", "Get".
[K Words at a Glance]
 Students can read and isolate high frequency in text as found on
[http://www.hubbardscupboard.org/sight_words.html#ABCorder]
 Students can identify the high frequency words using the materials from P.046 Word Bowling found on
[https://www.youtube.com/watch?v=xJIKrATWewM]
 Students can identify the high frequency words using a Koosh ball or other soft object to strike the cookie in order to
reveal sight words using Smart Technology [Cookie Crunch Sight Words]
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 10
 Pages – 2348, 2370, 2386
Instructional Delivery Focus: Guide the students to describe and identify familiar plural nouns with prompting and
support, provide additional detail.
 Students can watch a video on plural nouns as found on
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 27 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
[https://cdn-jr.brainpop.com/readingandwriting/word/pluralnouns/]
LK.1.b.
Use frequently occurring
nouns and verbs.
 Students will watch and interact with the video explaining adding suffixes _s and _es as found on
[https://www.youtube.com/watch?v=jyoGmyx8ipw]
LK.1.c.
Resources:
Form regular plural nouns FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
orally by adding /s/ or /es/.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.b.
Use frequently occurring
nouns and verbs.
Instructional Delivery Focus: Guide the students to describe and identify familiar verbs with prompting and
support, provide additional detail.
 Students will listen and interact with the video as found on [https://www.youtube.com/watch?v=Mp4UtYNxZLg]
 Students will identify and act out verbs by playing Verb Charades Verb Charades
How to play: The teacher whispers a verb in a student’s ear. The student must then act out the verb using charades. The
rest of the group must guess the action.
LK.1.f.
Produce and expand
complete sentences in
 Students will take a brain break while following directions using verb commands as found on
shared language activities.
[https://www.youtube.com/watch?v=Qr9ge4XGUYs]
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5.b.
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Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
them to their opposites
(antonyms).
LK.5.c.
Identify real-life
connections between
words and their use.
LK.5.d.
Distinguish shades of
meaning among verbs
describing the same
general action by acting
out the meanings.
Theme 4: The Power of Possibilities
Unit 2: We Can Change the World
Exploration Questions:
How can we solve problems in our world?
7. How do we carry out our plan to reduce pollution?
8. How do we know our plans are working?
9. Who has the power to solve problems in our community?
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and ending sounds,
RF.K.2
using pictures, letter cards and games as needed.
Demonstrate
understanding of
 Students will create a tree map by sorting pictures and/or words by their medial sounds/short vowel sounds.
spoken words, syllables,
and sounds
 Students will play a game in order to identify the ending sound for the picture using Smart Board Technology [Name That
(phonemes).
Sound].
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3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.2.d.
Isolate and pronounce the
initial, medial, and final
sounds in three phoneme
words.
Arts Integration:
RF.K.2.e.
Add or substitute
individual sounds in
simple one syllable words
to make new words.
 Writing Pantomime: Students write their name or identified words in the air with various parts of their body and with
different tempos and moods when prompted by teacher.
 Spiced-Up Story Time: Pick a few different picture books that feature the alphabet, such as "Alphabet City" by Stephen
Johnson, "Amazon Alphabet" by Martin Jordan or "The Butterfly Alphabet" by Kjell B. Sandved. Have the child pick out
the different letters, naming them for himself and then using them in his own alphabet-themed story or role play.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
Instructional Delivery Focus: Guide students to blend sounds to make long /i/ VCE/VV words utilizing the rimes
/ike/. Isolate initial and final sounds, substitute initial sounds to make new words.
RF.K.2
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
Demonstrate
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
understanding of
spoken words, syllables,  Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
and sounds
blending.
(phonemes).
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.2.b.
Count, pronounce, blend,
and segment syllables in
spoken words.
 Students can blend long /i/ VCE words to match to pictures using this interactive game as found on
[http://www.starfall.com/n/make-a-word/long-i/load.htm?f]
 Students can play a game manipulating phonemes to create long I words as found on [http://www.starfall.com/n/make-aword/long-i/load.htm?f]
RF.K.2.c.
Blend and segment
onsets and rimes of
single-syllable spoken
words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures - All Manuals
I’ve DIBEL’d Now What? Next Edition
 p.232 – CVC Bingo
RF.K.2.e.
 p.235 – Kaboom!
Add or substitute
 p.238 – This is Nuts!
individual sounds in
Fountas and Pinnell: Literacy Beginnings
simple, one-syllable words
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
to make new words.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.b.
Associate the long and
short sounds with
common spellings
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.c.
Read common highfrequency words by sight.
Instructional Delivery Focus: Guide the students to identify high frequency words by sight in text and in isolation.
Introduce High Frequency Words “Me”, “Where” and Rainbow Words "Come", "Saw".
[K Words at a Glance]
 Students will read and interact with the high frequency video as found on
[https://www.youtube.com/watch?v=KXlQgIxn5yk]
 Students will sing and dance as they review their high frequency words as found on
[https://www.youtube.com/watch?v=idexNu0SZpU&list=PLc_MxIxqCI_pUDUS7KXlDCuz_FEIjjvMk]
 Students will sing and interact with the video on 5 w's in writing as found on [https://www.youtube.com/watch?v=vXWK1L41f0]
 Students can play a game P.046 Word Bowling as found on [FCRR HF Words]
 Students will identify high frequency words by making Word Necklaces as found on [ReadSource Phonics]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 10
 Pages – 2432, 2454, 2470
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
Instructional Delivery Focus: Guide the students to describe and identify familiar nouns and verbs with prompting
and support, provide additional detail.
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
when writing or
speaking.
 Students will identify and interact with nouns using the Noun Song found on
[https://www.youtube.com/watch?v=MZcka8Zg-uc]
LK.1.b.
Use frequently occurring
nouns and verbs.
 Students will identify nouns as a person, place or thing interacting with the video found on
[https://www.youtube.com/watch?v=iLAVz4DzlO8]
 Students will identify and interact with nouns using the Schoolhouse Rock-What is A Noun found on
LK.1.f.
[https://www.youtube.com/watch?v=WWZpLS1I6uM]
Produce and expand
complete sentences in
 Students will identify verbs interacting with the video found on [https://www.youtube.com/watch?v=WWZpLS1I6uM]
shared language activities.
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
 Students will identify verbs using the verb game found on
[http://www.softschools.com/language_arts/grammar/verb/balloon_game/]
 Students will review verbs singing to the Shake Learn Verb song found on
[https://www.youtube.com/watch?v=Pv5OaLyXhu8]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5.b.
Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
them to their opposites
(antonyms).
LK.5.c.
Identify real-life
connections between
words and their use.
LK.5.d.
Distinguish shades of
meaning among verbs
describing the same
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
general action by acting
out the meanings.
Theme 4: The Power of Possibilities
Unit 3: I Can Change the World
Exploration Questions:
How can I make a change?
1. What problems in my community can I solve?
2. What information do I need to help me solve my problem?
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and ending sounds,
RF.K.2
using pictures, letter cards and games as needed.
Demonstrate
understanding of
 Students will create a tree map by sorting pictures and/or words by their medial sounds/short vowel sounds.
spoken words, syllables,
and sounds
 Students will play a game in order to identify the ending sound for the picture using Smart Board Technology [Name That
(phonemes).
Sound].
RF.K.2.d.
 Students will listen and interact video on the alphabet as found on [http://www.havefunteaching.com/videos/alphabetIsolate and pronounce the
videos/alphabet-video]
initial, medial, and final
sounds in three phoneme  Students will review any letter and sounds as needed through this video as found on
words.
[http://www.havefunteaching.com/videos/alphabet-videos/letter-a-video]
RF.K.2.e.
Add or substitute
individual sounds in
simple one syllable words
to make new words.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Arts Integration:
 Sing letter sounds. Professional singers warm up using vowels (warm up the throat) and other letter sounds (consonant
stops). Students can imitate opera singers by singing any song (like Happy Birthday) with a single letter sound.
 Repeat a Beat/Letter (Ostinato). Say/sing a letter and repeat it a number of times. You might create a pattern by
tapping a table, adding a clap, and/or repeating it in such a way that you create a particular pattern. Tell students to listen
carefully and count how many times they hear the letter. Then they repeat the sound/pattern exactly. Then, let students
take turns making letter sounds ostinati while others count and echo the pattern. [see Bang a Gong: Let’s Create a Song
PDF] Ostinato story options:
 Option: provide students with rhythm instruments (sticks, tambourines, drums). Leader plays different rhythms to
accompany their letter or story ostinato.
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.3.a.
 Option: Students play/perform their ostinati in different speeds (tempo). Teacher can act as maestro and lead the letter
Demonstrate basic
orchestra. Have them try singing their letters song accelerando (faster and faster). Add dynamic changes like
knowledge of one-to-one
crescendo and decrescendo (get louder and getting softer) or use staccato (choppy) or legato (very smooth).
letter-sound
correspondences by
 Sound Substitution. Phonological and phonemic awareness can be developed by singing songs and changing the
producing the primary or
sounds of the letters. Ex: I like to Eat, Eat, Eat Apples and Bananas. The song is changed by substituting vowels to
many of the most frequent
short and long sounds like I like to eat oat, oat, oat, oples and bononos.
sound for each
consonant.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
Instructional Delivery Focus: Guide students to blend sounds to make long /o/ words including the o_e spelling.
Isolate initial and final sounds, substitute initial sounds to make new words.
RF.K.2
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
Demonstrate
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
understanding of
spoken words, syllables,  Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
and sounds
blending.
(phonemes).
 Students will identify how a word changes from short /o/ to long /o/ interacting with the video found on
RF.K.2.b.
[https://www.youtube.com/watch?v=SUp-nnGusvk]
Count, pronounce, blend,
and segment syllables in
 Students will play a game manipulating phonemes to make long /o/ words as found on [http://www.starfall.com/n/make-aspoken words.
word/long-o/load.htm?f]
RF.K.2.c.
Blend and segment
onsets and rimes of
single-syllable spoken
words.
RF.K.2.e.
Add or substitute
individual sounds in
 Students will interact and manipulate the silent e to make long o words as found on
[https://www.youtube.com/watch?v=SUp-nnGusvk]
 Students will explore vowel teams as found on [https://www.youtube.com/watch?v=o84ndBQU6vQ]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 10
Kindergarten Curriculum
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3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
simple, one-syllable words Fountas and Pinnell: Literacy Beginnings
to make new words.
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.b.
Associate the long and
short sounds with
common spellings
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Instructional Delivery Focus: Guide the students to identify high frequency words with, my, me and where sight in
text and in isolation. Introduce High Frequency Words “With”, “My”, “Me”, “Where”.
[K Words at a Glance]
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Theme 4 | Foundational Literacy Skills
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.3.c.
Read common highfrequency words by sight.
 Students will play this flashlight game that identifies many high frequency words using Smartboard Technology [Flashlight
Site Words]
 Students will play this Koosh ball game that identifies many high frequency words using Smartboard Technology [Cookie
Crunch Sight Words]
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – Unit 10
 Pages – 2516, 2538, 2554
Instructional Delivery Focus: Guide the students to describe and identify familiar adjectives with prompting and
support, provide additional detail.
 Students will identify adjectives from the song Big, Big, Big (Adjective Song) found on
[https://www.youtube.com/watch?v=3JZi2oDvPs4]
LK.1.f.
Produce and expand
 Students will identify adjectives from the video found on [https://www.youtube.com/watch?v=3JZi2oDvPs4]
complete sentences in
shared language activities.  Students will identify adjectives from the song, Paint The Way found on [https://www.youtube.com/watch?v=5hIqdPrH--k]
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5.b.
Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
them to their opposites
(antonyms).
LK.5.c.
Identify real-life
connections between
words and their use.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Instructional Delivery Focus: Guide the students to describe and identify how words change meanings by adding
endings such as -ing and -ed with prompting and support, provide additional detail.
 Students will be introduced to inflectional endings and how words change by using endings
[https://www.youtube.com/watch?v=J1UwR97CUYY]
 Students can contribute to a tree map changing a root word by adding the endings ed and ing
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Theme 4: The Power of Possibilities
Unit 3: I Can Change the World
Exploration Questions:
How can I make a change?
3. How do I make a plan to solve a problem in my community?
4. How will I take action to solve a problem in my community?
RF.K.2
Demonstrate
understanding of
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and ending sounds,
using pictures, letter cards and games as needed.
 Students will review letters and sounds as found on [http://www.starfall.com/n/level-k/letter-a/load.htm?f]
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 38 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
spoken words, syllables,
and sounds
 Students will review letters and sounds as found on [http://www.abcya.com/alphabet_matching_game.htm]
(phonemes).
 Students will review letters and sounds by playing a game requiring [Letter - Sound Car Park] Smart Technology
RF.K.2.d.
Isolate and pronounce the Arts Integration:
initial, medial, and final
sounds in three phoneme  Singing Words. Lead students in singing, chanting, cheering, clapping and snapping letters and syllables in spelling or
words.
vocabulary word. Use forte, piano, crescendo and other terms to change the volume and speed of each word. Option: do
body spelling to background music with a beat.
RF.K.2.e.
Add or substitute
 Song Cut-Up. Allow students to sort words, phrases and lines of a song into categories (parts of speech, syllables,
individual sounds in
alphabetical).
simple one syllable words
to make new words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
RF.K.3
Treasures – All Manuals
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
RF.K.2
Demonstrate
understanding of
Instructional Delivery Focus: Guide students to blend sounds to make long /e/ words including those with the _ee
and _ea spelling. Isolate initial and final sounds, substitute initial sounds to make new words.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 39 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
spoken words, syllables, Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
and sounds
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
(phonemes).
 Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
RF.K.2.b.
blending.
Count, pronounce, blend,
and segment syllables in
 Students will interact with video on /ee/ words as found on [https://www.youtube.com/watch?v=D9Z1YyYBcig]
spoken words.
 Students will make words with long /ee/ sound using the video found on [http://www.starfall.com/n/make-a-word/longRF.K.2.c.
e/play.htm?f]
Blend and segment
onsets and rimes of
 Students will interact with video on /ee/ and /ea/ words as found on
single-syllable spoken
[https://www.youtube.com/watch?v=lVnYfXCzVd4&list=PLMcAH-Z8X-ihgnLBAT7BIaQysez3Glz91]
words.
Resources:
RF.K.2.e.
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Add or substitute
Treasures – Unit 10
individual sounds in
Fountas and Pinnell: Literacy Beginnings
simple, one-syllable words
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
to make new words.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.b.
Associate the long and
short sounds with
common spellings
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 40 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Standard English
grammar and usage
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Instructional Delivery Focus: Guide the students to identify and review all high frequency words and rainbow
words in text and in isolation as needed. [K Words at a Glance]
RF.K.3.c.
Read common highfrequency words by sight.
 Students will play a game using Smart Technology [Cookie Crunch Sight Words]
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.f.
 Students will sing and interact with video reviewing many high frequency words as found on
[https://www.youtube.com/watch?v=1rmYfo84hyg]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Instructional Delivery Focus: Guide the students to describe and identify familiar adjectives with prompting and
support, provide additional detail.
 Students will identify and review adjectives interacting with the video found on
[https://www.youtube.com/watch?v=qRKrtiFhD5c]
 Students will interact with the song Come and Go Around With Adjectives found on
[https://www.youtube.com/watch?v=L4bflA6iTJE]
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 41 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
Produce and expand
Resources:
complete sentences in
shared language activities. FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
LK.5.b.
Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
them to their opposites
(antonyms).
LK.5.c.
Identify real-life
connections between
words and their use.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Instructional Delivery Focus: Guide the students to describe and identify how words change meanings by adding
endings such as -ing and -ed with prompting and support, provide additional detail.
 Students will be introduced to inflectional endings and how words change by using endings
[https://www.youtube.com/watch?v=J1UwR97CUYY]
 Students can contribute to a tree map changing a root word by adding the endings ed and ing
Resources:
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 42 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Theme 4: The Power of Possibilities
Unit 3: I Can Change the World
Exploration Questions:
How can I make a change?
5. What challenges am I facing that might prevent me from taking action?
6. What impact will my actions have on my community?
7. How can I share my plan with others?
Instructional Delivery Focus: Guide students to match letters to the corresponding beginning and ending sounds,
RF.K.2
using pictures, letter cards and games as needed.
Demonstrate
understanding of
 Students will review any letters and sounds needed as found on [http://www.havefunteaching.com/videos/alphabetspoken words, syllables,
videos/letter-a-video]
and sounds
(phonemes).
 Students will review any letters and sounds needed as found on [https://www.youtube.com/watch?v=CUiCcn9lnhQ]
RF.K.2.d.
 Students will review all letters and sounds to include long and short vowels using P.047 Variant Correspondences found
Isolate and pronounce the
on [FCRR Variants]
initial, medial, and final
sounds in three phoneme Arts Integration:
words.
 Spiced-Up Story Time: Pick a few different picture books that feature the alphabet, such as "Alphabet City" by Stephen
RF.K.2.e.
Johnson, "Amazon Alphabet" by Martin Jordan or "The Butterfly Alphabet" by Kjell B. Sandved. Have the child pick out
Add or substitute
the different letters, naming them for himself and then using them in his own alphabet-themed story or role play.
individual sounds in
simple one syllable words  Writing Pantomime: Students write their name or identified words in the air with various parts of their body and with
to make new words.
different tempos and moods when prompted by teacher.
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Treasures – All Manuals
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 43 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.3.a.
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondences by
producing the primary or
many of the most frequent
sound for each
consonant.
Instructional Delivery Focus: Guide students to blend sounds to make long /u/ words including those with the u_e
spelling. Isolate initial and final sounds, substitute initial sounds to make new words.
RF.K.2
Teacher will use explicit lesson to teach blending using instructions located in Macmillan/McGraw Hill
Demonstrate
Instructional Routine Handbook p. R17 found on [Instructional Routines Handbook]
understanding of
spoken words, syllables,  Students will practice correct letter formation by air writing, writing on the rug or white boards as the teacher models
and sounds
blending.
(phonemes).
 Students will review letter U, both long and short, as found on [https://www.youtube.com/watch?v=CUiCcn9lnhQ]
RF.K.2.b.
Count, pronounce, blend,  Students will play a game manipulating phonemes to make long U words as found on [http://www.starfall.com/n/make-aand segment syllables in
word/long-u/load.htm?f]
spoken words.
Resources:
RF.K.2.c.
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Blend and segment
Treasures – Unit 10
onsets and rimes of
Fountas and Pinnell: Literacy Beginnings
single-syllable spoken
 Chapter 8 Phonemic Awareness and Phonics: The Sounds of Language p. 89
words.
RF.K.2.e.
Add or substitute
individual sounds in
simple, one-syllable words
to make new words.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.b.
Associate the long and
short sounds with
common spellings
(graphemes) for the five
major vowels.
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
LK.1.a.
Print many upper- and
lowercase letters.
Instructional Delivery Focus: Guide the students to identify and review all high frequency words and rainbow
words in text and in isolation as needed. [K Words at a Glance]
RF.K.3
Know and apply gradelevel phonics and word
analysis skills in
decoding words.
RF.K.3.c.
Read common highfrequency words by sight.
 Students will review 32 high frequency words as found on
[http://www.watchknowlearn.org/Video.aspx?VideoID=56826&CategoryID=180]
 Students will play a high frequency game using Smart Technology [Flashlight Site Words]
Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
Page 45 of 47
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Implementation Guide for Kindergarten Foundational Literacy Skills – Theme 4
LK.1
Demonstrate command
of the conventions of
Standard English
grammar and usage
when writing or
speaking.
Instructional Delivery Focus: Guide the students to describe and identify familiar adjectives with prompting and
support, provide additional detail.
 Students will learn about Adjectives and adverbs while viewing this video as found on
[https://jr.brainpop.com/readingandwriting/word/adjectivesandadverbs/]
 Students will identify the adjectives in the video found on [https://www.youtube.com/watch?v=qRKrtiFhD5c]
LK.1.f.
 Students will review and identify adjectives interacting with the video found on
Produce and expand
[https://www.youtube.com/watch?v=L4bflA6iTJE]
complete sentences in
shared language activities. Resources:
FS Arts Integration Strategies Quick Reference Chart [Foundational Skills Arts Integration]
LK.5
With guidance and
support from adults,
explore word
relationships and
nuances in word
meanings.
LK.5.b.
Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
them to their opposites
(antonyms).
LK.5.c.
Identify real-life
connections between
words and their use.
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Kindergarten Curriculum
Theme 4 | Foundational Literacy Skills
3/17/2016
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