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In 2013, Jolly Phonics was adopted for Grade K. All
kindergarteners receive daily, explicit instruction in phonemic
awareness, phonics and handwriting as part of the program.
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Phonological Awareness
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in spoken words.
Blend and segment onsets and rimes of single-syllable spoken
words.
Isolate and pronounce the initial, medial vowel, and final
sounds (phonemes) in three-phoneme (consonant-vowel-consonant,
or CVC) words.1 (This
does not include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple,
one-syllable words to make new words
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Phonics and Word Recognition
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Associate the long and short sounds with the common spellings
(graphemes) for the five major vowels.
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Read common high-frequency words by sight (e.g., the, of, to,
you, she, my, is, are, do, does).
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Distinguish between similarly spelled words by identifying the
sounds of the letters that differ
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Teacher observation of expected skills
District Phonological Assessment
The RTI Daily Planning
Book K-6
by Gretchen Owocki
Phonological Awareness Assessment - Page 123
Fountas and Pinnell
Benchmark Assessment System 1
Phonological Awareness Assessment
Rhyming - Page 205
Segmenting - Page 204
Blending Page 203
Teacher observation of expected skills
The RTI Daily Planning
Book K-6
by Gretchen Owocki
Page 204
Fountas and Pinnell
Benchmark System 1
High Frequency Word Assessments Page 179
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The RTI Daily Planning
Book K-6
by Gretchen Owocki
Developing Phonological Awareness Page 188
Onset Rime lessons Page 190
Rhyme Lessons Page 194
Sound Boxes Page 194
Say it and Move it Page 202
Word Study Page 204
Word Sorts Page 205
Student Made Alphabet Books
Word Hunts Page 206
Word Challenges Page 207
Word Building Page 207
Scaffolded Writing Page 208
Syllable and Part Blending Page 209
Parts Analysis Page 211
Spelling in Parts Page 211
Engage NY Resources
The RTI Daily Planning
Book K-6
by Gretchen Owocki Supports for Reading High-Frequency Words
Word Study and Word Wall Page 213
Visual-Auditory-Kinesthetic-Tactile Approach Page 214
Manipulating Words Page 214
Transparency Tape Lists Page 215
Word Concentration Page 215
Retrospective Miscue Analysis: High-Frequency Words Pages
215-216
Additional Supports for Reading High-Frequency Words
Word Walls
Personal Word Lists/Walls
Teacher-Created and Packaged Sight Word Games
Printable Sight Word Games and Activities
Explode the Code
Series
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