Kindergarten English Language Arts: Chapter 7 | Sounds, Sight Words and Story Retelling
Student reading chapter, five days. Read every lesson with a teacher or parent and study the worked example before opening the matching practice. This is one chapter, not a complete grade-level annual textbook.
Day 1: Blend and Segment Words
Read and learn
Blending joins spoken sounds to make a word; segmenting breaks a word into sounds. The word sun has /s/ /u/ /n/. Touch one counter for each sound, then push the counters together while saying sun. A word’s letters and sounds are related but may not always match one-to-one; begin with straightforward consonant-vowel-consonant words.
Worked example
Segment map into /m/ /a/ /p/ and then blend the sounds again.
Check understanding
- Blend /c/ /a/ /t/.
- Name the first sound in sun.
- Name the last sound in map.
Next, complete Day 1 of Chapter 7 in the separate practice workbook.
Day 2: Recognize High-Frequency Words
Read and learn
Some common words appear in many sentences. Practice recognizing I, see, the, a and is while still using phonics for decodable words. Read ‘I see a cat.’ and track each word from left to right. Recognizing a word quickly should help comprehension, not replace careful reading of the rest of the sentence.
Worked example
Point to each word in ‘I see the sun.’ Read it aloud and identify the word the.
Check understanding
- Read the word I.
- Which word follows I in ‘I see a dog’?
- Read ‘the’.
Next, complete Day 2 of Chapter 7 in the separate practice workbook.
Day 3: Read an Original Story
Read and learn
Read: ‘Tia has a little cup. She puts a seed in a pot. Tia gives the seed water. Days pass. A green sprout grows.’ Name who the story is about and what happens in order. Some longer words can be read aloud by a teacher so comprehension can still be assessed separately from decoding skill.
Worked example
First, Tia puts a seed in a pot. Next, she waters it. Later a sprout grows.
Check understanding
- Who has a cup?
- What does Tia put in the pot?
- What does she give the seed?
Next, complete Day 3 of Chapter 7 in the separate practice workbook.
Day 4: Use Details to Answer Questions
Read and learn
Reading comprehension means understanding what the words say. To answer a question about a story, return to the sentence that gives the information. If asked ‘What color is the sprout?’ reread the final sentence. Do not invent a detail that is not written. If the answer is absent, say the story does not tell us.
Worked example
Question: Was the cup blue? The story never states the cup color, so answer ‘The story does not say.’
Check understanding
- What color is the sprout?
- Who puts the seed in the pot?
- Does the story tell us the cup’s color?
Next, complete Day 4 of Chapter 7 in the separate practice workbook.
Day 5: Independent Literacy Check
Read and learn
Read the short words and sentences in this chapter, answer literal story questions, and write an original complete sentence. Teacher assistance with instructions should be recorded separately from independent decoding. Reread a story before saying an answer was not given.
Worked example
Read ‘The hen is red.’ Name what is red, then write a sentence beginning with I.
Check understanding
- Blend /h/ /e/ /n/.
- Which rhymes with hat: cat or log?
- What grew in Tia’s story?
Next, complete Day 5 of Chapter 7 in the separate practice workbook.
Review and next steps
Revisit the five readings and explain each example before proceeding to the next chapter.