12 Kindergarten | Unit 2 Assessment and Remediation Guide
- Worksheets: Worksheets may be utilized to facilitate modeling during Explicit
Instruction, supervised practice and application of skills during Guided Practice,
or reinforcement during Independent Practice. - Games/Activities: Games and activities are provided inviting students to
apply and strengthen the target skills. - Sentences & Stories for Oral Reading: In later units, decodable text is
provided allowing students to practice the discrete skills taught and creating a
bridge for the generalization of those skills to other forms of connected text. - Poems/Songs/Nursery Rhymes: Poems, songs, and nursery rhymes foster
students’ love of language. When applicable, related activities are included to
provide engaging opportunities for students to play with sounds and words. - Progress Monitoring: Resources for progress monitoring are included at the
end of each section. These tools are intended to facilitate data collection to
inform instruction and build a record of student’s progress.
Objectives noted in Determining Student Need flow charts and Lesson
Reference Charts are aligned to the objectives in the Skills Strand unit lessons.
The objectives reflect the components needed for teaching the target skills
(e.g., Identify environmental sounds). The wording is not always repeated
precisely in the Progress Monitoring sections. The Progress Monitoring tools
target measurable outcomes: performance expectations for application of the
skills taught. The targets may break objectives apart into specific sub-objectives
(e.g., Identify and Draw a Circle) or require a combination of objectives to
demonstrate a skill (e.g., Apply Knowledge of Position Words to Bodily and
other Spatial Movement).
Progress Monitoring in Unit 1 and Unit 2 focuses on observing student
application of skills during instructional practice rather than using specific
measures with explicit criteria for identifying adequate or inadequate
performance. This is purposeful. Though students who struggle with Unit 1
and Unit 2 objectives should receive related reteaching to bolster those skills,
it is also important that they do not linger too long at these earliest steps.
Kindergarten students need to move into the objectives of Unit 3 and beyond
swiftly to provide exposure to and opportunity to work with specific phonemes.
In Unit 3 the Progress Monitoring changes to utilizing specific measures with
criteria. Whereas students will have the opportunity to continue to develop Unit
1 and Unit 2 skills as they move forward, beginning with Unit 3, high levels of
proficiency with the skills within the unit is required for success in subsequent
units.