Concept of Print
Phonological Awareness
SEEL Curriculum
Kindergarten
Systematic and Engaging Early Literacy Instruction
Skills-Based Developmental Curriculum
September and October
November and December
January and February
Letter Names
• Name the letters in print, in random order M,
B, T, S, F, A, R, D, C, N, P, and E
• Matches upper and lower case letters
• Indentifies and acts on letters when named (e.g.
"Find a B so we can put the B on this bag.")
• Names letters in order from A to Z in unison
• Name the letters in print, in random order K, G,
W, H, I, L, V, J, Sh, O, X, Y, Z, Q, and U
• Matches upper and lower case letters
• Indentifies and acts on letters when named
• Names previously learned letters with automaticity when presented randomly
• Matches upper and lower case letters for M, B,
T, S, F, A, R, D, C, N, P, O, K, G, W, H, and I
• Names previously learned letters effortlessly
rapidly and accurately when presented in print
in random order
• Matches upper and lower case letters
• Names Previously learned letters effortlessly,
rapidly and accurately when presented in print
in random order
• Identifies and acts on letters when named (e.g.
"Find a B so we can put the B on this bag.")
• Matches upper and lower case letters rapidly
• Names and discriminates small /b/ and /d/
• Names previously learned letters effortlessly,
rapidly and accurately
Print Awareness
• Points to written words as reads
• Uses letters to stand for words (allows a T on a
trash bag to stand for trash)
• "Reads" words and phrases in context
(environmental print examples: "back packs" on
cubby; "snack" on the snack table)
• Find initial letters in printed words (M, B, T, S,
F, and A)
• Discriminates between letters, numbers, and
words in text
• Identifies where text begins and ends
• Correctly points out sequence in print
• Points to written words in sequence as read
• Finds initial letters in printed words (R, D, C,
N, P, E )
,
• Points to individual words in text
• Points to individual words to indicate where
text begins and ends
• Recognizes key words and phrases in class
contexts
• Discriminates among letters, numbers and
words in text
• Finds initial letters inprinted words (K, G, W,
H, and I)
• Points to individual words in text
,
• Shows sequence of print by pointing to
individual words in left to right order
• Identifies where text begins and ends
• Recognizes key words and phrases in class
contexts (e.g. L for like or lots)
• Indentifies punctuation in text
• Shows sequence of print by pointing to
individual words in left to right order
• Finds initial letters in printed words (L, V, J,
and O)
• Points to written words as read
• Identifies where text begins and ends
• Uses L, V, J, Sh, and O to stand for objects,
actions, choices, or turns (e.g., L for log, lock; V
for van, vase; J for jog; Sh for sheep, shell; O for
off, often)
• Identifies punctuation in text
• Points to written words as read
• Points to individual words in text
• Finds initial letters in printed words
• Shows sequence of print by pointing to
individual words
• Indentifies where text begins and ends
• Uses letters to stand for objects or actions (e.g.,
X to mark a spot or signal a choice; Y for yes J
for jump)
• Identifies punctuation in text
• Rhymes with -ack, -ad, -ag, -am, -an, -ap, -at
• Indentifies oddity (non-example) in rhymes (e.g.,
-an: man, fan, table)
• Creates a series of short "a" rhyming words
orally
• Rhymes with -et, -ed, -en
• Indentifies oddity (non-example) in rhymes (e.g.,
-ed: bed, sky, red)
• Creates a series of short "e" rhyming words
orally
• Rhymes with -ip, -ick, -id, -im, -in, -it, -ish
• Identifies odddity (non-example) in rhymes (e.g.,
lip, sip, rip, fin, tip)
• Creates a series of short "i" rhyming words
orally
• Rhymes with -og, -ock, -op, -ot
• Identifies oddity (non-example) in rhymes (e.g.,
-og: dog, fog, log, dock)
• Creates a series of short "o" rhyming words
orally
• Rhymes with -up, -ug, -uck, -un, -up, -ut
• Identifies odddity (non-example) in rhymes (e.g.,
mug, tug, fun, rug, dug)
• Creates a series of short "u" rhyming words
orally
• Repeats or acts out aliteration phrases with /m/,
/b/, /s/, /t/, /f/ (e.g., pretends to be a big , burly,
bumbly, bouncy, bear, etc.)
• Sorts objects by same first sound for /m/, /b/, /s/,
/t/, /f/
• States the initial vowel heard in short "a" words
(e.g., apple, at, ant, ask, etc.)
• Repeats or acts out alliteration phrases with /r/,
/d/, /n/, /c/, /p/
• Says what sound word starts with for /r/, /d/, /n/,
/c/, /p/; generates words that start with these
sounds with support
• States the initial vowel heard in short "e" words
(e.g., end, every, echo, edge, end, elf, egg, elb ow)
• Sorts words with same first sound for /k/, /g/,
/w/, /h/
• Says common sounds for /m/, /b/, /s/, /t/, /f/, /r/,
/d/, /n/, /c/, /p/
• States the inititial vowel heard in short "i"
words (e.g., in, it, itch, icky, into)
• Generates words that start with target sound
• Plays with or repeats alliteration phrases
• Says what a word or sound starts with for
previously introduced sounds
• States sound heard in short "o" words (e.g., on,
off, octopus, October, odd, often)
• Says what sound a word starts with for
previously introduced sounds
• Generates words that start with previously
introduced sounds (e.g., /m/, /b/, /d/, /k/, /l/, /g/)
• States initial sound heard in short "u" words
• Blends onset and rime endings to make words
with -ack, -ad, -ag, -am, -an, -ap, -at
• Blends onset and rhyme endings to make words
with -et, -ed, -en
• Blends individual sounds in small sets of
familiar CVC words
• Blends short "i" CVC words into phonemes
• Segments CVC words into phonemes
• Sound blends individual phonemes in words
with short "i"
• Segments short "o" CVC words into phonemes or
CCVC into onset and rhyme
• Blends individual phonemes
• Blends onset and rhyme endings to make words
with -ub, -ug, -uck, -un, -up, and -ut
• Sound blends individual phonemes
• Matches sounds to letters for M, B, T, S, F,
and A
• Uses initial letter to read words in context for
M, B, T, S, F and A
• Produces the letter sounds when presented with
the letters for M, B, T, S, F, and A
• Matches phonemes to the letters for R, D, N, C,
P, and E
• Uses initial letter to read words in context
• Produces the letter sounds with automaticity
when presented with the letters for M, B, T, S,
F, A and R, D, N, C, P, E
• Match consonant and short vowel sounds to the
letters for K, G, W, H, and I
• Produces with automaticity the letter sounds
when presented with the letters for M, B, T, S,
F, A; R, D, C, N, P, E; K, G, W, H, I
• Matches phonemes to the letters L, V, J, and O
• Uses initial letter to read words in context
• Produces with automaticity the letter sounds
when presented with the letters for M, B, T, S,
F, A; R, D, C, N, P, E; K, G, W, H, I; L, V, J,
Sh, O
• Match consonant and short vowel sounds to
letters for U, X, Z, Y
• Produces with automaticity the letter sounds
when presented with the letters for M, B, T, S,
F, A; R, D, C, N, P, E; K, G, W, H, I; L, V, J,
Sh, O; U, X, Z, Y
• Makes short "a" words by substituting initial
consonant for words with -ack, -ad, -ag, -an, -at,
-ap, rhyme endings (e.g. mad, sad; fan, man,
tan, can; bag, tag,; mat, fat, sat, bat; map, tap;
back, tack, sack)
• Makes short "e" words by substituting initial
consonant with -et, -ed, -en
• Selects initial consonant to make a word when
given a rhyme ending or letter sounds in print
• Identifies recurring words with same rhyme
ending
• Make short "i" words by substituting initial
consonant for short "i" combinations (e.g., ip)
• Identifies the short vowel sound pattern when
there is only one vowel in a syllable/word and is
found in the initial or medial position
• Make short "o" words by substituting initial
consonant with -og, -ock, -op, -ot (e.g., finds the
J for /j/ to add to -og so we make jog)
• Identifies recurring words with same ending
• Make short "u" words by substituting initial
consonant with -ub, -ug, -uck, -un, -up, and -ut
endings
• Identifies recurring words with same ending
• Blends onset and rhyme to make and read short
"a" word family words
• Reads word families with physical and visual
context support (e.g. back, pack, sack, tack;
mad, sad, bad; bag, tag; Sam; man, tan,
fan; map, tap; bat, fat, sat)
• "Reads" predictable, repetitive text
• Blends onset and rhyme to make short "e" word
family
• Reads word families with support: -et. -ed, -en
(e.g. bet, met, net, pet, wet, jet; bed, fed, red; den,
hen, men, pen, ten)
• Reads new short "a" words: rack; ram, pam;
ran, pan; nap, cap; rag; rat, cat, pat
• Begins to decode pre-primer text with support
• Reads short "i" word family words with support
(e.g., tip, dip, lip, sip, rip; kid, did; win, bin, tin,
pin; big, pig, wig; dish, fish, wish; pick; kit, etc.)
• Reads new CVC word families with K, G, W, H
and previously introduced endings
• Blends new CVC word families with K, G, W, H
and previously introduced endings
• Decodes pre-primer text
• Reads short “a” and “e” words.
• Blends onset and rime for short e word families
• Reads -og, -ock, -op, -ot word families with
support: frog, jog, log; clock, lock, rock; mop,
pop, top; hot, lot, not)
• Reads new short "a," "e," "i," and "o" words: ten,
pen; man, fan, tan; bag, tag, rag; mat, pat; cap,
map, tap; pot, got, not; tip, lip, rip, sip
• "Reads" predictable, repetitive text
• Blends initial and final consonant with short "u"
to make words
• Reads short "u" word families with support
• Blends one-on-one phonemes onto one syllable
words and decodes pre-primer text
• Uses decoding by anaology to recognize words
(e.g., "If I know, nut, then I can spell hut, cut,
rut.")
• Spells own first name
• Selects a letter to represent a sound (e.g. find
the M for the /m/ in man)
• Adds M, B, S, T, and F to a rime ending to
make short vowel words (e. g. man, bat, sat, fat;
man, pan, fan; bag, tag)
• Writes letters when given their sound: R, D, N,
C, P, and E as well as for M, B, T, S, F and A
• Adds initial letters to endings: -et, -ed, -en, to
make words
• Writes letters when given their sound
• Writes simple CVC words from dictation when
given initial and ending sounds broken apart
• Adds initial letters to endings to make words
(e.g., tip, dip, lip, sip, rip)
• Writes CVC word families from dictation
• Writes letters when given their sound: M, B, T,
S, F and A; R, D, C, N, P, and E; K, G, W, H,
and I; L, V, J, and O
• Adds letters to rhyme endings to make log, dog,
hog, fog, etc.
• Writes CVC words for short "a," "e," and "i”
• Writes letters when given new sounds orally
• Segments individual phonemes from dictated
words to their spellings
• Adds initial letters to endings to make words
(cut, hut, nut; bug, tug; etc. )
• Uses decoding by analogy to make words
• Recognizes a/an, am, at, like, see, no, I, can
(group 1)
• Recognizes the, go, to, yes, and, we (Group 2)
• Spells Group 1 sight words
• Recognizes did, my, is, will, it, in, him
(Group 3)
• Spells Group 1 and Group 2 sight words
automatically
• Recognizes do, have, me, not, said, come, you
he, she, on (Group 4)
• Spells Group 1, Group 2, and Group 3 sight
words with automaticity
• Reads high frequency sight words in Groups 1
through 4
• Spells Group 4 sight words
• Spells Group 1, Group 2, and Group 3 sight
words without struggle
Rhyming
Alliteration, Initial
Sound Identification
Sound Blending
Letter-Sound
Association
Phonics and Spelling
Word Analysis
Decoding
Spelling
Sight Word
Recognition
© 2006 Dr. Barbara Culatta
last revised 10/26/2007
September and October
November and December
January and February
March and April
March and April
May
May