Grade K: Module 4: Cycle 23 | EL Education Curriculum

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ELA GK:S4:C23

Grade K: Module 4: Cycle 23

In this Cycle

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Phonemes Introduced in This Cycle

/a/ and /t/

High-Frequency Words

"what," "when," "then"

High-frequency words are words that occur most frequently in written material and do not follow phonetic rules or, as we say in the EL Education curriculum, "don't play fair." Due to this fact, it is important that students are able to navigate these words with ease to improve their reading fluency and comprehension.  While high-frequency words on their own don't carry much meaning, they are essential to sentences and help students gather meaning. Below you will find five activities for each day of the week that teachers can do with students or parents can do with their children at home as high-frequency words are being introduced cycle by cycle.

  • Read it, say it, write it, read it again
  • Use high-frequency words in sentences (oral and written)
  • Read a list of high-frequency words and time yourself on fluency (keep running list)
  • Search for high-frequency words in sentences/poems and underline them
  • Fishing for high-frequency words (one person reads the word aloud, other students find the word in a stack of other high-frequency words)

Instructional Practices

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 116

  •  Engagement Text: This text serves to pique students' interest in the Decodable Reader, introduced in Work Time B, by incorporating the topic and words from this cycle into an engaging read-aloud.

Lesson 117

  • Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes. 
  • Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.

Lesson 118

  • Interactive Writing: Students apply their growing knowledge of letter-sound connections to writing words by working on a shared sentence. Students apply their knowledge of high-frequency words and letter-sound knowledge to spell familiar words and also practice correct letter formation and punctuation.

Lesson 119

  • Phonemic Blending and Segmentation: Students segment and blend single-syllable words with three phonemes. This practice continues to refine students' ability to focus on and analyze the sounds within words.
  • Chaining: Students begin by identifying each phoneme they hear in a CVC word and connect each of those sounds to the letter (grapheme) that matches it. Once they have encoded the word in this way, they then decode it by making each individual sound and blending them to pronounce the word.

Lesson 120

  • Assessment and Goal Setting (during cycle assessments): Students take on-demand assessments at the end of each cycle. Teachers score immediately to track students' progress and possibly revise their personal goals for the module accordingly.

Cycle Word List

In Modules 3 and 4, Kindergartners work on phonemic segmentation and blending and are introduced to decoding and encoding VC and CVC words, as well as words with digraphs. This cycle continues to review patterns introduced in prior cycles (short vowels) and introduces the long sound of the letters 'a' and 'i.'

The following list provides examples of words with patterns from this cycle. Note that the last five words include four phonemes (initial consonant blends). Students who are ready to segment individual sounds within spoken and written words with four phonemes can use words from this list (or similar). For the full cycle overview with word list, Cycle-at-a-Glance, and teaching notes, download the cycle overview.

dash
set
pin
yip
hit
not
chop
shut
rub
thud
Kate
make
bake
like
hike
snake
grape
plane
smile
glide

Engagement Text and Decodable Readers

The text listed below can be utilized to reinforce the skills taught in the cycle.  Teachers can use the text to have students apply their learning during small group work or teacher-led groups.  By focusing on the skills/patterns being taught, students can apply their learning to text.  A list of activities to consider with the text are listed in the activity section. 

Engagement Text: "Time to Bake"
A big baker makes some bread
He wiggles his belly and shakes his head
Jip and jab, rub-a-dub
He washes his hands in a big round tub
Bash and dash, and then a thud
Bam and jam, chop and cut
The pot is big, and the lid is shut
The water boils, and the pan is hot
Sizzles zizzle and bubbles pop
The oil spits above the heat
The dogs are hungry, they want to eat
The ham is hot, and the dog will fuss
Yip and yap, and then a hush

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