Little Word Builders

Scoring Code: + Mastered  |  / Developing / Needs Prompt  |  - Not Yet Demonstrated Target: ≥80% accuracy for progression

Targeted Remediation Decision Matrix

If Student Struggles With: Segmenting Sounds

Use 3D felt pom-poms or pop-it toys. Pull sound out like taffy before mapping to print.

If Student Struggles With: Letter Confusion (b/d/p)

Trace letter in sensory sand tray while vocalizing formation chant: "Down, up, around".

If Student Struggles With: Heart Word Recall

Flashcard rapid-fire with heart stamped on tricky part. Air-write word with locked elbow.

Kindergarten UFLI Foundations Scope & Sequence · Small Group Module Page 2 of 2

Kindergarten UFLI Foundations · 36-Week Compendium Page 1 of 2

36-Week Small Group Lesson Compendium

Weeks 19 – 36: Digraphs, Word Endings, and Consonant Blends

Semester 2

30-Min Daily Cycles

Kindergarten UFLI Foundations · 36-Week Compendium Page 2 of 2

3. Elkonin Box Mapping (10m): Map the word "am": Say word → tap 2 sounds (/ă/, /m/) → slide 2 chips → replace with letters 'a' and 'm'.

4. Encoding Slate (7m): Students write am on workbook page 1. Celebrate reading their first written word!

Kindergarten UFLI Foundations · First Sounds Launch Page 1 of 2

Days 4 & 5: Connected Text, Heart Words & Dictation

Completing the Weekly Cycle with Application & Formative Assessment

Week 1 Synthesis

4 Day 4: Irregular Heart Word "a" & Connected Phrases (30 Min)

Heart Word: "a" (/ŭ/)

1. Visual Drill (4m): Speedy flash 'a' and 'm'. Rapid student response.

2. Heart Word Explicit Intro (8m): Introduce high-frequency word "a" (as in a map). Explain: When standing alone in a sentence, it often says /ŭ/. Put heart symbol over it: "Remember by heart!"

3. Connected Phrase Reading (12m): Echo read and choral read phrase strips: "I am...", "a map", "am I?" Point under each word left-to-right.

4. Fluency Finger Sweep (6m): Students partner-read the phrase card 3 times each, sweeping finger with steady pace.

5 Day 5: Cumulative Dictation & Friday Mastery Check (30 Min)

Weekly Assessment

1. Phoneme Dictation (6m): Teacher dictates sound /ă/, students write 'a'. Dictate /m/, students write 'm'. Check letter formation.

2. Word Dictation (8m): Teacher says "am". Prompt: "Tap the sounds: /ă/ - /m/. How many sounds? Now write the letters."

3. 1-on-1 Quick Check (12m): While group completes workbook coloring/tracing, teacher listens to each student blend "am" and produce isolated /ă/ and /m/.

4. Celebration & Stamp (4m): Award "Sound Detective Badge" in workbook!

Differentiated Scaffolding Options for Small Groups

Support (Tier 2/3)

Use a handheld mirror so students can watch their lips close for /m/ and mouth open wide for /ă/. Provide tactile sandpaper letters for tracing.

On Level (Tier 1)

Practice smooth continuous phoneme blending using a toy car sliding along a painted sound road from 'a' to 'm'.

Extension

Introduce oral onset-rime manipulation: "If we start with /ă/-/m/ and put /s/ in front, what word? Sam!" (Preview Week 2).

Kindergarten UFLI Foundations · First Sounds Launch Page 2 of 2

Kindergarten UFLI Foundations · Blending Blitz Words Page 1 of 2

Days 4 & 5: Heart Word "the", Decodables & Dictation

Text Application and Weekly Diagnostic Mastery Check

Week 2 Synthesis

4 Day 4: Irregular Heart Word "the" & Decodable Sentences (30 Min)

Heart Word: "the"

1. Visual Drill (3m): Flash cards a, m, s, t, a.

2. Heart Word Routine "the" (8m): Explain: 'th' makes /th/ sound. The letter 'e' makes the unexpected /ŭ/ sound in rapid speech! Place heart above the 'e'. Practice saying: "the mat", "the cat".

3. Connected Text Reading (12m): Read decodable decodable sentences: "Sam sat.", "Sam sat at the mat." Echo read, choral read, and whisper read.

4. Comprehension Check (7m): "Who sat? Where did Sam sit?" Connect decoding to meaning.

5 Day 5: Cumulative Dictation & Friday Mastery Check (30 Min)

Weekly Assessment

1. Sound Dictation (5m): Dictate 3 phonemes: /s/, /t/, /ă/. Students encode on workbook lines.

2. Word Dictation (8m): Dictate 2 CVC words: sat, mat. Tap sounds on fingers before writing.

3. Sentence Dictation (9m): Dictate short sentence: "Sam sat." Remind: Capital letter for Sam, finger space, period at end.

4. 1-on-1 Blending Fluency (8m): Individual check while peers finish sentence coloring: student reads 3 CVC cards.

Targeted Error Correction Routine: "Stop Adding the Schwa!"

Misconception: /tuh/ instead of /t/

If student says "tuh-a-tuh" = "tuhatuh", correct immediately: "Clip that sound short! Don't let your throat buzz. Just tap your tongue: /t/, /t/."

Scaffold: Continuous Blending Slide

Have the student hold out the continuous sound: "ssssaaaa... and snap the stop sound at the end: t! sat!"

Kindergarten UFLI Foundations · Blending Blitz Words Page 2 of 2