opqrst

uv

wxyz

u
rst vw

zabc

fg

mnopq

vwxy
u
t
cdef

fghij

hijklm

de

kl

ab
ijklm

nopqrs

Core Knowledge Language Arts New York Edition Skills Strand

bcde
a
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xy
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Kindergarten

Skills Workbook

Unit 6

Unit 6
Workbook
Skills Strand
KINDERGARTEN
Core Knowledge Language Arts
New York Edition

Creative Commons Licensing

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Unit 6
Workbook
This workbook contains worksheets which accompany many of the lessons from the
Teacher Guide for Unit 6. Each worksheet is identified by the lesson number in which
it is used. The worksheets in this book do not include written instructions for students
because the instructions would have words that are not decodable. Teachers will explain
these worksheets to the students orally, using the instructions in the teacher guides. The
workbook is a student component, which means each student should have a workbook.

1.1

Name
Dear Family Member,
Ask your child to cut out the letter cards. Show the cards to your
child and have him or her say the sounds, not the letter names. Arrange
the cards to make the words skin, sun, spin, kin, snip, nut,
not, net, stun, skip, step, stop, spot, sit, sip, set, pet,
pot, pun, tip, top, and pit, and have your child read the words.
Additional Activity: Say one of the words listed above and ask your child
to try and spell the word by selecting and arranging letter cards.

p
Unit 6
2013 Core Knowledge Foundation

Unit 6
2013 Core Knowledge Foundation

2.1

Name

1.

2.

Directions: Have students write the dictated words.

3.

4.

5.
Unit 6
2013 Core Knowledge Foundation

6.

7.

8.

9.

10.
4

Unit 6
2013 Core Knowledge Foundation

2.2

Name

crab

flag

drum

stem

steps

Directions: Have students write each word under its matching picture.

frog

Unit 6
2013 Core Knowledge Foundation

twig

spot

swim

stop

plug

grin

Unit 6
2013 Core Knowledge Foundation

3.1

Name

Directions: Have students complete each sentence.

as
is

his
has

1. Stan

mad at Fred.

2. Jim

not met Tim.

3. Ted is

dad.

4. Jen is not as sad

Kim.
Unit 6
2013 Core Knowledge Foundation

Unit 6
2013 Core Knowledge Foundation

3.2

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kit can swim.

Kit can flip and flop.

Kit can skip.

Kit can run.

Unit 6
2013 Core Knowledge Foundation

During the first few months of school, we have focused on teaching your child the specific sounds
associated with each letter. Students must know these sounds in order to blend and read words. We will
now turn our attention to learning the names of each letter so your child is able to recite the names of the
letters in alphabetical order.
Point to each letter below and ask your child to say each letter name with you. If you like, you can
sing the ABC song with your child as you point to each letter. Make sure to say the name of each letter
clearly, especially if you are singing the ABC song. In class, we clap after the letters, l, m, n, o, and p.
this helps children avoid thinking lmnop is a word.

a
e
i
m
q
u
y
10

Unit 6
2013 Core Knowledge Foundation

b
f
j
n
r
v
z

c
g
k
o
s
w

d
h
l
p
t
x

Directions: Have students write the words that end in s pronounced /s/ under the /s/ header and the words that end in s
pronounced /z/ under the z header.

Name

4.1

legs
rats
pots
bags

/s/ as in cats

jets
beds
pens
hats

/z/ as in dogs

2013 Core Knowledge Foundation

Unit 6

11

rubs
wins

taps
sits

/s/ as in naps

12

Unit 6
2013 Core Knowledge Foundation

hits
begs

sips
tugs

/z/ as in runs

4.2

Name
Dear Family Member,
On the front and back of this page, have your child copy each word
under the matching picture. If necessary, identify the pictures for your
child.

1. cans

2. desk

3. pigs

Unit 6
2013 Core Knowledge Foundation

13

4. crab

5. gift

6. hand

14

Unit 6
2013 Core Knowledge Foundation

5.1

Name
Dear Family Member,

wi

s
t
e

kip

Your child has been taught to read words with four sounds. These
words contain consonant clusters, i.e., two consonant spellings that
stand next to each other in a word. Consonant clusters are difficult to
read at first. Encourage your child to read the words by first saying the
individual sounds and then blending the sounds to make words. Ask
your child to cut out the two circles. Pin the smaller circle on top of the
larger circle with a brass fastener. Ask your child to spin the smaller circle to make
words. Have your child read the words he or she makes.

uns

and

nap

ob

lim

Unit 6
2013 Core Knowledge Foundation

15

16

Unit 6
2013 Core Knowledge Foundation

6.1

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kit ran and hid.

Stan ran and got Kit.

Stan ran and hid.

Kit ran and got Stan.

Kit and Stan had fun.

Unit 6
2013 Core Knowledge Foundation

17

Continue practicing singing the letter names using the chart below.

a
e
i
m
q
u
y

18

Unit 6
2013 Core Knowledge Foundation

b
f
j
n
r
v
z

c
g
k
o
s
w

d
h
l
p
t
x

7.1

Name

1.

2.

Directions: Have students write the dictated words.

3.

4.

5.
Unit 6
2013 Core Knowledge Foundation

19

6.

7.

8.

9.

10.
20

Unit 6
2013 Core Knowledge Foundation

7.2

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kit has hats.

Kit has big hats.

Kit has flat hats.

29

Kit has fun hats.

Unit 6
2013 Core Knowledge Foundation

21

Point to each letter and ask your child to provide the sound of the letter first and
then the letter name. If your child has difficulty, you may want to make flash cards of
these letters and practice a few each night.

m
c

22

Unit 6
2013 Core Knowledge Foundation

a
s
p
i

e
z
t
n

8.1

Name
Dear Family Member,
On the front and back of the worksheet have your child draw a line
from each word on the left to the matching picture. If necessary, identify
the pictures for your child.

1. stamp

2. vest

3. steps

4. lamp
Unit 6
2013 Core Knowledge Foundation

23

5. plant

6. nest

7. belt

8. pants

9. mask
24

Unit 6
2013 Core Knowledge Foundation

9.1

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kit has cats.

Kits cats run fast.

Kits cats lap up milk.

Kits cats jump up on Kits

bed.
41

Unit 6
2013 Core Knowledge Foundation

25

Point to each letter and ask your child to provide the sound of the letter first and
then provide the letter name. If your child has difficulty, you may want to make flash
cards of these letters and practice a few each night.

g
y
k
u
c

26

Unit 6
2013 Core Knowledge Foundation

j
x
r
e

d
f

10.1

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kits mom gets up at six.

Kits mom gets dad up.

Kits mom gets Kit up.

Kits mom gets dad fed.

Kits mom gets Kit fed.
Kits mom gets Kits pets
fed.
Unit 6
2013 Core Knowledge Foundation

27

Have your child sing the ABC song and write the missing letters as she sings.

a
e

q
u
y
28

Unit 6
2013 Core Knowledge Foundation

b
f
j
n
r
v
z

g
k
o
s

d
h
l
p
x

12.1

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kit had red pants.

Kits pants got lost at
camp.

Kits mom got mad at Kit.

Kits mom cant stand
lost pants.

Unit 6
2013 Core Knowledge Foundation

29

Have your child sing the ABC song and write the missing letters as she sings.

a
e

n
r
u
y
30

Unit 6
2013 Core Knowledge Foundation

g
k
o
s
w

d
h
l
p
t

13.1

Name

fist

stump

cast

crust

tent

Directions: Have students write each word under its matching picture.

milk

Unit 6
2013 Core Knowledge Foundation

31

32

crib

jump

bugs

lamp

kids

stamp

Unit 6
2013 Core Knowledge Foundation

13.2

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kit has mumps.

Kit is in bed.
Kit cant get up.

Kit cant run and jump.

Kit cant skip and hop.
Kit is sad.
61

Unit 6
2013 Core Knowledge Foundation

33

Sing the ABC song with your child encouraging him to write each letter on the
blank. Be sure your child writes lower case letters, in alphabetical order.

34

Unit 6
2013 Core Knowledge Foundation

14.1

Name
Dear Family Member,

Your child has been taught to read words with four and five letters.
These words contain consonant clusters, i.e., two consonant spellings
that stand next to each other in a word. Encourage your child to read the
words by first saying the individual sounds and then blending the sounds
to make words. Help your child cut out the word cards. Show the cards
to your child and have your child read them aloud. You may also read
the words aloud and have your child write the sounds down, one at a time. Please
keep these cards for future practice. Note: the s is bolded in some words because
it is pronounced /z/. Your child has learned about this in class.

skip
helps
stamp
spot

clips
swim
plans
fast

frogs
rest
tags
print
Unit 6
2013 Core Knowledge Foundation

35

36

Unit 6
2013 Core Knowledge Foundation

15.1

Directions: Have students circle the dictated letters.

Name

1.

2.

3.

4.

5.

6.

o
Unit 6
2013 Core Knowledge Foundation

37

38

7.

8.

9.

10.

11.

12.

Unit 6
2013 Core Knowledge Foundation

Directions: For each pair of words spoken, have students circle the smiley face if the words rhyme and the frowny face if the
words do not rhyme.

Name

15.2

1.

2.

3.

4.

5.

6.

2013 Core Knowledge Foundation

Unit 6

39

40

Unit 6
2013 Core Knowledge Foundation

15.3

Name

Student Record Sheet Unit 6 Assessment

Word

Total Phonemes Correct

1.

fist

/f/

/i/

/s/

/t/

____(4)

2.

plum

/p/

/l/

/u/

/m/

____ (4)

3.

step

/s/

/t/

/e/

/p/

____ (4)

4.

plant

/p/

/l/

/a/

/n/

5.

drop

/d/

/r/

/o/

/p/

____ (4)

6.

help

/h/

/e/

/l/

/p/

____ (4)

7.

crust

/c/

/r/

/u/

/s/

8.

swim

/s/

/w/ /i/

/m/

____ (4)

9.

sand

/s/

/a/

/n/

/d/

____ (4)

10.

spot

/s/

/p/

/o/

/t/

____ (4)

Initial Clusters_____/7

/t/

/t/

Final Clusters_____/5

____ (5)

____ (5)

Total Correct _____/42

Unit 6
2013 Core Knowledge Foundation

41

42

Unit 6
2013 Core Knowledge Foundation

15.4

Name

fat

cat

mat

hat

1.

fit

hit

mist

fist

2. glum plum punt

bum

3. stop

stab

step

4. plan pant plant

plug

stub

5. drop drip drug drab

Unit 6
2013 Core Knowledge Foundation

43

6.

hip

held help

7. crank rust

crisp crust

8. swum swam swig

swim

9. stand sand stab

sad

10. spot
TOTAL POINTS: ____/10

44

helm

Unit 6
2013 Core Knowledge Foundation

spit

spat spam

15.5

Name

1. twig

Directions: Draw a line from each word on the left to the matching picture.

2. crab

3. pond

4. desk

5. frog
Unit 6
2013 Core Knowledge Foundation

45

46

Unit 6
2013 Core Knowledge Foundation

Directions: On the front and back of this page, have the student copy each word under the matching picture. If necessary,
identify the pictures.

Name

15.6

1. nest

2. tent

3. lamp

2013 Core Knowledge Foundation

Unit 6

47

4. plant

5. mask

6. sled

48

Unit 6
2013 Core Knowledge Foundation

Directions: Have students write the words with the plural marker s pronounced /s/ under the /s/ header and the words with
the plural marker s pronounced /z/ under the z header.

Name

PP1

bugs drops
lamps sleds

/s/ as in cats

clips
lists
plums
bands

/z/ as in dogs

2013 Core Knowledge Foundation

Unit 6

49

clams nests twins crops

drums ramps hands tents
/s/ as in cats

50

Unit 6
2013 Core Knowledge Foundation

/z/ as in dogs

PP2

Template for Fishing Pond

Name

Unit 6
2013 Core Knowledge Foundation

51

52

Unit 6
2013 Core Knowledge Foundation

PP3

Directions: Have students cut out the word cards and place them on the matching words on Worksheet PP4.

Name

clamp
stamp
frog
blast
split

bump
crust
desk
drums
twins

sled
crop
trips
beds
winds
Unit 6
2013 Core Knowledge Foundation

53

54

Unit 6
2013 Core Knowledge Foundation

Directions: Have students read the word cards from Worksheet PP3 and place them on top of the matching words on this
worksheet.

Name

PP4

stamp
blast
split
crust
beds

crop
bump
clamp
sled
winds

twins
frog
trips
desk
drums

2013 Core Knowledge Foundation

Unit 6

55

56

Unit 6
2013 Core Knowledge Foundation

PP5

Template for Game Board with Decodable Words

Name

Unit 6
2013 Core Knowledge Foundation

57

58

Unit 6
2013 Core Knowledge Foundation

PP6

Name
Dear Family Member,

un
t

elps

p
m

Help your child cut out the two circles. Pin the smaller circle on top of
the larger circle with a brass fastener. Ask your child to spin the smaller
circle to make words. Have your child read the words he or she makes.

ips

ints

a
ogs

ug

n
d
s

Unit 6
2013 Core Knowledge Foundation

59

60

Unit 6
2013 Core Knowledge Foundation

PP7

Name

Running Record for Pips Cats As student reads aloud from the Reader, Kit, mark any misread
words directly above the word; circle any omitted words.

Pips Cats
Pip is Kits pal.
Pip has six cats.
Pips cats got in the mud.
Pips cats left mud on his rug.
Pips mom got mad.
Number of misread words: _______/25

Notes:

Unit 6
2013 Core Knowledge Foundation

61

62

Unit 6
2013 Core Knowledge Foundation

PP8

Name

Running Record for Vic Gets Lost As student reads aloud from the Reader, Kit, mark any
misread words directly above the word; circle any omitted words.

Vic Gets Lost

Pips cat Vic got lost.
Pip felt sad.
Kit ran and got Vic.
Kit set Vic on Pips lap.
Pip felt glad.
Number of misread words: _______/22

Notes:

Unit 6
2013 Core Knowledge Foundation

63

64

Unit 6
2013 Core Knowledge Foundation

PP9

Name
Dear Family Member,
This is a story your child has read at school. Encourage your child
to read the story aloud to you and talk about the events in the story.
If your child has difficulty reading a word, encourage your child to
blend the word letter by letter to read it.

Kits pal Fred gulps his milk.

Fast Fred gulps and gulps.
Fred gets milk on his desk.
Fred gets milk on his pants.

Fred gets milk on Kit.

Kit gets mad at Fred.
Stop it, Fred!

Unit 6
2013 Core Knowledge Foundation

65

66

Unit 6
2013 Core Knowledge Foundation

Directions: Have students trace and copy the letters. Encourage students to say the sounds while writing the letters.

Name

PP10

1
2

1
2

1
2

2
1

2
1

2013 Core Knowledge Foundation

Unit 6

67

2
1

1
2

1
2

2
1

2
1

2
3

2
3

68

Unit 6
2013 Core Knowledge Foundation

Directions: Have students trace and copy the letters. Encourage students to say the sounds while writing the letters.

Name

PP11

1
2

1
2

1
2

2013 Core Knowledge Foundation

Unit 6

69

2
1

1
2

1
2

2
1

2
1

70

Unit 6
2013 Core Knowledge Foundation

Directions: Have students trace and copy the letters. Encourage students to say the sounds while writing the letters.

Name

PP12

1
2
1

1
1

1
2

2
1
2

2
1

2
3

1
2
1

3
2

1
2
1
2

1
2
1
2

2
2
1
2

2013 Core Knowledge Foundation

Unit 6

71

1
1

2
2

1
2
1

1
2

1
2
1

2
2
1

1
2

1
1
2

2
1

72

Unit 6
2013 Core Knowledge Foundation

Directions: Have students trace and copy the letters. Encourage students to say the sounds while writing the letters.

Name

PP13

1
2

2
1
2

2
1

2
1
1

2
1

1
2 1

1
1

1
2
2

2
2
1

2
2

1
1
1

1
2

2013 Core Knowledge Foundation

Unit 6

73

1
2
1

1
2

2
2

2
1

2
2
1

1
1

2 1

1
2

1
1
2

74

Unit 6
2013 Core Knowledge Foundation

Directions: Have students trace and copy the letters. Encourage students to say the sounds while writing the letters.

Name

PP14

2
1

2
3

1 1
2

1
1

1
2
1
2 1

1
2

2
2

2 1
1

3
2

2
1

1
2
1

1
1
2

2
1

2013 Core Knowledge Foundation

Unit 6

75

2
1 1

1
2

1
1
2 1

2 1

2
1

1
1

1
2

2
1

1
4

1
1
2
2

76

Unit 6
2013 Core Knowledge Foundation

PP15

Template for Letter Name Pretzel Game

Name

Unit 6
2013 Core Knowledge Foundation

77

78

Unit 6
2013 Core Knowledge Foundation

Directions: Have students draw a line from each word on the left to the rhyming word on the right.

Name

PP16

1. hot
bug

2. bed
can

3. sit
pot

4. hug
red

5. man

fit

2013 Core Knowledge Foundation

Unit 6

79

80

6. bump

trip

7. test

land

8. spent

grump

9. stand

tent

10. flip

best

Unit 6
2013 Core Knowledge Foundation

CORE KNOWLEDGE LANGUAGE ARTS

SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.

PRESIDENT
Linda Bevilacqua

EDITORIAL STAFF

DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor - Preschool

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Michelle L. Warner, Senior Editor - Listening & Learning
Mick Anderson
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Sara Hunt
Erin Kist
Robin Luecke
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Cynthia Peng
Liz Pettit
Ellen Sadler
Deborah Samley
Diane Auger Smith
Sarah Zelinke

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Kim Berrall
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Lauren Pack

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ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.

CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
TedHirsch, DanielleKnecht, James K. Lee, DianeHenryLeipzig, MarthaG.Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
ElizabethB.Rasmussen, Laura Tortorelli, RachaelL.Shaw, SivanB.Sherman, Miriam E. Vidaver, Catherine S. Whittington, JeannetteA. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early
development of this program.

SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.

Unit 6
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81

CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.

82

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Unit 6

Skills Workbook
Skills Strand
Kindergarten

The Core Knowledge Foundation

www.coreknowledge.org