Kinder 5 Phonics/Reading

Curriculum Guide

I. Introduction
The reading/phonics program is aimed at making students comfortable using
everyday language and vocabulary. It provides a strong foundation for
success in reading by presenting a solid, fundamental phonics base. The
reading program is flexible enough to meet students’ needs at various levels
of development.

II. Educational Philosophy

Reading and phonics is greatly emphasized in the curriculum because the
ultimate aim of education is to teach children to read the Scripture for
themselves. Emphasis is put on principles laid out in the Word of God as to
build up the children in the faith and Christian Character.

III. Scope and Sequence

Due to the incremental development of this particular text, a chronological
handling of the scope and sequence with time frame is impossible. What
follows is a listing of the major topics covered in the selected text and the
approximate amount of time each is covered, at various levels, throughout
the curriculum.

Recognition of name, sound, and picture of long and short vowels and
consonants. 24 weeks
Sounding of blends, one- and two-vowel words, and words with special
sounds 36 weeks
Beginning phonics rules and special sounds 36 weeks
Reading of sentences and stories from twelve books containing one- and
two-vowel words and special sounds. 18 weeks

IV. Time Frame

This class taught in 30-minute to 1-hour sessions 5 days per week
throughout the school year.

V. Instructional Goals
Instructional goals are included with the objectives in section VI.

VI. Objectives

Letters/Sounds
The student will be able to identify/name all letters of the alphabet and their
related sounds.

The student will…

1. give the names of the vowels, their short sounds and key
words.
 2. recite the names of each consonant, their appropriate sound(s)
and key words.
3. match the upper and lower case forms of each letter.
4. recite the long vowels sounds and the key words.
5. identify initial and final consonants of words.

Biblical Integration
6. understand that God wants us to be able to read and He places
an importance on communicating with us through His written
word. (Exodus 31:18, 32:16, 34:1)

Words/Phonics Rules/Special Sounds

The student will be able to analyze and read words by phonetic cues, special
sound rules and contextual cues.

The student will…

1. blend a consonant with a vowel.
2. provide a missing vowel or consonant to complete a word.
3. identify and give examples of rhyming words.
4. write letters and blends associated with a spoken word or
sound.
5. state the one-vowel rule and apply it to reading words.
6. state the two-vowel rule and apply it to reading words.
7. mark vowels in words following the one/two-vowel rules.
8. identify special sounds used in words, including, but not limited
to: double consonants (ie: /ff/), consonants blends and special
vowel sounds (ie: /e/ as in me).

9. apply the special sounds to reading words.

Biblical Integration
10. read and recite Scripture verses as commanded by God.
(Joshua 1:8)

Sentences/Books
The student will be able to read sentences and books.

The student will…

1. demonstrate left to right orientation in reading.
2. identify and read sight words, including, but not limited to: a,
the, to, I, do, of, you, Bible, from.
3. name and use basic punctuation in sentences, including, but
not limited to: capitals and periods.
4. read sentences and short stories which integrate one- and two-
vowel rules, sight words and special sounds.
 Biblical Integration
5. Identify the Bible as God’s written message to us. (2 Timothy
3:16, Revelation 22:18-19)
6. Begin to demonstrate selectivity in choosing the types of
reading material, knowing that God’s Word is the most
important. (Ecclesiastes 12:12)

Comprehension
The student will be able to demonstrate comprehension of the material s/he
reads.

The student will…

1. develop listening skills by listening to stories and instructions.
2. sequence events from fictional stories and Bible lessons.

Biblical Integration
3. discuss how understanding must accompany reading to be
effective. (Psalm 119:34, 73, 125)
4. differentiate between God’s truth and other written materials.
(Deut. 18:9-14)

VII. Biblical Integration

Biblical integration is so extensive and pervasive throughout the curriculum
that it has been included in the objectives. Please refer to section VI.

VIII. Instructional Methods

Instructional methods include teacher-directed instruction, completion of
worksheets, group and individual drill/recitation, oral/silent reading, class
discussions, poems and songs as indicated in the teacher guides.

IX. Evaluation
Evaluation is accomplished through teacher observation, class participation,
oral phonics evaluations, oral reading selections, and completion of
worksheets.

X. Resources
A Beka - Letters & Sounds K
Student workbook
Teacher’s guide
My Blends and Word Book
I Learn to Read books A-D
I Do Read books E-H
I Can Read Well books I-L
Alphabet cards
Blend ladders
Basic Phonics flashcards
One-vowel word cards
Clue word cards
Blend practice cards B
Letter formation cards