astor
Astor Academy Methods - Kindergarten English Language Arts
A full-year curriculum built on the New York State Next Generation ELA Learning Standards and the NYC Reads approach
Version 1 draft for review - prepared October 19, 2026 for the 2026-27 NYC school calendar. Not published.
Welcome
This is a full kindergarten year of English: 36 teaching weeks, 9 units, from the first day of school (Thursday, September 10, 2026) to the last (Monday, June 28, 2027). Every standard code and every standard's wording below is copied from the official New York State Education Department (NYSED) documents listed in Sources. Nothing is invented: where this plan makes its own choices (letter order, monthly targets, minute-by-minute timing), it says so.
The plan is written for a kindergarten teacher, a homeschooling parent, or anyone teaching a young child to read and write. Each unit stands on its own, so you can start small: if you want a taste first, teach Unit 2 (Our Five Senses) for two weeks.
Three ideas run through the whole year: - Two kinds of reading time. NYSED says kindergarten needs two different kinds of texts: texts that match the phonics a child has learned (to practice reading words) and rich, complex read-alouds (to build language and knowledge). This plan gives each its own daily block. - Structured phonics, every day. NYC Reads requires K-2 schools to use an approved foundational skills program alongside a knowledge-building curriculum, rooted in the science of reading. The foundational-skills scope here follows that model: explicit, sequenced, daily. - Knowledge through topics. Most units follow the kindergarten topics and anchor texts of EL Education and Wit & Wisdom, two of the three NYC Reads K-5 curricula (the third is HMH Into Reading), so children who move between schools will meet familiar books and ideas.
Where this comes from
New York State. The NYS Next Generation English Language Arts Learning Standards (NYSED, 2017) set the kindergarten expectations in five strands: Reading (KR1-KR9, for literature and informational text together), Reading Foundational Skills (KRF1-KRF4), Writing (KW1-KW4, KW6, KW7), Speaking and Listening (KSL1-KSL6), and Language (KL4-KL6). Language Standards 1 and 2 (grammar, capitalization, punctuation, spelling) are not given kindergarten codes; NYSED bands them across Prekindergarten to Grade 2 in Appendix A and leaves it to the local curriculum to choose which skills are taught in kindergarten. Writing Standard 5 begins in grade 4 and Language Standard 3 in grade 2, so there is no KW5, KL1, KL2, or KL3.
New York City. NYC Public Schools launched NYC Reads in 2023-24. K-5 schools use one of three approved knowledge-building curricula (EL Education, Wit and Wisdom, HMH Into Reading), and grades K-2 also adopt an approved foundational skills program. A family guidance document from NYC Reads lists the foundational skills options as Wilson Fundations, Heggerty Phonemic Awareness, and Really Great Reading, and names Acadience Reading as the required K-2 universal screener, given three times a year. NYC Reads names five areas of reading instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Calendar. Dates follow the official NYCPS 2026-2027 School Year Calendar. Counting weekdays from September 10, 2026 to June 28, 2027, minus every listed closure, recess, and no-student day, gives 177 student days (the November 3 Election Day remote day is counted as a school day). This plan uses 167 of them as 36 teaching weeks and keeps 10 as flex days: Flex week before Winter Recess (Dec 21-23): review, reread favorite books, catch up on any unit work; Flex days before Spring Recess (Apr 19-21): review and reread; Flex days (Jun 7, 9; Jun 8 and Jun 10 have no students): end-of-year benchmark make-ups; Last day (Jun 28): celebration.
Year at a glance
| Month | Teaching weeks (dates) | Unit | Anchor texts (examples) | Main writing | Phonics focus |
|---|---|---|---|---|---|
| September | 1-4 (Sep 10 - Oct 2; 16 days) | Unit 1: Hello, Kindergarten! Me, My Name, My School | Chrysanthemum, The Kissing Hand, Lola at the Library | Narrative (KW3) | Letters in my name; t /t/, p /p/ |
| October | 5-8 (Oct 5 - Oct 30; 19 days) | Unit 2: Our Five Senses | Last Stop on Market Street, Rap a Tap Tap: Here's Bojangles, My Five Senses | Informative (KW2) | i /i/, n /n/; c /k/, k /k/ (two spellings for one sound) |
| November | 9-12 (Nov 2 - Nov 25; 17 days) | Unit 3: Toys and Play | Llama Llama Time to Share, Have Fun, Molly Lou Melon, Toys Galore | Opinion (KW1) | ck, e /e/, u /u/; l /l/ (ll), ss |
| November-January | 13-17 (Nov 30 - Jan 15; 25 days) | Unit 4: Weather Wonders | The Snowy Day, Come On, Rain!, Weather Words and What They Mean | Informative (KW2) | j /j/, v /v/; Decode short a CVC words (map, sat, pan) |
| January-February | 18-21 (Jan 19 - Feb 12; 19 days) | Unit 5: Once Upon a Farm: What Makes a Good Story? | The Little Red Hen, The Three Billy Goats Gruff, Farm Animals | Narrative (KW3) | Decode short i CVC words; Decode short e CVC words |
| February-March | 22-25 (Feb 22 - Mar 19; 19 days) | Unit 6: Our City, Then and Now | The Little House, Tar Beach, Home Then and Now, Transportation Then and Now, School Then and Now, Communication Then and Now | Informative (KW2, KW7) | Mixed short vowels; Digraph th |
| March-April | 26-29 (Mar 22 - Apr 16; 19 days) | Unit 7: Trees Are Alive | A Tree for Emmy, The Tiny Seed, What's Alive? | Shared research (KW6, KW7) | -ck review; Inflection -s on verbs (runs) |
| May | 30-33 (May 3 - May 28; 19 days) | Unit 8: Around the World: Continents and Tales | Why Mosquitoes Buzz in People's Ears: A West African Tale, Moon Rope, Introducing North America | Informative (KW7) | Meaning of -ed and -s endings (KL4b); Decodable texts and dictation |
| June | 34-36 (Jun 1 - Jun 25; 14 days) | Unit 9: We Are Readers and Writers: Author Study and Memory Book | Don't Let the Pigeon Drive the Bus!, Knuffle Bunny (reread), Our own Class Name Book from September (reread to show growth) | Opinion (KW1) | Review of all taught patterns; Read-to-a-friend week |
Letter-sound order: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, l, ss, j, v, w, x, y, z, qu. This follows the first sets of the UK Department for Education's Letters and Sounds (2007), which start with letters that make many simple words right away (sat, pin, map). If your school uses Fundations, Really Great Reading, or the EL Skills Block, follow that program's order instead; the monthly goals still apply.
The daily English block
A suggested kindergarten day for English (about 2 hours, split into pieces). The minutes are Astor's suggestion, not a state rule. EL Education's K-2 Reading Foundations Skills Block is designed as a 1-hour block, which is what the first row assumes.
| Block | Minutes | What happens | Main standards |
|---|---|---|---|
| Morning meeting and message | 10 | Greeting, calendar, shared reading of a short morning message; find letters and words we know | KRF1, KRF3d, KSL1 |
| Foundational skills | 45-60 | Phonological awareness warm-up (5 min), new letter-sound or pattern (10-15), word work and dictation (10), small-group decodable reading and centers (20-30) | KRF1-KRF4, L2 band |
| Read-aloud and knowledge | 30-40 | Interactive read-aloud of the unit's complex anchor text, vocabulary, text talk, turn-and-talk | KR1-KR9, KSL1-KSL3, KL4-KL6 |
| Writing | 25-30 | Mini-lesson (5-10), drawing and writing time (15), share (5) | KW1-KW7, L1-L2 band |
| Play and literacy centers / closing | 15-20 | Dramatic play with literacy props, listening center, book browsing; closing circle (one thing I learned) | KSL4-KSL6, KR9 |
The units
Unit 1: Hello, Kindergarten! Me, My Name, My School
Weeks 1-4, Sep 10 - Oct 2 (16 teaching days)
Essential question: Who am I, and how do we learn together at school?
Level 1 The full plan
The first weeks are about safety, routines, and joy. Children learn their classmates' names, how a book works, and that their own talk and drawings carry meaning. Names are the best first text a child will ever read.
Connection to NYC Reads: Mirrors the community-building launch of EL Education K Module 1 (Toys and Play: 'Building Literacy in a Collaborative Classroom').
Anchor texts - Literature: Chrysanthemum - Kevin Henkes - Literature: The Kissing Hand - Audrey Penn - Literature: Chicka Chicka Boom Boom - Bill Martin Jr. and John Archambault (also a Wit & Wisdom K Module 1 core text) - Literature: We All Play - Julie Flett (EL Education K Module 1 list) - Informational: Lola at the Library - Anna McQuinn (pair with a visit to the school library or a public library branch) - Informational: A photo tour book the class makes of its own school (teacher-made informational text)
Standards in focus (taught and assessed in this unit): KRF1a, KRF1d, KRF1e, KRF2a, KR1, KR3, KR6, KW3, KSL1, KSL1a, KSL6, KL5a, KRF1, KRF1b, KRF1c, KRF2, L1 (P-2 band)
Standards practiced (kept warm): KRF1, KRF1b, KRF2, KR2, KR9, KSL4, L1 (P-2 band), L2 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 1 | Sep 10-Sep 11 (2 days) | Launch days: routines, first read-aloud, name chant | Listen for words in a sentence; enjoy rhymes and songs | Letters in my name; book handling: front cover, back cover, title page | - |
| 2 | Sep 14-Sep 18 (5 days) | Names: Chrysanthemum; letters in our names; name graph | Recognize rhyming words (thumbs up / thumbs down) | Letter names: uppercase sort and alphabet song with pointing | I, a |
| 3 | Sep 22-Sep 25 (4 days) | Book parts and author/illustrator jobs (KR6, KRF1e); Chicka Chicka Boom Boom | Produce a rhyme for a given word | s /s/, a /a/ | the |
| 4 | Sep 28-Oct 2 (5 days) | Our school: photo walk, 'My First Day' narrative, Class Name Book | Clap, count, and blend syllables | t /t/, p /p/; oral blending of s-a-t | to, and |
Writing: Narrative (KW3): 'My First Day' - draw yourself at school, tell what happened first and next, and label with letters you know. Teacher takes dictation underneath.
Speaking and listening: Learn the class talk rules (KSL1a): eyes on the speaker, one voice, wait your turn. Practice with turn-and-talk partners every day.
Language and vocabulary: Sort classroom things into bins (KL5a): crayons, blocks, books. Print the letters of your first name (L1 band: 'Print upper- and lowercase letters in their name'). Capitalize the first letter of your name (L2 band).
Words to teach and use all unit: name, letter, word, author, illustrator, cover, title, rhyme, friend, share
Culminating task: Class Name Book: each child makes one page (photo or self-portrait, name written as best they can, one thing they like). We read it together all year.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Practice the letters in your child's name: point to each one and say its sound, then find the same letters on signs and cereal boxes.
Level 3 Even smaller steps
Start with just the first letter of their name. Trace it in sand or on your palm, say its sound, and find it once a day.
Level 2 Go deeper if your child wants more
Write a short 'All about me' book together: one page each for name, family, favorite food, and school, with a sentence your child says and you write.
Level 3 Project
Make a name puzzle: cut your child's name into letters, mix them up, and have them rebuild it, then do the same with a family member's name.
Unit 2: Our Five Senses
Weeks 5-8, Oct 5 - Oct 30 (19 teaching days)
Essential question: How do our senses help us learn about the world?
Level 1 The full plan
Talking about what we see, hear, smell, taste, and touch gives children words for feelings and senses (KR4) and builds science knowledge. City walks make it real.
Connection to NYC Reads: Follows Wit & Wisdom K Module 1, The Five Senses (essential question: 'How do our senses help us learn?').
Anchor texts - Literature: Last Stop on Market Street - Matt de la Pena, illustrated by Christian Robinson (Wit & Wisdom K Module 1) - Literature: Rap a Tap Tap: Here's Bojangles - Think of That! - Leo and Diane Dillon (Wit & Wisdom K Module 1) - Literature: Owl Babies - Martin Waddell (feelings words) - Informational: My Five Senses - Aliki (Wit & Wisdom K Module 1) - Informational: My Five Senses - Margaret Miller (Wit & Wisdom K Module 1)
Standards in focus (taught and assessed in this unit): KR4, KR5, KR7, KSL4, KSL5, KW2, KL5c, KRF2b, KRF2c, KRF3, KRF3d, KL5
Standards practiced (kept warm): KR1, KR2, KR3, KR9, KRF1d, KRF3a, KRF3d, KSL1b, KSL6, KL6
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 5 | Oct 5-Oct 9 (5 days) | Meet the senses: Aliki's My Five Senses; fiction vs. informational (KR5) | Segment syllables (robot talk by syllable) | i /i/, n /n/ | is, in |
| 6 | Oct 13-Oct 16 (4 days) | Sight and sound: Rap a Tap Tap; tap rhythms and syllables | Blend onset and rime (/m/ + -at) | m /m/, d /d/ | it, you |
| 7 | Oct 19-Oct 23 (5 days) | City senses: Last Stop on Market Street; words for feelings (KR4) | Isolate first sounds | g /g/, o /o/ | see, my |
| 8 | Oct 26-Oct 30 (5 days) | Touch, taste, smell; finish Senses Book; Senses Museum | Segment onset and rime | c /k/, k /k/ (two spellings for one sound) | can, we |
Writing: Informative (KW2): 'My Senses Book' - one page per sense: draw, label, and tell one fact ('I hear with my ears.'). Uses a shared sentence frame.
Speaking and listening: Sense walk around the block or schoolyard; describe with detail what you noticed (KSL4). Use the class senses chart while you talk (KSL5).
Language and vocabulary: Describing words for the world (KL5c): loud/soft, smooth/bumpy, sweet/sour. Act out sense verbs: sniff, peek, tap, listen (KL5d preview).
Words to teach and use all unit: senses, sight, hearing, smell, taste, touch, describe, loud, soft, rough, smooth, notice
Culminating task: Senses Museum: children bring or choose an object, present it with two sense words, and read their Senses Book to a buddy.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Go on a senses walk and name one thing you see, hear, smell, and touch. Your child says a full sentence: 'I hear a bus.'
Level 3 Even smaller steps
Use one sense per day. Close eyes and listen for one minute, then say what you heard.
Level 2 Go deeper if your child wants more
Read a book about the senses, then sort pictures by which sense you use. Ask your child to retell the book in their own words.
Level 3 Project
Make a five-senses poster with drawings and one labeled word per sense, sounding out each word together.
Unit 3: Toys and Play
Weeks 9-12, Nov 2 - Nov 25 (17 teaching days)
Essential question: How can we play together and share our ideas?
Level 1 The full plan
Every child has strong opinions about toys, which makes this the perfect home for the first opinion writing. Play is also where kindergartners practice long conversations.
Connection to NYC Reads: Follows EL Education K Module 1, Toys and Play, whose writing tasks include 'Opinion Writing: My Preferred Classroom Toy' and an informational piece about a classmate's toy.
Anchor texts - Literature: Llama Llama Time to Share - Anna Dewdney (EL K Module 1) - Literature: Have Fun, Molly Lou Melon - Patty Lovell (EL K Module 1) - Literature: Knuffle Bunny - Mo Willems (a story about a much-loved toy) - Informational: Toys Galore - Peter Stein (EL K Module 1) - Informational: Playing with Friends - Rebecca Rissman (EL K Module 1)
Standards in focus (taught and assessed in this unit): KW1, KSL1b, KSL3, KR8, KR2, KRF2d, KSL1c, KL5b
Standards practiced (kept warm): KR1, KR3, KR6, KR7, KW2, KRF3a, KRF3d, KSL1a, KSL1c, KL5b, L1 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 9 | Nov 2-Nov 6 (5 days) | Toys Galore; sorting toys by how they move; opinion vs. fact | Blend 2-3 phonemes orally | ck, e /e/, u /u/ | like, go |
| 10 | Nov 9-Nov 13 (4 days) | Llama Llama Time to Share; feelings and sharing; 'because' | Isolate final sounds | r /r/, h /h/ | he, she |
| 11 | Nov 16-Nov 20 (5 days) | Have Fun, Molly Lou Melon; imagination play; opinion writing | Blend CVC words orally (sound buttons) | b /b/, f /f/ (ff) | look, are |
| 12 | Nov 23-Nov 25 (3 days) | Partner interviews and Toy Talk Show (3-day week) | Segment CVC words orally (3 days) | l /l/ (ll), ss; review | review |
Writing: Opinion (KW1): 'My Favorite Classroom Toy' - draw it, tell or write 'I like ___ because ___.' Then interview a partner and record their favorite (KW2 practice).
Speaking and listening: Toy talk: ask a partner a question about their toy and listen to the answer (KSL3). Aim for 'two more turns' in each conversation (KSL1b). Notice that friends may like different things and that is okay (KSL1c).
Language and vocabulary: Opposites with toys (KL5b): fast/slow, push/pull, big/little, old/new. Question words in toy interviews: who, what, where (L1 band: interrogatives).
Words to teach and use all unit: opinion, reason, because, favorite, share, take turns, push, pull, build, imagine
Culminating task: Toy Talk Show: each child holds up their opinion page and says one reason; classmates ask one question.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Clap the syllables in toy names (ro-bot, ted-dy, ball) and say the first sound of each one.
Level 3 Even smaller steps
Hold two toys and ask: which one starts with /b/? Keep it to two choices.
Level 2 Go deeper if your child wants more
Write a how-to with your child: 'How to play with my favorite toy', in three steps with drawings, first, next, last.
Level 3 Project
Run a pretend toy store: make price tags and labels by sounding out words, then 'read' them to customers.
Unit 4: Weather Wonders
Weeks 13-17, Nov 30 - Jan 15 (25 teaching days)
Essential question: How does weather change our days, and how do people get ready for it?
Level 1 The full plan
December and January in New York bring cold, wind, maybe snow: a living text right outside the window. Daily weather journals build informative writing; weather stories build narrative.
Connection to NYC Reads: Follows EL Education K Module 2, Weather Wonders, whose writing tasks are 'Narrative Writing: My Weather Story' and 'Informational Writing: Weather Journal'.
Anchor texts - Literature: The Snowy Day - Ezra Jack Keats (EL K Module 2) - Literature: Come On, Rain! - Karen Hesse (EL K Module 2) - Literature: Brave Irene - William Steig (EL K Module 2) - Literature: Umbrella - Taro Yashima (EL K Module 2) - Informational: Weather Words and What They Mean - Gail Gibbons (EL K Module 2) - Informational: Weather (National Geographic Readers) - Kristin Rattini (EL K Module 2)
Standards in focus (taught and assessed in this unit): KW3, KW2, KR3, KR7, KRF2d, KRF3a, KRF3b, KL4a, KL4, L2 (P-2 band)
Standards practiced (kept warm): KR1, KR2, KR4, KR5, KR8, KSL2, KSL4, KSL5, KRF1d, KRF3d, L2 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 13 | Nov 30-Dec 4 (5 days) | What is weather? Weather Words and What They Mean; start Weather Journal | Isolate medial vowel | j /j/, v /v/ | for, was |
| 14 | Dec 7-Dec 11 (5 days) | Rain: Come On, Rain!; Umbrella; sequence words | Segment CVC words with Elkonin boxes | w /w/, x /ks/ | they, said |
| 15 | Dec 14-Dec 18 (5 days) | Snow: The Snowy Day; plan 'My Weather Story' | Substitute first sound (cat > hat) | y /y/, z /z/ (zz) | do, of |
| 16 | Jan 4-Jan 8 (5 days) | Wind and cold: Brave Irene; draft and share weather stories | Substitute last sound (cat > cap) | qu /kw/; all 26 letters reviewed | have, with |
| 17 | Jan 11-Jan 15 (5 days) | Weather report presentations; journal wrap-up | Segment and blend CVC; add a sound | Decode short a CVC words (map, sat, pan) | this, all |
Writing: Informative (KW2): Weather Journal - each morning draw and label today's weather with a sentence frame ('Today it is ___.'). Narrative (KW3): 'My Weather Story' - a three-part story (first, next, last) about a time in rain, snow, or wind.
Speaking and listening: Weather reporter: describe the day's weather to the class using the weather chart (KSL4, KSL5). Compare a photo book and a storybook about snow (KSL2).
Language and vocabulary: Multiple-meaning words (KL4a): 'fall' (season and to fall down), 'wave' (ocean and hand). Plurals: cloud/clouds (L1 band: regular plural nouns).
Words to teach and use all unit: weather, temperature, forecast, cloudy, windy, sunny, snowy, storm, season, prepare
Culminating task: Class Weather Report: small groups present one week of their weather journal data on a big chart, and each child reads their weather story aloud.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Read a weather book and ask: what happened first, next, last? Point to the pictures for help.
Level 3 Even smaller steps
Say three weather words (sun, rain, snow), stretch the sounds slowly, and blend them back together.
Level 2 Go deeper if your child wants more
Keep a weather journal for a week: one drawing and one short sentence a day ('It is sunny.').
Level 3 Project
Make a weather report video at home: your child reads their journal sentences out loud like a reporter.
Unit 5: Once Upon a Farm: What Makes a Good Story?
Weeks 18-21, Jan 19 - Feb 12 (19 teaching days)
Essential question: What makes a good story?
Level 1 The full plan
Folktales have clear characters, settings, and events, so children can retell them with confidence and then act them out. This is the heart of KR2 and KR3.
Connection to NYC Reads: Follows Wit & Wisdom K Module 2, Once Upon a Farm (essential question: 'What makes a good story?').
Anchor texts - Literature: The Little Red Hen - Jerry Pinkney (Wit & Wisdom K Module 2) - Literature: The Three Billy Goats Gruff - Paul Galdone (Wit & Wisdom K Module 2) - Literature: Three Little Pigs - adapted by Raina Moore, illustrated by Thea Kliros (Wit & Wisdom K Module 2) - Informational: Farm Animals - Wade Cooper (Wit & Wisdom K Module 2) - Informational: The Year at Maple Hill Farm - Alice and Martin Provensen (Wit & Wisdom K Module 2)
Standards in focus (taught and assessed in this unit): KR2, KR3, KW4, KW3, KSL6, KL5d, KRF3c, KRF2e
Standards practiced (kept warm): KR1, KR5, KR6, KR7, KR9, KRF3b, KRF3d, KRF2e, KSL1, KSL2, L1 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 18 | Jan 19-Jan 22 (4 days) | Farm Animals and The Year at Maple Hill Farm: real farms (informational) | Delete first sound (sit > it) | Decode short i CVC words | what, one |
| 19 | Jan 25-Jan 29 (5 days) | The Little Red Hen: characters and problem | Substitute medial vowel (hat > hit) | Decode short o CVC words | no, so |
| 20 | Feb 1-Feb 5 (5 days) | The Three Billy Goats Gruff: sequence and retell; story map | Blend 4 phonemes orally (stop, fast) | Decode short u CVC words | up, come |
| 21 | Feb 8-Feb 12 (5 days) | Three Little Pigs; new endings; puppet theater | Segment 4-phoneme words orally | Decode short e CVC words | be, from |
Writing: Narrative (KW3): retell a farm tale in three boxes (beginning, middle, end), then write a new ending. Response (KW4): dramatize a tale with stick puppets.
Speaking and listening: Puppet theater: groups retell a tale in order and take turns as characters (KSL1, KSL6).
Language and vocabulary: Act out animal verbs that mean nearly the same thing (KL5d): trot, gallop, march, waddle, scamper. Past tense in retelling: 'The hen planted...' (L1 band: verbs for past, present, future).
Words to teach and use all unit: character, setting, beginning, middle, end, problem, solve, farm, harvest, retell
Culminating task: Farm Tales Theater for families or a buddy class, plus each child's 'New Ending' page.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Retell a favorite farm story with toys: who was in it, where it happened, what went wrong, how it ended.
Level 3 Even smaller steps
Use three picture cards (beginning, middle, end) and put them in order together.
Level 2 Go deeper if your child wants more
Compare two versions of the same tale (like The Little Red Hen). What is the same? What is different?
Level 3 Project
Write and draw a new ending to a farm story, then act it out with puppets for the family.
Unit 6: Our City, Then and Now
Weeks 22-25, Feb 22 - Mar 19 (19 teaching days)
Essential question: How has life in our city and our country changed over time?
Level 1 The full plan
New York City is a textbook of change: subways, tall buildings, old brownstones. Comparing then and now teaches children to find information in photos and text (KR7, KR8) and to make connections to their own lives (KR9).
Connection to NYC Reads: Adapts Wit & Wisdom K Module 3, America, Then and Now (essential question: 'How has life in America changed over time?') to a New York City lens.
Anchor texts - Literature: The Little House - Virginia Lee Burton (Wit & Wisdom K Module 3) - Literature: Tar Beach - Faith Ringgold (a New York City rooftop story) - Literature: A Chair for My Mother - Vera B. Williams (city family and community) - Informational: Home Then and Now, Transportation Then and Now, School Then and Now, Communication Then and Now - Robin Nelson (Wit & Wisdom K Module 3) - Informational: Subway - Christoph Niemann (NYC subway)
Standards in focus (taught and assessed in this unit): KR7, KR8, KR9, KW2, KW7, KSL2, KSL5, KL4b
Standards practiced (kept warm): KR1, KR3, KR5, KR6, KRF3b, KRF3c, KRF3d, KRF4, KSL4, KL6, L2 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 22 | Feb 22-Feb 26 (5 days) | Home Then and Now; The Little House (change over time) | Phoneme substitution review | Mixed short vowels; -s plurals (cats, maps) | two, who |
| 23 | Mar 1-Mar 5 (5 days) | Transportation Then and Now; Subway; our trips to school | Add a sound to the end (an > ant) | Digraph sh | some, by |
| 24 | Mar 8-Mar 12 (4 days) | School and Communication Then and Now; family interview | Blend and segment with digraphs | Digraph ch | there, when |
| 25 | Mar 15-Mar 19 (5 days) | Tar Beach and A Chair for My Mother; Then-and-Now Gallery | Delete last sound (seat > sea) | Digraph th | your, out |
Writing: Informative (KW2, KW7): 'Then and Now' page - fold paper in half, draw and label one thing from long ago and today (homes, travel, school, talking to faraway people) and write one fact for each side.
Speaking and listening: Photo talks: describe what is the same and different in two photographs (KSL2, KSL5). Ask a family member 'What was school like when you were little?' and report back.
Language and vocabulary: Word endings as meaning clues (KL4b): walk/walked, train/trains, use/useful. Prepositions for city places: on the train, under the street, above the city (L1 band).
Words to teach and use all unit: past, present, long ago, today, change, city, neighborhood, transportation, community, invention
Culminating task: Then-and-Now Gallery Walk: pages hung by topic; children lead a family member or buddy through the gallery.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Walk your street and name what you see: store, bus, park. Read the signs together.
Level 3 Even smaller steps
Point to one sign a day and find a letter you know on it.
Level 2 Go deeper if your child wants more
Look at an old photo of your neighborhood (library or online) and talk: what is the same now? what changed?
Level 3 Project
Make a 'then and now' book: draw one place long ago and today, with a sentence for each page.
Unit 7: Trees Are Alive
Weeks 26-29, Mar 22 - Apr 16 (19 teaching days)
Essential question: How do we know a tree is alive, and why do trees matter?
Level 1 The full plan
Spring in the city brings street trees into bud. Children ask real questions, watch a real tree for weeks, and do shared research (KW6) like scientists. They finish with an opinion piece about where to plant a tree.
Connection to NYC Reads: Follows EL Education K Module 3 (Trees Are Alive) and Module 4 (Enjoying and Appreciating Trees), whose tasks include 'Opinion Writing: Where Would You Plant a Tree and Why?'.
Anchor texts - Literature: A Tree for Emmy - Mary Ann Rodman (EL K Modules 3-4 trade book list) - Literature: The Tiny Seed - Eric Carle - Literature: Mama Miti: Wangari Maathai and the Trees of Kenya - Donna Jo Napoli (EL K Modules 3-4 trade book list; a true story) - Informational: What's Alive? - Kathleen Weidner Zoehfeld (EL K Modules 3-4 trade book list) - Informational: A Tree Is Nice - Janice May Udry (EL K Modules 3-4 trade book list) - Informational: Be a Friend to Trees - Patricia Lauber (EL K Modules 3-4 trade book list)
Standards in focus (taught and assessed in this unit): KW6, KW7, KW1, KR8, KR1, KSL3, KRF4
Standards practiced (kept warm): KR2, KR5, KR7, KR9, KRF3c, KRF3d, KW2, KSL1b, KSL4, KSL5, KL5a, L2 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 26 | Mar 22-Mar 25 (4 days) | What's Alive? living vs. nonliving; adopt a street tree to observe (4-day week) | Manipulate sounds in -ck words | -ck review; digraph wh | down, now |
| 27 | Mar 29-Apr 2 (5 days) | Parts of a tree: A Tree Is Nice; class question chart | Segment final blends orally | Stretch: final blends (-st, -nd, -mp) | has, her |
| 28 | Apr 5-Apr 9 (5 days) | Why trees matter: Be a Friend to Trees; Mama Miti; shared research | Segment initial blends orally | Stretch: initial blends (st-, fl-, sn-) | then, them |
| 29 | Apr 12-Apr 16 (5 days) | Opinion: Where would you plant a tree? A Tree for Emmy; posters | Phoneme substitution with blends | Inflection -s on verbs (runs); oral -ing | will, into |
Writing: Shared research (KW6, KW7): class 'Tree Expert' book, each child contributes one fact with a labeled drawing. Opinion (KW1): 'Where would you plant a tree and why?'
Speaking and listening: Question circle: children ask questions about a tree and classmates help answer from books (KSL3).
Language and vocabulary: Sort living and nonliving things (KL5a). Capital letters and end marks in research sentences (L2 band).
Words to teach and use all unit: alive, living, nonliving, roots, trunk, branch, leaves, seed, grow, need, research, expert
Culminating task: Our Tree Book plus a 'Plant a Tree Here!' poster that each child explains to the class.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Read a nonfiction book about trees and find two facts. Say each fact as a sentence.
Level 3 Even smaller steps
Look at one real tree: name the trunk, branches, leaves. Touch each part as you say it.
Level 2 Go deeper if your child wants more
Adopt a tree on your block and visit it each season, drawing and writing one sentence about what changed.
Level 3 Project
Make a leaf rubbing book: label each leaf by sounding out the words, and add one fact per page.
Unit 8: Around the World: Continents and Tales
Weeks 30-33, May 3 - May 28 (19 teaching days)
Essential question: What can we learn about people, places, and stories around the world?
Level 1 The full plan
New York kindergartners come from every corner of the world. Maps, continents, and folktales let every family's story belong in the room.
Connection to NYC Reads: Follows Wit & Wisdom K Module 4, The Continents.
Anchor texts - Literature: Why Mosquitoes Buzz in People's Ears: A West African Tale - Verna Aardema (Wit & Wisdom K Module 4) - Literature: Moon Rope - Lois Ehlert (Wit & Wisdom K Module 4) - Literature: The Story of Ferdinand - Munro Leaf (Wit & Wisdom K Module 4) - Informational: Introducing North America - Chris Oxlade (Wit & Wisdom K Module 4) - Informational: Africa, Asia, Europe, Australia, Antarctica, South America - Rebecca Hirsch (Wit & Wisdom K Module 4) - Informational: Barefoot Books World Atlas - Nick Crane (Wit & Wisdom K Module 4)
Standards in focus (taught and assessed in this unit): KW7, KW6, KW4, KR9, KSL2, KSL4, KR5, KRF4
Standards practiced (kept warm): KR1, KR2, KR3, KR7, KR8, KRF3c, KRF3d, KSL5, KSL1c, KL6, L1 (P-2 band), L2 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 30 | May 3-May 7 (5 days) | Maps and globes: World Atlas; North America and our city on the map | Listen for -ed endings | Meaning of -ed and -s endings (KL4b) | day, make |
| 31 | May 10-May 14 (5 days) | Africa and Why Mosquitoes Buzz in People's Ears | Mixed manipulation games | Short vowel review; read decodable sentences | water, people |
| 32 | May 18-May 21 (4 days) | South America and Moon Rope; Europe and Ferdinand (4-day week) | Fluency with phoneme games | Reread decodable texts for accuracy (KRF4) | first, get |
| 33 | May 24-May 28 (5 days) | Asia, Australia, Antarctica; Continent Cards; World Fair | Phoneme deletion review | Decodable texts and dictation | did, made |
Writing: Informative (KW7): 'Continent Card' - two facts and a labeled picture from the books. Response (KW4): art or a short poem inspired by a folktale.
Speaking and listening: Family connections: children share a word, song, food, or story from a place their family knows (KSL4, KSL1c).
Language and vocabulary: Proper nouns: names of continents and countries start with capital letters (L1/L2 band). New words from books used in our talk (KL6).
Words to teach and use all unit: map, globe, continent, ocean, country, culture, tale, journey, compare
Culminating task: World Fair: groups present a continent with their cards and a retold tale; families invited.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Read a folktale from another country and find the country on a map or globe together.
Level 3 Even smaller steps
Name the main character and one thing they did. Ask: was it a good choice?
Level 2 Go deeper if your child wants more
Compare two tales from different continents: how are the heroes alike and different?
Level 3 Project
Make a mini 'around the world' passport with one page per story: the place, the character, and a drawing.
Unit 9: We Are Readers and Writers: Author Study and Memory Book
Weeks 34-36, Jun 1 - Jun 25 (14 teaching days)
Essential question: What makes us readers and writers, and what will we take to first grade?
Level 1 The full plan
The year ends with children reading on their own and celebrating growth. A Mo Willems or Kevin Henkes author study shows them authors make choices, just like they do.
Connection to NYC Reads: An Astor capstone that reviews all strands; NYC Reads curricula end the year with a culminating module task (e.g., EL K Module 4).
Anchor texts - Literature: Don't Let the Pigeon Drive the Bus! - Mo Willems - Literature: Knuffle Bunny (reread) - Mo Willems - Literature: Kitten's First Full Moon - Kevin Henkes - Literature: Chrysanthemum (reread) - Kevin Henkes - Informational: Our own Class Name Book from September (reread to show growth) - Informational: Children's own published writing from the year
Standards in focus (taught and assessed in this unit): KR6, KW1, KW3, KW4, KRF4, KSL6, KL6
Standards practiced (kept warm): KR1, KR2, KR3, KR4, KR7, KR9, KRF1, KRF2, KRF3, KSL1, KSL4, L1 (P-2 band), L2 (P-2 band)
Week by week
| Week | Dates | Reading and knowledge | Phonological awareness | Phonics and print | High-frequency words |
|---|---|---|---|---|---|
| 34 | Jun 1-Jun 4 (4 days) | Author study: Mo Willems; why authors make choices (KR6) (4-day week) | Rhyme and syllable review through poems | Review of all taught patterns | review |
| 35 | Jun 14-Jun 18 (5 days) | Author study: Kevin Henkes; opinion: favorite book | End-of-year review | End-of-year checks and small-group reteach | review |
| 36 | Jun 21-Jun 25 (5 days) | Memory Book and Reading Celebration | Celebration games | Read-to-a-friend week | review |
Writing: Opinion (KW1): 'My Favorite Book This Year' with a reason. Narrative (KW3): Kindergarten Memory Book, one page per season.
Speaking and listening: Author's chair every day: children read their own writing; listeners give one compliment and ask one question.
Language and vocabulary: Celebrate words: each child picks a favorite new word from the year and uses it in a sentence (KL6).
Words to teach and use all unit: author, illustrator, favorite, memory, proud, grow, first grade
Culminating task: Kindergarten Reading Celebration: children read a decodable book and their Memory Book to a family member or a first-grade buddy.
Check for understanding: At the end of the unit, sit with each child for 3-5 minutes. Ask them to retell or tell about one anchor text (KR2), answer one question about it (KR1), and read their writing to you. Record the letter sounds and high-frequency words checked that month (see Assessments).
Level 2 More practice if your child needs more time
Reread a favorite book by one author and talk about the pictures and words you like.
Level 3 Even smaller steps
Read the same short book three times this week, and let your child 'read' the pages they remember.
Level 2 Go deeper if your child wants more
Read several books by one author and ask: what does this author always do? (funny animals, repeated lines)
Level 3 Project
Make a memory book of the year: one page per month with a drawing and a sentence your child writes with invented spelling.
Foundational skills: the full 36-week scope
Phonological awareness is oral (eyes closed, no letters). Phonics connects sounds to letters. High-frequency words are all taken from Edward Fry's first 100 Instant Words; teach the decodable ones (in, it, can, up) by sounding them out and the irregular ones (the, said, of, was) as 'heart words', mapping the sounds you can and noting the tricky part.
| Week | Dates | Phonological awareness (KRF2) | Phonics and print (KRF1, KRF3) | High-frequency words (KRF3d) |
|---|---|---|---|---|
| 1 | Sep 10-Sep 11 | Listen for words in a sentence; enjoy rhymes and songs | Letters in my name; book handling: front cover, back cover, title page | - |
| 2 | Sep 14-Sep 18 | Recognize rhyming words (thumbs up / thumbs down) | Letter names: uppercase sort and alphabet song with pointing | I, a |
| 3 | Sep 22-Sep 25 | Produce a rhyme for a given word | s /s/, a /a/ | the |
| 4 | Sep 28-Oct 2 | Clap, count, and blend syllables | t /t/, p /p/; oral blending of s-a-t | to, and |
| 5 | Oct 5-Oct 9 | Segment syllables (robot talk by syllable) | i /i/, n /n/ | is, in |
| 6 | Oct 13-Oct 16 | Blend onset and rime (/m/ + -at) | m /m/, d /d/ | it, you |
| 7 | Oct 19-Oct 23 | Isolate first sounds | g /g/, o /o/ | see, my |
| 8 | Oct 26-Oct 30 | Segment onset and rime | c /k/, k /k/ (two spellings for one sound) | can, we |
| 9 | Nov 2-Nov 6 | Blend 2-3 phonemes orally | ck, e /e/, u /u/ | like, go |
| 10 | Nov 9-Nov 13 | Isolate final sounds | r /r/, h /h/ | he, she |
| 11 | Nov 16-Nov 20 | Blend CVC words orally (sound buttons) | b /b/, f /f/ (ff) | look, are |
| 12 | Nov 23-Nov 25 | Segment CVC words orally (3 days) | l /l/ (ll), ss; review | review |
| 13 | Nov 30-Dec 4 | Isolate medial vowel | j /j/, v /v/ | for, was |
| 14 | Dec 7-Dec 11 | Segment CVC words with Elkonin boxes | w /w/, x /ks/ | they, said |
| 15 | Dec 14-Dec 18 | Substitute first sound (cat > hat) | y /y/, z /z/ (zz) | do, of |
| 16 | Jan 4-Jan 8 | Substitute last sound (cat > cap) | qu /kw/; all 26 letters reviewed | have, with |
| 17 | Jan 11-Jan 15 | Segment and blend CVC; add a sound | Decode short a CVC words (map, sat, pan) | this, all |
| 18 | Jan 19-Jan 22 | Delete first sound (sit > it) | Decode short i CVC words | what, one |
| 19 | Jan 25-Jan 29 | Substitute medial vowel (hat > hit) | Decode short o CVC words | no, so |
| 20 | Feb 1-Feb 5 | Blend 4 phonemes orally (stop, fast) | Decode short u CVC words | up, come |
| 21 | Feb 8-Feb 12 | Segment 4-phoneme words orally | Decode short e CVC words | be, from |
| 22 | Feb 22-Feb 26 | Phoneme substitution review | Mixed short vowels; -s plurals (cats, maps) | two, who |
| 23 | Mar 1-Mar 5 | Add a sound to the end (an > ant) | Digraph sh | some, by |
| 24 | Mar 8-Mar 12 | Blend and segment with digraphs | Digraph ch | there, when |
| 25 | Mar 15-Mar 19 | Delete last sound (seat > sea) | Digraph th | your, out |
| 26 | Mar 22-Mar 25 | Manipulate sounds in -ck words | -ck review; digraph wh | down, now |
| 27 | Mar 29-Apr 2 | Segment final blends orally | Stretch: final blends (-st, -nd, -mp) | has, her |
| 28 | Apr 5-Apr 9 | Segment initial blends orally | Stretch: initial blends (st-, fl-, sn-) | then, them |
| 29 | Apr 12-Apr 16 | Phoneme substitution with blends | Inflection -s on verbs (runs); oral -ing | will, into |
| 30 | May 3-May 7 | Listen for -ed endings | Meaning of -ed and -s endings (KL4b) | day, make |
| 31 | May 10-May 14 | Mixed manipulation games | Short vowel review; read decodable sentences | water, people |
| 32 | May 18-May 21 | Fluency with phoneme games | Reread decodable texts for accuracy (KRF4) | first, get |
| 33 | May 24-May 28 | Phoneme deletion review | Decodable texts and dictation | did, made |
| 34 | Jun 1-Jun 4 | Rhyme and syllable review through poems | Review of all taught patterns | review |
| 35 | Jun 14-Jun 18 | End-of-year review | End-of-year checks and small-group reteach | review |
| 36 | Jun 21-Jun 25 | Celebration games | Read-to-a-friend week | review |
All 61 high-frequency words taught this year: I, a, the, to, and, is, in, it, you, see, my, can, we, like, go, he, she, look, are, for, was, they, said, do, of, have, with, this, all, what, one, no, so, up, come, be, from, two, who, some, by, there, when, your, out, down, now, has, her, then, them, will, into, day, make, water, people, first, get, did, made.
Weeks 23-29 include digraphs and blends. KRF3 in kindergarten asks for consonant sounds, short vowels, some regularly spelled one-syllable words, and high-frequency words; digraphs and blends are marked 'stretch' because they go a little past the kindergarten standard and prepare for grade 1. Children who are not yet secure with CVC words should keep practicing CVC words in small group instead.
Sample daily lesson flows
Sample day 1 - October, Unit 2 (Week 7: letter g, 'Last Stop on Market Street')
Morning message (10 min). 'Good morning! Today we will ride a bus in a book.' Children find the letter g and the word see (KRF3d). Point under each word as you read (KRF1a).
Foundational skills (50 min). 1. Phonological warm-up (5 min): 'What is the first sound in goat? /g/.' Repeat with gum, bus, gate, sun. Thumbs up when it starts with /g/ (KRF2). 2. New letter-sound (10 min): Show g with a keyword picture (goat). Say the sound, watch your mouth in a mirror, skywrite the letter, then write it on whiteboards (KRF3a, L1 band printing). 3. Word work (10 min): Blend with letter cards: g-a-s, t-a-g, d-i-g. Children say each sound, then sweep and read (KRF2d, KRF3b). 4. Small groups and centers (25 min): Teacher table reads a decodable text with taught letters; other groups rotate through letter-sound sort, playdough letters, and the listening center.
Read-aloud (35 min). Read Last Stop on Market Street. Before: 'Listen for words that tell what CJ sees and hears.' During: stop at 3 planned spots and ask 'What does CJ hear? How does he feel?' (KR4, KR1). After: turn-and-talk 'What would you hear on a bus in our city?' (KR9, KSL1). Add sounds and feelings words to the senses chart.
Writing (25 min). Mini-lesson: model one Senses Book page ('I hear the bus.'). Children draw, label, and write with the frame. Teacher confers with 4-5 children (KW2).
Closing (5 min). 'Show me with your hands: which sense did you use most today?'
Sample day 2 - February, Unit 5 (Week 20: short u, 'The Three Billy Goats Gruff')
Morning message (10 min). Children read the decodable line 'The sun is up.' and circle short u.
Foundational skills (55 min). 1. Phonological warm-up (5 min): Blend 4 sounds orally: /s/ /t/ /o/ /p/ = stop. Then substitute the vowel: hut > hat > hit (KRF2d, KRF2e). 2. Explicit phonics (15 min): Introduce short u words: sun, cup, bug, rug. Children map sounds into Elkonin boxes with chips, then letters (KRF3b, KRF3c). 3. Dictation (10 min): Teacher says 'bug', 'mud', and the sentence 'A bug is up.' Children write, then check against the model (L2 band: spell simple words phonetically; capital at the start, end mark). 4. Small groups (25 min): Decodable reading with short u words; one group practices letter-sound review with a sound wall.
Read-aloud (35 min). Reread The Three Billy Goats Gruff. Children help sequence picture cards: first, next, then, last (KR2, KR3). Act out trot, stomp, and tiptoe across the bridge: the same action done different ways (KL5d).
Writing (30 min). Three-box story map: draw and write the beginning, middle, and end of the tale, then share with a partner (KW3).
Closing (5 min). Two volunteers retell with stick puppets.
Sample day 3 - May, Unit 8 (Week 31: 'Why Mosquitoes Buzz in People's Ears')
Morning message (10 min). 'We will visit Africa in books today.' Children read we, will, in, the by sight.
Foundational skills (45 min). Short vowel review game; read decodable sentences aloud twice, the second time smoother (KRF4); dictation of two sentences.
Read-aloud and research (40 min). Read pages from Rebecca Hirsch's Africa and find two facts with the class (KR8, KW7). Then read Why Mosquitoes Buzz in People's Ears and compare: 'Which book is a story? Which book gives information?' (KR5).
Writing (25 min). Continent Card: two facts and a labeled drawing, using the class fact chart (KW7, L2 band capitals for names of places).
Closing (5 min). Share one fact and one connection: 'My family...' (KR9, KSL4).
Assessments and benchmarks
1. Universal screener (NYC Reads: Acadience Reading, 3 times a year)
NYC Reads names Acadience Reading as the required K-2 screener. The official Acadience kindergarten benchmark goals (Acadience Learning, 'Benchmarks and Composite Score', March 11, 2021) are below. A score at or above the benchmark means the odds are in the child's favor for later reading goals; a score below the cut point for risk signals a likely need for intensive support. Use your school's assessment windows; this plan suggests the beginning-of-year screen in Weeks 3-5, middle-of-year in Weeks 17-19, and end-of-year in Weeks 33-35.
| Measure | What it checks | Beginning of year | Middle of year | End of year |
|---|---|---|---|---|
| First Sound Fluency (FSF) | Saying the first sound of a spoken word | Benchmark 10; cut point 5 | Benchmark 30; cut point 20 | not given |
| Letter Naming Fluency (LNF) | Naming letters | no benchmark | no benchmark | no benchmark |
| Phoneme Segmentation Fluency (PSF) | Saying every sound in a word | not given | Benchmark 20; cut point 10 | Benchmark 40; cut point 25 |
| Nonsense Word Fluency - Correct Letter Sounds (NWF-CLS) | Letter-sound knowledge and blending | not given | Benchmark 17; cut point 8 | Benchmark 28; cut point 15 |
| Reading Composite Score | Combined score | Benchmark 26; cut point 13 | Benchmark 122; cut point 85 | Benchmark 119; cut point 89 |
2. Monthly classroom benchmarks (Astor targets)
Months follow the teaching week in which each week starts (Week 4, Sep 28-Oct 2, counts as September). These monthly targets are Astor's planning goals, set to match the letter-sound sequence above so that every standard is reached by June. They are not NYSED or Acadience numbers. Check them in a quick one-on-one with letter cards and word cards.
| By the end of | Letter sounds (of 26 letters, KRF3a/b) | Letter names (KRF1d) | Phonological awareness (KRF2) | High-frequency words (KRF3d) | Reading and writing |
|---|---|---|---|---|---|
| September | 4 (s, a, t, p) | Letters in own name | Hears rhymes | 5 | Writes first name; holds a book correctly |
| October | 12 | About half of uppercase | Claps syllables; blends onset-rime | 13 | Labels drawings with first sounds |
| November | 19 | Most uppercase, many lowercase | Blends 3 sounds orally | 21 | States an opinion with a reason (KW1) |
| December | 25 | All uppercase, most lowercase | Isolates first, last, middle sounds | 25 | Writes a sentence with a frame |
| January | 26 (all) | All 52 upper- and lowercase | Segments CVC words | 33 | Reads short a CVC words |
| February | 26 + reads CVC with all short vowels | Secure | Substitutes sounds | 39 | Retells a story in order (KR2) |
| March | + sh, ch, th | Secure | Adds and deletes sounds | 49 | Reads decodable sentences |
| April | + wh, -ck | Secure | Segments 4-sound words | 53 | Writes 2-3 sentences with invented spelling |
| May-June | Review | Secure | All KRF2 skills | 61 taught (aim: 50 read on sight) | Reads emergent-reader texts accurately (KRF4) |
3. Writing checks (three times a year)
Collect one on-demand piece of each type: opinion in November (Unit 3), narrative in January (Unit 4), informative in March (Unit 6), and all three again in June. Score with this kindergarten checklist, built directly from the standard wording:
| Type | Standard | 'Yes' looks like |
|---|---|---|
| Opinion | KW1 | Names a familiar topic, states an opinion ('I like...'), gives a reason ('because...'), using drawing, dictating, talk, and/or writing |
| Informative | KW2 | Names a familiar topic and supplies information (at least one true fact, labeled picture) |
| Narrative | KW3 | Tells an event or events in order (first, next, last) |
| Conventions | L1-L2 band | Prints letters; writes letters for most consonant and short-vowel sounds; spaces between words; capital at the start; end punctuation (growing over the year) |
4. Unit checks
Each unit ends with a short one-on-one conversation (retell, answer a question, read your writing) and the culminating task. Record observations on a class checklist using the codes in the coverage map.
Support for every learner
- Multilingual learners. NYSED says multilingual learners may show skills bilingually or transfer knowledge across languages, and can receive home-language supports. Invite home-language words onto the word wall, pair children with a language buddy, and let them dictate or talk in their home language when showing ideas.
- Students with disabilities. NYSED reminds us that children with disabilities are held to the same high standards with the supports and services in their IEP. Use extra modeling, multisensory letter practice (sand, skywriting), shorter writing tasks with picture supports, and more small-group time.
- Advanced readers. Move into the 'stretch' phonics sooner and offer more decodable and leveled texts, while keeping them in the same rich read-alouds as everyone else.
- Home connection. Each unit, send home the essential question and the anchor-text titles. Families can find many titles through their public library.
Standards coverage map
● = standard in focus (explicitly taught and checked); ○ = practiced. Every kindergarten standard and sub-standard is in focus in at least one unit.
| Code | U1 | U2 | U3 | U4 | U5 | U6 | U7 | U8 | U9 |
|---|---|---|---|---|---|---|---|---|---|
| KR1 | ● | ○ | ○ | ○ | ○ | ○ | ● | ○ | ○ |
| KR2 | ○ | ○ | ● | ○ | ● | ○ | ○ | ○ | |
| KR3 | ● | ○ | ○ | ● | ● | ○ | ○ | ○ | |
| KR4 | ● | ○ | ○ | ||||||
| KR5 | ● | ○ | ○ | ○ | ○ | ● | |||
| KR6 | ● | ○ | ○ | ○ | ● | ||||
| KR7 | ● | ○ | ● | ○ | ● | ○ | ○ | ○ | |
| KR8 | ● | ○ | ● | ● | ○ | ||||
| KR9 | ○ | ○ | ○ | ● | ○ | ● | ○ | ||
| KRF1 | ● | ○ | |||||||
| KRF1a | ● | ○ | |||||||
| KRF1b | ● | ○ | |||||||
| KRF1c | ● | ○ | |||||||
| KRF1d | ● | ○ | ○ | ○ | |||||
| KRF1e | ● | ○ | |||||||
| KRF2 | ● | ○ | |||||||
| KRF2a | ● | ○ | |||||||
| KRF2b | ○ | ● | ○ | ||||||
| KRF2c | ○ | ● | ○ | ||||||
| KRF2d | ○ | ● | ● | ○ | |||||
| KRF2e | ○ | ● | ○ | ||||||
| KRF3 | ● | ○ | |||||||
| KRF3a | ○ | ○ | ● | ○ | |||||
| KRF3b | ○ | ● | ○ | ○ | ○ | ||||
| KRF3c | ○ | ● | ○ | ○ | ○ | ○ | |||
| KRF3d | ● | ○ | ○ | ○ | ○ | ○ | ○ | ○ | |
| KRF4 | ○ | ● | ● | ● | |||||
| KW1 | ● | ● | ● | ||||||
| KW2 | ● | ○ | ● | ● | ○ | ||||
| KW3 | ● | ● | ● | ● | |||||
| KW4 | ● | ● | ● | ||||||
| KW6 | ● | ● | |||||||
| KW7 | ● | ● | ● | ||||||
| KSL1 | ● | ○ | ○ | ||||||
| KSL1a | ● | ○ | ○ | ○ | |||||
| KSL1b | ○ | ○ | ● | ○ | ○ | ○ | |||
| KSL1c | ○ | ● | ○ | ○ | ○ | ||||
| KSL2 | ○ | ○ | ● | ● | |||||
| KSL3 | ● | ● | |||||||
| KSL4 | ○ | ● | ○ | ○ | ○ | ● | ○ | ||
| KSL5 | ● | ○ | ● | ○ | ○ | ||||
| KSL6 | ● | ○ | ● | ● | |||||
| KL4 | ● | ||||||||
| KL4a | ● | ||||||||
| KL4b | ○ | ● | |||||||
| KL5 | ● | ||||||||
| KL5a | ● | ○ | ○ | ||||||
| KL5b | ○ | ● | |||||||
| KL5c | ● | ||||||||
| KL5d | ○ | ● | |||||||
| KL6 | ○ | ○ | ○ | ● | |||||
| L1 (P-2 band) | ● | ○ | ○ | ○ | ○ | ||||
| L2 (P-2 band) | ○ | ● | ○ | ○ | ○ | ○ |
Kindergarten standards, word for word
From NYSED, New York State Next Generation English Language Arts Learning Standards (2017), Kindergarten section and Appendix A.
- KR1: Develop and answer questions about a text. (RI&RL)
- KR2: Retell stories or share key details from a text. (RI&RL)
- KR3: Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL)
- KR4: Identify specific words that express feelings and senses. (RI&RL)
- KR5: Identify literary and informational texts. (RI&RL)
- KR6: Name the author and illustrator and define the role of each in presenting the ideas in a text. (RI&RL)
- KR7: Describe the relationship between illustrations and the text. (RI&RL)
- KR8: Identify specific information to support ideas in a text. (RI&RL)
- KR9: Make connections between self, text, and the world. (RI/RL)
- KRF1: Demonstrate understanding of the organization and basic features of print.
- KRF1a: Follow words from left to right, top to bottom, and page by page.
- KRF1b: Recognize that spoken words are represented in written language by specific sequences of letters.
- KRF1c: Understand that words are separated by spaces in print.
- KRF1d: Recognize and name all upper- and lowercase letters of the alphabet.
- KRF1e: Identify the front cover, back cover, and title page of a book.
- KRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- KRF2a: Recognize and produce spoken rhyming words.
- KRF2b: Blend and segment syllables in spoken words.
- KRF2c: Blend and segment onsets and rimes of spoken words.
- KRF2d: Blend and segment individual sounds (phonemes) in spoken one-syllable words
- KRF2e: Create new words by manipulating the phonemes orally in one-syllable words.
- KRF3: Know and apply phonics and word analysis skills in decoding words.
- KRF3a: Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.
- KRF3b: Decode short vowel sounds with common spellings.
- KRF3c: Decode some regularly spelled one-syllable words.
- KRF3d: Read common high-frequency words by sight.
- KRF4: Read emergent-reader texts with sufficient accuracy to support comprehension.
- KW1: Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or personal experience and state a reason to support that topic.
- KW2: Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.
- KW3: Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence.
- KW4: Create a response to a text, author, or personal experience (e.g., dramatization, art work, or poem).
- KW6: Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge.
- KW7: Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent writing).
- KSL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
- KSL1a: Follow agreed-upon rules for discussions, including listening to others, taking turns, and staying on topic. (printed as "KLS1a" in the NYSED PDF)
- KSL1b: Participate in conversations through multiple exchanges.
- KSL1c: Consider individual differences when communicating with others. (printed as "KLS1c" in the NYSED PDF)
- KSL2: Participate in a conversation about features of diverse texts and formats.
- KSL3: Develop and answer questions to clarify what the speaker says.
- KSL4: Describe familiar people, places, things, and events with detail.
- KSL5: Create and/or utilize existing visual displays to support descriptions.
- KSL6: Express thoughts, feelings, and ideas.
- KL4: Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences, including, but not limited to the following.
- KL4a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
- KL4b: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word.
- KL5: Explore and discuss word relationships and word meanings.
- KL5a: Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
- KL5b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
- KL5c: Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful).
- KL5d: Explore variations among verbs that describe the same general action (e.g., walk, march, gallop) by acting out the meanings.
- KL6: Use words and phrases acquired through conversations, reading and being read to, and responding to.
- L1 (P-2 band): Anchor Standard L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. Skills are banded P-2 (Appendix A); local curriculum chooses which are taught in K.
- L2 (P-2 band): Anchor Standard L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. Skills are banded P-2 (Appendix A).
Selected P-2 band Language skills chosen for kindergarten here (quoted from Appendix A): 'Print upper- and lowercase letters in their name → Print many upper- and lowercase letters → Print all upper- and lowercase letters'; 'Form and use regular plural nouns'; 'Understand and use interrogatives (question words...)'; 'Use frequently occurring prepositions'; 'Produce and expand complete sentences in shared language activities'; 'Spell simple words phonetically, drawing on knowledge of sound-letter relationships'; 'Write a letter or letters for most consonant and short-vowel sounds (phonemes)'; 'Recognize and name end punctuation'; 'Capitalize the first letter of their name'.
Notes on sources and limits
- Codes that do not exist. NYSED gives kindergarten no KL1, KL2, or KL3 and no KW5 (W5 begins in grade 4; L3 in grade 2; L1 and L2 are banded P-2 in Appendix A). This plan uses "L1 (P-2 band)" and "L2 (P-2 band)" for those skills rather than inventing codes.
- A typo in the official PDF. NYSED's PDF prints two Speaking and Listening sub-standards as "KLS1a" and "KLS1c". They sit under KSL1, so this plan writes them as KSL1a and KSL1c.
- Astor's own choices, not state or city requirements: the minutes in the daily block, the monthly classroom targets, the week-by-week letter order (based on Letters and Sounds), the choice of 61 high-frequency words (all from Fry's first 100), the unit order, and the 'stretch' digraph and blend weeks.
- Assessment windows. NYC Reads requires Acadience three times a year; the exact NYC testing windows for 2026-27 were not found, so the suggested weeks are Astor's estimates; use your school's windows. The NYC Reads family guidance found is the 2023-24 edition, hosted on a school website.
- HMH Into Reading is one of the three approved NYC K-5 curricula, but its official kindergarten module list could not be confirmed from an HMH source, so no unit here is mapped to a specific HMH module.
- Day count. 177 student days is Astor's count from the published NYCPS calendar (weekdays from Sept. 10 to June 28, minus listed closures and no-student days, with the Nov. 3 remote day counted). NYCPS does not print a day total on the calendar page.
Sources
All links were opened or downloaded on October 19, 2026 (America/New_York). Standard codes and wording were copied from the NYSED PDFs (copies kept in src-cache/).
New York State (standards) 1. New York State Education Department. New York State Next Generation English Language Arts Learning Standards (2017). Kindergarten section, pp. 15-21; Appendix A (Language Standards 1 and 2, P-2 band), pp. 94-95. https://www.nysed.gov/sites/default/files/nys-next-generation-ela-standards.pdf 2. NYSED. Crosswalk Between P-12 ELA Common Core Learning Standards (2011) and the revised NYS Next Generation ELA Learning Standards (2017) - Kindergarten. https://www.nysed.gov/sites/default/files/programs/standards-instruction/nys-ela-standards-kindergarten-crosswalk.pdf 3. NYSED. New York State Next Generation Mathematics Learning Standards (2017; PDF created 2019). Kindergarten Overview and standards, pp. 17-24 (including the NY-K.OA.2 problem-type chart on p. 20). https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/nys-next-generation-mathematics-p-12-standards.pdf 4. NYSED. NYS Next Generation Mathematics Learning Standards Kindergarten Crosswalk. https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/nys-math-standards-kindergarten-crosswalk.pdf
New York City 5. NYC Public Schools. NYC Reads (approach, curricula options, launch timeline). https://www.schools.nyc.gov/learning/subjects/literacy/nyc-reads 6. NYC Reads. NYC Reads Family Guidance (2023-24; lists Fundations, Heggerty, Really Great Reading; HMH Into Reading, EL Education, Wit & Wisdom; Acadience Reading as the K-2 screener three times a year). Copy hosted on a school website: https://cdnsm5-ss20.sharpschool.com/UserFiles/Servers/Server_473288/File/%20Our%20School/Announcements/NYC%20Reads%20Supporting%20Families.pdf 7. NYCPS University Partnerships. Instructional Priority: NYC Reads (foundational skills: Fundations paired with Heggerty, or Really Great Reading). https://nycpsuniversitypartnerships.zendesk.com/hc/en-us/articles/36694996233755-Instructional-Priority-NYC-Reads 8. NYC Reads Learning Community. Resources for Core Instruction (phonics, decodable text, sound walls guidance). https://sites.google.com/schools.nyc.gov/nycpslc/resources-for-core-instruction 9. NYC Public Schools. NYC Solves (Math Shifts; launch timeline incl. Phase 1 Elementary SY 2026-27, Districts 5, 11, 12, 25). https://www.schools.nyc.gov/learning/subjects/math/nyc-solves 10. NYC Mayor's Office. Mayor Mamdani and Chancellor Samuels Announce Expansion of NYC Solves and NYC Reads (May 21, 2026). https://www.nyc.gov/mayors-office/news/2026/05/mayor-mamdani-and-chancellor-samuelsannounce-expansion-of-nyc-so 11. Chalkbeat New York. Mamdani launches elementary school math curriculum overhaul (May 22, 2026). https://www.chalkbeat.org/newyork/2026/05/22/nyc-elementary-school-math-curriculum-mandate-districts-mamdani/ 12. NYCPS Math Resources. Illustrative Mathematics (NYC implementation resources; Notice and Wonder routine). https://sites.google.com/view/nyc-math-resources/high-quality-instructional-materials-hqim/illustrative-mathematics 13. NYC Public Schools. 2026-2027 School Year Calendar. https://www.schools.nyc.gov/calendar/2026-2027-school-year-calendar (PDF: http://www.schools.nyc.gov/docs/default-source/sections/calendar/2026-27-school-year-calendar.pdf)
Curricula (NYC Reads and NYC Solves options) 14. EL Education. Grades K-2 Curriculum Plan (K modules Toys and Play, Weather Wonders, Trees Are Alive, Enjoying and Appreciating Trees; writing tasks; required trade books). https://el-education-production.s3.amazonaws.com/media/documents/CurriculumTools_CurriculumPlan-K-2_0419.pdf 15. EL Education. ELA K curriculum page (module titles; 1-hour K-2 Reading Foundations Skills Block). https://curriculum.eleducation.org/curriculum/ela/grade-k 16. Great Minds. Wit & Wisdom Core Texts. https://greatminds.org/hubfs/GM-%20Marketing%20Collateral%20Catalog/Collateral%20Catalog/Wit%20and%20Wisdom/WW_Core%20Texts_Final%20Web_2.10.23.pdf 17. Great Minds. Wit & Wisdom K-8 Modules at a Glance (K essential questions). https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/1669860/Wit___Wisdom_Scope_and_Sequence_K-5.pdf 18. Illustrative Mathematics / Kendall Hunt. Kindergarten scope and sequence and units (8 units, section titles). https://im.kendallhunt.com/K5/teachers/kindergarten/course-guide/scope-and-sequence.html and https://im.kendallhunt.com/k5/teachers/kindergarten/units.html 19. Illustrative Mathematics. IM K-5 Scope and Sequence (v1; lesson counts per K unit; "subject to minor changes in the final published version"). https://illustrativemathematics.org/wp-content/uploads/2021/02/v1-IM-K-5-Math-Scope-and-Sequence.pdf
Assessment and foundational skills 20. Acadience Learning. Acadience Reading K-6 Benchmarks and Composite Score (March 11, 2021), Kindergarten table. https://acadiencelearning.org/wp-content/uploads/2026/01/Acadience-Reading-K-6-Benchmark-Goals-handout_2021_color.pdf 21. UK Department for Education and Skills. Letters and Sounds: Principles and Practice of High Quality Phonics (2007), Phase Two and Three letter sets. https://assets.publishing.service.gov.uk/media/5a7aa7b6e5274a34770e630c/Letters_and_Sounds_-_DFES-00281-2007.pdf 22. Fry, Edward. First 100 Instant Words (list as published by SightWords.com). https://sightwords.com/wp-content/uploads/fry_1st_100_Updated-2.pdf
Book titles and authors 23. Every anchor text and read-aloud title/author pair was checked against Open Library search (https://openlibrary.org/search.json) on October 19, 2026; curriculum-listed titles were also matched to sources 14 and 16.