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Core Knowledge Language Arts New York Edition Skills Strand
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Kindergarten
Skills Workbook
Unit 4
Unit 4
Workbook
Skills Strand
KINDERGARTEN
Core Knowledge Language Arts
New York Edition
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Core Knowledge Language Arts, Listening & Learning,
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Foundation.
Trademarks and trade names are shown in this book strictly
for illustrative and educational purposes and are the property
of their respective owners. References herein should not
be regarded as affecting the validity of said trademarks and
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Unit 4
Workbook
This workbook contains worksheets which accompany many of the lessons from the
Teacher Guide for Unit 4. 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.
Directions: Have students trace and copy the letters and words. The motion for n can be described as 1. short line down,
2. hump. The student should say the sound as he or she writes the letter.
Name
1.1
1
2
1
2
1
2
1
2
1
2
2013 Core Knowledge Foundation
Unit 4
Unit 4
Directions: Have students write each word under the matching picture.
in
cat
on
dog
Directions: Have students hold up this worksheet when you say /m/.
Name
1.2
Unit 4
m
4
Unit 4
Directions: Have students hold up this worksheet when you say /n/.
Name
1.3
Unit 4
n
6
Unit 4
Directions: Have students trace and copy the letters and words. The motion for h can be described as 1. long line down,
2. hump. The student should say the sound as he or she writes the letter.
Name
2.1
Unit 4
Unit 4
hat
dog
hot
ham
2.2
Name
Dear Family Member,
On the front and back of this worksheet, have your child draw a
line from each word to the matching picture. If necessary, identify the
pictures for your child.
1. man
2. hat
3. ham
4. can
Unit 4
5. hog
6. cat
7. dot
8. dig
9. dad
10
Unit 4
Directions: Have students trace and copy the letters and words. The motion for s can be described as 1. half circle to the left,
half circle to the right. The student should say the sound as he or she writes the letter.
Name
3.1
Unit 4
11
12
sit
sad
dig
dog
ham
man
Unit 4
Directions: Have student trace and copy the letter and word. The motion for f can be described as 1. candy cane (lift),
2. short line across. The student should say the sound as he or she writes the letter.
Name
4.1
1
1
Unit 4
13
14
dog
hat
mat
fin
man
fan
Unit 4
4.2
Name
Dear Family Member,
On the front and back of this worksheet, have your child copy each
word under the matching picture. If necessary, identify the pictures for
your child.
1. sad
2. fan
3. sit
Unit 4
15
4. fin
5. hat
6. can
16
Unit 4
5.1
Name
1. fin
Directions: Draw a line from each word to the matching picture.
2. hog
3. sit
4. dig
5. fan
Unit 4
17
6. sad
7. hat
8. ham
9. can
10. man
18
Unit 4
Directions: Have students trace and copy the letters and words. The motion for v can be described as 1. diagonal right,
2. diagonal up. The student should say the sound as he or she writes the letter.
Name
6.1
1
2
1
2
1
2
1
2
1
2
2 1
2 1
Unit 4
19
20
van
can
hog
hat
sad
fan
Unit 4
Directions: Have students hold up this worksheet when you say /v/.
Name
6.2
Unit 4
21
v
22
Unit 4
Directions: Have students hold up this worksheet when you say /f/.
Name
6.3
Unit 4
23
f
24
Unit 4
6.4
Name
Dear Family Member,
Your child is learning to read words printed in lowercase letters by
saying individual sounds and blending them to read a word. Listed below
are words your child should be able to read with practice. Please help your
child cut out the word cards. Show the cards to your child and have him
or her read them. Encourage your child to read the whole word at once.
The process of blending sounds to read words is challenging.

If necessary, assist your child by saying the individual sounds and have your child
repeat the sounds after you. Ask your child to say the whole word, i.e., to blend the
sounds into a word.
Your child may practice letter formation by copying the words on another sheet of
paper.
Please retain these cards in addition to the previous cards for future practice.
had
sit
fit
sad
tin
man
fin
him
vat
nod
hot
van
Unit 4
25
26
Unit 4
Directions: Have students trace and copy the letters and words. The motion for z can be described as 1. short line across,
2. diagonal left, 3. short line across. The student should say the sound as he or she writes the letter.
Name
7.1
Unit 4
27
2
1
2
1
28
Unit 4
Directions: Have students hold up this worksheet when you say /z/.
Name
7.2
Unit 4
29
z
30
Unit 4
Directions: Have students hold up this worksheet when you say /s/.
Name
7.3
Unit 4
31
s
32
Unit 4
7.4
Name
Dear Family Member,
Please help your child cut out the picture cards on this page. On
Worksheet 7.5, have your child glue or tape the cards with pictures
beginning with the /s/ sound (snake, star, six) under the s heading.
Next, glue or tape the cards with pictures beginning with the /z/ sound
(zipper, zebra, zigzag) under the z heading.
6
Unit 4
33
34
Unit 4
7.5
Name
Dear Family Member,
Please have your child glue or tape the cards from Worksheet 7.4 here.
Affix pictures beginning with the /s/ sound under the s heading and
pictures beginning with the /z/ sound under the z heading.
Unit 4
35
36
Unit 4
Directions: Have students trace and copy the letters and words. The motion for p can be described as 1. line down ending
below bottom line, 2. circle to the right. The student should say the sound as he or she writes the letter.
Name
8.1
1
2
1
2
1
2
1
2
1
2
1
2
Unit 4
37
38
pig
pan
cop
tag
nap
map
Unit 4
8.2
Name
Dear Family Member,
Help your child cut out the letter cards. Show the cards to your child
and have him or her say the sounds, not the letter names. Here are
some words beginning with these sounds to help you: fin, pin, hat, van,
at, so, zoo, it.
Extension: Arrange the cards to make the words fin, pin, nap,
van, fan, pan, hip, sip, sap, zip, and zap and have your
child blend and read the words. Extension: Say one of the words listed above and ask
your child to try and spell the word by selecting and arranging letter cards. Note that
this is a challenging assignment at this point; you may need to say the word sound by
sound and help your child with the spelling.
i
Unit 4
39
40
Unit 4
Directions: Have students trace and copy the letters and words. The motion for e can be described as 1. short line across,
2. most of a circle to the left. The student should say the sound as he or she writes the letter.
Name
9.1
Unit 4
41
42
hen
net
ten
pen
men
pet
10
Unit 4
10.1
Name
Dear Family Member,
saying individual sounds and blending them to read a word. Listed
below are words your child should be able to read with practice. Please
help your child cut out the word cards. Show the cards to your child
and have him or her read them. Encourage your child to read the whole
word at once.
The process of blending sounds to read words is challenging. If necessary, assist your
child by saying the individual sounds and have your child repeat the sounds after you.
Ask your child to say the whole word, i.e., to blend the sounds into a word.
paper.
ten
it
vet
mop
fig
met
cop
hip
hen
gas
did
fed
Unit 4
43
44
Unit 4
11.1
Name
1. mom and dad
Directions: For each phrase, have students circle the matching picture.
2. fat cat
3. dog on mat
4. pig pen
Unit 4
45
5. pet dog
6. cat in hat
7. sip it
8. hot pot
46
Unit 4
Directions: Have students trace each letter several times, using a different-colored crayon each time. Make sure students start
tracing at the black dots.
Name
11.2
Unit 4
47
48
Unit 4
48 |2013
Lesson
11Foundation
| Unit 4
Core Knowledge
11.3
Name
Record Sheet for Unit 4 Word Reading
Place a check next to each word read correctly. For misread words, write exactly what
students say as they sound out the word. If a student misreads a word, prompt him or
her to try to read the word again, letting him or her know that the first attempt was
incorrect.
WORD
FIRST ATTEMPT
SECOND ATTEMPT/NOTES
1. net
2. van
3. hen
4. pen
5. fin
6. sad
7. pot
8. zip
9. fan
10. hat
TOTAL CORRECT
/30
SUBTOTAL:
n > /n/ ( 1 , 2 ,3 ,4 ,5 ,9 ) ____/6 e > /e/ ( 1,3 ,4 ) _____/3
t > /t/ ( 1 ,7,1 0 ) _____/3
v>/v/ (2) ____/1
a > /a/ ( 2 ,6,9 ,1 0 ) ______/4 h > /h/ (3,10) ______/2
p > /p/ ( 4 ,7,8 ) _____/3
i>/i/ ( 5 ,8 ) _____/2
s > /s/ (6) _____/1
o > /o/ (7) _____/1
z>/z/ (8) ____/1
d > /d/ (6) _____/1
f > /f/ ( 5 ,9 ) _____/2

49
Unit 4 | LessonUnit
114 | 49
50
Unit 4
11.4
Directions: In each row, have students circle the word the teacher says aloud.
Name
1.
net
met
nit
ten
2.
man
fan
vet
van
3.
din
hen
ham
pen
4.
pen
fin
ten
pan
5.
van
tin
fin
vim
Unit 4
51
52
6.
zap
sad
sat
had
7.
got
pat
pot
pad
8.
sip
zip
sap
get
9.
van
fan
pen
tam
10.
hat
fat
hen
fin
Unit 4
11.5
Name
Dear Family Member,
Please help your child cut out the picture cards on this page. On
Worksheet 11.6, have your child glue or tape the cards with pictures
beginning with the /f/ sound (fan, four, frog) under the f heading.
Next, glue or tape the cards with pictures beginning with the /v/ sound
(van, vase, vet) under the v heading.
4
Unit 4
53
54
Unit 4
11.6
Name
Dear Family Member,
Please have your child glue or tape the cards from Worksheet 11.5
here. Affix pictures beginning with the /f/ sound under the f heading
and pictures beginning with the /v/ sound under the v heading.
Unit 4
55
56
Unit 4
12.1
Directions: Have students circle the dictated words and copy them on the lines.
Name
1. sit
set
2. met
mat
3. tap
top
4. pen
pan
5. not
net
6. vat
vet
Unit 4
57
58
Unit 4
13.1
Name
1. pot
pat
2. met
mat
3. sat
set
4. gap
tap
5. sad
sat
6. sit
sip
Unit 4
59
60
Unit 4
Directions: For each picture, have students circle the letters that spell the name of the depicted item. Students should then write
the name of the item on the line.
Name
13.2
d
p
e
i
n
m
m
n
o
a
p
g
v
f
a
e
p
n
Unit 4
61
62
Unit 4
p
d
o
a
f
t
h
d
e
a
t
s
p
f
i
e
h
n
Name
13.3
1. fan
2. van
3. pan
Unit 4
63
4. net
5. pen
6. zip
64
Unit 4
13.4
Name
Dear Family Member,
Help your child cut out the two circles. Attach 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 blend and read the words
he or she makes.
ot
og
op
To practice letter formation, ask your child to copy the words on a

sheet of paper.
it
ad
at
ip
en
Unit 4
65
66
Unit 4
14.1
Name
1. in
it
2. set
sat
3. got
pot
4. cap
zap
5. mop
hog
6. did
hid
Unit 4
67
68
Unit 4
14.2
Name
hen
ham
hog
dog
dot
doc
hat
had
hit
not
net
hot
vat
van
man
1.
Directions: For each picture, have students circle the matching word.
2.
3.
4.
5.
Unit 4
69
6.
7.
dog
hog
fog
sat
man
sad
zap
zip
hit
sit
sip
tip
den
pin
pen
8.
9.
10.
70
Unit 4
14.3
Name
1. cat in net
Directions: Have students draw a line from each phrase to the matching picture.
2. hen on hog
3. dog can dig
4. ham in pan
5. mop it
Unit 4
71
6. dog on mat
7. mad cop
8. fat hog
9. zip it
10. pet cat

72
Unit 4
Directions: Have students write the word on the line beside the correct vowel sound..
Name
15.1
it
pop
fed
get
on
tip
ad
at
Unit 4
73
hen
pet
tag
cod
top
fit
gap
in
a
o
i
e
74
Unit 4
Name
15.2
mop
van
hat
hen
pig
nap
Unit 4
75
76
pan
net
cap
dig
cop
map
Unit 4
15.3
Name
Dear Family Member,
saying individual sounds and blending them to read a word. Listed below
are words your child should be able to read with practice. Please help your
child cut out the word cards. Show the cards to your child and have him
or her read them. Encourage your child to read the whole word at once.
The process of blending sounds to read words is challenging. If

necessary, assist your child by saying the individual sounds and have your child
repeat the sounds after you. Ask your child to say the whole word, i.e., to blend the
sounds into a word.
paper.
zip
hid
hit
him
on
nap
men
top
in
at
fog
pit
Unit 4
77
78
Unit 4
Directions: Have students cut out the word cards and place them on the matching words on Worksheet PP2.
Name
PP1
hip
zip
vet
fog
hen
nod
met
get
sad
pit
dim
can
Unit 4
79
80
Unit 4
Directions: Have students read the word cards from Worksheet PP1 and place them on top of the matching words on this
worksheet.
Name
PP2
pit
sad
zip
nod
dim
hen
vet
met
can
hip
fog
get
Unit 4
81
82
Unit 4
Directions: For each picture, have students circle the letters that spell the name of the depicted item. Students should then
write the name of the item on the line.
Name
PP3
h
p
e
i
n
m
v
h
a
e
n
d
v
c
e
a
d
t
Unit 4
83
84
Unit 4
p
f
i
e
h
n
c
h
e
o
p
c
p
g
o
i
f
g
Name
PP4
1. man
2. sit
3. van
Unit 4
85
4. pet
5. dog
6. zip
86
Unit 4
Name
PP5
cat
vet
pot
pig
tag
hen
Unit 4
87
88
ham
fan
mop
pen
men
zip
Unit 4
PP6
Directions: Have students fill in the blanks as the phrases are dictated.
Name
1.
sit on
2.
cap and
3.
pig
4.
hot
5.
hog and
6.
on mat
Unit 4
89
90
Unit 4
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

Khara Turnbull, Materials Development Manager
Michelle L. Warner, Senior Editor - Listening & Learning
Mick Anderson
Robin Blackshire
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Paula Coyner
Sue Fulton
Sara Hunt
Erin Kist
Robin Luecke
Rosie McCormick
Cynthia Peng
Liz Pettit
Ellen Sadler
Deborah Samley
Diane Auger Smith
Sarah Zelinke
Scott Ritchie, Creative Director

Kim Berrall
Michael Donegan
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Lauren Pack
CONSULTING PROJECT MANAGEMENT SERVICES

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Ang Blanchette
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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 4
91
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.
92
Unit 4
Unit 4
Skills Workbook
Skills Strand
Kindergarten
The Core Knowledge Foundation

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Core Knowledge Language Arts New York Edition Skills Strand

Creative Commons Licensing

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Copyright 2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

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

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

The process of blending sounds to read words is challenging.

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

1. mom and dad

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

t > /t/ ( 1 ,7,1 0 ) _____/3

v>/v/ (2) ____/1

a > /a/ ( 2 ,6,9 ,1 0 ) ______/4 h > /h/ (3,10) ______/2

p > /p/ ( 4 ,7,8 ) _____/3

s > /s/ (6) _____/1

o > /o/ (7) _____/1

z>/z/ (8) ____/1

d > /d/ (6) _____/1

f > /f/ ( 5 ,9 ) _____/2

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

To practice letter formation, ask your child to copy the words on a

3. dog can dig

10. pet cat

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

The process of blending sounds to read words is challenging. If

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

2013 Core Knowledge Foundation

CORE KNOWLEDGE LANGUAGE ARTS

DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor - Preschool

Scott Ritchie, Creative Director

CONSULTING PROJECT MANAGEMENT SERVICES

a > /a/ ( 2 ,6,9 ,1 0 ) /4 h > /h/ (3,10) /2