Phonemic Awareness - Kindergarten Curriculum Scope & Sequence - Heggerty
Phonemic Awareness - Kindergarten Curriculum Scope & Sequence
Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Rhyming
Onset Fluency
Blending Final or Medial Sounds Segmenting
Adding
Deleting
Substituting
Letter Naming Language Awareness
Rhyme Production
Sample Hearing
Rhymes
Rhyme Recognition
Rhyme Recognition
Vowels Rhyme
Recognition Rhyme
Recognition L Blends S Blends R Blends
S Blends R Blends
Medial Sound
Rhyme Recognition
Rhyme Production
Rhyme Production
Rhyme Recognition
Rhyme Production
Mixed Skills
Consonants
Compound Words
Syllables
Final Sound
Compound Words
Words to Make Compound Words
Syllables Syllables
Consonants & Short Vowels
Consonants & Long Vowels
BodyCoda
Two Onset - Rime Phoneme
Words
Three Phoneme Words
Medial Sound (short vowels)
Medial Sound (long vowels)
Onset - Rime
Two Phoneme
Words
Three Phoneme Words
Initial Phonemes
Compound Words
Syllables
Initial Phonemes
Compound Words
Syllables
Initial Phonemes
Consonants and Vowels
Digraphs
Mixed Initial phoneme Review of Blends with blends All Skills
Four or more Phoneme Words
Final Sound
Phoneme Location
Final Sounds
Four or more Phoneme Words
Final Phonemes
Consonant Digraphs
L Blends
Final Phonemes
Final Phonemes
Vowels
Review of All Consonant Digraphs, Vowels, and Blends
Repeating sentences and Counting Words
Repeating sentences from nursery rhymes and separating into individual spoken words.
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Phonemic Awareness Training Lesson Plan for Week 1
Skills
Monday
Tuesday
Wednesday
Thursday
Friday
Sample RhymeRepetition
Teacher says the word pairs. Students repeat the word pairs. Focus: Students begin to hear and say rhyming words.
hop, mop ran, fan wet, jet mad, dad mouse, house
yum, gum red, bed go, no fake, snake zip, lip
duck, truck tall, wall hot, pot flat, hat seen, queen
low, slow play, stay hide, ride blue, glue pick, chick
fun, run nice, price broom, room glad, sad loud, crowd
big, pig tan, fan deep, keep more, four my, by
bright, light sweet, treat new, two cow, now part, smart
free, bee hill, will rude, dude sat, that play, may
wish, dish night, sight small, ball late, grate neck, deck
Onset Fluency
jump
/j/
seat
/s/
pretty
/p/
Teacher says the word. Students repeat fall
/f/
zoo
/z/
very
/v/
the word and isolate the onset (beginning quick
/kw/
puppy
/p/
happy
/h/
sound).
funny
/f/
wish
/w/
cup
/k/
Ex. T: funny S: funny /f/
gum
/g/
button
/b/
made
/m/
name joyful queen really yellow
/n/ /j/ /kw/ /r/ /y/
desk last keep window guitar
Blending Words
Teacher says the two words with a pause between them. Students repeat the two words with a pause, and then say the compound word.
Tuesday-Friday Ex. T: in - side S: in - side, inside
The teacher provides modeling for this new skill and the students repeat.
T: in - side, inside S: in - side, inside
out - side
outside
pan - cake
pancake
rain - bow
rainbow
birth - day
birthday
card - board cardboard
fire - man
fireman
tea - pot
teapot
mid - day cup - cake sand - box ear - ring fire - place hair - cut side - walk tooth - brush black - top in - to
midday cupcake sandbox earring fireplace haircut sidewalk toothbrush blacktop into
cow - boy flash - light play - ground snow - ball tooth - paste week - end rain - coat butter - fly door - bell every - thing
cowboy flashlight playground snowball toothpaste weekend raincoat butterfly doorbell everything
gold - fish mail - man in - side air - plane wild - life down - stairs snow - man drive - way sun - burn police - man
goldfish mailman inside airplane wildlife downstairs snowman driveway sunburn policeman
news - paper spot - light pop - corn up - stairs back - pack ear - ache basket - ball jelly - fish light - house earth - quake
Blending hand motion: Teacher's right hand is the first word, left hand is the second word. Teacher and students use each hand to show the words and clap the compound word together. Students mirror the teacher.
Isolating Final Sounds
joB
/b/
Teacher says the word. Students repeat heaD
/d/
the word and isolate the final sound.
liFe
/f/
Ex. T: life S: liFe /f/
buG
/g/
paGe
/j/
yeS raT giVe buZZ looK
/s/
smiLe
/l/
/t/
gaMe
/m/
/v/
ruN
/n/
/z/
stoP
/p/
/k/
claSS
/s/
boaT
/t/
liVe
eGG
/g/
siZe
parK
/k/
criB
caGe
/j/
staGe
rooM
/m/
muD
shop, stop bug, mug goose, moose same, name read, need
/d/ /l/ /k/ /w/ /g/
newspaper spotlight popcorn upstairs backpack earache basketball jellyfish lighthouse earthquake
/v/ /z/ /b/ /j/ /d/
punCH iT ouT hand motion: The teacher models punCH iT ouT using his or her left hand. Slide your forearm across your body when saying the first part of the word and punch straight up into the air when saying the final sound.
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? 2020 Literacy Resources, LLC
Phonemic Awareness Training Lesson Plan for Week 1
Skills
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Segmenting Words
Teacher says the compound word. Students repeat the word and segment it into two words.
Tuesday-Friday Ex. T: inside S: inside, in - side
The teacher provides modeling for this new skill and the students repeat.
T: teapot, tea - pot S: teapot, tea - pot
cowboy
cow - boy
flashlight
flash - light
playground play - ground
snowball
snow - ball
toothpaste
tooth - paste
weekend
week - end
raincoat
rain - coat
goldfish mailman inside airplane wildlife downstairs snowman driveway sunburn policeman
gold - fish mail - man in - side air - plane wild - life down - stairs snow - man drive - way sun - burn police - man
newspaper spotlight popcorn upstairs backpack earache basketball jellyfish lighthouse earthquake
news - paper outside spot - light pancake pop - corn rainbow up - stairs birthday back - pack cardboard ear - ache fireman basket - ball teapot jelly - fish butterfly light - house doorbell earth - quake everything
Segmenting hand motion: Students place hands together with palms up to show the compound word. They then take apart the word using each hand.
out - side midday
pan - cake cupcake
rain - bow sandbox
birth - day earring
card - board fireplace
fire - man haircut
tea - pot
sidewalk
butter - fly toothbrush
door - bell blacktop
every - thing into
mid - day cup - cake sand - box ear - ring fire - place hair - cut side - walk tooth - brush black - top in - to
Adding Words
Teacher says the word. Students repeat the word. Teacher says, "Add /*/ at the end and the word is?"
Tuesday-Friday Ex. T: snow S: snow T: Add /ball/ at the end and the word is? S: snowball
The teacher provides modeling for this new skill and the students repeat.
T: Tea, add pot at the end and the word is teapot. S: Tea, add pot at the end and the word is teapot.
snowsnowsnowsnow-
/suit/ /ball/ /flake/ /man/
snowsuit snowball snowflake snowman
Adding to the end:
Word somesomesomesomesome-
Add
Response
/one/ someone
/how/ somehow
/thing/ something
/where/ somewhere
/time/ sometime
Word headheadheadheadhead-
Adding to the end:
Add
Response
/ache/ headache
/phones/ headphones
/light/ headlight
/band/ headband
/stand/ headstand
Word anyanyanyanyany-
Adding to the end:
Add
Response
/one/ anyone
/how/ anyhow
/thing/ anything
/where/ anywhere
/way/ anyway
Adding hand motion: Teacher holds right palm out in front to show the first word. Add the second word with your left hand and lightly clap hands together for the whole word.
Word playplayplayplayplay-
Adding to the end:
Add
Response
/room/ playroom
/house/ playhouse
/thing/ plaything
/ground/ playground
/time/ playtime
Deleting Words
Teacher says the word. Students repeat the word. Teacher says, "Without /*/, what's left is?"
Tuesday-Friday Ex. T: anyway S: anyway T: Without /any/, what's left is?
The teacher provides modeling for this new skill and the students repeat. T: teapot, without tea what's left is pot S: teapot, without tea what's left is pot
headache /head/ ache headphones /head/ phones
Deleting from the beginning:
Word
Without
anyway /any/
anyone /any/
anything /any/
anywhere /any/
anyhow /any/
Response way one thing where how
Deleting from the beginning:
Word
Without
playtime /play/
playhouse /play/
playground /play/
plaything /play/
playroom /play/
Response time house ground thing room
Deleting from the beginning:
Word
Without Response
snowsuit /snow/ suit
snowball /snow/ ball
snowflake /snow/ flake
snowman /snow/ man
snowstorm /snow/ storm
Deleting from the beginning:
Word
Without
somehow /some/
someone /some/
something /some/
sometime /some/
somewhere /some/
Response how one thing time where
S: way
headlight /head/ light
headband /head/ band
Deleting hand motion: Hold 2 open palms in front of you. Teacher's right hand is the first word, left hand is the second word. Pull the hand away which represents the word being deleted, and show what word remains with the other hand.
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? 2020 Literacy Resources, LLC
Phonemic Awareness Training Lesson Plan for Week 1
Skills
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Substituting Words
Teacher says the word. Students repeat the word. Teacher says, "Change /*/ to /*/ and the word is?"
Tuesday-Friday Ex. T: anyone S: anyone T: Change /one/ to /thing/ and the word is? S: anything
The teacher provides modeling for this Word Change to Response
new skill and the students repeat.
playtime /house/ playhouse
T: anyone, change one to way and the playhouse /thing/ plaything
word is anyway S: anyone, change one to way and the word is anyway
plaything /ground/ playground playground /room/ playroom
anyhow /one/ anyone
playroom /time/ playtime
anyone /thing/ anything
anything /where/ anywhere
Word Change to Response snowsuit /ball/ snowball snowball /flake/ snowflake snowflake /man/ snowman snowman /storm/ snowstorm snowstorm /suit/ snowsuit
Word Change to Response somehow /one/ someone someone /thing/ something something /time/ sometime sometime /where/ somewhere somewhere /how/ somehow
Word
Change to Response
headache /phones/ headphones
headphones /light/ headlight
headlight /band/ headband
headband /stand/ headstand
headstand /ache/ headache
anywhere /way/ anyway
anyway /how/ anyhow
Substituting hand motion: Teacher holds 2 closed fists, touching at the thumbs, out in front to show the whole word. Right fist is the first word, left fist is the second word. Pull the fist away that represents the word being substituted, and lightly pound your fists together when you say the new word.
Letter Naming
Teacher holds up flashcards one at a time in alphabetical order. The students and teacher say each letter's name and sound.
Card Pack: Letters A - Z Show the flashcards and say, "Letter is _____;
Sound is _____."
Card Pack: Letters A - Z 1. Letter names only 2. Sounds only
(for speed and accuracy)
Show only lower case letters, if possible.
Card Pack: Letters A - Z Show the flashcards and say, "Letter is _____; Sound is _____."
Card Pack: Letters A - Z 1. Letter names only 2. Sounds only
(for speed and accuracy)
Show only upper case letters, if possible.
Card Pack: Letters A - Z Show the flashcards and say, "Letter is _____; Sound is _____."
Language Awareness
I love school!
Teacher says the sentence with
School is fun!
expression. Students repeat the
I raise my hand.
sentence with the same expression. I can sit still.
Teacher and students say the sentence Books are fun to read.
a second time and clap each word to count the number of words in the
I love to play!
sentence. Students say the number of Will you be my friend?
words.
I like you!
(3) I have friends at school. (3) The sky is blue. (4) I share with my friends. (4) I try hard at school! (5) My eyes help me learn. (4) This school is great! (5) Do you like books? (3) I love to read books!
(5) I am glad to see you. (4) Will you play with me? (5) My school is cool! (5) I love my class! (5) I use my ears to learn. (4) Do you raise your hand? (4) I like to share. (5) I use kind words.
(6) I wash my hands. (5) I am a good kid! (4) Are you a good kid? (4) I can count. (6) I can read. (5) I can write words. (4) Boy, I am smart! (4) What a great day!
(4) I do my best work.
(5)
(5) I use my nice words.
(5)
(5) I will try my best.
(5)
(3) I like my class!
(4)
(3) We are cool kids!
(4)
(4) May I sit here?
(4)
(4) I know how to be good.
(6)
(4) I like to learn new things.
(6)
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? 2020 Literacy Resources, LLC
Phonemic Awareness Training Lesson Plan for Week 5
Skills
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Rhyme Recognition
lace, race
Teacher says the word pairs. Students fine, line
repeat the word pairs and show thumbs nod, nice up if the words rhyme, thumbs down if plan, bike they don't rhyme.
best, nest car, come hook, cook
woke, soak fresh, beam gap, plus keep, leap
mask, hide chomp, stomp his, pan
hand, sand leave, weave task, bent life, lid
much, such hot, home dry, fly
help, heat floor, door bell, tell fact, lace
list, wrist some, soap glow, show
vine, verse rent, bent soft, spike hard, card
peach, neat loop, soup join, juice
Onset Fluency
big, boy
/b/
Teacher says the word the word pair. fun, fast
/f/
Students repeat the two words and
jump, job
/j/
isolate the onset (beginning sound). me, man
/m/
Ex. T: pen, put S: pen, put /p/
kick, keep
/k/
pen, put quick, quiet we, win talk, time ball, back
/p/ /kw/ /w/ /t/ /b/
cat, copy
/k/
gum, gap
/g/
hand, help
/h/
jog, joy
/j/
leg, love
/l/
walk, wall pick, page red, rip quilt, quail silly, send
/w/ /p/ /r/ /kw/ /s/
does, door
/d/
nest, nose
/n/
juice, just
/j/
zoom, zap
/z/
voice, vet
/v/
Blending Syllables
The teacher provides modeling for prin - cess
Teacher says the syllables. Students this new skill and the students repeat. el - bow
repeat the syllables and blend them T: b - by, baby S: b - by, baby, 2
together to say the whole word.
num - ber number (2)
Students count the number of syllables pup - ?t
puppet
(2)
in each word and say the number aloud.
b? - by baby
(2)
doc - tor doctor
(2)
Tuesday-Friday
bas - k?t basket
(2)
Ex. T: in - sect S: in - sect, insect, 2 tick - ?t
ticket
(2)
in - sect
mon - key
hun - gry
gar - bage b? - con
up - set fr? - zen
nap - kin napkin
(2) pen - cil
princess elbow insect monkey hungry garbage bacon upset frozen pencil
(2) ab - sent absent
(2) whisp - er whisper
(2) gig - le
giggle
(2) cen - ter (2) car - p?t (2) ? - rase
center carpet erase
(2) sum - mer summer
(2) ? - pen
open
(2) s? - ren
siren
(2) gr? - vy
gravy
(2) gar - den garden (2) b? - gin begin
(2) hab - it
habit
(2) cir - cle (2) f? - mous (2) p? - per (2) t? - ger (2) ? - bey (2) f? - ver
circle famous paper tiger obey fever
(2) pump - kin pumpkin
(2) wel - come welcome (2)
(2) pic - ture picture
(2)
(2) sun - ?
sunny
(2)
(2) pur - ple purple
(2)
(2) bl?n - k?t blanket (2)
(2) jack - ?t
jacket
(2)
(2) pret - zel pretzel
(2)
(2) un - til
until
(2)
(2) win - ter winter
(2)
(2) af - ter
after
(2)
Blending hand motion: Place palms together to create "choppers." As the teacher, you will chop your hands from right to left, 1 chop per syllable. Then slide your hands right to left to say the whole word. Students will mirror the teacher.
Isolating Final Sounds
cluB
/b/
M-W: Teacher says the word. Students glaD
/d/
repeat the word and isolate the final touGH
/f/
sound. Ex. T: fig S: fiG /g/
fiG
/g/
Th-F: Teacher recites sentence.
staGe
/j/
Students listen and isolate the final biKe
/k/
miSS weT doVe boX buZZ gyM
/s/ /t/ /v/ /ks/ /z/ /m/
laP froG triM meSS kiCK weLL
/p/
Pat got lost.
/t/ Sad Ted cried.
/d/
/g/
Liz sneezes.
/z/ Pete ate fruit.
/t/
/m/
Jen can run.
/n/ Can Ken run in?
/n/
/s/
Jill will call Bill.
/l/ Gus likes snacks.
/s/
/k/
Wes likes Bes.
/s/ Work, Mike, work!
/k/
/l/
Tom came home.
/m/ Liz finds prizes.
/z/
sound they hear.
fuLL
/l/
cleaN
/n/
niNe
/n/
Fred had bread.
/d/ Pat sat first.
/t/
punCH iT ouT hand motion (M-W): The teacher models punCH iT ouT using his or her left hand. Slide your forearm across your body when saying the first part of the word and punch straight up into the air when saying the final sound.
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? 2020 Literacy Resources, LLC
Phonemic Awareness Training Lesson Plan for Week 5
Skills
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Segmenting Syllables
Teacher says the word. Students repeat the word, segment the word into syllables, & count syllables.
Tuesday-Friday Ex. T: candy S: candy, can - dy, 2
The teacher provides modeling for this new skill and the students repeat.
T: candy, can - dy S: candy, can - dy
absent
ab - sent (2)
whisper whisp - er (2)
giggle
gig - le
(2)
number baby erase
num - ber (2)
b? - by
(2)
? - rase
(2)
summer sum - mer (2)
garden begin habit circle famous paper tiger obey fever pumpkin
gar - den b? - gin
hab - it
cir - cle f? - mous p? - per t? - ger ? - bey f? - ver
pump - kin
(2) welcome wel - come
(2) picture pic - ture (2) sunny sun - ?
(2) purple pur - ple (2) blanket bl?n - k?t (2) jacket jack - ?t
(2) pretzel pret - zel
(2) until
un - til
(2) winter win - ter
(2) after
af - ter
(2) center (2) puppet (2) carpet (2) doctor (2) basket (2) ticket (2) napkin (2) open (2) siren (2) gravy
cen - ter pup - ?t car - p?t
doc - tor bas - k?t tick - ?t
nap - kin ? - pen s? - ren gr? - vy
(2) princess prin - cess (2)
(2) elbow el - bow
(2)
(2) insect in - sect
(2)
(2) monkey mon - key (2)
(2) hungry hun - gry
(2)
(2) garbage gar - bage (2)
(2) bacon b? - con
(2)
(2) upset
up - set
(2)
(2) frozen fr? - zen
(2)
(2) pencil pen - cil
(2)
Segmenting hand motion: Students place palms together to create "choppers". The students will make a chopping motion when saying each syllable. Teachers will always chop from right to left so that students mirror your movements.
Adding Syllables
Teacher says the word. Students repeat the word. Teacher says, "Add /*/ at the end and the word is?"
Tuesday-Friday Ex. T: fast S: fast T: Add /er/ at the end and the word is? S: faster
The teacher provides modeling for this
Adding to the end:
new skill and the students repeat.
Word
Add
Response
T: Fast, add /er/ at the end and the
run-
/ing/ running
word is faster. S: Fast, add /er/ at the dust-
end and the word is faster.
mow-
/ing/ dusting /ing/ mowing
clean-
/er/ cleaner cook- /ing/ cooking
neat-
/er/ neater laugh- /ing/ laughing
slow-
/er/ slower
cold-
/er/ colder
Adding to the end:
Word meettalkwalkthinklook-
Add /ing/ /ing/ /ing/ /ing/ /ing/
Response meeting talking walking thinking looking
Adding to the end:
Word
Add
funny- /er/
heavy- /er/
easy-
/er/
early-
/er/
happy- /er/
Response funnier heavier easier earlier happier
Adding hand motion: Teacher holds right palm out in front to show the first word. Add the syllable with your left hand and lightly clap hands together for the whole word.
Adding to the end:
Word nicedarklargehighgreat-
Add /est/ /est/ /est/ /est/ /est/
Response nicest darkest largest highest greatest
Deleting Syllables
Teacher says the word. Students repeat the word. Teacher says, "Without /*/, what's left is?"
Tuesday-Friday Ex. T: neater S: neater T: Without /er/, what's left is? S: neat
The teacher provides modeling for this new skill and the students repeat.
T: Faster, without /er/, what's left is fast. S: Faster, without /er/, what's left is fast.
running dusting
/ing/ run /ing/ dust
Deleting from the end:
Word meeting talking walking thinking looking
Without /ing/ /ing/ /ing/ /ing/ /ing/
Response meet talk walk think look
Deleting from the end:
Word colder faster cleaner neater slower
Without /er/ /er/ /er/ /er/ /er/
Response cold fast clean neat slow
Deleting from the end:
Word nicest darkest largest highest greatest
Without /est/ /est/ /est/ /est/ /est/
Response nice dark large high great
Deleting from the end:
Word funnier heavier easier earlier happier
Without /er/ /er/ /er/ /er/ /er/
Response funny heavy easy early happy
mowing /ing/ mow
cooking /ing/ cook
Deleting hand motion: Hold 2 open palms in front of you. Teacher's right hand is the first syllable, left hand is the second syllable. Pull the left hand away to delete the end, and show what word remains with the right hand.
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? 2020 Literacy Resources, LLC
Phonemic Awareness Training Lesson Plan for Week 5
Skills
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Substituting Syllables
Teacher says the word. Students repeat the word. Teacher says, "Change /*/ to /*/ and the word is?"
Tuesday-Friday Ex. T: colder S: colder T: Change /cold/ to /hot/ and the word is? S: hotter
The teacher provides modeling for this Word Change to
new skill and the students repeat.
cleanest /dark/
T: Faster, change /fast/ to /slow/ and the darkest /large/
word is slower S: Faster, change /fast/ largest
to /slow/ and the word is slower.
highest
/high/ /great/
funnier /heavy/ heavier greatest /clean/
heavier /easy/ easier
easier
/early/ earlier
earlier /happy/ happier
happier /funny/ funnier
Response darkest largest highest greatest cleanest
Word Change to Response Word laughing /dust/ dusting colder dusting /mow/ mowing faster mowing /cook/ cooking cleaner cooking /cry/ crying neater crying /laugh/ laughing slower
Change to Response /fast/ faster /clean/ cleaner /neat/ neater /slow/ slower /cold/ colder
Word Change to meeting /talk/ talking /walk/ walking /think/ thinking /look/ looking /meet/
Response talking walking thinking looking meeting
Substituting hand motion: Teacher holds 2 closed fists, touching at the thumbs, out in front to show the whole word. Right fist is the first syllable, left fist is the second syllable. Pull the fist away that represents the syllable being substituted, and lightly pound your fists together when you say the new word.
Letter Naming
Teacher holds up flashcards one at a time in alphabetical order. The students and teacher say each letter's name and sound.
Card Pack: Letters A - Z Show the flashcards and say,
"Letter is _____; Sound is _____."
Card Pack: Letters A - Z 1. Letter names only 2. Sounds only
(for speed and accuracy)
Show only lower case letters, if possible.
Card Pack: Letters A - Z Show the flashcards and say,
"Letter is _____; Sound is _____."
Card Pack: Letters A - Z 1. Letter names only 2. Sounds only
(for speed and accuracy)
Show only upper case letters, if possible.
Card Pack: Letters A - Z Show the flashcards and say, "Letter is _____; Sound is _____."
Language Awareness
Teacher says the sentence with expression. Students repeat the sentence with the same expression. Teacher and students say the sentence a second time and clap each word to count the number of words in the sentence. Students say the number of words.
I see three dogs. School can be a lot of fun! I can read. I like to go for long walks. Do you read at home? He said to go to bed now.
(4) That man was nice! (7) I think I am smart. (3) Books are my good friends. (7) My Aunt is nice to me. (5) I like to read in my bed. (7) She said, "Yes!"
(4) Her mom came to school. (5) I like to eat my lunch. (5) It is not hard to do! (6) He looks like a nice boy. (7) I think books are great! (3) That food is hot.
(5) The boys like to jump rope. (6) Do you eat at school? (6) I can do that! (6) The fish can swim fast. (5) The door will not close. (4) Can you sleep at my house?
(6) The girls can kick far.
(5)
(5) I like to play at school.
(6)
(4) She said I could come too. (6)
(5) The class was loud.
(4)
(5) Please turn out the lights. (5)
(6) My team won the game.
(5)
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Phonemic Awareness Training Lesson Plan for Week 9
Skills
Monday
Tuesday
Wednesday
Thursday
Friday
Sample Rhyme Recognition
Teacher says, "Which word rhymes with *?" The teacher says the two words. Students respond with the word that rhymes.
Ex. T: Which word rhymes with cup; pup or mad? S: pup
Which word rhymes with *?
cat:
mat, mop
sell:
rip, well
bit:
hit, can
hop:
set, top
cup:
pup, mad
did:
hid, got
Which word rhymes with *?
had:
bad, leg
mess:
tag, less
fix:
six, pen
run:
sad, sun
dig:
big, mom
knob:
job, bus
Which word rhymes with *?
box:
fox, pup
him:
dot, dim
get:
met, me
tub:
pad, sub
man:
his, ran
log:
nap, frog
Which word rhymes with *?
hot:
cot, see
neck:
tap, deck
bag:
wag, fed
cuff:
puff, sap
kick:
hug, pick
fell:
bell, dot
Which word rhymes with *?
rock:
lock, hid
sit:
hop, quit
when: ten, said
quack: van, pack
hut:
get, cut
gem:
hem, tap
Onset Fluency
Teacher says the word series. Students listen and isolate the repeated onset (beginning sound).
Ex. T: dig, do, dare S: /d/
bunny, bump, baby winter, wide, work king, kitten, kind zip, zoom, zero guitar, good, gallop
/b/ football, fish, fell
/f/ joke, jacket, jungle
/w/ mother, make, mouse /m/ rope, round, rattle
/k/ pack, pencil, past
/p/ visit, voice, vine
/z/ quiz, quart, quiet
/kw/ teeth, talk, turtle
/g/ sister, song, silly
/s/ near, never, neat
/j/ yummy, young, yard /y/ player, pair, present /p/
/r/ cage, candle, catch
/k/ window, week, water /w/
/v/ happy, hope, her
/h/ banana, better, bake /b/
/t/ dime, dessert, dentist /d/ nickel, name, neck
/n/
/n/ letter, last, lucky
/l/ guest, gum, give
/g/
Blending Body-Coda
Teacher says the word with a pause between the body and final sound. Students repeat the word with a pause between the body and final sound and then blend them together to say the whole word.
Tuesday-Friday Ex. T: ta - g S: ta - g, tag
The teacher provides modeling for this
new skill and the students repeat.
T: f - n, fun
c? - b b? - ck h? - d t? - k j? - m l? - ck g? - t
S: f - n, fun cab back had take jam lock goat
j? - b l? - ck s? - t t? - p f? - n v? - t c? - t j? - k l? - g m? - d
job luck seat tape fine vet cat joke leg mud
c? - b g? - v n? - z s? - d h? - m l? - k t? - g
joo - n r? - g m? - d
cub gave nose side hum lake tag June rug made
h? - z j? - p d? - t f? - s r? - m t? - d m? - x c? - t r? - d p? - t
his jeep dot face rim toad mix cute red pat
h? - m c? - j c? - t p? - p l? - t r? - s b? - s f? - t t? - p n? - d
home cage coat pop light rice bus feet tap nod
Blending hand motion: Place palms together to create "choppers." As the teacher, you will chop your hands from right to left, one chop each for the body of the word and the final sound. Students mirror the teacher by chopping and then sliding their hands to say the whole word.
Isolating Final Sounds
tub, cube
Teacher says the word pair. Students made, fed
/b/
look, like
/d/
fall, seal
/k/
meat, gate
/l/
have, give
/t/
feed, wide
/v/
boot, ate
/d/
tan, nine
/n/
/t/
gave, stove
/v/
repeat the word pair and then isolate swim, comb
/m/
laugh, tough
/f/
nose, rise
/z/
drag, bug
/g/
feel, sell
/l/
the final sound.
hug, egg
/g/
from, him
/m/
run, bean
/n/
age, charge
/j/
tub, crib
/b/
Ex. T: bug, tag S: bug, tag /g/
huge, judge
/j/
class, miss
/s/
cape, rope
/p/
him, same
/m/
luck, pick
/k/
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