Phonemic Awareness - Pre-Kindergarten CurriculumScope & 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

Onset Fluency

Blending

Final or Medial Sounds

Segmenting

Adding

Deleting

Substituting

Language Awareness

Letter NamingSinging of the ABC's Singing of the ABC's

Rhyming

Use ABC cards every other day Use ABC cards every day

Body-Coda

Onset-Rime

Final Sound

Compound Words Syllables

Compound Words Syllables Initial Phoneme

Compound Words

Onset-Rime

Rhyme ProductionRhyme Repetition Rhyme Recognition

Isolate the Initial Consonant Isolate Consonant or Vowel

Generate words with same onset

Categorization: Is the onset same or different?

Onset/ Rime Blending Two Phonemes Blending Three PhonemesCompound Words Syllables Compound

Words Syllables

Mixed Skills

Compound Words Syllables Compound Words Syllables Onset/

Rime Segmenting Two Phonemes Segmenting Three Phonemes

Medial Sound Final Sound

Initial Phoneme Adding Two Phonemes Together Adding Onset to RimeSyllables Initial Phoneme

Deleting Onset From Two Phoneme Words Deleting Onset from Rime

Repeating sentences from nursery rhymes and separating into individual spoken words.

Compound Words Syllables Initial

Phoneme

Substituting Onset of Two-Phoneme

WordsSubstituting Onset of Three-Phoneme Words

Introduce Letter Names & Sounds

© 2020 Literacy Resources, Inc. vi

SAMPLE

Phonemic Awareness Training Lesson Plan for Week 8

Skills

Ex. T: go, no S: go, no

Ex. T: pā -per, paper S: pā -per, paper

Ex. T: off /f/ S: off /f/

Ex. T: before, bē - for S: before, bē - for

that /t/ word /d/

team /m/ wall /l/ fox /ks/ horn /n/ dog /g/ off /f/ wood /d/ knob /b/

zip /p/ date /t/ pass /s/ kid /d/ hop /p/ cat /t/

lock /k/ cob /b/ some /m/ work /k/ gave /v/ man /n/ fizz /z/

Blending hand motion: Place palms together to create "choppers." As the teacher, chop 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 wet /t/ /s/ yes

walkingover

gar - dĕn garden dăd - dē daddy cloud - ē cloudy bē - for before walk - ing pā - per paper ăf - ter after ŭn - der under hăm - ster hamster

circle sī - der cider scrăm - ble scramble gar - bĭj garbage chĭck - ĭn chicken ĭn - sĕct insect prĭn - sĕs princess pĕn - sĭl pencil crā - ŏn

/w/ pull /p/ jet /j/ gave /g/ pig /p/ vine /v/ grow

so /s/ man /m/ help /h/ fog /f/ now /n/ boy /b/ mouse /m/ girl /g/

two /t/ yes /y/

cup /k/ horn /h/

said, head bird, third see, tree map, lap Mary, fairyRhyme Repetition

make, cake two, you man, can

Monday Tuesday Wednesday Thursday Friday ate, late corn, torn

bus, us hop, stop road, toad dog, fog light, quite

pick, kick row, grow wish, dish green, bean bike, like feet, seat maid, shade

go, no pack, back bell, shell

Segmenting hand motion: Students place palms together to create "choppers." Students will make a chopping motion when saying each syllable. Note: Teachers will chop from right to left so that students mirror your movements. before bē - for walking walk - ing garden gar - dĕn daddy dăd - dē cloudy cloud - ē

ēt - ing

Blending Syllables pŭmp - kĭn pumpkin har - vĕst meltedharvest ēt - ing eating hŭn - grē hungry mĕl - tĕd

ō - ver

crayon jăk - ĕt jacket sir - cle

hungry hŭn - grē melted mĕl - tĕd pumpkin pŭmp - kĭn harvest har - vĕst eating

pā - per after ăf - ter under ŭn - der

crayon crā - ŏn chicken chĭck - ĭn insect ĭn - sĕct princess prĭn - sĕs garbage gar - bĭj jacket jăk - ĕt circle sir - cle cider sī - der

Optional "punCH iT ouT" hand motion: Teacher models using left arm. Say the word aloud and punch your left fist straight up in the air when saying the final sound. Students mirror the teacher, and will use their right arm.

The teacher says the syllables with a pause between them and then says the word. The students repeat the syllables with a pause, and then say the word.

The teacher says the word pair and the students repeat the word pair.

The teacher says the word and then isolates the final sound. The students repeat the word and the final sound.

Option 1: Teacher says the word and isolates the onset. Students repeat the teacher. Ex. quick, /kw/

hăm - ster over ō - ver paper scramble scrăm - ble hamster

Segmenting Syllables pencil pĕn - sĭlThe teacher says the word and then segments it into

syllables. The students repeat the word and then segment it into separate syllables.

late /l/ row /r/ zip /z/Onset Fluency

Option 2: Teacher says the onset and then the word. Students repeat the teacher. Ex. /kw/, quick

/g/ day /d/ kilt /k/ quick /kw/ was

© 2020 Literacy Resources, Inc. 15

SAMPLE

Phonemic Awareness Training Lesson Plan for Week 8

Skills

/er/hope/er/ jogging heavier

smaller

help

Ex. T: use S: use T: Add /ful/* at the end and the word is? T & S: useful *Say sounds, not letter names.

Ex. T: waited S: waited T: Without /ĕd/*, what's left is? T & S: wait *Say sounds, not letter names. tiniest /est/ tiny helpful /ful/

littlest /est/ little hopeful /ful/

largest /est/ /ful/

Adding hand motion: The teacher holds out the right hand with an open palm to represent the initial syllable. Then show the left hand to represent/add the final syllable, and lightly clap hands together for the whole word.

Deleting Syllables Deleting from the end: Deleting from the end: Deleting from the end: Deleting from the end:

light lighter /er/

Mary, Mary, Quite Contrary Mary, Mary, quite contrary, Mary, Mary, quite contrary,

how does your garden grow?Mary, Mary, quite contrary, how does your garden grow?

With silver bells and cockle shells,

Mary, Mary, quite contrary, how does your garden grow?

With silver bells and cockle shells,

and pretty maids all in a row.

Mary, Mary, quite contrary, how does your garden grow?

With silver bells and cockle shells,

and pretty maids all in a row.

Deleting hand motion: The teacher holds out both hands with open palms. The right hand represents the initial syllable and the left hand represents the final syllable. Remove the left hand to delete the final syllable and show the remaining word with the right hand.

Language AwarenessThe teacher says the sentence from the nursery rhyme and the students repeat it multiple times. The teacher repeats the previous day's lines to build on the nursery rhyme. The teacher can have the rhyme written out and track print while the rhyme is said together.

cards as you sing. together.Tuesday & Thursday: The teacher holds up flashcards one at a time in alphabetical order, or points to each letter on an alphabet poster, as students sing an alphabet song.

Sing the alphabet song Sing the alphabet song together. cards as you sing. together.

Letter Naming ABC Song: ABC Song: ABC Song: ABC Song: ABC Song:

teach

running /ing/ runsmall heated /ĕd/ heat

/ing/

/ĕd/ shout

wait walking

shouted teaching /ing//ing/ jog

large painful larger /er/ waited /ĕd/

light- /er/

WithoutDeleting from the end:

lighter tiny- /est/ tiniest help- /ful/ helpful shout- /ĕd/ shouted teach- /ing/ teachingheavier list- /ĕd/ listed jog- /ing/ jogging small- /est/ smallest

hope- /ful/ hopeful small- /er/ smaller/ĕd/ pounded

use- /ful/ useful heavy- /er/ heat- /ĕd/ heated run- /ing/ running little- /est/ littlest

shop- /ing/ shopping big- /est/

The teacher says the word and the students repeat it. The teacher says, "Add /*/ at the end and the word is?" Teacher & students respond together. biggerbiggest wish- /ful/ wishful big- /er/

wait- /ĕd/ waited walk- /ing/ walking large- /est/ /er/ largerlargest pain- /ful/ painful large- pound-

Word Add ResponseResponse Word Add Response

Monday Tuesday Wednesday Thursday Friday

Word Add Word Add Response Word Add ResponseAdding to the end: Adding to the end: Adding to the end: Adding to the end:Adding Syllables Adding to the end:

Sing and hold up letter Sing the alphabet song Sing and hold up letter

heavy listed /ĕd/ list

biggest /est/ big wishful /ful/ wish bigger /er/ big

smallest /est/ small useful /ful/ use

ResponseThe teacher says the word and the students repeat it. The teacher says, "Without /*/, what's left is?" Teacher & students respond together.

Word Without Response Word Without Response Word Without Response

pounded /ĕd/large

pound shopping /ing/ shopwalk

Word Without Response Wordpain

© 2020 Literacy Resources, Inc. 16

SAMPLE

Phonemic Awareness Training Lesson Plan for Week 9

Skills

Ex. T: beep, sheep S: beep, sheep

Ex. T: pig /g/ S: pig /g/

Ex. T: rug, r - ug S: rug, r - ug

Optional "punCH iT ouT" hand motion: Teacher models using left arm. Say the word aloud and punch your left fist straight up in the air when saying the final sound. Students mirror the teacher, and will use their right arm.

tails /z/

them

rock /k/

/m/ /p/ /m/

fox /ks/

keep

jump /p/ loud

/s/ pig quilt /t/

kick wag hug save

Blending hand motion: Place palms together to create "choppers." The teacher will chop their hands from right to left, 1 chop for each part of the word. Then slide your hands right to left to say the whole word. Students mirror the teacher.

kĭ - ck

Option 1: Teacher says the word and isolates the onset. Students repeat the teacher. Ex. very, /v/

beep lost did find

kĭ - ss dŏ - t fŭ - n fun

tai - l vĕ - t

hot see - k seek

/v/ /d/

home tail say keep

/d/

/b/

tell /l/

Blending Body - Coda kĭ - d kid tŏ - p top bee - p beep hŏ - t

bug

Isolating Final Sounds

/d//g/

/t/

age /j/ off /f/

/g/

buzz /z/ sheep /p/ find /d/ home alone /n/ kiss dog lost

/n/ /z/ /b/ /v/ can globe down /n/ love was

/f/ /k/ /n/ /w/ /y/ my now

very was

down you

/t/ /j/ /r/ /t/ go jump

quilt ran

sheep to

/h/ /kw/Onset Fluency her /h/ /l/ /k/ /p/ /l/ can pig little leave

fin, win eat, wheat teach, beach leave, sleeve man, ran lost, cost

Rhyme Repetition

bell, yell you, too nose, hose and, stand

play, say did, lid them, hem

clam, jam must, just home, comb

Monday Tuesday Wednesday Thursday Friday tail, snail keep, sheep

hug, bug know, show where, care door, four

/g/

/s/ /m/

nap mud didcan ran lot lŏ - t

dĭ - d ră - n mŭ - d dot

tail kiss

Segmenting Onset-Rime

/sh/

că - n nă - p wĕ - t wet bŭ - g

Segmenting hand motion: Students place palms together to create "choppers." Students make a chopping motion when saying the body of the word and the final sound. Teachers chop from right to left so that students mirror your movements.

dot d - ot napd - id vet v - et

/l/

vet

w - et sheep sh - eep

t - op lot l - ot tail t - ail kiss k - iss can c - an ran r - an beep b - eep hot h - ot

keep hŭ - g

bring, sing

k - id top

did

k - ick

The teacher says the word and then segments it into onset and rime. The students repeat the word and then segment the word into onset and rime.

b - ug kick

n - ap mud m - ud

shee - p sā - ve

sheep cŭ - p cup wă - g

kee - p

Option 2: Teacher says the onset and then the word. Students repeat the teacher. Ex. /v/, very

The teacher says the word with a pause between the body and final sound. The students repeat the word with a pause between the body and final sound and then blend them together to say the whole word. Ex. T: ca - t, cat S: ca - t, cat

The teacher says the word pair and the students repeat the word pair.

The teacher says the word and then isolates the final sound. The students repeat the word and the final sound.

wag w - ag hug h - ug save s - ave bug cup c - up keep k - eep fun f - un wet

seek s - eek kid

mom, pom find, kind

© 2020 Literacy Resources, Inc. 17

SAMPLE

Phonemic Awareness Training Lesson Plan for Week 24

Skills

Ex. T: Tell me a word that begins like jam.S: jam, job, joke, join

Ex. T: d - ā, day S: d - ā, day

Ex. T: pig /g/ S: pig /g/

market

big went to

The teacher says the word and students repeat the word. The students supply 2-3 words that begin with the same onset.

got if

we roast had

rain

kite ask

she b - ē be wh - ī why th - ā they sh - oo shoe sh - ō show w - ē we th - ī thigh w - ā way ch - oo chew

do for

made

s - ō so m - ē me r - ī rye

s - ī sigh s - ā h - ē he

Blending Phonemes

knee p - ā pay t - oo tooboo b - oosay

see h- ī high b - ā bay n - oo new g - ō go

little jamTell me a word that begins like * Tell me a word that begins like * Tell me a word that begins like * Tell me a word that begins like * Tell me a word that begins like *

is, tip no, there

Monday Tuesday Wednesday Thursday Friday this, miss pig, wig stay, they went, bent home, go

all, fall

Rhyme Recognition good, sit

and, them hear, cheer and, your cry, why went, sent little, in beef, reef bus, hop how, now to, do home, comb none, fun stuck, truck pig, twig

hard, yard day, most

home talk

The teacher says the word pair. The students repeat the word pair and show thumbs up if the words rhyme, or thumbs down if the words do not rhyme.

Onset Fluency

Blending hand motion: Place palms together to create "choppers." As the teacher, chop from right to left, 1 chop per phoneme. Then slide your hands right to left to say the whole word. Students will mirror the teacher.

pig so

beef none

odd us

The teacher says the phonemes with a pause between them and then says the word. The students repeat the phonemes with a pause, and then say the word.

s - ē

sh - ē n - ē

Optional "punCH iT ouT" hand motion: Teacher models using left arm. Say the word aloud and punch your left fist straight up in the air when saying the final sound. Students mirror the teacher, and will use their right arm.

have /v/ ate /t/ home /m/ rock /k/ give /v/ pop /p/ /p/

cab /b/ pig /g/ tub

The teacher says the word and then isolates the final sound. The students repeat the word and the final sound.

beef /f/ all /l/ rag /g/ this /s/ roast /t/

page /j/ pot /t/ his /z/

Isolating Final Sounds

/b/ top

little /l/ went/n/ market /t/

stayed /d/ came /m/

/t/ had /d/ none

© 2020 Literacy Resources, Inc. 52

SAMPLE

Phonemic Awareness Training Lesson Plan for Week 24

Skills

Ex. T: toe, t - ō S: toe, t - ō

/m/ /s/ /m/ /z/ /b/ /t/ /h/ /g/ /w/ /l/ /n/ /y/ /p/ /f/ /m/ /b/ /n/ /b/ /d/ /t/ /sh/ /s/ /wh/ /s/

Ex. T: you S: you T: Without /y/*, what's left is? T & S: /oo/*Say sounds, not letter names.

The teacher says the phoneme and the students repeat it. The teacher says, "Add /*/ at the beginning and the word is?" Teacher & students respond together.

Deleting from the beginning: Word Without Response

/b/ be -ā

Adding hand motion: The teacher holds out the left hand with an open palm to represent the final phoneme. Then show the right hand to represent/add the initial phoneme, and lightly clap hands together for the whole word.

Add

Deleting Phonemes The teacher says the word and the students repeat it. The teacher says, "Without /*/, what's left is?" Teacher & students respond together.

-ō /s/ so

-ī /h/ hi -ī /b/ by -ō -ō

/t/ toe -ē /w/ way -ā /h/ hay

-ē /n/ new

Deleting from the beginning: Word Without Response Word Without Response Word Without Response Word Without Response

Deleting from the beginning: Deleting from the beginning: Deleting from the beginning:

say -oo /y/ you /m/ me

-oo

knee

Ex. T: /ī/ S: /ī/ T: Add /h/* at the beginning and the word is? T & S: hi*Say sounds, not letter names.

Phoneme Add

/m/ mow -ē /s/ see -ā /s/ -oo /z/ zoo -ō /g/ go

-ī /t/

/h/

-ī /p/ pie

say s - ā

/d/ day

th - ā

may -ē he

-oo /t/

Monday Tuesday Wednesday Thursday Friday

-oo /d/ do -ō /l/ low -ī /m/ my -ā /m/

w - āw - ē thigh th - ī

Phoneme Add Phoneme AddAdding to the beginning: Adding to the beginning:

way chew

Adding to the beginning:

bay

why wh - ī they

b - āb - oo

sh - ooSegmenting hand motion: Students place palms together to create "choppers." Students will make a chopping motion when saying each phoneme. Teachers chop from right to left so that students mirror your movements.

The teacher says the word and then segments it into phonemes. The students repeat the word and then segment it into separate phonemes. ch - oo she sh - ē we

/ī/

show sh - ō be b - ē

/ā/ /ō/ /oo/

/ō/ /ī/ /ā/ /ē/ /ē/ /ē/

we -ā tie too

/w/

-ē

Segmenting Phonemes

Phoneme Add PhonemeAdding Phonemes Adding to the beginning: Adding to the beginning:

Response Response Response Response Response

too t - oo so s - ō n - ē sigh s - ī pay p - ā shoe

Deleting hand motion: The teacher holds out both hands with open palms. The right hand represents the initial phoneme and the left hand represents the final phoneme. Remove the right hand to delete the initial phoneme and show the remaining phoneme with the left hand.

go way me

/ī/ see

you

day

knee bow

may tea

no

high

shy

/ē/

/ō/ /ē/

lay zoo bee

doe

/oo/ /ī/ /ō/ /ā/ /ā/

/ē/ /oo/ /ā/

/d/ why sigh

moo pay by toe

fee

so /ō/ /ī/ /ō/

new n - oo go g - ō see s - ē high h- īr - ī boo me m - ē rye he h - ē

© 2020 Literacy Resources, Inc. 53

SAMPLE

Phonemic Awareness Training Lesson Plan for Week 24

Skills

Ex. T: big S: big T: Change /b/* to /p/* the word is? T & S: pig*Say sounds, not letter names.

roam /p/ pig dad /h/ had /h/ home low /m/ mow mow /s/ so

we rig

/f/ foam

/z/ zig mad /d/ dad dome /r/ bad /m/ mad

/w/ wig sad /b/ bad comb foam /d/ dome

roam /r/ rig

me /w/

pig

he /m/ me wig

we /b/ be zig

Monday Tuesday Wednesday Thursday Friday

comb see /h/ he big

Change to Response /b/ big had /s/ sad no

no /g/ go home /k/

Substituting hand motion: Teacher holds 2 closed fists, touching at the thumbs, out in front to show the whole word. Right fist is the onset, left fist is the rest of the word. Pull the fist away that represents the part being substituted, and lightly pound your fists together when you say the new word.

Substituting Phonemes so /n/ Word Change to Response Word Change to Response Word Change to Response Word Change to Response Word

go /l/ low

be /s/ see

2. Sounds only

Show only upper case letters.

Sing and hold up letter Sing and hold up letter cards as you sing. cards as you sing.

This little piggy Went to the market.

This little piggy Went to the market.

This little piggy stayed home.

This little piggy Went to the market.

This little piggy stayed home. This little piggy had roast beef.

This little piggy Went to the market.

This little piggy stayed home. This little piggy had roast beef.

This little piggy had none.

This little piggy Went to the market.

This little piggy stayed home. This little piggy had roast beef.

This little piggy had none.And this little piggy went,

"Wee, wee, wee!"All the way home.

Monday, Tuesday, & Thursday: The teacher holds up alphabet flashcards one at a time in alphabetical order, or points to each letter on an alphabet poster, as students say the letter name & sound.

Sound is _____." Sound is _____." (for speed and accuracy)

Language Awareness

The teacher says the word and the students repeat it. The teacher says, "Change /*/ to /*/ and the word is?" Teacher & students respond together.

The teacher says the sentence from the nursery rhyme and the students repeat it multiple times. The teacher repeats the previous day's lines to build on the nursery rhyme. The teacher can have the rhyme written out and track print while the rhyme is said together.

This Little Piggy

Letter Naming Card Pack: Letters A - Z Card Pack: Letters A - Z ABC Song: Card Pack: Letters A - Z ABC Song:

Show only lower case letters. Show upper and lower case letters.

Show the flashcards & say, Show the flashcards & say, 1. Letter names only "Letter is _____; "Letter is _____;

© 2020 Literacy Resources, Inc. 54

SAMPLE