TN Foundational Skills Curriculum Supplement Sounds First ...
194
TN Foundational Skills Curriculum Supplement Sounds First Activities Manual Kindergarten Volume 2 (Weeks 10-24) The following materials can also be found within the TN Foundational Skills Curriculum Supplement Unit Teacher Guides. They have been pulled out here as a separate set of materials in the event that users find it helpful to have the sounds-first activities published as an ancillary material.
Transcript of TN Foundational Skills Curriculum Supplement Sounds First ...
TN Foundational Skills
Curriculum Supplement
Sounds First Activities ManualKindergarten Volume 2 (Weeks 10-24)
The following materials can also be found within the TN Foundational Skills Curriculum Supplement Unit Teacher Guides. They have been pulled out here as a separate set of materials in the event that users find it helpful to have the sounds-first activities published as an ancillary material.
CONTRIBUTORS TO THESE MATERIALS
TN Department of Education TN Educators
Dr. Lisa Coons Kathy Daugherty, Rutherford County Schools
Dr. Darlene Estes-Del Re Angie Manor, Hickman County Schools
Dr. Rachel Bradshaw Marianne Gilbert, Williamson County Schools
Melanie Kosko Joyce Harrison, Shelby County Schools
Ashley Kelley Carissa Comer, Putnam County Schools
Cindy Ables Janet Sexton, Knox County Schools
Tabatha Siddiqi Kelley Key, Cleveland City Schools
Christina Meeks Aliyah Washington Smith, Metro Nashville Public Schools
Grace Jones Melody Collier, Dyersburg City Schools
Matt Holt Laura Hardy, Lawrence County Pre-K Coach
Lisa Montgomery Jan Gillum, Murfreesboro Pre-K Coach
Rachel Darnell, Elizabethton City Schools
Sarah Kosak, Knox County Schools
TN Foundational Skills
Curriculum Supplement
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ACKNOWLEDGMENTS
A special thank you to the Core Knowledge Foundation, E. D. Hirsch, Jr., Linda Bevilacqua, and David and Meredith Liben. We are beyond grateful for your shared time, expertise, and resources that greatly contributed to the exceptional quality of this TN Foundational Skills Curriculum Supplement.
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. 1
82
We
ek 1
1,
Da
y 1
Ⓚ
Rh
ym
e A
cti
vit
y:
Wh
ich
Word
Rhym
es W
ith
?
Lis
ten
We
ll...
Ca
n Y
ou
Te
ll?
Skill
: R
hym
e ju
dgem
ent.
Lis
ten
to
de
term
ine
whic
h w
ord
in
a p
air r
hym
es w
ith a
giv
en
wo
rd.
Imp
ort
an
t N
ote
: F
or
this
se
con
d w
ee
k in
th
e K
no
win
g s
tag
e, e
xp
lain
to
stu
de
nts
tha
t you
will
sa
y a
wo
rd.
The
n y
ou
’ll s
ay t
wo
mo
re w
ord
s a
nd
th
e s
tud
en
ts w
ill n
eed
to
te
ll w
hic
h w
ord
rh
ym
es w
ith
tha
t firs
t w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t w
ith
th
e f
oll
ow
ing
:
T:
Wh
ich w
ord
Rh
ym
es w
ith
flo
at?
Lis
ten
Well!
Can
you
te
ll?
T:
co
at, h
at
S:
co
at
mo
the
r: b
roth
er,
sis
ter
so
ap
: so
re,
ho
pe
dri
ve
: fi
ve
, d
raw
ch
ip:
ch
alk
, w
hip
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay im
pa
ct.
S:
imp
act
T:
Now
sa
y im
pa
ct
with
ou
t im
.
S:
pa
ct
fab
le
lath
er
ke
rne
l b
ord
er
TN Foundational Skills Page 1 of 191 Kindergarten Sounds First Volume 2
pe
rso
n
ca
ny
on
n
as
ty
ca
pta
in
ostr
ich
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
B
eg
in G
rad
ual R
ele
as
e:
Th
is lesson
ha
s y
ou
pro
mp
tin
g th
e s
tude
nts
to
ch
ang
e th
e s
oun
d o
n th
eir o
wn.*
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My s
illy c
at h
id b
eh
ind
th
e t
ree
! h
id
S:
repe
at
T: /h
/ (p
ull
fist do
wn u
nd
er
ch
in)
id (
mo
vin
g h
an
d fo
rwa
rd
on
a c
urv
e)
S:
repe
at
T:
ch
ang
e /h
/ /h
/ /h
/ (w
hile
gen
tly s
ha
kin
g fis
t u
nde
r ch
in)
to
/k/
/k/
/k/
(wh
ile g
en
tly s
ha
kin
g f
ist un
de
r ch
in)
T
: G
o a
hea
d,
sh
ow
me h
ow
!*
S:
/k/
(pu
ll fist do
wn u
nd
er
ch
in)
id (
ma
ke
the
cu
rve),
kid
Tim
e t
o m
ix u
p t
he
coo
kie
do
ugh
! (c
ha
nge
/m
/ to
/s/)
“M
oo
!” s
aid
th
e c
ow
as h
e w
alk
ed
to
th
e b
arn
. (c
ha
nge
/k/ /k
/ /k
/ to
/n
/)
Th
at
pic
ture
loo
ks s
o r
ea
l!
(cha
nge
/r/
to
/s/)
It
’s h
ot o
uts
ide
. L
et’s g
o ju
mp
in
th
e p
oo
l!
(cha
nge
/p/
/p/
/p/
to /
t/ /
t/ /t/
)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
tim
e
(cha
nge
/t/ /
t/ /
t/ to
/r/
), d
oug
h (
cha
nge
/d
/ /d
/ /d
/ to
/s/)
, m
oo
(ch
an
ge /
m/ to
/b
/ /b
/ /b
/), h
ot (c
ha
ng
e /h
/ /h
/ /h
/ to
/l/),
go
(cha
nge
/g
/ /g
/ /g
/ to
/n/)
.
TN Foundational Skills Page 2 of 191 Kindergarten Sounds First Volume 2
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Lla
mas lie
la
zily
lik
e little lum
ps.
TN Foundational Skills Page 3 of 191 Kindergarten Sounds First Volume 2
We
ek 1
1,
Da
y 2
Ⓚ
Rh
ym
e A
cti
vit
y:
Wh
ich
Word
Rhym
es W
ith
?
Lis
ten
We
ll...
Ca
n Y
ou
Te
ll?
Skill
: R
hym
e ju
dgem
ent.
Lis
ten
to
de
term
ine
whic
h w
ord
in
a p
air r
hym
es w
ith a
giv
en
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t w
ith
th
e f
oll
ow
ing
:
T:
Wh
ich w
ord
Rh
ym
es w
ith
sti
ck
? L
iste
n W
ell!
Ca
n y
ou
te
ll?
T: tr
ick,
se
nt
S:
tric
k
ev
en
: S
tev
en
, e
ve
r
ve
ry: ve
lvet, s
ca
ry
tru
st:
mu
st,
trick
pla
nt:
an
t, p
late
Ⓚ
Ma
nip
ula
tin
g S
ylla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay inv
en
t.
S:
inven
t
T:
Now
sa
y in
ve
nt
witho
ut
ve
nt.
S:
in
ne
rvo
us
pa
rtia
l p
erf
ect
lad
y
ow
ne
r h
an
dle
filter
TN Foundational Skills Page 4 of 191 Kindergarten Sounds First Volume 2
pa
tie
nce
form
al
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
C
on
tin
ue
Gra
du
al
Rele
ase
: T
his
lesson
con
tinu
es to
ha
ve
yo
u p
rom
pt th
e s
tud
ents
to c
ha
nge
the
sou
nd o
n t
he
ir o
wn.*
D
o t
his
on
e f
irs
t. P
rac
tic
e a
nd
mo
de
l w
ith
th
e
stu
de
nts
:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My b
ab
y s
iste
r fe
ll w
he
n s
he
tried
to s
tand
. fe
ll S
: re
pe
at
T: /f
/ (p
ull
fist do
wn u
nd
er
ch
in)
ell
(mo
vin
g h
an
d fo
rwa
rd
on
a c
urv
e)
S:
repe
at
T:
ch
ang
e /f/
/f/
/f/
ge
ntly s
ha
kin
g f
ist u
nde
r ch
in)
to /
s/
(str
etc
h t
he
sou
nd w
hile
gen
tly s
ha
kin
g fis
t und
er
ch
in)
T
: G
o a
hea
d,
sh
ow
me h
ow
!*
S:
/s/
(pu
ll fist do
wn u
nd
er
ch
in)
ell
(ma
ke t
he
cu
rve),
se
ll
My b
ab
y s
iste
r g
ave
me
a g
rea
t b
ig h
ug
!
(cha
nge
/h/
/h/
/h/
to /
r/)
I w
as f
ee
ling
ho
t so
I t
urn
ed
on
th
e f
an
.
(cha
nge
/f/ /
f/ /
f/ to
/r/
) P
lea
se
to
ss th
e b
all
to
me
.
(cha
nge
/b/
/b/
/b/
to /
f/ /
f/ /f/
) I
ma
de
a b
aske
t o
n m
y v
ery
first
sh
ot!
(c
ha
nge
/m
/ to
/sh
/)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
ga
ve
(c
ha
nge
/g/
/g/
/g/
to /
s/)
, sh
e (
cha
nge
/sh/
to /w
/), h
ot
(cha
ng
e /h
/ /h
/ /h
/ to
/n/)
, to
ss (
ch
ang
e /
t/ /t/
/t/ t
o /
l/),
sho
t (c
ha
nge
/sh/
to /
g/
/g/
/g/)
.
TN Foundational Skills Page 5 of 191 Kindergarten Sounds First Volume 2
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Yik
es!
Yo
lan
da
ye
lped
. Y
ike
s!
TN Foundational Skills Page 6 of 191 Kindergarten Sounds First Volume 2
We
ek 1
1,
Da
y 3
Ⓚ
Rh
ym
e A
cti
vit
y:
Wh
ich
Word
Rhym
es W
ith
?
Lis
ten
We
ll...
Ca
n Y
ou
Te
ll?
Skill
: R
hym
e ju
dgem
ent.
Lis
ten
to
de
term
ine
whic
h w
ord
in
a p
air,
rhym
es w
ith
a g
iven
word
.
Do
th
is o
ne
fir
st:
R
ep
ea
t w
ith
th
e f
oll
ow
ing
:
T:
Wh
ich w
ord
Rh
ym
es w
ith
sp
ort
? L
iste
n W
ell!
Ca
n y
ou
te
ll?
T:
sh
ort
, co
rn
S:
sh
ort
sp
ac
e:
sp
ark
, fa
ce
ch
oo
se
: s
ho
es
, ro
om
bro
wn
: b
rick,
tow
n
str
aig
ht:
weig
ht, s
trong
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay m
eri
t.
S:
me
rit
T:
Now
sa
y m
erit w
ithou
t m
er
S:
it
orc
hid
s
erv
ice
ma
ste
r p
as
tel
po
inte
r ju
mb
le
org
an
TN Foundational Skills Page 7 of 191 Kindergarten Sounds First Volume 2
res
cue
se
nte
nce
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
B
eg
in n
ex
t G
rad
ual
Re
leas
e:
Th
is le
sso
n take
s o
ut
the
scaff
old
whe
re y
ou a
re iso
latin
g t
he
on
se
t fr
om
th
e r
ime
. A
fte
r you
sh
are
th
e s
en
ten
ce,
you
go r
igh
t to
pro
mp
tin
g f
or
the
ph
onem
e s
ub
stitu
tio
n.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: Is
tha
t yo
ur
bo
ot
layin
g o
n t
he
flo
or?
bo
ot
S:
repe
at
T:
ch
ang
e /b
/ /b
/ /b
/ (g
en
tly s
ha
kin
g fis
t un
de
r ch
in)
to /r/
(s
tre
tch
the
sou
nd w
hile
gen
tly s
ha
kin
g fis
t und
er
ch
in)
T
: G
o a
hea
d,
sh
ow
me h
ow
! S
: /r
/ (p
ull
fist d
ow
n u
nd
er
ch
in)
oo
t (m
ake t
he
cu
rve
), r
oo
t
Be
ca
refu
l! T
he
so
up
is h
ot.
(cha
nge
/s/ to
/l/)
I se
e a
re
d b
ird
in
a b
us
h.
(cha
nge
/b/
/b/
/b/
to /
p/
/p/ /p
/)
I a
te t
oo
mu
ch
an
d n
ow
I’m
fu
ll.
(c
ha
nge
/m
/ to
/s/)
A
pin
e c
on
e ju
st
fell
from
th
e tre
e.
(cha
nge
/k/ /k
/ /k
/ to
/f/
/f/
/f/)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
red
(c
ha
nge
/r/
to
/h
/ /h
/ /h
/), b
ird
(ch
ang
e /b
/ /b
/ /b
/ to
/w
/), no
w (
chan
ge /
n/
to /h
/ /h
/ /h
/),
full
(ch
ang
e /f/
/f/ /
f/ t
o /
b/ /b
/ /b
/), ju
st
(cha
nge
/j/ /
j/ /
j/ to
/m
/).
TN Foundational Skills Page 8 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Je
llied
Gia
nts
jum
p a
t Jim
my’s
Gym
.
TN Foundational Skills Page 9 of 191 Kindergarten Sounds First Volume 2
We
ek 1
1,
Da
y 4
Ⓚ
Rh
ym
e A
cti
vit
y:
Wh
ich
Word
Rhym
es W
ith
?
Lis
ten
We
ll...
Ca
n Y
ou
Te
ll?
Skill
: R
hym
e ju
dgem
ent.
Lis
ten
to
de
term
ine
whic
h w
ord
in
a p
air r
hym
es w
ith a
giv
en
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t w
ith
th
e f
oll
ow
ing
:
T:
Wh
ich w
ord
Rh
ym
es w
ith
sw
ea
ter?
Lis
ten W
ell!
Ca
n y
ou
te
ll?
T: b
ett
er,
win
ter
S
: b
ett
er
plu
m:
dru
m,
pla
n
blin
d:
fin
d,
sa
nd
ca
mp
: com
e, s
tam
p
fis
t: w
ris
t, f
in
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay p
ilgri
m.
S:
pilg
rim
T:
Now
sa
y p
ilgrim
with
ou
t g
rim
S:
pil
fan
cy
pa
rsle
y
pe
rhap
s
stu
rdy
alb
um
p
op
per
fort
res
s
TN Foundational Skills Page 10 of 191 Kindergarten Sounds First Volume 2
po
ste
r sim
ply
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
C
on
tin
ue
Gra
du
al
Rele
ase
: T
his
lesson
con
tinu
es to
ha
ve
yo
u p
rom
pt th
e s
tud
ents
fo
r th
e p
ho
nem
e s
ub
stitu
tion
rig
ht a
fte
r sh
arin
g th
e s
en
ten
ce
.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
me
t a
ne
w frie
nd a
t sch
oo
l to
da
y!
met
S:
repe
at
T:
ch
ang
e /m
/ (s
tre
tch th
e s
ou
nd
, w
hile
gen
tly s
ha
kin
g f
ist
un
de
r ch
in)
to /
p/
/p/
/p/
(ge
ntly s
ha
kin
g f
ist u
nd
er
ch
in)
T
: G
o a
hea
d,
sh
ow
me h
ow
! S
: /p
/ (p
ull
fist d
ow
n u
nd
er
ch
in)
et
(ma
ke
th
e c
urv
e),
pet
Do y
ou
liv
e n
ea
r o
r do
yo
u liv
e fa
r?
(cha
nge
/n/
to /
y/)
I
thin
k w
e’re
lo
st.
Le
t’s fin
d a
ma
p.
(cha
nge
/m
/ to
/t/ /
t/ /
t/)
Sw
ing
you
r fo
ot
an
d k
ick
th
e b
all.
(c
ha
nge
/k/ /k
/ /k
/ to
/s/)
D
on
’t w
orr
y,
I’ll
sav
e y
ou
!
(cha
nge
/s/ to
/w
/)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
ne
w
(cha
nge
/n/
to /
sh
/),
live
(ch
ang
e /l/ t
o /
g/ /g
/ /g
/), fa
r (c
ha
nge
/f/ t
o /
k/
/k/
/k/)
, th
ink (
ch
ang
e /th
/ to
/s/)
, lo
st
(cha
nge /
l/ t
o /k/
/k/
/k/)
, b
all
(cha
nge
/b/
/b/ /b
/ to
/w
/).
TN Foundational Skills Page 11 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Rom
eo
ra
ce
d r
ap
idly
to
th
e r
od
eo
.
TN Foundational Skills Page 12 of 191 Kindergarten Sounds First Volume 2
We
ek 1
1,
Da
y 5
Ⓚ
Rh
ym
e A
cti
vit
y:
Wh
ich
Word
Rhym
es W
ith
?
Lis
ten
We
ll...
Ca
n Y
ou
Te
ll?
Skill
: R
hym
e ju
dgem
ent.
Lis
ten
to
de
term
ine
whic
h w
ord
in
a p
air r
hym
es w
ith a
giv
en
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t w
ith
th
e f
oll
ow
ing
:
T:
Wh
ich w
ord
Rh
ym
es w
ith
ble
nd
? L
iste
n W
ell!
Ca
n y
ou
te
ll?
T: b
lue
, se
nd
S:
se
nd
cra
sh
ing
: ru
nn
ing,
sm
as
hin
g
gro
win
g:
sh
ow
ing
, g
rin
nin
g
thu
nd
er:
wo
nd
er,
cre
atu
re
firs
t: f
it,
thir
st
M
an
ipu
lati
ng
Sy
lla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay K
an
sa
s.
S:
Kan
sa
s
T:
Now
sa
y K
an
sa
s w
ith
ou
t K
an
S:
sa
s
sp
ons
or
po
rtra
it
sn
ork
el
tran
sfe
r ficti
on
ju
mp
er
bill
ion
to
nsil
turn
ip
TN Foundational Skills Page 13 of 191 Kindergarten Sounds First Volume 2
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Did
he
ch
ip h
is to
oth
?
ch
ip
S:
repe
at
T:
ch
ang
e /ch
/ (g
ently s
ha
kin
g f
ist un
de
r ch
in)
to /
r/ (
str
etc
h
the
so
und
wh
ile g
ently s
ha
kin
g f
ist un
de
r ch
in)
T
: G
o a
hea
d,
sh
ow
me h
ow
!
S:
/r/ (p
ull
fist d
ow
n u
nd
er
ch
in)
ip (
ma
ke
the
cu
rve),
rip
Le
t’s g
o f
ly a
kit
e!
(cha
nge
/k/ /k
/ /k
/ to
/b
/ /b
/ /b
/)
Mo
ve
tha
t c
ha
ir a
little
clo
se
r, p
lea
se
.
(cha
nge
/ch/
to /
h/ /h
/ /h
/)
It’s
co
ld in h
ere
, p
lea
se t
urn
up
th
e h
ea
t.
(cha
nge
/h/
/h/
/h/
to /
s/)
T
he
little
kid
pla
ys in
th
e s
an
d.
(cha
nge
/k/ /k
/ /k
/ to
/l/)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
too
th
(cha
nge
/t/ t
o /b
/), co
ld (
cha
nge
/k/ to
/b
/), tu
rn (
ch
an
ge
/t/ t
o /
b/)
, sa
nd
(ch
ang
e /s/
to /
b/)
..
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Olli
e o
nly
op
era
ted
on
octo
pi.
TN Foundational Skills Page 14 of 191 Kindergarten Sounds First Volume 2
We
ek 1
2,
Da
y 1
Ⓜ
Rh
ym
e A
cti
vit
y:
Lis
ten
Well.
..C
an Y
ou
Te
ll?
Skill
: R
hym
e ju
dgem
ent.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e a
ble
to
ju
dg
e w
hic
h w
ord
s in a
se
t rh
ym
e w
ith a
giv
en
wo
rd
au
tom
atica
lly (
in le
ss th
an
2 s
eco
nd
s).
A s
hort
Wh
ip A
roun
d a
sse
ssm
ent
is p
rovid
ed
to
de
term
ine t
his
. B
e s
ure
to a
dm
inis
ter
it
to s
tud
en
ts th
rou
gh
ou
t th
e c
ou
rse o
f th
e w
ee
k.
Dir
ec
tio
ns
: T
ell
stu
den
ts t
ha
t yo
u w
ill b
e s
eein
g h
ow
qu
ickly
th
ey c
an
ide
ntify
whic
h w
ord
rhym
es w
ith
the
on
e y
ou
giv
e.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re w
ith
th
e f
ollo
win
g w
ord
pa
irs
:
T:
Wh
ich w
ord
rh
ym
es w
ith
dru
m?
T
: th
um
b,
dro
p
S:
thu
mb
sta
rt:
sh
ark
, c
art
po
rt:
co
rn,
sh
ort
flo
or:
do
or,
fly
un
der:
th
un
der,
ove
r
lov
e:
lake
, d
ove
six
: fi
x,
six
ty
sh
irt:
sh
ou
t, d
irt
los
t: t
os
se
d,
co
ast
turn
: b
urn
, tu
g
ma
rke
r: b
an
ne
r, b
ark
er
TN Foundational Skills Page 15 of 191 Kindergarten Sounds First Volume 2
Ⓜ
Ma
nip
ula
tin
g S
ylla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
a s
ylla
ble
fro
m a
no
n c
om
po
un
d w
ord
au
tom
atica
lly
(in
le
ss t
han
2 s
econ
ds).
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
ent
is p
rovid
ed
to
de
term
ine
th
is.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay m
ors
el.
S:
mo
rsel
T:
Now
sa
y m
ors
el w
ith
ou
t s
el.
S:
mo
r
pa
mp
er
loft
y
sa
mp
le
be
gu
n
po
wd
er
ins
tea
d
slu
mb
er
ob
tain
m
arv
el
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Im
po
rtan
t N
ote
: A
s s
tud
en
ts e
nte
r th
e K
no
win
g s
tag
e,
the
y s
ho
uld
be
com
fort
ab
le w
ith
sub
stitu
ting
th
e ta
rge
ted
so
und
but
ma
y
no
t b
e d
oin
g it
au
tom
atically
ye
t. T
he
re is o
ne
wee
k o
f le
sso
ns in
th
e K
no
win
g s
tag
e fo
r th
is s
kill
. T
his
wee
k is d
esig
ned
to
pro
vid
e r
ep
eate
d p
ractice
aim
ed
at d
eve
lop
ing
auto
ma
ticity w
ith in
itia
l p
ho
nem
e s
ub
stitu
tion
.
Note
th
at
lesso
ns fo
r th
is s
kill
no
lo
ng
er
ha
ve t
he
wo
rds e
mbe
dde
d in
se
nte
nce
s.
The
le
sso
ns a
re m
ea
nt
to b
e q
uic
k d
rills
to
p
ractice d
ele
tion
with
th
e g
oa
l of
au
tom
aticity.
Revie
w the
me
an
ing
s o
f un
fam
iliar
word
s a
t th
e e
nd o
f th
e d
rill.
TN Foundational Skills Page 16 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay fu
r
S:
repe
at
T:
Now
sa
y f
ur
bu
t ch
an
ge
/f/
to
/w
/.
S:
were
ga
in (
cha
nge
/g
/ to
/r/
) n
eed
(ch
an
ge /
n/ to
/f/
) g
ate
(ch
ang
e /g
/ to
/l/)
se
al (c
han
ge /
s/
to /
w/)
ch
oo
se
(ch
an
ge /
ch
/ to
/sh
/)
ma
th (
ch
an
ge /m
/ to
/p/)
n
ote
(ch
ang
e /n
/ to
/b
/)
pa
ck (
ch
an
ge
/p/
to /
t/)
do
ck (
chan
ge
/d/
to /
r/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Mad
elin
e t
he
Ma
estr
a m
ake
s m
isch
ief.
TN Foundational Skills Page 17 of 191 Kindergarten Sounds First Volume 2
We
ek 1
2,
Da
y 2
Ⓜ
Rh
ym
e A
cti
vit
y:
Lis
ten
Well.
..C
an Y
ou
Te
ll?
Skill
: R
hym
e ju
dgem
ent.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e a
ble
to
ju
dg
e w
hic
h w
ord
s in a
se
t rh
ym
e w
ith a
giv
en
wo
rd
au
tom
atica
lly (
in le
ss th
an
2 s
eco
nd
s).
A s
hort
Wh
ip A
roun
d a
sse
ssm
ent
is p
rovid
ed
to
de
term
ine t
his
. B
e s
ure
to a
dm
inis
ter
it
to s
tud
en
ts th
rou
gh
ou
t th
e c
ou
rse o
f th
e w
ee
k.
Dir
ec
tio
ns
: T
ell
stu
den
ts t
ha
t yo
u w
ill b
e s
eein
g h
ow
qu
ickly
th
ey c
an
ide
ntify
whic
h w
ord
rhym
es w
ith
the
on
e y
ou
giv
e.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re w
ith
th
e f
ollo
win
g w
ord
pa
irs
:
T:
Wh
ich w
ord
rh
ym
es w
ith
dru
m?
T
: th
um
b,
dro
p
S:
thu
mb
fork
: firs
t, c
ork
clo
ud
: p
rou
d,
clo
se
se
e: h
e,
joy
fee
l: s
ea
l, f
oil
join
: p
oin
t, c
oin
lob
by
: h
ob
by
, la
dy
sh
elf
: sho
w,
elf
blu
e:
sh
oe
, b
lack
ca
ve
: s
ha
ve,
love
dri
p:
dra
ft,
sk
ip
TN Foundational Skills Page 18 of 191 Kindergarten Sounds First Volume 2
Ⓜ
Ma
nip
ula
tin
g S
ylla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
a s
ylla
ble
fro
m a
com
po
und
wo
rd a
uto
matica
lly (
in
less t
han
2 s
econ
ds).
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
th
is.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay s
erg
ean
t.
S:
se
rge
ant
T:
Now
sa
y s
erg
ean
t w
ith
ou
t s
er
S:
gea
nt
bu
mp
er
inc
lin
e
em
plo
y
orp
han
co
mfo
rt
ha
mp
er
sp
linte
r p
es
ter
ce
ntr
al
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Im
po
rtan
t N
ote
: A
s s
tud
en
ts e
nte
r th
e K
no
win
g s
tag
e,
the
y s
ho
uld
be
com
fort
ab
le w
ith
sub
stitu
ting
th
e ta
rge
ted
so
und
but
ma
y
no
t b
e d
oin
g it
au
tom
atically
ye
t. T
he
re is o
ne
wee
k o
f le
sso
ns in
th
e K
no
win
g s
tag
e fo
r th
is s
kill
. T
his
wee
k is d
esig
ned
to
pro
vid
e r
ep
eate
d p
ractice
aim
ed
at d
eve
lop
ing
auto
ma
ticity w
ith in
itia
l p
ho
nem
e s
ub
stitu
tion
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
TN Foundational Skills Page 19 of 191 Kindergarten Sounds First Volume 2
T: S
ay to
ok
S:
repe
at
T:
Now
sa
y t
oo
k b
ut
cha
nge
/t/ t
o
/sh
/.
S:
sh
oo
k
cu
ff (
chan
ge
/k/ to
/r/
) n
igh
t (c
ha
ng
e /n
/ to
/w
/)
do
es (
cha
ng
e /d
/ to
/w
/)
lit (
cha
nge
/l/ to
/b
/)
bik
e (
chan
ge /
b/ to
/l/)
gu
ide (
cha
ng
e /g
/ to
/w
/)
ne
ws (
ch
an
ge /
n/ to
/h
/)
nu
dg
e (
cha
nge
/n
/ to
/b
/)
ch
ime
(ch
ang
e /
ch
/ to
/t/
)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Ca
rlo
s c
am
e c
lose
to
clim
bin
g E
l C
ap
ita
n.
TN Foundational Skills Page 20 of 191 Kindergarten Sounds First Volume 2
We
ek 1
2,
Da
y 3
Ⓜ
Rh
ym
e A
cti
vit
y:
Lis
ten
Well.
..C
an Y
ou
Te
ll
Skill
: R
hym
e ju
dgem
ent.
Re
mem
be
r to
adm
inis
ter
the W
hip
Aro
und
Asse
ssm
en
t fo
r th
is s
kill
du
rin
g th
is w
ee
k.
Dir
ec
tio
ns
: T
ell
stu
den
ts t
ha
t yo
u w
ill b
e s
eein
g h
ow
qu
ickly
th
ey c
an
ide
ntify
whic
h w
ord
rhym
es w
ith
the
on
e y
ou
giv
e.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re w
ith
th
e f
ollo
win
g w
ord
pa
irs
:
T:
Wh
ich w
ord
rh
ym
es w
ith
dru
m?
T
: th
um
b,
dro
p
S:
thu
mb
mo
uth
: s
ou
th,
mo
on
wa
rm: s
torm
, w
alk
pic
ky
: p
art
y, s
tic
ky
roo
m:
bo
om
, ra
ke
kin
g:
ca
ke
, sin
g
ch
art
: d
art
, cho
p
loo
p:
so
ap
, s
ou
p
ch
ec
k:
de
ck,
ch
in
sp
oil
: spo
on
, b
oil
do
lly
: h
olly
, b
unn
y
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Imp
ort
an
t N
ote
: re
mem
be
r to
adm
inis
ter
the
Wh
ip A
rou
nd
asse
ssm
en
t d
urin
g th
is w
ee
k.
TN Foundational Skills Page 21 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay m
um
ble
.
S:
mu
mb
le
T:
Now
sa
y m
um
ble
with
out
ble
.
S:
mu
m
ha
rdly
fe
nd
er
ad
vic
e
go
ble
t lu
mb
er
ba
rga
in
lan
tern
n
imb
le
hyb
rid
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay n
ose
S:
repe
at
T:
Now
sa
y n
ose
bu
t ch
ang
e /n
/ to
/t/.
S:
toe
s
po
uch
(ch
an
ge /
p/ to
/k/)
le
ase
(cha
nge
/l/ to
/n
/)
ch
oic
e (
cha
nge
/ch
/ to
/v/)
lo
op
(cha
nge
/l/ to
/s/)
rich
(ch
an
ge
/r/
to
/w
/)
min
e (
ch
ang
e /m
/ to
/n
/)
no
ise (
cha
nge
/n
/ to
/t/
) h
ide
(cha
nge
/h
/ to
/r/
) g
am
e (
cha
nge
/g/
to /
s/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
TN Foundational Skills Page 22 of 191 Kindergarten Sounds First Volume 2
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Lin
da
lik
es lig
htin
g little lam
ps.
TN Foundational Skills Page 23 of 191 Kindergarten Sounds First Volume 2
We
ek 1
2,
Da
y 4
Ⓜ
Rh
ym
e A
cti
vit
y:
Lis
ten
Well.
..C
an Y
ou
Te
ll
Skill
: R
hym
e ju
dgem
ent.
Re
mem
be
r to
adm
inis
ter
the W
hip
Aro
und
Asse
ssm
en
t fo
r th
is s
kill
du
rin
g th
is w
ee
k.
Dir
ec
tio
ns
: T
ell
stu
den
ts t
ha
t yo
u w
ill b
e s
eein
g h
ow
qu
ickly
th
ey c
an
ide
ntify
whic
h w
ord
rhym
es w
ith
the
on
e y
ou
giv
e.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re w
ith
th
e f
ollo
win
g w
ord
pa
irs
:
T:
Wh
ich w
ord
rh
ym
es w
ith
dru
m?
T
: th
um
b,
dro
p
S:
thu
mb
jud
ge
: fu
dg
e,
jam
sk
ill: f
ill, s
ka
te
vo
te:
rope
, c
oa
t
fea
the
r: w
ea
the
r, w
inte
r
ch
oic
e: ch
an
ce
, v
oic
e
dri
nk
: p
ink
, ta
nk
su
nn
y:
sill
y,
mo
ne
y
ca
re:
bea
r, c
at
pu
rse
: n
urs
e, p
ark
hi:
join
, b
y
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Rem
em
be
r to
adm
inis
ter
the
Wh
ip A
rou
nd a
sse
ssm
en
t fo
r th
is s
kill
du
rin
g th
is w
ee
k.
TN Foundational Skills Page 24 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay m
en
tio
n.
S:
me
ntio
n
T:
Now
sa
y m
en
tio
n w
ith
out
me
n.
S:
tio
n
me
rcy
pa
rdo
n
eld
er
ran
dom
p
ers
uad
e
pla
ste
r se
rmo
n
fra
cti
on
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay c
oa
t
S:
repe
at
T:
Now
sa
y c
oat
bu
t cha
nge
/k/ to
/b
/.
S:
boa
t
mo
re (
cha
ng
e /m
/ to
/f/)
job
(ch
an
ge /
j/ to
/n/)
d
ish (
chan
ge /
d/ to
/f/
) ch
ew
(chan
ge /
ch
/ to
/d
/)
be
am
(cha
nge
/b/
to /
t/)
pa
ge
(ch
an
ge /
p/ to
/k/)
ch
ee
r (c
ha
nge
/ch/
to /h
/)
be
d (
cha
ng
e /b
/ to
/s/)
n
ote
(ch
ang
e /n
/ to
/g
/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
TN Foundational Skills Page 25 of 191 Kindergarten Sounds First Volume 2
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Mill
ice
nt m
ad
e m
arm
ala
de
fro
m m
ixed
ma
kin
gs.
TN Foundational Skills Page 26 of 191 Kindergarten Sounds First Volume 2
We
ek 1
2,
Da
y 5
Ⓜ
Rh
ym
e A
cti
vit
y:
Lis
ten
Well.
..C
an Y
ou
Te
ll
Skill
: R
hym
e ju
dgem
ent.
Re
mem
be
r to
adm
inis
ter
the W
hip
Aro
und
Asse
ssm
en
t fo
r th
is s
kill
du
rin
g th
is w
ee
k.
Dir
ec
tio
ns
: T
ells
stu
de
nts
th
at yo
u w
ill b
e s
ee
ing
ho
w q
uic
kly
th
ey c
an
ide
ntify
whic
h w
ord
rh
ym
es w
ith
th
e o
ne
yo
u g
ive
.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re w
ith
th
e f
ollo
win
g w
ord
pa
irs
:
T:
Wh
ich w
ord
rh
ym
es w
ith
dru
m?
T
: th
um
b,
dro
p
S:
thu
mb
co
uch
: p
ou
ch
, ch
air
fas
t: f
ar,
pa
st
gra
nd
: s
tan
d,
gra
pe
dra
gg
ing
: d
rivin
g, s
ag
gin
g
ho
p:
sto
p,
sit
pe
ac
h:
be
ac
h,
pa
rk
dri
ft:
do
g, s
wif
t
ge
t: l
et,
sip
ice
: b
rick,
nic
e
so
gg
y:
fog
gy
, sill
y
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s:
Le
ave
a S
ylla
ble
Off.
Skill
: D
ele
te o
ne s
ylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
.
Rem
em
be
r to
adm
inis
ter
the
Wh
ip A
rou
nd a
sse
ssm
en
t fo
r th
is s
kill
du
rin
g th
is w
ee
k.
TN Foundational Skills Page 27 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay m
isc
hie
f.
S:
mis
ch
ief
T:
Now
sa
y m
isch
ief w
ith
out
ch
ief
S:
mis
ad
va
nc
e
ch
arm
ing
va
rnis
h
sa
rdin
e
urb
an
stu
mb
le
ste
rlin
g
ob
se
rve
in
str
uct
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay p
ull
S:
repe
at
T:
Now
sa
y p
ull
bu
t cha
nge
/p/
to /
w/
S:
woo
l
win
g (
ch
ang
e /w
/ to
/r/
) b
ug
(cha
ng
e /b
/ to
/r/
) n
udg
e (
cha
nge
/n
/ to
/b
/)
mo
on
(cha
nge
/m
/ to
/s/)
h
all
(ch
ang
e /h
/ to
/t/
) p
age
(ch
an
ge /
p/ to
/k/)
je
ep
(cha
nge
/j/ to
/k/)
h
ea
l (c
ha
nge
/h
/ to
/m
/)
ligh
t (c
han
ge /
l/ to
/k/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
TN Foundational Skills Page 28 of 191 Kindergarten Sounds First Volume 2
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
T
ea
ch
er
lea
ds, stu
de
nts
fo
llow
. S
ay t
he
sen
ten
ce
first,
th
en
the
alli
tera
tive
so
un
ds in
iso
latio
n.
Se
nte
nc
e:
Pa
tric
e p
acke
d p
illow
s fo
r h
er
pe
ts.
TN Foundational Skills Page 29 of 191 Kindergarten Sounds First Volume 2
We
ek
13
, D
ay
1
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
No
te:
Th
ere
is n
o E
xpe
rie
ncin
g o
r M
aste
ring
sta
ge f
or
this
skill
. T
ha
t is
be
cau
se
th
e n
atu
re o
f th
e r
hym
e c
om
ple
tion
activity
itse
lf a
cts
as a
brid
ge
be
twe
en
rh
ym
e r
eco
gn
itio
n (
the s
kill
stu
de
nts
ha
ve
be
en w
ork
ing
with
), a
nd
the
up
com
ing s
kill
of
rhym
e
pro
du
ctio
n.
Th
e s
en
tence
s a
re c
raft
ed
in
su
ch a
wa
y th
at stu
de
nts
mu
st
pro
vid
e th
e m
issin
g w
ord
, w
hic
h r
hym
es w
ith
an e
arlie
r w
ord
in
the
sen
ten
ce
. T
he
me
an
ing
of th
e s
en
ten
ce
sup
po
rts s
tud
en
ts t
o p
rodu
ce
th
e r
hym
ing
wo
rd.
Ad
ditio
na
l su
ppo
rt c
an b
e
giv
en
as n
ee
de
d b
y p
rovid
ing
clu
es fo
r th
e w
ord
s t
hro
ug
h a
n a
ction
. F
or
exam
ple
, fo
r “k
nee
” b
elo
w,
yo
u c
ou
ld p
oin
t to
yo
ur
ow
n
kn
ee
. D
ire
cti
on
s:
Te
ll stu
den
ts t
ha
t th
ey w
ill b
e p
layin
g a
rh
ym
ing
ga
me
. E
xp
lain
th
at yo
u w
ill s
ay a
sen
ten
ce
bu
t a
wo
rd w
ill b
e
mis
sin
g.
Th
at w
ord
is a
rh
ym
ing
wo
rd a
nd it
is t
he
ir jo
b t
o fig
ure
it o
ut.
1.
Sa
y t
he
sen
ten
ce
rh
yth
mic
ally
, ge
ntly m
ovin
g to
the
be
at. B
e s
ure
to
sa
y t
he
bo
lde
d w
ord
with
em
ph
asis
.
2.
Invite
th
e s
tude
nts
to
pro
vid
e t
he
mis
sin
g w
ord
. Y
ou
can
eith
er
ha
ve a
ll th
e s
tud
ents
ca
ll it o
ut,
or
yo
u c
an h
ave
ind
ivid
ua
l
stu
den
ts r
esp
ond
. If n
ee
ded
, re
min
d th
em
wh
ich w
ord
in
th
e s
ente
nce
it
sho
uld
rhym
e w
ith
.
3.
Te
ll th
e s
tude
nts
to
repe
at
the
fu
ll sen
ten
ce
with
you
.
4.
Ask:
Wh
at a
re th
e r
hym
ing
wo
rds?
Se
e b
elo
w fo
r th
e p
roce
du
re. Y
ou
can
eith
er
ha
ve
all
stu
de
nts
ca
ll ou
t th
e m
issin
g w
ord
, o
r yo
u c
an
ask in
div
idu
als
.
Do
th
is o
ne
fir
st.
Mo
de
l a
nd
pra
cti
ce
as
nee
de
d:
Co
nti
nu
e t
he p
roc
ed
ure
wit
h t
he
fo
llo
win
g s
en
ten
ce
s:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
I’m
re
ad
y to
go
ou
tsid
e,
ge
t on
my b
ike a
nd
ta
ke
a _
__
___
. (r
ide
)
My m
om
sa
id t
o ta
ke a
sh
ow
er,
bu
t I
wan
t to
pic
k t
his
__
___
_.
(flo
we
r)
It’s
sta
rtin
g t
o g
et
da
rk,
so
we
ca
n’t g
o to
th
e _
___
__
. (p
ark
)
I ju
st
fell
ou
t o
f b
ed
. I th
ink I
bu
mp
ed
my _
___
__
. (h
ea
d)
TN Foundational Skills Page 30 of 191 Kindergarten Sounds First Volume 2
S:
bee
an
d k
nee
It s
ee
ms lik
e e
ve
ry n
igh
t, m
y b
roth
er
an
d I
have
a p
illow
__
__
_.
(fig
ht)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
T
o d
o th
is p
roficie
ntly th
ere
are
ma
ny u
nd
erlyin
g s
kill
s.
Stu
den
ts m
ust
be
ab
le t
o s
egm
en
t th
e s
ylla
ble
s in t
he
wo
rd, is
ola
te o
ne
of
the
sylla
ble
s,
de
lete
it, a
nd
the
n s
ay th
e n
ew
word
. L
esso
ns in
the E
xp
erien
cin
g s
tage
sca
ffo
ld t
ow
ard
s t
his
skill
with
action
s.
Stu
de
nts
pla
y im
ag
ina
ry d
rum
s t
o s
egm
en
t and
iso
late
the
be
ats
, a
nd
the
n th
ey d
ele
te o
ne
of
tho
se
bea
ts b
y “
pu
lling
it o
ff a
nd
pu
ttin
g it
in t
he
ir p
ocket.
”
Dir
ec
tio
ns
: T
ell
stu
den
ts t
o im
ag
ine t
he
y h
ave
a s
et
of
dru
ms in f
ron
t o
f th
em
. T
he
y a
re g
oin
g to
use
on
e h
and
to
pla
y th
e
be
ats
in
a w
ord
on
th
e d
rum
s. T
hen
the
ir jo
b w
ill b
e t
o ta
ke
on
e o
f th
ose
be
ats
and
pu
t it in th
eir p
ocke
t.
1.
Sa
y t
he
sen
ten
ce
. E
x:
I re
ally
lo
ve
to
pla
y b
aske
tba
ll.
Th
en
sa
y th
e w
ord
. E
x:
ba
ske
tba
ll 2
. E
xte
nd
on
e a
rm.
Th
en s
ay t
he
wo
rd w
hile
pre
ten
din
g t
o p
lay e
ach
bea
t (s
ylla
ble
) on
an
in
vis
ible
se
t o
f d
rum
s in
fro
nt
of
yo
u.
Be
su
re t
ha
t to
the
stu
de
nts
, ea
ch
be
at
is c
lea
rly m
ovin
g f
rom
th
eir le
ft to
rig
ht.
[S
o,
if y
ou
are
fa
cin
g th
em
, yo
u w
ill
ne
ed
to “
dru
m”
fro
m r
igh
t to
le
ft. T
he
y w
ill b
e m
irro
rin
g y
ou.]
Do
ing
th
is h
elp
s t
hem
fe
el a
nd
“se
e”
ea
ch
sylla
ble
se
pa
rate
ly a
nd
in s
eque
nce
. E
x: b
as-k
et-
ba
ll 3
. H
ave
stu
de
nts
pra
ctice t
his
with
yo
u u
ntil th
ey a
re c
om
fort
ab
le p
layin
g e
ach
be
at se
pa
rate
ly a
nd in
seq
uen
ce
fro
m left
to
rig
ht.
4
. N
ow
te
ll stu
de
nts
tha
t yo
u w
ill p
lay th
e w
ord
on
th
e d
rum
s a
ga
in, a
nd
th
is tim
e, yo
u w
ill ta
ke
one
of
tho
se
be
ats
an
d p
ut
it
in y
ou
r po
cke
t.
5.
Mo
de
l th
is fo
r th
em
. E
x:
ba
s-k
et-
ball
(pla
y e
ach
bea
t o
n th
e d
rum
, but
then
pu
ll yo
ur
ha
nd
aw
ay a
t th
e la
st
be
at (b
all
),
ma
kin
g it
see
m a
s th
ou
gh
yo
u a
re p
utt
ing
th
at
bea
t in
yo
ur
po
cke
t.
6.
Have
stu
de
nts
pra
ctice t
his
with
yo
u s
eve
ral tim
es u
ntil th
ey a
re c
om
fort
ab
le d
oin
g it.
7.
Rep
eat
this
pro
ce
ss w
ith
the
rem
ain
ing
wo
rds.
In
the
ta
ble
be
low
, th
e c
olu
mn t
o t
he
le
ft s
ho
ws t
he
pro
ce
ss d
escrib
ed
abo
ve
. T
he
sylla
ble
(b
ea
t) to
be
de
lete
d w
ill a
lwa
ys b
e
bo
lded
. N
ote
th
at
in t
his
first
lesso
n, it is a
lways t
he
la
st
be
at th
at
will
be
de
lete
d.
TN Foundational Skills Page 31 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
rea
lly lo
ve
to p
lay b
aske
tba
ll. b
asketb
all
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
se
t) b
as -
ke
t -
ba
ll
S:
rep
eat
T:
Th
is tim
e I
’m g
oin
g to
put
ba
ll in m
y p
ocke
t.
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
bas -
ke
t -
ba
ll (
as y
ou
p
lay t
he
ta
rge
ted
be
at p
ull
arm
ba
ck a
nd
mim
e p
utt
ing it
in y
ou
r p
ocke
t)
T: Y
ou d
o it.
S:
repe
at
La
st n
igh
t th
ere
wa
s a
th
und
ers
torm
.
My u
ncle
is a
fis
he
rman
.
I th
ink I c
au
ght
a je
llyfi
sh
.
I w
an
t to
ea
t th
is p
eppe
rmin
t.
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Im
po
rtan
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e s
ub
stitu
tin
g a
sin
gle
ph
on
em
e o
nse
t fr
om
a o
ne
sylla
ble
w
ord
au
tom
atically
(in
le
ss t
ha
n 2
se
co
nd
s).
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
dete
rmin
e th
is.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: n
am
e
S:
repe
at
T:
Now
sa
y n
am
e b
ut
ch
ang
e /n
/ to
/g
/.
S:
gam
e
ba
t (c
ha
nge
/b
/ to
/h/)
co
de
(cha
ng
e /
k/
to /
t/)
rop
e (
cha
nge
/r/
to
/h
/)
hiv
e (
chan
ge /
h/ to
/f/
) re
ach
(cha
nge
/r/
to
/t/)
hill
(cha
nge
/h/
to /
w/)
TN Foundational Skills Page 32 of 191 Kindergarten Sounds First Volume 2
kn
ife
(ch
an
ge
/n/
to /
w/)
ta
x (
chan
ge /
t/ to
/w
/)
nig
ht
(cha
ng
e /n
/ to
/r/
)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: B
ab
y B
on
ob
os b
ite
ba
by b
ana
na
s.
TN Foundational Skills Page 33 of 191 Kindergarten Sounds First Volume 2
We
ek
13
, D
ay
2
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
No
te:
Th
ere
is n
o E
xpe
rie
ncin
g o
r M
aste
ring
sta
ge f
or
this
skill
. T
ha
t is
be
cau
se
th
e n
atu
re o
f th
e r
hym
e c
om
ple
tion
activity
itse
lf a
cts
as a
brid
ge
be
twe
en
rh
ym
e r
eco
gn
itio
n (
the s
kill
stu
de
nts
ha
ve
be
en w
ork
ing
with
), a
nd
the
up
com
ing s
kill
of
rhym
e
pro
du
ctio
n.
Th
e s
en
tence
s a
re c
raft
ed
in
su
ch a
wa
y th
at stu
de
nts
mu
st
pro
vid
e th
e m
issin
g w
ord
, w
hic
h r
hym
es w
ith
an e
arlie
r w
ord
in
the
sen
ten
ce
. T
he
me
an
ing
of th
e s
en
ten
ce
sup
po
rts s
tud
en
ts t
o p
rodu
ce
th
e r
hym
ing
wo
rd.
Ad
ditio
na
l su
ppo
rt c
an b
e
giv
en
as n
ee
de
d b
y p
rovid
ing
clu
es fo
r th
e w
ord
s t
hro
ug
h a
n a
ction
. F
or
exam
ple
, fo
r “k
nee
” b
elo
w,
yo
u c
ou
ld p
oin
t to
yo
ur
ow
n
kn
ee
. R
efe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Oh
no
! W
e m
ight
lose o
ur
kit
e!
I tr
ied
to g
o t
o t
he
le
ft, b
ut it w
ent
to
the
__
__
___
! (r
igh
t)
Th
e f
urr
y little
mo
le c
raw
led
ba
ck in
to h
is _
__
__
. (h
ole
)
Th
e h
ors
e is s
leep
y tod
ay.
He ju
st
wan
ts to
sta
y a
nd
la
y in t
he
__
__
. (h
ay
)
We
are
pla
yin
g a
ga
me
: w
e to
ss th
e b
all
an
d t
ry n
ot to
let
it
__
__
__
. (f
all
)
Lo
ok o
ve
r th
ere
on
th
at
hig
h r
oc
k!
I th
ink I s
ee
a r
ed
-ta
iled
___
_!
(ha
wk
)
TN Foundational Skills Page 34 of 191 Kindergarten Sounds First Volume 2
Ⓔ
Ma
nip
ula
tin
g S
ylla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
D
ire
cti
on
s:
Te
ll stu
den
ts t
o im
ag
ine t
he
y h
ave
a s
et
of
dru
ms in f
ron
t o
f th
em
. T
he
y a
re g
oin
g to
use
on
e h
and
to
pla
y th
e
be
ats
in
a w
ord
on
th
e d
rum
s. T
hen
the
ir jo
b w
ill b
e t
o ta
ke
on
e o
f th
ose
be
ats
and
pu
t it in th
eir p
ocke
t.
1.
Sa
y t
he
sen
ten
ce
. E
x:
I re
ally
lo
ve
to
pla
y b
aske
tba
ll. T
he
n s
ay th
e w
ord
. E
x:
ba
ske
tba
ll 2
. E
xte
nd
on
e a
rm.
Th
en s
ay t
he
wo
rd w
hile
pre
ten
din
g t
o p
lay e
ach
bea
t (s
ylla
ble
) on
an
in
vis
ible
se
t o
f d
rum
s in
fro
nt
of
yo
u.
Be
su
re t
ha
t to
the
stu
de
nts
, ea
ch
be
at
is c
lea
rly m
ovin
g f
rom
th
eir le
ft to
rig
ht.
[S
o,
if y
ou
are
fa
cin
g th
em
, yo
u w
ill
ne
ed
to “
dru
m”
fro
m r
igh
t to
le
ft. T
he
y w
ill b
e m
irro
rin
g y
ou.]
Do
ing
th
is h
elp
s t
hem
“see
” ea
ch
be
at se
pa
rate
ly a
nd
in
se
que
nce
. E
x: b
as-k
et-
ba
ll 3
. H
ave
stu
de
nts
pra
ctice t
his
with
yo
u, a
s n
ee
de
d, u
ntil th
ey a
re c
om
fort
ab
le p
layin
g e
ach
be
at
se
pa
rate
ly a
nd
in
se
que
nce
fro
m le
ft to
rig
ht.
4
. N
ow
te
ll stu
de
nts
tha
t yo
u w
ill p
lay th
e w
ord
on
th
e d
rum
s a
ga
in, a
nd
th
is tim
e, yo
u w
ill ta
ke
one
of
tho
se
be
ats
an
d p
ut
it
in y
ou
r po
cke
t.
5.
Mo
de
l th
is fo
r th
em
. E
x:
ba
s-k
et-
ball
(pla
y e
ach
bea
t o
n th
e d
rum
, but
then
pu
ll yo
ur
ha
nd
aw
ay a
t th
e la
st
be
at (b
all
),
ma
kin
g it
see
m a
s th
ou
gh
yo
u a
re p
utt
ing
th
at
bea
t in
yo
ur
po
cke
t.
6.
Have
stu
de
nts
pra
ctice t
his
with
yo
u u
ntil th
ey a
re c
om
fort
ab
le d
oin
g th
is.
7
. R
ep
eat
this
pro
ce
ss w
ith
the
rem
ain
ing
wo
rds.
In
the
ta
ble
be
low
, th
e c
olu
mn t
o t
he
le
ft s
ho
ws t
he
pro
ce
ss d
escrib
ed
abo
ve
. T
he
sylla
ble
(b
ea
t) to
be
de
lete
d w
ill a
lwa
ys b
e
bo
lde
d.
Note
tha
t in
this
se
co
nd
le
sson
, som
etim
es t
he
first
be
at is
de
lete
d, a
nd s
om
etim
es it
is th
e la
st.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Th
e p
inea
pp
le w
as s
wee
t. p
inea
pp
le
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
se
t) p
ine
- a
p -
ple
S
: re
pe
at
T:
Th
is tim
e I
’m g
oin
g to
put
pin
e in
my p
ocket.
Sh
e h
ad a
bu
tte
rsc
otc
h in h
er
po
cket.
Yo
u h
ave s
uch lo
ve
ly h
an
dw
riting
.
Th
e h
on
eyb
ee
bu
zzed
aro
und
the
flo
we
r.
My n
eig
hb
orh
oo
d h
as a
poo
l.
TN Foundational Skills Page 35 of 191 Kindergarten Sounds First Volume 2
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
pin
e -
ap
- p
le (
as y
ou
p
lay t
he
ta
rge
ted
be
at p
ull
arm
ba
ck a
nd
mim
e p
utt
ing it
in y
ou
r p
ocke
t)
T: Y
ou d
o it.
S:
repe
at
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Im
po
rtan
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e s
ub
stitu
tin
g a
sin
gle
ph
on
em
e o
nse
t fr
om
a o
ne
sylla
ble
w
ord
au
tom
atica
lly (
in le
ss t
ha
n 2
se
co
nd
s).
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
dete
rmin
e th
is.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: h
ou
se
S:
repe
at
T:
Now
sa
y h
ou
se
bu
t ch
ang
e /h
/ to
/m/.
S:
mo
use
ba
se
(cha
ng
e /b
/ to
/f/)
ne
t (c
ha
nge
/n
/ to
/s/)
g
ue
ss (
cha
ng
e /g
/ to
/y/)
rid
(ch
an
ge
/r/
to
/d
/)
bo
ug
ht
(cha
ng
e /b
/ to
/k/)
co
ol (c
han
ge /
k/
to /p
) m
ail
(ch
an
ge /m
/ to
/n/)
m
ood
(cha
nge
/m
/ to
/f/)
dim
e (
ch
ang
e /d
/ to
/r/
)
TN Foundational Skills Page 36 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: F
atim
a f
lies f
low
ers
to
Flo
rid
a.
TN Foundational Skills Page 37 of 191 Kindergarten Sounds First Volume 2
We
ek
13
, D
ay
3
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d.
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Pla
yin
g in t
he
ba
se
ba
ll g
am
e w
as s
o m
uch
fu
n.
It w
ou
ld h
ave
be
en
even
be
tte
r if w
e h
ad
__
__
__
. (w
on
)
Th
e ice
cre
am
co
ne
had
a d
rip
. It
fe
lt c
old
on
my _
__
__
__
. (l
ip)
I e
njo
ye
d th
e b
ea
utifu
l so
ng
of
the
bir
d.
It w
as t
he
pre
ttie
st
son
g I
ha
d e
ve
r__
___
. (h
ea
rd)
Th
e k
ing
lik
ed
to
sin
g. H
e h
ad
a c
row
n a
nd
a g
old
__
__
__
. (r
ing
)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
B
eg
in g
rad
ual
rele
ase
: S
tud
en
ts p
lay th
e b
ea
ts in th
e w
ord
(i.e
. seg
men
t th
e s
ylla
ble
s)
with
you
.
Dir
ec
tio
ns
:
1.
Sa
y t
he
sen
ten
ce
. T
hen
sa
y th
e w
ord
.
2.
Te
ll th
e s
tude
nts
to
say a
nd p
lay th
e w
ord
with
yo
u o
n t
he
ir d
rum
se
t. A
ga
in,
be
su
re t
ha
t th
ey a
re p
layin
g e
ach
bea
t se
pa
rate
ly a
nd
in s
eque
nce
fro
m le
ft to
rig
ht.
3
. N
ow
te
ll stu
de
nts
tha
t yo
u w
ill a
ll p
lay th
e w
ord
on
the
dru
ms a
ga
in, b
ut
this
tim
e y
ou
will
all
pu
t (n
am
e th
e b
eat)
in y
ou
r p
ocke
t.
TN Foundational Skills Page 38 of 191 Kindergarten Sounds First Volume 2
4.
Pla
y t
he
wo
rd to
ge
the
r w
ith
stu
de
nts
on
yo
ur
ima
gin
ary
dru
m s
ets
, pu
ttin
g t
he
(n
am
ed
be
at)
in
a p
ocke
t. M
od
el th
is f
or
them
as m
an
y t
ime
s a
s n
eed
ed u
ntil th
ey’re c
om
fort
ab
le d
oin
g it to
ge
the
r.
5.
Rep
eat
this
pro
ce
ss w
ith
the
rem
ain
ing
wo
rds.
In
the
ta
ble
be
low
, th
e c
olu
mn t
o t
he
le
ft s
ho
ws t
he
pro
ce
ss d
escrib
ed
abo
ve
. T
he
sylla
ble
(b
ea
t) to
be
de
lete
d w
ill a
lwa
ys b
e
bo
lde
d.
Som
etim
es t
he
first
bea
t is
de
lete
d, a
nd
so
me
tim
es it
is th
e la
st.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Wha
t a
lo
ve
ly s
um
me
r a
fte
rno
on
. a
fte
rno
on
T
: P
lay th
at
wo
rd w
ith
me
. T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
af
- te
r -
no
on
T
: T
his
tim
e le
t’s p
ut
no
on
in o
ur
po
cke
ts.
T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
af
- te
r -
no
on
(m
ime
pu
ttin
g it in
you
r p
ocket)
Wo
w! T
he
sk
yscra
pe
r is
so
ta
ll!
Yo
u d
id a
n o
uts
tand
ing
jo
b o
n y
ou
r te
st.
Th
e b
utt
erf
ly f
lutte
red its
win
gs.
Ple
ase
und
erl
ine t
he
word
in
the
sen
ten
ce
.
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Im
po
rtan
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
wed
ge
S:
repe
at
T:
Now
sa
y w
ed
ge b
ut ch
ang
e /
w/ to
kn
ee
l (c
ha
nge
/n
/ to
/w
/)
so
uth
(ch
ang
e /s/
to /m
/)
fell
(ch
ang
e /f/
to
/w
/)
dig
(chan
ge /
d/ to
/w
/)
TN Foundational Skills Page 39 of 191 Kindergarten Sounds First Volume 2
/h/.
S:
hed
ge
ca
ll (c
ha
nge
/k/ to
/t/
) ya
m (
cha
nge
/y/
to /
j/)
ca
ne
(cha
ng
e /
k/
to /
r/)
rea
d (
cha
nge
/r/
to
/b
/)
sa
id (
chan
ge /
s/
to /h
/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: M
y u
ncle
is a
n u
mp
ire
.
TN Foundational Skills Page 40 of 191 Kindergarten Sounds First Volume 2
We
ek
13
, D
ay
4
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Th
e b
ird
lik
ed
to s
ing
while
it flapp
ed its
__
__
__
. (w
ing
)
Is t
he
re a
pic
ture
of
the c
astle
in t
he
bo
ok
? W
hy d
on
’t y
ou
op
en it
an
d ta
ke a
__
__
__.
(lo
ok
)
Wh
at
do
you
th
ink s
hou
ld w
e m
ak
e?
I th
ink th
at
we s
hou
ld b
ak
e a
__
__
. (c
ak
e)
How
ma
ny s
he
ep a
re in
the
pe
n? T
he
re m
ight
be
nin
e o
r th
ere
mig
ht
be _
__
__
_.
(ten
)
Ple
ase
pic
k u
p t
he
old
ra
g a
nd
pu
t it in
the
___
___
. (b
ag
)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
D
ire
cti
on
s:
(sam
e a
s th
e p
rio
r d
ay’s
lesson
) 1
. S
ay t
he
sen
ten
ce
. T
hen
sa
y th
e w
ord
.
2.
Te
ll th
e s
tude
nts
to
say a
nd p
lay th
e w
ord
with
yo
u o
n t
he
ir d
rum
se
t. A
ga
in,
be
su
re t
ha
t th
ey a
re p
layin
g e
ach
bea
t se
pa
rate
ly a
nd
in s
eque
nce
fro
m le
ft to
rig
ht.
3
. N
ow
te
ll stu
de
nts
tha
t yo
u w
ill a
ll p
lay th
e w
ord
on t
he
dru
ms a
ga
in, b
ut
this
tim
e y
ou
will
all
pu
t (n
am
e th
e b
eat)
in y
ou
r
TN Foundational Skills Page 41 of 191 Kindergarten Sounds First Volume 2
po
cke
t.
4.
Pla
y t
he
wo
rd to
ge
the
r w
ith
stu
de
nts
on
yo
ur
ima
gin
ary
dru
m s
ets
, pu
ttin
g t
he
(n
am
ed
be
at)
in
a p
ocke
t.
5.
Rep
eat
this
pro
ce
ss w
ith
the
rem
ain
ing
wo
rds.
R
em
em
be
r, s
om
etim
es t
he
first b
ea
t is
de
lete
d a
nd
so
me
tim
es th
e last
is.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
ne
ed s
om
e s
un
gla
sse
s f
or
the
be
ach
. s
un
gla
sse
s
T: P
lay th
at
wo
rd w
ith
me
. T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
su
n -
gla
ss -
es
T:
Th
is tim
e le
t’s p
ut su
n in o
ur
po
cke
ts.
T
& S
: (p
layin
g t
he
be
ats
on
im
ag
ina
ry d
rum
s)
su
n -
gla
ss -
es
(m
ime p
utt
ing it
in y
our
po
cke
t)
I u
sed
a w
he
elb
arr
ow
to
mo
ve
th
e d
irt.
Ple
ase
cle
an t
he
silv
erw
are
aft
er
din
ne
r.
I p
ut a
ca
nd
y n
ose
on
th
e g
ing
erb
rea
d m
an.
I h
it th
e v
olle
yb
all
ove
r th
e n
et.
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Im
po
rtan
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Mo
del
of
the
pro
ce
du
re:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
woo
d
S:
repe
at
T:
Now
sa
y w
oo
d b
ut
ch
ang
e /
w/ to
/k/.
S:
co
uld
white
(ch
an
ge /
w/ to
/s/)
b
eep
(ch
an
ge /
b/ to
/w
/)
mile
(ch
an
ge /m
/ to
/t/
) w
ink (
ch
an
ge
/w
/ to
/p
/)
po
ut (c
ha
ng
e /p
/ to
/sh
/)
wip
e (
ch
ang
e /w
/ to
/r/
)
TN Foundational Skills Page 42 of 191 Kindergarten Sounds First Volume 2
too
l (c
han
ge
/t/ t
o /k/)
p
oo
r (c
ha
nge
/p/
to /m
/)
so
(ch
ang
e /s/
to /
g/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: T
ia t
ea
ch
es T
hom
as to
ma
ke t
acos.
TN Foundational Skills Page 43 of 191 Kindergarten Sounds First Volume 2
We
ek
13
, D
ay
5
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
I lik
e t
o ju
mp
, bu
t I h
it m
y h
ea
d a
nd
no
w I h
ave
a _
___
__
(lu
mp
/bu
mp
).
We
he
ar
the
lio
n r
oa
r. H
e m
ust
want
to e
at
som
e _
___
__
. (m
ore
)
It w
ill b
e d
ark
so
on
. I am
sta
rtin
g to
see
so
me s
tars
and
th
e
__
__
_.
(mo
on
)
It is s
o fu
n to
skip
and
ho
p!
On
ce
I s
tart
, I
don
’t w
an
t to
___
___
.
(sto
p)
Yik
es!
I ca
n’t e
at
cu
z I
ha
ve
sa
nd
on
my _
___
! (h
an
d)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
D
ire
cti
on
s:
(sam
e a
s th
e p
rio
r d
ay’s
lesson
) 1
. S
ay t
he
sen
ten
ce
. T
hen
sa
y th
e w
ord
.
2.
Te
ll th
e s
tude
nt to
sa
y a
nd
pla
y th
e w
ord
with
yo
u o
n th
eir d
rum
set.
Ag
ain
, b
e s
ure
th
at th
ey a
re p
layin
g e
ach b
eat
se
pa
rate
ly a
nd
in s
eque
nce
fro
m le
ft to
rig
ht.
3
. N
ow
te
ll stu
de
nts
tha
t yo
u w
ill a
ll p
lay th
e w
ord
on t
he
dru
ms a
ga
in, b
ut
this
tim
e y
ou
will a
ll p
ut
(nam
e th
e b
eat)
in y
ou
r p
ocke
t.
4.
Pla
y t
he
wo
rd to
ge
the
r w
ith
stu
de
nts
on
yo
ur
ima
gin
ary
dru
m s
ets
, pu
ttin
g t
he
(n
am
ed
be
at)
in
a p
ocke
t.
TN Foundational Skills Page 44 of 191 Kindergarten Sounds First Volume 2
5.
Rep
eat
this
pro
ce
ss w
ith
the
rem
ain
ing
wo
rds.
R
em
em
be
r, s
om
etim
es t
he
first b
ea
t is
de
lete
d a
nd
so
me
tim
es th
e last
is.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
use
d s
an
dp
ap
er
to s
moo
th th
e w
ood
. s
an
dpa
pe
r T
: P
lay th
at
wo
rd w
ith
me
. T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
sa
nd
- p
a -
pe
r T
: T
his
tim
e le
t’s p
ut sa
nd
in o
ur
po
cke
ts.
T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
sa
nd
- p
a -
pe
r (m
ime
pu
ttin
g it in
you
r p
ocket)
Yu
m!
Th
e s
traw
be
rry is s
o s
we
et.
Th
e g
ras
sho
pp
er
jum
pe
d o
nto
the
tre
e.
Th
e f
ire
cra
ckle
d in
th
e f
ire
pla
ce
.
We
sa
w c
ow
s in th
e c
ou
ntr
ys
ide
.
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
1.
Skill
: S
ub
stitu
te a
sin
gle
pho
nem
e o
nse
t in
a o
ne
-sylla
ble
wo
rd (
i.e
. o
nse
ts w
ith
on
e s
ou
nd
, n
o b
len
ds).
Ex:
Ma
ll to
wall.
Im
po
rtan
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Mo
del
of
the
pro
ce
du
re:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
run
g
S:
repe
at
T:
Now
sa
y r
un
g b
ut
ch
ang
e /
r/ to
/t/
.
S:
ton
gue
law
n (
ch
ang
e /l/ t
o /
d/)
w
ait (
cha
ng
e /
w/ to
/d
/)
do
or
(cha
nge
/d/
to /
sh/)
p
iece
(cha
nge
/p
/ to
/g/)
w
as (
cha
ng
e /
w/ to
/d
/)
rock (
cha
nge
/r/
to
/s/)
w
on
’t (
ch
an
ge /
w/ to
/d/)
co
at
(cha
nge
/k/ to
/v/)
h
am
(ch
an
ge
/h
/ to
/l/)
TN Foundational Skills Page 45 of 191 Kindergarten Sounds First Volume 2
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: R
ob
th
e r
oo
ste
r ra
n a
ll o
ve
r.
TN Foundational Skills Page 46 of 191 Kindergarten Sounds First Volume 2
We
ek 1
4,
Da
y 1
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
We
he
ard
the
do
g h
ow
l, t
he
n w
e h
ea
rd it _
___
___
. (g
row
l)
Sn
ap
, an
d c
lap
. T
hen
pu
t yo
ur
ha
nd
s in
you
r _
___
_.
(la
p)
I th
ink I b
roke
my s
ho
e!
Can
I f
ix it w
ith
so
me
__
__
? (
glu
e)
Th
e le
mon
ade
is d
elic
iou
s!
Can
you
giv
e m
e a
no
the
r p
ou
r? I
wou
ld love t
o h
ave
som
e _
___
__
_.
(mo
re)
We
ne
ed
to
kee
p th
e s
ou
p h
ot.
Le
t’s w
arm
it u
p in
th
e _
__
___
.
(po
t)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Im
po
rtan
t N
ote
: T
his
lesso
n r
ele
ase
s m
ore
of
the s
ca
ffo
lds. S
tud
ents
no
w just m
ou
th (
or
sa
y it
un
de
r th
eir b
rea
th)
the
be
at to
b
e d
ele
ted
(i.e
. th
ey d
on
’t s
ay it a
loud
). A
t th
e e
nd
, th
ey p
lay t
he r
em
ain
ing
be
ats
an
d b
lend t
hem
to
geth
er.
D
ire
cti
on
s: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
TN Foundational Skills Page 47 of 191 Kindergarten Sounds First Volume 2
T:
Do y
ou u
nd
ers
tan
d th
e q
ue
stion
? u
nd
ers
tan
d
T:
Now
le
t’s p
lay it
on
ou
r d
rum
s.
T
& S
: u
n-d
er-
sta
nd
T
: L
et’s p
lay it a
ga
in a
nd
pu
t s
tan
d in
ou
r p
ocke
ts,
bu
t b
e c
are
ful,
be
cau
se
th
is tim
e w
hen
we
pla
y it,
we
’re
no
t g
oin
g t
o s
ay s
tan
d.
We
’re
go
ing t
o ju
st
move
ou
r m
ou
ths o
r sa
y it u
nde
r o
ur
bre
ath
.
T &
S:
(pla
yin
g t
he
be
ats
on
im
ag
ina
ry d
rum
s)
un
- d
er
- _
__
_ (
pu
ll a
rms b
ack a
nd
mim
e p
utt
ing t
ha
t be
at in
a p
ocke
t)
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
un
-d
er!
un
de
r!
Th
e la
dyb
ug
la
nde
d o
n t
he
le
af.
Th
e c
om
ics s
ectio
n is m
y f
avo
rite
pa
rt o
f th
e
ne
wsp
ap
er.
I p
ut n
ail
po
lish
on
my fin
ge
rna
il.
Wh
ere
did
eve
ryo
ne
go
?
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Imp
ort
an
t N
ote
: L
esso
ns in
th
e E
xpe
rie
ncin
g s
tag
e s
up
po
rt s
tud
ents
’ a
bili
ty t
o s
ub
stitu
te th
e r
ime
. T
he
y iso
late
th
e o
nse
t u
sin
g
the
fa
mili
ar
ha
nd
mo
tion
(p
ulli
ng
fis
t do
wn u
nde
r th
e c
hin
). T
his
is fo
llow
ed
by t
he
fa
mili
ar
curv
e m
otio
n o
utw
ard
whe
n s
pe
akin
g
the
rim
e.
The
rim
e is s
tretc
he
d a
nd
spo
ken
with
a little
mo
re e
mp
ha
sis
. T
his
alo
ng
with
th
e c
urv
e m
otio
n,
lets
stu
de
nts
kn
ow
e
xa
ctly w
hic
h p
art
of
the
wo
rd th
ey w
ill b
e m
an
ipu
lating
.
Dir
ec
tio
ns
: T
ell
stu
den
ts t
o im
ag
ine a
wo
rd c
om
ing
ou
t of
the
ir m
ou
th.
Re
min
d th
em
tha
t o
ve
r th
e p
ast
se
ve
ral w
ee
ks,
the
ir jo
b
ha
s b
ee
n t
o c
han
ge t
he
first
so
un
d th
ey h
ea
r. E
xp
lain
th
at
no
w, th
eir jo
b w
ill b
e to
lea
ve
th
at
so
un
d a
nd c
han
ge t
he
re
st
of
the
w
ord
- th
e p
art
th
at is
on
the
hill
or
cu
rve.
1.
Sa
y t
he
sen
ten
ce
, th
en s
ay t
he
ta
rge
ted
wo
rd. I
love
to
sit o
uts
ide
in th
e s
un
! (p
au
se
) su
n
2.
Te
ll stu
den
ts to
re
pe
at
3.
Pla
ce
you
r fist u
nde
r yo
ur
ch
in. T
hen
pro
noun
ce
th
e o
nset
while
pu
llin
g d
ow
n w
ith
you
r fist. T
his
“sho
ws”
the
po
sitio
n o
f th
e o
nset.
Ex: /s
/
TN Foundational Skills Page 48 of 191 Kindergarten Sounds First Volume 2
4.
Mo
ve
yo
ur
ha
nd
fo
rwa
rd in
th
e s
ha
pe
of a
cu
rve,
str
etc
hin
g a
nd
sa
yin
g th
e r
ime
lo
ud
er.
Ex: u
n
5.
Te
ll th
e s
tude
nts
to
repe
at.
6
. S
egm
en
t th
e o
nse
t a
nd
rim
e a
ga
in (
ste
ps 3
an
d 4
), th
en
pro
mp
t stu
de
nts
to
ch
an
ge
th
e r
ime
. E
x:
/s/
un
, cha
ng
e u
n
(curv
e m
otio
n)
to a
t (c
urv
e m
otio
n).
7
. T
ell
stu
den
ts to
do
it
with
you
. E
x:
/s/
(pu
ll fist d
ow
n)
at (m
ake
th
e c
urv
e)
8
. S
ay t
he
ne
w w
ord
with t
he
stu
de
nts
. E
x: S
at!
In t
he
ta
ble
be
low
, th
e c
olu
mn t
o t
he
le
ft s
ho
ws t
he
en
tire
pro
ced
ure
.
Do
th
is o
ne
fir
st.
Pra
cti
ce
an
d m
od
el w
ith
th
e s
tud
en
ts:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
love t
o s
it o
uts
ide
in
the
su
n!
(pa
use
) su
n
S:
repe
at
T:
/s/
(pu
ll fist do
wn u
nd
er
ch
in)
un
(m
ovin
g h
an
d fo
rwa
rd o
n a
cu
rve,
str
etc
hin
g a
nd
em
pha
siz
ing
) S
: re
pe
at
T: /s
/ (f
ist
un
de
r ch
in)
un
(str
etc
he
d,
cu
rve m
otion
)
Cha
nge
un
(curv
e m
otio
n)
to a
t (c
urv
e m
otio
n).
T
: D
o it
with
me!
T &
S: /s
/ (p
ull
fist d
ow
n u
nd
er
ch
in)
at
(curv
e m
otio
n)
T &
S: S
at!
Le
t’s ta
ke
a s
po
on
and m
ix u
p th
e c
oo
kie
doug
h.
(c
ha
nge
/ix
/ to
/o
p/)
I
wan
t to
go
ou
t fo
r a
ru
n.
(c
ha
nge
/un
/ to
/e
d/)
I
nee
d to
ge
t ri
d o
f m
y tra
sh
. (c
ha
nge
/id
/ to
/u
g/)
W
e c
an
go
sh
opp
ing
at th
e m
all.
(cha
nge
/a
ll/ to
/e
t/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: K
are
n c
arr
ies c
and
y to
cou
sin
s in K
an
sa
s.
TN Foundational Skills Page 49 of 191 Kindergarten Sounds First Volume 2
We
ek 1
4,
Da
y 2
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Sh
ou
ld w
e s
top
to
re
st a
nd
sit
? Y
es,
ma
yb
e ju
st
for
a little
__
__
.
(bit
)
Do y
ou
th
ink th
at
we s
ho
uld
le
t h
im s
tay
? N
o,
I th
ink h
e s
ho
uld
go
__
__
__
. (a
way
)
Do y
ou
wa
nt to
go
fo
r a
hik
e?
No
, I’d r
ath
er
ride
my _
__
__
. (b
ike
)
I se
e th
e s
tars
, th
ey a
re s
o b
rig
ht!
It
alm
ost fe
els
lik
e d
ay in
ste
ad
of
__
___
_. (n
igh
t)
Le
t’s p
ut
tha
t d
irty
do
g in t
he t
ub
an
d g
ive h
im a
go
od _
__
___
!
(sc
rub
/ru
b)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
D
ire
cti
on
s: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
want
to e
at
eve
ryth
ing
I s
ee
at
the
ba
ke
ry! e
ve
ryth
ing
H
e p
ut o
n a
n o
ve
rco
at
be
fore
go
ing
ou
tsid
e.
TN Foundational Skills Page 50 of 191 Kindergarten Sounds First Volume 2
T:
Now
le
t’s p
lay it
on
ou
r d
rum
s.
T
& S
: e
v-e
ry-t
hin
g
T: L
et’s p
lay it a
ga
in a
nd
pu
t th
ing
in o
ur
po
cke
ts,
bu
t b
e c
are
ful,
be
cau
se
th
is tim
e w
hen
we
pla
y it,
we
’re
no
t g
oin
g t
o s
ay t
hin
g.
We
’re
go
ing t
o ju
st
move
ou
r m
ou
ths o
r sa
y it u
nde
r o
ur
bre
ath
.
T &
S:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
ev -
ery
- _
__
_ (
pu
ll a
rms b
ack a
nd
mim
e p
utt
ing t
ha
t be
at in
a p
ocke
t)
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
Ev-
ery
! E
ve
ry!
I sa
w a
mea
do
wla
rk in t
he
fie
ld.
We
lo
oked
at th
e m
oun
tain
s fro
m t
he
ove
rlo
ok
.
Th
e d
ete
ctive
fou
nd
a fin
ge
rpri
nt
as a
clu
e.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Imp
ort
an
t N
ote
: L
esso
ns in
th
e E
xpe
rie
ncin
g s
tag
e s
up
po
rt s
tud
ents
’ a
bili
ty t
o s
ub
stitu
te th
e r
ime
. T
he
y iso
late
th
e o
nse
t u
sin
g
the
fa
mili
ar
ha
nd
mo
tion
(p
ulli
ng
fis
t do
wn u
nde
r th
e c
hin
). T
his
is fo
llow
ed
by t
he
fa
mili
ar
curv
e m
otio
n o
utw
ard
whe
n s
pe
akin
g
the
rim
e.
The
rim
e is s
tretc
he
d a
nd
spo
ken
with
a little
mo
re e
mp
ha
sis
. T
his
alo
ng
with
th
e c
urv
e m
otio
n,
lets
stu
de
nts
kn
ow
e
xa
ctly w
hic
h p
art
of
the
wo
rd th
ey w
ill b
e m
an
ipu
lating
.
In t
he
ta
ble
be
low
, th
e c
olu
mn t
o t
he
le
ft s
ho
ws t
he
en
tire
pro
ced
ure
.
Do
th
is o
ne
fir
st.
Pra
cti
ce
an
d m
od
el w
ith
th
e s
tud
en
ts:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My d
ad
is p
layin
g w
ith
the
do
g.
(pa
use
) d
ad
S
: re
pe
at
Mo
m w
en
t to
the
sto
re to
pic
k u
p s
om
e m
ilk.
(c
ha
nge
/ic
k/ to
/a
d/)
I
ha
ve
to g
et
rid
of
this
co
ld.
TN Foundational Skills Page 51 of 191 Kindergarten Sounds First Volume 2
T:
/d/
(pu
ll fist d
ow
n u
nd
er
ch
in)
ad
(m
ovin
g h
an
d fo
rwa
rd o
n a
cu
rve,
str
etc
hin
g a
nd
em
pha
siz
ing
) S
: re
pe
at
T: /d
/ (f
ist u
nd
er
ch
in)
ad
(str
etc
he
d,
cu
rve m
otio
n)
C
ha
nge
ad
(curv
e m
otio
n)
to ig
(curv
e m
otio
n).
T
: D
o it
with
me!
T &
S: /d
/ (p
ull
fist do
wn
und
er
ch
in)
ig (
curv
e m
otion
) T
& S
: d
ig
(cha
nge
/id
/ to
/u
g/)
C
an
you
pou
r so
me
ju
ice in m
y c
up
?
(cha
nge
/up
/ to
/a
r/)
Th
row
th
e b
all
up
in
the
air.
(cha
nge
/a
ll/ to
/o
x/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: Je
rry t
he
joyfu
l jo
ke
ste
r d
oe
s jo
kes.
TN Foundational Skills Page 52 of 191 Kindergarten Sounds First Volume 2
We
ek 1
4,
Da
y 3
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Wh
at
is tha
t I se
e o
n t
he
lo
g?
Is it
a to
ad
or
is it a
__
___
? (
fro
g)
He d
id a
tw
ist
an
d th
en a
flip
. If I
trie
d to
do
tha
t, I
’d p
roba
bly
__
__
__
! (t
rip
)
I re
ally
wa
nt to
ge
t a
ne
w p
et,
bu
t m
y m
om
sa
ys,
no
, w
e c
an
’t g
et
on
e _
___
__
_.
(ye
t)
It w
ou
ldn
’t b
e m
uch f
un
to
ru
n in th
e h
ot
__
__
__
. (s
un
)
We
ne
ed
to
cle
an
up
th
e s
ho
p. P
lea
se
ge
t a
bu
cke
t a
nd
a _
__
_.
(mo
p)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w.
Rem
em
be
r, s
om
etim
es th
e f
irst b
ea
t is
de
lete
d a
nd
so
metim
es th
e
last.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
vis
it m
y g
rand
mo
the
r o
n th
e w
ee
ken
ds. g
ran
dm
oth
er
Th
e p
olic
em
an
he
lped
us c
ross t
he
str
ee
t.
TN Foundational Skills Page 53 of 191 Kindergarten Sounds First Volume 2
T:
Now
le
t’s p
lay it
on
ou
r d
rum
s.
T
& S
: g
ran
d-m
oth
-er
T
: L
et’s p
lay it a
ga
in a
nd
pu
t g
ran
d in o
ur
pocke
ts,
bu
t th
is tim
e
whe
n w
e p
lay it, w
e’re
no
t g
oin
g t
o s
ay it.
T
& S
: (p
layin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
__
__ (
pu
ll a
rms
ba
ck a
nd
mim
e p
utt
ing t
ha
t b
ea
t in
a p
ocket)
m
oth
- e
r
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
Mo
th-e
r! M
oth
er!
Yo
ur
pa
inting
is a
ma
ste
rpie
ce!
Yo
u c
an
ge
t w
ha
teve
r yo
u w
an
t!
Th
e r
ecip
e c
alle
d f
or
bu
tte
rmilk
.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Do
th
is o
ne
fir
st.
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Th
e c
at
is p
layin
g w
ith
a s
trin
g!
(pa
use
) ca
t S
: re
pe
at
T:
/k/
(pu
ll fist do
wn u
nd
er
ch
in)
at
(mo
vin
g h
an
d fo
rwa
rd o
n a
cu
rve,
str
etc
hin
g a
nd
em
pha
siz
ing
) S
: re
pe
at
T: /k
/ (f
ist
un
de
r ch
in)
at
(str
etc
hed
, cu
rve m
otio
n)
C
ha
nge
at (c
urv
e m
otio
n)
to a
r (c
urv
e m
otio
n).
T
: D
o it
with
me!
Wh
ere
is m
y n
ew
sh
irt?
(c
ha
nge
/ir/
to /
in/)
T
he
ba
by w
an
ts to
lic
k t
he
ice
cre
am
co
ne
.
(cha
nge
/ic
k/ to
/a
p/)
I
hop
e w
e w
in th
e r
ace.
(cha
nge
/in
/ to
/e
t/)
We
ca
n s
ho
p a
t th
e c
orn
er
sto
re.
TN Foundational Skills Page 54 of 191 Kindergarten Sounds First Volume 2
T &
S: /k
/ (p
ull
fist d
ow
n u
nd
er
ch
in)
ar
(curv
e m
otio
n)
T &
S:
Ca
r!
(cha
nge
/op
/ to
/ō
w/)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
ne
w
(cha
nge
/oo
/ to
/o
t/),
co
ne
(cha
ng
e /
ōne
/ to
/id
/), ra
ce
(cha
ng
e /a
ce
/ to
/id
e/)
, can
(cha
nge
/a
n/
to /u
b/)
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: Y
usef
used u
niq
ue
ya
rn y
este
rda
y.
TN Foundational Skills Page 55 of 191 Kindergarten Sounds First Volume 2
We
ek 1
4,
Da
y 4
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
word
s?
S:
bee
an
d k
nee
My m
om
lik
es t
o g
o f
or
a j
og
. S
om
etim
es s
he w
ill b
rin
g o
ur
__
__
_.
(do
g)
Aa
k!
Is t
ha
t a b
ug
I s
ee
on t
he
__
___
_? (
rug
)
My b
roth
er
ha
s a
little
to
y b
oat.
He lik
es to
put
it in
th
e tu
b a
nd
watc
h it _
___
__.
(flo
at)
My g
ran
dm
oth
er
ha
s a
pe
t c
at.
He is n
ot
skin
ny,
he
is v
ery
__
__
__
. (f
at)
My r
igh
t fo
ot
do
esn
’t h
ave
a s
ho
e! I
on
ly h
ave
one
in
ste
ad o
f
__
__
. (t
wo
)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My c
ou
sin
cu
t so
me f
ire
woo
d fo
r th
e w
inte
r. fire
wood
T
: N
ow
le
t’s p
lay it
on
ou
r d
rum
s.
T
he
ho
ne
y d
rip
pe
d f
rom
th
e h
one
yc
om
b.
TN Foundational Skills Page 56 of 191 Kindergarten Sounds First Volume 2
T &
S: fi-r
e-w
oo
d
T: L
et’s p
lay it a
ga
in a
nd
pu
t w
oo
d in o
ur
pocke
ts,
bu
t th
is tim
e
whe
n w
e p
lay it, w
e’re
no
t g
oin
g t
o s
ay w
oo
d. W
e’re
go
ing
to ju
st
mo
ve
ou
r m
ou
ths o
r say it
und
er
ou
r b
reath
.
T &
S:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
fi -
re -
__
__
(pu
ll a
rms b
ack a
nd
mim
e p
utt
ing t
ha
t be
at in
a p
ocke
t)
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
Fi-
re!
Fire!
Ple
ase
wh
ispe
r so h
e d
oe
s n
ot o
ve
rhea
r you.
I h
op
e w
e d
o n
ot se
e a
ra
ttle
sn
ak
e o
n t
he t
rail!
I sp
read
the
bla
ckb
err
y ja
m o
n th
e b
read
.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My s
illy c
at h
id b
eh
ind
th
e t
ree
! (p
au
se
) h
id
S:
Repe
at
T:
/h/
(pu
ll fist d
ow
n u
nd
er
ch
in)
id (
mo
vin
g h
an
d fo
rwa
rd o
n a
cu
rve,
str
etc
hin
g a
nd
em
pha
siz
ing
) S
: re
pe
at
T: /h
/ (f
ist u
nd
er
ch
in)
id (
str
etc
he
d,
cu
rve m
otion
)
Cha
nge
id
(curv
e m
otio
n)
to o
p (
cu
rve m
otion
).
T:
Do it
with
me!
Did
yo
u m
ix u
p m
y s
ocks?
(c
ha
nge
/ix
/ to
/a
d/)
“M
oo
!” s
aid
th
e c
ow
as h
e w
alk
ed
to
th
e b
arn
. (c
ha
nge
/o
w/ to
/u
p/)
T
ha
t p
ictu
re loo
ks s
o r
ea
l!
(cha
nge
/ea
l/ to
/a
in/)
It
’s h
ot o
uts
ide
. L
et’s g
o ju
mp
in
th
e p
oo
l!
(cha
nge
/oo
l/ to
/a
rk/)
TN Foundational Skills Page 57 of 191 Kindergarten Sounds First Volume 2
T &
S: /h
/ (p
ull
fist do
wn
und
er
ch
in)
op
(cu
rve m
otio
n)
T &
S:
Ho
p!
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
hid
(c
ha
nge
/id
/ to
/a
t/),
did
(ch
an
ge
/id
/ to
/o
t/),
mo
o (
ch
an
ge
/o
o/
to /ē
/), b
arn
(cha
nge
/a
rn/
to /o
x/)
, so
(cha
ng
e /Ō
/ to
/ē
/), ho
t (c
ha
nge
/ot/
to
/o
w/)
, ju
mp
(cha
ng
e /u
mp
/ to
/e
t/).
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: O
ran
gu
tans o
pen
ed o
nly
ora
ng
e o
reo
s!
TN Foundational Skills Page 58 of 191 Kindergarten Sounds First Volume 2
We
ek 1
4,
Da
y 5
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
word
s?
S:
bee
an
d k
nee
Th
e t
ab
le is m
issin
g a
ch
air
. C
an
yo
u g
et o
ne
fro
m o
ve
r _
__
__?
(th
ere
)
First, I
ate
a p
lain
po
tato
ch
ip.
Th
en I
ha
d a
noth
er
with
so
me
__
__
. (d
ip)
My b
ike a
ccid
en
t scra
pe
d m
y s
kin
. Y
ou
ca
n s
ee
a s
ca
r righ
t h
ere
on
my_
__
__
. (c
hin
)
Wh
en
th
e b
ab
y w
as b
orn
we
got
a n
ew
cri
b. N
ow
we
nee
d to
ge
t
a h
igh
ch
air a
nd a
__
__
__
. (b
ib)
We
will
ke
ep
the
sou
p in
a p
ot.
Tha
t w
ay,
it w
ill s
tay n
ice a
nd
__
__
__
. (h
ot)
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: Is
you
r ra
inco
at
wate
rpro
of?
w
ate
rpro
of
Th
e p
rin
cip
al m
ad
e a
n a
nno
un
ce
me
nt o
ve
r th
e
TN Foundational Skills Page 59 of 191 Kindergarten Sounds First Volume 2
T:
Now
le
t’s p
lay it
on
ou
r d
rum
s.
T
& S
: w
at-
er-
pro
of
T
: L
et’s p
lay it a
ga
in a
nd
pu
t p
roo
f in
ou
r pocke
ts,
bu
t b
e c
are
ful,
be
cau
se
th
is tim
e w
hen
we
pla
y it,
we
’re
no
t g
oin
g t
o s
ay p
roo
f.
We
’re
go
ing t
o ju
st
move
ou
r m
ou
ths o
r sa
y it u
nde
r o
ur
bre
ath
.
T &
S:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
wat
- e
r -
___
_
(pu
ll a
rms b
ack a
nd m
ime
pu
ttin
g th
at b
ea
t in
a p
ocke
t)
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
Wa
t-e
r! W
ate
r!
lou
dsp
ea
ke
r.
Th
e d
rag
on
fly
lan
ded
on
th
e lill
y p
ad
.
Th
e s
un
flo
we
r g
rew
qu
ickly
.
Th
e t
hie
f snu
ck a
wa
y in
the
se
cre
t p
assa
ge
wa
y.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: P
layin
g in
th
e s
an
d is f
un
! (p
au
se
) fu
n
S:
repe
at
T:
/f/ (f
ist
un
de
r ch
in)
un
(m
ovin
g h
and
fo
rwa
rd o
n a
cu
rve,
str
etc
hin
g a
nd
em
ph
asiz
ing
)
S:
repe
at
T: /f
/ (f
ist u
nde
r ch
in)
un
(str
etc
he
d,
cu
rve m
otion
)
Cha
nge
un
(curv
e m
otio
n)
to a
r (c
urv
e m
otio
n).
T
: D
o it
with
me!
I h
op
e I g
et
to k
ee
p m
y b
oo
k.
(cha
nge
/ee
p/ to
/it/)
M
y c
ou
sin
love
s t
o m
ee
t n
ew
frie
nd
s.
(cha
nge
/ee
t/ to
/o
p/)
O
uch
! I
thin
k I
cu
t m
y to
e!
(cha
nge
/ut/
to
/a
r/)
My s
iste
r lik
es t
o s
ing
in
the
ra
in.
(cha
nge
/a
in/
to /
ide
/)
TN Foundational Skills Page 60 of 191 Kindergarten Sounds First Volume 2
T &
S:
/f/ (p
ull
fist d
ow
n u
nd
er
ch
in)
ar
(curv
e m
otio
n)
T &
S:
Fa
r!
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
san
d
(cha
nge
/an
d/ to
/ip
/), h
ope
(ch
an
ge /
op
e/ to
/id
e/)
, ge
t (c
ha
ng
e /e
t/ to
/ap
/), sin
g (
ch
an
ge /
ing
/ to
/a
t/).
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: L
oop
y L
arr
y lo
ve
s lic
kin
g lo
ve
ly lea
ve
s.
TN Foundational Skills Page 61 of 191 Kindergarten Sounds First Volume 2
We
ek 1
5,
Da
y 1
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e.
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Be
su
re n
ot
to t
ou
ch
the
po
t. I
t’s b
oili
ng
an
d it’s v
ery
__
__
__
! (h
ot)
Can
you
brin
g s
om
e p
rese
nts
and
a b
all
oo
n? T
he
pa
rty w
ill b
e
sta
rtin
g _
___
__
. (s
oo
n)
I th
ink I s
aw
so
me
thin
g s
lith
erin
g in t
he
lak
e. I re
ally
hop
e it
wa
sn
’t
a _
__
___
_! (s
na
ke
)
Wh
at
is tha
t str
an
ge
sou
nd
th
at
I h
ea
r? I
can
te
ll th
at is
not
tha
t
far,
it is
ge
ttin
g _
__
__
_.
(ne
ar)
It’s
rain
ing
so
we
ca
n’t g
o to
the
cre
ek
. M
aybe
we
can
go
ne
xt
__
__
_.
(we
ek
)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Imp
ort
an
t N
ote
: L
esso
ns in
th
e E
xpe
rie
ncin
g s
tag
e s
ca
ffo
lde
d s
tud
en
ts t
ow
ard
s e
ven
tual sylla
ble
de
letio
n.
Th
ey s
egm
ente
d
the
wo
rd in
to s
ylla
ble
s b
y d
rum
min
g,
iso
late
d th
em
by id
entify
ing
th
e “
be
at”
to
be
pu
lled
, a
nd
de
lete
d it
by p
lacin
g it
in t
he
ir
po
cke
t a
nd
eve
ntu
ally
no
t sa
yin
g it. T
he
y t
hen
pla
ye
d th
e r
em
ain
ing b
eats
on
the
ir d
rum
an
d p
ut
them
to
geth
er
(ble
nd
ing
) to
sa
y a
ne
w w
ord
.
As s
tude
nts
ente
r th
e K
no
win
g s
tag
e, th
ey s
ho
uld
be
com
fort
ab
le w
ith
de
letin
g th
e ta
rge
ted
sylla
ble
in
th
is w
ay, b
ut
ma
y n
ot b
e
TN Foundational Skills Page 62 of 191 Kindergarten Sounds First Volume 2
do
ing it a
uto
ma
tica
lly y
et.
The
re a
re t
wo w
ee
ks o
f le
sso
ns in t
he K
now
ing
sta
ge
fo
r th
is s
kill
. T
he
se w
ee
ks a
re d
esig
ne
d t
o
pro
vid
e r
ep
eate
d p
ractice
aim
ed
at d
eve
lop
ing
auto
ma
ticity w
ith s
ylla
ble
de
letion
. T
he
ph
ysic
al a
nd v
erb
al sca
ffo
lds a
re u
se
d
on
ly a
s n
eed
ed
to s
upp
ort
stu
den
ts.
Durin
g t
he
Kno
win
g w
ee
k,
this
activity w
ill n
o lo
nge
r h
ave
the
wo
rds e
mb
edd
ed
in
se
nte
nce
s.
Th
is is m
ea
nt to
be a
qu
ick d
rill t
o
pra
ctice d
ele
tion
with
th
e g
oa
l of
au
tom
aticity.
D
ire
cti
on
s:
Se
e th
e b
ox o
n t
he
le
ft s
ide
of
the
tab
le fo
r th
e p
roced
ure
. E
xp
lain
to s
tude
nts
th
at o
ve
r th
e n
ext
se
vera
l d
ays
the
y’ll
be p
racticin
g t
o s
ee
if
the
y c
an
ta
ke a
be
at o
ff a
wo
rd w
ith
ou
t u
sin
g th
eir d
rum
s. In
th
is lesso
n,
yo
u p
rom
pt stu
de
nts
to
sa
y t
he
wo
rd w
itho
ut th
e t
arg
ete
d s
ylla
ble
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
sa
y w
oo
dw
ork
er
S:
wo
od
work
er
T:
sa
y it a
ga
in w
ith
ou
t w
oo
d
S:
work
er
ove
rdo
s
ub
ma
rine
sa
ltw
ate
r a
rro
wh
ea
d
exp
ressw
ay
un
de
rsto
od
w
he
ne
ve
r o
utn
um
be
r w
ate
rfall
Use
th
e s
ca
ffo
lds (
e.g
. d
rum
min
g t
he
be
ats
, pu
ttin
g o
ne
in
a p
ocke
t, b
len
din
g th
e r
em
ain
ing b
eats
tog
eth
er)
fro
m th
e
Exp
erie
ncin
g s
tag
e a
s n
eed
ed
to
su
ppo
rt s
tude
nts
. A
s th
e le
sso
ns c
on
tinu
e,
stu
de
nts
sh
ould
nee
d th
ese s
ca
ffo
lds o
nly
ve
ry
rare
ly.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
TN Foundational Skills Page 63 of 191 Kindergarten Sounds First Volume 2
Beg
in G
rad
ual R
ele
as
e:
Th
is lesson
ha
s y
ou
pro
mp
tin
g th
e s
tude
nts
to
ch
ang
e th
e r
ime
on
the
ir o
wn.
D
o t
his
on
e f
irs
t. M
od
el
an
d p
rac
tice
as
ne
ed
ed
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
love t
o p
lay in th
e s
an
d a
t th
e b
ea
ch
! (p
au
se
) e
ach
S:
repe
at
T:
/b/
(pu
ll fist d
ow
n u
nd
er
ch
in)
ea
ch
(m
ovin
g h
and
fo
rwa
rd o
n a
cu
rve,
str
etc
hin
g a
nd
em
pha
siz
ing
) S
: re
pe
at
T: /b
/ (f
ist u
nd
er
ch
in)
ea
ch
(str
etc
hed
, cu
rve
mo
tion
)
Cha
nge
ea
ch
(curv
e m
otio
n)
to o
at
(curv
e m
otio
n).
T
: G
o a
hea
d,
sh
ow
me h
ow
!
S:
/b/
(pu
ll fist d
ow
n u
nd
er
ch
in)
oa
t (c
urv
e m
otio
n)
S:
bo
at
Sh
! D
on
’t m
ake a
so
un
d!
(c
ha
nge
/ou
nd
/ to
/at/
) Is
it co
ld in
he
re?
I f
ee
l a
ch
ill
in th
e a
ir.
(cha
nge
/ill
/ to
/op
/)
Th
e f
ive ta
ll m
en
we
re p
layin
g m
usic
.
(cha
nge
/en
/ to
/it/)
T
he
flu
ffy little s
he
ep
ra
n u
p th
e b
ig h
ill.
(cha
nge
/ee
p/ to
/a
rk/)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in t
his
activity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
san
d
(cha
nge
/an
d/ to
/it/)
, m
ake (
ch
ang
e /a
ke/
to /u
g/)
, co
ld (
cha
nge
/o
ld/
to /a
ve
/), five (
cha
nge /
ive/
to /
ar/
), b
ig (
cha
ng
e /
ig/
to
/at/
).
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: M
ary
met M
arv
in p
layin
g m
arb
les.
TN Foundational Skills Page 64 of 191 Kindergarten Sounds First Volume 2
We
ek 1
5,
Da
y 2
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e.
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
We
ha
ve a
sic
k p
et,
so w
e w
ill ta
ke
it to
th
e _
__
__
. (v
et)
Yo
u c
an
te
ll th
at
she
’s m
y t
win
. W
e h
ave
th
e s
am
e h
air, th
e s
am
e
eye
s, a
nd t
he
sa
me
___
___
. (c
hin
/gri
n)
We
we
nt
to s
ee
him
at th
e s
tore
, bu
t h
e d
oe
s n
ot
work
th
ere
an
y__
___
. (m
ore
)
We
we
re s
o s
ad
whe
n w
e lost
ou
r h
ou
nd
, b
ut w
e w
ere
so h
ap
py
whe
n h
e w
as _
__
___
_.
(fo
un
d)
Sim
on
sa
ys to
uch
you
r n
ose
. N
ow
, S
imo
n s
ays t
ou
ch
you
r
__
__
__
. (t
oe
s)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y g
ran
dp
are
nt
po
cke
tkn
ife
TN Foundational Skills Page 65 of 191 Kindergarten Sounds First Volume 2
S:
gra
nd
pa
ren
t T
: sa
y it a
ga
in w
ith
ou
t g
ran
d
S:
pa
ren
t
ca
nd
les
tic
k
ove
rca
me
eve
ryw
he
re
blu
eb
err
y
an
yth
ing
fire
wo
rks
left
ove
r b
utte
rcu
p
Use t
he s
ca
ffo
lds (
e.g
. d
rum
min
g t
he
be
ats
, pu
ttin
g o
ne
in
a p
ocke
t, b
len
din
g th
e r
em
ain
ing b
eats
tog
eth
er)
fro
m th
e
Exp
erie
ncin
g s
tag
e a
s n
eed
ed
to
su
ppo
rt s
tude
nts
. A
s th
e le
sso
ns c
on
tinu
e,
stu
de
nts
sh
ould
nee
d th
ese s
ca
ffo
lds o
nly
ve
ry
rare
ly.
Th
e g
oa
l is
to
pro
vid
e r
ep
eate
d p
ractice
to
ward
s a
uto
ma
ticity.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Co
nti
nu
e G
rad
ual
Rele
ase
: T
his
lesson
con
tinu
es to
ha
ve
yo
u p
rom
pt th
e s
tud
ents
to c
ha
nge
the
sou
nd o
n t
he
ir o
wn.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My b
ab
y s
iste
r fe
ll w
he
n s
he
tried
to s
tand
! (p
au
se
) fe
ll S
: re
pe
at
T:
/f/ (p
ull
fist d
ow
n u
nd
er
ch
in)
ell
(mo
vin
g h
an
d fo
rwa
rd o
n a
cu
rve,
str
etc
hin
g a
nd
em
pha
siz
ing
) S
: re
pe
at
T: /f
/ (f
ist u
nde
r ch
in)
ell
(str
etc
he
d,
cu
rve m
otio
n)
C
ha
nge
ell
(curv
e m
otio
n)
to ix (
cu
rve m
otion
)
My b
ab
y s
iste
r g
ave
me
a g
rea
t b
ig h
ug
!
(cha
nge
/ug
/ to
/a
t/)
I w
as f
ee
ling
ho
t so
I t
urn
ed
on
th
e f
an
.
(cha
nge
/an
/ to
/o
x/)
P
lea
se
to
ss th
e b
all
to
me
.
(cha
nge
/a
ll/ to
/ig
/)
TN Foundational Skills Page 66 of 191 Kindergarten Sounds First Volume 2
T: G
o a
hea
d,
sh
ow
me h
ow
!
S:
/f/ (p
ull
fist d
ow
n u
nd
er
ch
in)
ix (
curv
e m
otio
n)
S:
fix
I m
ad
e a
ba
ske
t o
n m
y v
ery
first
sh
ot!
(c
ha
nge
/ad
e/ to
/ill
/)
Note
: Y
ou
ca
n e
xte
nd
th
e n
um
be
r of
item
s in th
is a
ctivity b
y u
sin
g t
he
se
ad
ditio
na
l w
ord
s fro
m th
e a
bo
ve
se
nte
nce
s:
big
(c
ha
nge
/ig
/ to
/o
x/)
, g
ave
(ch
ang
e /a
ve/
to /
ot/),
ho
t (c
ha
ng
e /o
t/ to
/im
/), to
ss (
ch
an
ge /
oss/ to
/u
rn/)
, sho
t (c
ha
nge /
ot/
to
/ip
/).
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: Z
ad
ie z
ap
pe
d Z
eb
ras w
ith
zu
cch
inis
.
TN Foundational Skills Page 67 of 191 Kindergarten Sounds First Volume 2
We
ek 1
5,
Da
y 3
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e.
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
My f
avo
rite
flo
wer
in the
ga
rde
n is a
ro
se
. I g
ive
it
ple
nty
of
wate
r
to m
ake
su
re it _
___
___
. (g
row
s)
I lo
oked
in
th
e o
ven
to c
he
ck o
n th
e b
un
. I
cou
ld t
ell
it n
eed
ed
mo
re t
ime
, it w
asn
’t q
uite
__
___
_.
(do
ne
)
I lo
oked
in
sid
e t
he
ho
le.
And
gu
ess w
ha
t I
saw
? A
fu
rry little
__
__
_!
(mo
le/v
ole
)
Th
e c
ow
is v
ery
hun
gry
to
da
y.
All
he
wan
ts to
do is e
at
the
___
_.
(ha
y)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Dir
ec
tio
ns:
Se
e th
e b
ox o
n t
he
le
ft s
ide
of
the
tab
le fo
r th
e p
roced
ure
.
TN Foundational Skills Page 68 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T:
sa
y f
lyca
tche
r S
: fl
ycatc
he
r T
: sa
y it a
ga
in w
ith
ou
t fl
y
S:
ca
tch
er
gra
nd
fath
er
fire
ho
use
un
de
rgro
un
d
co
bb
les
ton
e
sk
yd
ivin
g
tatt
leta
le
ove
rtim
e
wate
rwa
y
bu
lldo
zer
Use t
he s
ca
ffo
lds (
e.g
. d
rum
min
g t
he
be
ats
, pu
ttin
g o
ne
in
a p
ocke
t, b
len
din
g th
e r
em
ain
ing b
eats
tog
eth
er)
fro
m th
e
Exp
erie
ncin
g s
tag
e a
s n
eed
ed
to
su
ppo
rt s
tude
nts
. A
s th
e le
sso
ns c
on
tinu
e,
stu
de
nts
sh
ould
nee
d th
ese s
ca
ffo
lds o
nly
ve
ry
rare
ly.
Ag
ain
, th
e g
oa
l is
to
pro
vid
e r
ep
eate
d p
ractice t
ow
ard
s a
uto
ma
ticity.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Beg
in n
ex
t G
rad
ual
Re
leas
e:
Th
is le
sso
n take
s o
ut
on
e o
f th
e s
ca
ffo
lds w
he
re y
ou
are
iso
lating t
he o
nse
t fr
om
th
e r
ime
. A
fte
r yo
u s
ha
re th
e s
en
ten
ce
, you
go
rig
ht to
pro
mpt
for
the r
ime
su
bstitu
tion
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Did
yo
u s
ee
th
e s
pid
er
ma
ke
he
r w
eb
? w
eb
S:
repe
at
T: /w
/ (f
ist
un
de
r ch
in)
eb
(str
etc
he
d,
cu
rve m
otio
n)
Do y
ou
lik
e m
y n
ew
hat?
(c
ha
nge
/at/
to
/im
/)
My m
om
ca
n r
un
fa
st.
TN Foundational Skills Page 69 of 191 Kindergarten Sounds First Volume 2
Cha
nge
eb
(curv
e m
otio
n)
to a
ll (c
urv
e m
otion).
T
: G
o a
hea
d,
sh
ow
me h
ow
!
S:
/w/
(pu
ll fist do
wn u
nd
er
ch
in)
all
(curv
e m
otio
n)
S:
wall
(cha
nge
/un
/ to
/e
d/)
W
ho
will
win
th
e b
ig g
am
e t
on
igh
t?
(cha
nge
/in
/ to
/a
x/)
D
ing
don
g! I
he
ar
the
be
ll ri
ng
! (c
ha
nge
/in
g/
to /
est/
)
Yo
u c
an
exte
nd
th
e n
um
be
r o
f ite
ms in
th
is a
ctivity b
y u
sin
g th
ese
ad
ditio
na
l w
ord
s f
rom
the
abo
ve
se
nte
nce
s:
ma
ke
(ch
an
ge
/a
ke
/ to
/u
d/)
, lik
e (
chan
ge
/ik
e/
to /
ip/)
, fa
st (c
ha
ng
e /a
st/
to
/in
e/)
, g
am
e (
cha
ng
e /a
me
/ to
/iv
/), h
ea
r (c
ha
ng
e /e
ar/
to
/ot/
).
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: R
ap
id R
on
run
s r
ea
lly f
ast.
TN Foundational Skills Page 70 of 191 Kindergarten Sounds First Volume 2
We
ek 1
5,
Da
y 4
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e.
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Pla
yin
g th
e c
ard
ga
me
was s
o m
uch f
un
. It
wo
uld
ha
ve
bee
n e
ve
n
be
tte
r if I
ha
d _
__
___
! (w
on
)
I fe
el so
me
thin
g s
ticky o
n m
y s
ho
e.
I th
ink I s
tep
pe
d in
a p
udd
le o
f
__
__
__
! (g
lue
)
I co
un
ted
the
pig
s in
the
pe
n.
I th
ou
gh
t th
ere
were
nin
e,
bu
t th
ere
were
actu
ally
___
___
. (t
en
)
I th
ink I h
ea
rd th
e g
row
l o
f a
be
ar.
Can
yo
u h
ea
r it c
om
ing
fro
m
ove
r _
__
__
? (
the
re)
I th
ou
gh
t I h
ea
rd a
wo
lf h
ow
l, b
ut
I re
ally
ju
st h
ea
rd a
do
g _
__
__.
(gro
wl)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
TN Foundational Skills Page 71 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y a
nyo
ne
S:
an
yo
ne
T:
sa
y it a
ga
in w
ith
ou
t o
ne
S
: a
ny
un
de
rse
a
sk
yro
cke
t e
ve
ryd
ay
win
do
wp
an
e
fire
fly
ta
ble
sp
oo
n
taxic
ab
ty
pe
write
r s
tea
mro
ller
Use t
he s
ca
ffo
lds (
e.g
. d
rum
min
g t
he
be
ats
, pu
ttin
g o
ne
in
a p
ocke
t, b
len
din
g th
e r
em
ain
ing b
eats
tog
eth
er)
fro
m th
e
Exp
erie
ncin
g s
tag
e a
s n
eed
ed
to
su
ppo
rt s
tude
nts
. A
s th
e le
sso
ns c
on
tinu
e,
stu
de
nts
sh
ould
nee
d th
ese s
ca
ffo
lds o
nly
ve
ry
rare
ly.
Ag
ain
, th
e g
oa
l is
to
pro
vid
e r
ep
eate
d p
ractice t
ow
ard
s a
uto
ma
ticity.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Co
nti
nu
e G
rad
ual
Rele
ase
: yo
u p
rom
pt th
e s
tud
en
ts fo
r rim
e s
ub
stitu
tio
n r
igh
t aft
er
sha
ring
the
sen
ten
ce
.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s (
pro
mp
t
is i
de
nti
fie
d i
n p
are
nth
es
es
):
T: I
me
t a
ne
w frie
nd a
t sch
oo
l to
da
y!
(pa
use
) m
et
S:
repe
at
T: /m
/ (f
ist
un
de
r ch
in)
et
(str
etc
he
d, cu
rve m
otio
n)
Do y
ou
liv
e n
ea
r o
r do
yo
u liv
e fa
r?
(cha
nge
/ea
r/ to
/ot/
) I
thin
k w
e’re
lo
st.
Le
t’s fin
d a
ma
p.
TN Foundational Skills Page 72 of 191 Kindergarten Sounds First Volume 2
Cha
nge
et (c
urv
e m
otio
n)
to a
n (
cu
rve m
otion
).
T: G
o a
hea
d,
sh
ow
me h
ow
!
S:
/m/
(pu
ll fist d
ow
n u
nd
er
ch
in)
an
(cu
rve m
otio
n)
S:
man
(cha
nge
/ap
/ to
/ile
/)
Sw
ing
you
r fo
ot
an
d k
ick
th
e b
all.
(c
ha
nge
/ic
k/ to
/ite
/)
Don
’t w
orr
y,
I’ll
sav
e y
ou
!
(cha
nge
/a
ve
/ to
/it/)
Yo
u c
an
exte
nd
th
e n
um
be
r o
f ite
ms in
th
is a
ctivity b
y u
sin
g th
ese
ad
ditio
na
l w
ord
s f
rom
the
abo
ve
se
nte
nce
s:
far
(ch
an
ge
/a
r/ to /
un
/), find
(ch
ang
e /
ind
/ to
/a
ll/),
ba
ll (c
ha
ng
e /a
ll/ t
o /
ig/)
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: In
ky In
ga inh
ale
d icky ing
red
ien
ts.
TN Foundational Skills Page 73 of 191 Kindergarten Sounds First Volume 2
We
ek 1
5,
Da
y 5
Ⓚ
Rh
ym
e A
cti
vit
y:
Ma
ke
it
Rhym
e.
Skill
: R
hym
e c
om
ple
tion
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
h, n
o! T
he
re’s
a b
ee
! W
ill h
e s
tin
g m
e o
n m
y _
___
_?
S:
kn
ee
T a
nd
S:
Oh
, n
o!
Th
ere
’s a
be
e! W
ill h
e s
ting
me
on
my
kn
ee
?
T:
Wh
at w
ere
th
e r
hym
ing
wo
rds?
S:
bee
an
d k
nee
Th
e w
ord
s in t
he
son
g w
ere
no
t ve
ry c
lea
r. F
or
so
me
re
aso
n, I
co
uld
no
t re
ally
___
___
. (h
ea
r)
We
lo
ve
d to
co
ol o
ff f
rom
th
e s
um
me
r s
un
. S
wim
min
g in
th
e p
oo
l
was r
ea
lly _
__
__
__
. (f
un
)
In t
he
mo
rnin
g I
wen
t fo
r a
hik
e.
In th
e a
fte
rno
on
, I
rode
my _
__
_.
(bik
e)
I b
lew
a b
ig b
ubb
le -
- it w
ou
ldn
’t s
top
! B
ut
fina
lly it
end
ed
with
a
larg
e_
__
__
. (p
op
)
My b
ed
roo
m h
as a
com
fy r
ea
din
g n
oo
k.
I lo
ve
to
sit t
he
re t
o r
ead
my _
__
__
_. (b
oo
k)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y a
fte
rwa
rd
bu
mb
leb
ee
TN Foundational Skills Page 74 of 191 Kindergarten Sounds First Volume 2
S:
afte
rwa
rd
T:
sa
y it a
ga
in w
ith
ou
t w
ard
S
: a
fte
r
run
aw
ay
Th
an
ks
giv
ing
lum
be
rja
ck
ch
ecke
rbo
ard
w
oo
dcu
tte
r a
nyw
ay
pig
gyb
ac
k
su
pe
rma
n
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
Rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x: S
un
to s
at.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Did
he
ch
ip h
is to
oth
?
(pa
use
) ch
ip
S:
repe
at
T: /c
h/
(fis
t u
nd
er
ch
in)
ip (
str
etc
hed
, cu
rve m
otio
n)
C
ha
nge
ip
(curv
e m
otio
n)
to a
t (c
urv
e m
otio
n).
T
: G
o a
hea
d,
sh
ow
me h
ow
!
S:
/ch/
(pu
ll fist d
ow
n u
nd
er
ch
in)
at
(curv
e m
otio
n)
S:
ch
at
Le
t’s g
o f
ly a
kit
e!
(cha
nge
/ite/
to /
ap
e/)
M
ove
tha
t c
ha
ir a
little
clo
se
r, p
lea
se
.
(cha
nge
/a
ir/ to
/ic
k/)
It
’s c
old
in h
ere
, p
lea
se t
urn
up
th
e h
ea
t.
(cha
nge
/ea
t/ to
/o
p/)
T
he
little
kid
pla
ys in
th
e s
an
d.
(cha
nge
/id
/ to
/ite
/)
Yo
u c
an
exte
nd
th
e n
um
be
r o
f ite
ms in
th
is a
ctivity b
y u
sin
g th
ese
ad
ditio
na
l w
ord
s f
rom
the
abo
ve
se
nte
nce
s:
did
(ch
ang
e
/it/
to
/o
t/),
sa
nd
(ch
an
ge
/an
d/ to
/it/)
.
TN Foundational Skills Page 75 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: D
itty
ditty
Din
gle
dre
am
s d
aily
.
TN Foundational Skills Page 76 of 191 Kindergarten Sounds First Volume 2
We
ek 1
6,
Da
y 1
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
No
te:
Th
is a
ctivity b
uild
s f
rom
the
Rh
ym
e C
om
ple
tio
n a
ctivity s
tud
en
ts r
ecen
tly w
ork
ed w
ith
and
con
tin
ue
s to
supp
ort
d
eve
lop
me
nt o
f th
eir R
hym
e P
rodu
ction
skill
s.
D
ire
cti
on
s:
Te
ll stu
den
ts t
ha
t th
ey w
ill b
e p
layin
g a
ne
w r
hym
ing g
am
e. E
xp
lain
tha
t you
will
sa
y a
se
nte
nce
bu
t so
meth
ing
won
’t b
e r
igh
t. T
he
ir job
is t
o fig
ure
it o
ut
an
d fix
it.
1.
Sa
y t
he
sen
ten
ce
rh
yth
mic
ally
, ge
ntly m
ovin
g to
the
be
at. P
ron
oun
ce t
he
bo
lde
d (
wro
ng
) w
ord
with
slig
htly m
ore
em
ph
asis
.
2.
Stu
de
nts
re
sp
on
d w
ith “
Th
at’s n
ot
rig
ht! I
t’s _
__
__
, n
ot
__
___
_!
Se
e b
elo
w fo
r th
e p
roce
du
re. Y
ou
can
eith
er
ha
ve
all
stu
de
nts
re
spo
nd
, o
r you
can
ask ind
ivid
ua
ls.
Do
th
is o
ne
fir
st.
Mo
de
l a
nd
pra
cti
ce
as
ne
ed
ed
:
Co
nti
nu
e w
ith
th
e f
ollo
win
g s
en
ten
ce
s:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
I’m
fe
elin
g k
ind
of
tire
d.
I th
ink I
’ll s
it d
ow
n in th
is b
ea
r. (
ch
air
)
I lo
ve
to
ea
t p
ean
ut b
utte
r a
nd
be
lly
sa
nd
wic
he
s!
(je
lly
)
I n
ee
d a
tis
sue
. M
y r
ose
is r
un
nin
g.
(no
se
)
I’m
fe
elin
g k
ind
of
hu
ng
ry. Is
it
tim
e fo
r b
un
ch
? (
lun
ch
)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
TN Foundational Skills Page 77 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y a
nyw
he
re
S:
an
yw
he
re
T:
sa
y it a
ga
in w
ith
ou
t w
he
re
S:
an
y
mo
torb
oat
bro
the
rho
od
w
hic
he
ve
r fire
pro
of
bo
dyg
uard
a
nyh
ow
w
ate
rfro
nt
ove
rla
p
air
line
r
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
su
n t
o S
at.
Imp
ort
an
t N
ote
: L
esso
ns in
th
e E
xpe
rie
ncin
g s
tag
e s
ca
ffo
lde
d s
tud
en
ts t
ow
ard
s e
ven
tual rim
e s
ub
stitu
tion
by iso
lating t
he r
ime
w
ith
an
actio
n (
cu
rve m
otion
), a
nd
ora
l em
ph
asis
(str
etc
hin
g a
nd
pro
no
un
cin
g it w
ith
em
ph
asis
).A
s s
tud
en
ts e
nte
r th
e K
no
win
g
sta
ge,
the
y s
ho
uld
be
co
mfo
rta
ble
with
sub
stitu
tin
g t
he
rim
e b
ut th
ey m
ay n
ot b
e d
oin
g it a
uto
ma
tica
lly y
et. T
he
re is o
ne w
ee
k
of
lesson
s in
th
e K
no
win
g s
tag
e f
or
this
skill
. T
he
se
we
eks a
re d
esig
ne
d to
pro
vid
e r
epe
ate
d p
ractice a
imed
at
de
ve
lop
ing
au
tom
aticity w
ith
rim
e s
ub
stitu
tio
n.
Note
th
at
lesso
ns fo
r th
is s
kill
no
lo
ng
er
ha
ve t
he
wo
rds e
mbe
dde
d in
se
nte
nce
s.
The
le
sso
ns a
re m
ea
nt
to b
e q
uic
k d
rills
to
p
ractice d
ele
tion
with
th
e g
oa
l of
au
tom
aticity.
Revie
w the
me
an
ing
s o
f un
fam
iliar
word
s a
t th
e e
nd o
f th
e d
rill
as n
ee
de
d.
D
ire
cti
on
s: S
ee le
ft h
an
d c
olu
mn
be
low
. 1
. R
ecite
the
pro
mpt
rhyth
mic
ally
.
2.
Te
ll stu
den
ts to
re
pe
at.
3.
Pro
mpt
for
the s
ub
stitu
tio
n.
4.
Stu
de
nts
sa
y th
e n
ew
word
.
TN Foundational Skills Page 78 of 191 Kindergarten Sounds First Volume 2
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
su
n is th
e w
ord
on
th
e c
urv
e
S:
repe
at
T:
Chan
ge
/un
/ to
/a
t/ to
ma
ke
a n
ew
word
.
Now
wh
at’s t
he
ne
w w
ord
on t
he
cu
rve?
S:
Sat
is the
ne
w w
ord
on
th
e c
urv
e.
cu
p (
ch
an
ge
/up
/ to
/a
n/)
to
p (
cha
nge
/o
p/ to
/in
/)
fun
(cha
nge
/u
n/ to
/a
ll/)
west
(ch
ang
e /e
st/ t
o /in
k/)
zo
om
(ch
ang
e /o
om
/ to
/a
p/)
six
(ch
an
ge
/ix
/ to
/a
d/)
re
d (
ch
an
ge
/e
d/
to /
im/)
w
in (
ch
an
ge
/in
/ to
/a
x/)
p
op
(cha
ng
e /o
p/ to
/en
/)
nic
e (
chan
ge /
ice/ to
/ap
/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: “R
un,
run,
run
” re
plie
d t
he
re
d r
obo
ts.
TN Foundational Skills Page 79 of 191 Kindergarten Sounds First Volume 2
We
ek 1
6,
Da
y 2
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Ge
t th
e lea
sh
. It
’s t
ime
to
ta
ke
th
e l
og
fo
r a w
alk
. (d
og
)
Pu
t th
e f
ish
es
in
the
sin
k.
(dis
hes
)
Le
t’s s
it o
n th
e p
ou
ch
an
d w
atc
h T
V.
(co
uch
)
My b
roth
er
likes to
pla
y in
the
san
d a
t th
e r
eac
h.
(be
ac
h)
I’m
sw
ea
tin
g. It
’s g
ot
in h
ere
! (h
ot)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y o
uts
po
ke
n
S:
ou
tsp
oken
T:
sa
y it a
ga
in w
ith
ou
t o
ut
S:
sp
oke
n
se
rvic
em
an
o
ve
rha
nd
a
uto
gra
ph
h
ors
ep
ow
er
top
so
il se
co
nd
ha
nd
TN Foundational Skills Page 80 of 191 Kindergarten Sounds First Volume 2
str
aig
htf
orw
ard
o
utg
oin
g
eve
ryw
he
re
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Ex
am
ple
of
the
pro
ced
ure
(fo
r re
fere
nce
as
ne
ed
ed
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
su
n is th
e w
ord
on
th
e c
urv
e
S:
repe
at
T:
Chan
ge
/un
/ to
/a
t/ to
ma
ke
a n
ew
word
.
Now
wh
at’s t
he
ne
w w
ord
on t
he
cu
rve?
S:
Sat
is the
ne
w w
ord
on
th
e c
urv
e.
lam
b (
ch
ang
e /am
/ to
/e
t/)
he
n (
cha
ng
e /e
n/ to
/a
ll/)
pic
k (
ch
ang
e /
ick/ to
/ad
/)
go
at (c
ha
ng
e /o
at/
to
/iv
/)
bu
g (
cha
ng
e /u
g/ to
/e
t/)
ne
st
(cha
nge
/e
st/
to
/ot/
) la
p (
ch
an
ge /
ap
/ to
/id
/)
win
(ch
an
ge
/in
/ to
/eep
/)
fill
(ch
an
ge /
ill/ to
/o
x/)
ta
ll (c
ha
ng
e /a
ll/ t
o /
op
/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
TN Foundational Skills Page 81 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: V
icky the
ve
lvety
vo
le v
isite
d th
e v
olc
an
o.
TN Foundational Skills Page 82 of 191 Kindergarten Sounds First Volume 2
We
ek 1
6,
Da
y 3
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Oh
no
! W
hy is th
at lit
tle
to
y c
ryin
g? (
bo
y)
Slo
w d
ow
n!
You
’re
wa
lkin
g t
oo
mas
t! (
fas
t)
It’s
sn
ow
ing o
uts
ide
. Le
t’s b
uild
a d
ou
gh
ma
n.
(sn
ow
ma
n)
Sta
y o
ut o
f th
e m
ud
so y
ou
do
n’t g
et
thir
ty!
(dir
ty)
Ge
t th
e to
oth
pa
ste
, it’s
tim
e t
o c
rus
h y
ou
r te
eth
. (b
rus
h)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y p
ostm
aste
r S
: p
ostm
aste
r T
: sa
y it a
ga
in w
ith
ou
t p
ost
S
: m
aste
r
po
cke
tbo
ok
wate
rwo
rks
fres
hw
ate
r u
nde
rwe
nt
ove
rbo
ard
b
um
ble
bee
oth
erw
ise
ho
ne
ym
oo
n
bu
tte
rnu
t
TN Foundational Skills Page 83 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Ex
am
ple
(fo
r re
fere
nc
e a
s n
ee
de
d):
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
su
n is th
e w
ord
on
th
e c
urv
e
S:
repe
at
T:
Chan
ge
/un
/ to
/a
t/ to
ma
ke
a n
ew
word
.
Now
wh
at’s t
he
ne
w w
ord
on t
he
cu
rve?
S:
Sat
is the
ne
w w
ord
on
th
e c
urv
e.
fall
(ch
ang
e /a
ll/ t
o /
it/)
n
ine
(cha
nge
/in
e/
to /et/
) ra
ck (
cha
nge
/a
ck/
to /
ide
/)
leg
(ch
an
ge /
eg
/ to
/ic
k/)
ro
ck (
cha
nge
/o
ck/
to /a
g/)
se
al (c
han
ge /
ea
l/ t
o /
it/)
n
et
(cha
nge
/e
t/ to
/o
ck/)
to
re (
chan
ge /
ore
/ to
/op
/)
ne
ck (
ch
an
ge
/e
ck/
to /o
b/)
ta
n (
cha
nge
/a
n/ to
/o
p/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted initia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: G
en
tle
Je
rry g
ave G
ina g
iant
gira
ffe
s.
TN Foundational Skills Page 84 of 191 Kindergarten Sounds First Volume 2
We
ek 1
6,
Da
y 4
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Rem
em
be
r to
pu
t o
n y
ou
r ro
cks
an
d s
hoe
s.
(so
ck
s)
Me
ow
! sa
id th
e m
itte
n.
(kit
ten
)
My b
oo
th h
urt
s. I
ha
ve t
o g
o to
the
de
ntist.
(to
oth
)
I’m
tire
d.
It’s
tim
e to
go t
o s
aid
. (b
ed
)
Th
at
joke
wa
s s
o b
un
ny
! (f
un
ny
)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y k
ett
led
rum
S
: ke
ttle
dru
m
T:
sa
y it a
ga
in w
ith
ou
t d
rum
S
: ke
ttle
ca
nd
les
tic
k
fire
wo
rks
su
ng
lasse
s
fib
erg
lass
pa
pe
rba
ck
pa
rtn
ers
hip
b
oo
kke
epe
r
TN Foundational Skills Page 85 of 191 Kindergarten Sounds First Volume 2
sle
dg
eh
am
me
r E
ng
lish
ma
n
ch
ecke
rbo
ard
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Ex
am
ple
(fo
r re
fere
nc
e a
s n
ee
de
d):
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
su
n is th
e w
ord
on
th
e c
urv
e
S:
repe
at
T:
Chan
ge
/un
/ to
/a
t/ to
ma
ke
a n
ew
word
.
Now
wh
at’s t
he
ne
w w
ord
on t
he
cu
rve?
S:
Sat
is the
ne
w w
ord
on
th
e c
urv
e.
pin
(chan
ge /
in/ to
/o
le/)
m
ake (
ch
ang
e /a
ke/
to /ile
/)
ca
r (c
ha
ng
e /a
r/ to /
up
/)
sh
ip (
chan
ge /
ip/ to
/o
re/)
b
us (
ch
an
ge
/u
s/
to /
oat/
) to
ugh
(ch
an
ge
/uff
/ to
/o
p/)
n
igh
t (c
ha
ng
e /
igh
t/ t
o /a
il/)
sin
k (
cha
ng
e /
ink/
to /
oa
r/)
mis
s (
ch
an
ge
/is
s/
to /
ax/)
p
up
(cha
ng
e /u
p/ to
/in
/)
Use t
he s
ca
ffo
lds f
rom
th
e E
xp
erie
ncin
g s
tage a
s n
ee
de
d to
sup
po
rt s
tud
en
ts.
As t
he
le
sson
s c
ontin
ue,
stu
den
ts s
ho
uld
nee
d
the
se s
ca
ffo
lds o
nly
very
ra
rely
. A
ga
in,
the
goa
l is
to
pro
vid
e r
ep
ea
ted
pra
ctice t
ow
ard
s a
uto
maticity in
th
e s
kill
of sin
gle
on
se
t
ph
on
em
e s
ub
stitu
tio
n. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
rin
g w
ee
k.
TN Foundational Skills Page 86 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
recog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: A
ll th
e a
ard
va
rks a
lwa
ys a
sce
nd M
t. A
scu
tne
y.
TN Foundational Skills Page 87 of 191 Kindergarten Sounds First Volume 2
We
ek 1
6,
Da
y 5
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Ou
ch
! I
thin
k I
go
t stu
ng
by a
tre
e!
(be
e)
I ca
n’t s
ee
. P
lea
se
bu
rn o
n th
e lig
ht.
(tu
rn)
Can
you
re
ad
tha
t s
ho
ok
to
me?
(b
oo
k)
I ju
st
sa
w a
fu
rry little
ho
use
ea
tin
g s
om
e c
hee
se
. (m
ou
se
)
Rem
em
be
r to
gro
w o
ut
yo
ur
ga
rbag
e.
(th
row
)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y o
ve
rcas
t S
: o
ve
rca
st
T:
sa
y it a
ga
in w
ith
ou
t c
as
t
S:
ove
r
str
aw
be
rry
fire
pla
ce
dra
gon
fly
w
all
pa
pe
r tu
rnta
ble
vo
lleyb
all
ratt
les
nak
e
TN Foundational Skills Page 88 of 191 Kindergarten Sounds First Volume 2
un
de
rto
ok
w
ildli
fe
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Ex
am
ple
(fo
r re
fere
nc
e a
s n
ee
de
d):
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
su
n is th
e w
ord
on
th
e c
urv
e
S:
repe
at
T:
Chan
ge
/un
/ to
/a
t/ to
ma
ke
a n
ew
word
.
Now
wh
at’s t
he
ne
w w
ord
on t
he
cu
rve?
S:
Sat
is the
ne
w w
ord
on
th
e c
urv
e.
wha
t (c
han
ge
/ut/
to
/a
ll/)
red
(ch
an
ge
/e
d/
to /
ope
/)
no
ne
(ch
an
ge /
un
/ to
/it/)
so
ap
(cha
ng
e /o
ap
/ to
/it/)
w
all
(ch
an
ge
/a
ll/ to
/itch
/)
se
ll (c
ha
nge
/e
ll/ t
o /ic
k/)
b
ig (
chan
ge /
ig/ to
/o
x/)
n
est
(cha
nge
/e
st/
to
/ot/
) le
t (c
ha
ng
e /e
t/ t
o /iv
/)
rib
(ch
an
ge
/ib
/ to
/a
ck/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: Ja
net
jugg
led
gia
nt
jitte
ry jackra
bb
its.
TN Foundational Skills Page 89 of 191 Kindergarten Sounds First Volume 2
We
ek 1
7,
Da
y 1
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Pin
k y
ou
r m
ilk!
(dri
nk
)
I’m
still
hu
ng
ry. C
an
I h
ave
so
me d
oo
r fo
od
? (
mo
re)
Le
t’s g
et
in t
he
ja
r a
nd
go
fo
r a
rid
e!
(ca
r)
My n
eckla
ce
bro
ke
. C
an
yo
u s
ix it fo
r m
e?
(fi
x)
Pu
t on
you
r b
oat.
It’s c
old
ou
tsid
e. (c
oa
t)
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Im
po
rtan
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
a s
ylla
ble
fro
m a
th
ree
sylla
ble
com
po
und
wo
rd
au
tom
atica
lly (
in le
ss th
an
2 s
eco
nd
s).
A s
hort
Wh
ip A
roun
d a
sse
ssm
ent
is p
rovid
ed
to
de
term
ine t
his
. B
e s
ure
to a
dm
inis
ter
it
to s
tud
en
ts th
rou
gh
ou
t th
e c
ou
rse o
f th
e w
ee
k.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y p
ac
em
ake
r S
: p
ace
ma
ke
r T
: sa
y it a
ga
in w
ith
ou
t p
ac
e
S:
ma
ke
r
ba
ske
tba
ll
un
de
rsta
nd
e
ve
ryo
ne
fish
erm
an
TN Foundational Skills Page 90 of 191 Kindergarten Sounds First Volume 2
thu
nd
ers
torm
h
one
yb
ee
pin
ea
pp
le
ove
rco
at
m
ead
ow
lark
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e s
ub
stitu
tin
g th
e r
ime
in a
one
sylla
ble
wo
rd a
uto
matica
lly (
in
less t
han
2 s
econ
ds).
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
th
is. B
e s
ure
to
adm
inis
ter
it t
o s
tud
en
ts
thro
ugh
ou
t th
e c
ou
rse o
f th
e w
ee
k.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay s
un
S:
Repe
at
T:
Now
sa
y s
un b
ut
cha
nge
un t
o a
t.
S:
sa
t
life
(ch
ang
e /
ife
/ to
/u
v/)
sip
(cha
ng
e /
ip/
to /
ell/
) h
at
(cha
nge
/a
t/ to
/o
p/)
g
ue
ss (
cha
ng
e /e
ss/
to /
ot/
) m
ix (
chan
ge
/ix
/ to
/ug
/)
sin
k (
cha
ng
e /
ink/
to /
ale
/)
lock (
cha
ng
e /o
ck/
to /
ine
/)
be
at (c
ha
ng
e /e
at/
to
/o
x/)
w
eb
(ch
an
ge /
eb
/ to
/ee
k/)
lig
ht
(chan
ge /
ight/
to
/a
ne
/)
TN Foundational Skills Page 91 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: L
arr
y t
he
lip
lost h
is last
lick.
TN Foundational Skills Page 92 of 191 Kindergarten Sounds First Volume 2
We
ek 1
7,
Da
y 2
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Brr
r! It’s g
old
ou
tsid
e. (c
old
)
Le
t’s g
o s
ho
pp
ing
at
the
gro
ce
ry f
loo
r. (
sto
re)
My s
iste
r is
dri
ve
ye
ars
old
! (f
ive
)
A b
ab
y w
ord
is in t
he
ne
st.
(b
ird
)
Sh
e r
un
s v
ery
fa
st.
I t
hin
k s
he
’ll w
in th
e f
ac
e. (r
ac
e)
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Im
po
rtan
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y b
ad
min
ton
S:
ba
dm
into
n
T:
sa
y it a
ga
in w
ith
ou
t b
ad
S
: m
into
n
wo
od
work
ing
sch
ola
rsh
ip
aft
ern
oo
n
bu
tte
rfly
u
nde
rlin
e
po
lice
ma
n
ma
ste
rpie
ce
TN Foundational Skills Page 93 of 191 Kindergarten Sounds First Volume 2
wh
ate
ve
r b
utte
rmil
k
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Imp
ort
an
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay s
un
S:
Repe
at
T:
Now
sa
y s
un b
ut
cha
nge
un t
o a
t.
S:
sa
t
win
g (
ch
ang
e /in
g/ to
/u
t/)
sa
me (
ch
ang
e /am
e/ to
/o
ck/)
le
ap
(cha
nge
/e
ap/
to /e
t/)
ho
t (c
ha
nge
/o
t/ to
/a
nd
/)
pu
p (
cha
ng
e /u
p/ to
/in
/)
rug
(ch
an
ge
/u
g/
to /
ack/)
rich
(ch
an
ge
/ic
h/ to
/an
/)
will
(ch
an
ge
/ill
/ to
/a
x/)
fin
e (
ch
an
ge
/in
e/
to /
or/
) m
om
(ch
an
ge
/om
/ to
/e
t/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: Y
ow
ling
ye
llow
yo
ung
ste
rs p
laye
d y
este
rda
y.
TN Foundational Skills Page 94 of 191 Kindergarten Sounds First Volume 2
We
ek 1
7,
Da
y 3
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Th
at
ca
r ju
st
be
epe
d its
co
rn a
t u
s!
(ho
rn)
Sh
ut th
e p
late
so
th
e c
ow
s d
on
’t g
et
ou
t! (
ga
te)
Wh
at
a m
ess!
It’s
tim
e to
gre
en
up t
he
ro
om
! (c
lea
n)
Th
e d
en
tist to
ld m
e t
o o
pen
my s
ou
th.
(mo
uth
)
I re
ally
lo
ve
to
rin
g t
hat
so
ng
! (s
ing
)
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Im
po
rtan
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y a
fte
rno
on
S
: a
fte
rno
on
T
: sa
y it a
ga
in w
ith
ou
t n
oo
n
S:
afte
r
sk
yscra
pe
r o
uts
tan
din
g
wh
ate
ve
r o
ve
rlo
ok
ne
wsp
ap
er
gra
ssh
opp
er
gra
nd
mo
the
r
TN Foundational Skills Page 95 of 191 Kindergarten Sounds First Volume 2
wate
rfall
blu
eb
err
y
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Imp
ort
an
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Mo
del
of
the
pro
ce
du
re:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay s
un
S:
Repe
at
T:
Now
sa
y s
un b
ut
cha
nge
un t
o a
t.
S:
sa
t
ca
t (c
han
ge /
at/ t
o /
up
/)
far
(ch
ang
e /a
r/ to
/it/)
la
ke
(ch
an
ge /
ake
/ to
/o
t/)
ma
ll (c
han
ge /
all/
to
/a
t/)
tub
(cha
nge
/u
b/ to
/ic
k/)
fe
d (
cha
nge
/e
d/ to
/it/)
re
st
(ch
ang
e /e
st/ t
o /id
e/)
fa
ll (c
ha
ng
e /a
ll/ t
o /
un
/)
su
n (
ch
an
ge
/un
/ to
/e
d/)
m
ail
(ch
an
ge /
ail/
to
/ix
/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: Ja
sp
er
joked
. Joh
n jum
pe
d. Jo
an
na
ja
mm
ed
.
TN Foundational Skills Page 96 of 191 Kindergarten Sounds First Volume 2
We
ek 1
7,
Da
y 4
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Ge
t th
e u
mb
rella
. It looks lik
e it’s g
oin
g t
o b
rain
! (r
ain
)
Th
e b
us w
ill c
ake
me
to
sch
oo
l. (
tak
e)
Sh
h! I’m
try
ing
to
go
to s
he
ep
. (s
lee
p)
Din
g!
Dong
! T
he
sm
ell is r
ing
ing
! (b
ell
)
Can
we
go
fo
r a
wa
lk in
the
ba
rk?
(p
ark
)
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Im
po
rtan
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y h
um
min
gb
ird
S
: h
um
min
gb
ird
T
: sa
y it a
ga
in w
ith
ou
t b
ird
S
: h
um
min
g
un
de
rbru
sh
p
en
man
sh
ip
fire
wo
od
wh
ee
lba
rro
w
ho
ne
yc
om
b
bla
ckb
err
y
TN Foundational Skills Page 97 of 191 Kindergarten Sounds First Volume 2
ove
rhe
ar
gin
ge
rbre
ad
sa
nd
pap
er
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Imp
ort
an
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay s
un
S:
Repe
at
T:
Now
sa
y s
un b
ut
cha
nge
un t
o a
t.
S:
sa
t
ha
ll (c
ha
ng
e /a
ll/ to
/en/)
sa
d (
ch
an
ge
/ad
/ to
/ic
k/)
ta
pe (
ch
ang
e /a
pe
/ to
/in
/)
fill
(ch
an
ge /
ill/ to
/a
r/)
he
ad
(ch
an
ge /
ed
/ to
/a
ir/)
n
eck (
ch
an
ge
/e
ck/
to /o
b/)
lig
ht
(chan
ge /
ight/
to
/o
ad
/)
giv
e (
chan
ge /
iv/ to
/ot/)
kn
ee
l (c
ha
nge
/e
el/ to
/o
t/)
fix (
ch
an
ge
/ix
/ to
/a
ll/)
ha
d (
cha
ng
e /a
d/ to
/op
/)
TN Foundational Skills Page 98 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: E
leve
n e
leg
an
t e
lves a
te e
nch
ilada
s.
TN Foundational Skills Page 99 of 191 Kindergarten Sounds First Volume 2
We
ek 1
7,
Da
y 5
Ⓔ
Rh
ym
e A
cti
vit
y:
Th
at’s N
ot
Rig
ht! I
t’s _
___
, n
ot _
___
_!
Skill
: R
hym
e p
rodu
ction
.
Refe
r to
th
is e
xa
mp
le f
or
the
pro
ce
du
re a
s n
ee
de
d:
S
en
ten
ces
to
us
e:
T: O
ink, o
ink s
aid
the
little
ba
by w
ig.
S:
Th
at’s n
ot
rig
ht!
It’s
pig
, n
ot w
ig!
Can
I h
ave a
pie
ce
of b
ubb
le t
hu
mb
? (
gu
m)
My d
og
is a
ll m
ud
dy. H
e n
ee
ds to
ta
ke
a m
ath
. (b
ath
)
My s
iste
r fe
ll d
ow
n a
nd j
um
pe
d h
er
hea
d.
(bu
mp
ed
)
Can
I r
ide m
y h
ike?
(b
ike
)
Lo
ok a
t th
e c
lou
ds w
ay u
p in t
he
sly
. (s
ky
)
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te o
ne s
ylla
ble
fro
m a
3-s
ylla
ble
com
pou
nd
wo
rd.
Im
po
rtan
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is l
ist
of
wo
rds
:
T:
sa
y s
po
rts
man
sh
ip
S:
sp
ort
sm
an
sh
ip
T:
sa
y it a
ga
in w
ith
ou
t s
po
rts
S
: m
an
sh
ip
ba
ske
tba
ll
jelly
fis
h
lad
yb
ug
silv
ers
mit
h
fig
ure
hea
d
ne
wsp
ap
er
eve
ryth
ing
TN Foundational Skills Page 100 of 191 Kindergarten Sounds First Volume 2
pe
pp
erm
int
ha
nd
writing
Ⓜ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
En
d (
rim
e).
Skill
: S
ub
stitu
te t
he r
ime
in
a o
ne
-sylla
ble
word
. E
x:
Sun
to s
at.
Imp
ort
an
t N
ote
: R
em
em
be
r to
adm
inis
ter
the
Whip
Aro
un
d a
sse
ssm
ent
for
this
skill
du
ring
th
is w
ee
k.
Ex
am
ple
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay s
un
S:
Repe
at
T:
Now
sa
y s
un b
ut
cha
nge
un t
o a
t.
S:
sa
t
lid (
ch
an
ge
/id
/ to
/eg
/)
well
(ch
an
ge
/e
ll/ to
/u
t/)
pig
(chan
ge /
ig/ to
/o
t/)
ho
use
(ch
an
ge /
ou
se
/ to
/om
e/)
m
iss (
ch
an
ge
/is
s/
to /
ud
/)
bib
(chan
ge /
ib/ to
/o
x/)
n
est
(cha
nge
/e
st/
to
/ot/
) rin
g (
ch
ang
e /
ing
/ to
/ock/)
tim
e (
cha
nge
/im
e/ to
/a
p/)
w
ax (
cha
ng
e /a
x/
to /
in/)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
Te
ache
r le
ad
s,
stu
den
ts f
ollo
w.
Sa
y t
he
sen
ten
ce
first, th
en t
he
alli
tera
tive
sou
nd
s in
iso
lation
. S
en
ten
ce
: S
even
slip
pe
ry s
ylla
ble
s s
at
sile
ntly.
TN Foundational Skills Page 101 of 191 Kindergarten Sounds First Volume 2
We
ek 1
8,
Da
y 1
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
No
te:
Th
e r
hym
e p
rodu
ctio
n a
ctivitie
s in th
e K
no
win
g s
tag
e a
re m
ea
nt
to p
rovid
e s
tude
nts
with
lo
ts o
f re
pe
ate
d p
ractice a
nd
o
ppo
rtu
nitie
s t
o p
rodu
ce
rh
ym
ing
wo
rds.
Stu
de
nts
will
be
asse
sse
d o
n th
eir a
uto
ma
ticity w
ith
rh
ym
e p
rod
uctio
n d
urin
g t
he
Ma
ste
ry s
tag
e.
Dir
ec
tio
ns:
Te
ll stu
den
ts t
ha
t th
ey w
ill b
e p
layin
g a
ne
w r
hym
ing g
am
e c
alle
d “
po
pco
rn r
hym
e.”
In
vite
th
em
to
th
ink a
bou
t h
ow
w
he
n p
op
co
rn s
tart
s to p
op,
at firs
t th
ey h
ea
r so
me s
low
po
ps a
nd t
he
n th
e p
op
s c
om
e fa
ste
r a
nd f
aste
r. T
his
activity w
ill b
e lik
e
tha
t. Y
ou
’ll b
e s
ayin
g a
wo
rd a
nd
th
en s
tud
ents
will
sta
rt “
po
pp
ing
” w
ord
s o
ut
tha
t rh
ym
e w
ith
tha
t w
ord
.
1.
Te
ll stu
den
ts th
at th
e w
ord
yo
u s
ay w
ill b
e the
un
co
oked
po
pco
rn t
ha
t w
ill g
et
it s
tart
ed
.
2.
Sa
y t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
3.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
Fo
r e
xa
mp
le:
●
Stu
de
nts
mig
ht p
op
the
wo
rds o
ut a
s t
he
y th
ink o
f th
em
. ●
Y
ou
mig
ht
ask f
or
vo
lun
tee
rs o
r ra
ndo
mly
ca
ll o
n s
tude
nts
.
4.
Rep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Mo
de
l an
d p
ractice
th
is a
ctivity a
s n
eede
d.
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
ho
t, s
it, m
at,
win
, fa
ll
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd
word
.
TN Foundational Skills Page 102 of 191 Kindergarten Sounds First Volume 2
Imp
ort
an
t N
ote
: T
he
activity a
nd
pro
ce
ss fo
r d
eve
lop
ing t
his
man
ipu
lation is t
he s
am
e a
s th
at
in t
he
pre
vio
us M
an
ipu
lating
S
ylla
ble
s A
ctivity, o
nly
th
is tim
e,
stu
den
ts w
ill b
e w
ork
ing w
ith
no
n c
om
pou
nd
word
s.
Th
is is m
ore
ch
alle
ng
ing
be
ca
use
th
e
sylla
ble
s n
o lo
ng
er
ho
ld m
ea
nin
g a
s t
he
y d
id w
ith
co
mp
ou
nd w
ord
s. T
he
dire
ction
s a
re p
rovid
ed
be
low
fo
r th
is first d
ay a
s a
re
min
de
r. A
LS
O N
OT
E t
ha
t th
e w
ord
s in t
his
activity h
ave
th
eir a
ccen
t on
the
se
co
nd s
ylla
ble
whic
h m
ake t
he
m e
asie
r to
m
an
ipu
late
th
an t
he
th
ree
sylla
ble
wo
rds th
ey w
ill b
e m
an
ipu
latin
g in
First g
rad
e.
D
ire
cti
on
s:
Te
ll stu
den
ts t
o im
ag
ine t
he
y h
ave
a s
et
of
dru
ms in f
ron
t o
f th
em
. T
he
y a
re g
oin
g to
use
on
e h
and
to
pla
y th
e
be
ats
in
a w
ord
on
th
e d
rum
s. T
hen
the
ir jo
b w
ill b
e t
o ta
ke
on
e o
f th
ose
be
ats
and
pu
t it in th
eir p
ocke
t.
1.
Sa
y t
he
sen
ten
ce
rh
yth
mic
ally
, sw
ayin
g/m
ovin
g t
o th
e b
ea
t. E
x:
I h
ope
we
ha
ve
piz
za fo
r lu
nch
to
mo
rro
w.
Th
en
say t
he
w
ord
. E
x: to
mo
rro
w
2.
Exte
nd
on
e a
rm.
Th
en s
ay t
he
wo
rd w
hile
pre
ten
din
g t
o p
lay e
ach
bea
t (s
ylla
ble
) on
an
in
vis
ible
se
t o
f d
rum
s in
fro
nt
of
yo
u.
Be
su
re t
ha
t to
the
stu
de
nts
, ea
ch
be
at
is c
lea
rly m
ovin
g f
rom
th
eir le
ft to
rig
ht.
[S
o,
if y
ou
are
fa
cin
g th
em
, yo
u w
ill
ne
ed
to “
dru
m”
fro
m r
igh
t to
le
ft. T
he
y w
ill b
e m
irro
rin
g y
ou.]
Do
ing
th
is h
elp
s t
hem
fe
el a
nd
“se
e”
ea
ch
sylla
ble
se
pa
rate
ly a
nd
in s
eque
nce
. E
x: to
-mo
r-ro
w
3.
Have
stu
de
nts
pra
ctice t
his
with
yo
u u
ntil th
ey a
re c
om
fort
ab
le p
layin
g e
ach
be
at se
pa
rate
ly a
nd in
seq
uen
ce
fro
m left
to
rig
ht.
4
. N
ow
te
ll stu
de
nts
tha
t yo
u w
ill p
lay th
e w
ord
on
th
e d
rum
s a
ga
in.
Th
is t
ime y
ou w
ill ta
ke
on
e o
f th
ose
be
ats
an
d p
ut
it in
yo
ur
po
cke
t.
5.
Mo
de
l th
is fo
r th
em
. E
x:
to-m
or-
row
(pla
y t
he
first
be
at
to a
nd p
ull
you
r h
and
aw
ay, m
akin
g it se
em
as th
ou
gh
you
are
p
utt
ing
th
at b
eat
in y
our
po
cke
t, t
he
n c
on
tinu
e p
layin
g t
he r
em
ain
ing
be
ats
).
6.
Have
stu
de
nts
pra
ctice t
his
with
yo
u u
ntil th
ey a
re c
om
fort
ab
le d
oin
g th
is.
7
. R
ep
eat
this
pro
ce
ss w
ith
the
rem
ain
ing
wo
rds.
In
the
ta
ble
be
low
, th
e c
olu
mn t
o t
he
le
ft s
ho
ws t
he
pro
ce
ss d
escrib
ed
abo
ve
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
ho
pe w
e h
ave
piz
za f
or
lun
ch
to
mo
rro
w. to
mo
rro
w
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
se
t) t
o -
mo
r -
row
S
: re
pe
at
T:
Th
is tim
e I
’m g
oin
g to
put
to in m
y p
ocke
t.
I ca
n’t w
ait f
or
ou
r fa
mily
va
ca
tio
n!
Oh
no
! M
y c
om
pu
ter
die
d.
My u
ncle
is a
lie
ute
nan
t in
th
e a
rmy.
I g
ot a
pin
k c
arn
atio
n fo
r V
ale
ntin
e’s
Day.
TN Foundational Skills Page 103 of 191 Kindergarten Sounds First Volume 2
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
to-
mo
r -
row
(as y
ou
p
lay t
he
ta
rge
ted
be
at p
ull
arm
ba
ck a
nd
mim
e p
utt
ing it
in y
ou
r p
ocke
t)
T: Y
ou d
o it.
S:
repe
at
M
an
ipu
lati
ng
Ph
on
em
es
: M
ix it U
p!
Skill
s: D
ele
ting
an
d s
ub
stitu
ting
on
se
ts a
nd
rim
es in o
ne
-sylla
ble
word
s.
●
D
ele
te a
sin
gle
pho
nem
e o
nset
from
a o
ne
-sylla
ble
word
. E
x:
Fa
ll to
all.
●
S
ub
stitu
te a
sin
gle
ph
on
em
e o
nse
t fr
om
a o
ne
-sylla
ble
word
. E
x:
Fall
to m
all.
●
D
ele
te a
rim
e u
nit fro
m a
on
e-s
ylla
ble
word
. E
x:
Fa
ll to
/f/
. ●
S
ub
stitu
te a
rim
e u
nit fro
m a
one
-sylla
ble
word
. E
x: F
all
to fa
r.
Im
po
rtan
t N
ote
: S
tude
nts
ha
ve m
ove
d t
hro
ug
h th
e E
xp
erie
ncin
g, K
no
win
g, a
nd
Ma
ste
rin
g s
tage
s f
or
the
skill
s n
am
ed a
bo
ve
. T
his
is th
e M
ix it U
p!
activity.
Yo
u w
ill lea
d s
tud
en
ts th
rou
gh
qu
ick e
xe
rcis
es t
hat
con
tain
a m
ix o
f th
ose
skill
s.
D
ire
cti
on
s:
Re
min
d s
tud
en
ts th
at
the
y h
ave
le
arn
ed
ho
w to
cu
t o
ff th
e f
irst
sou
nd
the
y h
ear
in a
wo
rd a
nd t
he
y’v
e le
arn
ed
to
ch
ang
e th
at so
un
d.
The
y’v
e a
lso le
arn
ed
ho
w t
o lea
ve
th
at firs
t so
und
alo
ne
an
d c
ut o
ff o
r ch
ang
e th
e r
est
of th
e w
ord
- t
he
pa
rt
tha
t is
on
th
e c
urv
e.
Exp
lain
th
at th
ey w
ill n
eed
to
lis
ten
ca
refu
lly b
eca
use
it’s tim
e t
o “
Mix
it U
p!”
1.
Invite
stu
de
nts
to
mim
e c
rad
ling a
bo
wl w
ith
on
e h
and
an
d “
mix
ing
up
” th
e c
on
ten
ts o
f th
e b
ow
l w
ith
the
oth
er.
2
. R
ecite
the
fo
llow
ing
rhyth
mic
ally
an
d w
ith
exp
ressio
n,
wh
ile s
tud
ents
mim
e m
ixin
g:
“Mix
it u
p,
Mix
it U
p. L
iste
n c
are
fully
. M
ix it u
p,
Mix
it U
p. L
iste
n c
are
fully
.”
3.
Yo
u c
an
reh
ea
rse
th
is w
ith
th
e s
tud
ents
and
in
vite
th
em
to jo
in in.
Fe
el fr
ee t
o m
ake
th
is y
ou
r o
wn b
y a
dd
ing
diffe
ren
t m
ovem
en
ts o
r p
art
s t
o th
e c
ha
nt
so
th
at
stu
den
ts u
nd
ers
tan
d t
he
y w
ill b
e “
mix
ing
it
up
” to
day.
4.
Le
ad
stu
de
nts
in th
e p
rom
pts
in th
e ta
ble
be
low
.
TN Foundational Skills Page 104 of 191 Kindergarten Sounds First Volume 2
1.
Sa
y d
oe
s.
N
ow
sa
y d
oe
s b
ut
ch
ang
e /d
/ to
/w
/.
2.
Sa
y t
all.
N
ow
sa
y t
all
with
ou
t /t
/.
3
. S
ay w
ake
.
N
ow
sa
y w
ake
bu
t ch
an
ge /
w/
to /
l/.
4
. S
ay w
ink.
N
ow
sa
y w
ink b
ut
do
n’t s
ay /
ink/.
5.
Sa
y h
is.
Now
sa
y h
is w
ith
ou
t /h
/.
6.
Sa
y le
g.
N
ow
sa
y le
g b
ut
ch
ang
e /
l/ t
o /
b/.
7
. S
ay s
un.
Now
sa
y s
un
bu
t ch
an
ge
/u
n/
to /
ed
/.
8.
Sa
y c
hill
.
No
w s
ay c
hill
with
ou
t /c
h/.
9.
Sa
y f
an
.
No
w s
ay f
an
bu
t ch
an
ge /
an
/ to
/o
r/.
1
0.
Sa
y fo
x.
N
ow
sa
y fo
x w
ith
ou
t /f/.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: M
arv
elo
us M
arv
in m
arr
ied
me
rry M
atild
a.
TN Foundational Skills Page 105 of 191 Kindergarten Sounds First Volume 2
We
ek 1
8,
Da
y 2
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
Rem
ind
stu
den
ts o
f th
eir n
ew
rhym
ing
gam
e c
alle
d “
po
pco
rn r
hym
e.”
Rem
ind th
em
to
th
ink a
bo
ut h
ow
whe
n
po
pco
rn s
tart
s t
o p
op, a
t firs
t th
ey h
ea
r so
me
slo
w p
op
s a
nd
the
n the
pop
s c
om
e f
aste
r a
nd
fa
ste
r. Y
ou
’ll b
e s
ayin
g a
wo
rd a
nd
th
en s
tud
ents
will
sta
rt “
po
pp
ing
” w
ord
s o
ut th
at
rhym
e w
ith t
ha
t w
ord
.
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
ba
ck,
ch
ain
, h
op, m
ore
, ru
g
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: L
oo
k a
t th
at
ca
ke
. It’s
gig
antic! g
igan
tic
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
se
t) g
i -
ga
n -
tic
S
: re
pe
at
My b
irth
da
y is in N
ovem
be
r.
I re
ad
a b
oo
k a
bo
ut
the
Eg
yp
tia
n p
yra
mid
s.
My a
un
t liv
es in
Wy
om
ing
.
TN Foundational Skills Page 106 of 191 Kindergarten Sounds First Volume 2
T:
Th
is tim
e I
’m g
oin
g to
put
gi
in m
y p
ocke
t.
T:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
gi-
ga
n -
tic
(as y
ou
p
lay t
he
ta
rge
ted
be
at p
ull
arm
ba
ck a
nd
mim
e p
utt
ing it
in y
ou
r p
ocke
t)
T: Y
ou d
o it.
S:
repe
at
I lik
e t
o im
ag
ine
tha
t I ca
n f
ly.
M
an
ipu
lati
ng
Ph
on
em
es
: M
ix it U
p!
Skill
s: D
ele
ting
an
d s
ub
stitu
ting
on
se
ts a
nd
rim
es in o
ne
-sylla
ble
word
s.
D
ire
cti
on
s:
1.
Invite
stu
de
nts
to
mim
e c
rad
ling a
bo
wl w
ith
on
e h
and
an
d “
mix
ing
up
” th
e c
on
ten
ts o
f th
e b
ow
l w
ith
the
oth
er.
2
. R
ecite
the
fo
llow
ing
rhyth
mic
ally
an
d w
ith
exp
ressio
n,
wh
ile s
tud
ents
mim
e m
ixin
g:
“Mix
it u
p,
Mix
it U
p. L
iste
n c
are
fully
. M
ix it u
p,
Mix
it U
p. L
iste
n c
are
fully
.”
Pro
mp
ts t
o u
se
:
1.
Sa
y b
all.
Now
sa
y b
all
bu
t ch
ang
e /a
ll/ to
/o
x/.
2
. S
ay f
in.
N
ow
sa
y f
in w
itho
ut /f
/.
3.
Sa
y m
ail.
No
w s
ay m
ail
bu
t ch
an
ge
/a
il/ t
o /
ix/.
4.
Sa
y r
ich
.
N
ow
sa
y r
ich
with
ou
t /ich/.
5
. S
ay r
ed
.
Now
say r
ed
bu
t cha
ng
e /e
d/ to
/ip
/.
6.
Sa
y f
an
.
Now
sa
y f
an
bu
t cha
nge
/f/
to /
r/.
7
. S
ay m
ill.
N
ow
sa
y m
ill b
ut
cha
ng
e /
ill/ to
/a
t/.
8.
Sa
y g
ue
ss.
N
ow
say g
ue
ss b
ut
cha
nge
/g/ to
/m
/.
9.
Sa
y lig
ht.
Now
say lig
ht
with
ou
t /l/.
1
0.
Sa
y s
aw
.
Now
say s
aw
but
cha
nge
/s/ to
/l/.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: H
ida
lgo
hu
rls h
and
fuls
of
ho
t ha
ban
ero
s.
TN Foundational Skills Page 107 of 191 Kindergarten Sounds First Volume 2
We
ek 1
8,
Da
y 3
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
word
and
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
take
, fe
et,
ne
st,
win
, m
op
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: T
his
da
y s
tart
s a
gra
dua
l re
lea
se
. S
tud
en
ts p
lay t
he
bea
ts in t
he
wo
rd (
i.e.
se
gm
en
t th
e s
ylla
ble
s)
with
yo
u.
Dir
ec
tio
ns
:
1.
Sa
y t
he
sen
ten
ce
rh
yth
mic
ally
, sw
ayin
g/m
ovin
g t
o th
e b
ea
t. T
he
n s
ay t
he
wo
rd.
2
. T
ell
the
stu
de
nts
to
say a
nd p
lay th
e w
ord
with
yo
u o
n t
he
ir d
rum
se
t. A
ga
in,
be
su
re t
ha
t th
ey a
re p
layin
g e
ach
bea
t se
pa
rate
ly a
nd
in s
eque
nce
fro
m le
ft to
rig
ht.
3
. N
ow
te
ll stu
de
nts
tha
t yo
u w
ill a
ll p
lay th
e w
ord
on t
he
dru
ms a
ga
in b
ut
this
tim
e y
ou w
ill a
ll p
ut
(na
me
th
e b
ea
t) in
yo
ur
po
cke
t.
4.
Pla
y t
he
wo
rd to
ge
the
r w
ith
stu
de
nts
on
yo
ur
ima
gin
ary
dru
m s
ets
, pu
ttin
g t
he
(n
am
ed
be
at)
in
a p
ocke
t. M
od
el th
is f
or
TN Foundational Skills Page 108 of 191 Kindergarten Sounds First Volume 2
them
as n
ee
ded
un
til th
ey’re
com
fort
ab
le d
oin
g it
toge
the
r.
5.
Rep
eat
this
pro
ce
ss w
ith
the
rem
ain
ing
wo
rds.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
love t
o e
at v
an
illa fro
sting
. va
nill
a
T: P
lay th
at
wo
rd w
ith
me
. T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
va
-nil-
la
T:
Th
is tim
e le
t’s p
ut va
in o
ur
po
cke
ts.
T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
va
- n
i -
lla (
as y
ou
p
lay t
he
first
be
at p
ull
arm
ba
ck a
nd
mim
e p
utt
ing
it
in y
ou
r p
ocke
t)
My d
ad
sig
ned
the
pe
rmis
sio
n s
lip f
or
my f
ield
trip
.
Th
e c
low
n w
ore
ra
inbow
su
sp
en
de
rs.
My m
om
mad
e a
de
posit a
t th
e b
an
k.
Th
e p
art
y w
ill b
e in
Sep
tem
be
r.
M
an
ipu
lati
ng
Ph
on
em
es
: M
ix it U
p!
Skill
s: D
ele
ting
an
d s
ub
stitu
ting
on
se
ts a
nd
rim
es in o
ne
-sylla
ble
word
s.
D
ire
cti
on
s:
1.
Invite
stu
de
nts
to
mim
e c
rad
ling a
bo
wl w
ith
on
e h
and
an
d “
mix
ing
up
” th
e c
on
ten
ts o
f th
e b
ow
l w
ith
the
oth
er.
2
. R
ecite
the
fo
llow
ing
rhyth
mic
ally
an
d w
ith
exp
ressio
n,
wh
ile s
tud
ents
mim
e m
ixin
g:
“Mix
it u
p,
Mix
it U
p. L
iste
n c
are
fully
. M
ix it u
p,
Mix
it U
p. L
iste
n c
are
fully
.”
Pro
mp
ts t
o u
se
:
1.
Sa
y r
id.
No
w s
ay r
id b
ut
cha
nge
/id
/ to
/at/
.
2.
Sa
y n
et.
No
w s
ay n
et
bu
t cha
nge
/n
/ to
/w
/.
3.
Sa
y v
ase.
N
ow
sa
y v
ase b
ut
cha
nge
/v/ to
/l/.
6.
Sa
y m
at.
Now
sa
y m
at
bu
t ch
ang
e /a
t/ to
/op
/.
7.
Sa
y s
he.
N
ow
sa
y s
he w
ith
out
/sh/.
8.
Sa
y c
art
.
N
ow
sa
y c
art
witho
ut /a
rt/.
TN Foundational Skills Page 109 of 191 Kindergarten Sounds First Volume 2
4.
Sa
y f
it.
N
ow
sa
y f
it w
itho
ut /f
/.
5.
Sa
y n
igh
t.
N
ow
sa
y n
igh
t w
ith
ou
t /ig
ht/.
9.
Sa
y t
ore
.
Now
sa
y t
ore
with
out
/t/.
10
. S
ay ta
cks.
N
ow
sa
y t
acks b
ut ch
an
ge /
acks/
to /u
ff/.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: L
ittle
lio
ns lik
e lazy liz
ard
s.
TN Foundational Skills Page 110 of 191 Kindergarten Sounds First Volume 2
We
ek 1
8,
Da
y 4
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
brigh
t, m
an,
rock,
jum
p,
da
y
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My d
og k
eep
s b
ark
ing
. I th
ink h
e w
an
ts m
y a
tten
tion
. a
tten
tion
T
: P
lay th
at
wo
rd w
ith
me
. T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
a -
tte
n -
tio
n
T:
Th
is tim
e le
t’s p
ut a
in o
ur
po
cke
ts.
We
pra
cticed e
ve
ry d
ay f
or
the
pe
rfo
rma
nce.
I fo
rgot
my h
om
ew
ork
ag
ain
. I a
m s
o f
org
etf
ul!
My c
ou
sin
ha
s a
pet
igu
ana
.
Sh
e is fa
mo
us b
eca
use
of h
er
inve
ntion
.
TN Foundational Skills Page 111 of 191 Kindergarten Sounds First Volume 2
T &
S:
(pla
yin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
a -
tte
n -
tio
n (
as
yo
u p
lay t
he
first
be
at p
ull
arm
ba
ck a
nd
mim
e p
utt
ing it
in y
ou
r p
ocke
t)
M
an
ipu
lati
ng
Ph
on
em
es
: M
ix it U
p!
Skill
s: D
ele
ting
an
d s
ub
stitu
ting
on
se
ts a
nd
rim
es in o
ne
-sylla
ble
word
s.
D
ire
cti
on
s:
1.
Invite
stu
de
nts
to
mim
e c
rad
ling a
bo
wl w
ith
on
e h
and
an
d “
mix
ing
up
” th
e c
on
ten
ts o
f th
e b
ow
l w
ith
the
oth
er.
2
. R
ecite
the
fo
llow
ing
rhyth
mic
ally
an
d w
ith
exp
ressio
n,
wh
ile s
tud
ents
mim
e m
ixin
g:
“Mix
it u
p,
Mix
it U
p. L
iste
n c
are
fully
. M
ix it u
p,
Mix
it U
p. L
iste
n c
are
fully
.”
Pro
mp
ts t
o u
se
:
1.
Sa
y s
hoe
s.
N
ow
sa
y s
hoe
s w
ith
ou
t /s
h/.
2
. S
ay p
ark
.
N
ow
sa
y p
ark
with
out
/ark
/.
3.
Sa
y f
ee
t.
N
ow
sa
y f
ee
t b
ut
ch
an
ge /
f/ t
o /n
/.
4.
Sa
y c
oo
l.
N
ow
sa
y c
oo
l b
ut
cha
nge
/k/
to /p
/.
5.
Sa
y s
ha
ke
.
N
ow
sa
y s
ha
ke
with
ou
t /s
h/.
6.
Sa
y t
ime
.
N
ow
sa
y t
ime
bu
t cha
ng
e /
ime
/ to
/a
ke
/.
7.
Sa
y c
ou
ch
. N
ow
sa
y c
ou
ch
with
ou
t /k
/.
8.
Sa
y lo
ve
.
No
w s
ay lo
ve
witho
ut /u
v/.
9.
Sa
y c
hin
.
No
w s
ay c
hin
witho
ut /in/.
10
. S
ay w
ee
k.
N
ow
sa
y w
ee
k b
ut ch
an
ge /
w/
to /
l/.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: R
are
rabb
its r
ide
re
al rh
ino
s.
TN Foundational Skills Page 112 of 191 Kindergarten Sounds First Volume 2
We
ek 1
8,
Da
y 5
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
nic
e,
stick, ju
nk, m
ail,
sm
ell
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Did
yo
u m
ake
a d
ecis
ion
ye
t?
de
cis
ion
T: P
lay th
at
wo
rd w
ith
me
. T
& S
: (p
layin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
de
- c
i -
sio
n
T:
Th
is tim
e le
t’s p
ut
de
in o
ur
po
cke
ts.
Wh
at
a p
rett
y p
ink f
lam
ing
o!
A d
og
is a
wo
nde
rfu
l co
mp
an
ion
.
My s
iste
r tu
rned
ele
ven
ye
ars
old
to
da
y.
I fo
rgot
my u
mb
rella
an
d n
ow
I a
m a
ll w
et!
TN Foundational Skills Page 113 of 191 Kindergarten Sounds First Volume 2
T &
S:
(pla
yin
g th
e b
eats
on
im
ag
ina
ry d
rum
s)
de
- c
i -
sio
n (
as y
ou
pla
y t
he
first
be
at p
ull
arm
ba
ck a
nd
mim
e p
utt
ing
it
in y
ou
r p
ocke
t)
M
an
ipu
lati
ng
Ph
on
em
es
: M
ix it U
p!
Skill
s: D
ele
ting
an
d s
ub
stitu
ting
on
se
ts a
nd
rim
es in o
ne
-sylla
ble
word
s.
D
ire
cti
on
s:
1.
Invite
stu
de
nts
to
mim
e c
rad
ling a
bo
wl w
ith
on
e h
and
an
d “
mix
ing
up
” th
e c
on
ten
ts o
f th
e b
ow
l w
ith
the
oth
er.
2
. R
ecite
the
fo
llow
ing
rhyth
mic
ally
an
d w
ith
exp
ressio
n,
wh
ile s
tud
ents
mim
e m
ixin
g:
“Mix
it u
p,
Mix
it U
p. L
iste
n c
are
fully
. M
ix it u
p,
Mix
it U
p. L
iste
n c
are
fully
.”
Pro
mp
ts t
o u
se
:
1.
Sa
y m
ou
se
.
No
w s
ay m
ou
se
with
ou
t /o
use
/.
2.
Sa
y f
ar.
Now
sa
y f
ar
bu
t ch
ang
e /a
r/ to
/un
/.
3.
Sa
y w
all.
N
ow
sa
y w
all
bu
t ch
an
ge
/a
ll/ t
o /e
t/.
4.
Sa
y r
ing
.
No
w s
ay r
ing
witho
ut /in
g/.
5.
Sa
y h
op
e.
Now
sa
y h
op
e w
itho
ut /o
pe
/.
6.
Sa
y lit.
Now
sa
y lit w
ith
out
/l/.
7.
Sa
y m
op
.
N
ow
sa
y m
op
bu
t ch
an
ge
/m
/ to
/t/.
8
. S
ay w
ish
.
Now
sa
y w
ish b
ut
cha
nge
/w
/ to
/f/.
9
. S
ay s
hou
t.
N
ow
sa
y s
hou
t w
itho
ut /s
h/.
1
0.
Sa
y n
ea
r.
N
ow
sa
y n
ea
r w
ith
ou
t /e
ar/
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: P
lacid
Pla
typ
us p
laye
d p
erc
ussio
n w
ith
pla
yd
oh
.
TN Foundational Skills Page 114 of 191 Kindergarten Sounds First Volume 2
We
ek 1
9,
Da
y 1
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
ga
me
, p
ink,
luck, ra
p, fin
e
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: T
his
lesso
n r
ele
ase
s m
ore
of
the s
ca
ffo
lds. S
tud
ents
no
w just m
ou
th (
or
sa
y it
un
de
r th
eir b
rea
th)
the
be
at to
b
e d
ele
ted
(i.e
. th
ey d
on
’t s
ay it a
loud
). A
t th
e e
nd
, th
ey p
lay t
he r
em
ain
ing
be
ats
an
d b
lend t
hem
to
geth
er.
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My little c
ou
sin
lo
ved
the
be
gin
nin
g o
f m
y s
tory
. b
eg
inn
ing
T
: N
ow
le
t’s p
lay it
on
ou
r d
rum
s
T &
S:
be
-gi-n
ing
I w
on
de
r h
ow
man
y s
po
ts a
re o
n th
e d
alm
atian
?
Ple
ase
pu
t so
me
de
terg
en
t in
th
e w
ash
ing
ma
ch
ine.
TN Foundational Skills Page 115 of 191 Kindergarten Sounds First Volume 2
T: L
et’s p
lay it a
ga
in a
nd
pu
t b
e in o
ur
po
cke
ts,
bu
t b
e c
are
ful,
be
cau
se
th
is tim
e w
hen
we
pla
y it,
we
’re
no
t g
oin
g t
o s
ay b
e.
We
’re
go
ing t
o ju
st
move
ou
r m
ou
ths o
r sa
y it u
nde
r o
ur
bre
ath
.
T &
S:
(pla
yin
g t
he
be
ats
on
im
ag
ina
ry d
rum
s)
___
_ (
pu
ll a
rms
ba
ck a
nd
mim
e p
utt
ing t
ha
t b
ea
t in
a p
ocket)
- g
i -
nin
g
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
gi-
nin
g! g
inn
ing
!
I w
ill b
oil
the
noo
dle
s fo
r th
e s
pag
hett
i.
Th
e m
ag
icia
n t
ricke
d u
s w
ith
an i
llusio
n.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
Im
po
rtan
t N
ote
: E
arlie
r in
th
e c
urr
iculu
m, in
Cut
off t
he
Sou
nd
Pa
rt 1
, stu
den
ts w
ork
ed
with
de
letin
g a
sin
gle
ph
on
em
e o
nse
t (e
x:
fall
to a
ll). H
ere
the
y a
re d
oin
g t
he
sam
e th
ing
, o
nly
no
w th
ey a
re u
sin
g 2
-sylla
ble
wo
rds.
So
, th
ey m
ust b
e a
ble
to
se
gm
en
t th
e s
ylla
ble
s f
irst,
th
en
isola
te a
nd
de
lete
th
e o
nse
t in
th
e s
ec
on
d s
ylla
ble
.
It is e
xpe
cte
d th
at
stu
de
nts
will
fin
d th
is d
ifficult a
t firs
t. A
s n
ote
d,
they h
ave t
o s
egm
en
t th
e s
ylla
ble
, is
ola
te th
e o
nse
t in
th
e
se
co
nd
sylla
ble
, d
ele
te it
and
the
n b
lend
the
re
ma
inin
g p
ho
nem
es t
o f
orm
th
e r
esu
ltin
g w
ord
. F
ou
r se
pa
rate
man
ipu
lation
s.
H
ow
eve
r, the
re
pe
tition
in
th
e p
rog
ram
will
su
ppo
rt m
ost
stu
den
ts in
be
ing
ab
le to
do
th
is. M
aste
ry fo
r th
is m
an
ipu
lation is n
ot
asse
ssed
until firs
t g
rad
e.
As w
e n
ote
in
th
e in
tro
du
ctio
n, p
rob
lem
s w
ith
mu
ltis
ylla
bic
word
s is a
ma
jor
facto
r in
po
or
wo
rd
reco
gn
itio
n.
Th
is a
ctivity d
ire
ctly a
dd
resse
s th
is issu
e.
Stu
de
nts
will
be
wo
rkin
g h
ere
with
tw
o s
ylla
ble
wo
rds,
so
me
of
whic
h w
ill b
e h
ard
to
exp
lain
. W
e h
ave
und
erlin
ed t
he
mo
re
co
ncre
te w
ord
s w
e fe
el a
re e
asy t
o e
xp
lain
(e.g
. “b
loop
er”
me
an
s a
big
mis
take
; “b
um
pe
r” is s
om
eth
ing
in
fro
nt o
f a c
ar
to
pro
tect th
e c
ar”
…).
Fo
r o
the
rs w
e s
ug
ge
st
you
te
ll stu
den
ts it is
a r
ea
l w
ord
an
d th
ey w
ill lea
rn it
when
th
ey g
et o
lde
r.
TN Foundational Skills Page 116 of 191 Kindergarten Sounds First Volume 2
Dir
ec
tio
ns
: T
ell
stu
den
ts t
he
y a
re g
oin
g to
be
do
ing
som
e m
ag
ic. T
he
y w
ill b
e t
akin
g o
ut
on
e s
ou
nd in
th
e m
idd
le o
f a lo
ng
w
ord
to
ma
ke
a n
ew
wo
rd.
1
. S
ay t
he
sen
ten
ce
and
th
e ta
rge
ted
wo
rd.
Te
ll stu
den
ts to
re
pe
at.
2
. P
ron
ou
nce
ea
ch
sylla
ble
in t
he
wo
rd, p
lacin
g o
ne
ha
nd
pa
lm u
p f
or
ea
ch
. If
yo
u a
re f
acin
g th
e s
tude
nts
, yo
u w
ill n
ee
d to
d
o th
is w
ith
you
r righ
t h
and
first,
th
en t
he
le
ft h
and
as th
ey w
ill b
e m
irro
rin
g y
ou
. It
’s im
po
rtan
t th
at
the
y s
ee
th
e s
eq
uen
ce
o
f sylla
ble
s fro
m t
he
ir left
to
rig
ht.
3.
Pu
ll th
e p
alm
rep
rese
ntin
g th
e s
eco
nd
sylla
ble
to
ward
yo
u w
hile
te
lling
stu
den
ts to
ta
ke
off
th
e ta
rge
ted
so
un
d.
4
. T
ell
stu
den
ts to
re
pe
at th
ese s
tep
s (
2 &
3).
This
he
lps th
em
to
“se
e,”
“fe
el” A
ND
hea
r th
at
the
de
letio
n is ta
kin
g p
lace
at
the
be
gin
nin
g o
f th
e s
eco
nd
sylla
ble
.
5.
Sa
y t
he
first
sylla
ble
ag
ain
(sho
win
g it o
n a
pa
lm)
an
d th
e s
eco
nd
ne
w s
ylla
ble
(sho
win
g it o
n th
e o
the
r p
alm
). B
e s
ure
to
p
ron
ou
nce t
he
ne
w s
ylla
ble
with a
little
mo
re e
mp
ha
sis
. B
len
d th
em
to
ge
the
r b
y c
rossin
g the
han
ds o
ve
r you
r sto
ma
ch
an
d s
ayin
g th
e n
ew
word
.
6.
Te
ll stu
den
ts to
re
pe
at.
Do
th
is o
ne
fir
st.
Pra
cti
ce
an
d m
od
el w
ith
th
e s
tud
en
ts:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: It
loo
ks lik
e w
inte
r! w
inte
r
S:
repe
at
T: /w
in/
(one
pa
lm u
p)
/te
r/ (
secon
d p
alm
up
)
(pu
ll th
e p
alm
“h
old
ing
” /t
er/
to
ward
s y
ou
wh
ile s
ayin
g...)
cu
t o
ff
the
/t/
S:
repe
at
T: /w
in/
(pa
lm u
p),
/e
r/ (
pa
lm u
p),
(cro
ss h
ands in
fro
nt o
ve
r
sto
ma
ch
) /w
inne
r/
S:
rep
eat
I’m
a g
oo
d d
riv
er.
(t
ake
off th
e /
v/
= d
ryer)
H
e is p
lan
tin
g t
he
flo
we
rs.
(ta
ke
of th
e /
t/ =
pla
nn
ing
) D
id y
ou
ea
t a
do
nut?
Yo
u h
ave
po
wd
er
on
you
r fa
ce
!
(ta
ke
off th
e /d
/ =
po
wer)
I
sa
w a
tig
er
at th
e z
oo
.
(ta
ke
of th
e /
g/
= t
ire
)
To
fu
rthe
r sca
ffo
ld th
is fo
r stu
de
nts
, be
twe
en
th
e s
eco
nd a
nd
th
ird
ste
ps in
th
e e
xam
ple
abo
ve
, yo
u c
an
ha
ve
stu
de
nts
sa
y
the
ne
w s
ylla
ble
: E
x: “N
ow
/te
r/ is /e
r/.”
Th
en
yo
u c
an
ha
ve
th
em
ble
nd
th
e t
wo
sylla
ble
s tog
eth
er
to s
ay th
e n
ew
word
. M
an
y
stu
de
nts
ma
y n
ee
d t
his
at
firs
t.
TN Foundational Skills Page 117 of 191 Kindergarten Sounds First Volume 2
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: R
ose
s a
re r
ed
. R
ab
bits a
re r
ea
l.
TN Foundational Skills Page 118 of 191 Kindergarten Sounds First Volume 2
We
ek 1
9,
Da
y 2
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
ch
ip,
late
, w
ill,
gro
w, b
ug
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: d
ele
te t
he
first
sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: Y
um
! T
ha
t so
up is d
elic
iou
s!
d
elic
iou
s
T:
Now
le
t’s p
lay it
on
ou
r d
rum
s
T &
S:
de
-li-cio
us
Th
e p
rope
ller
of
the
helic
op
ter
wa
s v
ery
lo
ud.
We
ma
ke
the
se
co
okie
s e
ve
ry y
ea
r a
s a
fa
mily
tra
ditio
n.
Th
e e
lep
ha
nt
is e
no
rmo
us!
TN Foundational Skills Page 119 of 191 Kindergarten Sounds First Volume 2
T: L
et’s p
lay it a
ga
in a
nd
pu
t d
e in o
ur
po
cke
ts,
bu
t b
e c
are
ful,
be
cau
se
th
is tim
e w
hen
we
pla
y it,
we
’re
no
t g
oin
g t
o s
ay d
e.
We
’re
go
ing t
o ju
st
move
ou
r m
ou
ths o
r sa
y it u
nde
r o
ur
bre
ath
.
T &
S:
(pla
yin
g t
he
be
ats
on
im
ag
ina
ry d
rum
s)
__
__
(pu
ll a
rms
ba
ck a
nd
mim
e p
utt
ing t
ha
t b
ea
t in
a p
ocket)
- li -c
iou
s
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
li-cio
us!
licio
us!
Th
at
TV
co
mm
erc
ial is
so
fun
ny!
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
Im
po
rtan
t N
ote
: E
arlie
r in
th
e c
urr
iculu
m, in
Cut
off t
he
Sou
nd
Pa
rt 1
, stu
den
ts w
ork
ed
with
de
letin
g a
sin
gle
ph
on
em
e o
nse
t (e
x:
fall
to a
ll). H
ere
the
y a
re d
oin
g t
he
sam
e th
ing
, o
nly
no
w th
ey a
re u
sin
g 2
-sylla
ble
wo
rds.
So
, th
ey m
ust b
e a
ble
to
se
gm
en
t th
e s
ylla
ble
s f
irst,
th
en
isola
te a
nd
de
lete
th
e o
nse
t in
th
e s
ec
on
d s
ylla
ble
.
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: It
loo
ks a
little s
torm
y o
uts
ide
. sto
rmy
S:
repe
at
T: /s
tor/
(on
e p
alm
up
) /m
y/
(seco
nd
pa
lm u
p)
(pu
ll th
e p
alm
“h
old
ing
” /m
y/ to
ward
s y
ou w
hile
sa
yin
g..
.) c
ut
off
I h
op
e w
e c
an g
o s
hopp
ing
la
ter.
(t
ake
off th
e /t/
= laye
r)
A b
ab
y p
lan
t is
ca
lled
a s
ee
dlin
g.
(ta
ke
off th
e /d
/ =
see
ing
)
TN Foundational Skills Page 120 of 191 Kindergarten Sounds First Volume 2
the
/m
/
S:
repe
at
T: /s
tor/
(pa
lm u
p),
/y/
(pa
lm u
p),
(cro
ss h
and
s in
fro
nt o
ve
r
sto
ma
ch
) /s
tory
/
S:
rep
eat
Pu
t th
e ice c
ream
in
the
fre
eze
r.
(ta
ke
off th
e /
z/
= f
ree
r)
It w
as r
ain
ing
ou
tsid
e a
nd
no
w I’m
so
ak
ing
we
t.
(ta
ke
off th
e /
k/
= s
ew
ing
)
To
fu
rthe
r sca
ffo
ld th
is fo
r stu
de
nts
, be
twe
en
th
e s
eco
nd a
nd
th
ird
ste
ps in
th
e e
xam
ple
in
th
e le
ft h
an
d c
olu
mn
abo
ve
you
ca
n h
ave
stu
de
nts
sa
y th
e n
ew
sylla
ble
: E
x: “N
ow
/m
ee
/ is
/e
e/.”
The
n y
ou
can
ha
ve
th
em
ble
nd t
he t
wo s
ylla
ble
s t
oge
the
r to
sa
y t
he
ne
w w
ord
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: V
inn
ie th
e V
elo
cirap
tor
va
lued
vaca
tio
ns.
TN Foundational Skills Page 121 of 191 Kindergarten Sounds First Volume 2
We
ek 1
9,
Da
y 3
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
ca
r, m
ash
, ne
ed,
sou
nd
, m
op
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w.
The
sca
ffo
lds a
re r
ele
ase
d e
ven
mo
re.
Stu
de
nts
ta
ke o
n m
ore
in
de
pe
nde
nce
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Th
ere
’s a
vo
lca
no o
n t
he
co
ve
r o
f m
y b
oo
k.
vo
lcan
o
T:
Now
pla
y it o
n y
ou
r d
rum
s
S:
vo
l-ca
-no
I n
ee
d a
ute
nsil
to e
at m
y lu
nch
.
We
wa
tch
ed
a r
eco
rdin
g o
f th
e in
terv
iew
.
TN Foundational Skills Page 122 of 191 Kindergarten Sounds First Volume 2
T:
Now
pla
y it a
ga
in a
nd
put
vo
l in
you
r p
ockets
, b
ut
this
tim
e
whe
n y
ou
pla
y it,
yo
u’re
not
go
ing
to
sa
y it.
S
: (p
layin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
___
__
- c
a-
no
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
ca
-no
! ca
no!
Ple
ase
add
a te
asp
oon o
f p
ap
rika
to
th
e r
ecip
e.
I b
ou
ght
a c
on
tain
er
to h
old
my a
rt s
up
plie
s.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
Im
po
rtan
t N
ote
: E
arlie
r in
th
e c
urr
iculu
m, in
Cut
off t
he
Sou
nd
Pa
rt 1
, stu
den
ts w
ork
ed
with
de
letin
g a
sin
gle
ph
on
em
e o
nse
t (e
x:
fall
to a
ll). H
ere
the
y a
re d
oin
g t
he
sam
e th
ing
, o
nly
no
w th
ey a
re u
sin
g 2
-sylla
ble
wo
rds.
So
, th
ey m
ust b
e a
ble
to
se
gm
en
t th
e s
ylla
ble
s f
irst,
th
en
isola
te a
nd
de
lete
th
e o
nse
t in
th
e s
ec
on
d s
ylla
ble
.
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: G
rab
yo
ur
coa
t, it’s f
ree
zin
g o
uts
ide
! f
ree
zin
g
S:
repe
at
T: /f
ree
/ (o
ne p
alm
up
) /z
ing
/ (s
eco
nd p
alm
up)
(pu
ll th
e p
alm
“h
old
ing
” /z
ing
/ to
ward
s y
ou
wh
ile s
ayin
g..
.) c
ut o
ff
My s
iste
r g
ot a
gia
nt
siz
ed
ba
lloo
n fo
r h
er
birth
da
y.
(ta
ke
off th
e /
z/
= s
igh
ed
) I
was g
roa
nin
g th
is m
orn
ing
be
cau
se
I d
idn
’t w
an
t to
ge
t o
ut o
f be
d.
(ta
ke
off th
e /n
/ =
gro
win
g)
TN Foundational Skills Page 123 of 191 Kindergarten Sounds First Volume 2
the
/z/
S:
repe
at
T: /f
ree
/ (p
alm
up
), /in
g/
(pa
lm u
p),
(cro
ss h
and
s in
fro
nt
ove
r
sto
ma
ch
) /fre
ein
g/
S:
rep
eat
Th
e d
en
tist
sa
id I h
ave a
ne
w m
ola
r g
row
ing
in
.
(ta
ke
off th
e /
l/ =
mo
wer)
T
ha
t re
frig
era
tor
ha
s a
n ice
mak
er.
(t
ake
of th
e /
k/ =
ma
yor)
To
fu
rthe
r sca
ffo
ld th
is fo
r stu
de
nts
, be
twe
en
th
e s
eco
nd a
nd
th
ird
ste
ps in
th
e e
xam
ple
in
th
e le
ft h
an
d c
olu
mn
abo
ve
you
ca
n h
ave
stu
de
nts
sa
y th
e n
ew
sylla
ble
: E
x: “N
ow
/zin
g/
is /in
g/.”
The
n y
ou
can
ha
ve
th
em
ble
nd t
he t
wo s
ylla
ble
s t
oge
the
r to
sa
y t
he
ne
w w
ord
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: G
ray g
riff
ins g
row
led
at
gre
en
gra
nn
ys.
TN Foundational Skills Page 124 of 191 Kindergarten Sounds First Volume 2
We
ek 1
9,
Da
y 4
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
wee
k,
rain
, rid
e, n
ot,
ma
de
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Whe
n I w
en
t to
th
e m
use
um
, I
sa
w a
lot
of p
ain
tin
gs.
mu
se
um
T
: N
ow
pla
y it o
n y
ou
r d
rum
s.
S
: m
u-s
e-u
m
T:
Now
pla
y it a
ga
in a
nd
put
mu
in y
ou
r po
ckets
, b
ut
this
tim
e
whe
n y
ou
pla
y it,
yo
u’re
not
go
ing
to
sa
y it.
Wo
w! Y
ou
did
su
ch
a f
an
tastic job
in
th
e p
lay!
Th
e m
ech
an
ic s
aid
it w
ou
ld ta
ke
a fe
w d
ays to f
ix
ou
r ca
r.
Sh
e w
as s
ick w
ith
pn
eu
mo
nia
fo
r m
an
y d
ays.
TN Foundational Skills Page 125 of 191 Kindergarten Sounds First Volume 2
S:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
___
_ (
pu
ll a
rms b
ack
an
d m
ime
pu
ttin
g th
at b
ea
t in
a p
ocke
t) -
se
-um
T
: W
ha
t d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
se
-u
m!
se
um
!
Th
ere
wa
s a
to
rnad
o w
atc
h in
ou
r to
wn last n
igh
t.
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Th
e r
ab
bit is b
ea
tin
g t
he
tu
rtle
in t
he
ra
ce
. b
eatin
g
S:
repe
at
T: /b
ea
/ (o
ne
pa
lm u
p)
/tin
g/
(seco
nd
pa
lm u
p)
(pu
ll th
e p
alm
“h
old
ing
” /t
ing
/ to
ward
s y
ou w
hile
sa
yin
g..
.) c
ut
off
the
/t/
S:
repe
at
T: /b
e/
(pa
lm u
p),
/in
g/ (p
alm
up
), (
cro
ss h
ands in
fro
nt o
ve
r
sto
ma
ch
) /b
ein
g/
S:
rep
eat
Th
at
fish is a
rea
l fi
gh
ter.
It’s try
ing
to
ge
t a
wa
y.
(ta
ke
off th
e /t/
= fire
) M
y b
ig s
iste
r w
ants
to le
arn
ho
w to r
oll
er
ska
te.
(ta
ke
off th
e /
l/ =
row
er)
M
y n
eig
hb
or
pu
t ne
w s
idin
g o
n h
er
ho
use
.
(ta
ke
off th
e /d
/ =
sig
hin
g)
We
sa
w a
ba
by m
on
ke
y a
t th
e z
oo
. (t
ake
off th
e /
k/
= m
one
y)
To
fu
rthe
r sca
ffo
ld th
is fo
r stu
de
nts
, be
twe
en
th
e s
eco
nd a
nd
th
ird
ste
ps in
th
e e
xam
ple
in
th
e le
ft h
an
d c
olu
mn
abo
ve
you
TN Foundational Skills Page 126 of 191 Kindergarten Sounds First Volume 2
ca
n h
ave
stu
de
nts
sa
y th
e n
ew
sylla
ble
: E
x: “N
ow
/ting
/ is
/in
g/.
” T
hen
yo
u c
an h
ave
them
ble
nd
th
e tw
o s
ylla
ble
s to
ge
the
r to
sa
y t
he
ne
w w
ord
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: W
ily W
illa w
en
t w
ild; W
illia
m w
aite
d,
wilt
ing.
TN Foundational Skills Page 127 of 191 Kindergarten Sounds First Volume 2
We
ek 1
9,
Da
y 5
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
let, lip
, m
ine
, fo
rk, ye
ll
Ⓔ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: O
h n
o! I
co
mp
lete
ly fo
rgo
t to
ca
ll yo
u! co
mp
lete
ly
T:
Now
pla
y it o
n y
ou
r d
rum
s.
T
& S
: co
m-p
lete
-ly
T:
Now
pla
y it a
ga
in a
nd
put
co
m in
you
r p
ocke
ts,
bu
t th
is tim
e
whe
n y
ou
pla
y it,
yo
u’re
not
go
ing
to
sa
y it.
Th
an
k y
ou
! Y
ou
we
re a
tre
me
nd
ou
s h
elp
.
We
wa
tch
ed
th
e O
lym
pic
Ga
me
s o
n te
levis
ion
.
Wh
at
an
ad
ora
ble
little
ch
ihua
hua
!
Th
e w
reckin
g b
all
will
de
mo
lish
th
e b
uild
ing
.
TN Foundational Skills Page 128 of 191 Kindergarten Sounds First Volume 2
S:
(pla
yin
g th
e b
ea
ts o
n im
ag
ina
ry d
rum
s)
___
_ -
ple
te -
ly
T:
Wh
at d
o w
e h
ave
left
?
T &
S:
(pla
yin
g t
he
rem
ain
ing
be
ats
on t
he
im
ag
ina
ry d
rum
s)
ple
te-ly! p
lete
ly!
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
D
ire
cti
on
s: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
love b
uild
ing
th
ings w
ith
blo
cks! b
uild
ing
S:
repe
at
T: /b
uil/
(on
e p
alm
up
) /d
ing
/ (s
eco
nd
pa
lm u
p)
(pu
ll th
e p
alm
“h
old
ing
” /d
ing/
tow
ard
s y
ou
wh
ile s
ayin
g..
.) c
ut o
ff
the
/d
/
S:
repe
at
T: /b
ill/ (p
alm
up
), /in
g/ (p
alm
up
), (
cro
ss h
ands in
fro
nt o
ve
r
sto
ma
ch
) /b
illin
g/
S:
rep
eat
Th
e little
kitte
n is r
oa
min
g a
rou
nd
, lo
okin
g f
or
so
me
foo
d.
(ta
ke
off th
e /m
/ =
ro
win
g)
Th
e little
pu
pp
y is lo
st. H
e is s
ee
kin
g s
om
eo
ne
. (t
ake
off th
e /
k/
= s
ee
ing
) It
’s a
be
au
tifu
l d
ay.
The
su
n is b
ea
min
g d
ow
n o
n u
s.
(ta
ke
off th
e /m
/ =
be
ing
) M
y m
oth
er
is a
hik
er.
Sh
e love
s to
hik
e in
the
wo
od
s.
(ta
ke
off th
e /
k/
= h
ire
)
To
fu
rthe
r sca
ffo
ld th
is fo
r stu
de
nts
, be
twe
en
th
e s
eco
nd a
nd
th
ird
ste
ps in
th
e e
xam
ple
in
th
e le
ft h
an
d c
olu
mn
abo
ve
you
TN Foundational Skills Page 129 of 191 Kindergarten Sounds First Volume 2
ca
n h
ave
stu
de
nts
sa
y th
e n
ew
sylla
ble
: E
x: “N
ow
/d
ing/
is /in
g/.
” T
he
n y
ou
can
ha
ve
th
em
ble
nd t
he t
wo s
ylla
ble
s t
oge
the
r to
sa
y t
he
ne
w w
ord
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: O
llie
on
ly o
rga
niz
ed o
bstin
ate
ott
ers
.
TN Foundational Skills Page 130 of 191 Kindergarten Sounds First Volume 2
We
ek 2
0,
Da
y 1
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
so
ck,
wa
x,
did
, p
ig,
cu
t
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: L
esso
ns in
th
e E
xpe
rie
ncin
g s
tag
e s
ca
ffo
lde
d s
tud
en
ts t
ow
ard
s e
ven
tual sylla
ble
de
letio
n.
Th
ey s
egm
ente
d
the
wo
rd in
to s
ylla
ble
s b
y d
rum
min
g,
iso
late
d th
em
by id
entify
ing
th
e “
be
at”
to
be
pu
lled
, a
nd
de
lete
d it
by p
lacin
g it
in t
he
ir
po
cke
t a
nd
eve
ntu
ally
no
t sa
yin
g it. T
he
y t
hen
pla
ye
d th
e r
em
ain
ing b
eats
on
the
ir d
rum
an
d p
ut
them
to
geth
er
(ble
nd
ing
) to
sa
y a
ne
w w
ord
.
As s
tude
nts
ente
r th
e K
no
win
g s
tag
e, th
ey s
ho
uld
be
com
fort
ab
le w
ith
de
letin
g th
e ta
rge
ted
sylla
ble
in
th
is w
ay, b
ut
ma
y n
ot b
e
do
ing it
auto
ma
tica
lly y
et.
The
re a
re t
wo w
ee
ks o
f le
sso
ns in t
he K
now
ing
sta
ge
fo
r th
is s
kill
. T
he
se w
ee
ks a
re d
esig
ne
d t
o
pro
vid
e r
ep
eate
d p
ractice
aim
ed
at d
eve
lop
ing
auto
ma
ticity w
ith s
ylla
ble
de
letion
. T
he
ph
ysic
al a
nd v
erb
al sca
ffo
lds a
re u
se
d
on
ly a
s n
eed
ed
to s
upp
ort
stu
den
ts.
TN Foundational Skills Page 131 of 191 Kindergarten Sounds First Volume 2
Durin
g t
he
Kno
win
g w
ee
k,
this
activity w
ill n
o lo
nge
r h
ave
the
wo
rds e
mb
edd
ed
in
se
nte
nce
s.
Th
is is m
ea
nt to
be a
qu
ick d
rill t
o
pra
ctice d
ele
tion
with
th
e g
oa
l of
au
tom
aticity.
Revie
w the
me
an
ing
s o
f som
e o
f th
e u
nd
erlin
ed
wo
rds a
t th
e e
nd
of
the d
rill
as
ne
ed
ed
. N
ote
th
at
man
y o
f th
es
e t
hre
e-s
ylla
ble
no
n c
om
po
un
d w
ord
s w
ill
lik
ely
be
un
fam
ilia
r s
o c
ho
ose
ju
st
a f
ew
to
re
vie
w t
he
me
an
ing
of.
D
ire
cti
on
s:
Se
e th
e b
ox o
n t
he
le
ft s
ide
of
the
tab
le fo
r th
e p
roced
ure
. E
xp
lain
to s
tude
nts
th
at o
ve
r th
e n
ext
se
vera
l d
ays
the
y’ll
be p
racticin
g t
o s
ee
if
the
y c
an
ta
ke a
be
at o
ff a
wo
rd w
ith
ou
t u
sin
g th
eir d
rum
s. In
th
is lesso
n,
yo
u p
rom
pt stu
de
nts
to
sa
y t
he
wo
rd w
itho
ut th
e t
arg
ete
d s
ylla
ble
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: S
ay m
ag
icia
n.
S:
mag
icia
n
T: S
ay it a
ga
in w
ith
ou
t m
a.
S:
gic
ian
ide
a
off
icia
l te
rrific
p
rofe
ssio
n
co
ntin
ue
rep
ub
lic
co
nta
gio
us
de
ligh
tfu
l e
nd
ura
nce
Use
th
e s
ca
ffo
lds (
e.g
. d
rum
min
g t
he
be
ats
, pu
ttin
g o
ne
in
a p
ocke
t, b
len
din
g th
e r
em
ain
ing b
eats
tog
eth
er)
fro
m th
e
Exp
erie
ncin
g s
tag
e a
s n
eed
ed
to
su
ppo
rt s
tude
nts
. A
s th
e le
sso
ns c
on
tinu
e,
stu
de
nts
sh
ould
nee
d th
ese s
ca
ffo
lds o
nly
ve
ry
rare
ly.
Th
is s
kill
will
be
asse
ssed
du
ring
th
e M
aste
ry s
tag
e.
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
TN Foundational Skills Page 132 of 191 Kindergarten Sounds First Volume 2
Imp
ort
an
t N
ote
: T
he
word
s a
re n
o lon
ge
r em
bed
de
d in s
ente
nce
s a
nd s
tud
ents
pro
vid
e t
he
ne
w w
ord
ind
epe
nde
ntly.
Th
is is
me
an
t to
pro
vid
e r
ep
ea
ted p
ractice t
ow
ard
s th
e g
oa
l of
au
tom
aticity.
Rem
em
be
r, th
is is a
co
mp
lex s
kill
and
ma
ny s
tud
en
ts w
ill
no
t m
aste
r it b
y t
he
end
of K
inde
rga
rten
.
Do
th
is o
ne
fir
st.
Pra
cti
ce
as
ne
ed
ed
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
Wak
ing
is th
e w
ord
.
S:
repe
at
T: /w
a/
(on
e p
alm
up
) /k
ing
/ (s
econ
d p
alm
up
) cu
t off
th
e /
k/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/we
igh
/ /in
g/,
we
igh
ing
!
gra
cin
g (
cut o
ff t
he
/s/ =
gra
yin
g)
tro
op
er
(cut
off t
he
/p
/ =
tru
er)
sta
gin
g (
cut o
ff th
e /j/ =
sta
yin
g)
so
ake
r (c
ut o
ff t
he
/k/
= s
ow
er)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: L
ong
lo
st lio
ns lou
nge
la
zily
.
TN Foundational Skills Page 133 of 191 Kindergarten Sounds First Volume 2
We
ek 2
0,
Da
y 2
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e: m
iss, hu
g, h
ope
, fill,
scre
am
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T:
Sa
y e
leve
n.
S:
ele
ve
n
T: S
ay it a
ga
in w
ith
ou
t e
. S
: le
ven
loca
tio
n
forg
ott
en
mu
sic
ian
p
art
itio
n
de
cis
ion
su
rviv
al
TN Foundational Skills Page 134 of 191 Kindergarten Sounds First Volume 2
fou
nd
atio
n
att
en
tio
n
ch
inch
illa
Durin
g t
he
first
wee
k o
f th
e K
no
win
g s
tag
e,
use
the
sca
ffo
lds (
e.g
. d
rum
min
g t
he b
ea
ts, p
uttin
g o
ne
in
a p
ocke
t, b
len
din
g t
he
rem
ain
ing
be
ats
tog
eth
er)
fro
m th
e E
xp
erien
cin
g s
tag
e a
s n
eed
ed t
o s
up
po
rt s
tud
ents
. A
s t
he
le
sson
s c
ontin
ue
, stu
de
nts
sh
ou
ld n
ee
d th
ese
scaff
old
s o
nly
ve
ry r
are
ly. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
ry s
tage
.
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
Ro
pin
g is th
e w
ord
.
S:
repe
at
T: /r
o/
(on
e p
alm
up
) /p
ing
/ (s
econ
d p
alm
up
) cu
t o
ff t
he
/p
/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/ro
w/ /ing/,
ro
win
g!
pie
rcin
g
(cut o
ff t
he
/s/ =
pe
erin
g)
mo
pin
g (
cut o
ff t
he
/p
= m
ow
ing
) g
rad
ing (
cut
off
th
e /d
/ =
gra
yin
g)
no
ting
(cut o
ff th
e /t/
= k
no
win
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
TN Foundational Skills Page 135 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: “Y
ipp
ity y
ipp
ity”
yip
ped
the
you
ng
ya
ks.
TN Foundational Skills Page 136 of 191 Kindergarten Sounds First Volume 2
We
ek 2
0,
Da
y 3
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
be
ad
, m
ake,
sp
rin
g,
sto
p, p
oke
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T: S
ay s
olu
tion
. S
: so
lutio
n
T: S
ay it a
ga
in w
ith
ou
t s
o.
S:
lution
info
rma
l b
eg
inn
ing
tax
ation
cre
ative
pe
titio
n
su
bscrip
tio
n
TN Foundational Skills Page 137 of 191 Kindergarten Sounds First Volume 2
ela
stic
gy
mn
astics
so
mb
rero
Durin
g t
he
first
wee
k o
f th
e K
no
win
g s
tag
e,
use
the
sca
ffo
lds (
e.g
. d
rum
min
g t
he b
ea
ts, p
uttin
g o
ne
in
a p
ocke
t, b
len
din
g t
he
rem
ain
ing
be
ats
tog
eth
er)
fro
m th
e E
xp
erien
cin
g s
tag
e a
s n
eed
ed t
o s
up
po
rt s
tud
ents
. A
s t
he
le
sson
s c
ontin
ue
, stu
de
nts
sh
ou
ld n
ee
d th
ese
scaff
old
s o
nly
ve
ry r
are
ly. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
ry s
tage
.
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/)
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
Nee
din
g is th
e w
ord
.
S:
repe
at
T: /n
ee
/ (o
ne
pa
lm u
p)
/din
g/ (s
eco
nd
pa
lm u
p)
cu
t o
ff t
he
/d
/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/kn
ee
/ /ing
/, k
nee
ing!
pa
vin
g (
cut
off
th
e /
v/
= p
ayin
g)
worm
y (
cut
off
th
e /m
/ =
wo
rry)
mo
tor
(cut
off
th
e /t/
= m
ow
er)
sa
vin
g (
cut o
ff t
he
/v/
= s
ayin
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
TN Foundational Skills Page 138 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: Jo
lly J
elly
Be
lly jo
ke
d w
ith
Ja
ke
th
e G
ian
t.
TN Foundational Skills Page 139 of 191 Kindergarten Sounds First Volume 2
We
ek 2
0,
Da
y 4
Ⓚ
Rh
ym
e A
cti
vit
y:
Po
pco
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
wo
rd a
nd
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat.
” O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
sa
w, p
in,
woke,
she
ep,
lake
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T: S
ay r
em
em
be
r.
S:
rem
em
be
r T
: S
ay it a
ga
in w
ith
ou
t re
. S
: m
em
be
r
ma
gn
etic
de
licio
us
Wis
co
nsin
e
mp
loye
r e
ditio
n
insu
ran
ce
TN Foundational Skills Page 140 of 191 Kindergarten Sounds First Volume 2
co
mp
letion
inte
rpre
t s
olu
tion
Durin
g t
he
first
wee
k o
f th
e K
no
win
g s
tag
e,
use
the
sca
ffo
lds (
e.g
. d
rum
min
g t
he b
ea
ts, p
uttin
g o
ne
in
a p
ocke
t, b
len
din
g t
he
rem
ain
ing
be
ats
tog
eth
er)
fro
m th
e E
xp
erien
cin
g s
tag
e a
s n
eed
ed t
o s
up
po
rt s
tud
ents
. A
s t
he
le
sson
s c
ontin
ue
, stu
de
nts
sh
ou
ld n
ee
d th
ese
scaff
old
s o
nly
ve
ry r
are
ly. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
ry s
tage
.
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: P
acin
g is the
wo
rd.
S:
repe
at
T: /p
a/
(one
pa
lm u
p)
/cin
g/
(secon
d p
alm
up
) cu
t off
th
e /
s/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/pa
y/ /ing/,
pa
yin
g!
bu
mp
er
(cut o
ff t
he
/p/ =
bu
mm
er)
str
ain
ing
(cut o
ff t
he
/n
/ -
str
ayin
g)
blo
ope
r (c
ut
off
th
e /p
/ -
blu
er)
ro
pin
g (
cut
off t
he
/p
/ =
ro
win
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
TN Foundational Skills Page 141 of 191 Kindergarten Sounds First Volume 2
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: R
ow
dy r
auco
us r
acoo
ns r
an
rig
ht a
way.
TN Foundational Skills Page 142 of 191 Kindergarten Sounds First Volume 2
We
ek 2
0,
Da
y 5
Ⓚ R
hy
me
Ac
tiv
ity
: P
op
co
rn R
hym
e!
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
1
. S
ay t
he
word
and
mim
e t
hro
win
g it
into
a p
an (
or
pu
ttin
g it
into
th
e m
icro
wa
ve
).
2.
Invite
stu
de
nts
to
“tu
rn u
p th
e h
eat”
. O
nce
you d
ete
rmin
e t
ha
t th
e h
ea
t is
“hig
h e
no
ug
h”
invite
stu
den
ts to
sta
rt “
pop
pin
g”
(i.e
. sh
arin
g w
ord
s th
at rh
ym
e w
ith
th
e f
irst
word
). Y
ou
de
term
ine
how
th
is “
po
pp
ing
” w
ill p
roce
ed
fo
r yo
ur
cla
ss.
3
. R
ep
eat
the
pro
ce
ss w
ith
as m
an
y o
f th
e w
ord
s a
s y
ou
cho
ose.
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Wo
rds
to
us
e:
lun
ch
, b
ox,
foun
d,
rash
, w
ink
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T:
Sa
y d
eliv
er.
S
: d
eliv
er
T: S
ay it a
ga
in w
ith
ou
t d
e.
S:
live
r
Vir
gin
ia
co
nclu
sio
n
de
cip
he
r b
eg
inne
r d
om
estic
TN Foundational Skills Page 143 of 191 Kindergarten Sounds First Volume 2
su
rren
de
r c
om
pa
rtm
ent
ele
ctr
ic
reh
ea
rsal
Durin
g t
he
first
wee
k o
f th
e K
no
win
g s
tag
e,
use
the
sca
ffo
lds (
e.g
. d
rum
min
g t
he b
ea
ts, p
uttin
g o
ne
in
a p
ocke
t, b
len
din
g t
he
rem
ain
ing
be
ats
tog
eth
er)
fro
m th
e E
xp
erien
cin
g s
tag
e a
s n
eed
ed t
o s
up
po
rt s
tud
ents
. A
s t
he
le
sson
s c
ontin
ue
, stu
de
nts
sh
ou
ld n
ee
d th
ese
scaff
old
s o
nly
ve
ry r
are
ly. T
his
skill
will
be
asse
sse
d d
urin
g th
e M
aste
ry s
tage
.
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
D
o t
his
on
e f
irs
t:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
Filte
r is
th
e w
ord
.
S:
repe
at
T: /f
il/ (
one
pa
lm u
p)
/te
r/ (
seco
nd
pa
lm u
p)
cu
t o
ff t
he
/t/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/fill
/ /e
r/, fille
r!
tilin
g (
cut
off
th
e /
l/ =
tyin
g)
sto
op
ing
(cut o
ff t
he
/p/ =
ste
win
g)
ke
ep
ing
(cut o
ff th
e /
p/ =
ke
yin
g)
pra
isin
g (
cut o
ff t
he /
s/ =
pra
yin
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
TN Foundational Skills Page 144 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: D
ain
ty d
ee
r d
o n
ot d
o d
eliv
erie
s.
TN Foundational Skills Page 145 of 191 Kindergarten Sounds First Volume 2
We
ek 2
1,
Da
y 1
Rh
ym
e A
cti
vit
y:
Mix
it U
p!
Skill
: E
ach
da
y th
is w
ee
k,
stu
den
ts w
ill p
ractice
a r
hym
ing s
kill
. T
oda
y’s
skill
is R
hym
e R
eco
gn
itio
n.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
an
d in
str
uct
them
to
cho
ose
the
word
th
at
rhym
es w
ith th
e g
iven
wo
rd.
T
: W
hic
h w
ord
rh
ym
es w
ith
fla
g?
dra
g o
r g
lass
S:
dra
g
T:
Wh
ich w
ord
rh
ym
es w
ith
ste
am
? d
rain
or
dre
am
S:
dre
am
Rep
ea
t w
ith
wo
rds:
bra
ke
(ste
ak,
cru
st)
, fla
sh
(da
sh,
hu
nch
), f
lew
(tr
ue
, p
lay)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T:
Sa
y S
ep
tem
be
r.
S:
Sep
tem
be
r T
: S
ay it a
ga
in w
ith
ou
t S
ep
. S
: te
mbe
r
de
cip
he
r p
rofe
sso
r il
leg
al
co
mm
and
er
no
tatio
n
imp
ort
an
t a
thle
tic
eq
ua
tor
pe
rfe
ction
TN Foundational Skills Page 146 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo
-sylla
ble
wo
rd. E
x:
Win
ter
to w
inne
r (s
tud
en
ts r
em
ove
the
/t/
so
und
at th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/te
r/).
Im
po
rtan
t N
ote
: R
em
em
be
r, th
is is a
co
mp
lex s
kill
an
d m
an
y s
tude
nts
will
no
t m
aste
r it b
y t
he
end
of K
inde
rga
rte
n.
It w
ill b
e
asse
ssed
in
First
Gra
de
.
Dir
ec
tio
ns
: S
ee t
he
le
ft-h
an
d c
olu
mn
in
the
tab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay r
op
ing
.
S:
repe
at
T:
Now
sa
y r
op
ing
, w
ith
ou
t /p
/.
S:
row
ing
fie
lde
r (w
ith
out
/d/
= f
ee
ler)
sh
elv
ing
(w
itho
ut /v
/ =
sh
elli
ng
)
loa
ne
r (w
ith
ou
t /n
/ =
low
er)
fle
eting
(w
ith
out
/t/ =
fle
ein
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: M
y m
arv
elo
us m
oth
er
ma
ke
s m
e m
ilksh
ake
s.
TN Foundational Skills Page 147 of 191 Kindergarten Sounds First Volume 2
We
ek 2
1,
Da
y 2
Rh
ym
e A
cti
vit
y:
Mix
it U
p!
Skill
: E
ach
da
y th
is w
ee
k,
stu
den
ts w
ill p
ractice
a r
hym
ing s
kill
. T
oda
y’s
skill
is R
hym
e P
rod
uction
.
Dir
ec
tio
ns:
1
. S
ay t
he
rim
e (
-id).
2
. In
str
uct
stu
de
nts
to
say w
ord
s t
ha
t ha
ve
th
e s
am
e r
ime
(-b
id).
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Rim
e:
-id
: d
id, kid
, slid
, rid
, h
id, b
id, lid
or
an
y o
the
r w
ord
-rim
e o
f cho
ice.
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: d
ele
te t
he
first
sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T: S
ay p
aja
mas.
S:
pa
jam
as
T:
Sa
y it a
ga
in w
ith
ou
t p
a.
S:
jam
as
Mo
nta
na
rela
tion
inve
nto
r c
on
str
uctio
n
de
pa
rtu
re
dig
estion
ma
jestic
co
mm
itte
e
pro
vid
ed
TN Foundational Skills Page 148 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo
-sylla
ble
wo
rd. E
x:
Win
ter
to w
inne
r (s
tud
en
ts r
em
ove
the
/t/
so
und
at th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/te
r/).
E
xa
mp
le o
f p
roc
ed
ure
(fo
r re
fere
nce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay r
op
ing
.
S:
repe
at
T:
Now
sa
y r
op
ing
, w
ith
ou
t /p
/.
S:
row
ing
se
ating
(w
ith
out
/t/ =
se
ein
g)
ma
ke
r (w
itho
ut /k
/ =
ma
yo
r)
pla
nte
r (w
ith
ou
t /t
/ =
pla
nne
r)
sp
rain
ing
(w
itho
ut /n
/ =
sp
rayin
g)
late
r (w
ith
ou
t /t
/ =
laye
r)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: K
am
pla
yed
the
Ko
ra in C
am
ero
on
.
TN Foundational Skills Page 149 of 191 Kindergarten Sounds First Volume 2
We
ek 2
1,
Da
y 3
R
hy
me
Ac
tivit
y:
Mix
it
Up
!
Skill
: E
ach
da
y th
is w
ee
k,
stu
den
ts w
ill p
ractice
a r
hym
ing s
kill
. T
oda
y’s
skill
is R
hym
e R
eco
gn
itio
n.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
an
d in
str
uct
them
to
cho
ose
the
word
th
at
rhym
es w
ith th
e g
iven
wo
rd.
T
: W
hic
h w
ord
rh
ym
es w
ith
ne
st?
be
st, d
ish
S:
be
st
Rep
ea
t w
ith
wo
rds:
brin
g (
thin
g,
fold
), t
run
k (
tha
nk,
ch
un
k),
pu
sh
(ch
in,
bu
sh
), b
an
k (
tan
k, ta
lk)
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T:
sa
y M
issou
ri
S:
Mis
sou
ri
T:
sa
y it a
ga
in w
ith
ou
t M
i
S:
sso
uri
de
po
sit
se
lection
reg
ard
ed
pe
rfo
rme
r e
njo
ym
en
t re
un
ion
ca
the
dra
l to
rpe
do
em
plo
ym
ent
TN Foundational Skills Page 150 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/)
Ex
am
ple
of
pro
ce
du
re (
for
refe
ren
ce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
sa
y r
op
ing
S:
repe
at
T: n
ow
sa
y r
op
ing
, w
ith
ou
t /p
/
S:
row
ing
be
am
ing (
with
ou
t /m
/ =
be
ing
)
lase
r (w
ith
ou
t /s
/ =
laye
r)
sile
nce
(w
ith
ou
t /l/
= s
cie
nce
)
loa
fer
(w
ith
ou
t /f
/ =
low
er)
ton
ing
(w
ith
out
/n/
= t
ow
ing
)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: L
ittle
Lo
retta
lik
ed
lou
d lute
s.
TN Foundational Skills Page 151 of 191 Kindergarten Sounds First Volume 2
We
ek 2
1,
Da
y 4
Rh
ym
e A
cti
vit
y:
Mix
it U
p!
Skill
: E
ach
da
y th
is w
ee
k,
stu
den
ts w
ill p
ractice
a r
hym
ing s
kill
. T
oda
y’s
skill
is R
hym
e P
rod
uction
. D
ire
cti
on
s:
1
. S
ay t
he
rim
e (
-ap
).
2.
Instr
uct
stu
de
nts
to
say w
ord
s t
ha
t th
at h
ave
sa
me r
ime
(-n
ap
).
No
te:
Non
se
nse
wo
rds a
re a
cce
pta
ble
.
Rim
e -
ap
na
p,
sa
p, flap
, ga
p,
rap
, za
p, m
ap
, ya
p o
r a
ny o
the
r -r
ime
of
cho
ice.
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t
Skill
: d
ele
te t
he
first
sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T:
Sa
y t
err
ific
. S
: te
rrific
T
: S
ay it a
ga
in w
ith
ou
t te
r.
S:
riff
ic
rece
iver
pro
tectio
n
co
nsu
me
r c
ath
ed
ral
rem
ain
de
r s
ele
ction
me
talli
c
po
etic
mo
me
ntu
m
TN Foundational Skills Page 152 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo
-sylla
ble
wo
rd. E
x:
Win
ter
to w
inne
r (s
tud
en
ts r
em
ove
the
/t/
so
und
at th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/te
r/).
E
xa
mp
le o
f p
roc
ed
ure
(fo
r re
fere
nce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay r
op
ing
.
S:
repe
at
T:
Now
sa
y r
op
ing
, w
ith
ou
t /p
/.
S:
row
ing
no
ting
(w
ith
out
/t/ =
kno
win
g)
so
ap
ing
(w
ith
ou
t /p
/ =
so
win
g)
ne
ed
ing
(w
itho
ut /d
/ =
kn
ee
ing
)
ten
de
r (w
ith
ou
t /d
/ =
ten
or)
pa
vin
g (
with
ou
t /v
/ =
pa
yin
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: B
ig B
ob
by B
row
n b
ake
d b
ea
ns in h
is b
ig b
ad
bed
!
TN Foundational Skills Page 153 of 191 Kindergarten Sounds First Volume 2
We
ek 2
1,
Da
y 5
Rh
ym
e A
cti
vit
y:
Mix
it U
p!
Skill
: E
ach
da
y th
is w
ee
k,
stu
den
ts w
ill p
ractice
a r
hym
ing s
kill
. T
oda
y’s
skill
is R
hym
e J
udg
em
en
t.
Dir
ec
tio
ns:
1
. S
ay p
air o
f w
ord
s.
2.
Instr
uct
stu
de
nts
to
sho
w w
he
the
r o
r no
t w
ord
s r
hym
e.
(Thu
mb
s u
p o
r d
ow
n).
T:
flip
, d
rip
S:
(th
um
bs u
p)
T:
blo
ck,
blu
e
S:
(th
um
bs d
ow
n)
Wo
rds
to
us
e:
dre
am
/str
ea
m,
gla
ss/g
love,
glo
w,
blo
w
Ⓚ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s
T: S
ay r
eco
rdin
g.
S:
reco
rdin
g
T: S
ay it a
ga
in w
ith
ou
t re
.
S:
co
rdin
g
retr
ieve
r d
on
atio
n
imp
rovem
en
t re
co
rde
r c
om
ple
tely
TN Foundational Skills Page 154 of 191 Kindergarten Sounds First Volume 2
de
cid
ed
reb
elli
on
tran
sm
issio
n
att
en
dan
ce
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
ut O
ff th
e S
ound
Pa
rt 2
.
Skill
: D
ele
te th
e o
nse
t in
the
se
co
nd s
ylla
ble
of
a t
wo s
ylla
ble
word
. E
x:
Win
ter
to w
inn
er
(stu
de
nts
re
mo
ve
th
e /t/
sou
nd
at
the
b
eg
inn
ing
of
the
se
cond
sylla
ble
/te
r/).
Ex
am
ple
of
pro
ce
du
re (
for
refe
ren
ce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay r
op
ing
.
S:
repe
at
T:
Now
sa
y r
op
ing
, w
ith
ou
t /p
/.
S:
row
ing
bu
mp
er
(with
ou
t /p
/ =
bu
mm
er)
se
ttle
r (w
ith
out
/l/
= s
ette
r)
mo
tor
(with
ou
t /t
/ =
mow
er)
lake
r (w
ith
ou
t /k
/ =
laye
r)
sta
rlin
g (
with
out
/l/
= s
tarr
ing
)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: Y
ikes!
Ye
lled
ye
llow
yo
ung
ya
ks.
TN Foundational Skills Page 155 of 191 Kindergarten Sounds First Volume 2
We
ek 2
2,
Da
y 1
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
hop
.
S:
An
sw
er
(bop
, slo
p, d
rop
, m
op
, flo
p,
co
p, po
p, h
op,
top
, cro
p,
sto
p,
plo
p,
etc
)
Rep
ea
t w
ith
: h
ot, c
ob, jo
g, b
oat,
no
d, b
oo
k
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
the
first
sylla
ble
fro
m a
th
ree
-sylla
ble
no
n
co
mpo
un
d w
ord
auto
ma
tica
lly (
in le
ss th
an 2
se
co
nd
s).
A s
ho
rt “
Wh
ip A
roun
d”
asse
ssm
en
t is
pro
vid
ed
to d
ete
rmin
e th
is. It
sh
ou
ld b
e a
dm
inis
tere
d t
o s
tude
nts
th
rou
ghou
t th
e w
ee
k d
urin
g a
tim
e th
at is
co
nve
nie
nt
to p
ull
them
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay h
isto
ric.
S:
his
toric
T: S
ay it a
ga
in w
ith
ou
t h
is.
S:
toric
de
fen
siv
e
va
ca
tio
n
co
mp
ute
r to
mo
rro
w
TN Foundational Skills Page 156 of 191 Kindergarten Sounds First Volume 2
ca
rna
tio
n
pe
rsis
ten
t d
ep
art
me
nt
rem
ova
l d
ivis
ion
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Imp
ort
an
t N
ote
: E
arlie
r in
th
e c
urr
iculu
m, in
Cha
nge
the
So
un
d P
art
1,
stu
de
nts
wo
rked
with
sub
stitu
tin
g a
sin
gle
ph
on
em
e
on
se
t (e
x:
fall
to b
all)
. H
ere
th
ey a
re d
oin
g t
he
sam
e th
ing,
on
ly n
ow
th
ey a
re u
sin
g t
wo
-sylla
ble
word
s.
So,
the
y m
ust
be
ab
le to
se
gm
en
t th
e s
ylla
ble
s first,
th
en isola
te a
nd
su
bstitu
te th
e o
nset
in th
e s
ec
on
d s
ylla
ble
.
Dir
ec
tio
ns
: R
em
ind
stu
den
ts th
at th
ey h
ave
be
en
wo
rkin
g o
n ta
kin
g o
ut
a s
oun
d in
th
e m
idd
le o
f a lo
ng w
ord
to
“m
ag
ica
lly”
ma
ke a
ne
w w
ord
. E
xpla
in t
ha
t no
w, th
ey w
ill b
e C
HA
NG
ING
on
e s
ou
nd
in
the
mid
dle
of a
lo
ng
wo
rd t
o m
ake
a n
ew
word
.
1.
Sa
y t
he
sen
ten
ce
and
th
e ta
rge
ted
wo
rd.
Te
ll stu
den
ts to
re
pe
at.
2
. P
ron
ou
nce
ea
ch
sylla
ble
in t
he
wo
rd, p
lacin
g o
ne
ha
nd
, p
alm
up
, fo
r e
ach.
If y
ou
are
fa
cin
g t
he
stu
de
nts
, you
will
ne
ed
to
do
th
is w
ith
you
r righ
t h
and
first,
th
en t
he
le
ft h
and
as th
ey w
ill b
e m
irro
rin
g y
ou
. It
’s im
po
rtan
t th
at
the
y s
ee
th
e s
eq
uen
ce
o
f sylla
ble
s fro
m t
he
ir left
to
rig
ht.
3.
Pu
ll th
e p
alm
rep
rese
ntin
g th
e s
eco
nd
sylla
ble
to
ward
yo
u.
Use th
e o
the
r h
and
to
sho
w a
“sw
itch
ing
” m
otio
n (
like t
urn
ing
a
sw
itch
) o
n t
he
sid
e o
f th
at h
an
d. T
his
pro
vid
es a
vis
ua
l sh
ow
ing
tha
t you
are
sw
itch
ing
the
first
so
un
d in
the
se
co
nd
sylla
ble
. T
ell
the
stu
den
ts t
he
sou
nd
ch
an
ge
th
ey s
ho
uld
ma
ke
.
4.
Te
ll stu
den
ts to
re
pe
at th
ese s
tep
s (
2 &
3).
This
he
lps th
em
to
“se
e,”
“fe
el” A
ND
hea
r th
at
the
su
bstitu
tion
is t
akin
g p
lace
a
t th
e b
eg
inn
ing
of
the
se
co
nd
sylla
ble
.
5.
Sa
y t
he
first
sylla
ble
ag
ain
(sho
win
g it o
n a
pa
lm)
an
d th
e s
eco
nd
ne
w s
ylla
ble
(sho
win
g it o
n th
e o
the
r p
alm
). B
e s
ure
to
p
ron
ou
nce t
he
ne
w s
ylla
ble
with a
little
mo
re e
mp
ha
sis
. B
len
d th
em
to
ge
the
r b
y c
rossin
g the
han
ds o
ve
r you
r sto
ma
ch
an
d s
ayin
g th
e n
ew
word
.
6.
Te
ll stu
den
ts to
re
pe
at.
TN Foundational Skills Page 157 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st.
Pra
cti
ce
an
d m
od
el w
ith
th
e s
tud
en
ts:
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T: I
love m
ee
tin
g n
ew
frie
nd
s!
me
eting
S:
repe
at
T: /m
ee
/ (o
ne
pa
lm u
p)
/tin
g/ (s
eco
nd
pa
lm u
p)
(“sw
itch
” m
otio
n
alo
ng s
ide
of
se
co
nd
pa
lm)
cha
nge
/t/ t
o /
n/
S:
repe
at
T: /m
ee
/ (p
alm
up
), /n
ing
/ (p
alm
up
), (
cro
ss h
an
ds in
fro
nt
ove
r
sto
ma
ch
) /
mea
nin
g/
S:
rep
eat
Th
e b
oa
t is
flo
atin
g o
n th
e r
ive
r.
(cha
nge
/v/ to
/ch
/ =
ric
he
r)
Th
at
dre
ss is s
tun
nin
g!
(c
ha
nge
/n/
to /
f/ =
stu
ffin
g)
Sh
e is p
luc
kin
g d
og h
air o
ff h
er
sw
eate
r.
(cha
nge
/k/ to
/m
/ =
plu
mb
ing
) I
wan
t to
vis
it th
e o
ce
an
an
d p
lay o
n th
e b
ea
ch
.
(cha
nge
/sh/
to /
p/ =
op
en
)
To
fu
rth
er
sc
aff
old
th
is:
be
twe
en t
he
se
co
nd
and
th
ird
ste
ps a
bo
ve
, you
can
ha
ve
stu
den
ts s
ay th
e n
ew
sylla
ble
. E
x: “N
ow
/tin
g/
is /n
ing
/.”
The
n y
ou
can
ha
ve
th
em
ble
nd
the
tw
o s
ylla
ble
s to
ge
the
r to
sa
y t
he
ne
w w
ord
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: P
ete
the
pan
da
po
ked
his
pill
ow
.
TN Foundational Skills Page 158 of 191 Kindergarten Sounds First Volume 2
We
ek 2
2,
Da
y 2
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
tub
.
S:
An
sw
er
(cho
ice
of ru
b,
cu
b, h
ub
, pu
b, e
tc)
R
ep
ea
t w
ith
: g
lue
, g
um
, p
lum
, nu
t, b
un,
bu
g
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
the
first
sylla
ble
fro
m a
th
ree
-sylla
ble
no
n
co
mpo
un
d w
ord
auto
ma
tica
lly (
in le
ss th
an 2
se
co
nd
s).
A s
ho
rt a
ssessm
ent
is p
rovid
ed
to
de
term
ine t
his
. It
sho
uld
be
ad
min
iste
red in
div
idu
ally
to
stu
den
ts th
rou
gh
ou
t th
e w
ee
k d
urin
g a
tim
e th
at is
co
nve
nie
nt
to p
ull
them
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay r
ea
ction
. S
: re
actio
n
T: S
ay it a
ga
in w
ith
ou
t re
.
S:
action
gig
an
tic
No
ve
mbe
r E
gyp
tian
Wy
om
ing
TN Foundational Skills Page 159 of 191 Kindergarten Sounds First Volume 2
imag
ine
ma
tern
al
en
rollm
ent
de
vo
ted
imp
atien
t
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Imp
ort
an
t N
ote
: E
arlie
r in
th
e c
urr
iculu
m, in
Cha
nge
the
So
un
d P
art
1,
stu
de
nts
wo
rked
with
sub
stitu
tin
g a
sin
gle
ph
on
em
e
on
se
t (e
x:
fall
to b
all)
. H
ere
th
ey a
re d
oin
g t
he
sam
e th
ing,
on
ly n
ow
th
ey a
re u
sin
g t
wo
-sylla
ble
word
s.
Th
ey s
egm
ent
the
sylla
ble
s f
irst,
th
en iso
late
an
d s
ub
stitu
te t
he
on
se
t in
th
e s
ec
on
d s
ylla
ble
.
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
My f
rien
d is c
om
ing
ove
r to
pla
y to
da
y!
com
ing
S:
repe
at
T: /c
u/
(on
e p
alm
up
) /m
ing
/ (s
eco
nd
pa
lm u
p)
(“sw
itch
” m
otio
n
alo
ng s
ide
of
se
co
nd
pa
lm)
cha
nge
/m
/ to
/t/
S:
repe
at
T: /c
u/
(pa
lm u
p),
/tt
ing/
(pa
lm u
p),
(cro
ss h
and
s in
fro
nt
ove
r
sto
ma
ch
) /c
utt
ing
/
S:
rep
eat
Th
at
little b
ird
is m
akin
g a
cli
ck
ing
no
ise
. (c
ha
nge
/k/ to
/p
/ =
clip
pin
g)
My m
om
is m
ak
ing
coo
kie
s.
(cha
nge
/k/ to
/l/ =
ma
iling
) I’m
th
irsty
. I
ne
ed
a d
rin
k o
f w
ate
r.
(cha
nge
/t/ t
o /sh
/ =
wash
er)
Is
th
at
a r
ais
in in m
y c
ere
al?
(c
ha
nge
/z/ to
/v/
= r
ave
n)
TN Foundational Skills Page 160 of 191 Kindergarten Sounds First Volume 2
To
fu
rth
er
sc
aff
old
th
is:
for
stu
den
ts, b
etw
ee
n th
e s
eco
nd
an
d th
ird
ste
ps in
th
e e
xam
ple
ab
ove
you
can
ha
ve
stu
den
ts s
ay
the
ne
w s
ylla
ble
. E
x: “N
ow
/m
ing
/ is
/tin
g/.
” T
he
n y
ou
ca
n h
ave t
hem
ble
nd
th
e t
wo s
ylla
ble
s t
og
eth
er
to s
ay th
e n
ew
word
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: S
he
ila s
how
ed
sho
rtcu
ts to
Sh
arm
in.
TN Foundational Skills Page 161 of 191 Kindergarten Sounds First Volume 2
We
ek 2
2,
Da
y 3
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
bed
.
S:
An
sw
er
(fed
, re
d,
fed
, p
led
, h
ead
, w
ed
, she
d,
sle
d e
tc)
R
ep
ea
t w
ith
: w
et,
te
n, sh
ee
t, b
est,
de
ep
, b
ell
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
the
first
sylla
ble
fro
m a
th
ree
-sylla
ble
no
n
co
mpo
un
d w
ord
auto
ma
tica
lly (
in le
ss th
an 2
se
co
nd
s).
A s
ho
rt a
ssessm
ent
is p
rovid
ed
to
de
term
ine t
his
. It
sho
uld
be
ad
min
iste
red in
div
idu
ally
to
stu
den
ts th
rou
gh
ou
t th
e w
ee
k d
urin
g a
tim
e th
at is
co
nve
nie
nt
to p
ull
them
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T:
sa
y d
ige
stion
. S
: d
ige
stio
n
T:
sa
y it a
ga
in w
ith
ou
t d
i.
S:
ge
stio
n
va
nill
a
pe
rmis
sio
n
imp
ressio
n
be
ha
vio
r
TN Foundational Skills Page 162 of 191 Kindergarten Sounds First Volume 2
tran
sis
tor
pro
fesso
r ig
nitio
n
de
ve
lop
su
btr
actio
n
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: m
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Th
e d
og is p
ullin
g o
n h
er
lea
sh
. p
ulli
ng
S:
repe
at
T: /p
u/
(one
pa
lm u
p)
/llin
g/
(secon
d p
alm
up
) (“
sw
itch
” m
otio
n
alo
ng s
ide
of
se
co
nd
pa
lm)
cha
nge
/l/ to
/sh
/
S:
repe
at
T: /p
u/
(pa
lm u
p),
/sh
ing
/ (p
alm
up
), (
cro
ss h
an
ds in
fro
nt o
ve
r
sto
ma
ch
) /p
ush
ing
/
S:
rep
eat
Wh
at
is tha
t n
ois
e c
om
ing
ou
t of
the
sp
ea
ke
r?
(cha
nge
/k/ to
/d
/ =
spee
de
r)
We
sa
w a
tig
er
at th
e z
oo
.
(cha
nge
/g/
to /m
/ =
tim
er)
M
y s
iste
r is
se
ve
n y
ears
old
. (c
ha
nge
/v/ to
/sh
/ =
sessio
n)
So
me
tim
es m
y m
om
lets
me
drin
k s
od
a.
(cha
nge
/d/
to /
f/ =
so
fa)
To
fu
rthe
r sca
ffo
ld th
is fo
r stu
de
nts
, be
twe
en
th
e s
eco
nd a
nd
th
ird
ste
ps in
th
e e
xam
ple
abo
ve
you
can
ha
ve
stu
de
nts
sa
y t
he
ne
w s
ylla
ble
. E
x:
“No
w /
ling
/ is
/sh
ing/.
” T
hen
yo
u c
an
ha
ve
th
em
ble
nd
th
e t
wo
sylla
ble
s tog
eth
er
to s
ay th
e n
ew
word
.
TN Foundational Skills Page 163 of 191 Kindergarten Sounds First Volume 2
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: N
elli
e th
e N
ew
t kn
ew
no
thin
g n
ew
.
TN Foundational Skills Page 164 of 191 Kindergarten Sounds First Volume 2
We
ek 2
2,
Da
y 4
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
dip
.
S:
An
sw
er
(sip
, slip
, d
rip
, g
lip, b
ip, tr
ip,
rip
, lip
, w
hip
, flip
etc
)
Rep
ea
t w
ith
: d
ig, g
rin
, sp
lit,
him
, w
in,
sin
k
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
the
first
sylla
ble
fro
m a
th
ree
-sylla
ble
no
n
co
mpo
un
d w
ord
auto
ma
tica
lly (
in le
ss th
an 2
se
co
nd
s).
A s
ho
rt a
ssessm
ent
is p
rovid
ed
to
de
term
ine t
his
. It
sho
uld
be
ad
min
iste
red in
div
idu
ally
to
stu
den
ts th
rou
gh
ou
t th
e w
ee
k d
urin
g a
tim
e th
at is
co
nve
nie
nt
to p
ull
them
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay s
uc
ce
ssfu
l.
S:
su
cce
ssfu
l T
: S
ay it a
ga
in w
ith
ou
t s
uc
. S
: ce
ssfu
l
att
en
tio
n
pe
rfo
rma
nce
forg
etf
ul
igu
an
a
TN Foundational Skills Page 165 of 191 Kindergarten Sounds First Volume 2
Inve
ntion
co
nd
itio
n
eq
ua
tio
n
recita
l c
on
sid
er
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: su
bstitu
te th
e o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex:
Me
eting
to
me
an
ing
(stu
den
ts c
ha
ng
e /t/
to /
n/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Th
is b
oo
k I
’m r
ea
din
g is r
ea
lly g
rea
t!
read
ing
S:
repe
at
T: /r
ea
/ (o
ne
pa
lm u
p)
/din
g/
(seco
nd
pa
lm u
p)
(“sw
itch
” m
otio
n
alo
ng s
ide
of
se
co
nd
pa
lm)
cha
nge
/d/
to /
ch/
S:
repe
at
T: /r
ea
/ (p
alm
up
), /ch
ing
/ (p
alm
up
), (
cro
ss h
an
ds in
fro
nt
ove
r
sto
ma
ch
) /r
ea
ch
ing
/
S:
rep
eat
It’s
co
ld in h
ere
! D
id y
ou
se
e m
e s
hiv
er?
(c
ha
nge
/v/ to
/m
/ =
sh
imm
er)
I
used
a r
ule
r to
mea
su
re t
he
tab
le.
(cha
nge
/l/ to
/m
/ =
rum
or)
M
y m
om
an
d I w
ill g
o r
un
nin
g t
his
afte
rnoo
n.
(cha
nge
/n/
to /
sh
/ =
rush
ing
) I
love
mix
ing
up
th
e c
oo
kie
do
ug
h!
(cha
nge
/ks/ to
/s/
= m
issin
g)
To
fu
rth
er
sc
aff
old
th
is:
be
twee
n th
e s
eco
nd
and
th
ird
ste
ps in
th
e e
xam
ple
abo
ve
yo
u c
an
ha
ve
stu
de
nts
sa
y th
e n
ew
sylla
ble
. E
x: “N
ow
/d
ing
/ is
/ch
ing
/.”
Th
en y
ou c
an
ha
ve t
he
m b
lend
th
e t
wo s
ylla
ble
s to
ge
the
r to
sa
y t
he
ne
w w
ord
.
TN Foundational Skills Page 166 of 191 Kindergarten Sounds First Volume 2
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: T
err
y T
ea
lea
f ta
ke
s te
a to
his
ta
ble
.
TN Foundational Skills Page 167 of 191 Kindergarten Sounds First Volume 2
We
ek 2
2,
Da
y 5
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
bad
. S
: A
nsw
er
(fad
, la
d,
tad
, ra
d, m
ad
, d
ad
, p
laid
, e
tc)
R
ep
ea
t w
ith
: a
m, p
an
, b
ag,
lack,
rash
, ta
nk
Ⓜ
M
an
ipu
lati
ng
Sy
lla
ble
s A
cti
vit
y:
Pu
t th
e B
ea
t (S
ylla
ble
) in
You
r P
ocke
t.
Skill
: D
ele
te th
e first sylla
ble
fro
m a
3-s
ylla
ble
no
n c
om
pou
nd w
ord
.
Imp
ort
an
t N
ote
: B
y t
he
Ma
ste
rin
g s
tag
e, m
ost
stu
de
nts
sh
ou
ld b
e d
ele
ting
the
first
sylla
ble
fro
m a
th
ree
-sylla
ble
no
n
co
mpo
un
d w
ord
auto
ma
tica
lly (
in le
ss th
an 2
se
co
nd
s).
A s
ho
rt a
ssessm
ent
is p
rovid
ed
to
de
term
ine t
his
. It
sho
uld
be
ad
min
iste
red in
div
idu
ally
to
stu
den
ts th
rou
gh
ou
t th
e w
ee
k d
urin
g a
tim
e th
at is
co
nve
nie
nt
to p
ull
them
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re w
ith
th
is lis
t o
f w
ord
s:
T: S
ay ita
lic.
S:
ita
lic
T: S
ay it a
ga
in w
ith
ou
t i.
S
: ta
lic
de
cis
ion
fla
min
go
co
mp
an
ion
tre
men
dou
s
TN Foundational Skills Page 168 of 191 Kindergarten Sounds First Volume 2
co
mp
lete
ly
Oly
mp
ic
de
mo
lish
um
bre
lla
ele
ve
n
Ⓔ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: su
bstitu
te th
e o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex:
Me
eting
to
me
an
ing
(stu
den
ts c
ha
ng
e /t/
to /
n/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e s
en
ten
ce
s:
T:
Th
e r
ab
bit is b
ea
tin
g t
he
fo
x in
th
e r
ace
! b
ea
ting
S:
repe
at
T: /b
ea
/ (o
ne
pa
lm u
p)
/tin
g/
(seco
nd
pa
lm u
p)
(“sw
itch
” m
otio
n
alo
ng
sid
e o
f se
co
nd p
alm
) cha
nge
/t/ t
o /
m/
S:
repe
at
T: /b
ea
/ (p
alm
up
), /
min
g/
(pa
lm u
p),
(cro
ss h
an
ds in
fro
nt
ove
r
sto
ma
ch
) /b
ea
min
g/
S:
rep
eat
Th
e s
un
is o
ut.
No
w I a
m w
arm
ing
up
.
(cha
nge
/m
/ to
/p
/ =
warp
ing
) T
ha
t te
ac
he
r lo
ve
s to
re
ad
bo
oks.
(c
ha
nge
/ch/
to /
z/
= t
ea
se
r)
I th
ink m
y s
iste
r is
tri
ck
ing
me
! (c
ha
nge
/k/ to
/p
/ =
tripp
ing
) M
y little
bro
the
r lik
es w
alk
ing
in t
he
pa
rk.
(cha
nge
/k/ to
/sh
/ =
wa
sh
ing
)
To
fu
rth
er
sc
aff
old
th
is:
be
twe
en t
he
se
co
nd
and
th
ird
ste
ps in
th
e e
xam
ple
abo
ve
yo
u c
an
ha
ve
stu
de
nts
sa
y th
e n
ew
sylla
ble
. E
x: “N
ow
/ting/
is /m
ing
/.”
Th
en
yo
u c
an
ha
ve
th
em
ble
nd
the
tw
o s
ylla
ble
s t
og
eth
er
to s
ay th
e n
ew
word
.
TN Foundational Skills Page 169 of 191 Kindergarten Sounds First Volume 2
Allit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: E
arn
est
Earl t
he
ele
pha
nt e
ats
eve
ry d
ay.
TN Foundational Skills Page 170 of 191 Kindergarten Sounds First Volume 2
We
ek 2
3,
Da
y 1
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
th
row
. S
: A
nsw
er
(gro
w,
sn
ow
, lo
w, cro
w,
bo
w, so
w,
toe,
flo
w e
tc.)
R
ep
ea
t w
ith
: d
oo
r, flo
od
, b
one
s,
so
ap
, co
at,
ho
me
Ma
nip
ula
tin
g S
ylla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
●
Dele
te o
ne
sylla
ble
in a
tw
o-s
ylla
ble
co
mp
oun
d w
ord
.
●
Dele
te o
ne
sylla
ble
in a
tw
o-s
ylla
ble
no
n c
om
po
un
d w
ord
. ●
D
ele
te o
ne
sylla
ble
in a
th
ree
-sylla
ble
com
pou
nd
wo
rd.
●
Dele
te th
e first sylla
ble
fro
m a
th
ree
-sylla
ble
no
n c
om
po
un
d w
ord
.
Im
po
rtan
t N
ote
: S
tude
nts
ha
ve m
ove
d t
hro
ug
h th
e E
xp
erie
ncin
g, K
no
win
g, a
nd
Ma
ste
rin
g s
tage
s f
or
the
skill
s n
am
ed a
bo
ve
. T
he
la
st tw
o w
ee
ks a
re M
ix it U
p!
wee
ks. E
ach
da
y,
you
will
lea
d s
tud
en
ts t
hro
ug
h q
uic
k e
xe
rcis
es t
hat
con
tain
a m
ix o
f th
ose
skill
s.
D
ire
cti
on
s:
Re
min
d s
tud
en
ts th
at th
ey h
ave
le
arn
ed
ho
w to
le
ave o
ff b
ea
ts in w
ord
s.
Exp
lain
th
at
the
y w
ill n
eed
to lis
ten
TN Foundational Skills Page 171 of 191 Kindergarten Sounds First Volume 2
ca
refu
lly b
eca
use
it’s t
ime
to
“M
ix it U
p!
1
. In
vite
stu
de
nts
to
mim
e c
rad
ling a
bo
wl w
ith
on
e h
and
an
d “
mix
ing
up
” th
e c
on
ten
ts o
f th
e b
ow
l w
ith
the
oth
er.
2
. R
ecite
the
fo
llow
ing
pro
mpt
rhyth
mic
ally
an
d w
ith
exp
ressio
n,
while
stu
den
ts m
ime
mix
ing
: “M
ix it u
p,
Mix
it
Up. L
iste
n
ca
refu
lly.
We
’ll s
ay w
ord
s t
o th
e b
ea
t a
nd t
hen w
e’ll
pu
ll a
pa
rt o
ff.”
3
. Y
ou
ca
n r
eh
ea
rse
th
is p
rom
pt
with
th
e s
tude
nts
and
in
vite t
he
m to
jo
in in
. F
ee
l fr
ee
to m
ake
th
is y
ou
r o
wn b
y a
dd
ing
d
iffe
rent m
ovem
en
ts o
r p
art
s to
th
e c
ha
nt, s
o th
at
stu
de
nts
un
de
rsta
nd
the
y w
ill b
e “
mix
ing
it u
p”
tod
ay.
4.
Te
ll th
e s
tude
nts
to
say a
wo
rd. E
x:
Sa
y u
nde
rsta
nd.
5.
Th
en
pro
mpt
for
the
dele
tion
. E
x:
Now
sa
y u
nd
ers
tand
witho
ut
sta
nd.
Pro
mp
ts t
o u
se
:
1.
Sa
y r
ain
fall.
N
ow
sa
y r
ain
fall
with
out
/fa
ll/.
2.
Sa
y a
nyo
ne
.
N
ow
sa
y a
nyo
ne
witho
ut
/one
/.
3.
Sa
y im
pro
ve
me
nt.
N
ow
sa
y im
pro
ve
men
t w
ith
ou
t /im
/.
4.
Sa
y s
om
ew
he
re.
Now
sa
y s
om
ew
he
re w
ith
ou
t /s
om
e/.
5
. S
ay in
vite
.
N
ow
sa
y in
vite
with
out /v
ite
/.
6.
Sa
y o
ve
rtim
e.
N
ow
sa
y o
ve
rtim
e w
itho
ut /o
ve
r/.
7.
Sa
y w
ee
ke
nd.
N
ow
sa
y w
ee
ken
d w
ith
out
/we
ek/.
8
. S
ay m
ag
icia
n.
Now
sa
y m
ag
icia
n w
ith
out
/ma
/.
9.
Sa
y s
ea
we
ed.
N
ow
sa
y s
ea
wee
d w
ith
out
/we
ed
/.
10
. S
ay e
nd
ing
.
Now
sa
y e
nd
ing
with
out
/din
g/.
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Imp
ort
an
t N
ote
: T
he
re is o
ne
wee
k o
f le
sson
s in
th
e K
no
win
g s
tage
fo
r th
is s
kill
. T
he
wo
rds a
re n
o lon
ge
r em
bed
ded
in
se
nte
nce
s a
nd s
tud
ents
pro
vid
e th
e n
ew
wo
rd in
de
pen
den
tly.
Th
is is m
ea
nt to
pro
vid
e r
epe
ate
d p
ractice
to
ward
s t
he
goa
l o
f a
uto
maticity.
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
TN Foundational Skills Page 172 of 191 Kindergarten Sounds First Volume 2
Do
th
is o
ne
fir
st.
Pra
cti
ce
as
ne
ed
ed
: R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
Wak
ing
is th
e w
ord
.
S:
repe
at
T: /w
a/
(on
e p
alm
up
) /k
ing
/ (s
econ
d p
alm
up
) ch
ang
e /k/
to /
t/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/wa
i/ /
ting
/, w
aitin
g!
clo
thin
g (
ch
ang
e /th
/ to
/k/
= c
loa
kin
g)
rob
be
r (c
ha
nge
/b
/ to
/k/
= r
ocke
r)
ow
ne
r (c
han
ge /
n/ to
/v/
= o
ve
r)
sh
ockin
g (
cha
ng
e /k/
to /
p/ =
sh
op
pin
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: B
ig b
row
n b
ea
rs b
orr
ow
ed
blu
e b
ug
les.
TN Foundational Skills Page 173 of 191 Kindergarten Sounds First Volume 2
We
ek 2
3,
Da
y 2
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
blu
e.
S:
An
sw
er
(tru
e,
fle
w, h
ue
, su
e,
cre
w,
kne
w, e
tc.)
R
ep
ea
t w
ith
: ru
de
, flu
te,
cub
e,
rule
, che
w, ju
ice
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
Dir
ec
tio
ns
: R
em
ind
stu
den
ts th
at th
ey h
ave
le
arn
ed
ho
w to
le
ave o
ff a
sylla
ble
(b
ea
t) in
a w
ord
. E
xp
lain
tha
t th
ey w
ill n
ee
d to
lis
ten
ca
refu
lly b
eca
use
it’s t
ime
to “
Mix
it U
p!”
“M
ix it u
p,
Mix
it U
p. Lis
ten
ca
refu
lly.
We
’ll s
ay w
ord
s t
o th
e b
ea
t a
nd
the
n w
e’ll
p
ull
a p
art
off
.”
1.
Sa
y s
ub
ject.
N
ow
sa
y s
ub
ject
withou
t /je
ct/.
2
. S
ay e
ve
ryw
he
re.
N
ow
sa
y e
ve
ryw
he
re w
ith
ou
t /w
he
re/.
3.
Sa
y c
rea
tive
.
N
ow
sa
y c
reative
witho
ut
/cre
/.
4.
Sa
y b
ackb
on
e.
N
ow
sa
y b
ackb
on
e w
ith
ou
t /b
on
e/.
5
. S
ay t
axic
ab
.
N
ow
sa
y ta
xic
ab
withou
t /c
ab
/.
6.
Sa
y e
xp
lore
.
N
ow
sa
y e
xp
lore
with
ou
t /p
lore
/.
7.
Sa
y z
igzag
.
N
ow
sa
y z
igzag
with
out
/zig
/.
8.
Sa
y b
lue
be
rry.
N
ow
sa
y b
lue
be
rry w
ith
ou
t /b
lue
/.
9.
Sa
y f
lash
ligh
t.
Now
sa
y f
lash
ligh
t w
itho
ut
/lig
ht/
. 1
0.
Sa
y c
om
ple
tely
.
Now
sa
y c
om
ple
tely
with
out
/co
m/.
TN Foundational Skills Page 174 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
Bu
nn
y is th
e w
ord
.
S:
repe
at
T: /b
u/
(one
pa
lm u
p)
/nn
y/
(seco
nd p
alm
up
) ch
ang
e /n
/ to
/z/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/bu
/ /z
zy/,
bu
zzy!
wed
din
g (
ch
an
ge
/d
/ to
/b
/ =
web
bin
g)
litte
r (c
ha
nge
/t/
to
/v/
= liv
er)
rub
bin
g (
ch
ang
e /b
/ to
/n
/ =
ru
nn
ing
)
waite
r (c
ha
ng
e /t/
to
/v/ =
wave
r)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: C
rispy C
racke
rs m
ad
e th
e c
roco
dile
s c
rab
by.
TN Foundational Skills Page 175 of 191 Kindergarten Sounds First Volume 2
We
ek 2
3,
Da
y 3
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
bea
m.
S:
An
sw
er
(seam
, d
ream
, cre
am
, te
am
, e
tc)
R
ep
ea
t w
ith
: se
e,
lea
k,
feed
, re
ach
, le
ast, b
ea
t
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
Dir
ec
tio
ns
: R
em
ind
stu
den
ts th
at th
ey h
ave
le
arn
ed
ho
w to
le
ave o
ff a
sylla
ble
(b
ea
t) in
a w
ord
. E
xp
lain
tha
t th
ey w
ill n
ee
d to
lis
ten
ca
refu
lly b
eca
use
it’s t
ime
to “
Mix
it U
p!”
“M
ix it u
p,
Mix
it U
p. Lis
ten
ca
refu
lly.
We
’ll s
ay w
ord
s t
o t
he b
ea
t a
nd
the
n w
e’ll
p
ull
a p
art
off
.”
1.
Sa
y o
nto
.
N
ow
sa
y o
nto
with
out /t
o/.
2
. S
ay f
resh
wa
ter.
N
ow
sa
y f
resh
wate
r w
ith
ou
t /f
resh/.
3
. S
ay p
oste
r.
N
ow
sa
y p
oste
r w
ithou
t /p
ōs/.
4.
Sa
y t
urn
ip.
N
ow
sa
y tu
rnip
witho
ut
/tu
r/.
5.
Sa
y d
ecid
ed.
Now
sa
y d
ecid
ed w
ith
ou
t /d
e/.
6.
Sa
y g
ran
dfa
the
r.
N
ow
sa
y g
ran
dfa
the
r w
ith
ou
t /g
rand
/.
7.
Sa
y d
olp
hin
.
N
ow
sa
y d
olp
hin
with
ou
t /p
hin
/.
8.
Sa
y c
ontin
ue
.
N
ow
sa
y c
on
tin
ue
witho
ut
/co
n/.
9.
Sa
y w
ork
shop
.
N
ow
sa
y w
ork
sho
p w
ith
ou
t /s
ho
p/.
1
0.
Sa
y fo
rgo
tte
n.
N
ow
sa
y fo
rgo
tte
n w
ith
ou
t /f
or/
.
TN Foundational Skills Page 176 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: O
wn
er
is th
e w
ord
.
S:
repe
at
T: /o
w/
(on
e p
alm
up
) /n
er/
(secon
d p
alm
up
) ch
ang
e /n
/ to
/v/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/ow
/ /v
er/
, o
ve
r!
up
pe
r (c
ha
ng
e /p
/ to
/sh
/ =
ushe
r)
wis
hin
g (
ch
an
ge /
sh
/ to
/n
/ =
win
nin
g)
su
ppe
r (c
ha
ng
e /p
/ to
/m
/ =
sum
me
r)
sto
ckin
g (
cha
ng
e /
k/
to /
p/
= s
top
pin
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: D
ripp
ing
dro
ps o
f d
rizzle
dra
ine
d s
low
ly.
TN Foundational Skills Page 177 of 191 Kindergarten Sounds First Volume 2
We
ek 2
3,
Da
y 4
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
my.
S:
An
sw
er
(fly
, b
y,
cry
, d
ye
, p
ly, fr
y, w
hy,
etc
.)
Rep
ea
t w
ith
: n
igh
t, s
hin
e, d
ive,
rip
e,
pik
e,
nin
e
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
Dir
ec
tio
ns
: R
em
ind
stu
den
ts th
at th
ey h
ave
le
arn
ed
ho
w to
le
ave o
ff a
sylla
ble
(b
ea
t) in
a w
ord
. E
xp
lain
tha
t th
ey w
ill n
ee
d to
lis
ten
ca
refu
lly b
eca
use
it’s t
ime
to “
Mix
it U
p!”
“M
ix it u
p,
Mix
it U
p. Lis
ten
ca
refu
lly.
We
’ll s
ay w
ord
s t
o th
e b
ea
t a
nd
the
n w
e’ll
p
ull
a p
art
off
.”
1.
Sa
y ju
mp
er.
N
ow
sa
y ju
mpe
r w
ith
ou
t /p
er/
.
2.
Sa
y w
ind
sh
ield
.
N
ow
sa
y w
ind
sh
ield
with
ou
t /s
hie
ld/.
3
. S
ay f
org
otte
n.
Now
sa
y f
org
otte
n w
itho
ut
/fo
r/.
4.
Sa
y b
utt
erc
up
.
N
ow
sa
y b
utt
erc
up
with
ou
t /c
up
/.
5.
Sa
y o
ffic
ial.
Now
sa
y o
ffic
ial w
ith
out
/o/.
6.
Sa
y c
are
less.
No
w s
ay c
are
less w
ith
ou
t /le
ss/.
7
. S
ay b
ulld
oze
r.
N
ow
sa
y b
ulld
oze
r w
ithou
t /b
ull/
. 8
. S
ay c
ha
rmin
g.
No
w s
ay c
ha
rmin
g w
ith
ou
t /c
ha
r/.
9
. S
ay t
oo
thp
ick.
N
ow
sa
y to
oth
pic
k w
ith
ou
t /p
ick/.
10
. S
ay to
mo
rro
w.
N
ow
sa
y t
om
orr
ow
witho
ut
/to
/.
TN Foundational Skills Page 178 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: su
bstitu
te th
e o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o s
ylla
ble
word
. E
x:
me
eting
to
me
an
ing
(stu
den
ts c
ha
ng
e /t/
to /
n/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/)
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T:
Fis
hin
g is th
e w
ord
.
S:
repe
at
T: /f
i/ (
one
pa
lm u
p)
/sh
ing
/ (s
eco
nd
pa
lm u
p)
ch
ang
e /sh
/ to
/t/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/fi/ /
ting
/, fitting!
rub
bin
g (
ch
ang
e /b
/ to
/sh
/ =
ru
sh
ing
)
diffe
r (c
han
ge /
f/ t
o /m
/ =
dim
me
r)
no
thin
g (
cha
nge
/th
/ to
/m
/ =
num
bin
g)
co
ating
(ch
an
ge /
t/ to
/m
/ =
com
bin
g)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: C
ha
rma
ine
ch
ew
ed c
hun
ks o
f ch
ee
se
.
TN Foundational Skills Page 179 of 191 Kindergarten Sounds First Volume 2
We
ek 2
3,
Da
y 5
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
da
y.
S:
An
sw
er
(ma
y,
sta
y, g
rey,
wa
y, p
ay, la
y,
say,
etc
.)
Rep
ea
t w
ith
: p
late
, sam
e, n
ail,
fla
me
, ca
pe
, b
ake
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
Dir
ec
tio
ns
: R
em
ind
stu
den
ts th
at th
ey h
ave
le
arn
ed
ho
w to
le
ave o
ff a
sylla
ble
(b
ea
t) in
a w
ord
. E
xp
lain
tha
t th
ey w
ill n
ee
d to
lis
ten
ca
refu
lly b
eca
use
it’s t
ime
to “
Mix
it U
p!”
“M
ix it u
p,
Mix
it U
p. Lis
ten
ca
refu
lly.
We
’ll s
ay w
ord
s t
o th
e b
ea
t a
nd
the
n w
e’ll
p
ull
a p
art
off
.”
1.
Sa
y g
ard
en.
Now
sa
y g
ard
en w
ith
ou
t /g
ar/
.
2.
Sa
y u
mb
rella
.
N
ow
sa
y u
mb
rella
witho
ut
/um
/.
3.
Sa
y r
escue
.
Now
sa
y r
escue
with
ou
t /r
es/.
4.
Sa
y t
err
ific
.
N
ow
sa
y t
err
ific
with
out
/te
rr/.
5
. S
ay w
hirlp
oo
l.
Now
sa
y w
hirlp
oo
l w
itho
ut
/wh
irl/.
6.
Sa
y w
ate
rwa
y.
N
ow
sa
y w
ate
rwa
y w
ith
ou
t /w
ay/.
7.
Sa
y e
xp
lore
.
No
w s
ay e
xp
lore
witho
ut /p
lore
/.
8.
Sa
y v
an
illa
.
No
w s
ay v
an
illa w
ith
ou
t /v
a/.
9
. S
ay s
kyro
cke
t.
No
w s
ay s
kyro
cket
with
ou
t /s
ky/.
1
0.
Sa
y a
irp
lan
e.
N
ow
sa
y a
irp
lan
e w
itho
ut
/pla
ne
/.
TN Foundational Skills Page 180 of 191 Kindergarten Sounds First Volume 2
Ⓚ
M
an
ipu
lati
ng
Ph
on
em
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: su
bstitu
te th
e o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex:
Me
eting
to
me
an
ing
(stu
den
ts c
ha
ng
e /t/
to /
n/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Do
th
is o
ne
fir
st.
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: Q
uic
ke
r is
th
e w
ord
.
S:
repe
at
T: /q
ui/ (
on
e p
alm
up
) /c
ke
r/ (
seco
nd
pa
lm u
p)
ch
ang
e /k/
to /
t/
Now
wh
at’s t
he
ne
w w
ord
?
S:
/qu
i/ /te
r/, q
uitte
r!
slip
pe
r (
chan
ge /
p/ to
/th
/ =
slit
he
r)
sh
opp
er
(ch
an
ge /
p/ to
/k/
= s
ho
cke
r)
cu
ttin
g (
ch
ang
e /t/
to
/m
/ =
com
ing
)
glit
ter
(cha
ng
e /t/
to
/m
/ =
glim
me
r)
Use t
he s
ca
ffo
ldin
g f
rom
th
e E
xp
erie
ncin
g s
tag
e a
s n
ee
ded
.
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: Ig
gy Ig
ua
na
igno
res I
talia
n ig
loo
s.
TN Foundational Skills Page 181 of 191 Kindergarten Sounds First Volume 2
We
ek 2
4,
Da
y 1
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
scro
ll.
S:
An
sw
er
(tro
ll, c
oa
l, b
ow
l, s
tole
, to
ll, m
ole
, e
tc.)
R
ep
ea
t w
ith
: so
ng,
sho
ck,
clo
ud
, g
loom
, so
on
, flo
wer
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
1.
Sa
y o
ve
rtim
e.
N
ow
sa
y o
ve
rtim
e w
itho
ut
/tim
e/.
2
. S
ay s
unb
urn
.
N
ow
sa
y s
un
bu
rn w
ith
out
/bu
rn/.
3
. S
ay m
usic
ian
.
Now
sa
y m
usic
ian
witho
ut
/mu/.
4
. S
ay f
lycatc
he
r.
N
ow
sa
y f
lycatc
he
r w
ith
ou
t /f
ly/.
5
. S
ay d
rift
woo
d.
N
ow
sa
y d
rift
woo
d w
ith
ou
t /d
rift/.
6.
Sa
y w
ate
rfa
ll.
N
ow
sa
y w
ate
rfa
ll w
itho
ut
/fa
ll/.
7.
Sa
y s
ka
teb
oa
rd.
N
ow
sa
y s
ka
teb
oa
rd w
ith
ou
t /s
ka
te/.
8
. S
ay inven
tio
n.
Now
sa
y in
ven
tio
n w
itho
ut
/in
/.
9.
Sa
y s
ard
ine
.
N
ow
sa
y s
ard
ine
with
ou
t /s
ar/
.
10
. S
ay c
arn
ation
.
Now
sa
y c
arn
atio
n w
ith
ou
t /c
ar/
.
TN Foundational Skills Page 182 of 191 Kindergarten Sounds First Volume 2
Ⓚ
Ma
nip
ula
tin
g P
ho
nem
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Dir
ec
tio
ns
: S
ee t
he
le
ft h
an
d c
olu
mn in th
e t
ab
le b
elo
w f
or
the
pro
ced
ure
.
Do
th
is o
ne
fir
st:
R
ep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay d
inn
er.
S:
repe
at
T:
Now
sa
y d
inn
er,
but
ch
an
ge /
n/ to
/p
/.
S:
dip
pe
r
fixin
g
(chan
ge
/ks/ to
/t/
= fitting
)
bite
r (c
han
ge
/t/
to
/k/ =
bik
er)
rea
ch
ing (
ch
ang
e /ch
/ to
/d
/ =
re
ad
ing
)
sca
tte
r (c
ha
nge
/t/ t
o /
n/
= s
ca
nne
r)
pa
tien
t (c
han
ge
/sh/
to /m
/ =
pa
ym
ent)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: T
hirte
en t
hin
th
istles t
ha
nked
Thad
deu
s.
TN Foundational Skills Page 183 of 191 Kindergarten Sounds First Volume 2
We
ek 2
4,
Da
y 2
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll
stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
sp
rin
kle
. S
: A
nsw
er
(wrin
kle
, tinkle
, tw
inkle
, e
tc.)
R
ep
ea
t w
ith
: tw
irl, s
quis
h,
str
ing
, b
rig
ht, s
lime,
whis
pe
r
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
1.
Sa
y c
arp
et.
N
ow
sa
y c
arp
et
witho
ut
/pet/
.
2.
Sa
y b
eg
inne
r.
N
ow
sa
y b
eg
inne
r w
itho
ut
/be
/.
3.
Sa
y n
ine
tee
n.
N
ow
sa
y n
ine
tee
n w
itho
ut
/nin
e/.
4
. S
ay b
um
ble
bee
. N
ow
sa
y b
um
ble
bee
with
ou
t /b
ee
/.
5.
Sa
y im
po
rtan
t.
N
ow
sa
y im
po
rtan
t w
ith
ou
t /im
/.
6.
Sa
y b
an
jo.
Now
sa
y b
an
jo w
itho
ut /jo/.
7
. S
ay u
nd
erg
row
th.
N
ow
sa
y u
nd
erg
row
th w
ith
ou
t /g
row
th/.
8
. S
ay im
pre
ssio
n.
N
ow
sa
y im
pre
ssio
n w
ith
out
/im
/.
9.
Sa
y n
ew
bo
rn.
N
ow
sa
y n
ew
bo
rn w
itho
ut
/bo
rn/.
1
0.
Sa
y ta
ble
sp
oon
. N
ow
sa
y t
ab
lespo
on w
ith
out
/sp
oon
/.
TN Foundational Skills Page 184 of 191 Kindergarten Sounds First Volume 2
Ⓚ
Ma
nip
ula
tin
g P
ho
nem
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: su
bstitu
te th
e o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex:
Me
eting
to
me
an
ing
(stu
den
ts c
ha
ng
e /t/
to /
n/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Ex
am
ple
of
Pro
ce
du
re (
for
refe
ren
ce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay d
inn
er.
S:
repe
at
T:
Now
sa
y d
inn
er,
but
ch
an
ge /
n/ to
/p
/.
S:
dip
pe
r
run
ne
r (c
ha
nge
/n
/ to
/b
/ =
ru
bbe
r)
qu
icker
(chan
ge /
k/
to /v/
= q
uiv
er)
sh
imm
er
(chan
ge /m
/ to
/v/
= s
hiv
er)
hu
gg
er
(ch
an
ge /
g/ to
/m
/ =
hu
mm
er)
lett
er
(ch
an
ge /
t/ t
o /v/ =
leve
r)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: S
lipp
ery
sea
ls s
lid s
oft
ly s
ea
ward
.
TN Foundational Skills Page 185 of 191 Kindergarten Sounds First Volume 2
We
ek 2
4,
Da
y 3
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
sp
read
. S
: A
nsw
er
(bre
ad, th
rea
d,
led
, fe
d, fle
d,
etc
.)
Rep
ea
t w
ith
: g
ree
n,
scre
ech
, fr
ee
, sle
eve
, sq
uea
l, p
led
ge
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
1.
Sa
y h
ors
esh
oe
.
No
w s
ay h
ors
esho
e w
itho
ut
/sh
oe
/.
2.
Sa
y f
oo
tste
p.
No
w s
ay fo
ots
tep
witho
ut
/foo
t/.
3
. S
ay g
iga
ntic.
No
w s
ay g
iga
ntic w
ith
out
/gi/.
4.
Sa
y le
fto
ve
r.
N
ow
sa
y le
fto
ve
r w
itho
ut /left
/.
5.
Sa
y p
erh
ap
s.
Now
sa
y p
erh
ap
s w
ith
out /a
ps/.
6.
Sa
y s
ente
nce
.
N
ow
sa
y s
ente
nce
witho
ut
/se
n/.
7.
Sa
y c
and
lestick.
No
w s
ay c
an
dle
stick w
ith
ou
t /s
tick/.
8
. S
ay p
erf
ection
.
No
w s
ay p
erf
ection
witho
ut
/pe
r/.
9
. S
ay n
igh
tma
re.
N
ow
sa
y n
igh
tma
re w
itho
ut
/ma
re/.
10
. S
ay f
ireh
ou
se
.
No
w s
ay f
ire
ho
use
with
ou
t /h
ou
se
/.
TN Foundational Skills Page 186 of 191 Kindergarten Sounds First Volume 2
Ⓚ
Ma
nip
ula
tin
g P
ho
nem
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Ex
am
ple
of
Pro
ce
du
re (
for
refe
ren
ce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay d
inn
er.
S:
repe
at
T:
Now
sa
y d
inn
er,
but
ch
an
ge /
n/ to
/p
/.
S:
dip
pe
r
rush
ing
(cha
nge
/sh
/ to
/n
/ =
run
nin
g)
ca
rvin
g (
ch
an
ge /
v/
to /d
/ =
ca
rdin
g)
se
nde
r (c
ha
ng
e /d
/ to
/t/
= c
en
ter)
mis
sin
g (
cha
nge
/s/ to
/ks/
= m
ixin
g)
slip
pe
r (c
ha
ng
e /p
/ to
/m
/ =
slim
me
r)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: B
lackb
err
ies g
rew
bla
sts
of b
lossom
s.
TN Foundational Skills Page 187 of 191 Kindergarten Sounds First Volume 2
We
ek 2
4,
Da
y 4
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
plu
ck.
S:
An
sw
er
(stu
ck, yu
ck,
tuck,
luck,
str
uck,
etc
.)
Rep
ea
t w
ith
: sh
rug
, ro
om
, so
up
, to
oth
, lo
ose
, g
rou
p
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
1.
Sa
y s
pag
he
tti.
N
ow
sa
y s
pag
he
tti w
itho
ut
/sp
a/.
2.
Sa
y o
ve
rha
nd
.
N
ow
sa
y o
ve
rha
nd
with
ou
t /h
an
d/.
3
. S
ay h
ors
ep
ow
er.
Now
sa
y h
ors
ep
ow
er
with
ou
t /h
ors
e/.
4
. S
ay a
thle
tic.
N
ow
sa
y a
thle
tic w
ithou
t /a
th/.
5.
Sa
y c
oun
trysid
e.
N
ow
sa
y c
oun
trysid
e w
ith
ou
t /s
ide/.
6.
Sa
y s
ung
lasse
s.
N
ow
sa
y s
un
gla
sse
s w
ith
ou
t /s
un/.
7
. S
ay w
hen
eve
r.
N
ow
sa
y w
hen
eve
r w
ith
ou
t /w
hen
/.
8.
Sa
y b
eh
avio
r.
Now
sa
y b
eha
vio
r w
ith
ou
t /b
e/.
9
. S
ay im
po
rtan
t.
N
ow
sa
y im
po
rtan
t w
ith
ou
t /im
/.
1
0.
Sa
y v
olle
yb
all.
N
ow
sa
y v
olle
yb
all
with
ou
t /b
all/
.
TN Foundational Skills Page 188 of 191 Kindergarten Sounds First Volume 2
Ⓚ
Ma
nip
ula
tin
g P
ho
nem
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Ex
am
ple
of
Pro
ce
du
re (
for
refe
ren
ce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay d
inn
er.
S:
repe
at
T:
Now
sa
y d
inn
er,
but
ch
an
ge /
n/ to
/p
/.
S:
dip
pe
r
trip
pin
g (
cha
nge
/p
/ to
/m
/ =
trim
min
g)
co
ve
r (c
ha
ng
e /v/
to /
l/ =
co
lor)
ligh
ter
(ch
an
ge /
t/ to
/n
/ =
lin
er)
gra
tin
g (
ch
ang
e /t/
to
/z/
= g
razin
g)
cid
er
(cha
ng
e /d
/ to
/b
/ =
cyb
er)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: M
arv
in th
e m
ole
me
rrily
ma
de
ma
rma
lad
e.
TN Foundational Skills Page 189 of 191 Kindergarten Sounds First Volume 2
We
ek 2
4,
Da
y 5
Ⓜ
Rh
ym
e A
cti
vit
y:
Rh
ym
e I
t.
Skill
: R
hym
e p
rodu
ction
.
A s
ho
rt W
hip
Aro
un
d a
sse
ssm
en
t is
pro
vid
ed
to
de
term
ine
stu
de
nt m
aste
ry o
f rh
ym
e p
rod
uctio
n.
Be
su
re t
o a
dm
inis
ter
it t
o a
ll stu
den
ts b
y t
he
en
d o
f w
ee
k 2
4.
Dir
ec
tio
ns:
Giv
e s
tude
nts
a w
ord
to
rh
ym
e w
ith
. C
all
on
stu
de
nts
to
an
sw
er.
N
ote
: N
on
se
nse
wo
rds a
re a
cce
pta
ble
.
T:
Sa
y a
wo
rd t
ha
t rh
ym
es w
ith
sp
lat.
S:
An
sw
er
(bat,
cat,
ra
t, n
at, f
lat, s
at, v
at, m
at, e
tc.)
R
ep
ea
t w
ith
: sp
ray,
bla
st,
pla
ne,
str
aig
ht,
gla
nce
, sta
nd
M
an
ipu
lati
ng
Sy
lla
ble
s:
Mix
it U
p!
Skill
s: D
ele
ting
on
e s
ylla
ble
fro
m tw
o-
or
thre
e-s
ylla
ble
co
mp
ou
nd a
nd
non
com
po
un
d w
ord
s.
1.
Sa
y a
nyth
ing
.
N
ow
sa
y a
nyth
ing
withou
t /th
ing
/.
2.
Sa
y b
eg
in.
N
ow
sa
y b
eg
in w
ith
out
/be
/.
3.
Sa
y s
kyd
ivin
g.
N
ow
sa
y s
kyd
ivin
g w
ith
ou
t /s
ky/.
4.
Sa
y life
bo
at.
No
w s
ay life
bo
at w
ith
ou
t /b
oa
t/.
5
. S
ay d
elic
iou
s.
Now
sa
y d
elic
iou
s w
ith
ou
t /d
e/.
6.
Sa
y w
atc
hd
og
.
No
w s
ay w
atc
hd
og
witho
ut
/dog
/.
7.
Sa
y w
allp
ap
er.
No
w s
ay w
allp
ap
er
witho
ut
/pap
er/
.
8.
Sa
y r
eco
rdin
g.
No
w s
ay r
eco
rdin
g w
ithou
t /r
e/.
9.
Sa
y locksm
ith
.
N
ow
sa
y locksm
ith
witho
ut
/sm
ith
/.
10
. S
ay c
ab
le.
Now
sa
y c
ab
le w
ith
ou
t /c
ay/.
TN Foundational Skills Page 190 of 191 Kindergarten Sounds First Volume 2
Ⓚ
Ma
nip
ula
tin
g P
ho
nem
es
: C
han
ge t
he
So
un
d P
art
2.
Skill
: S
ub
stitu
te t
he o
nse
t in
th
e s
econ
d s
ylla
ble
of a
tw
o-s
ylla
ble
wo
rd.
Ex: M
ee
ting
to
mea
nin
g (
stu
de
nts
ch
an
ge
/t/
to
/n
/ a
t th
e
be
gin
nin
g o
f th
e s
econd
sylla
ble
/ting
/).
Ex
am
ple
of
Pro
ce
du
re (
for
refe
ren
ce
):
Rep
ea
t th
e p
roce
du
re u
sin
g t
hes
e w
ord
s:
T: S
ay d
inn
er.
S:
repe
at
T:
Now
sa
y d
inn
er,
but
ch
an
ge /
n/ to
/p
/.
S:
dip
pe
r
rid
er
(cha
ng
e /d
/ to
/m
/ =
rh
ym
er)
tra
inin
g (
cha
nge
/n
/ to
/d
/ =
tra
din
g)
co
lorin
g (
ch
an
ge
/l/ to
/v/
= c
ove
rin
g)
su
mm
er
(cha
nge
/m
/ to
/p
/ =
su
pp
er)
clo
se
r (c
ha
ng
e /
s/
to /
v/
= c
love
r)
A
llit
era
tio
n:
Sill
y S
en
ten
ce
s.
Su
ppo
rt s
tud
en
ts’ ab
ility
to
re
cog
niz
e t
he
re
pea
ted in
itia
l sou
nd in
multip
le w
ord
s in a
ph
rase.
S
en
ten
ce
: S
tep
hen
sto
ppe
d o
n th
e s
teep
sta
irs.
TN Foundational Skills Page 191 of 191 Kindergarten Sounds First Volume 2
