Phonemic Awareness - Pre-Kindergarten Curriculum Scope ...

Phonemic Awareness - Pre-Kindergarten Curriculum Scope & Sequence

Week Rhyming Onset Fluency Blending Final or Medial Sounds Segmenting Adding Deleting Substituting Letter Naming Language

Sample 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Rhyme Repetition

Rhyme Recognition

Rhyme Production

Compound Words

Isolate the Initial Consonant

Syllables

Body- Onset- Compound Syllables Onset/

Coda Rime Words

Rime

Isolate Consonant Generate words with

or Vowel

same onset

Blending Two Phonemes

Categorization: Is the onset same or different?

Blending Three Phonemes

Final Sound

Medial Sound

Final Sound

Mixed Skills

Compound Words

Syllables

Onset-Rime

Compound Words

Syllables

Onset/ Rime

Segmenting Two Phonemes

Segmenting Three Phonemes

Compound Words

Syllables

Compound

Initial

Initial Phoneme

Words Syllables Phoneme

Adding Two Phonemes Together

Adding Onset to Rime

Compound Words

Syllables

Singing of the ABC's Use ABC cards every other day

Initial Phoneme Compound Syllables Initial

Deleting Onset From Two Phoneme Words

Words

Phoneme

Deleting Onset from Rime

Singing of the ABC's Use ABC cards every day

Substituting Onset of Two-Phoneme Words

Substituting Onset of Three-Phoneme Words

Introduce Letter Names & Sounds

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

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Awareness

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Phonemic Awareness Training Lesson Plan for Week 1

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample RhymeRepetition

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

Ex. T: pig, wig S: pig, wig

net, set can, ran pig, dig fox, box duck, luck

hot, not tug, rug mad, sad bell, tell win, pin

dog, log ten, when fit, sit nap, map mud, bud

quack, pack mop, top him, dim cut, nut bed, red

mess, less sun, bun chick, stick job, knob sat, cat

Onset Fluency

came

/k/

not

/n/

go

/g/

leg

Option 1: Teacher says the word and isolates the onset. down

/d/

zip

/z/

hat

/h/

ten

Students repeat the teacher. Ex. cat, /k/

rain

/r/

bus

/b/

van

/v/

jam

Option 2: Teacher says the onset and then the word. wash

/w/

four

/f/

kid

/k/

me

Students repeat the teacher. Ex. /k/, cat

sun

/s/

pick

/p/

rock

/r/

yes

/l/

dry

/d/

/t/

went

/w/

/j/

spider

/s/

/m/

bit

/b/

/y/

tip

/t/

Blending Words

Teacher says two words with a pause between them and then says the compound word. Students repeat the two words with a pause, and then say the compound word.

Ex. T: out - side, outside S: out - side, outside

out - side bird - house gold - fish back - pack in - side

outside birdhouse goldfish backpack inside

pop - corn in - to some - one be - came foot - ball

popcorn into someone became football

up - stairs hot - dog cup - cake birth - day some - thing

upstairs hotdog cupcake birthday something

class - room back - yard foot - print side - walk with - out

classroom backyard footprint sidewalk without

mail - box fire - fly bath - room cow - boy sun - burn

Blending hand motion: Teacher's right hand is the first word, left hand is the second word. Teacher and students use each hand to show the words and clap the compound word together. Students mirror the teacher.

mailbox firefly bathroom cowboy sunburn

Isolating Final Sounds

up

/p/

sit

/t/

hug

/g/

dig

/g/

nod

/d/

The teacher says the word and then isolates the final book

/k/

bed

/d/

dot

/t/

tub

/b/

hat

/t/

sound. The students repeat the word and the final sound. pig

/g/

hop

/p/

lap

/p/

zip

/p/

luck

/k/

job

/b/

dog

/g/

sock

/k/

wet

/t/

rip

/p/

Ex. T: horse /s/ S: horse /s/

cat

/t/

cub

/b/

rib

/b/

sad

/d/

bag

/g/

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

Segmenting Words

classroom

The teacher says the compound word and then segments backyard

it into two words. The students repeat the compound word and then segment it into separate words.

footprint sidewalk

class - room back - yard foot - print side - walk

mailbox firefly bathroom cowboy

mail - box fire - fly bath - room cow - boy

outside birdhouse goldfish backpack

out - side popcorn bird - house into gold - fish someone back - pack became

pop - corn in - to some - one be - came

upstairs hotdog cupcake birthday

up - stairs hot - dog cup - cake birth - day

Ex. T: firefly, fire - fly S: firefly, fire - fly

without

with - out sunburn

sun - burn inside

in - side

football

foot - ball something some - thing

Segmenting hand motion: Students place hands together with palms up to show the compound word. They then take apart the word using each hand.

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Phonemic Awareness Training Lesson Plan for Week 1

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample AddingWords

Adding to the end:

The teacher says the word and the students repeat Word Add

Response

it. The teacher says, "Add /*/ at the end and the sunword is?" Teacher & students respond together. birth-

/day/ Sunday /day/ birthday

Ex. T: some S: some T: Add /one/ at the end week- /day/ weekday

and the word is? T & S: someone

Adding to the end:

Word Add

Response

class- /room/ classroom

bed- /room/ bedroom

play- /room/ playroom

Adding to the end:

Word Add

Response

stop- /light/ stoplight

sun- /light/ sunlight

head- /light/ headlight

Adding to the end:

Word Add

Response

gold- /fish/ goldfish

star- /fish/ starfish

shell- /fish/ shellfish

Adding to the end:

Word Add

Response

mail- /man/ mailman

fire- /man/ fireman

snow- /man/ snowman

Deleting Words

Deleting from the end:

Deleting from the end:

Deleting from the end:

Deleting from the end:

Deleting from the end:

The teacher says the word and the students repeat Word

Without Response Word

it. The teacher says, "Without /*/, what's left is?" backpack /pack/ back sunshine

Teacher & students respond together.

backyard /yard/ back sunlight

Without Response Word

Without

/shine/ sun

something /thing/

/light/ sun

someone /one/

Response Word

Without Response Word

Without Response

some doorbell /bell/ door snowman /man/ snow

some doorknob /knob/ door snowball /ball/ snow

Ex. T: sunset S: sunset T: Without /set/, what's backbone /bone/ back sunset /set/ sun

somewhere /where/ some doorway /way/ door snowflake /flake/ snow

left is? T & S: sun

Letter Naming

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

ABC Song: Sing the alphabet song together.

ABC Song: Sing and hold up letter cards as you sing.

ABC Song: Sing the alphabet song together.

ABC Song: Sing and hold up letter cards as you sing.

ABC Song: Sing the alphabet song together.

Language Awareness

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

The itsy, bitsy spider went up the water spout. Down came the rain and washed the spider out.

The itsy, bitsy spider went up the water spout. Down came the rain and washed the spider out.

Out came the sun and dried up all the rain,

The Itsy Bitsy Spider

The itsy, bitsy spider went up the water spout. Down came the rain and washed the spider out.

Out came the sun and dried up all the rain, and the itsy, bitsy spider climbed up the spout again.

The itsy, bitsy spider went up the water spout. Down came the rain and washed the spider out.

Out came the sun and dried up all the rain, and the itsy, bitsy spider climbed up the spout again.

The itsy, bitsy spider went up the water spout. Down came the rain and washed the spider out.

Out came the sun and dried up all the rain, and the itsy, bitsy spider climbed up the spout again.

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Phonemic Awareness Training Lesson Plan for Week 5

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample Rhyme Repetition

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

Ex. T: my, shy S: my, shy

my, shy eat, feet soon, moon bat, sat hill, fill

dog, hog you, too make, take chip, sip dress, mess

date, wait know, show wet, net hid, did run, fun

cat, hat see, bee rice, nice pup, cup goat, boat

right, light cone, phone well, bell game, same jump, bump

Onset Fluency

rain

/r/

bird

/b/

push

/p/

yard

/y/

see

/s/

Option 1: Teacher says the word and isolates the onset. was

/w/

nice

/n/

go

/g/

just

/j/

vine

/v/

Students repeat the teacher. Ex. was, /w/

find

/f/

dog

/d/

say

/s/

quick

/kw/

kick

/k/

Option 2: Teacher says the onset and then the word. key

/k/

here

/h/

love

/l/

now

/n/

have

/h/

Students repeat the teacher. Ex. /w/, was

make

/m/

top

/t/

white

/w/

boys

/b/

zoo

/z/

Blending Syllables

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

Ex. T: ss - ter, sister S: ss - ter, sister

l? - d? h?b - ?t s?s - ter m? - m?nt l?t - tle

lady habit sister moment little

p?mp - k?n h?m - mer bl?n - k?t ?b - s?nt b? - b?

pumpkin hammer blanket absent baby

sh? - d? n?m - ber ?f - ter j?ck - ?t m?n - k?

shady number after jacket monkey

p?p - p?t f?n - ?sh n?p - k?n t?ck - ?t c?n - d?

puppet finish napkin ticket candy

b?s - k?t p?k - n?k car - p?t ?l - b? ?n - t?l

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

basket picnic carpet elbow until

Isolating Final Sounds

egg

/g/

yes

/s/

web

/b/

clock

/k/

The teacher says the word and then isolates the final soap

/p/

good

/d/

time

/m/

his

/z/

sound. The students repeat the word and the final sound. job

/b/

age

/j/

leaf

/f/

meet

/t/

late

/t/

own

/n/

hair

/r/

side

/d/

Ex. T: was /z/ S: was /z/

room

/m/

live

/v/

read

/d/

move

/v/

green

/n/

will

/l/

clap

/p/

grass

/s/

park

/k/

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

Segmenting Syllables

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

puppet finish napkin ticket

p?p - p?t f?n - ?sh n?p - k?n t?ck - ?t

basket picnic carpet elbow

b?s - k?t p?k - n?k car - p?t ?l - b?

lady habit sister moment

l? - d? h?b - ?t s?s - ter m? - m?nt

pumpkin hammer blanket absent

p?mp - k?n h?m - mer bl?n - k?t ?b - s?nt

shady number after jacket

sh? - d? n?m - ber ?f - ter j?ck - ?t

Ex. T: shady, sh - d S: shady, sh - d

candy

c?n - d?

until

?n - t?l

little

l?t - tle

baby

b? - b?

monkey

m?n - k?

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

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Phonemic Awareness Training Lesson Plan for Week 5

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample AddingSyllables

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

Ex. T: play S: play T: Add /ing/* at the end and the word is? T & S: playing

*Say sounds, not letter names.

Adding to the end:

Word clean-

Add Response /ing/ cleaning

walk- /ing/ walking

cook- /ing/ cooking

talk-

/ing/ talking

look- /ing/ looking

Adding to the end:

Word meet-

Add Response /ing/ meeting

think- /ing/ thinking

dust- /ing/ dusting

cry-

/ing/ crying

jump- /ing/ jumping

Adding to the end:

Word play-

Add Response /ing/ playing

read- /ing/ reading

count- /ing/ counting

see-

/ing/ seeing

help- /ing/ helping

Adding to the end:

Word pick-

Add Response /ing/ picking

fish-

/ing/ fishing

kick- /ing/ kicking

plant- /ing/ planting

melt- /ing/ melting

Adding to the end:

Word rain-

Add Response /ing/ raining

storm- /ing/ storming

snow- /ing/ snowing

freeze- /ing/ freezing

hail- /ing/ hailing

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

Deleting Syllables

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

Ex. T: seeing S: seeing T: Without /ing/*, what's left is? T & S: see

*Say sounds, not letter names.

Deleting from the end:

Word Without Response playing /ing/ play reading /ing/ read counting /ing/ count seeing /ing/ see helping /ing/ help

Deleting from the end:

Word Without Response picking /ing/ pick fishing /ing/ fish kicking /ing/ kick planting /ing/ plant melting /ing/ melt

Deleting from the end:

Word Without Response raining /ing/ rain storming /ing/ storm snowing /ing/ snow freezing /ing/ freeze hailing /ing/ hail

Deleting from the end:

Word Without Response cleaning /ing/ clean walking /ing/ walk cooking /ing/ cook talking /ing/ talk looking /ing/ look

Deleting from the end:

Word Without Response meeting /ing/ meet thinking /ing/ think dusting /ing/ dust crying /ing/ cry jumping /ing/ jump

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

Letter Naming

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

ABC Song: Sing the alphabet song together.

ABC Song: Sing and hold up letter cards as you sing.

ABC Song: Sing the alphabet song together.

ABC Song: Sing and hold up letter cards as you sing.

ABC Song: Sing the alphabet song together.

Language Awareness

Nursery Rhyme Review: Monday - Thursday: Each day review a nursery rhyme from the previous four weeks.

Friday: The students choose their favorite nursey

The Itsy Bitsy Spider The itsy, bitsy spider

went up the water spout. Down came the rain and washed the spider out.

Little Miss Muffet Little Miss Muffet

sat on a tuffet, eating her curds and whey; When along came a spider,

1, 2, Buckle My Shoe 1, 2, buckle my shoe. 3, 4, shut the door. 5, 6, pick up sticks. 7, 8, lay them straight.

Old Mother Hubbard Old Mother Hubbard went to the cupboard

to get her poor dog a bone; But when she got there,

Students choose their favorite nursery rhyme from the week

and recite it together.

rhyme from any of the previous weeks.

Out came the sun

who sat down beside her

9, 10, put them back again.

the cupboards were bare,

and dried up all the rain,

and frightened

so the poor dog had none.

and the itsy, bitsy spider

Miss Muffet away.

climbed up the spout again.

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