Phonemic Awareness - Kindergarten Curriculum Scope & …

Phonemic Awareness - Kindergarten Curriculum Scope & Sequence

Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Rhyming

Onset Fluency

Blending Final or Medial Sounds Segmenting

Adding

Deleting

Substituting

Letter Naming Language Awareness

Rhyme Production

Sample Hearing

Rhymes

Rhyme Recognition

Rhyme Recognition

Vowels Rhyme

Recognition Rhyme

Recognition L Blends S Blends R Blends

S Blends R Blends

Medial Sound

Rhyme Recognition

Rhyme Production

Rhyme Production

Rhyme Recognition

Rhyme Production

Mixed Skills

Consonants

Compound Words

Syllables

Final Sound

Compound Words

Words to Make Compound Words

Syllables Syllables

Consonants & Short Vowels

Consonants & Long Vowels

BodyCoda

Two Onset - Rime Phoneme

Words

Three Phoneme Words

Medial Sound (short vowels)

Medial Sound (long vowels)

Onset - Rime

Two Phoneme

Words

Three Phoneme Words

Initial Phonemes

Compound Words

Syllables

Initial Phonemes

Compound Words

Syllables

Initial Phonemes

Consonants and Vowels

Digraphs

Mixed Initial phoneme Review of Blends with blends All Skills

Four or more Phoneme Words

Final Sound

Phoneme Location

Final Sounds

Four or more Phoneme Words

Final Phonemes

Consonant Digraphs

L Blends

Final Phonemes

Final Phonemes

Vowels

Review of All Consonant Digraphs, Vowels, and Blends

Repeating sentences and Counting Words

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

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Phonemic Awareness Training Lesson Plan for Week 1

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample RhymeRepetition

Teacher says the word pairs. Students repeat the word pairs. Focus: Students begin to hear and say rhyming words.

hop, mop ran, fan wet, jet mad, dad mouse, house

yum, gum red, bed go, no fake, snake zip, lip

duck, truck tall, wall hot, pot flat, hat seen, queen

low, slow play, stay hide, ride blue, glue pick, chick

fun, run nice, price broom, room glad, sad loud, crowd

big, pig tan, fan deep, keep more, four my, by

bright, light sweet, treat new, two cow, now part, smart

free, bee hill, will rude, dude sat, that play, may

wish, dish night, sight small, ball late, grate neck, deck

Onset Fluency

jump

/j/

seat

/s/

pretty

/p/

Teacher says the word. Students repeat fall

/f/

zoo

/z/

very

/v/

the word and isolate the onset (beginning quick

/kw/

puppy

/p/

happy

/h/

sound).

funny

/f/

wish

/w/

cup

/k/

Ex. T: funny S: funny /f/

gum

/g/

button

/b/

made

/m/

name joyful queen really yellow

/n/ /j/ /kw/ /r/ /y/

desk last keep window guitar

Blending Words

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

Tuesday-Friday Ex. T: in - side S: in - side, inside

The teacher provides modeling for this new skill and the students repeat.

T: in - side, inside S: in - side, inside

out - side

outside

pan - cake

pancake

rain - bow

rainbow

birth - day

birthday

card - board cardboard

fire - man

fireman

tea - pot

teapot

mid - day cup - cake sand - box ear - ring fire - place hair - cut side - walk tooth - brush black - top in - to

midday cupcake sandbox earring fireplace haircut sidewalk toothbrush blacktop into

cow - boy flash - light play - ground snow - ball tooth - paste week - end rain - coat butter - fly door - bell every - thing

cowboy flashlight playground snowball toothpaste weekend raincoat butterfly doorbell everything

gold - fish mail - man in - side air - plane wild - life down - stairs snow - man drive - way sun - burn police - man

goldfish mailman inside airplane wildlife downstairs snowman driveway sunburn policeman

news - paper spot - light pop - corn up - stairs back - pack ear - ache basket - ball jelly - fish light - house earth - quake

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

Isolating Final Sounds

joB

/b/

Teacher says the word. Students repeat heaD

/d/

the word and isolate the final sound.

liFe

/f/

Ex. T: life S: liFe /f/

buG

/g/

paGe

/j/

yeS raT giVe buZZ looK

/s/

smiLe

/l/

/t/

gaMe

/m/

/v/

ruN

/n/

/z/

stoP

/p/

/k/

claSS

/s/

boaT

/t/

liVe

eGG

/g/

siZe

parK

/k/

criB

caGe

/j/

staGe

rooM

/m/

muD

shop, stop bug, mug goose, moose same, name read, need

/d/ /l/ /k/ /w/ /g/

newspaper spotlight popcorn upstairs backpack earache basketball jellyfish lighthouse earthquake

/v/ /z/ /b/ /j/ /d/

punCH iT ouT hand motion: The teacher models punCH iT ouT using his or her left hand. Slide your forearm across your body when saying the first part of the word and punch straight up into the air when saying the final sound.

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? 2020 Literacy Resources, LLC

Phonemic Awareness Training Lesson Plan for Week 1

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample Segmenting Words

Teacher says the compound word. Students repeat the word and segment it into two words.

Tuesday-Friday Ex. T: inside S: inside, in - side

The teacher provides modeling for this new skill and the students repeat.

T: teapot, tea - pot S: teapot, tea - pot

cowboy

cow - boy

flashlight

flash - light

playground play - ground

snowball

snow - ball

toothpaste

tooth - paste

weekend

week - end

raincoat

rain - coat

goldfish mailman inside airplane wildlife downstairs snowman driveway sunburn policeman

gold - fish mail - man in - side air - plane wild - life down - stairs snow - man drive - way sun - burn police - man

newspaper spotlight popcorn upstairs backpack earache basketball jellyfish lighthouse earthquake

news - paper outside spot - light pancake pop - corn rainbow up - stairs birthday back - pack cardboard ear - ache fireman basket - ball teapot jelly - fish butterfly light - house doorbell earth - quake everything

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

out - side midday

pan - cake cupcake

rain - bow sandbox

birth - day earring

card - board fireplace

fire - man haircut

tea - pot

sidewalk

butter - fly toothbrush

door - bell blacktop

every - thing into

mid - day cup - cake sand - box ear - ring fire - place hair - cut side - walk tooth - brush black - top in - to

Adding Words

Teacher says the word. Students repeat the word. Teacher says, "Add /*/ at the end and the word is?"

Tuesday-Friday Ex. T: snow S: snow T: Add /ball/ at the end and the word is? S: snowball

The teacher provides modeling for this new skill and the students repeat.

T: Tea, add pot at the end and the word is teapot. S: Tea, add pot at the end and the word is teapot.

snowsnowsnowsnow-

/suit/ /ball/ /flake/ /man/

snowsuit snowball snowflake snowman

Adding to the end:

Word somesomesomesomesome-

Add

Response

/one/ someone

/how/ somehow

/thing/ something

/where/ somewhere

/time/ sometime

Word headheadheadheadhead-

Adding to the end:

Add

Response

/ache/ headache

/phones/ headphones

/light/ headlight

/band/ headband

/stand/ headstand

Word anyanyanyanyany-

Adding to the end:

Add

Response

/one/ anyone

/how/ anyhow

/thing/ anything

/where/ anywhere

/way/ anyway

Adding hand motion: Teacher holds right palm out in front to show the first word. Add the second word with your left hand and lightly clap hands together for the whole word.

Word playplayplayplayplay-

Adding to the end:

Add

Response

/room/ playroom

/house/ playhouse

/thing/ plaything

/ground/ playground

/time/ playtime

Deleting Words

Teacher says the word. Students repeat the word. Teacher says, "Without /*/, what's left is?"

Tuesday-Friday Ex. T: anyway S: anyway T: Without /any/, what's left is?

The teacher provides modeling for this new skill and the students repeat. T: teapot, without tea what's left is pot S: teapot, without tea what's left is pot

headache /head/ ache headphones /head/ phones

Deleting from the beginning:

Word

Without

anyway /any/

anyone /any/

anything /any/

anywhere /any/

anyhow /any/

Response way one thing where how

Deleting from the beginning:

Word

Without

playtime /play/

playhouse /play/

playground /play/

plaything /play/

playroom /play/

Response time house ground thing room

Deleting from the beginning:

Word

Without Response

snowsuit /snow/ suit

snowball /snow/ ball

snowflake /snow/ flake

snowman /snow/ man

snowstorm /snow/ storm

Deleting from the beginning:

Word

Without

somehow /some/

someone /some/

something /some/

sometime /some/

somewhere /some/

Response how one thing time where

S: way

headlight /head/ light

headband /head/ band

Deleting hand motion: Hold 2 open palms in front of you. Teacher's right hand is the first word, left hand is the second word. Pull the hand away which represents the word being deleted, and show what word remains with the other hand.

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? 2020 Literacy Resources, LLC

Phonemic Awareness Training Lesson Plan for Week 1

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample Substituting Words

Teacher says the word. Students repeat the word. Teacher says, "Change /*/ to /*/ and the word is?"

Tuesday-Friday Ex. T: anyone S: anyone T: Change /one/ to /thing/ and the word is? S: anything

The teacher provides modeling for this Word Change to Response

new skill and the students repeat.

playtime /house/ playhouse

T: anyone, change one to way and the playhouse /thing/ plaything

word is anyway S: anyone, change one to way and the word is anyway

plaything /ground/ playground playground /room/ playroom

anyhow /one/ anyone

playroom /time/ playtime

anyone /thing/ anything

anything /where/ anywhere

Word Change to Response snowsuit /ball/ snowball snowball /flake/ snowflake snowflake /man/ snowman snowman /storm/ snowstorm snowstorm /suit/ snowsuit

Word Change to Response somehow /one/ someone someone /thing/ something something /time/ sometime sometime /where/ somewhere somewhere /how/ somehow

Word

Change to Response

headache /phones/ headphones

headphones /light/ headlight

headlight /band/ headband

headband /stand/ headstand

headstand /ache/ headache

anywhere /way/ anyway

anyway /how/ anyhow

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

Letter Naming

Teacher holds up flashcards one at a time in alphabetical order. The students and teacher say each letter's name and sound.

Card Pack: Letters A - Z Show the flashcards and say, "Letter is _____;

Sound is _____."

Card Pack: Letters A - Z 1. Letter names only 2. Sounds only

(for speed and accuracy)

Show only lower case letters, if possible.

Card Pack: Letters A - Z Show the flashcards and say, "Letter is _____; Sound is _____."

Card Pack: Letters A - Z 1. Letter names only 2. Sounds only

(for speed and accuracy)

Show only upper case letters, if possible.

Card Pack: Letters A - Z Show the flashcards and say, "Letter is _____; Sound is _____."

Language Awareness

I love school!

Teacher says the sentence with

School is fun!

expression. Students repeat the

I raise my hand.

sentence with the same expression. I can sit still.

Teacher and students say the sentence Books are fun to read.

a second time and clap each word to count the number of words in the

I love to play!

sentence. Students say the number of Will you be my friend?

words.

I like you!

(3) I have friends at school. (3) The sky is blue. (4) I share with my friends. (4) I try hard at school! (5) My eyes help me learn. (4) This school is great! (5) Do you like books? (3) I love to read books!

(5) I am glad to see you. (4) Will you play with me? (5) My school is cool! (5) I love my class! (5) I use my ears to learn. (4) Do you raise your hand? (4) I like to share. (5) I use kind words.

(6) I wash my hands. (5) I am a good kid! (4) Are you a good kid? (4) I can count. (6) I can read. (5) I can write words. (4) Boy, I am smart! (4) What a great day!

(4) I do my best work.

(5)

(5) I use my nice words.

(5)

(5) I will try my best.

(5)

(3) I like my class!

(4)

(3) We are cool kids!

(4)

(4) May I sit here?

(4)

(4) I know how to be good.

(6)

(4) I like to learn new things.

(6)

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? 2020 Literacy Resources, LLC

Phonemic Awareness Training Lesson Plan for Week 5

Skills

Monday

Tuesday

Wednesday

Thursday

Friday

Sample Rhyme Recognition

lace, race

Teacher says the word pairs. Students fine, line

repeat the word pairs and show thumbs nod, nice up if the words rhyme, thumbs down if plan, bike they don't rhyme.

best, nest car, come hook, cook

woke, soak fresh, beam gap, plus keep, leap

mask, hide chomp, stomp his, pan

hand, sand leave, weave task, bent life, lid

much, such hot, home dry, fly

help, heat floor, door bell, tell fact, lace

list, wrist some, soap glow, show

vine, verse rent, bent soft, spike hard, card

peach, neat loop, soup join, juice

Onset Fluency

big, boy

/b/

Teacher says the word the word pair. fun, fast

/f/

Students repeat the two words and

jump, job

/j/

isolate the onset (beginning sound). me, man

/m/

Ex. T: pen, put S: pen, put /p/

kick, keep

/k/

pen, put quick, quiet we, win talk, time ball, back

/p/ /kw/ /w/ /t/ /b/

cat, copy

/k/

gum, gap

/g/

hand, help

/h/

jog, joy

/j/

leg, love

/l/

walk, wall pick, page red, rip quilt, quail silly, send

/w/ /p/ /r/ /kw/ /s/

does, door

/d/

nest, nose

/n/

juice, just

/j/

zoom, zap

/z/

voice, vet

/v/

Blending Syllables

The teacher provides modeling for prin - cess

Teacher says the syllables. Students this new skill and the students repeat. el - bow

repeat the syllables and blend them T: b - by, baby S: b - by, baby, 2

together to say the whole word.

num - ber number (2)

Students count the number of syllables pup - ?t

puppet

(2)

in each word and say the number aloud.

b? - by baby

(2)

doc - tor doctor

(2)

Tuesday-Friday

bas - k?t basket

(2)

Ex. T: in - sect S: in - sect, insect, 2 tick - ?t

ticket

(2)

in - sect

mon - key

hun - gry

gar - bage b? - con

up - set fr? - zen

nap - kin napkin

(2) pen - cil

princess elbow insect monkey hungry garbage bacon upset frozen pencil

(2) ab - sent absent

(2) whisp - er whisper

(2) gig - le

giggle

(2) cen - ter (2) car - p?t (2) ? - rase

center carpet erase

(2) sum - mer summer

(2) ? - pen

open

(2) s? - ren

siren

(2) gr? - vy

gravy

(2) gar - den garden (2) b? - gin begin

(2) hab - it

habit

(2) cir - cle (2) f? - mous (2) p? - per (2) t? - ger (2) ? - bey (2) f? - ver

circle famous paper tiger obey fever

(2) pump - kin pumpkin

(2) wel - come welcome (2)

(2) pic - ture picture

(2)

(2) sun - ?

sunny

(2)

(2) pur - ple purple

(2)

(2) bl?n - k?t blanket (2)

(2) jack - ?t

jacket

(2)

(2) pret - zel pretzel

(2)

(2) un - til

until

(2)

(2) win - ter winter

(2)

(2) af - ter

after

(2)

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

Isolating Final Sounds

cluB

/b/

M-W: Teacher says the word. Students glaD

/d/

repeat the word and isolate the final touGH

/f/

sound. Ex. T: fig S: fiG /g/

fiG

/g/

Th-F: Teacher recites sentence.

staGe

/j/

Students listen and isolate the final biKe

/k/

miSS weT doVe boX buZZ gyM

/s/ /t/ /v/ /ks/ /z/ /m/

laP froG triM meSS kiCK weLL

/p/

Pat got lost.

/t/ Sad Ted cried.

/d/

/g/

Liz sneezes.

/z/ Pete ate fruit.

/t/

/m/

Jen can run.

/n/ Can Ken run in?

/n/

/s/

Jill will call Bill.

/l/ Gus likes snacks.

/s/

/k/

Wes likes Bes.

/s/ Work, Mike, work!

/k/

/l/

Tom came home.

/m/ Liz finds prizes.

/z/

sound they hear.

fuLL

/l/

cleaN

/n/

niNe

/n/

Fred had bread.

/d/ Pat sat first.

/t/

punCH iT ouT hand motion (M-W): The teacher models punCH iT ouT using his or her left hand. Slide your forearm across your body when saying the first part of the word and punch straight up into the air when saying the final sound.

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? 2020 Literacy Resources, LLC

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