purple book 2020 revisions master file - heggerty.org - english pre-k (purple).pdf · phonemic...
TRANSCRIPT
Phonemic Awareness - Pre-Kindergarten CurriculumScope & Sequence
Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Onset Fluency
Blending
Final or Medial Sounds
Segmenting
Adding
Deleting
Substituting
Language Awareness
Letter NamingSinging of the ABC's Singing of the ABC's
Rhyming
Use ABC cards every other day Use ABC cards every day
Body-Coda
Onset-Rime
Final Sound
Compound Words Syllables
Compound Words Syllables Initial Phoneme
Compound Words
Onset-Rime
Rhyme ProductionRhyme Repetition Rhyme Recognition
Isolate the Initial Consonant Isolate Consonant or Vowel
Generate words with same onset
Categorization: Is the onset same or different?
Onset/ Rime Blending Two Phonemes Blending Three PhonemesCompound Words Syllables Compound
Words Syllables
Mixed Skills
Compound Words Syllables Compound Words Syllables Onset/
Rime Segmenting Two Phonemes Segmenting Three Phonemes
Medial Sound Final Sound
Initial Phoneme Adding Two Phonemes Together Adding Onset to RimeSyllables Initial Phoneme
Deleting Onset From Two Phoneme Words Deleting Onset from Rime
Repeating sentences from nursery rhymes and separating into individual spoken words.
Compound Words Syllables Initial
Phoneme
Substituting Onset of Two-Phoneme
WordsSubstituting Onset of Three-Phoneme Words
Introduce Letter Names & Sounds
© 2020 Literacy Resources, Inc. vi
SAMPLE
Phonemic Awareness Training Lesson Plan for Week 8
Skills
Ex. T: go, no S: go, no
Ex. T: pā -per, paper S: pā -per, paper
Ex. T: off /f/ S: off /f/
Ex. T: before, bē - for S: before, bē - for
that /t/ word /d/
team /m/ wall /l/ fox /ks/ horn /n/ dog /g/ off /f/ wood /d/ knob /b/
zip /p/ date /t/ pass /s/ kid /d/ hop /p/ cat /t/
lock /k/ cob /b/ some /m/ work /k/ gave /v/ man /n/ fizz /z/
Blending hand motion: Place palms together to create "choppers." As the teacher, chop from right to left, 1 chop per syllable. Then slide your hands right to left to say the whole word. Students will mirror the teacher.
Isolating Final Sounds wet /t/ /s/ yes
walkingover
gar - dĕn garden dăd - dē daddy cloud - ē cloudy bē - for before walk - ing pā - per paper ăf - ter after ŭn - der under hăm - ster hamster
circle sī - der cider scrăm - ble scramble gar - bĭj garbage chĭck - ĭn chicken ĭn - sĕct insect prĭn - sĕs princess pĕn - sĭl pencil crā - ŏn
/w/ pull /p/ jet /j/ gave /g/ pig /p/ vine /v/ grow
so /s/ man /m/ help /h/ fog /f/ now /n/ boy /b/ mouse /m/ girl /g/
two /t/ yes /y/
cup /k/ horn /h/
said, head bird, third see, tree map, lap Mary, fairyRhyme Repetition
make, cake two, you man, can
Monday Tuesday Wednesday Thursday Friday ate, late corn, torn
bus, us hop, stop road, toad dog, fog light, quite
pick, kick row, grow wish, dish green, bean bike, like feet, seat maid, shade
go, no pack, back bell, shell
Segmenting hand motion: Students place palms together to create "choppers." Students will make a chopping motion when saying each syllable. Note: Teachers will chop from right to left so that students mirror your movements. before bē - for walking walk - ing garden gar - dĕn daddy dăd - dē cloudy cloud - ē
ēt - ing
Blending Syllables pŭmp - kĭn pumpkin har - vĕst meltedharvest ēt - ing eating hŭn - grē hungry mĕl - tĕd
ō - ver
crayon jăk - ĕt jacket sir - cle
hungry hŭn - grē melted mĕl - tĕd pumpkin pŭmp - kĭn harvest har - vĕst eating
pā - per after ăf - ter under ŭn - der
crayon crā - ŏn chicken chĭck - ĭn insect ĭn - sĕct princess prĭn - sĕs garbage gar - bĭj jacket jăk - ĕt circle sir - cle cider sī - der
Optional "punCH iT ouT" hand motion: Teacher models using left arm. Say the word aloud and punch your left fist straight up in the air when saying the final sound. Students mirror the teacher, and will use their right arm.
The teacher says the syllables with a pause between them and then says the word. The students repeat the syllables with a pause, and then say the word.
The teacher says the word pair and the students repeat the word pair.
The teacher says the word and then isolates the final sound. The students repeat the word and the final sound.
Option 1: Teacher says the word and isolates the onset. Students repeat the teacher. Ex. quick, /kw/
hăm - ster over ō - ver paper scramble scrăm - ble hamster
Segmenting Syllables pencil pĕn - sĭlThe teacher says the word and then segments it into
syllables. The students repeat the word and then segment it into separate syllables.
late /l/ row /r/ zip /z/Onset Fluency
Option 2: Teacher says the onset and then the word. Students repeat the teacher. Ex. /kw/, quick
/g/ day /d/ kilt /k/ quick /kw/ was
© 2020 Literacy Resources, Inc. 15
SAMPLE
Phonemic Awareness Training Lesson Plan for Week 8
Skills
/er/hope/er/ jogging heavier
smaller
help
Ex. T: use S: use T: Add /ful/* at the end and the word is? T & S: useful *Say sounds, not letter names.
Ex. T: waited S: waited T: Without /ĕd/*, what's left is? T & S: wait *Say sounds, not letter names. tiniest /est/ tiny helpful /ful/
littlest /est/ little hopeful /ful/
largest /est/ /ful/
Adding hand motion: The teacher holds out the right hand with an open palm to represent the initial syllable. Then show the left hand to represent/add the final syllable, and lightly clap hands together for the whole word.
Deleting Syllables Deleting from the end: Deleting from the end: Deleting from the end: Deleting from the end:
light lighter /er/
Mary, Mary, Quite Contrary Mary, Mary, quite contrary, Mary, Mary, quite contrary,
how does your garden grow?Mary, Mary, quite contrary, how does your garden grow?
With silver bells and cockle shells,
Mary, Mary, quite contrary, how does your garden grow?
With silver bells and cockle shells,
and pretty maids all in a row.
Mary, Mary, quite contrary, how does your garden grow?
With silver bells and cockle shells,
and pretty maids all in a row.
Deleting hand motion: The teacher holds out both hands with open palms. The right hand represents the initial syllable and the left hand represents the final syllable. Remove the left hand to delete the final syllable and show the remaining word with the right hand.
Language AwarenessThe teacher says the sentence from the nursery rhyme and the students repeat it multiple times. The teacher repeats the previous day's lines to build on the nursery rhyme. The teacher can have the rhyme written out and track print while the rhyme is said together.
cards as you sing. together.Tuesday & Thursday: The teacher holds up flashcards one at a time in alphabetical order, or points to each letter on an alphabet poster, as students sing an alphabet song.
Sing the alphabet song Sing the alphabet song together. cards as you sing. together.
Letter Naming ABC Song: ABC Song: ABC Song: ABC Song: ABC Song:
teach
running /ing/ runsmall heated /ĕd/ heat
/ing/
/ĕd/ shout
wait walking
shouted teaching /ing//ing/ jog
large painful larger /er/ waited /ĕd/
light- /er/
WithoutDeleting from the end:
lighter tiny- /est/ tiniest help- /ful/ helpful shout- /ĕd/ shouted teach- /ing/ teachingheavier list- /ĕd/ listed jog- /ing/ jogging small- /est/ smallest
hope- /ful/ hopeful small- /er/ smaller/ĕd/ pounded
use- /ful/ useful heavy- /er/ heat- /ĕd/ heated run- /ing/ running little- /est/ littlest
shop- /ing/ shopping big- /est/
The teacher says the word and the students repeat it. The teacher says, "Add /*/ at the end and the word is?" Teacher & students respond together. biggerbiggest wish- /ful/ wishful big- /er/
wait- /ĕd/ waited walk- /ing/ walking large- /est/ /er/ largerlargest pain- /ful/ painful large- pound-
Word Add ResponseResponse Word Add Response
Monday Tuesday Wednesday Thursday Friday
Word Add Word Add Response Word Add ResponseAdding to the end: Adding to the end: Adding to the end: Adding to the end:Adding Syllables Adding to the end:
Sing and hold up letter Sing the alphabet song Sing and hold up letter
heavy listed /ĕd/ list
biggest /est/ big wishful /ful/ wish bigger /er/ big
smallest /est/ small useful /ful/ use
ResponseThe teacher says the word and the students repeat it. The teacher says, "Without /*/, what's left is?" Teacher & students respond together.
Word Without Response Word Without Response Word Without Response
pounded /ĕd/large
pound shopping /ing/ shopwalk
Word Without Response Wordpain
© 2020 Literacy Resources, Inc. 16
SAMPLE
Phonemic Awareness Training Lesson Plan for Week 9
Skills
Ex. T: beep, sheep S: beep, sheep
Ex. T: pig /g/ S: pig /g/
Ex. T: rug, r - ug S: rug, r - ug
Optional "punCH iT ouT" hand motion: Teacher models using left arm. Say the word aloud and punch your left fist straight up in the air when saying the final sound. Students mirror the teacher, and will use their right arm.
tails /z/
them
rock /k/
/m/ /p/ /m/
fox /ks/
keep
jump /p/ loud
/s/ pig quilt /t/
kick wag hug save
Blending hand motion: Place palms together to create "choppers." The teacher will chop their hands from right to left, 1 chop for each part of the word. Then slide your hands right to left to say the whole word. Students mirror the teacher.
kĭ - ck
Option 1: Teacher says the word and isolates the onset. Students repeat the teacher. Ex. very, /v/
beep lost did find
kĭ - ss dŏ - t fŭ - n fun
tai - l vĕ - t
hot see - k seek
/v/ /d/
home tail say keep
/d/
/b/
tell /l/
Blending Body - Coda kĭ - d kid tŏ - p top bee - p beep hŏ - t
bug
Isolating Final Sounds
/d//g/
/t/
age /j/ off /f/
/g/
buzz /z/ sheep /p/ find /d/ home alone /n/ kiss dog lost
/n/ /z/ /b/ /v/ can globe down /n/ love was
/f/ /k/ /n/ /w/ /y/ my now
very was
down you
/t/ /j/ /r/ /t/ go jump
quilt ran
sheep to
/h/ /kw/Onset Fluency her /h/ /l/ /k/ /p/ /l/ can pig little leave
fin, win eat, wheat teach, beach leave, sleeve man, ran lost, cost
Rhyme Repetition
bell, yell you, too nose, hose and, stand
play, say did, lid them, hem
clam, jam must, just home, comb
Monday Tuesday Wednesday Thursday Friday tail, snail keep, sheep
hug, bug know, show where, care door, four
/g/
/s/ /m/
nap mud didcan ran lot lŏ - t
dĭ - d ră - n mŭ - d dot
tail kiss
Segmenting Onset-Rime
/sh/
că - n nă - p wĕ - t wet bŭ - g
Segmenting hand motion: Students place palms together to create "choppers." Students make a chopping motion when saying the body of the word and the final sound. Teachers chop from right to left so that students mirror your movements.
dot d - ot napd - id vet v - et
/l/
vet
w - et sheep sh - eep
t - op lot l - ot tail t - ail kiss k - iss can c - an ran r - an beep b - eep hot h - ot
keep hŭ - g
bring, sing
k - id top
did
k - ick
The teacher says the word and then segments it into onset and rime. The students repeat the word and then segment the word into onset and rime.
b - ug kick
n - ap mud m - ud
shee - p sā - ve
sheep cŭ - p cup wă - g
kee - p
Option 2: Teacher says the onset and then the word. Students repeat the teacher. Ex. /v/, very
The teacher says the word with a pause between the body and final sound. The students repeat the word with a pause between the body and final sound and then blend them together to say the whole word. Ex. T: ca - t, cat S: ca - t, cat
The teacher says the word pair and the students repeat the word pair.
The teacher says the word and then isolates the final sound. The students repeat the word and the final sound.
wag w - ag hug h - ug save s - ave bug cup c - up keep k - eep fun f - un wet
seek s - eek kid
mom, pom find, kind
© 2020 Literacy Resources, Inc. 17
SAMPLE
Phonemic Awareness Training Lesson Plan for Week 24
Skills
Ex. T: Tell me a word that begins like jam.S: jam, job, joke, join
Ex. T: d - ā, day S: d - ā, day
Ex. T: pig /g/ S: pig /g/
market
big went to
The teacher says the word and students repeat the word. The students supply 2-3 words that begin with the same onset.
got if
we roast had
rain
kite ask
she b - ē be wh - ī why th - ā they sh - oo shoe sh - ō show w - ē we th - ī thigh w - ā way ch - oo chew
do for
made
s - ō so m - ē me r - ī rye
s - ī sigh s - ā h - ē he
Blending Phonemes
knee p - ā pay t - oo tooboo b - oosay
see h- ī high b - ā bay n - oo new g - ō go
little jamTell me a word that begins like * Tell me a word that begins like * Tell me a word that begins like * Tell me a word that begins like * Tell me a word that begins like *
is, tip no, there
Monday Tuesday Wednesday Thursday Friday this, miss pig, wig stay, they went, bent home, go
all, fall
Rhyme Recognition good, sit
and, them hear, cheer and, your cry, why went, sent little, in beef, reef bus, hop how, now to, do home, comb none, fun stuck, truck pig, twig
hard, yard day, most
home talk
The teacher says the word pair. The students repeat the word pair and show thumbs up if the words rhyme, or thumbs down if the words do not rhyme.
Onset Fluency
Blending hand motion: Place palms together to create "choppers." As the teacher, chop from right to left, 1 chop per phoneme. Then slide your hands right to left to say the whole word. Students will mirror the teacher.
pig so
beef none
odd us
The teacher says the phonemes with a pause between them and then says the word. The students repeat the phonemes with a pause, and then say the word.
s - ē
sh - ē n - ē
Optional "punCH iT ouT" hand motion: Teacher models using left arm. Say the word aloud and punch your left fist straight up in the air when saying the final sound. Students mirror the teacher, and will use their right arm.
have /v/ ate /t/ home /m/ rock /k/ give /v/ pop /p/ /p/
cab /b/ pig /g/ tub
The teacher says the word and then isolates the final sound. The students repeat the word and the final sound.
beef /f/ all /l/ rag /g/ this /s/ roast /t/
page /j/ pot /t/ his /z/
Isolating Final Sounds
/b/ top
little /l/ went/n/ market /t/
stayed /d/ came /m/
/t/ had /d/ none
© 2020 Literacy Resources, Inc. 52
SAMPLE
Phonemic Awareness Training Lesson Plan for Week 24
Skills
Ex. T: toe, t - ō S: toe, t - ō
/m/ /s/ /m/ /z/ /b/ /t/ /h/ /g/ /w/ /l/ /n/ /y/ /p/ /f/ /m/ /b/ /n/ /b/ /d/ /t/ /sh/ /s/ /wh/ /s/
Ex. T: you S: you T: Without /y/*, what's left is? T & S: /oo/*Say sounds, not letter names.
The teacher says the phoneme and the students repeat it. The teacher says, "Add /*/ at the beginning and the word is?" Teacher & students respond together.
Deleting from the beginning: Word Without Response
/b/ be -ā
Adding hand motion: The teacher holds out the left hand with an open palm to represent the final phoneme. Then show the right hand to represent/add the initial phoneme, and lightly clap hands together for the whole word.
Add
Deleting Phonemes The teacher says the word and the students repeat it. The teacher says, "Without /*/, what's left is?" Teacher & students respond together.
-ō /s/ so
-ī /h/ hi -ī /b/ by -ō -ō
/t/ toe -ē /w/ way -ā /h/ hay
-ē /n/ new
Deleting from the beginning: Word Without Response Word Without Response Word Without Response Word Without Response
Deleting from the beginning: Deleting from the beginning: Deleting from the beginning:
say -oo /y/ you /m/ me
-oo
knee
Ex. T: /ī/ S: /ī/ T: Add /h/* at the beginning and the word is? T & S: hi*Say sounds, not letter names.
Phoneme Add
/m/ mow -ē /s/ see -ā /s/ -oo /z/ zoo -ō /g/ go
-ī /t/
/h/
-ī /p/ pie
say s - ā
/d/ day
th - ā
may -ē he
-oo /t/
Monday Tuesday Wednesday Thursday Friday
-oo /d/ do -ō /l/ low -ī /m/ my -ā /m/
w - āw - ē thigh th - ī
Phoneme Add Phoneme AddAdding to the beginning: Adding to the beginning:
way chew
Adding to the beginning:
bay
why wh - ī they
b - āb - oo
sh - ooSegmenting hand motion: Students place palms together to create "choppers." Students will make a chopping motion when saying each phoneme. Teachers chop from right to left so that students mirror your movements.
The teacher says the word and then segments it into phonemes. The students repeat the word and then segment it into separate phonemes. ch - oo she sh - ē we
/ī/
show sh - ō be b - ē
/ā/ /ō/ /oo/
/ō/ /ī/ /ā/ /ē/ /ē/ /ē/
we -ā tie too
/w/
-ē
Segmenting Phonemes
Phoneme Add PhonemeAdding Phonemes Adding to the beginning: Adding to the beginning:
Response Response Response Response Response
too t - oo so s - ō n - ē sigh s - ī pay p - ā shoe
Deleting hand motion: The teacher holds out both hands with open palms. The right hand represents the initial phoneme and the left hand represents the final phoneme. Remove the right hand to delete the initial phoneme and show the remaining phoneme with the left hand.
go way me
/ī/ see
you
day
knee bow
may tea
no
high
shy
/ē/
/ō/ /ē/
lay zoo bee
doe
/oo/ /ī/ /ō/ /ā/ /ā/
/ē/ /oo/ /ā/
/d/ why sigh
moo pay by toe
fee
so /ō/ /ī/ /ō/
new n - oo go g - ō see s - ē high h- īr - ī boo me m - ē rye he h - ē
© 2020 Literacy Resources, Inc. 53
SAMPLE
Phonemic Awareness Training Lesson Plan for Week 24
Skills
Ex. T: big S: big T: Change /b/* to /p/* the word is? T & S: pig*Say sounds, not letter names.
roam /p/ pig dad /h/ had /h/ home low /m/ mow mow /s/ so
we rig
/f/ foam
/z/ zig mad /d/ dad dome /r/ bad /m/ mad
/w/ wig sad /b/ bad comb foam /d/ dome
roam /r/ rig
me /w/
pig
he /m/ me wig
we /b/ be zig
Monday Tuesday Wednesday Thursday Friday
comb see /h/ he big
Change to Response /b/ big had /s/ sad no
no /g/ go home /k/
Substituting hand motion: Teacher holds 2 closed fists, touching at the thumbs, out in front to show the whole word. Right fist is the onset, left fist is the rest of the word. Pull the fist away that represents the part being substituted, and lightly pound your fists together when you say the new word.
Substituting Phonemes so /n/ Word Change to Response Word Change to Response Word Change to Response Word Change to Response Word
go /l/ low
be /s/ see
2. Sounds only
Show only upper case letters.
Sing and hold up letter Sing and hold up letter cards as you sing. cards as you sing.
This little piggy Went to the market.
This little piggy Went to the market.
This little piggy stayed home.
This little piggy Went to the market.
This little piggy stayed home. This little piggy had roast beef.
This little piggy Went to the market.
This little piggy stayed home. This little piggy had roast beef.
This little piggy had none.
This little piggy Went to the market.
This little piggy stayed home. This little piggy had roast beef.
This little piggy had none.And this little piggy went,
"Wee, wee, wee!"All the way home.
Monday, Tuesday, & Thursday: The teacher holds up alphabet flashcards one at a time in alphabetical order, or points to each letter on an alphabet poster, as students say the letter name & sound.
Sound is _____." Sound is _____." (for speed and accuracy)
Language Awareness
The teacher says the word and the students repeat it. The teacher says, "Change /*/ to /*/ and the word is?" Teacher & students respond together.
The teacher says the sentence from the nursery rhyme and the students repeat it multiple times. The teacher repeats the previous day's lines to build on the nursery rhyme. The teacher can have the rhyme written out and track print while the rhyme is said together.
This Little Piggy
Letter Naming Card Pack: Letters A - Z Card Pack: Letters A - Z ABC Song: Card Pack: Letters A - Z ABC Song:
Show only lower case letters. Show upper and lower case letters.
Show the flashcards & say, Show the flashcards & say, 1. Letter names only "Letter is _____; "Letter is _____;
© 2020 Literacy Resources, Inc. 54
SAMPLE