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Phonemic Awareness Training Lesson Plan for Week 5SkillsAdding SyllablesMondayAdding to the end:AddResponseWednesdayAdding to the end:AddResponseThursdayursdayAdding to the end:AddResponsepFridayAdding to the end:AddResponseelpmaSThe teacher says the word and the students repeat it.The teacher says, "Add /*/ at the end and the wordis?" Teacher & students respond together.Ex. T: play S: play T: Add /ing/* at the end andthe word is? T & S: playing*Say sounds, not letter names.Adding to the ngstormingsnowingfreezinghailingAdding hand motion: The teacher holds out the right hand with an open palm to represent the initial syllable. Then showw the left hand to represent/add the final syllable, and lightly clap hands together for the wholewho word.Deleting SyllablesThe 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'sleft is? T & S: see*Say sounds, not letter names.Deleting from the end:WordWithout g//ing//ing///ing//ing/playreadadcountseehelpng from the end:DeletingdWordWithout ResponseseDeleting from the end:WordWWithout /rainstormsnowfreezehailDeleting from the end:Without cooktalklookDeletin from the ing/meetthinkdustcryjumpDeleting hand motion: The teacher holds out bothh hands with openen palms. The right hand represents the initial syllable and the left hand represents the final syllable.sRemove the left hand to delete the final syllable and show the remainingword with the right hand.Letter NamingTuesday & Thursday: The teacheracher hoholds uphabetic order, orflashcards one at a time in alphabeticalpoints to each letter on an alphabetlphabethabet pposter, asg.students sing an alphabet song.Language AwarenessNursery Rhyme Review:Monday - Thursday: Each day reviewieww a nurserynurhyme from the previous four weeks.Friday: The students choose their favoriteritete nurseyrhyme from any of the previous weeks.AB Song:ABCSing the alphabet songtogether.ABC Song:Sing and hold up lettercards as you singsing.ABC Song:Sing the alphabet sosongtogether.ABC Song:Sing and hold up lettercards as you sing.Thehe Itsy Bitsy SpiderLittle Miss MuffetMuffe1, 2, Buckle My ShoeOld Mother HubbardThehe itsy, bitsy spiderwent up the water spout.Down came the rain andwwashedthe spider out.Out came the sunand dried up aall the rain,and the itsy, bitsy spiderclclimbedup the spout again.Mis MuffetLittle Misssat on a tuffet,eating her curds and whey;When along came a spider,who sat down beside herand frightenedMiss Muffet away.1, 2, buckle my shoe.3, 4, shut the door.5, 6, pick up sticks.7, 8, lay them straight.9, 10, put them back again.Old Mother Hubbardwent to the cupboardto get her poor dog a bone;But when she got there,the cupboards were bare,so the poor dog had none.3UH .LQGHUJDUWHQ :HHN SDJH RI 2020 Literacy Resources, LLCABC Song:Sing the alphabet songtogether.Students choose their favoritenursery rhyme from the weekand recite it together.

Phonemic Awareness Training Lesson Plan for Week 9SkillsRhyme RepetitionMondayOnset FluencyherOption 1: Teacher says the word and isolates the onset. beepStudents repeat the teacher. Ex. very, /v/lostOption 2: Teacher says the onset and then the word.Students repeat the teacher. Ex. /v/, veryBlending Body - CodadidfindkÅ - dThe teacher says the word with a pause between thec - nbody and final sound. The students repeat the word with n - pa pause between the body and final sound and thenw¶ - tblend them together to say the whole word.bô - gEx. T: ca - t, cat S: ca - t, catdid, lidknow, showteach, beachmust, justfind, kindWednesdayThursdayursdaytail, snailnaildoor, fourman,ma rannose, hosenosebell, yellthem, hemwhere, careleave, sleevehome, combbring, singgFridaykeep, sheepffin, winlost,lo costand,and standyou, tooelpmaSThe teacher says the word pair and the students repeatthe word pair.Ex. T: beep, sheep S: beep, sheepplay, sayhug, bugeat, wheatclam, jammom, l//h//t//s//k/cangojumpj pmynow/k//g//j///m//n/piggquiltqu eptodownoyou/l//sh//t//d//y/kidcannapwetbugtÜ - pr - nmô - dmôsheehee - pkÅÅ - cktopranmudsheepeepkkickbee - plÜ - tdÅ - ddÅcô - pw - gbebeeplotdidcupagwaghÜhÜ - ttai - lv¶ - tv¶kee - phô - ghottailvetkeepkeehugsee - kkkÅ - ssdÜ - tfô - ns - veseekkissdotfunsaveBlending 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 slidesli your hands right to left to say the whole word. Students mirror the teacher.Isolating Final SoundscanThe teacher says the word and then iisolates the finaljumphe word and the final sound. loudsound. The students repeat thelouEx. T: pig /g/ S: pig /l//j//d//n/go p//m//t/Optional "punCH iT ouT" handd 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 Onset-RimeThe teacher says the word and then segmentsgments it intogmentsord and thenonset and rime. The students repeat the wordsegment the word into onset and rime.Ex. T: rug, r - ug S: rug, r - ugbeeplotddidcupwagb - eepl - otd - idc - upw - aghottailvetkeephugh - ott - ailv - etk - eeph - ugseekkissdotfunsaves - eekk - issd - otf - uns - avekidcannapwetbugk - idc - ann - apw - etb - ugtopranmudsheepkickt - opr - anm - udsh - eepk - ickSegmenting hand motion: Students place palmsalms 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.3UH .LQGHUJDUWHQ :HHN SDJH RI 2020 Literacy Resources, LLC

Phonemic Awareness Training Lesson Plan for Week 9SkillsAdding PhonemesMondayWednesdayAdding to the beginning:RimeAddResponseAdding to the beginning:ResponseRimeAddAdding to the beginning:RimeAddResponse- t- t- t- t- ursdayFridayAdding to the beginning:pRimeAddResponseAdding to the d-¶delpmaSThe teacher says the rime and the students repeat it.The teacher says, "Add /*/ at the begnning and theword is?" Teacher & students respond together.Ex. T: /Ɵd/ S: /Ɵd/ T: Add /r/* at the beginningand the word is? T & S: red*Say sounds, not letter /f/bedwedledredfedAdding hand motion: The teacher holds out the left hand with an open palm to represent the rime. Then show the right hand to represent/add/add the initial phoneme, and lightly clap hands together for the whole word.worDeleting PhonemesThe teacher says the word and the students repeat it.The teacher says, "Without /*/, what's left is?"Teacher & students respond together.Ex. T: dot S: dotT: Without /d/*, what's left is?T & S: /ǂt/ *Use soundsDeleting from the beginning:WordWithout ÜtDeleting from the beginning:dponseWordWithout ôtôttôôôttôtôtôtDeleting from the beginning:WordWithoRespo sh//l//r//f/¶d¶d¶d¶d¶d¶d¶dDeletingeting from the beginning:WordWithoutW houWiResponseRespo secatcatbatbatatraratatssathath/k//k/b//r//s//h/ t t t t tDDeleting ffrom the ÅnÅnÅnÅnÅn//f//sh//w//k//b/Deleting hand motion: The teacher holds out bothh hands with openen palms. The right hand represents the onset and the left hand represents the rime. Remove the right hand to delete tthe onset and show the rime with the left hand.Letter NamingTuesday & Thursday: The teacherher holds upn alphabeticalhabetical order, orflashcards one at a time inhabet pposter, aspoints to each letter on an alphabetng.students sing an alphabet song.Language AwarenessThe teacher says the sentence fromm the nurseryultiple times. Therhyme and the students repeat it multiplenes to buildbonteacher repeats the previous day's linesave the rhymrhymethe nursery rhyme. The teacher can haveyme is saidwritten out and track print while the rhymetogether.ABC Song:Sing the alphabet songtogether.ABC Song:Sing and hold up lettercards as you sinsing.Little Bo Peeplo her sheep,has lostLittle Bo PePeephas lost her sheep,and can't tell whereto find them;ABC Song:ong:Sing the alphabet songngtogether.ABC Song:Sing and hold up lettercards as you sing.ABC Song:Sing the alphabet songtogether.Little Bo Peep3UH .LQGHUJDUWHQ :HHN SDJH RI Little Bo Peephas lost her sheep,and can't tell whereto find them;Leave them alone, 2020 Literacy Resources, LLCLittle Bo Peephas lost her sheep,and can't tell whereto find them;Leave them alone,and they'll come home,Little Bo Peephas lost her sheep,and can't tell whereto find them;Leave them alone,and they'll come home,bringing their tails behind them.

Phonemic Awareness Training Lesson Plan for Week 11SkillsRhyme RepetitionMondayone, sunThe teacher says the word pair and the students repeat the two, shoeword pair.three, kneefour, doorfive, diveEx. T: one, sun S: one, sunOnset FluencyWednesdaygo, sobite, rightfish, wishfinger, lingerlittle, skittlettleThursdayursdayeye, shycaught, taughtalive,afivelet, sethim, swimFridaydid, lidhe, seetthis, missthbit kitebite,nogo, nelpmaSOption 1: Teacher says the word and isolates the onset.Students repeat the teacher. Ex. six, /s/Option 2: Teacher says the onset and then the word.Students repeat the teacher. Ex. /s/, sixBlending Onset - RimeTuesdaysix, fixseven, eleveneight, gatenine, fineten, againtwofoursixninegot - ooThe teacher says the onset and rime with a pause between f - orthem and then says the word. The students repeat thef - iveonset and rime with a pause, and then say the word.s - ixb - oyEx. T: f - ish, fish S: f - ish, en/w//z//y//f//s/twoofourfivesixboyn - inet - eng - otf - ishd - idninetengotfishshdidds-ob - itel - ipr - ightk - aughtsobibiteliprightcaughcaughth - amn - app - icks - unf - arhamnappicksunsufarp - enr - odl - aker - unp - olepenrodlakerunpoleBlending hand motion: Place palms togetherther to create "choppers." As the teacher, chop from right to left, 1 chop per onset and rime. Then slide your hands rightrigh to left to say the whole word. Students will mirror the teacher.Isolating Final SoundsThe teacher says the wordd and then isoisolates the finalsound. The students repeat the word and the final sound.Ex. T: caught /t/ S: caught ional "punCH iT ouT" handnd motion: Teacher models usingsing left arm. Say the word aloaloud 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 Onset - RimeosoThe teacher says the word and then segmentsegments it into onset biteand rime. The students repeat the word and then segment lipthe word into onset and rime.rightEx. T: pick, p - ick S: pick, p - ickones-ob - itel - ipr - ightw - ônhamnnappicksunfarh - amn - app - icks - unf - arpenrodlakerunpolep - enr - odl - aker - unp - oletwofourfivesixboyt - oof - orf - ives - ixb - oyninetengotfishdidn - inet - eng - otf - ishd - idSegmenting hand motion: Students place palmsalms together to creacreate "choppers." Students will make a chopping motion when saying the onset and rime. Teachers chop from right to left so that students mirror your movements.3UH .LQGHUJDUWHQ :HHN SDJH RI 2020 Literacy Resources, LLC

Phonemic Awareness Training Lesson Plan for Week 11SkillsAdding PhonemesMondayWednesdayAdding to the beginning:ResponseRimeAddAdding to the beginning:AddResponseRime- n- n- n- n- ing to the beginning:RimeAddResponseAdding to the beginning:RimeAddResponsepAdding to the �ck-ôck-ô-ôck-ôck-ô c--ôckôck-ôôck-ôckelpmaSThe teacher says the rime and the students repeat it.The teacher says, "Add /*/ at the begnning and theword is?" Teacher & students respond together.Ex. T: /Ɵll/ S: /Ɵll/ T: Add /w/* at the beginningand the word is? T & S: well*Say sounds, not letter ck/d//l//t//p//b/ducklucktuckpuckbuckAdding hand motion: The teacher holds out the left hand with an open palm to represent the rime. Then show the right hand to represent/add/add the initial phoneme, and lightly clap hands together for the whole word.worDeleting PhonemesThe teacher says the word and the students repeat it.The teacher says, "Without /*/, what's left is?"Teacher & students respond together.Deleting from the beginning:WordWithout ResponsesicktickEx. T: duck S: duck T: Without /d/*, what's left is? wickT & S: /ǎck/lickkchick*Say sounds, not letter g from the beginning:dponseWordWithout kÜckÜckÜckÜcckÜÜckcckÜckÜckDeleting from the beginning:WordWithout leting from the beginning:WordWithout //v//r/ n n n n nDeleting ffrom the beginning:DWordWithout ll¶ll//b//f//t//w//s/Deleting hand motion: The teacher holds out bothh hands with openen palms. The right hand represents the onset and the left hand represents the rime. Remove the right hand to delete tthe onset and show the rime with the left hand.Letter NamingTuesday & Thursday: The teacherher holds upn alphabeticalhabetical order, orflashcards one at a time inhabet pposter, aspoints to each letter on an alphabetng.students sing an alphabet song.Language AwarenessThe teacher says the sentence fromm the nurseryultiple times. Therhyme and the students repeat it multiplenes to buildbonteacher repeats the previous day's linesave the rhymrhymethe nursery rhyme. The teacher can haveyme is saidwritten out and track print while the rhymetogether.ABC Song:Sing the alphabalphabet songtogether.ABC Song:Sing and hold up lettercards as you sinsing.ABC Song:Sing the alphabet songngtogether.ABC Song:Sing and hold up lettercards as you sing.ABC Song:Sing the alphabet songtogether.One, Two, Three, Four, FiveOne, two, three, four, five.Oncecaught a fish alive.ce I ca3UH .LQGHUJDUWHQ :HHN SDJH RI One, two, three, fofour, five.caught a fish alive.Once I caugSix, sseven, eight, nine, ten,then I let it go again.One, two, three, four, five.Once I caught a fish alive.Six, seven, eight, nine, ten,then I let it go again.Why did you let it go? 2020 Literacy Resources, LLCOne, two, three, four, five.Once I caught a fish alive.Six, seven, eight, nine, ten,then I let it go again.Why did you let it go?Because he bit my finger so.One, two, three, four, five.Once I caught a fish alive.Six, seven, eight, nine, ten,then I let it go again.Why did you let it go?Because he bit my finger so.Which finger did he bite?This little finger on the right.

Phonemic Awareness Training Lesson Plan for Week 19SkillsRhyme RecognitionMondayThe teacher says the two words and then isolates theonset. The students repeat the two words and theonset (initial phoneme).Ex. T: fix, find, /f/ S: fix, find, /f/Blending PhonemesTuesdayhip, cotfound, roundsheep, makein, pinwell, bellWednesdayhow, nowjump, themif, himtoad, roadjet, getThursdayursdaypack, backcheese, pleaserai sorain,on, thishnot, hotFridaysweet, neatrrose,nosewwhwhat,keepredred, bedblue youblue,elpmaSThe teacher says the word pair. The students repeatthe word pair and show thumbs up if the wordsrhyme, or thumbs down if the words do not rhyme.Onset Fluencydirt, shirtless, willbird, fourmoney, honeysee, beepaint, pennear, namemom, mostfind, feelroom, ramp/p//n//m//f//r/girl, golfboy, baselost, landrther, heartnce, furfence,/g//b//l//h//f/bell, bandcough, cardday, deskesksoap,oap, sandgone, gift/b//k//d//s//g/home,me, hillhjam,am, jawc , costkick,quail, quilttwo, talk/h//j//k/kw//kw//t/lamp,mp, lliflifewash, wewelltoottooth,, touctouchhere, handhermath, highh- s- d- w- p- haysaydaywaypayd - ooob - oot - ooz - ooy - oodobootoozooyouThe teacher says the phonemes with a pause between h - µthem and then says the word. The students repeat the m - µphonemes with a pause, and then say the word.w-µb-µEx. T: w - Ɲ, we S: w - Ɲ, weBlending hand motion: Place palms togetherogether to create "choppers." As the teacher, chop from right to left, 1 chop per phoneme. Then slide your hands right to leftle to say ththe whole word. Students will mirror the teacher.Isolating Medial SoundsThe teacher says the word and then iisolates thepeat the word and themedial sound. The students repeatmedial sound.Ex. T: mat /ă/ S: mat /ă/mmathensittopcut/ m/ ///¶///Å/Å//Ü//Ü//ô//ô/madgetkitddotfun/ //¶//Å//Ü//ô/hamwellsicknodduck/ //¶//Å//Ü//ô/vanmetsixrockhut/ //¶//Å//Ü//ô/Optional roller coaster hand motion:otion: Teacher and studentss move one arm like a roller ccoaster going over a hill. BottomBof the hill is the beginning of the word; top of the hill is the middle of the word; bottom of the hill is the end of the word.3UH .LQGHUJDUWHQ :HHN SDJH RI 2020 Literacy Resources, LLC

Phonem

The itsy, bitsy spider The itsy, bitsy spider went up the water spo hed the spider out. The itsy, bitsy spider The itsy, bitsy s went up Down came the rain and washed the spider ou Out came th and dried The Sa amam The Itsy Bits r, as Samp ng: Sing the alphabet song C Song: ABC Song: and hold up letter Sing the alphabet song