Phonological

Awareness
35–weeks of Explicit and Systematic Phonological Awareness Lessons
with Teacher Modeling and Support

EARLY
PRE–KINDERGARTEN
Curriculum Based on the work of Written by
Michael Heggerty, Ed.D. Marjorie Bottari, M.Ed.
2021 Edition Alisa VanHekken, M.Ed.
1
Scope and Sequence
Phonological
Awareness 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
Skills

Name
Game &
Listening What is Same or
Games
Animal
a Sound? Different?
Name
Game

Setting
Rhyme Rhyme Repetition Rhyme Recognition Rhyme Production
the Stage

Initial Phoneme
Initial Initial Phoneme Isolation with focused sounds Isolation with
Name Generating
Phoneme Generating Words Initial Phoneme Isolation Alliteration Initial Phoneme Categorization
Isolation Work Words
m, p, n k, f, g t, h, m p, k, d n, b, f g, b, t d, h, m t, g, m names h, g, j f, t, n

Blending
2 Words into a Compound Word 2 Syllables Body – Coda Onset – Rime

Compound Words
Segmenting 2–Syllable Word into Syllables Single Syllable Word into Onset – Rime
into 2 Words

Final Phoneme Isolation: Final Sound with Focused Sound

Phoneme
Isolation m, p, k b, n, d t, g, k f, m, p t, f, g b, n, d k, p, m n, d, t g, f, b d, p, n k, b, t g, m, n

Early
Literacy
Skills
Alphabet
Knowledge
Learning Letter Names with an Alphabet Song Extension: Letter Names and Letter Sounds

Hickety
Hey Repeating Rain, Twinkle, 5 Little
Language Welcome Pat–a– Pickety Star Light, Pattern Itsy, Bitsy Down by Reciting Nursery Rhyme
Awareness Diddle Sentences and Rain Go Me Twinkle Peas in a
Song Cake Bumble Star Bright Sentences Spider the Bay Sentences Review
Diddle Counting Words Away Little Star Pod
Bee

© 2021 Literacy Resources, LLC 2

Week 1
Setting the Stage for Phonological Awareness Activities
Setting the Stage for Rhyme
▷ Rhyming words are two words that have
the same middle and final sounds. We are
going to use a new song to hear rhyming
words.
The teacher sings “Two Rhyming Words“ to
the tune of Do You Know the Muffin Man?
with the words listed for the day.
What is a Sound?
▷ We will play the “Ears Only” game.
We will close our eyes and I will make a
sound. You will use yours ears to hear the
sounds. Listen carefully. Can you tell me
the sound you hear?
Name Work
▷ Our names are special words. Words
are made up of sounds. Let's listen for the
first sound we hear in the names of our
preschool friends.
Week 1 | Page 1 of 2
page 1 of 2 Early Pre–K Curriculum VIDEOS & RESOURCES
HEGGERTY.ORG/EPK
Day 1 Day 2 Day 3
▶ SKILL FOCUS: When words rhyme, we hear the same middle and final sounds.
Two Rhyming Words: Sing this song each day and add the words below.
We will say two rhyming words, two rhyming words, two rhyming words. When you say two rhyming words, they sound a lot alike.
No and go are rhyming words, Ten and when are rhyming words, Sat and hat are rhyming words, rhyming
rhyming words, rhyming words. rhyming words, rhyming words. words, rhyming words.
No and go are rhyming words, Ten and when are rhyming words, Sat and hat are rhyming words,
they sound a lot alike. they sound a lot alike. they sound a lot alike.
Hot and not are rhyming words, rhyming Cup and pup are rhyming words, Nice and mice are rhyming words,
words, rhyming words. rhyming words, rhyming words. rhyming words, rhyming words.
Hot and not are rhyming words, Cup and pup are rhyming words, Nice and mice are rhyming words, they
they sound a lot alike. they sound a lot alike. sound a lot alike
▶ SKILL FOCUS: Students will distinguish sounds they hear.
Play the “Ears Only” game: Play the “Ears Only” game: Play the “Ears Only” game:
Students close their eyes and listen Students close their eyes and listen Students close their eyes and listen
to the sounds in the room. to the sounds in the room. to the sounds in the room.
Teacher can: Teacher can: Teacher can:
*knock on table or door *shake or ring bells *rip a piece of paper
*beep or play a horn *stomp feet *whistle or play a flute
*close doors *shake a maraca *snap your fingers
*clap hands *tap sticks together *shake coins in a jar or cup
▶ SKILL FOCUS: Students will hear and isolate the first sound in names.
Choose 3–4 student names each day. Choose 3–4 student names each day. Choose 3–4 student names each day.
Say the name and isolate the first sound. Say the name and isolate the first Say the name and isolate the first
Student repeat. sound. Students repeat. sound. Students repeat.
→⃝ EXAMPLE: →⃝ EXAMPLE: →⃝ EXAMPLE:
John; /j/, John Mae; /m/, Mae Michael; /m/, Michael
© 2021 Literacy Resources, LLC 3
Week 1 page 2 of 2 Early Pre–K Curriculum

Day 1 Day 2 Day 3

Early Literacy Skills

Alphabet Knowledge ▶ SKILL FOCUS: Singing an alphabet song helps us learn the letter names.

▷ We will sing an alphabet song. Can you A, B, C, D, E, F, G, A, B, C, D, E, F, G, A, B, C, D, E, F, G,

sing along with me?
H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P,
Note: Teachers may choose to have
students echo each line of the song, if it is Q, R, S, Q, R, S, Q, R, S,
new for the learners.
T, U, V, T, U, V, T, U, V,
W, X, Y, Z W, X, Y, Z W, X, Y, Z

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Week 3 page 1 of 2 Early Pre–K Curriculum VIDEOS & RESOURCES
HEGGERTY.ORG/EPK

Phonological Awareness Skills Day 1 Day 2 Day 3

Listening Games
▷ We use our ears to hear sounds. We can
hear sounds in our classroom and we can
hear when we listen to people talk. We will
play the 'Name Game' and listen with our
ears to hear the different ways words sound
when our classmates speak.
▶ SKILL FOCUS: We hear sounds with our ears. Sounds can be noises in the classroom and we use our voices to make sounds.
Name Game↓
1. Students sit in a circle and close their eyes.
2. Teacher taps on one student's shoulder or head and the student says 'hello'.
3. Students open their eyes and say the name of the student they think said the word.
*Repeat with 2–4 students, teacher can choose to change the word the student is saying to focus on specific vocabulary from classroom lessons.

Rhyme Repetition ▶ SKILL FOCUS: When words rhyme, we hear the same middle and final sounds.

▷ I will say some rhyming words, you will T: Today we will hear and say words that rhyme T: Today we will hear and say words that rhyme T: Today we will hear and say words that rhyme

say those rhyming words back to me. with –at with –in with –ot
Rhyming words have the same middle and
final sounds.
T: mat, hat T: tin, pin T: hot, not
S: mat, hat S: tin, pin S: hot, not
→⃝ EXAMPLE:
T: We will hear and say words T: hat, sat T: pin, fin T: not, pot

that rhyme with –it. S: hat, sat S: pin, fin S: not, pot
T: hit, sit 🡒 S: hit, sit
T: mat, hat, sat, all have the rhyming T: tin, pin, fin all have the rhyming T: hot, not, pot all have the rhyming
T: sit, mitt 🡒 S: sit, mitt
T: hit, sit, mitt all have the rhyming part –it. part –at part –in part –ot

Initial Phoneme Isolation ▶ SKILL FOCUS: We are listening for the first sound we hear in a word.

▷ I will say a sound. Say that sound back to Focus Sound: /m/ Focus Sound: /p/ Focus Sound: /n/
me. I will say some words that begin with The first sound is: /m/ The first sound is: /p/ The first sound is: /n/
that sound, then it will be your turn.
/m/, map /p/, pot /n/, name
→⃝ EXAMPLE:
/m/, mom /p/, pig /n/, net
T: The sound is /m/. Can you say /m/?
T & S: /m/ /m/, mitt /p/, pet /n/, nice
T: /m/, map; Your turn.
/m/, man /p/, park /n/, new
T & S: /m/, map

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Week 3 page 2 of 2 Early Pre–K Curriculum

Day 1 Day 2 Day 3

Blending Words ▶ SKILL FOCUS: When we blend, we put two small words together to make a big word.
Blending Hand Motion:
▷ I will say two small words and blend them 2 WORDS WHOLE WORD 2 WORDS WHOLE WORD 2 WORDS WHOLE WORD Teacher's right hand is the
together to make one big word. Then, it is first word, left hand is the
your turn. in – to into rain – bow rainbow sun – shine sunshine second word. Students'
hands will mirror the teacher.
→⃝ EXAMPLE: in – side inside rain – coat raincoat sun – light sunlight Use each hand to show the
T: in – to, into individual words and clap the
T & S: in – to, into in – door indoor rain – drop raindrop sun – day Sunday compound word together.

Early Literacy Skills

Alphabet Knowledge ▶ SKILL FOCUS: Singing an alphabet song helps us learn the letter names.

▷ We will sing an alphabet song. Can you A, B, C, D, E, F, G, A, B, C, D, E, F, G, A, B, C, D, E, F, G,

sing along with me?
H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P,
Note: Teachers may choose to have
students echo each line of the song, if it Q, R, S, Q, R, S, Q, R, S,
is new for the learners. Any version of an T, U, V, T, U, V, T, U, V,
alphabet song may be used.
W, X, Y, Z W, X, Y, Z W, X, Y, Z

▶ SKILL FOCUS: Singing and playing with rhymes helps develop early literacy skills.
Language Awareness
▷ We will sing the “Welcome Song” Welcome Song ↓
everyday. Sing along with me.
We welcome you to school today,
Sing to tune of “Mary Had a Little Lamb”
School today, school today.
We welcome you to school today,
Please come in and play.
We're glad to have your here today,
Here today, here today
We're glad to have you here today,
Yes, it's a special day!

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Week 7 page 1 of 2 Early Pre–K Curriculum VIDEOS & RESOURCES
HEGGERTY.ORG/EPK

Phonological Awareness Skills Day 1 Day 2 Day 3

Rhyme Repetition ▶ SKILL FOCUS: When words rhyme, we hear the same middle and final sounds.
▷ I will say two words that rhyme. You will neck, deck same, game she, me
say the words back to me.
play, may ship, tip night, sight
→⃝ EXAMPLE:
T: neck, deck deep, keep toy, boy cow, now
T & S: neck, deck

Initial Phoneme Isolation ▶ SKILL FOCUS: We are listening for the first sound we hear in a word.

▷ I will say a sound. Say that sound back to Focus Sound: /n/ Focus Sound: /b/ Focus Sound: /f/
me. I will say some words that begin with The first sound is: /n/ The first sound is: /b/ The first sound is: /f/
that sound. Then, it is your turn.
/n/, nine /b/, back /f/, fan
→⃝ EXAMPLE:
/n/, nap /b/, bike /f/, four
T: The sound is /n/. Can you say /n/?
T & S: /n/ /n/, nose /b/, box /f/, food
T: /n/, nine; Your turn.
/n/, now /b/, boat /f/, fall
T & S: /n/, nine.

Blending Words ▶ SKILL FOCUS: When we blend, we put two small words together to make a big word.
Blending Hand Motion:
▷ I will say two small words and blend them 2 WORDS WHOLE WORD 2 WORDS WHOLE WORD 2 WORDS WHOLE WORD Teacher's right hand is the
together to make one big word. Then, it is first word, left hand is the
your turn. base – ball baseball class – room classroom birth – day birthday second word. Students'
hands will mirror the teacher.
→⃝ EXAMPLE: foot – ball football play – room playroom some – day someday Use each hand to show the
T: base – ball, baseball individual words and clap the
T & S: base – ball, baseball
soft – ball softball bath – room bathroom week – day weekday compound word together.

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Week 7 page 2 of 2 Early Pre–K Curriculum

Day 1 Day 2 Day 3

Segmenting into Words ▶ SKILL FOCUS: When we segment, we listen to a whole word and separate it into two words.
Segmenting Hand Motion:
▷ I will say one big word and take it apart WHOLE WORD 2 WORDS WHOLE WORD 2 WORDS WHOLE WORD 2 WORDS After saying the whole word,
into two smaller words. Then, it is your turn. the teacher uses two hands to
birthday birth – day baseball base – ball classroom class – room separate the compound
words into two individual
→⃝ EXAMPLE:
T: birthday, birth – day someday some – day football foot – ball playroom play – room words (Teacher's right hand is
the first word, left hand is the
T & S: birthday, birth – day
weekday week – day softball soft – ball bathroom bath – room second word). Students
mirror the teacher, using each
hand to segment the whole
word into two individual
Early Literacy Skills words.

Alphabet Knowledge ▶ SKILL FOCUS: Singing an alphabet song helps us learn the letter names.

▷ We will sing an alphabet song. Can you A, B, C, D, E, F, G, A, B, C, D, E, F, G, A, B, C, D, E, F, G,

sing along with me? I will point to each
H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P,
letter on our alphabet chart. Any version of
an alphabet song may be used. Q, R, S, Q, R, S, Q, R, S,
T, U, V, T, U, V, T, U, V,
W, X, Y, Z W, X, Y, Z W, X, Y, Z

▶ SKILL FOCUS: Singing and playing with rhymes helps develop early literacy skills.
Language Awareness
▷ We will sing or say this rhyme together.
Each day, teacher recites nursery rhyme,
line by line, as students echo the teacher.
Teacher points to individual students to
allow them to provide their names. Teacher
can repeat with as many names needed to
allow all students to have a turn within the
next 2 weeks.
Hickety Pickety Bumble Bee↓
Hickety pickety bumblebee, who will say their name for me? (point to student and child responds)
Let's say it (all students repeat name)
Hickety pickety bumblebee, can you clap ____'s name for me? (students say and clap syllables in name)
Hickety pickety bumblebee, can you whisper/stomp ____'s name for me?
Repeat with 2–3 student names

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Week 12 page 1 of 2 Early Pre–K Curriculum

Phonological Awareness Skills Day 1 Day 2 Day 3

Rhyme Repetition ▶ SKILL FOCUS: When words rhyme, we hear the same middle and final sounds.
▷ I will say two words that rhyme. You will hay, bay fake, rake six, mix
say the words back to me.
hut, what five, hive feet, neat
→⃝ EXAMPLE:
mine, fine suit, boot one, sun
T: hay, bay
T & S: hay, bay

Initial Phoneme Isolation ▶ SKILL FOCUS: We are listening to the first sound we hear in a word and generating words that begin with that sound.

▷ We will play the name game. I will say a 1. Using a student name, teacher 1. Using a student name, teacher 1. Using a student name, teacher
sound and tell you a name that begins with says the first sound, name, and first says the first sound, name, and first says the first sound, name, and first
the same sound. Then it will be your turn sound again. (EX: /m/, Molly, /m/) sound again. (EX: /m/, Molly, /m/) sound again. (EX: /m/, Molly, /m/)
to think of more names that begin with the
same sound. 2. Teacher asks students “Do you 2. Teacher asks students “Do you 2. Teacher asks students “Do you
know another name that begins know another name that begins know another name that begins
→⃝ EXAMPLE:
with sound ____?” with sound ____?” with sound ____?”
T: /m/, Molly, /m/ is is the first sound in
Molly. Who can think of another name that
begins with the sound /m/?
Student responds with names of
classmates, friends, family members, that
begin with the sound. (Marvin, Maria,
Manny, etc.)

Blending Syllables ▶ SKILL FOCUS: When we blend, we put two syllables together to make one big word.
Blending Hand Motion:
▷ I will say two syllables and blend them SYLLABLES WHOLE WORD SYLLABLES WHOLE WORD SYLLABLES WHOLE WORD Place hands together as
together to make one big word. Then, it is "choppers." The teacher will
your turn. fun – y funny sun – y sunny hon - ey honey chop hands from their right to
left, one chop for each
Teacher's Note: We will be blending wind – y windy
words with /ē/ as the final syllable.
mud – y muddy read - y ready syllable. Then slide the two
syllables together and say the
dirt – y dirty rain – y rainy bunn - y bunny whole word. Students mirror
→⃝ EXAMPLE: the teacher, chopping their
T: itch – y, itchy bud – y buddy snow – y snowy happ - y happy hands for each syllable.
T & S: itch – y, itchy
hair – y hairy cloud – y cloudy mon - ey money
Vocabulary Extension: Weather Words

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Week 12 page 2 of 2 Early Pre–K Curriculum

Day 1 Day 2 Day 3

Segmenting into Syllables ▶ SKILL FOCUS: When we blend, we put two syllables together to make one big word.
Segmenting Hand Motion:
▷ I will say one big word and chop it into WHOLE WORD SYLLABLES WHOLE WORD SYLLABLES WHOLE WORD SYLLABLES After saying the whole word,
two syllables. Then, it is your turn. the teacher uses two hands as
honey hon – ey funny fun – y sunny sun – y "choppers" to separate the
Teacher's Note: We will be segmenting word into two syllables
words with /ē/ as the final syllable. ready read – y muddy mud – y windy wind – y (chopping from their right to
left). Students mirror the
→⃝ EXAMPLE: bunny, bun– y dirty dirt – y rainy rain – y teacher, using their hands to
chop each syllable.
T: honey, hon – ey happy hap – y buddy bud – y snowy snow – y
T & S: honey, hon – ey
money mon – ey hairy hair – y cloudy cloud – y
Vocabulary Extension: Weather Words
Early Literacy Skills

Alphabet Knowledge ▶ SKILL FOCUS: Singing an alphabet song helps us learn the letter names.

▷ We will sing an alphabet song. Can you A, B, C, D, E, F, G, A, B, C, D, E, F, G, A, B, C, D, E, F, G,

sing along with me? I will point to each
letter on our alphabet chart. Any version of
H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P,
an alphabet song may be used. Q, R, S, Q, R, S, Q, R, S,
T, U, V, T, U, V, T, U, V,
W, X, Y, Z W, X, Y, Z W, X, Y, Z

▶ SKILL FOCUS: Singing and playing with rhymes helps develop early literacy skills.
Language Awareness Hey Diddle Diddle↓
DAY 1:
Hey, diddle, diddle, Hey, diddle, diddle, Hey, diddle, ____(diddle),
We will sing or say this rhyme together.
The cat and the fiddle, The cat and the ____(fiddle), The cat and the ____ (fiddle),
DAYS 2 & 3:
We will say the rhyme and you will tell me The cow jumped The cow jumped The cow jumped
the words that are missing. over the moon. over the moon. over the____ (moon).
The little dog laughed, The little dog laughed, The little dog laughed,
To see such a sight, To see such a sight, To see such a sight,
And the dish ran away And the dish ran away And the dish ran away
with the spoon. with the____(spoon). with ____ (spoon).

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Week 24 page 1 of 2 Early Pre–K Curriculum ❖ NEW SKILL IS INTRODUCED:
FINAL PHONEME ISOLATION

Phonological Awareness Skills Day 1 Day 2 Day 3

VIDEOS & RESOURCES

Rhyme Recognition ▶ SKILL FOCUS: When words rhyme, we hear the same middle and final sounds.
HEGGERTY.ORG/EPK

▷ Are these two words rhyming words, Use rhyme chant: Sing to the tune of Do You Know the Muffin Man?
rhyming words, rhyming words, are these
two words rhyming words? Show thumbs dime, need walk, talk for, door
up or down.
beg, pat code, night bike, home
→⃝ EXAMPLE: name, came him, dim oat, up
T: dime, need
T & S: dime, need; thumbs down joke, lead mop, can knife, time
keep, deep peak, beak
Initial Phoneme Isolation:
Alliteration ▶ SKILL FOCUS: We are listening for the first sound we hear in a group of words or a sentence.

▷ I will say three words and tell you the first Teach Tim time. /t/ Girls get gum. /g/ Can Kate cut? /k/
sound we hear in all of those words. Then
you will say the first sound.
Feed four fish. /f/ Five fine feathers. /f/ Mom makes muffins. /m/
Dogs dig dirt. /d/ Big blue butterflies. /b/ Jake joined Jen. /j/
→⃝ EXAMPLE:
T: Teach Tim time. /t/
T & S: /t/

Body–Coda Blending ▶ SKILL FOCUS: When we blend, we put two parts together to make a word.
Blending Hand Motion:
▷ I will say two parts of a word and blend dă – d, dad kĭ – d, kid gō – t, goat Place hands together as
them together to make one word. Then, it "choppers." The teacher will
is your turn. bă – d, bad dĭ – d, did cō – t, coat chop hands from their right to
left, one chop for each part of

→⃝ EXAMPLE:
hă – d, had bĭ – d, bid nō – t, note the word. Then slide the two
parts together and say the
T: dă – d, dad mă – d, mad hĭ – d, hid mō – t, moat whole word. Students mirror
the teacher, chopping their
T & S: dă – d, dad
pă – d, pad mĭ – d, mid bō – t, boat hands for each part.

Segmenting into Onset–Rime ▶ SKILL FOCUS: When we segment, we listen to a whole word and separate it into two parts, the onset and rime.
Segmenting Hand Motion:
▷ I will say one word and chop it into two goat, g – oat dad, d – ad kid, k – id After saying the whole word,
parts. Then, it is your turn. the teacher uses two hands as
coat, c – oat bad, b – ad did, d – id "choppers" to separate the
→⃝ EXAMPLE: word into two parts: onset
note, n – ote had, h – ad bid, b – id and rime (chopping their right
T: goat, g – oat for the onset and left for the
T & S: goat, g – oat moat, m – oat mad, m – ad hid, h – id rime). Students mirror the
teacher, using their hands to
boat, b – oat pad, p – ad mid, m – id chop the onset and rime.

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Week 24 page 2 of 2 Early Pre–K Curriculum

Day 1 Day 2 Day 3

Phoneme Isolation:
▶ SKILL FOCUS: We are listening for the last sound we hear in a word.
Final Sounds Final Sound Hand Motion:
Teacher uses left arm to
▷ I will say a sound. Say that sound back to Focus Sound: /m/ Focus Sound: /p/ Focus Sound: /k/ punch arm straight up when
me. I will say some words that end with that isolating the final sound.
The last sound is: /m/ The last sound is: /p/ The last sound is: /k/ Students mirror the teacher
sound. Then, it is your turn.
and use their right arm.
room, /m/ cup, /p/ book, /k/ (roo – /m/, /m/)
→⃝ EXAMPLE:
T: The sound is /m/. Can you say /m/? time, /m/ top, /p/ take, /k/
T & S: /m/ same, /m/ cap, /p/ duck, /k/
T: room, /m/ Your turn.
T & S: room, /m/

Early Literacy Skills

Alphabet Knowledge ▶ SKILL FOCUS: Singing an alphabet song helps us learn the letter names.

▷ We will sing an alphabet song. Can you A, B, C, D, E, F, G, A, B, C, D, E, F, G, A, B, C, D, E, F, G,

sing along with me? I will show you a card
for each letter of the alphabet as we sing. H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P, H, I, J, K, L, M, N, O, P,
Any version of an alphabet song may be Q, R, S, Q, R, S, Q, R, S,
used.
*Teacher can point to each letter on an T, U, V, T, U, V, T, U, V,
alphabet chart. W, X, Y, Z W, X, Y, Z W, X, Y, Z

▶ SKILL FOCUS: Singing and playing with rhymes helps develop early literacy skills.
Language Awareness The Itsy Bitsy Spider ↓
DAY 1:
Itsy Bitsy Spider climbed Itsy Bitsy Spider climbed Itsy Bitsy Spider climbed
We will sing or say this rhyme together.
up the water spout up the water spout up the water _____ (spout)
DAYS 2 & 3:
We will say the rhyme and you will tell me Down came the rain Down came the rain Down came the rain
the words that are missing. and washed the spider out. and washed the _____ (out). and washed the _____ (out).
Out came the sun Out came the sun Out came the sun
and dried up all the rain and dried up all the rain and dried up all the _____ (rain)
And the Itsy Bitsy Spider And the Itsy Bitsy Spider And the Itsy Bitsy Spider
climbed up the spout again. climbed up the spout _____ (again). climbed up the spout _____ (again).

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Week 28 page 1 of 2 Early Pre–K Curriculum
VIDEOS & RESOURCES
HEGGERTY.ORG/EPK

Phonological Awareness Skills Day 1 Day 2 Day 3

Rhyme Production ▶ SKILL FOCUS: When words rhyme, we hear the same middle and final sounds. We will produce a word that rhymes.

▷ We have listened for rhyming words,
and now we will produce or say rhyming
words. This week we will use a fun chant
to make rhyming words. It is called,
Did you ever see?
Chant: Did you ever see... Chant: Did you ever see... Chant: Did you ever see...
a bear in a chair? a moose with a goose? a whale with a ____ (tail)?
a mouse in a house? a dog with a ____ (frog/hog)? a snake with a ____ (cake)?
a bee in a ____ (tree)? a cat with a ____ (rat)? a bear with a ____ (chair, hare)?

Initial Phoneme Isolation:

Categorization ▶ SKILL FOCUS: We are listening to hear if two words begin with the same sound.

▷ I will say two words, say those words food, fence kind, king pig, puzzle
back to me. Show me thumbs up if they
have the same first sound, or thumbs down
hen, nine never, need jeep, kitten
if they don't. family, first birds, march team, tape
→⃝ EXAMPLE:
T: food, fence
T & S: food, fence
T & S: thumbs up

Blending Onset–Rime ▶ SKILL FOCUS: When we blend, we put two parts together to make a word.
Blending Hand Motion:
▷ I will say two parts of a word and blend b – ed, bed h – ip, hip c – ob, cob Place hands together as
“choppers.” The teacher will
them together to make one word. Then, it f – ed, fed d – ip, dip n – ob, knob chop hands from their right to
is your turn. left, one chop for each part of
h – ed, head t – ip, tip b – ob, bob the word. Then slide the two
→⃝ EXAMPLE: parts of the word together.
w – ed, wed s – ip, sip g – ob, gob Students mirror the teacher,
T: b – ed, bed
T & S: b – ed, bed t – ed, Ted l – ip, lip m – ob, mob chopping their hands for each
part of the word..

Segmenting into Onset–Rime ▶ SKILL FOCUS: When we segment, we listen to a whole word and separate it into two parts, the onset and rime.
Segmenting Hand Motion:
After saying the whole word,
▷ I will say one word and chop it into two cob, c – ob bed, b – ed hip, h – ip the teacher uses two hands as
parts. Then, it is your turn.
knob, n – ob fed, f – ed dip, d – ip “choppers” to separate the
word into two parts: onset
→⃝ EXAMPLE: bob, b – ob head, h – ed tip, t – ip and rime (chopping their right
T: cob, c – ob for the onset and left for the
T & S: cob, c – ob
gob, g – ob wed, w – ed sip, s – ip rime). Students mirror the
teacher, using their hands to
mob, m – ob Ted, t – ed lip, l – ip chop the onset and rime.

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Week 28 page 2 of 2 Early Pre–K Curriculum

Day 1 Day 2 Day 3

Phoneme Isolation:
▶ SKILL FOCUS: We are listening for the last sound we hear in a word.
Final Sounds
Final Sound Hand Motion:
▷ I will say a sound. Say that sound back to Focus Sound: /t/ Focus Sound: /f/ Focus Sound: /g/ Teacher uses left arm to
me. I will say some words that end with that The last sound is: /t/ The last sound is: /f/ The last sound is: /g/
punch arm straight up when
sound. Then, it is your turn. isolating the final sound.
cat, /t/ chief, /f/ rug, /g/ Students mirror the teacher
and use their right arm.
→⃝ EXAMPLE:
T: The sound is /t/. Can you say /t/? seat, /t/ wife, /f/ dog, /g/ (cat– /t/, /t/)

T & S: /t/ coat, /t/ chef, /f/ hug, /g/

T: cat, /t/ Your turn.
T & S: cat, /t/

Early Literacy Skills

Alphabet Knowledge ▶ SKILL FOCUS: Singing an alphabet song helps us learn the letter names.

▷ I will say the letter name and the letter Show Alphabet Flashcards, Show Alphabet Flashcards, Show Alphabet Flashcards,
sound. You will say it back to me.
one at a time and say: one at a time and say: one at a time and say:
Teacher Note: Letter cards are in
alphabetical order. Letter is ___; Letter is ___; Letter is ___;
Sound is ___. Sound is ___. Sound is ___.

Language Awareness ▶ SKILL FOCUS: Singing and playing with rhymes helps develop early literacy skills.

▷ We will sing or say this rhyme together.

Down by the Bay ↓ *Teacher and students continue to make rhyming sentences.
Teacher sings/says each line aloud, (EX: Did you ever see fly wearing a tie?)
students repeat. Each day, the teacher and Down by the Bay
students recite the complete rhyme. Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother would say
Did you ever see a bear
combing his hair*?
Down by the bay

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