PG Kindergarten Phonics Scope & Sequence 17-18
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

View only
 
 
ABCDEFG
1
Start Up Kit: Kindergarten
2
WeekPhonics and Word Recognition RF.K.3
See Link before purple lessons for mouth picture correlations for each unit
Letter (red) & Sound (purple) ConnectionsWord List for Decoding RF.1.3F (use blending lessons)Decodable Text with Sight Words RF.K.3CTeaching NotesResources
3
1Phonological Skills Letter Recognition & FormationLetter Discrimination & Straight SticksPlease remember to use the pre/post assessments for Phonological Awareness in the Assessment Handbook for Start UP. The primary focus for the red lessons is to focus on phonolgical awareness, letter identification and handwriting of letters. It is also important to note that the red lessons skip around on the phonological continnum so you may want to have a copy of the continnum to help you with your instruction.Phonological Continuum
Phonological Awareness Pre/Post Assessment
Use Heggerty lessons to supplement phonological awareness.
4
2Phonological Skills Letter Recognition & FormationLetter Discrimination & Circles and Curves
5
3Phonological Lesson & Daily Letter LessonA, a, B, b, CcBegin anchor chart on vowels and consonants.
Begin using path of movement from Neuhaus Reading Readiness for lowercase and ELLA path of movement for uppercase letters.
6
Pre-Assessement Phonological Awareness: Word Awareness, Identify Rhyme, Syllable Awareness, Initial Sounds
(use data to group kids for small groups using Neuhaus Reading Readiness Curriculum)
7
4Phonological Lesson & Daily Letter LessonD, d, E, e,
8
5Phonological Lesson & Daily Letter LessonF, f, G, g, H,
9
6Phonological Lesson & Daily Letter Lessonh, Ii, Jj, Kk, Ll,
10
7Phonological Lesson & Daily Letter LessonM, m, N, n, Oo
11
8Phonological Lesson & Daily Letter LessonPp, Q, q, R, r
12
9Phonological Lesson & Daily Letter LessonSs, T, t, Uu, Vv
13
10Phonological Lesson & Daily Letter LessonWw, Xx, Yy, Zz
14
https://docs.google.com/document/d/1Ss9_fxy-fmf74lCd4OjyZsys_6ps9CRIrq0upDsb-9k/edit?usp=sharing
15
11Purple 1: Mm and Short Aa
See link
Voiced Front nasal, Smiling Vowel short /a/amIn all lessons please be sure to leave off the schwa when isolating sounds in order to ensure that students hear the pure sound.                    
Short /a/ is open and voiced.
When the /m/ and /n/ are after a vowel, the nasal consonants distort the vowel sound. Nasal sounds are all voiced. Suggestion: Begin the unit with another consonant letter.
*Video 1: mouth positions for (m/n) (t/d) (short a) (s/z)
Begin creating a voiced and unvoiced anchor charts.
With vowels, your mouth is always open and the sound is always voiced. With consonants, the sound is blocked (by your tongue, teeth, or in the back of your throat) and the sound can be voiced or unvoiced.
16
12Purple 2: SsSound Comparison: s/z
Unvoiced Thin Stream
am, Sam/s/ & /z/ share the same mouth position, /s/ is unvoiced, /z/ is voiced. Place your hand on your throat to feel the sound.Start Blending Lessons Stage A: Blending Awareness with Phonemes
17
13Purple 3: TtSound Comparison: t/d
Unvoiced Tongue Tapper
am, Sam, mat, sat, Tam/t/ & /d/ share the same mouth position, /t/ is unvoiced, /d/ is voiced. Place your hand on your throat to feel the sound.Continue Blending Lessons Stage A: Blending Awareness with Phonemes
18
14Purple 4: NnSound Comparison: m/n
Voiced Mid Nasal
man, Nat, mat, sat, Tam, tanWhen the /m/ and /n/ are after a vowel, the nasal consonants distort the vowel sound. All nasal sounds are voiced.Start Blending Lessons Stage B: Blending Awareness with Letters
19
15Purple 5: Short Ii man, Nat, tan, sam, in, sitShort /i/ is open and voiced.*Video 2: (short i) (f/v) & Video 3: (p/b) (short o)
Continue Blending Lessons Stage B: Blending Awareness with Letters
20
Administer Post-Assessement Phonological Awareness: Word Awareness, Identify Rhyme, Syllable Awareness, Initial Sounds & KIDS
(Students who pass all components are ready to begin decodable texts: Administer the Quick Phonics Screener to them.)
21
16Purple 6: Ff (initial position to avoid the floss rule)Sound Comparison: f/v
Unvoiced Lip Chiller
man, mat, fan, fit, if, finFit
Sight Words: is
/f/ & /v/ share the same mouth position, /f/ is unvoiced, /v/ is voiced. Place your hand on your throat to feel the sound.Start Blending Lessons Stage C: Voiced Rehearsal
22
17Purple 7: PpSound Comparison: p/b
Unvoiced Lip Puffer
tin, fat, tap, pat, pin, sipPam Has a Map
Sight Words: a, has
/p/ & /b/ share the same mouth position, /p/ is unvoiced, /b/ is voiced. Place your hand on your throat to feel the sound.Continue Blending Lessons Stage C: Voiced Rehearsal
23
18Purple 8: Short Oonap, fit, on, pot, mop, notPop
Sight Words: the
Short /o/ is open and voiced. Start Blending Lessons Stage D: Silent Rehearsal
24
19Purple 9: Cc (initial position)Sound Comparison: k/g
Unvoiced Back Kicker
pit, top, cat, can, cot, cap
Pop and the Fat Cat
Sight Words: and, of
/k/ & /g/ share the same mouth position, k is unvoiced, g is voiced. Place your hand on your throat to feel the sound.* Video 4: (k/g) when to use c or k at the beginning of a word, (h) (short u)
Continue Blending Lessons Stage D: Silent Rehearsal
25
20Purple 10: Hh (initial position)Unvoiced Panting Airnip, can, hat, him, hit, hop
The Ham
Sight Words: with, see
/h/ is blocked in the back of the throat. It is unvoiced. Start Blending Lessons Stage E: Eyes Only Rehearsal
26
21Purple 11: BbSound Comparison: p/b
Voiced Lip Puffer
hat, sap, bat, bib, bin, bitThe Bib
Sight Words: for, no
/p/ & /b/ share the same mouth position, /p/ is unvoiced, /b/ is voiced. Place your hand on your throat to feel the sound.
At this point, if most of your students know the majority of their letters and understand that words are read left to right, we want to begin focusing on looking at the vowel, looking beside the vowel to see if it is closed by a consonant so we can show them why they need to use the short vowel sound. It is important to begin moving students to look at the vowel, look beside the vowel to see if it is closed and to hold that vowel sound in their heads so they can then read the word as a whole word.
*Video 5: closed syllable
Begin creating a syllable type anchor chart and using the language of closed syllables: "when a vowel is followed by one or more consonants, the vowel is closed and it says the short vowel." Utilize the hand motion for closed syllables. (closed fist)
Begin using Elkonin Boxes for spelling.
Continue Blending Lessons Stage E: Eyes Only Rehearsal
27
22Purple 12: Short UuSmiling Vowel short /u/bit, him, cup, nut, sun, butThe Nut
Sight Words: cannot
Short /u/ is open and voiced.
Contrast with /a/, /i/, /o/
Start Blending Lessons Stage F: No Rehearsal
28
23Purple 13: Rr (initial position)Sound Comparison: r/l
Voiced Side Curler
cup, hop, run, rat, rub, ripThe Rat
Sight Words: have, are
/r/ & /l/ share the same mouth position and are both voiced. The tongue placement is different. /L/ has your tongue curling forward and /r/ has your tongue curling on each side. * Video 6: (r/l) (short e)
Continue Blending Lessons Stage F: No Rehearsal
29
24Purple 14: Short EeSmiling Vowel short /e/rap, cab, met, pen, let, tenMem the Hen
Sight Words: said
Short /e/ is open and voiced.
Contrast with /a/, /i/, /o/, and /u/.
Continue Blending Lessons Stage F: No Rehearsal
30
25Purple 15: GgSound Comparison: k/g
Voiced Back Kicker
men, bin, tag, get, beg, rugGet the Gum
Sight Words: I, you, me
/k/ & /g/ share the same mouth position, /k/ is unvoiced, /g/ is voiced. Place your hand on your throat to feel the sound.Continue Blending Lessons Stage F: No Rehearsal
31
26Build Up Kit: Unit 11 (new standard for K)Open Vowel
Smiling Vowel long /e/ and Smiling Vowel long /o/
go, so, no, me, heJo and Me
Sight Words: car, long, walk, when, sometimes
Closed Syllables: When a vowel is followed by one or more consonants, the vowel is closed and it says the short vowel sound. Open Syllables: When a word or syllable ends with a single vowel, it says its long sound.
*Video 7: open syllables
Continue Blending Lessons Stage F: No Rehearsal
32
27Purple 16: DdSound Comparison: t/d
Voiced Tongue Tapper
bag, pen, dig, had, red, didThe Red Pen
Sight Words: come, here, to
/t/ & /d/ share the same mouth position, /t/ is unvoiced, /d/ is voiced. Place your hand on your throat to feel the sound.
* Add open vowel words for comparison Add weekly lesson plan to show sorts with closed and open single syllable vowels
*Video 8: (w) (j/ch)
Continue Blending Lessons Stage F: No Rehearsal
33
28Purple 17: Ww (initial position)Voiced Round Airbed, pat, wet, win, wig, wed, wagThe Wig
Sight Words: my, look, he
/w/ before a short /a/ will distort the vowel sound and make it say short /o/.
/w/ is voiced. Make sure you are thoughtful of your word choice.
* Add open vowel words for comparis
on
Start Blending Lessons Stage G: Fluency
34
29Purple 18/21: Ll/ Yy (initial position for both)Sound Comparison: l/y
Voiced Front Curler and Voiced Breezy Air
bag, dad, let, lap, lid, lip, yes, yet
yap, yam
Pop and Len
Sight Words: go
& Yip and Yap
Sight Words: now, like, do
/y/ is a gliding air and /l/ is a front curler. The tongue placement is different. /L/ has your tongue curling forward and /y/ has your tongue curling on each side.

* Add open vowel words for comparison
Continue Blending Lessons Stage G: Fluency
35
30Purple 19: Jj (initial position)Sound Comparison: j/ch
Voiced Fat Puff
lab, bin, job, jam, Jim, JenThe Job
Sight Words: put, want
* Add open vowel words for comparison
Continue Blending Lessons Stage G: Fluency
36
31Purple 20: Kk (initial position)Sound Comparison: k/g
Unvoiced Back Kicker
led, bad, kit, jam, Kim, keg, kid
jog (kiss for decoding only)
Kit and Kim
Sight Words: this, she, saw
 * Add open vowel words for comparison
When you hear /k/ followed by an e, i, or y it is spelled k. When you hear /k/ followed by a, o, u, or consonant it is spelled c.
* Video 9: (y) (qu) (x)
Continue Blending Lessons Stage G: Fluency
37
32Purple 22/23: Vv/Qq (v in initial position, qu as combination in initial position)Sound Comparison: f/v
Voiced Lip Chiller and Unvoiced Kicking Air
yet, tip, vet, van, Val, hug
jam, bad, quit, yet, quip
The Vet
Sight Words: home, they, went
& Quinn
Sight Words: good
/f/ & /v/ share the same mouth position, /f/ is unvoiced, /v/ is voiced. Place your hand on your throat to feel the sound.
qu is made up of the sounds /k/ and /w/ therefore the word 'quit' has four sounds. q is always followed by u.
* Add open vowel words for compariso
n
Continue Blending Lessons Stage G: Fluency
38
33Purple 24/25: Xx and Zz (x in final position, z in initial position to avoid the floss rule)Sound Comparison: s/z
Unvoiced Kicking Air + Unvoiced Thin Stream,
Voiced Thin Stream
sip, did, mix, box, fox, wax
fox, quiz, zip, zap (buzz and fuzz for decoding only)
The Sax
Sight Words: was, be, we
& Buzz, Buzz
Sight Words: there, then, out
/s/ & /z/ share the same mouth position, /s/ is unvoiced, /z/ is voiced. Place your hand on your throat to feel the sound.
X is one letter that makes two sounds, /k//s/. When you segment words that have that sound during phonemic awareness, use two sounds for that letter. For example, fox has 4 sounds, /f//o//k//s/. Discuss with students that the /k/ and /s/ are represented with the letter x.
Continue Blending Lessons Stage G: Fluency
39
EOY: Administer the DSA: LN (The goal is to have all students passing features A and C)
40
Use the DSA and NWF results to group students into H, M, L for RTI purposes for the remaining weeks)
Work on automaticity for remaining weeks with CVC. Remaining sight words: when, your, can, said, there, use
Loading...
Main menu