Phonemic Awareness - Primary Curriculum Scope & Sequence
18192021 22 dssSyllablesial PhonemesPhonemeInitialFinal Phonemes & Rime2nd letter sSyllablesInitial PhonemesnemesFinal Phonemes & Rime2nd letter WordslablesSyllablesRimesConsona Blends & DigraphsConsonantLong & Short vowelsNurseryRhymeRhymesRhymeRecognitionwith multisyllabic words3-5 phoneme words withmixedvowel soundsmFinal PhonemesVowelsR-controlled vowels & Advanced Vowels:au, aw, ou, ow, oi, oy, PhonemeInitialInitial PhonemesAlphabet Review, including theme lettersmultiple sounds for someRepeating sentences; CountingountingwordsndsR BlendsFinalalFinalFinalFinal &al:Medial:ow,w, oo, oiAddingDigraphs34InitialSyllable2nd letter Finalof blend SyllableInitialInitialPhoneme , dialiaFinal &Medial:Rconcontrolledwit3-5 phoneme words withed vowel soundsmixedFinal &MedialedialFinal geAwareness31Vowel2 and 3phonemewordsR BlendsPhonememeocationLocationMedial Finalnal &soundsnds MedialFinal soundsBlendsSBDigraphsS Blends2 and 3phonemewordsL BlenndsOnsetRimeRhyme Recognitionecognition &hyme tion17Consonant Blends, Digraphs,, Consonants, and VowelsL BlenndsSyllablesRhymeRecognitionConsonants,Vowels & Digraphs4 phoneme Phoneme 4 phonemewordsdswordsLocationFinal orMedialSounds16elpmaSRhymeRecognitionConsonants & VowelsCompoundWords14 15Teacher's Choice for ReviewTeacher can create additional sentences if students still need practice with this skill. 2020 Literacy Resources, Rimes10 ProductionWeekRhymeProductionPhonemic Awareness - Primary CurriculumScope & Sequencevi
Phonemic Awareness Training Lesson Plan for Week 1MondaySkillsRhyme RecognitionTuesdaygo, noOnset FluencyEx. T: summer S: summer /s/Blending WordsTeacher says the two words with apause between them. Studentsrepeat the two words with a pause,and then say the compound word.Ex. T: first - handS: first - hand, firsthandThursdayschool, toolsat, backop, milemop,ritip, ripoad, riderroad,ump, jumpjbump,e, luncbite,lunchFridayhit, fitslslow, goblublue, yellowbook, tookboboofish, ddishteach, talkmess, lessleelpmarun, funin, laprip, bagTeacher says the word. Studentsrepeat the word and isolate theonset (beginning sound).rain, trainsit, seatmy, tryten, sixrose, jobramp, campmice, nicetip, liptest, restshoe, bluecoat, boatfeet, footbed, headred, greenTeacher says the word pairs.yes, meStudents repeat the word pairs andsad, madshow thumbs up if the words rhyme, out, pigthumbs down if they don't k//d//j/play - groundleader - shipkick - standegg - planttout - sidefoot - printssnow - manpost - cardmoon - lightginger - //g// h//z//kw/w//f//l/visitori iribbonicaptacaptaicaptaintomtomorrowe edessert/v//r//k//t//d/sun - burnfoot - ballrooff - topbirth - dayflash - backweek - endday - dreamrain - coathome - workblack - cktopsun - dayayaysside - wayssnow - flakekey - boardsome - thingdrive - waymilk - shakesand - boxdoor - bellback - aymilkshakesandboxdodoorbellbackboneclass - roomafter - noonlife - guardeye - browbook - markbase - ballbed - roomplat - formbutter - flysail - markbaseballbedroomplatformbutterflysailboatgold - fishbasket - ballwind - shieldclothes - linedown - townback - packcup - cakeblack - berrywall - paperwater - ding hand motion: Teacher'sher'ser's right hand is the first word, left hand is the second word. Teacher anand students use each hand to show the words and clap the compound word together. Students mirror the teacher.Isolating Final SoundsTeacher says the word. Studentsrepeat the word and isolate thefinal sound.Ex. T: rope S: roPe, haVehiM/n//f//t//l//k//v//m/punCH iT ouT hand motion: The teacher models punCH iT oouT using his or her left arm. 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.3ULPDU\ :HHN SDJH RI 2020 Literacy Resources, LLC1
Phonemic Awareness Training Lesson Plan for Week 1MondaySkillsSegmenting WordsTeacher says the compound word.Students repeat the word andsegment it into two words.Ex. T: sidewalkS: sidewalk, side - ballbedroomsunsetbutterflysailboatTuesdayclass - roomafter - noonlife - guardeye - browbook - markbase - ballbed - roomsun - setbutter - flysail - ygold - fishbasket - ballwind - shieldblack - berrydown - townback - packcup - cakeup - stairswall - papernwater - t - sidefoot - printssnow - manpost - cardghtmoon - lightkick - standsand - boxleader - shiplantegg - plantlife - omeworkmeworkblacktopFridayun - burnsunfoot - ballroof - topbirthh - dayworkork - bookweek - endday - dreamrain - coathome - worworkblack - topsun - dayside - wayssnow - flakekey - boardsome - thingdrive - waymilk - shakeplay - grounddoor - bellback - playgrounddoorbellbackboneackbonelpmaSSegmenting hand motion: Place hands together with palms up to show the compound word, and take apartt the word using each hand.d. For the teacher, right hand is the first word, left hand is the second word.Adding WordsTeacher says the word. Studentsrepeat the word. Teacher says,"Add /*/ at the end and theword is?"Ex. T: foot S: foot T: Add /ball/at the end and the word is?S: footballAdding to the nmowermoonlightyardstickAddingding to the -/night//case//stairs/airs// ng to the end:enAddAdResponseResp/stick//stic/bea/bean//t tailWordAddingng to theth lackdown-Adding tto the acktopdowntownAdding hand motion: Teachereacher holds right palm out in front to show the first word. Add the second word with your left hand and lightly clap hands togethetogether for whole word.Deleting WordsTeacher says the word. Studentsentstsrepeat the word. Teacher says,"Without /*/, what's left is?"Ex. T: bedtime S: bedtimeT: Without /time/, what's left is?S: bedWordd:Deleting from the end:ponseWithout Responseairporte er toothtWordDeleting from the end:Deleting from the beginning/end:Deleting from the end/beginning:Deleting from the end/beginning:WithoWithoutResponse WordWithout Response WordWithout Response WordWithout dstickmoonlightgoldfishlawnmower/card/ board/side/ walk/sand/ paper/water/ melon/bean/ jelly/stick/ yard/light/ moon/fish/gold/mower/ pfootcornanykeygrowntailoutendDeleting hand motion: Hold 2 open palms inn front of you.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.3ULPDU\ :HHN SDJH RI 2020 Literacy Resources, LLC2
Phonemic Awareness Training Lesson Plan for Week 1MondaySkillsSubstituting WordsWordTeacher says the word. Studentsrepeat the word. Teacher says,"Change /*/ to /*/ and the word unshadeSundayEx. T: Sunday S: SundayT: Change /day/ to /set/ and theword is? S: sunsetChange sdayChange to ResponseWordChange toThursdayyResponseWordChangege allllheadbandnightgownFridayResponseWordWChange day//set//star/ starfish/shell/ shellfish/sun/ sunfish/jelly/ jellyfish/cat/catfish/blow/ blowfish/clown/ clownfish/gold/ g///light//drive//finger//brush/ toothbrush/shake/ handshakendshake/dream/ daydream/chuck// woodchuckwoo/bell/ doorbell/melon/ watermelon/phones/ headphonesheadph/time/ tuting hand motion: Teacher holds 2 closed fists, touching at the thumbs, out in front to show the whole word. Right fist is thehe first word, left fist is the second word. Pull the fist away that represents the wordwbeingbein substituted andlightly pound fists together when you say the new word.Letter NamingCard Pack: Letters A - ZTeacher holds up flashcards one at a Show the flashcards & say,time in random order. Students and"Letter is ;"teacher say each letter's name and"Sound is /soundss are ."sound(s). Provide multiple soundsfor vowels and letters C, G, S & Y.Cardd Pack: Letters A - Z1. Lettertter names only2. Sounds only(for speed and accuracy)accuCard Pack: Letters A - ZShow the flashcards & say,"Letter is ;""Sound is /sounds are ."Cardard Pack: Letters A - ZShowow the flashcards & say,"Letter is ;""Sound"Soun is /sounds are .".Card Pack:Pack Letters A - Z1.1 Letter names only2. Sounds only(for speed and accuracy)Language AwarenessWelcome to my classroom!(4)Our classroom is special.(4)Is todayday your birthday?(4)Is your backpack blue?(4)Our classroom is big!(4)Teacher says the sentencee withexpression. Students repeatt thesentence with the same expression.ession.sion.Students count & say the numbermbererof words in each sentence.We walk in the hallway.(5)Thehe sunshine is wwarm.(4(4)The flashlight is on.(4(4)We will eat our lunch inside.(6)Cupcakes are a fun treat!(5)Popcorn is a good snack.(5)Is the playground fun?(4)Do you like to eat pancakes?panc(6)A goldfish can be orange.(5)Have you seen a rainbow?(5)We are kind to everyone inour class.What do you like to playayoutside?(8))Did you bring yourbackpack to schooschool?Today is a good day tolearn.(7)I will read a bobook thisafternooafternoon.DDoes our classroom have apet?(7)The bookcase is full of booksto read.Did you bring your homeworkback?(8)Will there be a thunderstorm (6)today?We will not have homework (7)this weekend.3ULPDU\ :HHN SDJH RI (7)(7) 2020 Literacy Resources, LLC(6)(6)3
Phonemic Awareness Training Lesson Plan for Week 3MondayTuesdayWednesdayThursdayFridayWhich word rhymes with *?Which word rhymes with *?Which word rhymes with *?Which word rhymes with *?Which word rhymes with *?SkillsRhyme RecognitionTeacher says, "Which word rhymes with*?" Teacher says the two words.Students respond with the word thatrhymes.Ex. T: Which word rhymes with hot;got or miss? S: gotOnset Fluencysat:get:mop:ham:sun:bit:red:seat, batlet, feetdip, hopram, herun, tangot, fitbed, busTeacher says the word pair. Studentsrepeat the two words and show thumbsup if the words begin with the samesound or thumbs down if they do not.muffin, middlehelping, happypieces, capitalbetter, beforekitten, lettersBlending Syllablesnap - kinTeacher says the syllables. Students repeat blis - terthe syllables and blend them together tonmoun - tainsay the whole word.chil - drenEx. T: pic - ture S: pic- ture, picturebas - kÅtk ÅtkÅNote: The teacher can ask studentsents tocount the number of syllableses inn eachword.in - sectsis - terrcan - dya - fraidea - gleno:my:she:coat:lost:her:please:so, yessee, byknee, shylike, goatcost, losegirl, stirhe, sneezeweek:taste:night:hole:pool:nice:kind:case, speakpaste, typefive, rightmole, hillrow, coolnot,, ricemind, carefour:lift:and:d:off:tire:coach:bent:not,ot, doorlate, siftband, laston, coughghxfire, fixcave, roachcent,ccent, e:fold:foldramp, tentpaid, faceseat, speedrode, cakefive, headguest, moosehold, forkelpmagolden, honeylittle, laughtermantle, sillynever, needleeedlewindow,ndow, ectectsistertercandyndyafraideagleSwin - ternum - beral - waysbe - foforesu - pere - cessreth - let - icathan - swerta - bletea - cherhertalented, targetyogurt, yellowdaddy, helpingjelly, gophergophhappen, erecessathletathleticansweanswerbletableteacherpen - ciligeng - tlelaughlau - terflƄwflƄflƄw - ercen - terekind - nessmem - berdis - cov - ersud - den - lystu - de - rdiscovediscoversuddenlystudiocountry, costumecostumhandle, noticedinner,nner, pennyrapid,id, readingreavisitor,r, vacationtiger,r, tackletacklisten, hungryhuforever,foreve forestready, bannerdoctor, delicatedelicatmarr - blemas - tertetur - keygym - nas - ticsden - tistal - mostmorn - ingmon - eyfan - tas - ticmag - ô - zeendocdo - torse - quenceaf - terpres - enttab - letrab - bitslow - lypar - tycan - dlepres - Å - tabletrabbitslowlypartycandlepresidentBlending hand motion: Place palmsalms together to create "choppers." As the teacher, chop your handhands from right to left, one chopcho for each syllable. Then slide your hands right to left to say the whole word. Students will mirror the teacher.Isolating Final SoundsTeacher says the word. Students repeatpeatthe word and isolate the final sound.Ex. T: should S: shoulD, ifTsaiLbirDgreeNsaMe/k//p//t//l//d//n//m/punCH iT ouT hand motion: The teacher modelsodels punCH iT ouT using his or her left arm. 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.3ULPDU\ :HHN SDJH RI 2020 Literacy Resources, LLC7
Phonemic Awareness Training Lesson Plan for Week 3MondaySkillsSegmenting SyllablesTeacher says the word. Students repeatthe word and segment it into syllables.Ex. T: behind S: behind, be - hindNote: The teacher can ask students tocount the number of syllables in mberdiscoversuddenlystudioTuesdaypen - cilgen - tlelaugh - terflow - ercen - terkind - nessmem - berdis - cov - ersud - den - lystu - de - oneyfantasticmagazineWednesdaymar - blemas - tertur - keygym - nas - ticsden - tistal - mostmorn - ingmon - eyfan - tas - ticeenmag - ô - rtycandlepresidentThursdaydoc - torse - quenceaf - terpres - entettab - letrab - bitslow - lypar - tycan - dlepres - Å - baskeinsectsectsisterercandydyafraideagleFridaynap - kinblis - termoun - tainchill - drenkÅtkÅbas - kÅtsin - sectsis - tercan - dya - fraidea - pmaSwin - ternum - beral - waysbe - foresu - perre - cessath - let - ican - swerta - bletea - cherSegmenting hand motion: Students place palms together to create "choppers" and make a chopping motionion from left to right as theyhey say each syllable in the word. Teachers will chop from right to left so that studentsstmirrormyour movements.Adding Final SyllablesTeacher says the word/syllable.Students repeat the word/syllable.Teacher says, "Add /*/ at the endand the word is?Ex. T: nap S: nap T: Add /kin/ atthe end and the word is? S: scuemusicnapkinpencilnumberoverhumaner holdsolds right palm out in front to show the initial syllable. Add the final syllable with your left hand and lightly clap hands together for the whole word.Adding hand motion: TeacherDeleting SyllablesTeacher says the word. Studentsdentsts reperepeat/,the word. Teacher says, "Without/*/,houtout /*what's left is?"Ex. T: tablet S: tabletT: Without /tab/, what's left is? S:: letWordDeletingl ti fromftheth end:Deletingeleting from the end:endWithoutResponse partDeleting from the beginning:bWordW dWithoutWResponseDeleting from the end/beginning:Deleting from the beginning:WordWithout Response WordWithout Responsegardencompoundcoturkeymascotincomebaby escuemonkeymonster/gar//com//tur//mas//in//bay// tabsentexitapart/rab//b //r ntitpartDeleting hand motion: Hold 2 open palms in front of you. RigRight hand is the first syllable, left hand is the second syllable. Pull the hand away which represents the syllable being deleted, and show what syllable remains with the other hand.3ULPDU\ :HHN SDJH RI 2020 Literacy Resources, LLC8
Phonemic Awareness Training Lesson Plan for Week 3MondaySkillsSubstituting loatingreachingwatchingspeakingWednesdayChange erlowerhotterhotterrChange toThursdayayResponse WordFridayChangehange toResponseWordW/môn//en//st //st etbudgetcometcometChange toelpmaSTeacher says the word. Studentsbravestrepeat the word. Teacher says,smallest"Change /*/ to /*/ and the word is?" loudestEx. T: teaching S: teachingT: Change /teach/ to /draw/ and theword is? S: drawingChange /ham//play//bro//frac//n ing hand motion: Teacher holds 2 closed fists, touching at the thumbs, out in front to show the whole word. Rightght fist is the first syllable, left fist is the second syllable. Pull the fist away that represents the syllable being substitutedand lightly pound your fists together when you say the new word.Letter NamingTeacher holds up flashcards one at atime in random order. Students andteacher say each letter's name andsound(s). Provide multiple soundsfor vowels and letters C, G, S & Y.Card Pack: Letters A - ZShow the flashcardss & say,;"Letter is ;""Soundd is /sounds are ."Language AwarenessToday is Monday.Teacher says the sentence withexpression. Students repeat thehesentence with the same expression.sion.on.Students count & say the numberrof words in each sentence.Is the weather warm today?Cardrd Pack: Letters A - Z1. Letter names only2. Sounds only(for speed and accuaccuracy)Card Pack: Letters A - ZShow the flashcards & say,"Letter is ;""Sound is /sounds are ."Card PaPack: Letters A - ZShow the flashcards & say,"Letter is ;""Sound is /sounds/soun are ."Card Pack: Letters A - Z1. Letter names only2. Sounds only(for speed and accuracy)(4)What color is your jacket?(5)The principal is nice.(4)(6)Dancing silly is fun!(4)What is your favorite book?(5)What do you play at recessrecess?(3) Learning is fun!(3) Always do your best!(5)5) We will be busy learners today. (6) I can use a whisper voice.lis to music.that date. (5) I like to listen(6) The calendar shows tha(6)Did you bring an umbrella?(5)today?(5)5) Is the sun shiningshin(7)(7)(6) Do youy playp y soccer duringrecess?Are you walking home fromschool today?Friday is the last of ourschool week.(7)My yellow pencils arevery shsharp.I like being your teacher!Do you need a drink ofwater?Can you count to onehundred?(5)We listen to our teachers.3ULPDU\ :HHN SDJH RI (5) OurOu library has a lot ofbooks.(6) How many people are inour class? 2020 Literacy Resources, LLC(7)(6)9(8)
Phonemic Awareness Training Lesson Plan for Week 5MondayTuesdayWednesdayThursdayFridayCategory: ColorsCategory: Things or people in schoolCategory: Students' NamesCategory: Things in students'ents' desksCategory: Parts of the bodySkillsRhyme ProductionTeacher says the category and thenonsense word. Students repeat thenonsense word and say, "Not(nonsense word), (real rhymingword)!"Ex. T: fissorsS: Not fissors, scissors!Onset FluencyTeacher says each sentence aloud.Students listen and then isolate theonset that begins every word.Ex. T: Cats can climb. S: /k/**Students say sound, not letter nameBlending Onset - RimeTeachers says the word with a pausebetween the onset and rime.Students blend the onset and rimeinto a whole word.Ex. T: r - ing S: zeebingerwoeselpmaSCats can climb.Dogs dig down deep.Kerri kept Katie's kite.Quails quack quietly.Zoo zebras zoomed.Sue sang seven songs.Joe juggles jelly jars./k//d//k//kw//z//s//j/Happy hippos hunt.Peter Panda paints pictures.ard.Linda liked little Lucy's lizard.Rowdy rabbits reallyy run!Betty bought big bananas.We wantnt wide waffles.Kathy keeps kind kittens./h//p//l//r//b//w//k/umblebees buy bubbles.BumblebeesFred found five fat figs.My motherther made muffins.Vanessa's van'san's violet.Don doesn't do dishes.Hank hears Helen's "Hello."Hello."Noelle nabs nine noodles./b//f//m//v//d//h//n/Silly Sue sells socks.graGus got good grades.Billy buys buttery biscuits.Walter went walkingwalkin west.Feliciafine.icia finally feels fiHarry has happy horses.horseNaughtyughty Nick never lder)(knee)(finger)(toes; nose)TommTomTired Tommytold tales.n's jewelryjewJan'sjingled.P pickedpicke peanuts.Patty PigYellowYelyaks yelyelled "Yes!"Camels can catch coconuts.Larry lets leopardsleap.leoFunny Phil feels funky.r - opet - eachs - ocksw - illr - inkh - onkf - oxs - ingkw - eenr - dd - ampr - estm - ixl - umpk - apeh - ills - ickt - ankh - otk - iddamprestmixlumpcapehilllsicktankhothokikidw - ellk - ingod - olls - inkj - ugs - angl - ockb - ankf - eelb - ootwellwkingkindollsinkjugsanglockbankbanfeelbootl - eadw - ingp - icky - amh - opeor - ingk - ostd - ogkw - ackb - ellleadwingwinpickyamhoperingcostdogquackbellb - andm - inkz - esth - angl - ongh - umg - atef - ells - oupm - ustbandminkzesthanglonghumgatefellsoupmustwill, tilecake, bookhas, washear, teareem, gymseem,seat,at, datemiss,s, fusshead, hide/l/l//k//z//r//r/m//t//s//d/nap, dipmom, tamesaid, sadslug, tagsa fillsale,hit, feethen, nineoff, rough/p//m/m//d//g//l//t//n//f/rub, knobsap, hoperag, pegsave, hivebat, latepack, takecan, phonestage, cage/b//p//g//v//t//k//n//j/bead, redgate, getmake, sackhis, ishill, peelcough, iffix, trackstime, roam/d//t//k//z//l//f//ks//m/sag, hugsix, axown, finfind, fedmile, pillhuge, agehave, gavesoap, Say sounds, not letter namesBlending hand motion: Place palmsalmss together to create "choppers." Teacher chops their hands from right to left, one chop eeach for the onset and rime. Students mirror the teacher by chopping and then sliding their hands to say the whole word.Isolating Final SoundsTeacher says the word pair. Studentsrepeat the words and isolate the finalsound.Ex. T: tube, tub S: tub, tube, /b/**Students say sound, not letter name3ULPDU\ :HHN SDJH RI 2020 Literacy Resources, LLC13
Phonemic Awareness Training Lesson Plan for Week 5MondaySkillsSegmenting Onset - Rimew - ellk - ingd - olls - inkj - ugs - angl - ockb - ankf - eelb - ootwellTeacher says the word. Students repeat the kingword and segment into onset and rime.dollEx. T: dad S: dad, d-ad*Students say sounds, not letter lWednesdayl - eadw - ingp - icky - amh - oper - ingk - ostd - ogkw - ackb - ellb - andm - inkz - esth - angl - ongh - umg - atef - ells - ouppm - r - opet - eachs - ocksw - illr - inkh - onkf - oxs - ingkww - eenr - khototkindelpmaSsinkjugsanglockbankfeelbootd - ampr - estm - ixl - umpk - apeh - ills - ickt - ankh - otk - indSegmenting hand motion: Students place palms together to create "choppers." Students will make a choppingpping motion when sayingg the onset and rime. Teachers will chop from right to left so that students mirrormirr your movements.mAdding Initial PhonemesTeacher says the rime. Students repeat therime. Teacher says, "Add /*/ at thebeginning and the word is?"Ex. T: en S: en T: Add /m/ at thebeginning and the word is? S: men*Say sound, not letter nd/j//d//t//k//l//n//p/jobdolltockcoplotnodponder holds left palm out to show the rime. Add the first sound (onset) with right hand an
Final sounds Medial sounds Initial Phonemes Final Phonemes & Rime 2nd letter of Consonant Blend 3-5 phoneme words with mixed vowel sounds 2nd letter of Consonant Blend Initial Phonemes Final Phonemes & Rime Digraphs R Blends R-controlled Vowels Compound Words Syllables Onset-Rime 2 and 3-phoneme words
Literacy Resources, Inc. created this Phonemic Awareness Screener Assessment to assess a child’s progress with phonemic awareness, and determine if Phonemic Awareness should be part of an intervention for a student in 2nd grade and above. Each phonemic awareness skill that is assessed is part of the daily phonemic awareness
Assessment Directions for Phonemic Awareness Screener: Literacy Resources, Inc. created this Phonemic Awareness Screener Assessment to assess a child's progress with phonemic awareness, and determine if Phonemic Awareness should be part of an intervention for a student in 2nd grade and above. Each phonemic awareness skill that is assessed is .
examine successful programs and strategies being used in rural areas. Rural schools have . (Holton, 2004, p.A1). Phonemic awareness is the most basic of the building blocks of reading. Phonemic awareness is not the same as phonics. Phonemic awareness takes . children to find pleasure in reading and use
3 Phonemic Awareness Focused Curricula Grantees with strong growth in children on track in phonemic awareness during the 2019-2020 academic year were asked
Phonological Awareness Resources The resources and programs listed in this document were reviewed and compiled by specialists at the Indiana Department of Education (IDOE) and faculty at Indiana . Assessment Phonemic Awareness (by UO CTL) Critical Features of Phonemic Awareness Instruction
performing phonemic segmentation (such as counting out the number of phonemes in a word) performing phoneme manipulation tasks (such as adding or deleting a particular phoneme and regenerating a word from the remainder) In LEAD21, phonemic awa
“Essential Strategies for Teaching Phonemic Awareness,” five instructional strategies are presented to facilitate phonological awareness. The strategies, which are based on data analysis of student needs, are presented as guides for teachers to use. PrOfessiOnAl resOurces Adams, M., Foorman, B., Lundgerg, I., & Beeler, T. (1997).
2018 Cause Awareness Day Calendar January Alzheimer’s Disease Awareness Month Cervical Health Awareness Month Dry January National Blood Donor Month National Glaucoma Awareness Month Thyroid Awareness Month 8-14 – Obesity Awareness Week 11 – National Human Trafficking Awareness
