Sounds First

Phonemic Awareness
Program

Grade 1
Weeks 11–24
Table of Contents
Lessons ……………………………………………………………………………………………………………………………………………. 1
Week 11 ………………………………………………………………………………………………………………………………….. 1
Week 12 ………………………………………………………………………………………….…………………….………………… 16
Week 13 ………………………………………………………………………………………….…………………….………………… 32
Week 14 ………………………………………………………………………………………….…………………….………………… 43
Week 15 ………………………………………………………………………………………….…………………….………………… 54
Week 16 ………………………………………………………………………………………….…………………….………………… 70
Week 17 ………………………………………………………………………………………….…………………….………………… 86
Week 18 ………………………………………………………………………………………….…………………….………………… 97
Week 19 ………………………………………………………………………………………….…………………….………………… 107
Week 20 ………………………………………………………………………………………..…………………………………………. 117
Week 21 ………………………………………………………………………………………..…………………………………………. 128
Week 22 ………………………………………………………………………………………..…………………………………………. 138
Week 23 ………………………………………………………………………………………..…………………………………………. 148
Week 24 ………………………………………………………………………………………..…………………………………………. 158
Week 11, Day 1

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /gr/ in grow? 1. progress (/gr/ in the middle)

S: grow, beginning 2. ground (/gr/ at the beginning)
T: Yes, /gr/ is at the beginning of grow. 3. green (/gr/ at the beginning)
4. program (/gr/ at the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat.

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable). Ex: Barbecue to becue.

Important Note: By the Mastering stage, most students should be doing this manipulation automatically (in less than 2
seconds). A short Whip Around assessment is provided to determine this. It should be administered to students throughout the
week during a time that is convenient to pull them.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say barbecue. dynasty atmosphere

S: repeat architect marvelous
advocate altitude
T: Say barbecue without bar. magnify plentiful
S: becue embassy activate

1
Ⓔ Manipulating Phonemes: Cut Off a Sound to Make a New Word.

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Students must be able to isolate the final sound in a blend with two phonemes, delete that sound, and then say the new word.

Important Note: Lessons in the Experiencing stage scaffold towards eventual phoneme deletion by making the familiar curve
motion outward, then isolating the targeted sound (at the end of the curve) with verbal and physical cues.
Verbal Cues: Ending sound (i.e. sound to be deleted) is repeated. Physical Cues: Fist shake and snipping motion.

Remember, it can be very difficult for students to feel and hear the seams between the sounds, especially in blends. Try it.
Pronounce the word “lamp.” While you can feel your mouth change position from one sound to the next, it is so quick, it almost
feels imperceptible. Slow the process down. Can you feel how with each sound there is a physical change happening? Deleting
phonemes in words (particularly in blends) is challenging for this reason. It is really important that when you stretch the word,
you pronounce each sound clearly and cleanly. Doing this supports students’ ability to segment the sounds in the spoken word.

Directions: Tell students to imagine a word coming out of their mouth. Their job will be to cut off a sound (show “scissors” with
your fingers) to make a new word.
1. Say the sentence with rhythm and expression.
2. Tell the students to repeat.
3. Say the targeted word. Explain that this “is the word on the curve.”
4. Tell students to watch you as you show the word on the familiar curve.
● Be sure to pronounce each sound clearly and cleanly as you stretch the word.
● Repeat the final sound while gently shaking your fist at the end of the curve.
5. Your turn! Tell the students to repeat.
6. Prompt the students for the deletion. Ex: Now say ____ but cut off the ____. Make a snipping motion with your fingers.
7. Invite them to do it with you.
8. Say the new word.
9. As an extension, you can have students use the new word in a sentence.

The column to the left in the table below shows the entire procedure:

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Do this one first. Practice and model with the students: Repeat the procedure using these sentences:

T: It’s time to go to bed. Please turn off the lamp. His pants are too loose, so he put on a belt to hold
S: repeat them up. (bell)
T: Lamp is the word on the curve. My sister loves to build cities with her blocks. (bill)
It is my job to water our house plant every week. (plan)
T: Watch me! I heard a bird chirp outside my window. (burr)
T: lam/p/ /p/ /p/ (curve motion, stretch the word, pronouncing each
sound clearly, shake fist at end of curve)
Your turn!
S: repeat

T: Now say lamp but cut off the /p/. (snipping action)

T: Do it with me!
T and S: lam (curve) /p/ (snipping action)

T: Now lamb is the new word on the curve!

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Jaime jammed with Julia on the drums.

3
Week 11, Day 2

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /t/ in told? 1. hitting /t/ in the middle)

S: told, beginning 2. print (/t/ at the end)
T: Yes, /t/ is at the beginning of told. 3. team (/t/ at the beginning)
4. sport (/t/ at the end)
5. hotdog (/t/ in the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat.

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable). Ex: Barbecue to becue.
Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say barbecue. mockingbird conference

S: repeat instantly influence
optional interview
T: Say barbecue without bar. pentagon primary
S: becue infinite properly

4
Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Students must be able to isolate the final sound in a blend with two phonemes, delete that sound, and then say the new word.

Remember, it can be very difficult for students to feel and hear the seams between the sounds, especially in blends, so be sure
to pronounce each sound clearly and cleanly as you stretch the word.

The column to the left in the table below shows the entire procedure:
Do this one first: Repeat the procedure using these sentences:

T: My mom always keeps hand sanitizer in her purse. I can’t find my bookbag and it’s time to go to school. (can)
S: repeat Let’s go to the playground at the park. (par)
T: Purse is the word on the curve. Please cut out and then paste it onto the picture. (pace)
I just can’t make up my mind about which one to get! (mine)
T: Watch me!
T: pur/s/ /s/ /s/ (curve motion, stretch the word, pronouncing
each sound clearly, shake fist at end of curve)
Your turn!
S: repeat

T: Now say purse but cut off the /s/. (snipping action)

T: Do it with me!
T and S: pur (curve) /s/ (snipping action)

T: Now purr is the new word on the curve!

5
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Jaime jammed with Julia on the drums. Jolly Jasper cooked jambalaya.

6
Week 11, Day 3

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /pr/ in price? 1. surprise (/pr/ in the middle)

S: price, beginning 2. promise (/pr/ at the beginning)
T: Yes, /pr/ is at the beginning of price. 3. supreme (/sp/ at the middle)
4. praise (/pr/ at the beginning)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat.

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable). Ex: Barbecue to becue.
Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say barbecue. concentrate confident

S: repeat sensible consequence
multitude testify
T: Say barbecue without bar. rodeo certainty
S: becue wolverine aggravate

7
Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Students must be able to isolate the final sound in a blend with two phonemes, delete that sound, and then say the new word.

Remember, it can be very difficult for students to feel and hear the seams between the sounds, especially in blends, so be sure
to pronounce each sound clearly and cleanly as you stretch the word.

The column to the left in the table below shows the entire procedure:
Do this one first: Repeat the procedure using these sentences:

T: It is cold out. You will need a scarf and gloves. I had steak with a side dish of corn for dinner. (core)
S: repeat When I grow up, I want to be a world traveler! (whirl)
T: Scarf is the word on the curve. I used a worm as fishing bait. (were)
My neighbor asked me to feed her cats while she was on
T: Watch me! vacation. (cat)
T: scar/f/ /f/ /f/ (curve motion, stretch the word, pronouncing
each sound clearly, shake fist at end of curve)
T: Your turn!
S: repeat

T: Now say scarf but cut off the /f/. (snipping action)

T: Do it with me!
T and S: scar (curve) /f/ (snipping action)

T: Now scar is the new word on the curve!

8
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Jaime jammed with Julia on the drums. Jolly Jasper cooked jambalaya. Jean jelled giant jars of jam.

9
Week 11, Day 4

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /m/ in map? 1. Summer (/m/ in the middle)

S: map, beginning 2. boom (/m/ at the end)
T: Yes, /m/ is at the beginning of map. 3. marble (/m/ at the beginning)
4. ram (/m/ at the end)
5. tumble (/m/ in the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat.

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable). Ex: Barbecue to becue.
Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say barbecue. publisher artery

S: repeat ornament counselor
victory destiny
T: Say barbecue without bar. radiant infantry
S: becue emphasis vertebrate

10
Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Students must be able to isolate the final sound in a blend with two phonemes, delete that sound, and then say the new word.

Remember, it can be very difficult for students to feel and hear the seams between the sounds, especially in blends, so be sure
to pronounce each sound clearly and cleanly as you stretch the word.

Do this one first: Repeat the procedure using these sentences:

T: We have a rocking chair on our front porch. I went to the park with mom. (when)
S: repeat We learned how to paint a portrait in art class. (are)
T: Porch is the word on the curve. I made a card for my mom for Mother’s Day. (car)
Please get some apples and put them in the shopping cart.
Watch me! (car)
T: por/ch/ /ch/ /ch/ (curve motion, stretch the word,
pronouncing each sound clearly, shake fist at end of curve)
T: Your turn!
S: repeat

T: Now say porch but cut off the /ch/. (snipping action)

T: Do it with me!
T and S: por (curve) /ch/ (snipping action)

T: Now poor is the new word on the curve!

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Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Jaime jammed with Julia on the drums. Jolly Jasper cooked jambalaya. Jean jelled giant jars of jam. Jaime joked about
the jam.

12
Week 11, Day 5

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /sh/ in splash? 1. shower (/sh/ at the beginning)

S: splash, end 2. ramshackle (/sh/ in the middle)
T: Yes, /sh/ is at the end of splash. 3. flush (/sh/ at the end)
4. shuttle (/sh/ at the beginning)
5. smash (/sh/ at the end)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat.

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable). Ex: Barbecue to becue.
Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say barbecue. company yesterday

S: repeat almanac customer
studio abdomen
T: Say barbecue without bar. drapery bravery
S: becue perfectly video

13
Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Students must be able to isolate the final sound in a blend with two phonemes, delete that sound, and then say the new word.

Remember, it can be very difficult for students to feel and hear the seams between the sounds, especially in blends, so be sure
to pronounce each sound clearly and cleanly as you stretch the word.

Do this one first: Repeat the procedure using these sentences:

T: We ate corn on the cob at the picnic. The kids love to play on the swings. (kid)
S: repeat I have a bunch of extra books in my closet. (bun)
T: Corn is the word on the curve.
I ate part of my sandwich for lunch. (par)
T: Watch me! We fished all afternoon, but we didn’t catch anything. (fish)
T: cor/n/ (curve motion, stretch the word, pronouncing each
sound clearly, shake fist at end of curve)
T: Your turn!
S: repeat

T: Now say corn but cut off the /n/. (snipping action)

T: Do it with me!
T and S: cor (curve) /n/ (snipping action)

T: Now core is the new word on the curve!

14
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Jaime jammed with Julia on the drums. Jolly Jasper cooked jambalaya. Jean jelled giant jars of jam. Jaime joked about
the jam. Jean juiced jellybeans and jumped rope with Jasper.

15
Week 12, Day 1

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /sp/ in spice? 1. whisper (/sp/ in the middle)

S: spice, beginning 2. wasp (/sp/ at the end)
T: Yes, /sp/ is at the beginning of spice. 3. spot (/sp/ at the beginning)
4. crisp (/sp/ at the end)
5. inspect (/sp/ in the middle)

Ⓔ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Important Note: Like the last series in the manipulating syllables skills sequence, this one involves deleting the first syllable in
a three-syllable word that has the accent on the first syllable. What makes this new series more challenging is that the
remaining middle syllable is made up of only a vowel sound (no consonant sounds). Say the word “holiday.” Do you hear how
the syllable “hol” is accented or stressed in comparison to the other two syllables? Do you hear how the second syllable is
made up of only a vowel sound? (/i/)

To support this manipulation, you will continue to have students feel and hear the stressed and unstressed syllables through
actions; clap on the accented syllable, a gentle thigh slap for each unaccented syllable. An optional extension of this activity

16
has students identifying the vowel sound in the second syllable; capitalizing on a natural opportunity to review and reinforce
vowel sounds. Remember, the focus is sounds, not letters. In some cases that might mean that you are hearing a vowel sound
that is different from the letter you see and that is okay.

As in the prior series, we have underlined words many students are not likely to know that can be explained fairly easily and
quickly. However, there are a number of words that cannot be explained so easily or quickly and consequently, these are not
underlined. Further explanation is optional.

Directions:
1. Say the sentence rhythmically. As you reach the targeted word, clap when saying the first (accented) syllable, then
gently slap each thigh in turn while saying the other two (unaccented) syllables. It’s important that you retain and
carefully model the pronunciation from the targeted word as you say the syllables.This word should be spoken at almost
normal speed (just slightly stretching the syllables to support students in hearing each).
2. Invite students to repeat the sentence with you, making the movements when speaking the targeted word. You may
need to slow it down when students do it with you the first few times until they get used to it.
3. Tell students to watch (My turn!) as you prompt for the deletion. Ex: What’s animal without an? Immediately “show” the
result with the clap (no voice), followed by the quick successive thigh slaps while speaking the remaining two syllables.
In this way, you, and in the next step, the students, effectively speak the word without the first syllable.
4. Invite students to do this too (Your turn!)

Do this one first. (The word is animal): Repeat the procedure using these sentences:

T: That an (clap) i (thigh slap) mal (thigh slap) is a zebra. My favorite book character has magical powers.
S: repeat My sister plays a clarinet in the band.
I didn’t like the movie. It was terrible.
T: My turn!
Is it possible to run a mile in five minutes?
T: What’s animal without an?
T: (clap) imal (two successive thigh slaps) I like to put vinegar on my french fries.
You can use a telescope to look at the moon.
T: Your turn! My grandma lives in Florida.
T: What’s animal without an?
S: (clap) imal (thigh slaps)

T: Yes, animal without an is imal.

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Optional: After deleting the first syllable, ask students to identify the first sound they hear in the rest of the word.
T: What is the first sound you hear in /i/day? Or What is the second syllable in holiday?
S: /i/ T: Yes! We hear the vowel sound /i/.

Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Remember, it can be very difficult for students to feel and hear the seams between the sounds, especially in blends, so be sure
to pronounce each sound clearly and cleanly as you stretch the word.

Begin Gradual Release: prompt the students to cut off the sound on their own. (See below Go ahead, show me how!)

Do this one first: Repeat the procedure using these sentences:

T: I got a mosquito bite on my arm. We sat on a park bench to eat our lunch. (been)
S: repeat Please put your books away on the shelf. (shell)
T: Arm is the word on the curve.
The Fourth of July is one of my favorite holidays. (four)
T: Watch me! I watched the ant carry a crumb to its ant hill. (an)
T: ar/m/ /m/ /m/ (curve motion, stretch the word,
pronouncing each sound clearly, shake fist at end of curve)
T: Your turn!
S: repeat

T: Now say arm but cut off the /m/. (snipping action)

T: Go ahead, show me how!

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S: ar (curve) /m/ (snipping action)

T: Now what’s the new word on the curve?

S: Are is the new word on the curve!

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Barry built a boat from bamboo.

19
Week 12, Day 2

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /k/ in cart? 1. barking (/k/ in the middle)

S: cart, beginning 2. stick (/k/ at the end)
T: Yes, /k/ is at the beginning of cart. 3. carpet (/k/ at the beginning)
4. peak (/k/ at the end)
5. market (/k/ in the middle)

Ⓔ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Do this one first. (The word is area): Repeat the procedure using these sentences:

T: Please clean up the ar (clap) e (thigh slap) a (thigh slap) We saw an elephant at the zoo.
where you played. I will call my cousin on the telephone.
S: repeat We will celebrate my sister’s birthday next week.
My teacher loves to read poetry to our class.
T: My turn!

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T: What’s area without ar? I like to eat celery with blue cheese.
T: (clap) ea My dog can easily find me when he wants to go out.
That movie is a comedy. That means it is funny.
T: Your turn!
T: What’s area without ar?
S: (clap) ea
T: Yes, area without ar is ea.

Optional: After deleting the first syllable, ask students to identify the first sound they hear in the rest of the word.
T: What is the first sound you hear in ‘ea?’ Or What is the second syllable in ‘area?’
S: /ē/ T: Yes! We hear the vowel sound /ē/.

Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Gradual Release: You prompt the students to cut off the sound on their own. (See below Go ahead, show me how!)

Do this one first: Repeat the procedure using these sentences:

T: The horses usually sleep in the barn. We pitched our tent in the woods. (ten)
S: repeat You will need a spoon and a fork for the meal. (for)
T: Barn is the word on the curve.
My brother plays the saxophone in the band. (ban)
T: Watch me! I finally found my lost sock. (loss)
T: bar/n/ /n/ /n/ (curve motion, stretch the word, pronouncing
each sound clearly, shake fist at end of curve)
T: Your turn!
S: repeat

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T: Now say barn but cut off the /n/. (snipping action)

T: Go ahead, show me how!

S: bar (curve) /n/ (snipping action)

T: Now what’s the new word on the curve?

S: Bar is the new word on the curve!

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like). .

Story: Barry built a boat from bamboo. Ben bagged bagels for Barry and Brenda.

22
Week 12, Day 3

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /v/ in vase? 1. clever (/v/ in the middle)

S: vase, beginning 2. glove (/v/ at the end)
T: Yes, /v/ is at the beginning of vase. 3. victory (/v/ at the beginning)
4. have (/v/ at the end)
5. giver (/v/ in the middle)

Ⓔ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Do this one first. (The word is paradise): Repeat the procedure using these sentences:

T: This place is beautiful. It looks like par (clap) a (thigh slap) We can’t go skiing today. They’re calling for an avalanche!
dise (thigh slap)! Please walk quietly down the corridor when you go to the
S: repeat lunchroom.
I’m going to write a book. I’ll dedicate it to my mother.
T: My turn!

23
T: What’s paradise without par? A pelican landed on our boat this morning!
T: (clap) adise I go to the pharmacy to get medicine when I’m sick.
My little brother likes to irritate me!
T: Your turn!
My brother plays the saxophone in a band.
T: What’s paradise without par?
S: (clap) adise
T: Yes, paradise without par is adise.

Optional: After deleting the first syllable, ask students to identify the first sound they hear in the rest of the word.
T: What is the first sound you hear in ‘adise?’ Or What is the second syllable in ‘paradise?’
S: /u/ T: Yes! We hear the vowel sound /u/.

Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure using these sentences:

T: The storm was so loud that it woke me up. The ball did not float. It sunk down to the bottom of the pool.
S: repeat (sun)
T: Storm is the word on the curve.
Please fold and put away your laundry before you go outside
T: Watch me! to play. (foal)
T: stor/m/ /m/ /m/ (curve motion, stretch the word, My sister is about to start ninth grade. (nine)
pronouncing each sound clearly, shake fist at end of curve)
Our new car has a dent on the side, but we are not sure how it
T: Your turn!
S: repeat happened. (den)

T: Now say storm but cut off the /m/. (snipping action)

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T: Go ahead, show me how!
S: stor (curve) /m/ (snipping action)

T: Now what’s the new word on the curve?

S: Store is the new word on the curve!

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Barry built a boat from bamboo. Ben bagged bagels for Barry and Brenda. Ben bellowed, “but bamboo is bad for a
boat!”

25
Week 12, Day 4

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /st/ in stand? 1. plastic (/st/ in the middle)

S: stand, beginning 2. best (/st/ at the end)
T: Yes, /st/ is at the beginning of stand. 3. store (/st/ at the beginning)
4. almost (/st/ at the end)
5. mister (/st/ in the middle)

Ⓔ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Do this one first. (The word is patio): Repeat the procedure using these sentences:

T: Let’s sit outside on the pat (clap) i (thigh slap) o (thigh slap). Your backpack almost looks like mine. They are very
S: repeat similar.
Sing the baby a lullaby.
T: My turn!
I’m going to watch the next episode of the show tonight.
T: What’s patio without pat?

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T: (clap) io My mom and I like to get a manicure.
Put the boxes in the cabinet by the door.
T: Your turn! My baby brother eats a lot. He has a big appetite.
T: What’s patio without pat?
An oriole made a nest in that tree!
S: (clap) io
T: Yes, patio without pat is io.

Optional: After deleting the first syllable, ask students to identify the first sound they hear in the rest of the word.
T: What is the first sound you hear in ‘io?’ Or What is the second syllable in ‘patio?’
S: /ē/ T: Yes! We hear the vowel sound /ē/.

Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure using these sentences:

T: My grandfather gave me a special gold coin. When I am at the beach, I love to surf the waves. (sir)
S: repeat If you do not water the plants enough they will wilt or die. (will)
T: Gold is the word on the curve.
My mom is a sixth grade teacher. (six)
T: Watch me! It’s very sunny out today. You should pick one of your baseball
T: gol/d/ /d/ /d/ (curve motion, stretch the word, pronouncing hats to wear. (hat)
each sound clearly, shake fist at end of curve)
T: Your turn!
S: repeat

T: Now say gold but cut off the /d/. (snipping action)

27
T: Go ahead, show me how!
S: gol (curve) /d/ (snipping action)

T: Now what’s the new word on the curve?

S: Goal is the new word on the curve!

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Barry built a boat from bamboo. Ben bagged bagels for Barry and Brenda. Ben bellowed, “but bamboo is bad for a
boat!” But Barry and Brenda believe bamboo builds boats best.

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Week 12, Day 5

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /z/ in zoom? 1. buzzer (/z/ in the middle)

S: zoom, beginning 2. fizz (/z/ at the end)
T: Yes, /z/ is at the beginning of zoom. 3. zoo (/z/ at the beginning)
4. whiz (/z/ at the end)
5. dozen (/z/ in the middle)

Ⓔ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Do this one first. (The word is cereal): Repeat the procedure using these sentences:

T: My brother always has cer (clap) e (thigh slap) al (thigh slap) My sister wants to put a canopy over her bed.
for breakfast. I can’t read your handwriting. It isn’t legible.
S: repeat The rabbit’s fur helps him camouflage in the bushes.
I went to the movie theater and had some popcorn.
T: My turn!

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T: What’s cereal without cer? Next week a visitor will come to my house.
T: (clap) eal I didn’t mean to spill my milk. It was an accident.

T: Your turn!
T: What’s cereal without cer?
S: (clap) eal
T: Yes, cereal without cer is eal.

Optional: After deleting the first syllable, ask students to identify the first sound they hear in the rest of the word.
T: What is the first sound you hear in ‘eal?’ Or What is the second syllable in ‘cereal?’
S: /ē/ T: Yes! We hear the vowel sound /ē/.

Ⓔ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure using these sentences:

T: I thought I heard a noise, but it was just my imagination. I think I gave her the message, but I’m not sure. (thin)
S: repeat I am tenth in line to buy tickets for the movie. (ten)
T: Heard is the word on the curve.
The house was sold after just a few days. (sole)
T: Watch me! I can’t wait to see the rocket launch! (lawn)
T: hear/d/ /d/ /d/ (curve motion, stretch the word,
pronouncing each sound clearly, shake fist at end of curve)
T: Your turn!
S: repeat

T: Now say heard but cut off the /d/. (snipping action)

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T: Go ahead, show me how!
S: hear (curve) /d/ (snipping action)

T: Now what’s the new word on the curve?

S: Her is the new word on the curve!

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Barry built a boat from bamboo. Ben bagged bagels for Barry and Brenda. Ben bellowed, “but bamboo is bad for a
boat!” But Barry and Brenda believe bamboo builds boats best. Barry beat Ben by building a bamboo boat!

31
Week 13, Day 1

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /b/ in bed? 1. cable (/b/ in the middle)

S: bed, beginning 2. tub (/b/ at the end)
T: Yes, /b/ is at the beginning of bed. 3. best (/b/ at the beginning)
4. sob (/b/ at the end)
5. wobble (/b/ in the middle)

Ⓚ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Important Note: There is one week of lessons in the Knowing stage for this skill. The words are no longer embedded in
sentences and students provide the response independently. This is meant to provide repeated practice towards the goal of
automaticity.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. televise animate

S: repeat formula skeleton

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evident baritone
T: Say animal without an. various caribou
S: imal glorious curious

Use the scaffolding actions from the Experiencing stage as needed.

Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Important Note: Lessons in the Experiencing stage scaffolded students towards eventual deletion of the final phoneme in a
word with a final blend by isolating it and removing it through verbal (emphasizing and repeating the sound) and physical cues
(cutting motion). As students enter the Knowing stage, they should be comfortable deleting this sound, but may not be doing it
automatically yet.

There are two weeks in the Knowing stage for this skill to provide students with repeated practice with the goal of automaticity.
Note that lessons no longer have the words embedded in sentences.

Do this one first: Repeat the procedure with these words:

T: art and (without /d/ = an), felt (without /t/ = fell)

S: repeat lost (without /t/ = loss), barn (without /n/ = bar)
mist (without /t/ = miss), toes (without /z/ = toe)
T: Now say art without /t/. cars (without /z/ = car), inch (without /ch/ = in)

S: are
T: Yes, art without /t/ is are.

Use the scaffolds from the Experiencing stage as needed.

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Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Millie made marvelous maize muffins.

34
Week 13, Day 2

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /f/ in farm? 1. sniffle (/f/ in the middle)

S: farm, beginning 2. roof (/f/ at the end)
T: Yes, /f/ is at the beginning of farm. 3. fox (/f/ at the beginning)
4. puff (/f/ at the end)
5. waffle (/f/ in the middle)

Ⓚ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. modify telegram

S: repeat terrier purify
navigate finally
T: Say animal without an. jealousy hurricane
S: imal furious luckily

Use the scaffolding actions from the Experiencing stage as needed.

35
Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure with these words:

T: farm arc (without /k/ = are), force (without /s/ = for)

S: repeat bent (without /t/ =been), port (without /t/ = poor)
starred (without /d/ = star), herd (without /d/ = her)
T: Now say farm without /m/. clamp (without /p/ = clam), cord (without /d/ = core)

S: far
T: Yes, farm without /m/ is far.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Millie made marvelous maize muffins. Mabel made marvelous matzoh meals.

36
Week 13, Day 3

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /g/ in give? 1. begin (/g/ in the middle)

S: give, beginning 2. ghost (/g/ at the beginning)
T: Yes, /g/ is at the beginning of give. 3. get (/g/ at the beginning)
4. big (/g/ at the end)
5. biggest (/g/ in the middle)

Ⓚ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. manager parachute

S: repeat violet president
quality educate
T: Say animal without an. document cavity
S: imal magazine opposite

Use the scaffolding actions from the Experiencing stage as needed.

37
Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure with these words:

T: bolt slump (without /p/ = slum), tend (without /d/ = ten)

S: repeat past (without /t/ = pass), starve (without /v/ = star)
gulp (without /p/ = gull), pinch (without /ch/ = pin)
T: Now say bolt without /t/. search (without /ch/ = sir), sort (without /t/ = sore)

S: bowl
T: Yes, bolt without /t/ is bowl.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Millie made marvelous maize muffins. Mabel made marvelous matzoh meals. Mario made magnificent meatballs.

38
Week 13, Day 4

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /ch/ in chicken? 1. watching (/ch/ in the middle)

S: chicken, beginning 2. much (/ch/ at the end)
T: Yes, /ch/ is at the beginning of chicken. 3. chore (/ch/ at the beginning)
4. crunch (/ch/ at the end)
5. teacher (/ch/ in the middle)

Ⓚ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. classical vinegar

S: repeat heavily evidence
serious possible
T: Say animal without an. enemy flexible
S: imal terrible celebrate

Use the scaffolding actions from the Experiencing stage as needed.

39
Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure with these words:

T: bald brand (without /d/ = bran), worst (without /t/ = worse)

S: repeat crisp (without /p/ = Chris), guest (without /t/ = guess)
serve (without /v/ = sir), range (without /j/ = rain)
T: Now say bald without /d/. short (without /t/ = shore), bark (without /k/ = bar)

S: ball
T: Yes, bald without /d/ is ball.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Millie made marvelous maiz muffins. Mabel made marvelous matzoh meals. Mario made magnificent meatballs. My,
my! My mother mumbled. Many marvelous makers!

40
Week 13, Day 5

Phoneme Identification: Locate the Sound.

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /sh/ in shape? 1. fashion (/sh/ in the middle)

S: shape, beginning 2. fish (/sh/ at the end)
T: Yes, /sh/ is at the beginning of shape. 3. shoes (/sh/ at the beginning)
4. push (/sh/ at the end)
5. sunshine (/sh/ in the middle)

Ⓚ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. lollipop satellite

S: repeat avenue antelope
definite poetry
T: Say animal without an. evidence visual
S: imal visible relative

Use the scaffolding actions from the Experiencing stage as needed.

41
Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure with these words:

T: carve pant (without /t/ = pan), born (without /n/ = bore)

S: repeat mark (without /k/ = mar), hurt (without /t/ = her)
burn (without /n/ = burr), warmth (without /th/ = warm)
T: Now say carve without /v/. can’t (without /t/ = can), tops (without /s/ = top)

S: car
T: Yes, carve without /v/ is car.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Millie made marvelous maiz muffins. Mabel made marvelous matzoh meals. Mario made magnificent meatballs. My, my!
My mother mumbled. Many marvelous makers! My mother made magical maple miracles!

42
Week 14, Day 1

Phoneme Identification: Mix it Up!

Skill: Listen to a word and identify the location of a specific phoneme (sound).

This is a week of Mix it Up! activities. You will lead students through quick exercises that contain a review of the skills they
worked in weeks 10-13.

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /ch/ in chalk? 1. touching (/ch/ in the middle)

S: chalk, beginning 2. fresh (/sh/ at the end)
T: Yes, /ch/ is at the beginning of chalk. 3. those (/th/ at the beginning)
4. porch (/ch/ at the end)
5. lunchroom (/ch/ in the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Important Note: By the Mastering stage, most students should be doing this manipulation automatically (in less than 2
seconds). A short Whip Around assessment is provided to determine this. It should be administered to students throughout the
week during a time that is convenient to pull them.

43
Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. holiday chemical

S: repeat fabulous platinum
difficult colony
T: Say animal without an. finally daffodil
S: imal imitate janitor

Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure with these words:

T: tops went (without /t/ = when), bunch (without /ch/ = bun)

S: repeat fished (without /d/ = fish), warm (without /m/ = war)
source (without /s/ = sore), torch (without /ch/ = tore)
T: Now say tops without /s/. tense (without /s/ = ten), torn (without /n/ = tore)

S: top
T: Yes, tops without /s/ is top.

Use the scaffolds from the Experiencing stage as needed.

44
Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Karl likes candy and cookies.

45
Week 14, Day 2

Phoneme Identification: Mix it Up!

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /sl/ in slipper? 1. between (/tw/ in the middle)

S: slipper, beginning 2. task (/sk/ at the end)
T: Yes, /sl/ is at the beginning of slipper. 3. twinkle (/tw/ at the beginning)
4. cast (/st/ at the end)
5. extra (/tr/ in the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. resident monitor

S: repeat miracle element
minimum negative
T: Say animal without an. visual ligament
S: imal

46
Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure with these words:

T: charm shirt (without /t/ = sure), branch (without /ch/ = bran)

S: repeat form (without /m/ = for), forge (without /j/ = for)
spark (without /k/ = spar), wince (without /s/ = win)
T: Now charm art without /m/. worth (without /th/ = were), lest (without /t/ = less)

S: char
T: Yes, charm without /m/ is char.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Karl likes candy and cookies. Carol likes cream and cocoa.

47
Week 14, Day 3

Phoneme Identification: Mix it Up!

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /st/ in stomp? 1. twine (/tw/ in the beginning)

S: stomp, beginning 2. nest (/st/ at the end)
T: Yes, /st/ is at the beginning of stomp. 3. gravity (/gr/ at the beginning)
4. wrist (/st/ at the end)
5. escape (/sc/ in the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. serious terrify

S: repeat enemy catapult
nominate Michigan
T: Say animal without an. carrier parallel
S: imal resident manual

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Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Do this one first: Repeat the procedure with these words:

T: fished built (without /t/ = bill), dance (without /s/ = Dan)

S: repeat dorm (without /m/ = door), course (without /s/ = core)
mold (without /d/ = mole), pierce (without /s/ = pier)
T: Now say fished without /t/. mourn (without /n/ = more), least (without /t/ = lease)

S: fish
T: Yes, fished without /t/ is fish.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Karl likes candy and cookies. Carol likes cream and cocoa. Carol crumbled Karl’s candy into her cocoa.

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Week 14, Day 4

Phoneme Identification: Mix it Up!

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /tw/ in twist? 1. retreat (/tr/ in the middle)

S: twist, beginning 2. assist (/st/ at the end)
T: Yes, /tw/ is at the beginning of twist. 3. front (/fr/ at the beginning)
4. beach (/ch/ at the end)
5. applaud (/pl/ in the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. clarity platinum

S: repeat aerospace diagram
salary citizen
T: Say animal without an. hesitant elegant
S: imal heavily suitable

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Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Example (for reference): Repeat the procedure with these words:

T: limp spilt (without /t/ = spill), lined (without /d/ = line)

S: repeat tarp (without /p/ = tar), mend (without /d/ = men)
quilt (without /t/ = quill), word (without /d/ = were)
T: Now say art without /p/. fund (without /d/ = fun), mild (without /d/ = mile)

S: limb
T: Yes, limp without /p/ is limb.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Karl likes candy and cookies. Carol likes cream and cocoa. Carol crumbled Karl’s candy into her cocoa. Karl
complained to Kora.

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Week 14, Day 5

Phoneme Identification: Mix it Up!

Skill: Listen to a word and identify the location of a specific phoneme (sound).

Directions: Tell students they are going to listen to a word and identify the location of a specific phoneme (sound) within the
word. Students repeat the word and identify where they hear the phoneme (sound), the beginning, middle, or end of the word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Where do you hear /fr/ in free? 1. twenty (/tw/ in the beginning)

S: free, beginning 2. stop (/p/ at the end)
T: Yes, /fr/ is at the beginning of free. 3. bunk (/b/ at the beginning)
4. itch (/ch/ at the end)
5. buzzed (/z/ in the middle)

Ⓜ Manipulating Syllables Activity: Clap Away the Beat (Part 2)

Skill: Delete the first syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to iday.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. barricade parasol

S: repeat formula purify
telephone durable
T: Say animal without an. arrogant glossary
S: imal cereal theater

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Ⓚ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Example (for reference): Repeat the procedure with these words:

T: arch self (without /f/ = sell), cart (without /t/ = car)

S: repeat hats (without /s/ = hat), eyes (without /z/ = eye)
grasp (without /p/ = grass), malt (without /t/ = mall)
T: Now say arch without /ch/. false (without /s/ = fall), Ford (without /d/ = for)

S: are
T: Yes, arch without /ch/ is are.

Use the scaffolds from the Experiencing stage as needed.

Alliteration: Silly Stories.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Karl likes candy and cookies. Carol likes cream and cocoa. Carol crumbled Karl’s candy into her cocoa. Kora called
Carol a candy cruncher. Carol cried.

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Week 15, Day 1

Word Categorization: Which One Doesn’t Belong? Rhyming.

Skill: Compare and contrast words by their sounds. Identify the word that does not rhyme with the other words.

Important Note: Each day, students will listen for different identifying features to determine which word doesn’t belong.
Promote a sense of wonder and exploration when looking at each word set.

Optional Extension: Have students play “which one doesn’t belong” with other things, such as letter sounds, words, or
categories of words (animals, colors, etc).
Directions: Tell students to listen carefully for which word doesn’t belong. This means that some words will have the same
characteristics, but one word will be different.
1. Tell students to listen to the words to determine which word doesn’t sound the same as the others.
2. Say three words, one of which doesn’t belong with the other two words because two of them rhyme and one doesn’t not.
3. Tell students to say which word doesn’t belong because it doesn’t rhyme.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which one doesn’t belong? 1. trip, smog, dip
T: brave, cave, crop 2. print, frail, trail
S: Crop doesn’t belong. 3. fry, sky, crib
T: Yes, crop doesn’t belong because it doesn’t rhyme with 4. pale, stamp, nail
brave and cave.

Ⓔ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

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Important Note: This series in the manipulating syllables sequence involves deleting the last syllable from a three-syllable
word. It uses the same words as those used in the previous series (Weeks 13-15). So the first syllable is accented or stressed,
and the second syllable is made up of only a vowel sound (no consonant sounds). You will recognize the sentences and word
lists used in these daily activities, as they are the same as those used in Weeks 13-15, but you will note that instead of deleting
the first syllable, students now delete the last syllable.

To support this manipulation, students will mark the first two syllables with quick successive thigh slaps, and mark the final
syllable with a foot stomp. It’s important that you retain and carefully model the pronunciation from the targeted word as you say
the syllables.

As in the prior series, we have underlined words many students are not likely to know that can be explained fairly easily and
quickly. However, there are a number of words that cannot be explained so easily or quickly and consequently, these are not
underlined. Further explanation is optional.

Directions: Tell the students that you will be playing another game with words with three syllables (beats) but that they will
need to listen carefully, because this time they will notice something a little different.
1. Say the sentence rhythmically. As you reach the targeted word, gently slap each thigh in turn while saying the first two
syllables and stomping one foot while saying the final syllable. It’s important that you retain and carefully model the
pronunciation from the targeted word as you say the syllables. This word should be spoken at just about normal speed.
2. Invite students to repeat the sentence with you, making the movements when speaking the targeted word. You may
need to slow it down when students do it with you the first few times until they get used to it.
3. Tell students to watch (My turn!) as you prompt for the deletion. Ex: What’s animal without mal? Immediately “show” the
result the two quick thigh slaps in succession while speaking the first two syllables and deleting the final syllable by
marking it with a foot stomp.

Do this one first. (The word is animal): Repeat the procedure using these sentences:

T: That an (thigh slap) i (thigh slap) mal (stomp) is a zebra. My favorite book character has magical powers.
S: repeat My sister plays a clarinet in the band.
I didn’t like the movie. It was terrible.
T: My turn!
Is it possible to run a mile in five minutes?
T: What’s animal without mal?
T: ani (two quick successive thigh slaps) ____ (stomp) I like to put vinegar on my french fries.
You can use a telescope to look at the moon.

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My grandma lives in Florida.
T: Your turn!
T: What’s animal without mal?
S: ani (two quick successive thigh slaps) ____ (clap)
T: Yes, animal without mal is ani.

Ⓜ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.

Important Note: By the Mastering stage, most students should be deleting the final phoneme in a one syllable word with a final
blend automatically (in less than 2 seconds). The Whip Around assessment should be administered by the end of the week.

Example for reference: Repeat the procedure using these words:

T: joint bench (without /ch/ = Ben), shelf (without /f/ = shell)

S: repeat guilt (without /t/ = gill), sixth (without /th/ = six)
York (without /k/ = your), tend (without /d/ = ten)
T: Now say joint without /t/. stork (without /k/ = store), Gramp (without /p/ = gram)

S: join
T: Yes, joint without /t/ is join.

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Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new sentence will be added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Zach the zebra got zapped.

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Week 15, Day 2

Word Categorization: Which One Doesn’t Belong? Rhyming.

Skill: Compare and contrast words by their sounds. Identify the word that does not rhyme with the other words.

Directions: Tell students to listen carefully for which word doesn’t belong.
1. Tell students to listen to the words to determine which word doesn’t sound the same as the others.
2. Say three words, one of which doesn’t belong with the other two words because two of them rhyme and one doesn’t not.
3. Tell students to say which word doesn’t belong because it doesn’t rhyme.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which one doesn’t belong? 1. grew, gray, tray
T: free, crumb, tree 2. block, flock, freeze
S: Crumb doesn’t belong. 3. grape, drape, dot
T: Yes, crumb doesn’t belong because it doesn’t rhyme with 4. truck, tag, stuck
free and tree.

Ⓔ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Do this one first. (The word is area): Repeat the procedure using these sentences:

T: Please clean up the ar (thigh slap) e (thigh slap) a We saw an elephant at the zoo.
(stomp) where you played.

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S: repeat I will call my cousin on the telephone.
We will celebrate my sister’s birthday next week.
T: My turn! My teacher loves to read poetry to our class.
T: What’s area without a?
I like to eat celery with blue cheese.
T: are (two quick successive thigh slaps) ____ (stomp)
My dog can easily find me when he wants to go out.
T: Your turn! That movie is a comedy. That means it is funny.
T: What’s area without a?
S: are (two quick successive thigh slaps) ____ (stomp)
T: Yes, area without a is are.

Ⓜ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Remember to administer the Whip Around by the end of the week.

Example for reference: Repeat the procedure using these words:

T: joint film (without /m/ = fill), mild (without /d/ = mile)

S: repeat board (without /d/ = boar), sold (without /d/ = sole)
gold (without /d/ = goal), dorm (without /m/ = door)
T: Now say joint without /t/. rink (without /k/ = ring), mist (without /t/ = miss)

S: join
T: Yes, joint without /t/ is join.

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Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. A new sentence will be added each day.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Zach the zebra got zapped. Zelda zipped open the xylophone bag.

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Week 15, Day 3

Word Categorization: Which One Doesn’t Belong? Rhyming.

Skill: Compare and contrast words by their sounds. Identify the word that does not rhyme with the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which one doesn’t belong? 1. drag, drip, brag
T: slice, price, puddle 2. shy, fly, pole
S: Puddle doesn’t belong. 3. now, chow, nip
T: Yes, puddle doesn’t belong because it doesn’t rhyme with 4. eat, low, show
slice, price.

Ⓔ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Do this one first. (The word is paradise): Repeat the procedure using these sentences:

T: This place is beautiful. It looks like par (thigh slap) a (thigh We can’t go skiing today. They’re calling for an avalanche!
slap) dise (stomp)! Please walk quietly down the corridor when you go to the
S: repeat lunchroom.
I’m going to write a book. I’ll dedicate it to my mother.
T: My turn!
T: What’s paradise without dise? A pelican landed on our boat this morning!
T: para (two quick successive thigh slaps) ____ (stomp) I go to the pharmacy to get medicine when I’m sick.

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My little brother likes to irritate me!
T: Your turn! My brother plays the saxophone in a band.
T: What’s paradise without dise?
S: para (two quick successive thigh slaps) ____ (stomp)
T: Yes, paradise without dise is para.

Ⓜ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Remember to administer the Whip Around by the end of the week.

Example for reference: Repeat the procedure using these words:

T: joint crisp (without /p/ = Chris), once (without /s/ = one)

S: repeat paint (without /t/ = pain), think (without /k/ = thing)
belt (without /t/ = bell), yelp (without /p/ = yell)
T: Now say joint without /t/. starve (without /v/ = star), scant (without /t/ = scan)

S: join
T: Yes, joint without /t/ is join.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

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Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a sentence will be added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Zach the zebra got zapped. Zelda zipped open the xylophone bag. Ziamara played the xylophone zannily.

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Week 15, Day 4

Word Categorization: Which One Doesn’t Belong? Rhyming.

Skill: Compare and contrast words by their sounds. Identify the word that does not rhyme with the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which one doesn’t belong? 1. chin, press, chess
T: thank, prank, top 2. flop, sun, stop
S: Top doesn’t belong. 3. skate, plate, please
T: Yes, top doesn’t belong because it doesn’t rhyme with 4. ship, clip, toy
thank and prank.

Ⓔ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Do this one first. (The word is patio). Repeat the procedure using these sentences:

T: Let’s sit outside on the pat (thigh slap) i (thigh slap) o (stomp). Your backpack almost looks like mine. They are very
S: repeat similar.
Sing the baby a lullaby.
T: My turn!
I’m going to watch the next episode of the show tonight.
T: What’s patio without o?
T: pati (two quick successive thigh slaps) ___ (stomp) My mom and I like to get a manicure.
T: Your turn! Put the boxes in the cabinet by the door.

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T: What’s patio without o? My baby brother eats a lot. He has a big appetite.
S: pati (two quick successive thigh slaps) ___ (stomp) An oriole made a nest in that tree!
T: Yes, patio without o is pati.

Ⓜ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Remember to administer the Whip Around by the end of the week.

Example for reference: Repeat the procedure using these words:

T: joint mulch (without /ch/ = mull), shirt (without /t/ = sure)

S: repeat inch (without /ch/ = in), scarf (without /f/ = scar)
dance (without /s/ = Dan), punch (without /ch/ = pun)
T: Now say joint without /t/. gasp (without /p/ = gas), ranch (without /ch/ = ran)

S: join
T: Yes, joint without /t/ is join.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a sentence will be added.

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2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Zach the zebra got zapped. Zelda zipped open the xylophone bag. Ziamara played the xylophone zannily. Zach the
Zebra launched his zephyr.

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Week 15, Day 5

Word Categorization: Which One Doesn’t Belong? Rhyming.

Skill: Compare and contrast words by their sounds. Identify the word that does not rhyme with the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which one doesn’t belong? 1. brick, stick, bubble
T: glow, blow, bag 2. twice, twin, ice
S: Bag doesn’t belong. 3. crab, shake, bake
T: Yes, bag doesn’t belong because it doesn’t rhyme with 4. crush, crow, brush
glow and blow.

Ⓔ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Do this one first. (The word is cereal): Repeat the procedure using these sentences:

T: My brother always has cer (thigh) e (thigh slap) al (stomp) for My sister wants to put a canopy over her bed.
breakfast. I can’t read your handwriting. It isn’t legible.
S: repeat The rabbit’s fur helps him camouflage in the bushes.
I went to the movie theater and had some popcorn.
T: My turn!
T: What’s cereal without al? Next week a visitor will come to my house.
T: cere (two quick successive thigh slaps) ___ (stomp) I didn’t mean to spill my milk. It was an accident.

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T: Your turn!
T: What’s cereal without al?
S: cere (two quick successive thigh slaps) ___ (stomp)
T: Yes, cereal without al is cere.

Ⓜ Manipulating Phonemes: Cut Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word with a final blend. Ex: Lamp to lamb.
Remember to administer the Whip Around by the end of the week.

Example for reference: Repeat the procedure using these words:

T: joint milk (without /k/ = mill), notes (without /s/ = note)

S: repeat bears (without /z/ = bear), torn (without /n/ = tore)
mind (without /d/ = mine), shelve (without /v/ = shell)
T: Now say joint without /t/. storm (without /m/ = store), mend (without /d/ = men)

S: join
T: Yes, joint without /t/ is join.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

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Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a sentence will be added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Zach the zebra got zapped. Zelda zipped open the xylophone bag. Ziamara played the xylophone zannily. Zach the
Zebra launched his zephyr. Zach, Zelda, and Ziomara all zoomed away in the zephyr.

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Week 16, Day 1

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.
Important Note: Each day, students will listen for different identifying features to determine which word doesn’t belong.
Promote a sense of wonder and exploration when looking at each word set.
Optional Extension: Have students play “which one doesn’t belong” with other things, such as letter sounds, words, or
categories of words (animals, colors, etc).
Directions: Tell students to listen carefully for which word doesn’t belong. This means that some words will have the same
characteristics, but one word will be different.
1. Tell students to listen to the words to determine which word doesn’t sound the same as the others.
2. Say three words, one of which doesn’t belong with the other two words because they won’t have the same amount of
syllables. Remind students that one-syllable words have one vowel sound and two-syllable words have two vowel
sounds. If students struggle, clap out each syllable to count the syllables in each word.
3. Tell students to say which word doesn’t belong because it is different.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. quick, bad, thirsty
T: walk, hook, dentist 2. greasy, cat, dog
S: Dentist doesn’t belong. 3. good, spoon, paper
T: Yes, dentist doesn’t belong because it has two syllables 4. moth, pilot, flat
and walk and hook have one syllable.

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Ⓚ Manipulating Syllables Activity: Stomp Out the Beat.
Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: There is one week of lessons in the Knowing stage for this skill. The words are no longer embedded in
sentences and students provide the response independently. This is meant to provide repeated practice towards the goal of
automaticity.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. televise animate

S: repeat formula skeleton
evident baritone
T: Say animal without mal. various caribou
S: ani glorious curious

Use the scaffolding actions from the Experiencing stage as needed.

Ⓔ Manipulating Phonemes: Snatch off a Sound to Make a New Word.

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.
Students must be able to isolate the final sound in a word, delete that sound, and then say the new word.

Important Note: The skill in this series of activities is very similar to the last (weeks 11-15). The difference is that now, the
words used do not have a final blend. While it may seem that deleting the final sound from a word with a final blend may be
more difficult than deleting it from a word that doesn’t end in a blend, most students find it easier to do the first. That may be
because the remaining word is a closed syllable (ex: lamp to lamb) as opposed to an open syllable (ex: seed to see).

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Lessons in the Experiencing stage for this skill scaffold towards eventual phoneme deletion by making the familiar curve motion
outward, then isolating the targeted sound (at the end of the curve) with verbal and physical cues.
Verbal Cues: Ending sound (i.e. sound to be deleted) is spoken with more emphasis. Physical Cues: Shake fist once and make
a snatching (i.e. grabbing) motion with hand.

An optional extension of this activity has students identifying the vowel sound at the end of the remaining word; capitalizing on
a natural opportunity to review and reinforce vowel sounds. Remember, the focus is sounds, not letters spelling patterns.

Directions: Tell students to imagine a word coming out of their mouth. Their job will be to snatch a sound off (show snatching
motion with hand) to make a new word. They may notice that the procedure is similar to that used for weeks 11-15. Explain that
these words are more challenging!
1. Say the sentence with rhythm and expression.
2. Tell the students to repeat.
3. Say the targeted word. Explain that this “is the word on the curve.”
4. Tell students to watch you as you show the word on the familiar curve.
● Be sure to pronounce each sound clearly as you stretch the word.
● Say the final sound with emphasis while shaking your fist once at the end of the curve. This draws students’
attention to the sound that will be manipulated.
5. Your turn! Tell the students to repeat.
6. Prompt the students for the deletion. Ex: Now say ____ but snatch off the ____. Make a snatching motion with your
hand. Tell them not to pronounce the sound they are snatching off (Be careful, don’t say it!) They can mouth it as a
scaffold if needed.
7. Do this together.
8. Say the new word.

Do this one first. Model and practice with students: Repeat the procedure using these sentences:

T: The gas station is a few miles down the road. Can you teach me how to ride a bike? (tea)
S: repeat We had to cover the food so the flies would not get to it. (fly)
T: Road is the word on the curve.
The vet checked my dog’s weight during the appointment.
T: Watch me! (way)
T: roa /d/ (curve motion, stretch the word, pronouncing each My grandmother always watches the evening news. (new)

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sound clearly, shake fist once at the end of the curve & We made two apple pies for the party. (pie)
emphasize the final sound)
T: Your turn!
S: repeat

T: Now say road but snatch off the /d/. (snatching motion)
T: Be careful, don’t say it!

T: Do it with me!
T & S: roa (curve) /d/ (mouthing the sound, snatching
motion)
T & S: Now row is the new word on the curve!

Optional: After deleting the first syllable, ask students to identify the final sound they hear in the new word.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Rowdy Ronnie rocked the rodeo.

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Week 16, Day 2

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.
Directions: Tell students to listen carefully for which word doesn’t belong. This means that some words will have the same
characteristics, but one word will be different.
1. Tell students to listen to the words to determine which word doesn’t sound the same as the others.
2. Say three words, one of which doesn’t belong with the other two words because they won’t have the same amount of
syllables. Remind students that one-syllable words have one vowel sound and two-syllable words have two vowel
sounds. If students struggle, clap out each syllable to count the syllables in each word.
3. Tell students to say which word doesn’t belong because it is different.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. sleep, mouse, dessert
T: shred, pot, after 2. baby, flip, men
S: After doesn’t belong. 3. lost, sad, stolen
T: Yes, after doesn’t belong because it has two syllables and 4. list, season, clean
shred and pot have one syllable.

Ⓚ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: There is one week of lessons in the Knowing stage for this skill. The words are no longer embedded in
sentences and students provide the response independently. This is meant to provide repeated practice towards the goal of
automaticity.

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Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. modify telegram

S: repeat terrier purify
navigate finally
T: Say animal without mal. jealousy hurricane
S: ani furious luckily

Use the scaffolding actions from the Experiencing stage as needed.

Ⓔ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure using these sentences:

T: The team did a cheer after they won the game. You will need a spoon and a fork for the meal. (knee)
S: repeat My brother plays the saxophone in the band. (play)
T: Team is the word on the curve.
Please raise your hand if you want to share. (ray)
T: Watch me! Will you trade your card with mine? (tray)
T: Tea /m/ (curve motion, stretch the word, pronouncing It is so warm outside; it does not seem like winter! (see)
each sound clearly, shake fist once at the end of the curve
I need somebody to drive me to baseball practice. (dry)
& emphasize the final sound)
T: Your turn!
S: repeat

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T: Now say team but snatch off the /m/. (snatching motion)
T: Be careful, don’t say it!

T: Do it with me!
T & S: tea (curve) /m/ (mouthing the sound, snatching
motion)
T & S: Now tea is the new word on the curve!

Optional: After deleting the first syllable, ask students to identify the final sound they hear in the new word.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Rowdy Ronnie rocked the rodeo. Rhonda rode Rainbow, the rickety rhino.

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Week 16, Day 3

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. met, game, pepper
T: clap, sip, rabbit 2. picnic, no, yes
S: Rabbit doesn’t belong. 3. crust, float, problem
T: Yes, rabbit doesn’t belong because it has two syllables 4. ground, thunder, bolt
and clap and sip have one syllable.

Ⓚ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: There is one week of lessons in the Knowing stage for this skill. The words are no longer embedded in
sentences and students provide the response independently. This is meant to provide repeated practice towards the goal of
automaticity.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. manager parachute

S: repeat violet president

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quality educate
T: Say animal without mal. document cavity
S: ani magazine opposite

Use the scaffolding actions from the Experiencing stage as needed.

Ⓔ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Gradual Release: Prompt the students to silence the sound on their own (see below, Go ahead, show me how!).

Do this one first: Repeat the procedure using these sentences:

T: I still need two more ingredients for the recipe. The ball did not float. It sunk down to the bottom of the pool.
S: repeat (flow)
T: Need is the word on the curve.
We will rake up all the leaves this weekend. (ray)
T: Watch me! My uncle always brings me a treat. (tree)
T: Nee /d/ (curve motion, stretch the word, pronouncing You’d better clean up your room before your mom gets home.
each sound clearly, shake fist once at the end of the curve
(you)
& emphasize the final sound)
T: Your turn! I had steak with a side dish of corn for dinner. (sigh)
S: repeat I used a worm as fishing bait. (bay)

T: Now say need but snatch off the /d/. (snatching motion)
T: Be careful, don’t say it!

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T: Go ahead, show me how!
S: nee (curve) /d/ (mouthing the sound, snatching motion)

T & S: Now knee is the new word on the curve!

Optional: After deleting the first syllable, ask students to identify the final sound they hear in the new word.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Rowdy Ronnie rocked the rodeo. Rhonda rode Rainbow, the rickety rhino. Rainbow the Rhino raced rapidly to the
river.

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Week 16, Day 4

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. brown, green, tennis
T: close, far, winter 2. slipper, light, dark
S: Winter doesn’t belong, 3. chair, rug, pillow
T: Yes, winter doesn’t belong because it has two syllables 4. drink water, glass
and close and far have one syllable.

Ⓚ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: There is one week of lessons in the Knowing stage for this skill. The words are no longer embedded in
sentences and students provide the response independently. This is meant to provide repeated practice towards the goal of
automaticity.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. classical vinegar

S: repeat heavily evidence

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serious possible
T: Say animal without mal. enemy flexible
S: ani terrible celebrate

Use the scaffolding actions from the Experiencing stage as needed.

Ⓔ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure using these sentences:

T: I tried to open the door, but it was stuck. When I am at the beach, I love to surf the waves. (bee)
S: repeat My mom is a sixth grade teacher. (gray)
T: Tried is the word on the curve.
He slid down the slide so fast! (sly)
T: Watch me! We decided to take a train instead of driving. (tray)
T: trie /d/ (curve motion, stretch the word, pronouncing I have brown eyes, just like my mom. (eye)
each sound clearly, shake fist once at the end of the curve
I made a card for my mom for Mother’s Day. (may)
& emphasize the final sound)
T: Your turn!
S: repeat

T: Now say tried but snatch off the /d/. (snatching motion)
Be careful, don’t say it!

T: Go ahead, show me how!

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S: trie (curve) /d/ (mouthing the sound, snatching motion)

T & S: Now try is the new word on the curve!

Optional: After deleting the first syllable, ask students to identify the final sound they hear in the new word.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. On day one, the story begins as just one
sentence, but as each day progresses, another sentence will be told. By the fifth day, a five sentence alliterative story
will be read aloud and repeated by the students, sentence by sentence.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Rowdy Ronnie rocked the rodeo. Rhonda rode Rainbow, the rickety rhino. Rainbow the Rhino raced rapidly to the river.
“No!” roared Rowdy Ronnie.” Remain with the rodeo!”

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Week 16, Day 5

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. clean, crisp, neatly
T: grape, plum, kiwi 2. balloon, ball, string
S: Kiwi doesn’t belong. 3. shark, fish, starfish
T: Yes, kiwi doesn’t belong because it has two syllables and 4. play, football, team
grape and plum have one syllable.

Ⓚ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: There is one week of lessons in the Knowing stage for this skill. The words are no longer embedded in
sentences and students provide the response independently. This is meant to provide repeated practice towards the goal of
automaticity.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. lollipop satellite

S: repeat avenue antelope

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definite poetry
T: Say animal without mal. evidence visual
S: ani visible relative

Use the scaffolding actions from the Experiencing stage as needed.

Ⓔ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure using these sentences:

T: I went to the doctor because I had a sore throat. I am tenth in line to buy tickets for the movie. (lie)
S: repeat The house was sold after just a few days. (day)
T: Throat is the word on the curve.
I can’t wait to see the rocket launch! (way)
T: Watch me! Please answer the phone for me. (foe)
T: throa /t/ (curve motion, stretch the word, pronouncing My parents taught me to always say “please” and “thank you.”
each sound clearly, shake fist once at the end of the curve
(plea)
& emphasize the final sound)
T: Your turn! It was hard to wake in the morning up after I stayed up so late.
S: repeat (way)

T: Now say throat but snatch off the /t/. (snatching motion)
Be careful, don’t say it!

T: Go ahead, show me how!

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S: throa (curve) /t/ (mouthing the sound, snatching motion)

T & S: Now throw is the new word on the curve!

Optional: After deleting the first syllable, ask students to identify the final sound they hear in the new word.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Rowdy Ronnie rocked the rodeo. Rhonda rode Rainbow, the rickety rhino. Rainbow the Rhino raced rapidly to the river.
“No!” roared Rowdy Ronnie.” Remain with the rodeo!” Rowdy Ronnie, Rhonda, and Rainbow the Rickety Rhino returned to
the rodeo and wrestled.

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Week 17, Day 1

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Directions: Tell students to listen carefully for which word doesn’t belong. This means that some words will have the same
characteristics, but one word will be different.
1. Tell students to listen to the words to determine which word doesn’t sound the same as the others.
2. Say three words, one of which doesn’t belong with the other two words because they won’t have the same amount of
syllables. Remind students that one-syllable words have one vowel sound and two-syllable words have two vowel
sounds. If students struggle, clap out each syllable to count the syllables in each word.
3. Tell students to say which word doesn’t belong because it is different.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. actress, actor, play
T: packet, pocket, dress 2. drum, singer, trumpet
S: Dress doesn’t belong. 3. napkin, manners, slouch
T: Yes, dress doesn’t belong because it has one syllable and 4. cable, train, caboose
packet and pocket have two syllables.

Ⓜ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: By the Mastering stage, most students should be doing this manipulation automatically (in less than 2
seconds). A short Whip Around assessment is provided to determine this. It should be administered to students throughout the

86
week during a time that is convenient to pull them.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. holiday chemical

S: repeat fabulous platinum
difficult colony
T: Say animal without mal. finally daffodil
S: ani imitate janitor

Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Important Note: Lessons in the Experiencing stage scaffolded students towards eventual deletion of the final phoneme by
isolating it and removing it through verbal (emphasizing the sound, and then just mouthing the sound) and physical cues
(snatching motion). As students enter the Knowing stage, they should be comfortable deleting this sound, but may not be doing
it automatically yet.

There are two weeks in the Knowing stage for this skill to provide students with repeated practice with the goal of automaticity.
Note, that lessons no longer have the words embedded in sentences.

Do this one first: Repeat the procedure with these words:

T: bake skies (without /z/ = sky), rake (without /k/ = ray)

S: repeat nose (without /z/ = no), slide (without /d/ = sly)
tried (without /d/ = try), weak (without /k/ = we)
T: Now say bake without /k/. wave (without /v/ = way), teeth (without /th/ = tea)
rose (without /z/ = row)

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S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Wild Wonderful Wendy went to Wisconsin.

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Week 17, Day 2

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. thirsty, hungry, food
T: reptile, cartoon, bug 2. ball, playing, bouncing
S: Bug doesn’t belong. 3. bigger, little, star
T: Yes, bug doesn’t belong because it has one syllable and 4. body, foot, acorn
reptile and cartoon have two syllables.

Ⓜ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. resident monitor

S: repeat miracle element
minimum negative
T: Say animal without mal. visual cavity
S: ani happiness ligament

89
Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Example (for reference): Repeat the procedure with these words:

T: bake paid (without /d/ = pay), trace (without /s/ = tray)

S: repeat moose (without /s/ = moo), quote (without /t/ = quo)
tune (without /n/ = too), tote (without /t/ = toe)
T: Now say bake without /k/. tribe (without /b/ = try), fleece (without /s/ = flee)
time (without /m/ = tie)
S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Wild Wonderful Wendy went to Wisconsin. Joaquin and Wilbur were in Wisconsin whispering about Wendy.

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Week 17, Day 3

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. racket, basket, shoe
T: mattress, blanket, sheet 2. smile, sadness, fastest,
S: Sheet doesn’t belong. 3. sister, brother, child
T: Yes, sheet doesn’t belong because it has one syllable and 4. hello, wave, goodbye
blanket and mattress have two syllables.

Ⓜ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. serious terrify

S: repeat enemy catapult
nominate Michigan
T: Say animal without mal. carrier parallel
S: ani resident manual

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Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure with these words:

T: bake wave (without /v/ = way), plead (without /d/ = plea)

S: repeat pain (without /n/ = pay), weave (without /v/ = we)
ties (without /z/ = tie), teen (without /n/ = tee)
T: Now say bake without /k/. you’ve (without /v/ = you), weak (without /k/ = we)
beak (without /k/ = bee)
S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Wild Wonderful Wendy went to Wisconsin. Joaquin and Wilbur were in Wisconsin whispering about Wendy. Wendy was
wondering what Joaquin and Wilbur were whispering about.

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Week 17, Day 4

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. racoon, color, shirt
T: pretzel, picnic, ring 2. pop, chipmunk, tiger
S: Ring doesn’t belong. 3. bacon, pony, horse
T: Yes, ring doesn’t belong because it has one syllable and 4. rotate, twist, swivel
pretzel and picnic have two syllables.

Ⓜ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. clarity platinum

S: repeat aerospace diagram
salary citizen
T: Say animal without mal. hesitant elegant
S: ani heavily suitable

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Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure with these words:

T: bake tube (without /b/ = two), praise (without /z/ = pray)

S: repeat sheep (without /p/ = she), note (without /t/ = no)
same (without /m/ = say), zoom (without /m/ = zoo)
T: Now say bake without /k/. size (without /z/ = sigh), meet (without /t/ = me)
feed (without /d/ = fee)
S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Wild Wonderful Wendy went to Wisconsin. Joaquin and Wilbur were in Wisconsin whispering about Wendy. Wendy was
wondering what Joaquin and Wilbur were whispering about. Wacky and wonderful Willy Wonka was wondering as well.

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Week 17, Day 5

Word Categorization: Which One Doesn’t Belong? Syllables.

Skill: Compare and contrast words by the number of syllables they contain. Identify the word that has a different number of
syllables than the other words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. explode, update stay
T: butter, salt, pepper 2. cook, garden, flower
S: Salt doesn’t belong. 3. blacktop, playground, rose
T: Yes, salt doesn’t belong because it has one syllable, and 4. book, teacher, purple
butter and pepper have two syllables.

Ⓜ Manipulating Syllables Activity: Stomp Out the Beat.

Skill: Delete the last syllable from a 3-syllable word (accent on the first syllable, second syllable is just a vowel sound). Ex:
Holiday to holi.

Important Note: Be sure to administer the Whip Around assessment for this skill sometime during this week.

Example of procedure (for reference): Repeat the procedure using these words:

T: Say animal. barricade parasol

S: repeat formula purify
telephone durable
T: Say animal without mal. arrogant glossary
S: ani cereal theater

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Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure with these words:

T: bake boat (without /t/ = bow), safe (without /f/ = say)

S: repeat mine (without /n/ = my), hoop (without /p/ = who)
hide (without /d/ = high), seat (without /t/ = see)
T: Now say bake without /k/. toad (without /d/ = toe), niece (without /s/ = knee)
S: bay please (without /z/ = plea)
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Wild Wonderful Wendy went to Wisconsin. Joaquin and Wilbur were in Wisconsin whispering about Wendy. Wendy was
wondering what Joaquin and Wilbur were whispering about. Wacky and wonderful Willy Wonka was wondering as well.
Joaquin and Wilbur were wondering whether Wendy would wish for watermelon.

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Week 18, Day 1

Word Categorization: Which One Doesn’t Belong? Short Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.
Important Note: Each week, students will look for different identifying features to determine which word doesn’t belong.
Promote a sense of wonder and exploration when looking at each word set.
Optional Extension: Have students play “which one doesn’t belong” with other things, such as letter sounds, words, or
categories of words (animals, colors, etc.).
Directions: Tell students to listen carefully for which word doesn’t belong. This means that some words will have the same
characteristics, but one word will be different.
1. Tell students to listen to three words to determine which word doesn’t sound the same as the others.
2. Say three words, one of which doesn’t belong with the other two words because they have different vowel sounds.
Remind students to listen to the vowel sound in the middle of the word. Use the curve with your arm to support students
if needed.
3. Tell students to say which word doesn’t belong because it is different.

Note: This week focuses on short vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. rush, roll, tub
T: hat, cap, him 2. net, not, sock
S: Him doesn’t belong. 3. slid, zip, hat
T: Yes, him doesn’t belong because it has the short i sound, 4. shop, part, cot
and hat and cap have the short a sound.

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Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)
Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure with these words:

T: bake I’ve (without /v/ = eye), rhyme (without /m/ = rye)

S: repeat paid (without /d/ = pay), trace (without /s/ = tray)
shown (without /n/ = show), page (without /j/ = pay)
T: Now say bake without /k/. feet (without /t/ = fee), rope (without /p/ = row)
soup (without /p/ = Sue)
S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Patty prepared paella for her parents.

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Week 18, Day 2

Word Categorization: Which One Doesn’t Belong? Short Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.
Note: This week focuses on short vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. job, zap, sap
T: well, bed, fit 2. hen, clock, stock
S: Fit doesn’t belong. 3. script, lip, pad
T: Yes, fit doesn’t belong because it has the short i sound, 4. fed, hot, web
and well and bed have the short e sound.

Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure with these words:

T: bake guide (without /d/ = guy), tied (without /d/ = tie)

S: repeat rise (without /z/ = rye), truth (without /th/ = true)
sign (without /n/ = sigh), robe (without /b/ = row)
T: Now say bake without /k/. whose (without /z/ = who), cube (without /b/ = cue)
make (without /k/ = may)

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S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Patty prepared paella for her parents. Patty’s parents played piano while Patty paused.

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Week 18, Day 3

Word Categorization: Which One Doesn’t Belong? Short Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.
Note: This week focuses on short vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. cub, hug, lot
T: chip, twig, plan 2. big, map, flick
S: Plan doesn’t belong. 3. pen, nap, sag
T: Yes, plan doesn’t belong because it has the short a sound, 4. ten, pan, spell
and chip and twig have the short i sound.

Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Do this one first: Repeat the procedure with these words:

T: bake ride (without /d/ = rye), bead (without /d/ = bee)

S: repeat grape (without /p/ = gray), bloom (without /m/ = blue)
fries (without /z/ = fry), both (without /th/ = bow)
T: Now say bake without /k/. freeze (without /z/ = free), trees (without /z/ = tree)
house (without /s/ = how)

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S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. On day one, the story begins as just one
sentence, but as each day progresses, another sentence will be told. By the fifth day, a five sentence alliterative story
will be read aloud and repeated by the students, sentence by sentence.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Patty prepared paella for her parents. Patty’s parents played piano while Patty paused. The paella was perfect.

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Week 18, Day 4

Word Categorization: Which One Doesn’t Belong? Short Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.
Note: This week focuses on short vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. shed, hush, wed
T: kit, rip, ton 2. ash, chat, whiz
S: Ton doesn’t belong. 3. leg, flap, tap
T: Yes, ton doesn’t belong because it has the short o sound, 4. fog, pod, spent
and kit and rip have the short i sound.

Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Example (for reference): Repeat the procedure with these words:

T: bake cried (without /d/ = cry), flute (without /t/ = flew)

S: repeat dried (without /d/ = dry), those (without /z/ = though)
shine (without /n/ = shy), growth (without /th/ = grow)
T: Now say bake without /k/. plane (without /n/ = play), wait (without /t/ = way)
beam (without /m/ = bee)

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S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Patty prepared paella for her parents. Patty’s parents played piano while Patty paused. The paella was perfect.
Perfectly pleased, Patty’s parents applauded Patty.

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Week 18, Day 5

Word Categorization: Which One Doesn’t Belong? Short Vowels.

Note: This week focuses on short vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. pig, pup, dug
T: ran, van, log 2. beg, sled, fan
S: Log doesn’t belong. 3. jog, bin, slip
T: Yes, log doesn’t belong because it has the short o sound, 4. wag, mug, gap
and ran and van have the short a sound.

Ⓚ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Example (for reference): Repeat the procedure with these words:

T: bake neat (without /t/ = knee), drive (without /v/ = dry)

S: repeat loss (without /s/ = law), grade (without /d/ = gray)
Dave (without /v/ = day), lime (without /m/ = lie)
T: Now say bake without /k/. flown (without /n/ = flow), keep (without /p/ = key)
globe (without /b/ = glow)
S: bay
T: Yes, bake without /k/ is bay.

Use the scaffolds from the Experiencing stage as needed. The goal is to provide repeated practice over time towards
automaticity. This skill will be assessed during the Mastering stage.

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Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Patty prepared paella for her parents. Patty’s parents played piano while Patty paused. The paella was perfect. Perfectly
pleased, Patty’s parents applauded Patty. Patty purred with pleasure - perfect paella!

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Week 19, Day 1

Word Categorization: Which One Doesn’t Belong? Long Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.

Directions: Tell students to listen carefully for which word doesn’t belong. This means that some words will have the same
characteristics, but one word will be different.
1. Tell students to listen to three words to determine which word doesn’t sound the same as the others.
2. Say three words, one of which doesn’t belong with the other two words because they have different vowel sounds.
Remind students to listen to the vowel sound in the middle of the word. Use the curve with your arm to support students
if needed.
3. Tell students to say which word doesn’t belong because it is different.
Note: This week focuses on long vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. deep, lake, flame
T: feet, boat, meet 2. dive, life, neat
S: Boat doesn’t belong. 3. bean, stove, note
T: Yes, boat doesn’t belong because it has the long o sound, 4. gate, save, pride
and feet and meet have the long e sound.

Ⓜ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Important Note: By the Mastering stage, most students should be deleting the final phoneme in a one-syllable word
automatically (in less than 2 seconds). The Whip Around assessment should be administered to students by the end of the
week.

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Example for reference: Repeat the procedure using these words:

T: bake group (without /p/ = grew), sane (without /n/ = say)

S: repeat pawn (without /n/ = paw), suede (without /d/ = sway)
troop (without /p/ = true), groom (without /m/ = grew)
T: Now say bake without /k/. pace (without /s/ = pay), stake (without /k/ = stay)
heat (without /t/ = he)
S: bay
T: Yes, bake without /k/ is bay.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Mariachi is marvelous Mexican music.

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Week 19, Day 2

Word Categorization: Which One Doesn’t Belong? Long Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.
Note: This week focuses on long vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. rule, line, slide
T: bone, pine, dome 2. same, cane, woke
S: Pine doesn’t belong. 3. weed, seam, zone
T: Yes, pine doesn’t belong because it has the long i sound, 4. blame, time, tape
and dome and bone have the long o sound.

Ⓜ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Important Note: By the Mastering stage, most students should be deleting the final phoneme in a one-syllable word
automatically (in less than 2 seconds). The Whip Around assessment should be administered to students by the end of the
week.

Example for reference: Repeat the procedure using these words:

T: bake bait (without /t/ = bay), groan (without /n/ = grow)

S: repeat skies (without /z/ = sky), seek (without /k/ = see)

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moat (without /t/ = mow), truce (without /s/ = true)
T: Now say bake without /k/. pave (without /v/ = pay), claim (without /m/ = clay)
seed (without /d/ = see)
S: bay
T: Yes, bake without /k/ is bay.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Mariachi is marvelous Mexican music. Maribel and Mikaela are merry mariachi band members.

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Week 19, Day 3

Word Categorization: Which One Doesn’t Belong? Long Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.

Do this one first. Practice and model with the students Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. fake, poke, rope
T: date, wake, sign 2. dream, heap, pain
S: Sign doesn’t belong 3. nice, name, right
T: Yes, sign doesn’t belong because it has the long i sound, 4. role, toll, bike
and date and wake have the long a sound.

Ⓜ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Important Note: Remember to administer the Whip Around assessment for this skill by the end of the week.

Example for reference: Repeat the procedure using these words:

T: bake loan (without /n/ = low), soak (without /k/ = sew)

S: repeat tide (without /d/ = tie), wise (without /z/ = why)
gloom (without /m/ = glue), dome (without /m/ = dough)
T: Now say bake without /k/. sown (without /n/ = sew), sage (without /j/ = say)

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tooth (without /th/ = too)
S: bay
T: Yes, bake without /k/ is bay.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Mariachi is marvelous Mexican music. Maribel and Mikaela are merry mariachi band members. “Make mostly merry
music, Maribel,” moaned Mikaela.

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Week 19, Day 4

Word Categorization: Which One Doesn’t Belong? Long Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. late, sage, joke
T: nine, nope, fine 2. case, make, hole
S: Nope doesn’t belong. 3. take, soak, code
T: Yes, nope doesn’t belong because it has the long o sound, 4. fame, tale, mice
and nine and fine have the long i sound.

Ⓜ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Important Note: Remember to administer the Whip Around assessment for this skill by the end of the week.

Example for reference: Repeat the procedure using these words:

T: bake teeth (without /th/ = tea), pause (without /z/ = paw)

S: repeat tone (without /n/ = toe), sake (without /k/ = say)
graze (without /z/ = gray), drawn (without /n/ = draw)
T: Now say bake without /k/. phone (without /n/ = foe), wake (without /k/ = way)
wheat (without /t/ = wee)

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S: bay
T: Yes, bake without /k/ is bay.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Mariachi is marvelous Mexican music. Maribel and Mikaela are merry mariachi band members. “Make mostly merry
music, Maribel,” moaned Mikaela. “Mariachi is music for all moods, Mikaela! Not mostly merry.”

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Week 19, Day 5

Word Categorization: Which One Doesn’t Belong? Long Vowels.

Skill: Compare and contrast words by their vowel sound. Identify the word that has a different vowel sound than the other
words.
Note: This week focuses on long vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: Listen to these words, which word doesn’t belong? 1. rice, sight, cope
T: prime, lime, nose 2. wide, beep, greet
S: Nose doesn’t belong 3. cape, side, rate
T: Yes, nose doesn’t belong because it has the long o sound, 4. wait, paid, beat
and prime and lime have the long i sound.

Ⓜ Manipulating Phonemes: Snatch Off a Sound (to Make a New Word)

Skill: Delete the final phoneme in a one-syllable word. Ex: Seed to see.

Important Note: Remember to administer the Whip Around assessment for this skill by the end of the week.

Example for reference: Repeat the procedure using these words:

T: bake wave (without /v/ = way), meek (without /k/ = me)

S: repeat globe (without /b/ = glow), treat (without /t/ = tree)
raise (without /z/ = ray), seize (without /z/ = see)

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T: Now say bake without /k/. bake (without /k/ = bay), wheat (without /t/ = we)
moon (without /n/ = moo)
S: bay
T: Yes, bake without /k/ is bay.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Mariachi is marvelous Mexican music. Maribel and Mikaela are merry mariachi band members. “Make mostly merry
music, Maribel,” moaned Mikaela. “Mariachi is music for all moods, Mikaela! Not mostly merry. Make more mariachi
melodies, Maribel and Mikaela!”

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Week 20, Day 1

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Directions: Tell students to listen carefully to the root word. They will add an ending sound to make a new word.
1. Tell students to listen to a root word and add a syllable to the end of the word to make a new word.
2. Students respond by saying the word aloud with the new ending.

Note: The suffix /ful/ means to be full of something. Ex: Full of help. (helpful)

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: help 1. pain - add /ful/ (painful)

S: repeat 2. color - add /ful/ (colorful)
T: What is the word when you add /ful/ to the end of help? 3. thank - add /ful/ (thankful)
S: helpful 4. peace - add /ful/ (peaceful)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.
Students must be able to identify and isolate the phoneme to be changed. Then they must replace it with the new phoneme.
Finally, they must pronounce the new word.

Important Note: Lessons in the Experiencing stage scaffold towards eventual quick phoneme substitution by making the
familiar curve motion outward, isolating the targeted sound (at the top of the curve) with verbal and physical cues.
Verbal Cues: Medial vowel sound is stretched. Physical Cues: Fist shake at the top of the curve.

Remember, it can be very difficult for students to feel and hear the seams between the sounds. Try it. Pronounce the word

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“hat.” While you can feel your mouth change position from one sound to the next, it is so quick, it almost feels imperceptible.
Slow the process down. Can you feel how with each sound there is a physical change happening?

Because this activity involves the medial vowel sound in words, it is particularly important that you clearly and cleanly model
that sound. You can capitalize on the opportunity to reinforce with students how to articulate vowel sounds. Try it with the
change from “hat” to “hot.” What is the mouth doing when pronouncing “hat?” The tongue? How is the original sound /a/
different from the new sound /o/?

Optional Extension: Have students use the new word in a sentence.

Directions: Tell students to imagine a word coming out of their mouth. Their job will be to change a sound they hear to make a
new word.
1. Say the sentence with rhythm and expression.
2. Tell the students to repeat.
3. Say the targeted word. Explain that this “is the word on the curve.”
4. Say and show the word on the familiar curve. Be sure to pronounce each sound clearly and cleanly. When you reach the
top of the curve, stretch the vowel sound and shake your fist.
5. Prompt for the substitution.
6. Make the substitution with the students.
7. As an extension, invite students to use the new word in a sentence.

In the table below, the column to the left shows the entire procedure. That procedure is repeated with the sentences in the
column to the right. Note that all of the vowels in words used for this first lesson are short vowels. After this lesson, there will be
a mix of long and short vowel sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these sentences.

T: My mother wears a hat when she works in the garden. My cat loves to play with string.
S: repeat (change /a/ to /o/ = cot)

T: Hat is the word on the curve. My bike is broken. I need to fix it so I can go for a ride.
(change /i/ to /o/ = fox)
T: Say haaaaat. (curve motion, stretch vowel sound and
shake fist at top of curve) We got lost, so we looked at the map to see where to go.

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S: repeat (change /a/ to /o/ = mop)

T: Change aaaaa to ooooo. It was hot outside, so we jumped in the pool.

T: Do it with me! (change /o/ to /i/ = hit)

T & S: (curve motion) hoooot (shake fist at top of curve) My dog likes to sit in my lap.
T: Hot is the new word on the curve! (change /a/ to /i/ = lip)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Ollie Octopus was an optometrist.

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Week 20, Day 2

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Directions: Tell students to listen carefully to the root word. They will add an ending sound to make a new word.
1. Tell students to listen to a root word and add a syllable to the end of the word to make a new word.
2. Students respond by saying the word aloud with the new ending.

Note: The suffix “y” changes the meaning to a description. (adjective)

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: dirt 1. rain- add /ē/ (rainy)

S: repeat 2. cloud - add /ē/ (cloudy)
T: What is the word when you add /ē/ to the end of dirt? 3. rain - add /ē/ (rainy)
S: dirty 4. spook - add /ē/ (spooky)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.
Students must be able to identify and isolate the phoneme to be changed. Then they must replace it with the new phoneme.
Finally, they must pronounce the new word.

Important Note: Lessons in the Experiencing stage scaffold towards eventual quick phoneme substitution by making the
familiar curve motion outward, isolating the targeted sound (at the top of the curve) with verbal and physical cues.
Verbal Cues: Medial vowel sound is stretched. Physical Cues: Fist shake at the top of the curve.

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Do this one first: Repeat the procedure using these sentences.

T: Yesterday I met a new friend on the playground. Please shut the gate so the dog doesn’t get out.
S: repeat (change /ā/ to /ō/ = goat)

T: Met is the word on the curve. I forgot my umbrella so I got all wet.
(change /e/ to /u/ = what)
T: Say meeeet. (curve motion, stretch vowel sound and
shake fist at top of curve) I tried to move the big rock, but it wouldn’t budge.
S: repeat (change /u/ to /a/ = badge)

T: Change eeeee to iiiii. My mom said she has to chop the onions.
T: Do it with me! (change /o/ to /i/ = chip)

T & S: (curve motion) miiiiit (shake fist at top of curve) We can get some ice cream after dinner.
T: Mitt is the new word on the curve! (change /u/ to /ā/ = same)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Ollie Octopus was an optometrist. Octopi have eight open eyes.

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Week 20, Day 3

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Note: The suffix /ing/ changes the meaning to an action.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: park 1. sleep - add /ing/ (sleeping)

S: repeat 2. count - add /ing/ (counting)
T: What is the word when you add /ing/ to the end of park? 3. see - add /ing/ (seeing)
S: parking 4. play - add /ing/ (playing)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Do this one first: Repeat the procedure using these sentences.

T: I love to read books about animals. My little brother rides his bike all around the driveway.
S: repeat (change /ī/ to /ā/ = bake)

T: Read is the word on the curve. My new hat keeps my head warm.
(change /e/ to /a/ = had)
T: Say rēēēēēd. (curve motion, stretch vowel sound and
shake fist at top of curve) My sister always has good luck.
S: repeat (change /u/ to /ī/ = like)

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T: Change ēēēēē to ī ī ī ī ī. I think I’ll go outside and play.
T: Do it with me! (change /i/ to /a/ = thank)

T & S: (curve motion) rī ī ī ī īd (shake fist at top of curve) My mom got me a new coat.
T: Ride is the new word on the curve! (change /o/ to /e/ = get)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Ollie Octopus was an optometrist. Octopi have eight open eyes. Ollie observed opportunities.

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Week 20, Day 4

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Note: The suffix /er/ changes the meaning to describe a person. (adjective)

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: teach 1. run - add /er/ (runner)

S: repeat 2. dance - add /er/ (dancer)
T: What is the word when you add /er/ to the end of teach? 3. write - add /er/ (writer)
S: teache4 4. swim - add /er/ (swimmer)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Do this one first. Repeat the procedure using these sentences.

T: My sister drinks juice from her favorite cup. Let’s take a spoon and mix up the cookie dough.
S: repeat (change /oo/ to /ī/ = spine)

T: Cup is the word on the curve. My sister and I have the same curly hair!
(change /ā/ to /ē/ = here)
T: Say cuuuuup. (curve motion, stretch vowel sound and
shake fist at top of curve) After dinner, let’s go for a ride.
S: repeat (change /ī/ to /ō/ = rode)

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T: Change uuuuu to aaaaa. We can go to the post office and pick up our mail.
T: Do it with me! (change /ā/ to /ī/ = mile)

T & S: (curve motion) caaaaap (shake fist at top of curve) My mom got me a new coat.
T: Cap is the new word on the curve! (change /ō/ to /ī/ = kite)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Ollie Octopus was an optometrist. Octopi have eight open eyes. Ollie observed opportunities. Obviously oceans of
open eyes keep Ollie the Octopus occupied.

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Week 20, Day 5

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.
Note: The suffix /est/ changes the meaning to describe something as the most. (adjective)

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: cool 1. short - add /est/ (shortest)

S: repeat 2. hot - add /est/ (hottest)
T: What is the word when you add /est/ to the end of cool? 3. strong - add /est/ (strongest)
S: coolest 4. young - add /est/ (youngest)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Do this one first: Repeat the procedure using these sentences.

T: My sister loves to dance and sing. When I turned on the light, a moth flew toward it.
S: repeat (change /au/ to /a/ = math)

T: Sing is the word on the curve. I bought a piece of gum for a dime.
(change /ī/ to /ō/ = dome)
T: Say siiiiing. (curve motion, stretch vowel sound and
shake fist at top of curve) My dad used some rope to pull the wagon.
S: repeat (change /ō/ to /ī/ = ripe)

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T: Change iiiii to uuuuu. My sister puts extra cheese on her pizza.
T: Do it with me! (change /ē/ to /ō/ = chose)

T & S: (curve motion) suuuuung (shake fist at top of curve) My niece will come to visit me next week.
T: Sung is the new word on the curve! (change /ē/ to /ī/ = nice)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Ollie Octopus was an optometrist. Octopi have eight open eyes. Ollie observed opportunities. Obviously oceans of open
eyes keep Ollie the Octopus occupied. Ollie was occupied by oodles of octopi eyes.

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Week 21, Day 1

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Directions: Tell students to listen carefully to the root word. They will add an ending sound to make a new word.
1. Tell students to listen to a root word and add a syllable to the end of the word to make a new word.
2. Students respond by saying the word aloud with the new ending.

Note: The suffix /y/ changes the meaning to a description. (adjective)

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: fun 1. speed - add /ē/ (speedy)

S: repeat 2. fluff - add /ē/ (fluffy)
T: What is the word when you add /ē/ to the end of fun? 3. mess - add /ē/ (messy)
S: funny 4. itch - add /ē/ (itchy)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Gradual Release: Students make the substitution on their own (see below, Show me how!) and say the new word.

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Do this one first: Repeat the procedure using these sentences:

T: Please make sure your clothes are neat and clean. After lunch, let’s take our sled up to the big hill.
S: repeat (change /e/ to /ī/ = slide)

T: Neat is the word on the curve. My niece will come to visit me next week.
(change /ē/ to /ō/ = woke)
T: Say nēēēēēt. (curve motion, stretch vowel sound and
shake fist at top of curve) My mom said we have to shop for a new jacket.
S: repeat (change /o/ to /i/ = ship)

T: Change ēēēēē to ī ī ī ī ī. My dad said I can fly my kite in our backyard.

(change /ī/ to /a/ = cat)
T: Show me how!
S: (curve motion) nī ī ī ī īt (shake fist at top of curve) My friends and I like to play hide and seek.
S: Night is the new word on the curve! (change /ī/ to /i/ = hid)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Drake danced, darting in doubletime.

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Week 21, Day 2

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Note: The suffix /ing/ changes the meaning to an action.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: snow 1. walk - add /ing/ (walking)

S: repeat 2. rain - add /ing/ (raining)
T: What is the word when you add /ing/ to the end of snow? 3. sing - add /ing/ (singing)
S: snowing 4. melt - add /ing/ (melting)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.
Students must be able to identify and isolate the phoneme to be changed. Then they must replace it with the new phoneme.
Finally, they must pronounce the new word.

Remember: Students make the substitution on their own (see below, Show me how!) and say the new word.

Do this one first: Repeat the procedure using these sentences:

T: I found a beautiful rock by the stream yesterday. My friend had to stop when I yelled freeze!
S: repeat (change /ē/ to /ī/ = fries)

T: Rock is the word on the curve. My friends and I like to play hide and seek.

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(change /ē/ to /ō/ = soak)
T: Say roooock. (curve motion, stretch vowel sound and
shake fist at top of curve) Please put the jug of juice in the refrigerator.
S: repeat (change /u/ to /o/ = jog)

T: Change ooooo to aaaaa. My sister can hop on one leg.

(change /o/ to /i/ = hip)
T: Show me how!
S: (curve motion) raaaaack (shake fist at top of curve) Every summer we go fishing in the lake.
S: Rack is the new word on the curve! (change /ā/ to /oo/ = look)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Drake danced, darting in doubletime. Dori didn’t dance doubletime.

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Week 21, Day 3

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: wind 1. fell - add /ō/ (fellow)

S: repeat 2. yell - add /ō/ (yellow)
T: What is the word when you add /ō/ to the end of wind? 3. pill - add /ō/ (pillow)
S: window 4. jell - add /ō/ (jello)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Remember: Students make the substitution on their own (see below, Show me how!) and say the new word.

Do this one first: Repeat the procedure using these sentences:

T: I can dash across the yard. Yesterday we drove to the store to get some eggs.
S: repeat (change /ō/ to /ī/ = drive)

T: Dash is the word on the curve. Be careful not to drop the dishes!
(change /o/ to /i/ = drip)
T: Say daaaaash. (curve motion, stretch vowel sound and
shake fist at top of curve) I think that book is mine.

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S: repeat (change /ī/ to /ā/ = main)

T: Change aaaaa to iiiii. Will you tell me a story?

(change /e/ to /oo/ = tool)
T: Show me how!
S: (curve motion) diiiish (shake fist at top of curve) My best friend has a pet hamster.
S: Dish is the new word on the curve! (change /e/ to /i/ = pit)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Drake danced, darting in doubletime. Dori didn’t dance doubletime. Dori decided to dance dizzily with Drake. Dance,
Dori, dance!

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Week 21, Day 4

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Note: The suffix /ed/ means the past.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: melt 1. lift - add /ed/ (lifted)

S: repeat 2. rent - add /ed/ (rented)
T: What is the word when you add /ed/ to the end of melt? 3. twist - add /ed/ (twisted)
S: melted 4. plant - add /ed/ (planted)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Remember: Students make the substitution on their own (see below, Show me how!) and say the new word.

Do this one first: Repeat the procedure using these sentences:

T: My brother can draw a very straight line. My mom will braid my sister’s hair!
S: repeat (change /ā/ to /ī/ = bride)

T: Line is the word on the curve. My sister can float on her back in the pool!
(change /ō/ to /ī/ = flight)

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T: Say lī ī ī ī īne. (curve motion, stretch vowel sound and
shake fist at top of curve) The summer heat made me sleepy.
S: repeat (change /ē/ to /ī/ = height)

T: Change ī ī ī ī ī to āāāāā. A little bug crawled up a tree.

(change /u/ to /a/ = bag)
T: Show me how!
S: (curve motion) lāāāāān (shake fist at top of curve) My mom will pack extra snacks for our trip.
S: Lane is the new word on the curve! (change /a/ to /i/ = pick)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. On day one, the story begins as just one
sentence, but as each day progresses, another sentence will be told. By the fifth day, a five sentence alliterative story
will be read aloud and repeated by the students, sentence by sentence.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Drake danced, darting in doubletime. Dori didn’t dance doubletime. Dori decided to dance dizzily with Drake. Dance,
Dori, dance! Demonstrate doubletime!

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Week 21, Day 5

Make a Word: Add Syllables.

Skill: Add syllables to the end of root words to create a new word. Remind students that each syllable has a vowel sound.

Note: The suffix /ing/ changes the meaning to an action.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: jump 1. mix - add /ing/ (mixing)

S: repeat 2. grab - add /ing/ (grabbing)
T: What is the word when you add /ing/ to the end of jump? 3. kick - add /ing/ (kicking)
S: jumping 4. fish - add /ing/ (fishing)

Ⓔ Manipulating Phonemes: Change the Sound (Medial Vowel)

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Remember: Students make the substitution on their own (see below, Show me how!) and say the new word.

Do this one first: Repeat the procedure using these sentences:

T: I heard that cute little duck say “quack.” My cousin’s flight got canceled so they won't be coming to
S: repeat visit.
(change /ī/ to /ō/ = float)
T: Quack is the word on the curve.
I’m so full. I had too much to eat!
(change /u/ to /a/ = match)

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T: Say quaaaaack. (curve motion, stretch vowel sound and
shake fist at top of curve) My mom will pack extra snacks for our trip.
S: repeat (change /i/ to /a/ = trap)

T: Change aaaaa to iiiii My brother was sad because he dropped his ice cream.
(change /a/ to /e/ = said)
T: Show me how!
S: (curve motion) quiiiiick (shake fist at top of curve) My mom said I can keep the book you gave me.
S: Quick is the new word on the curve! (change /ā/ to /i/ = give)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Drake danced, darting in doubletime. Dori didn’t dance doubletime. Dori decided to dance dizzily with Drake. Dance,
Dori, dance! Demonstrate doubletime! Drake and Dori danced and dazzled the doubters.

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Week 22, Day 1

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Directions: Tell students to listen carefully to each rime. They will add a beginning sound to make a word.
1. Tell students to listen to a rime and add a phoneme (sound).
2. Students respond by saying the word aloud with all sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /ō/ 1. /ī/ - add /t/ (tie)

S: repeat 2. /ī/- add /b/ (bye)
T: What is the word when you add /g/ before /ō/? 3. /ā/ - add /d/ (day)
S: go 4. /ā/ - add /s/ (say)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Important Note: Lessons in the Experiencing stage scaffolded students towards eventual phoneme substitution by isolating
and changing the targeted sound through actions (shaking fist fist), and oral cues (stretching the sound).

As students enter the Knowing stage, they should be comfortable with substituting the medial vowel sound but may not be
doing it automatically yet. There are two weeks of lessons in the Knowing stage for this skill. These weeks are designed to
provide repeated practice aimed at developing automaticity with medial vowel phoneme substitution. Lessons for this skill no
longer have the words embedded in sentences.

Directions: Tell students that you’ll be practicing so that they become automatic at being able to change a sound to make a
new word.

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Do this one first: Repeat the procedure using these words:

T: Say hat. get (change /e/ to /o/ = got) sick (change /i/ to /o/ = sock)
S: hat men (change /e/ to /a/ = man) cape (change /ā/ to /ē/ = keep)
paste (change /ā/ to /ō/ = post) mean (change /ē/ to /a/ = man)
T: Change /a/ to /o/. pet (change /e/ to /a/ = pat) plan (change /a/ to /ā/ = plane)
T: Now what’s the new word on the curve? net (change /e/ to /ē/ = neat) shock (change /o/ to /a/ = shack)

S: Hot is the new word on the curve!

Use the cues from the Experiencing stage as needed to support students. As the lessons continue, students should need
these scaffolds only very rarely. Again, the goal is to provide repeated practice towards automaticity. This skill will be
assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Tammy Tamarind talked to Tan Tiger.

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Week 22, Day 2

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Directions: Tell students to listen carefully to each rime. They will add a beginning sound to make a word.
1. Tell students to listen to a rime and add a phoneme (sound).
2. Students respond by saying the word aloud with all sounds.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /ō/ 1. /ī/ - add /kr/ (cry)

S: repeat 2. /ī/- add /wh/ (why)
T: What is the word when you add /m/ before /ō/? 3. /ā/ - add /w/ (way)
S: mow 4. /ā/ - add /p/ (pay)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Important Note: Lessons in the Experiencing stage scaffolded students towards eventual phoneme substitution by isolating
and changing the targeted sound through actions (shaking fist fist), and oral cues (stretching the sound).

As students enter the Knowing stage, they should be comfortable with substituting the medial vowel sound but may not be
doing it automatically yet. There are two weeks of lessons in the Knowing stage for this skill. These weeks are designed to
provide repeated practice aimed at developing automaticity with medial vowel phoneme substitution. Lessons for this skill no
longer have the words embedded in sentences.

140
Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. wish (change /i/ to /aw/ = wash) like (change /ī/ to /i/ = lick)
S: hat doll (change /o/ to /u/ = dull) neat (change /ē/ to /ō/ = note)
lane (change /ā/ to /ō/ = loan) hop (change /o/ to /ō/ = hope)
T: Change /a/ to /o/. rise (change /ī/ to /ā/ = raise) rain (change /ā/ to /a/ = ran)
T: Now what’s the new word on the curve? trip (change /i/ to /a/ = trap) climb (change /ī/ to /a/ = clam)

S: Hot is the new word on the curve!

Use the cues from the Experiencing stage as needed to support students. As the lessons continue, students should need
these scaffolds only very rarely. Again, the goal is to provide repeated practice towards automaticity. This skill will be
assessed during the Mastering stage.

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Tammy Tamarind talked to Tan Tiger. Tan is tall and tawny.

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Week 22, Day 3

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students Repeat the procedure using these words:

T: /oo/ 1. /ē/ - add /b/ (be)

S: repeat 2. /ē/ - add /h/ (he)
T: What is the word when you add /z/ before /oo/? 3. /ī/- add /p/ (pie)
S: zoo 4. /ī/ - add /m/ (my)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. spice (change /ī/ to /ā/ = space) note (change /ō/ to /o/ = not)
S: hat less (change /e/ to /ē/ = lease) fill (change /i/ to /e/ = fell)
fin (change /i/ to /ō/ = phone) chose (change /ō/ to /ē/ = cheese)
T: Change /a/ to /o/. trap (change /a/ to /i/ = trip) snack (change /a/ to /ē/ = sneak)
T: Now what’s the new word on the curve? gym (change /i/ to /e/ = gem) froze (change /ō/ to /ē/ = freeze)
S: Hot is the new word on the curve!

Use the cues from the Experiencing stage as needed to support students. As the lessons continue, students should need
these scaffolds only very rarely. Again, the goal is to provide repeated practice towards automaticity. This skill will be
assessed during the Mastering stage.

142
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Tammy Tamarind talked to Tan Tiger. Tan is tall and tawny. Tammy Tamarind is tiny and timid.

143
Week 22, Day 4

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /ō/ 1. /ō/ - add /b/ (bow)

S: repeat 2. /oo/- add /b/ (boo)
T: What is the word when you add /t/ before /ō/? 3. /ē/ - add /tr/ (tree)
S: toe 4. /ē/ - add /s/ (see)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. seed (change /ē/ to /ī/ = side) stop (change /o/ to /e/ = step)
S: hat weed (change /ē/ to /ī/ = wide) snack (change /a/ to /ā/ = snake)
stone (change /ō/ to /ā/ = stain) chop (change /o/ to /i/ = chip)
T: Change /a/ to /o/. run (change /u/ to /ā/ = rain) dive (change /ī/ to /ō/ = dove)
T: Now what’s the new word on the curve? check (change /e/ to /i/ = chick) hid (change /i/ to /a/ = had)
S: Hot is the new word on the curve!

Use the cues from the Experiencing stage as needed to support students. As the lessons continue, students should need
these scaffolds only very rarely. Again, the goal is to provide repeated practice towards automaticity. This skill will be
assessed during the Mastering stage.

144
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Tammy Tamarind talked to Tan Tiger. Tan is tall and tawny. Tammy Tamarind is tiny and timid.
“Tan Tiger, so talented, tell me a tall tale.”

145
Week 22, Day 5

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /ō/ 1. /oo/ - add /y/ (you)

S: repeat 2. /oo/ - add /t/ (too)
T: What is the word when you add /l/ before /ō/? 3. /ā/ - add /kl/ (clay)
S: low 4. /ā/ - add /r/ (ray)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. lot (change /o/ to /e/ = let) neck (change /e/ to /o/ = knock)
S: hat bake (change /ā/ to /ē/ beak) fell (change /e/ to /ē/ = feel)
bite (change /ī/ to /ā/ = bait) Sam (change /a/ to /u/ = some)
T: Change /a/ to /o/. hope (change /ō/ to /o/ = hop) snack (change /a/ to /ē/ = sneak)
T: Now what’s the new word on the curve? quick (change /i/ to /a/ = quack) rap (change /a/ to /ō/ = rope)
S: Hot is the new word on the curve!

Use the cues from the Experiencing stage as needed to support students. As the lessons continue, students should need
these scaffolds only very rarely. Again, the goal is to provide repeated practice towards automaticity. This skill will be
assessed during the Mastering stage.

146
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Tammy Tamarind talked to Tan Tiger. Tan is tall and tawny. Tammy Tamarind is tiny and timid. “Tan Tiger, so talented,
tell me a tall tale.” Tan Tiger told Tammy a terrific tale about Tasty Tots.

147
Week 23, Day 1

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /oat/ 1. /ite/ - add /k/ (kite)

S: repeat 2. /ift/ - add /g/ (gift)
T: What is the word when you add /k/ before /oat/? 3. /erm/ - add /j/ (germ)
S: coat 4. /ud/ - add /m/ (mud)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. wreck (change /e/ to /o/ = rock) six (change /i/ to /o/ = socks)
S: hat leg (change /e/ to /a/ = lag) lock (change /o/ to /i/ = lick)
love (change /u/ to /ē/ = leave) him (change /i/ to /a/ = ham)
T: Change /a/ to /o/. shin (change /i/ to /ī/ = shine) red (change /e/ to /i/ = rid)
T: Now what’s the new word on the curve? spit (change /i/ to /o/ = spot) sap (change /a/ to /ō/ = soap)

S: Hot is the new word on the curve!

148
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Isabel was an intense iguana.

149
Week 23, Day 2

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /ing/ 1. /eat/ - add /s/ (seat)

S: repeat 2. /unk/ - add /j/ (junk)
T: What is the word when you add /k/ before /ing/? 3. /ut/ - add /n/ (nut)
S: king 4. /iks/ - add /f/ (fix)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. win (change /i/ to /u/ = won) past (change /a/ to /ā/ = paste)
S: hat sweat (change /e/ to /ē/ = sweet) not (change /o/ to /e/ = net)
huff (change /u/ to /a/ = half) laugh (change /a/ to /ō/ = loaf)
T: Change /a/ to /o/. ring (change /i/ to /aw/ = wrong) let (change /e/ to /ā/ = late)
T: Now what’s the new word on the curve? room (change /oo/ to /ī/ = rhyme) woke (change /ō/ to /ā/ = wake)

S: Hot is the new word on the curve!

150
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Isabel was an intense iguana. Insects irritated intense Isabel.

151
Week 23, Day 3

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /ed/ 1. /ug/ - add /r/ (rug)

S: repeat 2. /ook/ - add /l/ (look)
T: What is the word when you add /b/ before /ed/? 3. /eat/ - add /n/ (neat)
S: bed 4. /oat/ - add /n/ (note)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. same (change /ā/ to /ē/ = seem) sack (change /a/ to /ō/ = soak)
S: hat him (change /i/ to /ō/ = home) rock (change /o/ to /ā/ = rake)
lot (change /o/ to /e/ = let) get (change /e/ to /ā/ = gate)
T: Change /a/ to /o/. leaf (change /ē/ to /ō/ = loaf) rug (change /u/ to /i/ = rig)
T: Now what’s the new word on the curve? nine (change /ī/ to /ō/ = known) pan (change /a/ to /i/ = pin)

S: Hot is the new word on the curve!

152
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Isabel was an intense iguana. Insects irritated intense Isabel. “Insects are icky,” indicated Isabel.

153
Week 23, Day 4

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /ok/ 1. /each/ - add /p/ (peach)

S: repeat 2. /at/ - add /s/ (sat)
T: What is the word when you add /l/ before /ok/? 3. /and/ - add /h/ (hand)
S: lock 4. /ump/ - add /d/ (dump)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. mean (change /ē/ to /ō/ = moan) rope (change /ō/ to /a/ = rap)
S: hat hut (change /u/ to /i/ = hit) head (change /e/ to /ī/ = hide)
nod (change /o/ to /ē/ = need) ride (change /ī/ to /ō/ = rode)
T: Change /a/ to /o/. wet (change /e/ to /u/ = what) zip (change /i/ to /a/ = zap)
T: Now what’s the new word on the curve? stem (change /e/ to /ē/ = steam) tip (change /i/ to /o/ = top)

S: Hot is the new word on the curve!

154
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Isabel was an intense iguana. Insects irritated intense Isabel. “Insects are icky,” indicated Isabel. “Insects are
endearing, not icky,” said Idris.

155
Week 23, Day 5

Make a Word: Add Phonemes.

Skill: Add a phoneme (sound) to the beginning of a rime to create a word.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: /aim/ 1. /at/ - add /b/ (bat)

S: repeat 2. /ouch/ - add /p/ (pouch)
T: What is the word when you add /g/ before /aim/? 3. /eat/ - add /f/ (feet)
S: game 4. /all/ - add /w/ (wall)

Ⓚ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. ledge (change /e/ to /o/ = lodge) soot (change /oo/ to /a/ = sat)
S: hat sing (change /i/ to /a/ = sang) rip (change /i/ to /ī/ = ripe)
fix (change /i/ to /a/ = fax) nose (change /ō/ to /ē/ = knees)
T: Change /a/ to /o/. soon (change /oo/ to /ē/ = seen) let (change /e/ to /o/ = lot)
T: Now what’s the new word on the curve? lame (change /ā/ to /ī/ = lime) hem (change /e/ to /u/ = hum)

S: Hot is the new word on the curve!

156
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Isabel was an intense iguana. Insects irritated intense Isabel. “Insects are icky,” indicated Isabel. “Insects are endearing,
not icky,” said Idris. Isabel the Intense Iguana is now into insects.

157
Week 24, Day 1

Make a Word: Mix it Up!

Skill: Add a phoneme (sound) to the beginning of a rime to create a word. Add syllables to the end of root words to create a
new word.

This is a week of Mix it Up! activities. You will continue to lead students through quick exercises that contain a review of the
skills they worked on in weeks 20 - 23.

Directions: Tell students to listen carefully to each word or word part. They will add a syllable or phoneme (sound) to the
beginning or ending of the word or word part.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: ed 1. /monk/ - add /ē/ to the end. (monkey)

S: repeat 2. /grate/ - add /ful/ to the end. (grateful)
T: What is the word when you add /sh/ before /ed/? 3. /ing/ - add /th/ before /ing/. (thing)
S: shed 4. /ooze/ - add /ch/ before /ooze/. (choose)

Ⓜ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Important Note: By the Mastering stage, most students should be substituting the medial vowel sound in a one-syllable word
automatically (in less than 2 seconds). The Whip Around assessment should be administered individually to students by the
end of the week.

158
Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. sneak (change /ē/ to /ā/ = snake) hop (change /o/ to /ō/ = hope)
S: hat lawn (change /aw/ to /ā/ = lane) coach (change /ō/ to /a/ = catch)
kick (change /i/ to /ā/ = cake) name (change /ā/ to /u/ = numb)
T: Now say hat but change /a/ to /o/. rain (change /ā/ to /a/ = ran) race (change /ā/ to /ī/ = rice)
S: hot ring (change /i/ to /u/ = rung) tone (change /ō/ to /a/ = tan)

Alliteration: Silly Stories.

Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Penguins playfully push and pull.

159
Week 24, Day 2

Make a Word: Mix it Up!

Skill: Add a phoneme (sound) to the beginning of a rime to create a word. Add syllables to the end of root words to create a
new word.

This is a week of Mix it Up! activities. You will continue to lead students through quick exercises that contain a review of the
skills they worked on in weeks 20 - 23.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: fly 1. /ash/ - add /d/ before /ash/. (dash)

S: repeat 2. /ish/ - add /w/ before /ish/. (wish)
T: What is the word when you add /ing/ to the end of /fly/? 3. /hand/ - add /ful/ to the end. (handful)
S: flying 4. /sleep/ - add /ē/ to the end. (sleepy)

Ⓜ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Important Note: The Whip Around assessment should be administered individually to students by the end of the week.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. some (change /u/ to /ā/ = same) leak (change /ē/ to /ā/ = lake)
S: hat when (change /e/ to /i/ = win) goes (change /ō/ to /ī/ = guys)
toad (change /ō/ to /ī/ = tied) rid (change /i/ to /e/ = red)
T: Now say hat but change /a/ to /o/. knit (change /i/ to /o/ = knot) heat (change /ē/ to /a/ = hat)
S: hot tone (change /ō/ to /a/ = tan) sick (change /i/ to /a/ = sack)

160
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Penguins playfully push and pull. Pouncing puffins pop upon the playful penguins.

161
Week 24, Day 3

Make a Word: Mix it Up!

Skill: Add a phoneme (sound) to the beginning of a rime to create a word. Add syllables to the end of root words to create a
new word.

This is a week of Mix it Up! activities. You will continue to lead students through quick exercises that contain a review of the
skills they worked on in weeks 20 - 23.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: ink 1. /est/ - add /ch/ before /est/. (chest)

S: repeat 2. /um/ - add /th/ before /um/. (thumb)
T: What is the word when you add /th/ before /ink/? 3. /bright/ - add /est/ to the end. (brightest)
S: think 4. /filth/ - add /ē/ to the end. (filthy)

Ⓜ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Important Note: The Whip Around assessment should be administered individually to students by the end of the week.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. spin (change /i/ to /ī/ = spine) tool (change /oo/ to /ī/ = tile)
S: hat woke (change /ō/ to /ē/ = week) spoke (change /ō/ to /ē/ = speak)
made (change /ā/ to /a/ = mad) sick (change /i/ to /o/ = sock)
T: Now say hat but change /a/ to /o/. moose (change /oo/ to /ī/ = mice) name (change /ā/ to /u/ = numb)
S: hot when (change /e/ to /u/ = won) lawn (change /aw/ to /ā/ = lane)

162
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Each day a new line is added.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Penguins playfully push and pull. Pouncing puffins pop upon the playful penguins. Playful penguins pouted.

163
Week 24, Day 4

Make a Word: Mix it Up!

Skill: Add a phoneme (sound) to the beginning of a rime to create a word. Add syllables to the end of root words to create a
new word.

This is a week of Mix it Up! activities. You will continue to lead students through quick exercises that contain a review of the
skills they worked on in weeks 20 - 23.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: ouch 1. /itch/ - add /d/ before /itch/. (ditch)

S: repeat 2. /ish/ - add /d/ before /ish/. (dish)
T: What is the word when you add /k/ before /ouch/? 3. /bliss/ - add /ful/ to the end. (blissful)
S: couch 4. /sleep/ - add /ē/ to the end. (sleepy)

Ⓜ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Important Note: The Whip Around assessment should be administered individually to students by the end of the week.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. tap (change /a/ to /ā/ = tape) soot (change /oo/ to /i/ = sit)
S: hat ride (change /ī/ to /ē/ = read) sad (change /a/ to /ī/ = side)
peek (change /ē/ to /ō/ = poke) tame (change /ā/ to /ī/ = time)
T: Now say hat but change /a/ to /o/. stem (change /e/ to /ē/ = steam) late (change /ā/ to /ī/ = light)
S: hot wreck (change /e/ to /a/ = rack) hide (change /ī/ to /i/ = hid)

164
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Add a new sentence each day.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Penguins playfully push and pull. Pouncing puffins pop upon the playful penguins. Playful penguins pouted. Puffy
pouncing puffins, please pop popcorn, not penguins!

165
Week 24, Day 5

Make a Word: Mix it Up!

Skill: Add a phoneme (sound) to the beginning of a rime to create a word. Add syllables to the end of root words to create a
new word.

This is a week of Mix it Up! activities. You will continue to lead students through quick exercises that contain a review of the
skills they worked on in weeks 20 - 23.

Do this one first. Practice and model with the students: Repeat the procedure using these words:

T: loss 1. /lump/ - add /ē/ to the end. (lumpy)

S: repeat 2. /lane/ - add /p/ before /lane/. (plane)
T: What is the word when you add /g/ before /loss/? 3. /limp/ - add /b/ before /limp/. (blimp)
S: gloss 4. /power/ - add /ful/ to the end. (powerful)

Ⓜ Manipulating Phonemes: Change a Sound (Medial Vowel) to Make a New Word.

Skill: Substitute the medial vowel in a one-syllable word. Ex: Hat to hot, weed to wide.

Important Note: The Whip Around assessment should be administered individually to students by the end of the week.

Example of the procedure (for reference): Repeat the procedure using these words:

T: Say hat. sit (change /i/ to /a/ = sat) coach (change /ō/ to /a/ = catch)
S: hat plan (change /a/ to /ā/ = plain) slip (change /i/ to /a/ = slap)
ranch (change /a/ to /e/ = wrench) sand (change /a/ to /e/ = send)
T: Now say hat but change /a/ to /o/. band (change /a/ to /e/ = bend) mast (change /a/ to /i/ = mist)
S: hot crush (change /u/ to /a/ = crash) spill (change /i/ to /e/ = spell)

166
Alliteration: Silly Stories.
Support students’ ability to recognize the repeated initial sound in multiple words within a story while playing with words and
sounds for fun.

Directions:
1. Tell students to listen to the story that will be told bit by bit over the week. Add a new sentence each day.
2. Say alliterative sentences aloud rhythmically, swaying to the beat and making a movement to show action.
3. Have students say what the repeated initial sound is and repeat it rhythmically (as many times as you’d like).

Story: Penguins playfully push and pull. Pouncing puffins pop upon the playful penguins. Playful penguins pouted. Puffy
pouncing puffins, please pop popcorn, not penguins! The pouncing puffins provided popcorn to the playful penguins.

167