Phonemic Awareness Through Language Play, Grades PreK-1

Phonemic
Awareness
Through Language Play
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Phonemic Awareness
Through Language Play
Playing with and practicing oral language helps children to become better readers.
This resource provides 34 week-long units. Each unit focuses on a chant, poem, or
language game. Five different minilessons using the chant, poem, or game are given.
The lessons increase in difficulty, moving through the five levels of phonemic
awareness and finally to letter-sound association.
Level 1 — Rhythm and Rhyme • Weeks 1-10

Students can hear and identify word patterns.
Students can hear and count syllables.
Level 2 — Parts of a Word • Weeks 11-17

Students can segment words into onsets, rimes, and individual phonemes.
Students can blend sounds into a word. (oral synthesis)
Level 3 — Sequence of Sounds • Weeks 18-21

Students identify the position of sounds within words.
Level 4 — Separation of Sounds • Weeks 22-25

Students divide words into separate sounds or phonemes.
Level 5 — Manipulating Sounds • Weeks 26-29

Students add, exchange, delete, and transpose sounds to form new words.
Letter-Sound Association • Weeks 30-34
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Desktop Design: Cheryl Puckett Entire contents ©1998 by EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746.
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What
Is
Phonemic
Awareness?
Phonemic awareness is knowing
how spoken language works. Young
students need to have a strong
understanding of spoken language
before they can understand written
language. Phonemically aware
students know that sounds are the
building blocks of our language. They
can:
• hear the sounds that make up words.
• see relationships between sounds
• change or rearrange sounds to create new
words.
Phonemic awareness is taught through oral games and activities presented sequentially. A student
begins with an awareness of spoken words, then becomes aware of syllables, onsets, and rimes (see
definitions, below), and finally, individual sounds within a word.
Phonemic awareness is not phonics, but the two are dependent upon each other. Phonemic
awareness focuses on the sound units (phonemes) that form spoken words. Phonics associates
sounds with written symbols. Together the two help students develop word recognition skills. Phone-
mic awareness comes before phonics. Young students must be able to hear and manipulate oral
sound patterns before they relate them to print.
As you begin to work with letter-sound associations, continue to practice and reinforce phonemic
awareness. The lessons in weeks 30-34 use the rhyme of the week to both reinforce phonemic
awareness and provide practice in letter-sound associations.
The Vocabulary of Phonemic Awareness
phoneme - an individual sound; /t/ is a phoneme,

so is /ow/.
onset - beginning sound(s); sounds before the first

vowel. In bat, b is the onset; in stop, st is the onset.
rime - the first vowel and the rest of the word;

the rime in man is an; the rime in stand is and.
©1998 Evan-Moor Corp. 1 Phonemic Awareness • EMC 740

How to Use This Book
Assessing Phonemic Awareness
A Phonemic Awareness Inventory is provided on Page 112 and the inside back cover. Give the inventory
orally to individual students. Knowing your students’ current awareness level will help you determine
where to begin and what to emphasize in your instruction. Use the inventory periodically throughout
the year to assess student progress.
1
How the Lessons Are Presented
The language play lessons in this book are divided into
34 weekly sections following this format:
1 Rhyme for the Week - a poem, chant, or

language game to be used throughout the week.
2
Activities - a five- to ten-minute activity for each

2
day, Monday through Friday, using the
poem, chant, or game.
3 Patterns - reproducible patterns to use in the

week’s lessons.
The lessons increase in difficulty, moving through the five 3

levels of phonemic awareness. The most difficult lessons
involve letter recognition and assume that students have
mastered basic letter-sound relationships.
Patterns to Use
Use the patterns provided in this book to facilitate your lessons in
a number of ways:
• Make characters for felt board presentations.
• Add magnetic tape and use on your chalkboard.
• Create puppets.
• Make overhead transparencies.
• Make flash cards.
Reproduce and laminate the alphabet cards on pages 105-111 and use them as a part of your
daily routine.

LEVEL 1 WEEK 1
Work with this simple good morning rhyme to emphasize the rhythm of the words and the idea of
response. Patterns for making puppets to demonstrate response are found on page 5.
Good morning. Good morning.

And how do you do?
Good morning. Good morning.

I’m fine. How ‘bout you?

WEEK 1 LEVEL 1
Monday
Monday
Use two puppets (see patterns on page 5) to model the rhyme. One puppet
“says” the first two lines; the second puppet responds by saying the last two lines.
Say the first two lines again and have students echo you, using their
pointer fingers as puppets. Repeat with the second set of lines.
Say the entire rhyme several times.
The Echo Technique
The directions for teaching most of the rhymes in this book will suggest that the
students echo parts of the rhyme. This simply means that students repeat back
what you have just said. The amount you ask students to echo will depend on
the average auditory memory of the group. Start with one line or maybe even
part of a line. With consistent practice, students will be able to remember and
echo larger sections of the rhymes.
Tuesday
Tuesday
Review the rhyme as whole group question/answer:
• You say the first two lines.
• The class answers with the last two lines.
Then reverse, letting the class question and you answer.
Wednesday
Wednesday
Let pairs of students act out the rhyme as the class recites.
Thursday
Thursday
Divide into pairs. One person from each pair will do the first
two lines, and the other person will do the second two lines.
Begin with a practice where all “first-line” students recite

together; then all the “second-line” students recite together.
Friday
Friday
Pairs recite and act out the rhyme without class support.

LEVEL 1 WEEK 1
fold
fold

WEEK 2 LEVEL 1
Students follow directions and, at the same time, listen to the way that words change when sounds
are manipulated.
Ship, shop, shup,

Let’s stand up.
Clin, clan, clown,

Now sit down.

LEVEL 1 WEEK 2
Monday
Monday
Recite the rhyme:
• Have students follow the directions to stand and sit.
• Invite students to say the rhyme with you.
Tuesday
Tuesday
Review the rhyme with students acting out the directions as
you recite:
• Say the first line softly and then say the second line loudly.
• Do the same for third and fourth lines.
• Reverse the soft and loud parts as you say the rhyme again.
Wednesday
Wednesday
Review the rhyme. You repeat the cue line (ship, shop, shup
or clin, clan, clown) and have students as a group repeat the
next line, standing or sitting appropriately.
Thursday
Have groups of students direct the class by reciting the rhyme.
You and the rest of the class follow the directions.
Friday
Let individual students direct the class in standing and sitting
by reciting the rhyme.

WEEK 2 LEVEL 1
As your students become familiar with the rhyme, designate one student as the Up person and one student
as the Down person. Give them rulers with signs below attached and have them signal the words up and
down at the appropriate times.
down up
LEVEL 1 WEEK 3
Go slowly at first as you learn this counting rhyme. Then speed up as your class gains proficiency in
counting backwards.
1...2...3
Look at me.
4...5...6
See my tricks.
7...8...9
I feel fine.
9...8...7...
6...5...4...
3...2...1
Now I’m done!

WEEK 3 LEVEL 1
Monday
Monday
Introduce the counting rhyme to students: 1...2...3
• Say the rhyme through once. Look at me.
• Say the rhyme again, letting students echo the three pairs of lines. 4...5...6
See my tricks.
• Invite students to say the rhyme with you. 7...8...9

I feel fine.
Tuesday
Tuesday 9...8...7...
Count and clap the rhyme. Clap once on each number several times. 6...5...4...
Remember to go slowly at first. 3...2...1
Now I’m done!
Wednesday
Wednesday
Use the number cards on page 11. Say the
rhyme and hold up a card each time a number
is named.
4
Hand out number cards and have students hold
them up at the appropriate times.
2
Thursday
Thursday
5
Recite the rhyme. Have students identify rhyming words.
Friday
Friday
Choose one child to be a performer.
• Class chants 1...2...3
• Performer says “Look at me!” and jumps up.
• Performer says “See my tricks!” and twirls or jumps or somersaults....
• Performer bows and says “I feel fine.”
• Class chants 9...8...7...6...5...4...3...2...1
• Performer returns to place and sits down, saying, “Now I’m done.”

LEVEL 1 WEEK 3
1 2 3
4 5 6
7 8 9
WEEK 4 LEVEL 1
Develop vocabulary and begin to recognize sound patterns.
Tick Tock Tipper

Where is your zipper?
Tick Tock Tutton

Where is your button?
Tick Tock Tocket

Where is your pocket?
Tick Tock Teeve

Where is your sleeve?
Tick Tock Too

Where is your shoe?
Tick Tock Tollar

Where is your collar?
LEVEL 1 WEEK 4
Monday
Monday
Introduce the rhyme: Tick Tock Tipper
Where is your zipper?
• As you recite, have students show you their zippers, buttons,
Tick Tock Tutton
pockets, sleeves, shoes, and collars when you ask where they are. Where is your button?
• For each couplet, repeat each line and have students echo you. Tick, Tock Tocket
Where is your pocket?
• Then repeat the couplet and have students echo both lines. Tick Tock Teeve
Where is your sleeve?
Tuesday
Tuesday Tick Tock Too
Where is your shoe?
Review the rhyme: Tick Tock Tollar

Where is your collar?
• You say the first line of each couplet and invite students to give
the second line.
• Invite students to chant the entire rhyme with you.
• Choose one student to be the pointer and point to a student after
each question. That student will show the clothing part named.
Wednesday
Wednesday
Reproduce a set of the picture cards on page 14 for each student.
As you say the rhyme, leave out the word that names the clothing part.
Students hold up the picture card for the word that would complete
that part of the rhyme.
Divide the class into two groups. One group chants the rhyme, leaving
out the name of the clothing part; the other group says the missing
word and shows the picture. Switch roles and repeat.
Thursday
Thursday
Review the rhyme:
• Point out that the rhyme has four parts. Recite each part.
• Ask students to listen closely and tell you what is the same about each part.
(Each part says Tick Tock ____ and Where is your ____)
• Then ask students to tell what is different about each part.
(Each part asks where something different is and each part has a
different word after Tick Tock.)
• Talk briefly about the relationship between the different words and the different
items of clothing. (Point out that the different word after Tick Tock always has
a /t/ at the beginning and rhymes with the clothing item.
Friday
Friday
After reviewing the rhyme, make up new verses for new items of clothing.
Tick Tock Toot

Where is your boot?
Tick Tock Toat

Where is your coat?

WEEK 4 LEVEL 1

LEVEL 1 WEEK 5
Learn this chant by echoing, then say it often at the end of each day.
I’m done.
I’m done.
I’ve got to run.
So long.
So long.
A farewell song.
Good-bye.
Good-bye.
But please don’t cry.
Adieu.
Adieu.
From me to you.

WEEK 5 LEVEL 1
Monday
Monday
I’m done.
I’m done.
I’ve got to run.
Introduce the chant:
So long.
• Recite the chant once. So long.
• Repeat the chant, having the class echo the lines as you say them. A farewell song.
Do two or three lines at once, depending on the abilities of your Good-bye.

Good-bye.
students. But please don’t cry.
Adieu.
Tuesday
Tuesday
Adieu.
From me to you.
Review the chant:

• Have students echo each part of the chant.
• Have students identify the rhyming words in each verse.
(done—run long—song bye—cry adieu—you)
Wednesday
Wednesday
Review the chant:
• Divide the class into two lines, facing each other.
• Have one line say the first verse.
The other line replies with the second verse.
First line says the third verse. Second line says the fourth verse.
• Both lines wave to each other, turn, and “leave.”
Thursday
Thursday
Wave to the beat as you recite the chant. (Wave good-bye on every syllable.)
March and wave at the same time.
Count to find out how many beats are in each verse. (Each syllable = one
beat, so every stanza has 8 beats.)
Friday
Friday
Reproduce the form on page 17. Have each student draw themselves
waving good-bye.
Post the pictures around the doorway or make a class book.
Recite the chant together as you leave for the day.

Good-Bye

LEVEL 1 WEEK 5
My Name
Good-Bye
WEEK 6 LEVEL 1
This week students will practice matching sounds by choosing cargo that begins with the same sound
as wagon.
Wagon, Wagon,
Little Red Wagon...
What are you draggin’
in your little red wagon?
I’ve got ____________

in my little red wagon.

LEVEL 1 WEEK 6
Monday
Monday
Use a real little red wagon with real items that begin with w; (some suggested
real objects: wig, container of water, wood, waffles, rubber worms, a
watch, waste basket, a weight, wax, a stuffed whale, wheel) Wagon, Wagon,
Little Red Wagon...
Introduce the language game: What are you draggin’
• Teach the class the refrain: in your little red wagon?
Wagon, Wagon, Little Red Wagon,
What are you draggin’ in your little red wagon? I’ve got __________
in my little red wagon.
• Have class ask you what’s in the wagon by repeating the refrain.
You answer showing real items in the real wagon, or pictured
items in the felt board wagon.
Tuesday
Tuesday
Review the game:
• Have class repeat the refrain and choose students to reply.
• Have all the w objects or pictures available to prompt responses.
Wednesday
Wednesday
Before you play the game make a list of things that could be carried in the
wagon. (They must begin with the w sound.)
Play the game and let students respond with new items to carry.
Thursday
Thursday
Create a wagon brigade:
• Reproduce the wagon pattern on page 20 for each student.
• Have students draw what they are “draggin’” in their wagons.
Remember items must begin with the same sound as wagon.
• Repeat the refrain and have each student reply as wagons are
posted in a line on the floor or the wall.
My N
ame
Friday
Friday
Celebrate your wagon brigade by reading it.
Personalize the refrain for your class.
Wagon, Wagon, Little Red Wagon,

What is Jose draggin’ in his little red wagon?
Jose has worms in his little red wagon.
I ’ ve g
Wagon, Wagon, Little Red Wagon, w_h__e__
ot ___
What is Penny draggin’ in her little red wagon?
e__ls__ in m
y litt le red
wago
Penny has water in her little red wagon. n.

Phonemic Awareness • EMC 740
My Name
LEVEL 1
20
©1998 Evan-Moor Corp.
WEEK 6 I’ve got _________________________ in my little red wagon.
LEVEL 1 WEEK 7
Sing this rhyme to the tune of “Where Is Thumbkin?”
Where’s the sunshine?

Here it is.
Here it is.
Come and shine on our class.

Yes, I’ll shine on your class.
What a day!
What a day!

WEEK 7 LEVEL 1
Monday
Monday
Teach the song having students echo each part.
Use sun puppet (page 23) to help students understand when
the sun is talking.

Where’s the sunshine? (left hand holding puppet behind back)
Here it is.
Here it is. (left hand with puppet moves forward)
Come and shine on our class. (singing to puppet)
Yes, I’ll shine on your class. (puppet responds)
What a day!
What a day! (left hand and sun go back behind back)
Tuesday
Tuesday
Reproduce the sun puppet for students to use as they sing the song.
Review and sing song several times.
Wednesday
Wednesday
Review the song. Have students clap the rhythm as they sing.
(one clap per syllable)
Thursday
Thursday
Review clapping:
• Sing a line. Clap the same line without singing.
• Sing the next line. Clap the next line, etc.
Friday
Friday
Have half of the class sing and clap one line while the other
half of the class counts the number of syllabic beats.
Record the numbers and talk about the pattern.

LEVEL 1 WEEK 7

WEEK 8 LEVEL 1
Count hats and syllables with this rhyme.
One hat,
two hats
three hats
four
Now please help me

count some more.

LEVEL 1 WEEK 8
Monday
Monday
Use real hats or hat patterns on page 26 as you introduce the couplet.
• Arrange the hats in a pyramid - a row of four hats as the base, then
three hats, then two hats, and one hat on top.
• Point to the rows as you repeat the words.
Repeat several times, letting children join in the counting.
Tuesday
Tuesday
Review the couplet by playing a counting game:
• Say the couplet.
• After the second line, give one student a number of hats made from
the patterns on page 26. Depending on the counting abilities of your
students, you may need to reproduce several pages of hats.
• The student counts the hats out loud.
• Give the hats to several other students to count.
Wednesday
Wednesday
Clap as you recite the couplet to the students.
Have the students recite and clap with you.
One hat,
Have half of the class clap the beat while the others count the two hats,
number of syllables in each line. three hats,
four
Thursday
Thursday Now please help me
Substitute another word for hat. (shoe, chair, block, finger, etc.) count some more.
Say the couplet and have the students repeat it.
Clap and count to determine if the change changed the number

of syllables.
Friday
Friday
Have each student illustrate a version of the couplet:
• Give students a sheet of white paper.
• Students draw a pyramid of their things, starting with a base of
four as with the hats.
• Students label each row of the pyramid with a number.
Have students count the number of syllables in each line of their couplets.

WEEK 8 LEVEL 1

LEVEL 1 WEEK 9
Practice the days of the week and match sounds at the same time.
It’s Monday.
It’s Monday.
Let’s have a fun day!
It’s Tuesday.
It’s Tuesday.
Shine-up-your-shoes day.
It’s Wednesday.
It’s Wednesday.
Visit-with-your-friends day.
It’s Thursday.
It’s Thursday.
When-the-cat-purrs day.
It’s Friday.
It’s Friday.
Look-up-in-the-sky day.

WEEK 9 LEVEL 1
Monday
Monday
Reference your classroom calendar as you introduce the poem. It’s Monday.
It’s Monday.
Read the poem several times. Invite students to recite with you. Let’s have a fun day!
It’s Tuesday.
Let students say the first two lines of each stanza; you say the third. It’s Tuesday.
Shine-up-your-shoes day.
If students are ready, reverse roles and recite the poem again. It’s Wednesday.
It’s Wednesday.
Visit-with-your-friends day.
Tuesday
Tuesday
It’s Thursday.
Teacher recites the poem once; students join in the second time It’s Thursday.
When-the-cat-purrs day.
through. Ask students to identify the rhyming words.
It’s Friday.
It’s Friday.
Monday fun day Look-up-in-the-sky day.
Tuesday shoes day

Wednesday friends day
Thursday purrs day
Friday sky day
Wednesday
Wednesday
Reproduce the word cards on page 29. (Each student will
need one word card for Thursday’s activity.) As the class says
Monday
the poem, teacher holds up the correct word card each time
the word is said.
nesday
After you have demonstrated, let students take turns holding
up the cards at the appropriate times. Wed
Thursday
Thursday
Give each student a word card. Station a student with
each “day” in five different spots. Each shows their card
and quietly chants the word.
Friday
As the poem is recited, students quietly move to the
appropriate spot to match the word card they hold.
Friday
Friday
Review the poem:
Recite it together several times.
Ask the students to tell which day is...
a shoes day
a purrs day
a fun day
a sky day
a friends day

LEVEL 1 WEEK 9
Monday
Tuesday
Wednesday
Thursday
Friday
WEEK 10 LEVEL 1
Use the clock-face picture cards on page 101 as you recite this verse and practice sound matching.
Early in the morning

when the clock says four
I’ll get up and open my door.

when the clock says five
I’ll start the car and go for a drive.

when the clock says six
I’ll take time to feed the chicks.

when the clock says seven
I’ll pull up the blanket and sleep ‘til eleven.

LEVEL 1 WEEK 10
Monday
Monday Early in the morning
Reproduce the clock faces on page 32. Say the poem to the class, when the clock says four
I’ll get up and open my door.
holding up the correct clock for each verse.
when the clock says five
Recite the poem again and have students act out each verse. I’ll start the car and go for a drive.

Tuesday
Tuesday when the clock says six
I’ll take time to feed the chicks.
Review the poem:
• Have the students say the first line of each couplet Early in the morning
when the clock says seven
(hold up the clock faces to cue the correct time). I’ll pull up the blanket and sleep ‘til eleven.
You say the second lines.
• Ask students to identify the rhyming words.
Hold up a clock face and say, “The clock says (four).”
Students respond with the rhyming word, “door.”
Wednesday
Wednesday
Review the poem:
• Pass out the clock faces and the picture cards
for door, drive, chicks, eleven.
• Students with cards need to form rhyming pairs.
(four—door five—drive six—chicks seven—eleven)
• Have student pairs lead the class in reciting their stanza
of the poem.
Thursday
Thursday
As a class write another verse for the poem:
• Start with “Early in the morning when the clock says eight.”
• Think of things that rhyme with the word eight.
gate late fate wait straight
• Choose one thing and put it into a sentence that
tells something you could do.
I heard someone open the gate.
Mother called, “Get up, you’re late!”
• Record your new verse and read it together.
Friday
Friday
Have students draw what they do at a specific hour. (A rhyme is not
necessary.) Write on each drawing. For example:
At _________, I ____________ .
(At four, I snore.)
Have students share their pictures.

WEEK 10 LEVEL 1

LEVEL 2 WEEK 11
Students will separate the words in this chant into individual phonemes.
Mix it fast.
Mix Mix Mix
Mix it slow.
/m/ /i/ /ks/ /m/ /i/ /ks/ /m/ /i/ /ks/
Mix it high.
Mix Mix Mix
Mix it low.
Mix Mix Mix

WEEK 11 LEVEL 2
Monday
Monday Mix it fast.
Mix Mix Mix
Introduce the chant: Mix it slow.
• Use a mixing bowl and spoon. Stir the speed of the words. /m/ /i/ /ks/ /m/ /i/ /ks/ /m/ /i/ /ks/
• After the line, “Mix it slow,” separate mix into sounds Mix it high.
Mix Mix Mix
(phonemes) — /m/ /i/ /ks/. Mix it low.

Mix Mix Mix
• After the line, “Mix it high,” say the words in a high voice.
• After the line, “Mix it low,” say the words in a deep voice.
Have students echo each line after you.
Tuesday
Tuesday
Reproduce the direction cards on page 35. Review the chant by having
students echo each line.
Have students say the second line as you hold up each

direction card:
• Teacher: Mix it fast.
• Students: Mix Mix Mix
high
• Teacher: Mix it slow.
• Students: /m/ /i/ /ks/ /m/ /i/ /ks/ /m/ /i/ /ks/
Wednesday
Wednesday
low
Say the chant together. Discuss its pattern. (fast, slow, high, low)
Substitute several different words for mix.
Sing it. (/s/ /i/ /ng/)

Kick it. (/k/ /i/ /k/)
Wave it. (/w/ /a/ /v/)
Thursday
Thursday
Substitute different words again.
Snap it. (/s/ /n/ /a/ /p/)

Stamp it. (/s/ /t/ /a/ /m/ /p/)
Shake it. (/sh/ /a/ /k/)
Friday
Friday
Have individual students lead the chant, choosing an action verb of their
choice.

LEVEL 2 WEEK 11
high
low
slow
fast

WEEK 12 LEVEL 2
Question & answer response games are a great way to practice syllable counting.
Doodle doodle doodle do

Can you jump? I’ll watch you.
Doodle doodle doodle dee

I can jump. Look at me.

LEVEL 2 WEEK 12
Monday
Monday
Doodle doodle doodle do
Introduce the chant: Can you jump? I’ll watch
you.
• Use any two puppets you have to demonstrate the question and answer. Doodle doodle doodle dee
• Have students echo you as you say the poem again one line at a time. I can jump. Look at me.
Repeat, doing two lines at a time.

• Invite two students to use the puppets as the class chants the
entire rhyme.
Tuesday
Tuesday
Review the chant:
• Have students echo each part of the rhyme.
• Tap the beat as you say the poem again.
• Then have half the class tap the beat while the others count
the number of syllables.
Wednesday
Wednesday
Change the chant by substituting a different action.
dance
bow
hop
salute
Count the syllables in each chant. Have students tell which actions
change the syllable count. Divide the action words into syllables.
Thursday
Thursday
Choose students to lead the chant:
• Each student leader chooses an action.
• The student chants
“Doodle doodle doodle do
Can you ________? I’ll watch you.”
• The class responds with the second part of the chant and
demonstrates the action.
Friday
Friday
Create a class book:
• Reproduce page 38 for individual students.
• Students draw themselves doing something.
• Teacher fills in the action word. e
le doodle de
Doodle dood . Look at me!
• Have students chant their pages. jump
I can_______
__

My Name
LEVEL 2
38
Doodle doodle doodle dee
WEEK 12
I can __________________. Look at me!
LEVEL 2 WEEK 13
Enjoy the nonsense refrain for this rhyme, as you practice matching sounds.
There was a little bug.

It lived inside a rug.
It loved to hop.
hop hoppy hop

hop hoppy hop
hop hoppy
hop hoppy
hop hoppy hop

WEEK 13 LEVEL 2
Monday
Monday
Introduce the couplet with the pop-up little bug (pattern on page 41). There was a little
bug.
As you chant the refrain, make the bug “hop” in time with the beat of the It lived inside a rug.
It loved to hop.
words -- hop (bug hops once), hoppy (bug hops twice quickly). hop hoppy hop
Have students repeat the couplet and refrain with you several times. hop hoppy hop
hop hoppy
hop hoppy
hop hoppy hop
Tuesday
Tuesday
Review couplet and refrain. Echo as necessary until students are
comfortable with the rhyme.
Then have students repeat the couplet and hop to the beat of the refrain.
Wednesday
Wednesday
Substitute several different actions:
crawl, roll, run, jump
Practice the refrains following the pattern used for hop in the rhyme:
For example:
jump jumpy jump
jump jumpy jump
jump jumpy
jump jumpy
jump jumpy jump
Thursday
Thursday
Have students choose actions for the bugs. Challenge them to create
their own refrains following the pattern.
Friday
Friday
Finish the week with more student choice actions. If students need a
challenge, suggest that the bug might do two things.
There was a little bug.

It lived on a rug.
It loved to eat and play.
eat eaty eat and play playie play

eat eaty eat and play playie play
eat eaty, play playie
eat eaty, play playie
eat eaty eat, and play playie play

LEVEL 2 WEEK 13
Glue the bug to a craft stick. Cut the slit in the rug with an Exacto® knife.

WEEK 14 LEVEL 2
Use these two poems to practice splitting words into syllables.
Bird, Bird
Can you fly?
Flap your
wings
Up to the sky.
Puppy, Puppy
Can you run?
Come outside.
Have some fun.

LEVEL 2 WEEK 14
Monday
Monday
Bird, Bird
Recite the bird poem and have class echo you,
one or two lines at a time. Students might flap their
Can you fly?
wings to the syllable beat. Flap your wings
Up to the sky.
Tuesday
Tuesday
Recite the bird poem with class.
Show picture cards (patterns on page 44) of things that

might be in the sky. Have students name each thing.
Model how to flap each word into syllables:

• Hold up your hands, palms toward you; move your
hands toward each other until the thumbs cross,
forming a “bird.”
• Flap one wing on the first syllable and the other wing
on the second syllable.
Students should practice flapping each of the words.
Wednesday
Wednesday
Recite the bird poem together. Have students name things
that they might see in the sky.
“Flap” each of the suggestions to the syllable beat. Count

the flaps.
Thursday
Thursday
Introduce the puppy poem, having students learn it by
echoing. Have students repeat the poem, moving their feet
up and down in place on the syllable beat.
Friday
Friday
After reciting the puppy poem, have students suggest
Puppy, Puppy
other things that a puppy might do.
Can you run?
Move feet up and down in place to each of the words to Come outside.
split it into syllables. Have some fun.

WEEK 14 LEVEL 2

LEVEL 2 WEEK 15
Chant this riddle as you help students blend sounds together and match letters to sounds.
Start with ____________

End with _____________
Put it together
And you have __________

WEEK 15 LEVEL 2
Monday
Monday Start with
____________
Chant the riddle, filling the blanks with an onset and rime that blend into
End with
one of your students’ names. Have the class supply the name. _____________
For example: Put it together
Start with /j/. And you have

__________
End with /ill/.
Put it together
And you have Jill.
Repeat with several names.
Tuesday
Tuesday
Chant the riddle using each student’s name.
Wednesday
Wednesday
Reproduce the puzzle pattern on page 47.
Help each student to write the beginning letter of his/her name on the smaller puzzle section
and the rest of the name on the larger section.
Cut the puzzle apart on the line.
Each student can chant their own name riddle.

M ark
Start with /m/. Hold up piece with M on it.
End with /ark/. Hold up piece with ark on it.
Put it together
And you have Mark. Move the pieces together to form Mark.
Thursday
Thursday
Use the chant to name simple words from current classroom literature.
For example:
Start with /w/.
End with /aldo/.
Put it together
And you have Waldo.
Friday
Friday
Make puzzle pieces for several different words
using the pattern on page 47.
Pass one puzzle piece to each student.
You lead the chant. As you say an onset or a rime,

the students holding those puzzle pieces stand.
They move to the front of the room as the class
chants, “Put it together.” Then the whole class says,
“And you have _______________ .”

LEVEL 2 WEEK 15

WEEK 16 LEVEL 2
Developing vocabulary and identifying onset-rime go hand in hand.
What shall I call...
A grown-up calf? a cow
A grown-up pup? a dog
A grown-up boy? a man
A grown-up kitten? a cat
A grown-up colt? a horse
A grown-up kid? a goat

LEVEL 2 WEEK 16
Monday
Monday
Use the picture cards on page 50 to introduce the baby and adult What shall I call...
animal terminology:
A grown-up calf? a cow
• Show a baby animal picture. (picture of a puppy)
• Ask students to identify the name for the baby animal. (pup) A grown-up pup? a dog
• Show the adult animal picture. (picture of a dog) A grown-up boy? a man
• Ask students to identify the name for the adult animal. (dog)
A grown up kitten? a cat
Read the chant questions and answers as you show the matching pictures.
Read the questions again and have students supply the answers. A grown-up colt? a horse
A grown-up kid? a goat
Tuesday
Tuesday
Recite the chant as you review baby/adult animal names.
Have students identify onsets and rimes in each name.
For example:
boy—the onset is /b/; the rime is /oy/.
Create new words (including nonsense words) by substituting
different onsets – roy, coy, moy, toy...
Wednesday
Wednesday
Review the baby/adult names by playing a question/answer game:
• Ask “What shall I call a grown-up colt?”
• Point to a student for the answer. “A horse.”
• The student next to the first student must create a new word by
substituting a different onset. “A dorse.”
• The next student does the same. “A morse.”
• Take one more new word from another student. “A borse.”
• And the class replies. “A horse.”
Thursday
Thursday
Before the lesson, write the onsets and rimes for the animal names on
sentence strip cards. Display the onset and rime cards in a pocket chart.
Show a picture of an animal. Have students choose the onset and rime to
form the name of the animal.
Friday
Friday
Students draw to create their own baby/adult pair.
• Students draw a baby and adult animal.
• Students show picture to class and say “What shall I call a grown-up
_______________? A _________________”. (girl/woman)
Record the new questions and answers to make a new class chant.

WEEK 16 LEVEL 2

LEVEL 2 WEEK 17
Practice sound matching and phoneme blending with the -og family.
Five little froggies sitting on a log.

The first jumped off when it heard the dog.
Froggy, froggy, froggy loggy dog
Four little froggies sitting on a log.

The second one left for its morning jog.
Froggy, froggy, froggy loggy jog
Three little froggies sitting on a log.

The third one vanished in the morning fog.
Froggy, froggy, froggy loggy fog
Two little froggies sitting on a log.

The fourth one slipped as it played leap frog.
Froggy, froggy, froggy loggy frog
One little froggy sitting on a log.

All alone, it is the top dog frog.
Froggy, froggy,
top dog frog

WEEK 17 LEVEL 2
Monday
Using the patterns on page 53, make five frogs and a
log to use in introducing this poem.
Recite the poem, removing a frog from the log after each verse.
Explain the meaning of the expression “top dog.”

Ask students to tell why the one frog is now the
“top dog frog.”
Repeat the poem, encouraging students to join in

on the refrain.
Tuesday
Review the poem:
• Recite the first verse and have students identify the
two rhyming words. (log, dog) Five little froggies sitting on a log.
The first jumped off when it heard the dog.
Froggy, froggy, froggy loggy dog
• Practice stretching the two words into phonemes. Four little froggies sitting on a log.
The second one left for its morning jog.
(/l/ /o/ /g/ and /d/ /o/ /g/) Froggy, froggy, froggy loggy jog
Three little froggies sitting on a log.

• Do the same for each of the -og family words. The third one vanished in the morning fog.
Froggy, froggy, froggy loggy fog
Wednesday
Two little froggies sitting on a log.
The fourth one slipped as it played leap frog.
Froggy, froggy, froggy loggy frog
One little froggy sitting on a log.
Recite the poem together. All alone, it is the top dog frog.
Froggy, froggy,
top dog frog
Act out the poem with five students acting as

frogs. “Frogs” hop to their places as students recite the refrain.
Thursday
Recite poem and act it out until all students have had a chance to be a frog.
Friday
Write the poem words in the -og family on the chalkboard.
(log, dog, jog, fog, frog)
Have students repeat the words stretching them into individual phonemes.
log - /l/ /o/ /g/
After each word, repeat the refrain ending with the word stretched.
(Froggy, froggy, froggy-loggy, [log])
End with a final recitation of the poem.

LEVEL 2 WEEK 17

WEEK 18 LEVEL 3
Listen for words that begin with the same sound as you look at the colors all around.
Colors all around
Pink, pink, pink pigs
Yellow, yellow, yellow yarn
Blue, blue, blue blossoms
Green, green, green grass
Red, red, red radishes
Black, black, black beans
Colors all around.

LEVEL 3 WEEK 18
Monday
Monday
Ask students to think about the colors all around them as you read the color chant.
Ask students to recall the six objects named in the chant. Take a few minutes to
talk about whether the students have ever seen the things described. Colors all around
Pink, pink, pink pigs

Read the chant again.
Yellow, yellow, yellow yarn
Tuesday
Tuesday Blue, blue, blue blossoms
Review the color chant:

Green, green, green grass
• Teacher says the color words in each line; students name the object.
• After reviewing the phrases, identify the pattern in each. Red, red, red radishes
(The color is repeated three times and then an object of the color is Black, black, black beans
named. The object must start with the same sound as the color.)
Colors all around.
• Read the phrases again.
Wednesday
Wednesday
Review the color chant:
• Teacher recites the first line, “Colors all around,” and then holds up a
piece of pink paper. Students recall and say, “Pink, pink, pink pigs.”
• Repeat with the remaining five colors.
Ask students to identify things around them that are the colors described.
(Pink—Sally’s shirt, Tamara’s headband, Dan’s pencil, etc.)
Then ask if any of the things named would fit the pattern in the phrases.
(Dan’s pencil would fit since pencil begins with the same sound as pink.)
Write the new phrases on a chart.

(Pink, pink, pink pencil)
Thursday
Thursday
Review the chant as a group.
Have students choose a new color and make a phrase that fits that color.
(Brown, brown, brown branch)
Repeat with several colors.
Friday
Friday
Create a class book, Colors All Around:
• Reproduce the book page form on page 56.
• Have each student choose a color and draw a thing that
is that color and begins with the same sound as the color name.
• An adult writes each child’s patterned phrase on his/her s
lue balloon
book page, for example: Blue, blue, b
Purple, purple, purple petunias
• Staple the individual pages together and read the book.

WEEK 18 LEVEL 3
___________, __________, ___________, ____________

LEVEL 3 WEEK 19
Listen to the sounds around you and then match them in this silly verse.
Do you hear the bell?

Can you hear it ding?
Dingy, ding, ding, ding
Do you hear the clock?

Can you hear it tick?
Ticky, tick, tick, tick
Do you hear the trumpet?

Can you hear it toot?
Tooty, toot, toot, toot
Do you hear the baby?

Can you hear it coo?
Cooey coo, coo, coo
Cooey coo, coo, coo

WEEK 19 LEVEL 3
Monday
Monday Do you hear the bell?
Talk about the sounds that you hear every day. Then read the verse. Can you hear it ding?
Read the verse again, with students joining in on the sound refrains. Do you hear the clock?
Can you hear it tick?
Tuesday
Tuesday
Recite the poem in three different ways: Do you hear the trumpet?
Can you hear it toot?
• students whisper the sound refrains. Tooty, toot, toot, toot
• students loudly speak the sound refrains.

Do you hear the baby?
• students clap the sound refrains. Can you hear it coo?
Cooey coo, coo, coo
Cooey coo, coo, coo
Wednesday
Wednesday
Review the poem. Students may be ready to say the entire verse with you.
Holding up pictures of a bell, a clock, a trumpet, and a baby will help to cue
them for the next part of the verse.
Focus on the sound words. Have students identify the position of sounds
on the words. For example:
ding
• Do you hear /d/ at the beginning, in the middle, or at the end?
tick
• Where do you hear /k/?
Thursday
Thursday
Have students choose an object in the classroom that makes a sound.
Use the sound to create a new verse for the poem.
Do you hear the door?

Can you hear it creak?
Creaky, creak, creak, creak
Creaky, creak, creak, creak
Friday
Friday
Have students individually choose an object that makes a sound
that they have heard. Have them illustrate the sound on the form
on page 59. An adult can write the name of the thing making the
sound and the sound. Students “read” their pages. The class
provides the sound refrains.
Do you hear the _______? dog

Can you hear it ________? bark

LEVEL 3 WEEK 19
Can you hear it ________________?

Do you hear the _______________?

WEEK 20 LEVEL 3
Sing this song to the tune of “If You’re Happy and You Know It.”
If your name begins with _____,

stand up now.

stand up now.

stand up and take a bow.

stand up now.

LEVEL 3 WEEK 20
Monday
Monday If your name begins with _____,
Fill in the each blank with the same phoneme (sound) as you sing stand up now.
this song to the tune of “If You’re Happy and You Know It.” If your name begins with _____,
stand up now.

stand up and take a bow.
Students should stand if their name begins with the phoneme.
Ask students to “sound off” saying their names aloud when the verse is over. stand up now.
Substitute different phonemes and repeat.
Tuesday
Tuesday
Sing the song again, using more phonemes until each student has
had a turn to stand.
Wednesday
Wednesday
Choose a student leader to choose the phoneme and lead the class in singing.
Repeat several times.
Thursday
Thursday
Choose several different movements and change the song. For example:
If your name begins with ______, wiggle now.

If your name begins with ______, sit down now.
If your name begins with ______, signal now.
If your name begins with ______, salute now.
Friday
Friday
Create a graph as you sing the song today.
Tell students that you will move to a new spot (along a baseline) each time
the song is sung. When they hear the sound the begins their first name, they
are to line up one behind another in front of you.
If your name begins with ________, stand right here.

If your name begins with ________, stand here and give a cheer. Yeah! Jenny
Paul Josh
When all children are standing, count to see which line is longest.
If it is appropriate for your students, create a picture graph to Pam Ann Jordan
represent this real graph. Reproduce the patterns on page 62.
Each student writes his/her name on a square and places it on
Peter Alan Jared Nick
a chart under the corresponding beginning letter.
P A J N
WEEK 20 LEVEL 3
My My My
name name name
is is is
My My My
name name name
is is is
My My My
name name name
is is is

LEVEL 3 WEEK 21
This chant allows students to practice sound matching and also to match sounds to letters.
I’m going to the store.

I think I’ll buy some more...

WEEK 21 LEVEL 3
Monday
Monday
Recite the couplet. Tell students that everything that you put in your I’m going to the store.
shopping bag must begin with an /m/. Have students “shop” around the I think I’ll buy some more...
room for items that would fit in the bag.
Substitute other target sounds.
Tuesday
Tuesday
Recite the couplet. Write a target sound on a shopping bag. Have students
“shop” around the room for items that would fit in the sound bag.
Wednesday
Wednesday
Set out a variety of objects or pictures. Label several baskets with the
different letter cards. Have students recite the couplet and choose an
object, placing the object in the appropriate basket.
Thursday
Thursday
Use real lunch bags or give each student an empty sack pattern.
(Reproduce the patterns on page 65.)
Ask them to put an object in the bag or to draw an object on the

sack pattern that begins with a target sound.
Friday
Friday
Let the students designate a target sound for their individual sacks.
Then have them locate or draw three things that have that target sound.

LEVEL 3 WEEK 21

WEEK 22 LEVEL 4
Isolate phonemes in this chant as you stir up a perfect purple pie.
Making a purple pie — yum, yum

Making a purple pie
With purple berries
And purple cherries
And ________
All in a purple pie.
Hi there, ____________.
Glad you stopped by.
Nice to see you here
in my purple pie.

LEVEL 4 WEEK 22
Monday
Monday Making a purple pie — yum, yum
Making a purple pie
Recite the poem for the students: With purple berries
And purple cherries
• Use a big tub or a box as your “bowl.” And _______
All in a purple pie.
• Stir with a pretend spoon. Hi there, _________.
• When you come to the blank say one of your students’ names. Glad you stopped by.
Nice to see you here
in my purple pie.
That student jumps in the bowl to become part of the purple pie.
Repeat, using a different student’s name.
Tuesday
Tuesday
Recite the poem, using different students’ names until all have had a turn.
Wednesday
Wednesday
Help students to stretch their names into individual phonemes.
For example:
Tony = /t/ /o/ /n/ /e/
Susan = /s/ /oo/ /z/ /u/ /n/
Explain that the next time you play the purple pie game you will name the
students in the pie by stretching their names.
Thursday
Thursday
Play the purple pie game. Name students by stretching their names.
...And /t/ /o/ /m/

all in a purple pie.
The student jumps in the bowl and the class blends the name responding:
Hi there, Tom
Glad you stopped by...
Friday
Friday
Reproduce the pattern on page 68. After playing the purple pie game,
have each student draw themselves in the purple pie picture. A Perfect Purple Pie

WEEK 22 LEVEL 4
My Name
A Perfect Purple Pie

LEVEL 4 WEEK 23
Make fur or felt kittens to pet with this lesson on phoneme segmentation and syllable splitting
Kitty
Pretty kitty
Itty-bitty kitty
Pretty itty-bitty kitty
Meow

WEEK 23 LEVEL 4
Monday
Monday
Introduce the poem with a stuffed kitten: Kitty
Pretty kitty
• Recite the poem and stroke the kitten to the syllable beat. Itty-bitty kitty
Pretty itty-bitty kitty
• Let students echo as many lines at a time as are appropriate. Meow
Tuesday
Tuesday
Have students make a kitten using the pattern on page 71.
Students recite poem with you, stroking the kitten to the syllable beat.
Wednesday
Wednesday
Half of the students stroke and recite while the other half count the
beats. (Students should determine that each line adds two beats until
the final line.)
Thursday
Thursday
Ask students to stretch the word kitty into phonemes.
(/k/ /i/ /t/ /e/)
Recite the poem adding the phonemes for kitty after the first four lines.
Kitty /k/ /i/ /t/ /e/

Pretty kitty /k/ /i/ /t/ /e/
Itty-bitty kitty /k/ /i/ /t/ /e/
Pretty itty-bitty kitty /k/ /i/ /t/ /e/
Meow
Friday
Friday
Have students use their own words to describe kittens.
Create poems using their words.
Kitty
Funny kitty
Playful, funny kitty
Meow

LEVEL 4 WEEK 23
Hold Hold
this this
end end

WEEK 24 LEVEL 4
Stretch “sticky” words apart (phoneme segmentation) and let them squish back together (phoneme
blending).
ooey gooey
ishy squishy
icky sticky
Wash your hands!!

LEVEL 4 WEEK 24
Monday
Monday
Recite the verse. Ask students to describe things that might be gooey ooey gooey
ishy squishy
or squishy or sticky. Record their responses. icky sticky
Wash your hands!!
Choose one child to act as the “mother” or “teacher” and to say the line
“Wash your hands!!” as the rest of the class recites the words, rubs their
hands together, and makes faces to represent “the mess.”
Tuesday
Tuesday
Reproduce the picture cards on page 74.
Recite the verse. Show the bubble gum, glue, and cotton candy
picture cards. (You may want to make other cards for the responses
given by your students on Monday if they are not pictured).
Ask students to stretch sticky words into phonemes

as they pretend to stretch it apart with their fingers.
(/g/ /l/ /oo/)
Then clap hands together and say the word.
(glue)
Wednesday
Wednesday
Spray a tiny bit of shaving cream on students’ hands. Ask them to
describe how it feels. (squishy)
Continue with Tuesday’s activity using mud, sponge, and shaving cream
picture cards.
Thursday
Thursday
Have students tell something that they did to get gooey.
I fell in a mud puddle. I frosted my cupcakes.
Class stretches the gooey word into phonemes.
/m/ /u/ /d/ /f/ /r/ /o/ /s/ /t/ /i/ /ng/
Then recite the verse, adding the new word at the end.
ooey gooey ishy squishy icky sticky MUD
ooey gooey ishy squishy icky sticky FROSTING
Friday
Friday
Have students repeat yesterday’s activity telling about another messy
experience. For example:
Getting jam on your hands.
/j/ /a/ /m/
ooey gooey ishy squishy icky sticky JAM

WEEK 24 LEVEL 4

LEVEL 4 WEEK 25
Practice phoneme segmentation, blending, and matching letters to sounds as you create a Piggy
Bank Directory for the members of your class. (Repeat to the rhythm of “Who Stole the Cookies?”)
Who stole the pennies from the piggy bank?

_______ stole the pennies from the piggy bank.
Who me?
Yes, you.
Couldn’t be.
Then who?
_______ stole the pennies from the piggy bank.

Oh, ____________ stole the pennies from the piggy bank.

WEEK 25 LEVEL 4
Monday
Monday
Teach and play the game: Who stole the pennies from the piggy bank?
_____ stole the pennies from the piggy bank.
• Class sits in a circle on the floor. Who me?

Yes you.
• Everyone claps and slaps legs to establish rhythm. Couldn’t be.
Then who?
(This continues throughout the game.) ______stole the pennies from the piggy bank.
• Together all repeat — Who stole the pennies from the piggy bank? Oh, ____________ stole the pennies from the piggy
bank.
• Leader starts by naming a student — Dougie stole the pennies
from the piggy bank.
• Student replies — Who me?
• Class says — Yes, you.
• Student says — Couldn’t be.
• Class asks — Then who?
• Student answers — Mary stole the pennies from the piggy bank.
• Class responds — Oh, Mary stole the pennies from the piggy bank.
• New student replies —Who me?...
and the game continues
Tuesday
Tuesday
Review the game. Enjoy the rhythm!
Wednesday
Wednesday
S
Teacher preparation:
• Reproduce the piggy bank pattern on page 77—
one for each letter of the alphabet, perhaps more than one
if you have a large number of students whose first names
begin with a particular letter.
• Write one letter of the alphabet on each piggy bank.
• Glue student photos on the appropriate pages.
(All students whose names begin with A have pictures
pasted on the A bank.) D
After playing the game today, show several of the piggy
bank letter pages.
• Point to students’ pictures and say the names slowly.
• Have students identify the phonemes as you write corresponding
letters under the photos on the letter page.
• Then have students blend the letter sounds together to read the
name of the student.
Thursday
Thursday
Play the game. Continue to work on the piggy bank directory.
Friday
Friday
Play the game. Finish and post the piggy bank directory.

LEVEL 4 WEEK 25

WEEK 26 LEVEL 5
You’ll love the way the words feel as you say them. Notice the changes as you substitute phonemes.
Bibbity, bobbity, boo

What shall we do?
Bibbity, bobbity, bee

Come and play with me.
Bibbity, bobbity, bay

Let’s have fun today.

LEVEL 5 WEEK 26
Monday
Monday
Teach the couplets by having the class echo one line at a time. Bibbity, bobbity, boo
What shall we do?
Tuesday
Tuesday Bibbity, bobbity, bee
Come and play with me.
Review the rhyme.
Bibbity, bobbity, bay
Ask students to echo each couplet. Let’s have fun today.
Have students identify rhyming words.
Wednesday
Wednesday
Repeat the couplets as you play this game:
• Form two equal lines. Students stand behind each other.
The first student in each line faces the other across a
space of about ten feet.
• The first student in each line walks across the space between
the lines as the class chants, “Bibbity, bobbity, boo.”
• The two students meet and shake hands saying, “What shall we do?”
• The class chants, “Bibbity, bobbity, bee.”
• The two students move off together saying, “Come and play with me.”
They sit down in a predesignated area.
• Continue the game with the next students in line. After the last pair says,
“Come and play with me,” the entire class chants the last couplet.
Thursday
Thursday
Talk about the pattern of the couplets. (The ending words rhyme. The first
line says Bibbity, bobbity, and the last word begins with b. The second line
has 4 or 5 beats.)
Have students tell what the first line would be if the second lines were:
How do you feel? (Bibbity, bobbity, beel)
I’m feeling fine. (Bibbity, bobbity, bine)
Let’s go to lunch. (Bibbity, boobity, bunch)
Friday
Friday
Compose a new couplet:
Hint: Start with the second line naming an activity.
Then rhyme the first line with it.
(Bibbity, bobbity, bide.
Let’s go outside.)
Reproduce page 80. Have students draw a self-portrait

and make new couplets using their names.
An adult can circulate and do the writing while
the students draw. For example:
organ
Bibbity, bobbity, b_________________.
Morgan
My name is______________________ .
Bibbity, bobbity, bott My name is Scott.

LEVEL 5
80
Bibbity, bobbity, b_________________.
WEEK 26
My name is______________________ .
LEVEL 5 WEEK 27
In this week’s activities, students listen to alliteration and substitute onsets to make new couplets.
Wiggle waggle wog

Watch the dog.
Wiggle waggle wug

Watch the bug.
Wiggle waggle waterpillar

Watch the caterpillar.
Wiggle waggle weetle

Watch the beetle.

WEEK 27 LEVEL 5
Monday
Monday
Introduce the couplets: Wiggle waggle wog
Watch the dog.
• Say all four couplets through one time.
Wiggle waggle wug
• Then repeat one couplet at a time, having students listen Watch the bug.
for words that begin with the same sound. (Each couplet Wiggle waggle waterpillar
Watch the caterpillar.
has four words that begin with the w sound.) Wiggle waggle weetle
• Talk about the words the students heard. Watch the beetle.
Tuesday
Tuesday
Act out the couplets as you repeat them:
• Choose students to imitate each animal.
• When the couplet about the animal is read, those students
perform the actions of the animal.
Wednesday
Wednesday
Say the couplets together. Have students describe the pattern of each
couplet.
(The first line says Wiggle, waggle, w________.
The second line says Watch the [name of an animal].
The last word in the first line rhymes with the name of the animal.)
Together compose a new couplet:

• Ask a student to suggest the name of a new animal.
Talk about what would happen to the word if it were to start with /w/.
• Say the new couplet together, for example:
Wiggle, waggle, wiger
Watch the tiger.
Thursday
Thursday
Reproduce the form on page 83 so that students can
compose a couplet of their own. As students draw the
picture of their animal, an adult can circulate and write
each student’s couplet as he/she tells the name of the
animal and the /w/ word that rhymes with the animal’s name.
Friday
Friday
Celebrate a week of wiggle-waggling by having ig
Wiggle, waggle, w__________.
students read their original couplets. pig
Watch the ________________.
Bind the couplets into a Wiggle Waggle Book.

LEVEL 5 WEEK 27
Wiggle, waggle, w__________.
Watch the ________________.

WEEK 28 LEVEL 5
Develop vocabulary as you substitute phonemes in this question/answer chant.
Fee-Fi-Fo-Fum
Where is your thumb?
Fee-Fi-Fo-Fum
This is my thumb.
Fee-Fi-Fo-Fear
Where is your ear?
Fee-Fi-Fo-Fear
This is my ear.
Fee-Fi-Fum-Fee
Where is your knee?
Fee-Fi-Fo-Fee
This is my knee.

LEVEL 5 WEEK 28
Monday
Monday
Fee-Fi-Fo-Fum
Say the poem one time for the class. Where is your thumb?
Then play the question/answer game: Fee-Fi-Fo-Fum

This is my thumb.
• You ask the question: Fee-Fi-Fo-Fum Where is your thumb?
• Students give the answers: Fee-Fi-Fo-Fum This is my thumb. Fee-Fi-Fo-Fear
Where is your ear?
Fee-Fi-Fo-Fear
Continue for all six verses. This is my ear.
Ask students to identify the rhyming words in each question.

Fee-Fi-Fum-Fee
Tuesday
Tuesday
Where is your knee?
Fee-Fi-Fo-Fee
This is my knee.
Play the question/answer game again with new questions:
Fee-Fi-Fo Fummy
Where is your tummy?
Fee-Fi-Fo Fed
Where is your head?
Fee-Fi-Fo-Fair
Where is your hair?
Help students to identify the onsets and rimes of the rhyming words:
f — ummy t — ummy f — ed h — ead f — air h — air
Wednesday
Wednesday
Add more new questions:
Fee-Fi-Fo-Farm.
Where is your arm?
Fee-Fi-Fo-Felbow.
Where is your elbow?
Fee-Fi-Fo-Fin
Where is your chin?
As a class make up a new question. For example:
Fee-Fi-Fo-Foo
Where is your shoe?
Thursday
Thursday
Play the question/answer game, letting the students
ask the questions.
Friday
Friday
Reproduce the form on page 86. Have each
unch
Fee-Fi-Fo-F________________
Where is your lunch

_________________?
student create a Fee-Fi-Fo question and illustrate it.
Make a class book and read it together.

WEEK 28 LEVEL 5
Reproduce this page for individual students for Friday’s activity.

Where is your _________________?
Fee-Fi-Fo-F________________

LEVEL 5 WEEK 29
“I Spy” is a fun way to practice phonemic substitution, blending and sound/letter matching.
See the ball.

Is that all?
See the bear

Over there.
See the snake.

Take a break.
See the tree.

Can it be?
See the sock.

What a shock!

WEEK 29 LEVEL 5
Monday
Monday
Have students make paper spyglasses using the pattern on page 89. See the ball.
(They will use them each day this week.) Is that all?
See the bear

Over there.
Play an I Spy game: See the snake.

Take a break.
• Display a ball. See the tree.
• Say, “See the ball.” Can it be?
• Students look through their spyglasses at the ball. See the sock.
What a shock!
• They stretch the word into individual phonemes. /b/ /a/ /l/
• Then blend the sounds together and say, “ball.”
• You say, “Is that all?”
• Have students peer around for other objects that rhyme with ball.
• Prompt students, “See the wall,” or have students point out
rhyming objects.
(wall hall doll Paul shawl)
• Stretch and blend the new words.
Tuesday
Tuesday
Use the spyglasses and repeat the Monday’s activity with the second
couplet. (Use a teddy bear)
See the bear.

Over there. (chair hair pear square stair air )
Wednesday
Wednesday
Use the spyglasses and repeat the activity with the third couplet.
(Use a rubber snake or a picture of a snake.)
See the snake.

Take a break. (cake lake rake stake Jake snowflake)
Thursday
Thursday
Use the spyglasses and repeat the activity with the next couplet.
(Use a picture of a tree, or point out the window if there’s a
tree outside.)
See the tree.

Can it be? (bee knee key pea three monkey sea)
Friday
Friday
Use the spyglasses and repeat the activity with the final couplet.
(Make a really large sock from fabric with a wild design so that it fits the verse.)
See the sock.

What a shock! (block chalk clock lock rock smock)

LEVEL 5 WEEK 29
paste

WEEK 30 LEVEL 5
Sing this song to the tune of “London Bridge” as you practice phoneme isolation and sound/letter
matching.
Tell me, tell me,

what you hear...
what you hear...
what you hear.
What’s the first sound

in your ear?
My fair _________.

LEVEL 5 WEEK 30
Monday
Monday
Sing and play the game: Tell me, tell me,
what you hear...
• Have students sit in a circle. what you hear...
what you hear.
• Everyone sings as the leader walks around the circle behind What’s the first sound in your ear?
My fair ___________.
the students.
• At the blank the leader taps the shoulder of the nearest student
and sings the student’s name. (Add /o/ or /e/-/o/ to the end of
names in order to make them three syllables, for example,
My fair Susan-o
My fair Dave-e-o
• The class names the phoneme that begins that student’s name.
• The student becomes the new leader.
Tuesday
Tuesday
Sing and play the game again until all students have been
chosen at least once.
Wednesday
Wednesday
Display alphabet cards (pages 105-111) in the front of the room.
a b
As you play the game today, have a student point to the letter that
stands for the phoneme you hear at the beginning of the name.
(Make a fun “ear” pointer using the pattern on page 92.)
Thursday
Thursday
Sing and play the game with the leader walking around the room
c
and choosing an object instead of a student. Let the students use
the ear pointer to tap the objects.
Friday
Friday
Try playing the game outside on the playground. When you come back
inside, list the things that you found on the playground.
Choose the letters from the alphabet cards that stand for the
phonemes that you hear at the beginning of each thing.

WEEK 30 LEVEL 5
Reproduce this pattern and fasten to the end of a ruler, straw, or dowel to make a pointer for use with
the games on Wednesday and Thursday.
fold

LEVEL 5 WEEK 31
Practice describing and substituting phonemes to create a new verse every day.
See the cat.

Big black cat.
How ‘bout that!

WEEK 31 LEVEL 5
Monday
Monday
Recite the verse. Talk about different kinds of cats.
Create “copy cat” poems about different cats. See the cat.
Big black cat.
Notice that each line has three beats. How ‘bout that!
See the cat. See the cat.

Purring cat. Small gray cat.
How ‘bout that! How ‘bout that!
Tuesday
Tuesday
Place the letters for cat, one by one, in a pocket chart.
Have students say each phoneme separately as you place
letters in the chart, then blend the sounds together to form the word.
Replace the c with an h and have students say

the phonemes and then blend the sounds to
make the new word, hat.
Repeat the poem activity creating a describing poem

for a hat. Remind students that each line of the poem
must have only three beats.
c a t
See the hat.
Red ball hat.
How ‘bout that!
Wednesday
Wednesday
Place the letters for cat, one by one, in a pocket chart.
Have students say the individual phonemes and then
h a t
blend them into the word cat. Substitute the h. Students
read hat; then substitute an r for the h and blend the new
word, rat.
Repeat the poem activity creating a describing poem for a rat.

See the rat.
Skinny rat.
How ‘bout that!
Thursday
Thursday
Using letter cards in a pocket chart, move from
cat to hat to rat to bat.
Repeat the poem activity, creating a describing poem for a bat.
(Try doing a poem for a both a flying bat and a baseball bat.)
Friday
Friday
Use letter cards to make today’s new word—mat. See the mat.
Reproduce the pattern on page 95 for students to decorate spotted
The ____________________ mat.
and create their own mat poem. How ‘bout that!

LEVEL 5 WEEK 31
The _____________ mat.
How ‘bout that!

See the mat.

WEEK 32 LEVEL 5
Use water drops to create drippy words, blending and deleting phonemes, and matching sounds to
letters.
Drip, drop, drip, drop rain

The water goes down the drain.
Drip, drop, drip, drop sink

I think I’ll take a drink.
Drip, drop, drip, drop shower

This might take an hour.

LEVEL 5 WEEK 32
Monday
Monday
Drip, drop, drip, drop rain
Recite the poem to the class. Have students echo one or two lines The water goes down the drain.
at a time. Then place letters for the word drip, one by one, Drip, drop, drip, drop sink
I think I’ll take a drink.
into a pocket chart. Drip, drop, drip, drop shower
This might take an hour.
Have students say each phoneme separately as you place the letters
in the chart, then blend the sounds together to form the word.
Substitute the o card for the i card to create drop.
Tuesday
Tuesday
Begin with a quick review of drip and drop with the letter cards.
Change the i and the o cards quickly as students read
drip, drop, drip, drop.
o
Recite the poem.
Have students determine what the words
d r p
rain, sink, and shower have in common.
(They all have water. They all have drips.)
Wednesday
Wednesday
i
Recite the poem. Ask students to take away
the first sound in each word in the drip line.
drip becomes rip drop becomes rop
Use the letter cards to show deleting the sounds.
Thursday
Thursday
Reproduce the droplet patterns on page 98.
After reciting the poem, have students identify the
individual phonemes in drop. (/d/ /r/ /o/ /p/)
Teacher writes the letters that represent the

d o
r
phonemes on droplets.
d r o p
Have students arrange the droplets so that they
form the word and read it.
Friday
Friday
p
Have students think of other drippy things and places.
Create droplet words using their ideas.
Then read them. For example:
Drip, drop, drip, drop (faucet/downspout)

WEEK 32 LEVEL 5

LEVEL 5 WEEK 33
Focus on a different fruit or vegetable each day as you substitute and blend phonemes and match
sounds to letters.
Banana
cut it
cat, cot, cut it
mash it
mish, mush, mash it
eat it—YUM!
yim, yam, yum
Banana

WEEK 33 LEVEL 5
Monday
Monday
Bring a banana to class to display as you recite the verse. Banana
cut it
Use the alphabet cards (pages 105-111) to spell cut. cat cot cut it
mash it
Remove the u and have students substitute different mish mush mash it
eat it YUM!
vowel cards to make cat and cot. yim yam yum
u
Banana
Repeat with mash and yum.
Tuesday
Tuesday
Bring an apple to class. Talk about what
c a t
you do to an apple.
Choose two action words and rewrite the verse,

leaving the eat it phrase intact.
Apple
bake it bike, boke, bake it
slice it sluce, sleece, slice it
eat it YUM yim, yam, yum
Apple
Record your new verse on the form on page 101.
Wednesday
Repeat the activities with a lemon, or another fruit or vegetable
appropriate for your class. Try to elicit new verbs, for example,
squeeze, peel, seed.
Record the verse on the form on page 92.

Thursday
Repeat the activities with a carrot. Verb choices might
include chop, dice, slice.
Record the verse.

Friday Potato
fry it
Repeat the activities with a potato. Try the verbs mash, fry, boil. fra, fro, fry it
rice it
Record the verse. Put all the pages together for a class book. race, roce, rice it
bake it
boke, bike, bake it
Potato

LEVEL 5 WEEK 33

WEEK 34 LEVEL 5
These couplets provide practice with word families and involve phoneme substitution, blending, and
matching sounds to letters.
Little fish, Little fish in the dish,

Can you help me with my wish?
Little fish, little fish in a lake,

Can you make a chocolate cake?
Little fish, little fish in the tub,

Would you give my back a scrub?

LEVEL 5 WEEK 34
Monday
Monday
Introduce the couplets:
Little fish, Little fish in the dish,
• Say the rhyme to the students. Can you help me with my wish?
• Let students echo one or two lines at a time.

• Have students identify the rhyming words in each couplet.
(fish, dish, wish) (lake, cake) (tub, scrub) Little fish, little fish in a lake,
Can you make a chocolate cake?
Tuesday
Tuesday
Recite the couplets together. Tell students that they will create
words by listening to word families and adding beginning sounds: Little fish, little fish in the tub,
Would you give my back a scrub?
• Start with the -ish family.
• Say the word-family sound -ish. Use the alphabet cards
(pages 105-111) to spell ish in the pocket chart.
• Students make words that belong to the -ish family. Students say
the word and then identify the letter(s) to complete the word.
(wish — w dish — d fish — f
• Record the words on an -ish family list.
swish — sw)
w i s h
Wednesday
Wednesday
Recite the couplets. Have students read the -ish family list:
• One student points to each letter with the fish pointer
(page 104) as the others say each phoneme separately.
• Then move the pointer quickly across the letters as the
d
students blend the sounds together to form the word.
Create an -ake family list in the same manner as was done for -ish.
Thursday
Thursday
Recite the couplets. Review the -ish word list and the -ake list in
the same way as done on Wednesday.
Create an -ub family list.
Friday
Friday
Recite the couplets. Read the -ish, -ake, and -ub family lists.

WEEK 34 LEVEL 5
fold

Alphabet Cards

yes no

Student Inventory
Reproduce this inventory for each student. Give it orally to individuals, stopping at the point where the
student misses two in a row. Record student responses on the page.
Name__________________________________________________ Date ______________________
Level 1 Rhythm and Rhyme
Whole Word Discrimination

Ask, “Are these words the same?” Record response: y for yes and n for no.
cat - cat _______ pan - pat _______ big - bug _______
fly - fly _______ day - way _______ tree - tree _______
Rhyming Words — Recognition

Ask, “Do these words rhyme?” Record response: y for yes and n for no.
run - sun _______ play - ball _______ hook - book _______
Rhyming Words — Application

Ask, “What word rhymes with ____________?” Record the response.
bat _____________ eat _______________ skip ________________
Syllable Counting
Ask, “How many syllables (word parts) do you hear?” Record the response.
lion ________ horse ________ elephant ________ tyrannosaurus ________
Level 2 Parts of a Word
Syllable Segmentation
Say, “I’ll say a word, you repeat it slowly.”
Demonstrate: cowboy = cow-boy
Mark + if student is successful, mark - if not.
sandwich ________ hammer ____________ grasshopper ____________
Oral Synthesis — Blending Speech Sounds

Say, “Listen and tell the word. /p/ /u/ /p/ — pup.” Record the response.
/g/ /o/ ________ /t/ /e/ /n/ /t/ ________ /c/ /a/ /t/ ________
Level 3 Sequence of Sounds
Approximation
Ask. “Do you hear the /m/ sound at the beginning, middle, or end of ________.?”
Record student response.
ham _______ mud ___________ lemon __________ gum ___________
Phoneme Isolation
Ask, “What sound do you hear first?” Record response.
yarn ___________ rose ____________ teepee _______________
Ask, “What sound do you hear last?” Record response.
tent ________________ bird _____________ wagon _____________
Ask, “What sound do you hear in the middle?” Record response.
bake ________ rat ____________ net _____________ cook___________
Level 4 Separation of Sounds
Say, “Repeat each word slowly so that I can hear each separate sound.”
Demonstrate: grass = /g/ /r/ /a/ /s/. Record response.
red ______________ pink _________________ black ______________
Level 5 Manipulating Sounds
Phoneme Deletion
Say, “Take the word __________, leave off the ______.” Demonstrate: big - ig.
Record response.
top _____________ net __________ fun _______ cap ____________
Phoneme Substitution
Say, “Change the first sound in pig to /b/. What’s the new word?”
Record response. ____________________
Say, “Change the middle sound in bat to /i/. What’s the new word?”
Record response. ____________________
Say, “Change the last sound in hop to /t/. What’s the new word?”
Record response. ____________________

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Phonemic

Level 1 — Rhythm and Rhyme • Weeks 1-10

Level 2 — Parts of a Word • Weeks 11-17

Level 3 — Sequence of Sounds • Weeks 18-21

Level 4 — Separation of Sounds • Weeks 22-25

Level 5 — Manipulating Sounds • Weeks 26-29

Letter-Sound Association • Weeks 30-34

For information about other Evan-Moor products,

Using This E-book

• engage students by projecting this e-book onto an interactive whiteboard

The Vocabulary of Phonemic Awareness

phoneme - an individual sound; /t/ is a phoneme,

onset - beginning sound(s); sounds before the first

rime - the first vowel and the rest of the word;

©1998 Evan-Moor Corp. 1 Phonemic Awareness • EMC 740

1 Rhyme for the Week - a poem, chant, or

Activities - a ﬁve- to ten-minute activity for each

3 Patterns - reproducible patterns to use in the

The lessons increase in difﬁculty, moving through the ﬁve 3

©1998 Evan-Moor Corp. 2 Phonemic Awareness • EMC 740

Good morning. Good morning.

Good morning. Good morning.

©1998 Evan-Moor Corp. 3 Phonemic Awareness • EMC 740

Say the entire rhyme several times.

The Echo Technique

Then reverse, letting the class question and you answer.

Begin with a practice where all “first-line” students recite

©1998 Evan-Moor Corp. 4 Phonemic Awareness • EMC 740

©1998 Evan-Moor Corp. 5 Phonemic Awareness • EMC 740

Ship, shop, shup,

Clin, clan, clown,

©1998 Evan-Moor Corp. 6 Phonemic Awareness • EMC 740

©1998 Evan-Moor Corp. 7 Phonemic Awareness • EMC 740

Now I’m done!

©1998 Evan-Moor Corp. 9 Phonemic Awareness • EMC 740

• Invite students to say the rhyme with you. 7...8...9

Remember to go slowly at first. 3...2...1

Now I’m done!

©1998 Evan-Moor Corp. 10 Phonemic Awareness • EMC 740

Develop vocabulary and begin to recognize sound patterns.

Tick Tock Tipper

Tick Tock Tutton

Tick Tock Tocket

Tick Tock Teeve

Tick Tock Too

Tick Tock Tollar

Review the rhyme: Tick Tock Tollar

Tick Tock Toot

Tick Tock Toat

©1998 Evan-Moor Corp. 13 Phonemic Awareness • EMC 740

©1998 Evan-Moor Corp. 14 Phonemic Awareness • EMC 740

©1998 Evan-Moor Corp. 15 Phonemic Awareness • EMC 740

Do two or three lines at once, depending on the abilities of your Good-bye.

Review the chant:

March and wave at the same time.

Post the pictures around the doorway or make a class book.

Recite the chant together as you leave for the day.

©1998 Evan-Moor Corp. 16 Phonemic Awareness • EMC 740

I’ve got ____________

©1998 Evan-Moor Corp. 18 Phonemic Awareness • EMC 740