Kindergarten Teacher Unit Guide 2

TN Foundational Skills Curriculum Supplement

Preschool

Unit 5

Table of Contents Unit 5

Teacher Guide

Introduction ...... 1 Pre-K Phonemic Awareness Scope and Sequence ...... 7 Unit 5 Overview ...... 8 Unit 5 Calendar Summary ...... 10 Unit 5 Components...... 11 Week 1 Lessons: Day 1 Lesson ...... 24 Day 2 Lesson ...... 28 Day 3 Lesson ...... 32 Day 4 Lesson ...... 36 Day 5 Lesson ...... 40 Week 2 Lessons: Day 1 Lesson ...... 44 Day 2 Lesson ...... 48 Day 3 Lesson ...... 53 Day 4 Lesson ...... 58 Day 5 Lesson ...... 63 Week 3 Lessons: Day 1 Lesson ...... 68 Day 2 Lesson ...... 72 Day 3 Lesson ...... 77 Day 4 Lesson ...... 82 Day 5 Lesson ...... 87

Week 4 Lessons: Day 1 Lesson ...... 91 Day 2 Lesson ...... 96 Day 3 Lesson ...... 101 Day 4 Lesson ...... 106 Day 5 Lesson ...... 111 Week 5 Lessons: Day 1 Lesson ...... 116 Day 2 Lesson ...... 121 Day 3 Lesson ...... 126 Day 4 Lesson ...... 131 Day 5 Lesson ...... 136 Appendices ...... 141 Glossary of Symbols and Terms ...... 142 Sources ...... 145 INTRODUCTION

Why a Robust Phonemic Awareness Component from PK–2nd Grade?

First – What is Phonemic Awareness Anyway? Phonemic awareness is part of a larger umbrella known as phonological awareness. At its broadest, phonological awareness means being aware of the entire universe of sounds, but generally, for educators, that just means sounds made intentionally as part of human language. Phonological awareness covers the ideas that spoken words are composed of units of sound that can be identified and intentionally manipulated. These units include whole words, large units within words such as syllables, and then each individual sound inside syllables and words, which are the phonemes. Phonemic awareness generally focuses exclusively on these smallest units of words: phonemes. This program will focus on phonemes, but also on rhyming and syllable level manipulations. It is comprehensive!

Why Such a Robust Approach? Many of us have taught foundational skills and included blending and segmenting phonemes (letter sounds) as part of our instructional mix for some time. This is basic phonemic awareness (PA). It is commonly done a fair amount in Kindergarten, a little bit in Pre-K programs, and a little bit in first grade. Programs and approaches have varied a lot in how much attention PA receives.

A number of studies have shown that this is not enough for all students and we need to do more work in this area. Some have called this additional work “advanced phonemic awareness” (APA). Advanced phonemic awareness includes deleting and substituting phonemes in words, including work with medial vowels and consonant clusters. The research shows that students who can do these types of activities accurately and quickly (in less than two seconds) are more likely to be proficient word readers. The research also shows this ability can be taught through simple fun and game-like activities while building these skills and a variety of other verbal skills for all students. Automaticity in perceiving, blending, segmenting, isolating, and manipulating phonemes is part of the bedrock for becoming successful readers. Speedy phonemic manipulation skill along with successful decoding are signals that students are well on their way to gaining automatic word recognition so their brains can be freed for all the other aspects of successful reading.

TN Foundational Skills Page 1 of 146 Preschool, Unit 5 Why Phonemic Awareness Is SO Important for All Students to Master The research noted above has shown that many students who struggle with slow word recognition need systematic phonics (as is done in the Tennessee Foundational Skills Supplement (TNFSS)). However, many of these students need more. They may not ever learn to recognize words effortlessly and automatically without developing this advanced phonemic awareness. In other words, many students need instruction in basic as well as advanced phonemic awareness, which is what this resource component has been built to provide.

How Do We Store Words in Our Memory Anyway? It turns out that words are stored in our brains by their sounds (phonemes) not their letters (graphemes) or their shapes! This means that when we recognize a word, we are processing the sounds of the word. It is the sound structure itself that is being stored in our long-term memory. This is very counterintuitive! We read words, but essentially we say them to ourselves. We store and recall them by sound patterns, not sight.

Some of the different experiments done by research scientists give a sense of how this works. Consider the following three sentences. 1. He did some work on his rose garden. 2. He did some work on his rows garden. 3. He did some work on his roze garden.

 Scientists studying this topic have shown that the human subjects read all three sentences at equal speeds and with equal comprehension! They replaced the homonym and the “pseudo or nonsense homonym” with the idea of the flower that the sentence needed. When instead the words rise, roes, and raze were used, subjects slowed their reading times and noticed the differences.  Studies of brain functioning have shown that when proficient readers read words, the parts of the brain that control the vocal cords are active during that reading. In other words, it is as if we are saying the words as we read them. Our brain is doing this whether we are aware of it or not.  Researchers have also studied word reading rates to prove that the sounds are what rule reading for solid readers. When the form of the word is changed to all UPPERCASE or MiXEd cASe, or even very strange FONTS, nothing changes. A reader reads on. It turns out that no matter how strange or how new the font is to students, the reading rate does not change for students with proficient word recognition.

For more information about the research base for extended phonemic awareness work, see the Appendix.

Why Does This Advanced Phonemic Awareness Component Continue Into 2nd Grade? We’ve Never Done That Before! It’s true that basic phonemic awareness was generally done in Kindergarten and reinforced in first grade. Then it would be largely ‘retired’ and phonics instruction would take its place. However, given what we know now about how words are stored permanently for rapid retrieval that leaves too many students at a disadvantage if they have not yet gained the necessary speed and automaticity for retrieving words.

TN Foundational Skills Page 2 of 146 Preschool, Unit 5 Recent research has underscored the power of doing this work at advanced levels of challenge until every student has mastered playing with, hearing, and manipulating the sounds within words until they are sharp and quick at doing it. For that reason, this component continues into 2nd grade, or even beyond, to make sure all students have the chance to gain that proficiency and to become automatic word readers. Then they can be fluent oral readers and be well on their way to independent reading comprehension.

Many readers of any age will not reach word reading proficiency without systematic phonics, reading connected text, and basic and advanced phonemic awareness.

That said, the built-in assessments allow for students to go through the lesson sequence at different speeds. Once students have demonstrated mastery of all the skills, they can ‘graduate’ and you can concentrate on the students who need more time to get there.

About the Daily Lessons This program has been custom-developed for Tennessee and anyone who recognizes the importance of basic and advanced phonemic awareness and wants access to free, high-quality lessons. Anyone who has found these materials is able to use these lessons for non-commercial purposes.

The lessons are carefully built to develop linguistic dexterity and acuity. While the focus always stays on the sounds of whole words and their parts, those words are often embedded in full, fun sentences. While you should have fun with your students when going through this program, there is one thing that is high-stakes. You must master accurate and crisp phoneme pronunciation yourself and insist on it from your students. This skill is equally important in phonics as in phonemic awareness. Letter sounds and all phonemes need to be crisply and accurately enunciated so children can hear them inside words and get an accurate audio of the words those phonemes make when smoothly blended together. There are two short video resources in the first Appendix (“What You Can Do to Prepare: To Learn More and Get Ready to Teach This Program with Your Students”). They are both in the first section: “If You Can Only Do One Thing and Have NO TIME (less than 15 minutes).” There is no overstating of how vital this is.

A Few Words about Building Word Knowledge: Having strong word awareness (knowing a lot about a lot of words) is equally important to being a good reader as foundational skills are. Young children are sponges for new words and learn new meanings with ease. It is powerful and important to stop whenever you see a word you think your students may not know and ask them to tell you if they know it or not, then quickly and simply define it before moving on. That powerful practice is built into this program. It actively builds vocabulary along with phonemic awareness.

Words students in that grade may not yet be familiar with are called out - if they can be quickly and easily explained. These words are underlined to draw teacher attention to them. This should be done before or after an activity so the flow is not disrupted. Sometimes, especially with the multisyllabic words used in some of the activities, the words are abstract and unusual - tricky to explain. Those words were not underlined because they may take too much time to explain adequately and students are not likely to encounter them for years.

TN Foundational Skills Page 3 of 146 Preschool, Unit 5 About the Lesson Structure: The lessons are lively and physical. Students and teachers are encouraged to move. There are some hand- signals you will need to learn yourself and teach your children. The most common are displayed with simple graphics throughout the lessons. A Glossary of Symbols and Terms in the Appendix explains all the terms and symbols used.

The lessons do not require much preparation at all. Once you learn all the routines and hand signals, they will take just a quick ‘looking over’ to see what the day’s activities are.

TN Foundational Skills Page 4 of 146 Preschool, Unit 5

There are no materials to gather. The children get to move their own arms, hands, and bodies to act out the gestures that accompany the phonemic awareness. This is most common during the introductory phase, Experiencing, when multi-sensory elements reinforce the brain learning that is at the heart of phonemic awareness. It may be tempting in the rush of the day to skip the hand signals and movement. This is a huge mistake for two reasons. The movement of the hands physically bonds the concepts students are learning into their long-term memory. As with many things with young children, the kinesthetic activity supports learning. And it adds to the fun!

You can do these lessons whole-group or in small groups. It is entirely up to you and what your school and classroom culture supports. They will work well and be fun either way. Whenever a new activity is introduced, there is a discussion of its importance followed by detailed directions and an example of how the activity goes. There is even a model script for teacher talk and student talk.

There are a few things to note:  The target word is always bolded.  Teacher talk is always in italics.  Student talk is in normal font.  After the sample, the activity moves quickly through 4-5 more practice sentences.

The Developmental Stages: Every single skill in this program is taught with a system of gradual release, which is laid out below. Students will need the support of a physical gesture or visual prop for different amounts of time before they get comfortable and automatic. Those times may not match how much time was allocated in the lesson sequences! The rule here is that each child gets what they need as long as needed.

The ‘Whip Around’ assessments (explained in the Assessment section), along with your own observations of student comfort level with a new skill, give you information about who may need to stay longer or return to the visual and physical supports in order to successfully accomplish tasks. That is a fine thing for students to do. This is not a race. This is teaching to mastery over the course of 4 school years so students ALL get a legitimate shot to have automatic word recognition.

There are three stages phases built into the program for each skill:

 Ⓔ The EXPERIENCING stage, which is multisensory and very active, with words encountered in full sentences. The example with segmenting and cutting off the final consonant in a blend was an experiencing lesson.

 Ⓚ The KNOWING stage phase, which has practice activities without multisensory cues, and in which the words are generally in isolation, not embedded in sentences. This is because students are moving toward comfort and greater processing speed.

 Ⓜ The MASTERING stage phase, where students are able to go quickly and become automatic with each skill. Assessments are scheduled during Mastering weeks.

TN Foundational Skills Page 5 of 146 Preschool, Unit 5

The lessons are designed to be quick! The daily lesson should take no more than 12-15 minutes a day, though you may want to reinforce phonemic skills at other times of the day or even start to use activities as a handy tool to help your class settle down or to focus on to make transitions smoother. They can happen anytime, anywhere!

What’s Special about Pre-Kindergarten? There are 120 lessons built for pre-K. This allows plenty of time for you to provide as many additional practice opportunities as you like and allows for any unplanned disruptions to the calendar.

In pre-K, no mastering of any of the skills is expected. Pre-K students get to experience many different ways of discriminating sounds: working with rhyming, detecting syllable breaks, identifying phonemes at the beginning of words (onsets) and the ‘rest of the word’ (rimes). These exposures are designed to be fun, to build lots of vocabulary and word awareness, and to set students on the track to reading success.

TN Foundational Skills Page 6 of 146 Preschool, Unit 5

TN Foundational Skills Page 7 of 146 Preschool, Unit 5 Unit 5 Overview Introduction

Unit 5 focuses on children’s continued development of oral language, phonological awareness, and phonemic awareness. Emergent literacy skills are taught explicitly and systematically through daily instruction and play-based practice activities. Children learn to produce rhymes, add and delete syllables, and recognize initial, final, and medial sounds of words. Children continue their work blending sounds, identifying rhymes in poems and songs, and drawing sound pictures/letters. Suggestions for reinforcing oral language, phonological awareness, and phoneme exploration and manipulation in learning centers and during transitions are included. Teacher observation guidance and embedded pausing points provide opportunities for skill review and provide a snapshot view of children’s understanding of skills and concepts. At- home materials enable families to support their children’s ability to blend sounds and identify sounds in words and sequence events.

The Teacher Guide for Unit 5 contains a total of twenty-five days of instruction. The Preschool TN Foundational Skills Curriculum Supplement Implementation Guide provides additional guidance for incorporating the Targeted Support Stops and Unit Assessment. Each day of instruction requires a total of approximately 30 minutes— twenty minutes for small- group instruction and ten minutes for whole-group instruction. Activities to be conducted during Starting the Day and Learning Center time are also included in this Teacher Guide, and are intended to be conducted during existing daily routines. Ideas for possible Learning Centers to be implemented during small-group instruction are also included.

TN Foundational Skills Page 8 of 146 Preschool, Unit 5 The various activities included in this Teacher Guide are intended to be implemented in different contexts across the preschool day, as indicated by the Unit Calendar. Each instructional day is divided into two parts: Starting the Day and Skills. Teachers use their professional judgment, combined with the constraints of their day-to-day schedule, to decide when to conduct these activities. See the Preschool TN Foundational Skills Curriculum Supplement Implementation Guide for suggestions for various ways to structure the preschool day to incorporate TN Foundational Skills.

TN Foundational Skills Page 9 of 146 Preschool, Unit 5 Unit Study Calendar

Week 1 2 3 4 5

Nursery Nursery Rhyme Recitation Rhymes Rhyme Rhyme Rhyme Production Activity Recognition “Make the Rhyme” “Pair the Rhyme” Manipulate Adding and Deleting Syllables Adding and Deleting Syllables Syllables Initial Distinguish Initial Sound Delete Onset from Rime Sounds “Same or Different” “Delete Initial Sound” Final Sounds Distinguish Final Sound Delete Final Sound “Same or Different” “Same or Different” Medial Medial Sound Recognition Distinguish Medial Sounds “Snatch the Sound” Sound “Same or Different” Alliteration Silly Sentences

TN Foundational Skills Page 10 of 146 Preschool, Unit 5 Unit Components The components needed to implement TN Foundational Skills Preschool are as follows: • The Unit 5 Teacher Guide outlines the lessons. There is one Teacher Guide for each unit. • The Unit 5 Transition Cards are content- and skills-related materials that are used to provide learning opportunities as students move between activities. • The Unit 5 Learning Center Cards are designed to be posted in classroom Learning Centers and provide information to students and teachers. • A set of Unit 5 Nursery Rhymes and Songs Posters are provided for use with every unit and are included in the Preschool TN Foundational Skills Curriculum Supplement Implementation Guide. The Teacher Guide provides guidance on how to teach a subset of these posters every unit, but teachers may choose to teach additional rhymes at any time. Unit Icons The icons below are used throughout the unit to indicate the setting in which the activities are designed to occur.

TN Foundational Skills Page 11 of 146 Preschool, Unit 5 Starting the Day Activities presented in the Starting the Day portion of the lessons provide opportunities to introduce and practice classroom routines and nursery rhymes. Classroom Routines

Classroom routines are everyday activities such as taking attendance, signing into Learning Centers, putting away materials, and so on, that keep classrooms running smoothly. Many teachers already conduct classroom routines (e.g., attendance, calendar, weather, show-and-tell, etc.) during a Morning Circle, and so may choose to do the Starting the Day portion of the lessons at that time. Thus, Starting the Day activities are not considered part of the time needed to deliver the TN Foundational Skills Preschool program. Participating in routine activities gives students the sense that the school day is predictable. Eventually taking on a leadership role in these activities will give students a feeling of ownership over their school experience. As the school year progresses, various classroom routines will be introduced and modified to correspond to students’ developing academic and behavioral skills. The intent is that previously taught routines are continued and modified, changing as necessary to suit the needs of teachers and classrooms. Routines should continue during the Pausing Point and Assessment days. Unit 5 Routines By Unit 5, students will likely be well settled into the general schedule or rhythm of the school day. Students also take more ownership of the routines. The routines with continued focus in this unit include: • Taking attendance • Using a daily schedule

• Learning Centers Labels and Sign In

TN Foundational Skills Page 12 of 146 Preschool, Unit 5 Nursery Rhymes and Songs

In addition to completing classroom routines, students also develop the habit of learning and reciting one nursery rhyme at the beginning of every school day. Reciting nursery rhymes helps students become familiar with the rhythm of our language and gives them exposure to the sound structure of words. Reciting the same rhyme again and again builds verbal fluency and helps students eventually recite rhymes independently. Nursery rhymes are chosen to complement either the content from Skills. During this unit, nursery rhymes are explored more in-depth during small- group time. Reciting rhymes and songs also gives all students an opportunity to participate during whole-group time, and helps keep students engaged by giving them a chance to talk, to sing, and to move their bodies. Unit 3 Nursery Rhymes and Songs In Unit 3, students continue to learn nursery rhymes and songs that have accompanying motions. Introducing nursery rhymes with motions is an excellent beginning point for young preschoolers, because motions allow students of all ability levels to participate in the rhymes. Additionally, these motions give teachers ways to prompt students who are learning the words to rhymes and provide students who have difficulty reciting the rhymes with a way to participate. Nursey Rhymes may be selected from the ones included in Preschool TN Foundational Skills Curriculum Supplement Implementation Guide or from the materials included within the pre-K curriculum in use. Nursery rhymes and songs should continue to be incorporated daily.

TN Foundational Skills Page 13 of 146 Preschool, Unit 5 Skills Instruction During Skills instruction, students gain experience with emergent literacy skills that develop during the Preschool period and provide the foundation for skilled, fluent reading and writing in the elementary school grades. Small Group Skills Instruction

Each day of TN Foundational Skills Preschool instruction includes two ten-minute Small Group activities. Small Groups are intended to be conducted simultaneously with a teacher and classroom aide each leading a different group. Students participate in both small groups every day so that each student receives twenty minutes of small-group instruction daily. Some teachers may prefer to lead both small groups themselves, which would require a total of thirty minutes of instruction for every student to complete both activities. Small Group instruction includes a range of activities that are designed to be conducted in various areas of the classroom. Some Small Group activities could even be conducted outside. When planning Small Group, it is important to consider the least restrictive area where an activity might be conducted and to give students as much freedom of movement as is reasonable. Many activities can be conducted with students standing on the rug or moving around a Learning Center, rather than sitting at a table. Additionally, while adults usually begin the activity by modeling and teaching skills and/or concepts, the opportunity is provided in each Small Group activity for students to explore and work independently with more limited teacher direction. Unit 5 Skills Instruction In Unit 5, children are introduced to a variety of emergent literacy skills through child-friendly small-group and learning center activities such as painting, coloring, singing, and gross motor movement. Each Small Group begins with a Warm-Up, which is a movement opportunity designed to help children transition into their Small Group. Small Group activities are repeated across days so that children are increasingly able to participate in them, and eventually lead them. Whenever possible, teachers can incorporate unit-related vocabulary from their state-approved preschool curriculum into this portion of the day when Skills activities are taught.

TN Foundational Skills Page 14 of 146 Preschool, Unit 5 The particular Skills areas addressed in Unit 3 include: • Environmental Noises • Same and Different • Loud and Soft • Phonological and Phonemic Awareness • Nursery Rhyme Recitation • Word Awareness • Rhyme • Syllable Manipulation • Initial Sound Recognition • Final Sound Recognition • Print Awareness • Name Recognition • Alphabet Knowledge • Print Concepts • Fine Motor Skills and Handwriting • Motor Skills • Strokes Skills Small Group Activities Summary

The following table shows the activities that children will participate in during Small Groups and the various skills that are covered in those activities. Many activities cover multiple skills.

TN Foundational Skills Page 15 of 146 Preschool, Unit 5 At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 16 of 146 Preschool, Unit 5 Learning Centers during Small-Group Instruction………………...

Learning Centers provide a space and opportunity for children to engage with one another and to apply learning from whole group and small group instructional lessons. As such, learning center time during small group instruction can be optimized to provide children with extended opportunities to explore and skill practice with:  environmental sounds  word awareness  rhymes  name recognition  alphabet knowledge  print concepts  motor skills  handwriting strokes

The following learning center ideas can be first introduced in whole group or small-group instruction and then be used on a rotating basis as learning center activities throughout the year for all 6 units. These suggestions can also serve as springboards for additional learning centers for children during small-group instruction rotations when they are not in the group working directly with the teacher or teacher assistant. Additional learning center ideas are included in the Preschool TN Foundational Skills Curriculum Supplement Implementation Guide.

School House Dramatic Play: Children learn best through play and enjoy opportunities for dramatic play. They especially like to play house and school. Most preschools have a “home” dramatic play center set up in their room. A “school house” dramatic play center can easily be set up on a designated table with school like props and early literacy materials. One child can take on the role of the teacher. The children will have fun practices lessons learned with the teacher during whole group and/or small group instruction.

Mystery Sound Bag: A simple bag or box can be transformed into a mystery sound box or bag. Select a child to lead the activity. Child names the objects one by one and gives each a shake so other children can hear the noise made by each object. Leader replaces the 4-5 objects from the environment that make noise in the bagTN orFoundational box. The Skills leader then shakes an objectPage 17 within of 146 the bag so the other child Preschool,can name Unit the5 object making the noise. Children may rotate turns being leaders and listeners. Be sure to add a new object to the mix after a few days to keep children’s interest and engagement.

Name and Photo Match Up: Children will enjoy playing a name card/photo matching game. Create a set of loose photos of the children in the class and laminate them. Make name cards with photo and name writing on the card that has a red letter for the initial letter.

Musical Instrument Sound Box: Children enjoy exploring the loud and soft sounds musical instruments they can make with musical instruments. For this center, rhythmic musical instruments can be placed in a sound box. The child acting as leader can play a “mystery” instrument and ask other children of the group to name the instrument making the noise. They may also explore how two instruments make the same or different noises.

Easel Painting, Coloring, and Drawing: Gross and fine motor skill development are possible with daily opportunities to paint, color, or draw vertically on the easel. Allow children to practice making vertical, horizontal, circular, diagonal, and swirly strokes to build motor muscles, strength, and coordination. Table top easels are also a possibility.

Playdough words and letters: Children enjoy sculpting and shaping figures with playdough. Allow children to freely sculpt. Add in some alphabet letter cookie cutters and children’s name/photo cards. Model how children can make letter cut-outs to represent their names. Clay is a bit firmer than play dough and really helps to develop hand muscles and strength needed for later handwriting.

Listening to Nursery Rhymes & Songs: Children enjoy listening to recordings of nursery rhymes, poems, finger plays, and songs. Set up a listening center for them to gain extra practice time with reciting rhymes, singing songs, and retelling finger rhymes.

TN Foundational Skills Page 18 of 146 Preschool, Unit 5 Targeted Support Stops Targeted Support Stops are opportunities to complete any activities from previous days or revisit material with which children are experiencing difficulty. Targeted Support Stops do not follow the same daily structure (i.e., Starting the Day, Small Groups) as other days during the unit, but you could plan to do so if you wish. Each Targeted Support Stop includes both a Skills Task Assessment that can be used to quickly evaluate children’ knowledge of important material taught up to that point. Teachers can use the Skills Activities Summary to find and repeat activities that target particular areas of difficulty for children. Additional ideas for activities that reinforce or extend material from both Skills are included in the Targeted Support Stops as well.

Student Performance Task Assessments Preschool assessments are designed to provide a “snapshot view” of whether or not each child is mastering specific to the TN Foundational Skills Objectives. In addition to the specific assessments detailed here, teachers should continuously monitor children’ as well as skill development by interacting with and observing children on a daily basis. By using the assessments provided, in addition to daily observations, teachers can make informed day-to-day instructional decisions relevant to each child’s progress. Because it is important to assess children in multiple ways, each unit contains two types of assessment: Assessment Opportunities and Task Assessments. Assessment Opportunities should occur throughout the unit. Task Assessments are direct assessments administered individually to each child. They occur during the first Targeted Support Stops and at the end of the unit during the Unit Assessment. It is important to remember that, while many objectives are taught in each unit, the expectation is not that children will master every objective taught in a single unit; the goal is mastery of all objectives by the end of the school year. Therefore, some objectives that are taught in a given unit will not be assessed until subsequent units.

TN Foundational Skills Page 19 of 146 Preschool, Unit 5 Task Assessments

Task Assessments are particular activities, similar to those that children participate in on a day-to-day basis that permit the observation of a child performing a particular skill or demonstrating particular knowledge. Well- designed Task Assessments incorporate the use of the same kinds of manipulative, concrete materials and tasks that children have been working with to learn the new skills and knowledge. Thus, the tasks children are asked to perform during Task Assessments are those that they have already performed during unit instruction. Unit 5 Task Assessments During Unit 5, children participate in Task Assessments during Targeted Support Stop 1 and during the Unit Assessment. Targeted Support Stop 1 Task Assessments are designed to give teachers a general idea of how children are performing relative to particular specific to the TN Foundational Skills Objectives addressed in this unit. Children are asked to participate in tasks that demonstrate their competency in Skills. These assessments are administered in either whole-group or small-group settings. The Task Assessments that children perform in the Unit 5 Targeted Support Stop 1 are included in the Preschool Targeted Supports and Task Assignments Guide.

Task Assessments presented during the Unit Assessment are designed to record children’ progress relative to objectives that children can reasonably be expected to master by the end of Unit 5. The Task Assessments that children perform in the Unit 5 Targeted Support Stop 1 are included in the Preschool Targeted Supports and Task Assignments Guide. Unit Materials Lists of materials required before and after the first Targeted Support Stop to teach the unit are provided in the following pages. Use substitutions when necessary, but be sure to read the Teacher Guide before choosing substitute materials. These lists do not include materials for Targeted Support Stop activities. Please see the Targeted Support Stop to choose activities and gather the associated materials.

TN Foundational Skills Page 20 of 146 Preschool, Unit 5 Preparation

Prepare the following for use throughout this unit and in other units throughout the school year: Attendance Board The Attendance Board was introduced on Day 1 of Unit 1 and will be used throughout the year to take attendance during morning routines. Make an Attendance Board for taking attendance by drawing a vertical line down a white board to create two columns. Learning Center Labels The Learning Center labels introduced on Day 2 of Unit 1 will stay in place throughout the year. Create labels and take photographs of each added Learning Center in your classroom. Mount and label the photograph on a piece of cardstock. Consider laminating each label for durability. Transition Cards: Name Cards Name Cards introduced on Day 1 of Unit 1 will be continued to be used throughout the year to help children learn to recognize, and eventually write, their own names. To create Name Cards, copy the Name Card template from the Transition Cards component. Take a photograph of each child, or have them bring one from home. Attach the photograph to the Name Cards.

Also make a Name Card for yourself. Write each student’s name, using a red marker for the first letter and a black marker for the other letters. Laminate the Name Cards to be used throughout the year.

TN Foundational Skills Page 21 of 146 Preschool, Unit 5 Pictorial Schedule The Pictorial Schedule introduced during Unit 1 will be used throughout the year. A pictorial schedule gives students a visual plan of what their daily routine will be and lets them know what to expect. Create a picture card that represents each of your daily activities so that you can review your schedule with students and, eventually, so students can review and manage the schedule themselves. To make a picture card, take a photograph of students engaged in a specific activity or draw or print a representative picture. Label this card with the name of the activity. Establish a designated place in your classroom to post the schedule, making sure it is low enough that students can manipulate it themselves. Then, create a red arrow to place beside the schedule cards to designate which activity is occurring. Finally, put hook and loop dots or some other durable fastener on the back for easy reorganization on atypical days. Make sure to create a space for the arrow to be posted beside or under each picture.

TN Foundational Skills Page 22 of 146 Preschool, Unit 5 Materials Required Before the Targeted Support Stop Foundational Skills Curriculum Materials • Transition Cards: Names • Nursery Rhymes and Songs

Other Materials • Attendance Board • paint brushes • Learning Center labels • paint or colored water • piece of chart paper with students’ • play dough names on it • primary crayons • collage paper • teacher marker • construction paper • stickers • drawing paper • a cardboard box • smocks • musical instruments • easels • various noisemakers • sticky notes • mystery sound objects • cookie cutter letters

TN Foundational Skills Page 23 of 146 Preschool, Unit 5 1 DAY 1

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 24 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 25 of 146 Preschool, Unit 5 1 DAY 1

 Lessons

Rhyme Activity: Pair the Rhyme. See directions in previous lessons if needed.

T: come, T: little, T: day, may T: so, she T: late, gate they skittle S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. S: respond S: respond S: respond S: respond S: respond (ASL symbol (ASL symbol (ASL symbol (ASL symbol (ASL symbol for yes) for no) for yes) for no) for yes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to remove one word part from the compound word. 4. Teacher and students respond together to make the new word.

T: weekday T: Sunday T: baseball T: softball T: snowball (place palms (place palms (place palms (place palms (place palms face down on face down on face down on face down on face down on belly, hands belly, hands belly, hands belly, hands belly, hands overlap) overlap) overlap) overlap) overlap) S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: What is left T: What is left T: What is left T: What is left T: What is left when you take when you take when you take when you take when you take away /week/? away /sun/? away /base/? away /soft/? away /snow/? T&S: day T&S: day T&S: ball T&S: ball T&S: ball (place one (place one hand (place one hand (place one (place one hand hand out, palm out, palm out, palm hand out, palm out, palm facing facing up) facing up) facing up) facing up) up)

TN Foundational Skills Page 26 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: tale, T: pace /p/, nine T: share /sh/, T: best /b/, bench /t/, toad /t/ (make /n/ (make curve pick /p/ (make /b/ (make curve curve with each with each word) curve with each with each word) word) S: repeat. word) S: repeat. S: repeat. S: ASL symbol S: repeat. S: ASL symbol S: ASL symbol for for no S: ASL symbol for yes yes T: No, pace and for no T: Yes, best and T: Yes, tale and nine have T: No, share and bench have the toad have the same different pick have same beginning beginning sound, beginning sounds, different sound, /b/. /t/. /p/ and /n/. beginning sounds, /sh/ and /p/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: pack, /k/, T: juice /s/, loose T: shade /d/, T: plug /g/, sheet rock /k/ (make /s/ (make curve grow /ō/ (make /t/ (make curve curve with each with each word) curve with each with each word) word) S: repeat word) S: repeat S: repeat S: ASL symbol S: repeat S: ASL symbol for S: ASL symbol for yes S: ASL symbol no for yes T: Yes, juice and for no T: No, plug and T: Yes, pack and loose have the T: No, shade and sheet have different rock have the same ending grow have ending sounds /g/, same ending sound, /s/. different ending /t/. sound, /k/. sounds, /d/, /ō/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: hug /ŭ/ (make T: rack /ă/ (make T: yell /ĕ/ (make T: win /ĭ/ (make curve with each curve with each curve with each curve with each word and snatch word and snatch the word and snatch word and snatch the sound) sound) the sound) the sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: My Mom made messy, mozzarella meatballs. TN Foundational Skills Page 27 of 146 Preschool, Unit 5 1 DAY 2

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 28 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 29 of 146 Preschool, Unit 5 1 DAY 2

 Lessons

Rhyme Activity: Pair the Rhyme. See directions in previous lessons if needed.

T: rain, chain T: show, T: face, pace T: your, yes T: stick, chick S: repeat. know S: repeat. S: repeat. S: repeat. S: respond S: repeat. S: respond S: respond S: respond (ASL (ASL symbol S: respond (ASL symbol (ASL symbol symbol for yes) for yes) (ASL symbol for yes) for no) for yes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to make the new word.

T: downstairs T: downhill T: downtown (p T: sunset T: sunrise (place palms face (place palms lace palms face (place palms (place palms down on belly, face down on down on belly, face down on face down on hands overlap) belly, hands hands overlap) belly, hands belly, hands S: repeat. overlap) S: repeat. overlap) overlap) T: What is left S: repeat. T: What is left S: repeat. S: repeat. when you take T: What is left when you T: What is left T: What is left away /stairs/? when you take take away when you when you take T&S: down away /hill/? /town/? take away away /rise/? (place one hand T&S: down T&S: down /set/? T&S: sun out, palm facing (place one (place one hand T&S: sun (place one up) hand out, palm out, (place one hand hand out, palm facing up) palm facing up) out, palm facing facing up) up)

TN Foundational Skills Page 30 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: dome, /d/, dice T: taste /t/, wave T: soak /s/, same T: lamp /l/, map /d/ (make curve with /w/ (make curve /s/ (make curve /m/ (make curve each word) with each word) with each word) with each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for yes no yes no T: Yes, dome and dice T: No, taste and T: Yes, soak and T: No, lamp and have the same wave have different same have the map have different beginning sound, /d/. beginning sounds, same beginning beginning sounds, /t/ and /w/. sound, /s/. /l/ and /m/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: focus, T: locate /t/, plate T: tennis /s/, luck T: follow - /ō/, /s/, fuss /s/ (make /t/ (make curve /k/ (make curve olive /v/ (make curve with each with each word) with each word) curve with each word) S: repeat. S: repeat. word) S: repeat. S: ASL symbol for S: ASL symbol for S: repeat. S: ASL symbol for yes no S: ASL symbol for yes T: Yes, locate and T: No, tennis and no T: Yes, focus and fuss plate have the same luck have different T: No, follow and have the same ending ending sound, /t/. ending sounds, /s/, olive have different sound, /s/. /k/. ending sounds, /ō/, /v/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: sun /ŭ/ (make T: tan /ă/ (make T: get /ĕ/ (make T: bin /ĭ/ (make curve with each curve with each word curve with each curve with each word and snatch the and snatch the word and snatch the word and snatch the sound) sound) sound) sound) T&S: repeat T&S: repeat T&S: repeat T&S: repeat

Alliteration: Silly Sentences. See directions in previous lessons if needed. Sentence: Let’s join the juicy jelly beans jumping up.

TN Foundational Skills Page 31 of 146 Preschool, Unit 5 1 DAY 3

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 32 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 33 of 146 Preschool, Unit 5 1 DAY 3

 Lessons

Rhyme Activity: Pair the Rhyme. See directions in previous lessons if needed.

T: go, no T: away, play T: come, mop T: day, stay T: rain, pain S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. S: respond S: respond S: respond S: respond S: respond (ASL symbol (ASL symbol (ASL symbol (ASL symbol (ASL symbol for yes) for yes) for no) for yes) for yes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to remove one word part from the compound word. 4. Teacher and students respond together to make the new word.

T: something ( T: someone T: somewhere ( T: snowman ( T: snowflake ( place palms (place palms place palms face place palms place palms face down on face down on down on belly, face down on face down on belly, hands belly, hands hands overlap) belly, hands belly, hands overlap) overlap) S: repeat. overlap) overlap) S: repeat. S: repeat. T: What is left S: repeat. S: repeat, T: What is left T: What is left when you take T: What is left T: What is left when you take when you take away /where/? when you take when you take away /thing/? away /one/? T&S: some (pla away /man/? away /flake/? T&S: some T&S: some ce one hand out, T&S: snow (p T&S: snow (pl (place one hand (place one hand palm facing up) lace one hand ace one hand out, palm out, palm out, palm out, palm facing up) facing up) facing up) facing up)

TN Foundational Skills Page 34 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: marble, /m/, T: camel /k/, juice T: bucket, /b/, T: jacket /j/, dollar map /m/ (make /j/ (make curve with bank /b/ (make /d/ (make curve curve with each each word) curve with each with each word) word) S: repeat. word) S: repeat. S: repeat. S: ASL symbol for S: repeat. S: ASL symbol for S: ASL symbol for no S: ASL symbol for no yes T: No, camel and yes T: No, jacket and T: Yes, marble and juice have different T: Yes, bucket and dollar have map have the same beginning sounds, /k/ bank have the different beginning beginning sound, and /j/. same beginning sounds, /j/ and /d/. /m/. sound, /b/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: fill, /l/, grape T: grill /l/, ball T: pop, /p/, corn T: tan, /n/, pin /p/ (make curve /l/ (make curve with /n/ (make curve /n/ (make curve with each word) each word) with each word) with each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for no yes no yes T: No, fill and T: Yes, grill and T: No, pop and T: Yes, tan and pin grape have different ball have the same corn have different have the same ending sounds, /l/ ending sound, /l/. ending sounds, /p/ ending sound, /n/. and /p/. and /n/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: tap /ă/ (make T: mad /ă/ (make T: hen /ĕ/ (make T: met /ĕ/ (make curve with each curve with each word curve with each curve with each word and snatch the and snatch the word and snatch the word and snatch sound) sound) sound) the sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Peggy the pickle pats her puffy poodle.

TN Foundational Skills Page 35 of 146 Preschool, Unit 5 1 DAY 4

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 36 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 37 of 146 Preschool, Unit 5 1 DAY 4

 Lessons

Rhyme Activity: Pair the Rhyme. See directions in previous lessons if needed.

T: cat, hat T: red, bed T: lock, new T: gown, T: gum, bunk S: repeat. S: repeat. S: repeat. town S: repeat. S: respond S: respond S: respond S: repeat. S: respond (ASL symbol (ASL symbol (ASL symbol S: respond (ASL symbol for yes) for yes) for no) (ASL symbol for no) for yes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to remove one word part from the compound word. 4. Teacher and students respond together to make the new word.

T: outdoors T: outfield T: outfit (place T: pigtail T: pigpen (place palms face (place palms face palms face down (place palms (place palms down on belly, down on belly, on belly, hands face down on face down on hands overlap) hands overlap) overlap) belly, hands belly, hands S: repeat. S: repeat. S: repeat. overlap) overlap) T: What is left T: What is left T: What is left S: repeat. S: repeat. when you take when you take when you take T: What is left T: What is left away /doors/? away /field/? away /fit/? when you take when you take T&S: out T&S: out T&S: out away /tail/? away /pen/? (place one hand (place one hand (place one hand T&S: pig T&S: pig out, palm facing out, palm facing out, palm facing (place one hand (place one hand up). up) up) out, palm facing out, palm facing up) up)

TN Foundational Skills Page 38 of 146 Preschool, Unit 5

Initial Sound: Same or Different? See directions in previous lessons if needed.

T: river, /r/, ruler T: turtle /t/, T: froze /f/, chew T: guess /g/, bat /r/ (make curve teacher /t/ (make /ch/ (make curve /b/ (make curve with each word) curve with each with each word) with each word) S: repeat. word) S: repeat. S: repeat. S: ASL symbol S: repeat. S: ASL symbol S: ASL symbol for yes S: ASL symbol for no for no T: Yes, river and for yes T: No, froze and T: No, guess and ruler have the T: Yes, turtle and chew have bat have different same beginning teacher have the different beginning sounds, sound, /r/. same beginning beginning sounds, /g/ and /b/. sound, /t/. /f/ and /ch/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: paint, /t/, mop T: pack /k/, high T: pay /ā/, stay T: zoo /oo/, boo /p/ (make curve /ī/ (make curve /ā/ (make curve /oo/ (make curve with each word) with each word) with each word) with each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol S: ASL symbol S: ASL symbol S: ASL symbol for no for no for yes for yes T: No, paint and T: No, pack and T: Yes, pay and T: Yes, zoo and mop have different high have different stay have the same boo have the same ending sounds, /t/ ending sounds, /k/ ending sound, ending sound, and /p/. and /ī/. /ā/. /oo/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: cut /ŭ/ (make T: duck /ŭ/ (make T: mop /ŏ/ (make T: nod /ŏ/ (make curve with each curve with each curve with each curve with each word and snatch word and snatch word and snatch word and snatch the sound) the sound) the sound) the sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Pete the pup plays punchy piccolo.

TN Foundational Skills Page 39 of 146 Preschool, Unit 5 1 DAY 5

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 40 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 41 of 146 Preschool, Unit 5 1 DAY 5

 Lessons

Rhyme Activity: Pair the Rhyme. See directions in previous lessons if needed.

T: bird, four T: lock, stock T: cheese, T: bed, head T: now, then S: repeat. S: repeat. please S: repeat. S: repeat. S: respond S: respond S: repeat. S: respond S: respond (ASL symbol (ASL symbol S: respond (ASL symbol (ASL symbol for no) for yes) (ASL symbol for yes) for no) for yes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to remove one word part from the compound word. 4. Teacher and students respond together to make the new word.

T: fireman T: fireplace T: fireworks T: headrest T: headache (place palms (place palms (place palms (place palms (place palms face face down on face down on face down on face down on down on belly, belly, hands belly, hands belly, hands belly, hands hands overlap) overlap) overlap) overlap) overlap) S: repeat S: repeat S: repeat S: repeat S: repeat T: What is left T: What is left T: What is T: What is left T: What is left when you take when you take left when you when you take when you take away /ache/? away /man/? take away away away /rest/? T&S: head T&S: fire /place/? /works/? T&S: head (place one hand (place one T&S: fire T&S: fire (place one hand out, palm facing hand out, palm (place one (place one out, palm facing up) facing up) hand out, hand out, palm up) palm facing facing up) up)

TN Foundational Skills Page 42 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: him, /h/, her T: clap /k/, well T: nut /n/, net T: move /m/, sun /h/ (make curve /w/ (make curve with /n/ (make curve /s/ (make curve with each word) each word) with each word) with each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for yes no yes no T: Yes, him and her T: No, clap T: Yes, nut and net T: No, move and have the same and well have have the same sun have different beginning sounds, different beginning beginning sound, beginning sounds, /h/. sounds, /k/ and /w/. /n/. /m/ and /s/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: cloudy, /ē/, T: hold /d/, helper T: coolest /t/, T: dream /m/ stormy /ē/ (make /r/ (make curve helpful /l/ (make and bloom /m/ (make curve with each with each word) curve with each curve with each word) word) S: repeat. word) S: repeat. S: repeat. S: ASL symbol for S: repeat. S: ASL symbol for yes S: ASL symbol for no S: ASL symbol for T: Yes, dream yes T: No, hold and no and bloom have the T: Yes, cloudy and helper have T: No, coolest and same ending sound stormy have the different ending helpful have /m/. same ending sounds, /d/ and different ending sound, /ē/. /r/. sounds, /t/ and /l/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: fun /ŭ/ (make T: bat /ă/ (make T: rip /ĭ/ (make T: lot /ŏ/ (make curve with each curve with each word curve with each curve with each word and snatch the and snatch the word and snatch the word and snatch the sound) sound) sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Quincy quaked quite quickly.

TN Foundational Skills Page 43 of 146 Preschool, Unit 5 2 DAY 1

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 44 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 45 of 146 Preschool, Unit 5 2 DAY 1

 Lessons

Rhyme Activity: Make the Rhyme.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage the whole class to respond).

T: feat, heat T: trim, him T: share, pair T: wet, yet T: round, S: repeat. S: repeat. S: repeat. S: repeat. found S: (a word that S: (a word that S: (a word that S: (a word S: repeat. rhymes) rhymes) rhymes) that rhymes) S: (a word that rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: goldfish T: starfish T: catfish T: bedroom T: classroom (p (place palms (place palms (place palms (place palms lace palms face face down on face down on face down on face down on down on belly, belly, hands belly, hands belly, hands belly, hands hands overlap) overlap) overlap) overlap) overlap) S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: What is left T: What is left T: What is left T: What is left T: What is left when you take when you take when you take when you take when you take away /class/? away /gold/? away /star/? away /cat/? away /bed/? T&S: room T&S: fish T&S: fish T&S: fish T&S: room (place one hand (place one hand (place one hand (place one (place one hand out, palm out, palm out, palm facing hand out, palm out, palm facing facing up) facing up) up) facing up) up)

TN Foundational Skills Page 46 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: apple, /a/, act T: pool /p/, fool T: gift /g/, hope T: long /l/, listen /a/ (make curve with /f/ (make curve with /h/ (make curve with /l/ (make curve with each word) each word) each word) each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for yes no no yes T: Yes, apple and T: No, pool and fool T: No, gift and hope T: Yes, long and act have the same have different have different listen have the same beginning sounds, beginning sounds, beginning sounds, beginning sounds, /a/. /p/ and /f/. /g/ and /h/. /l/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: rope, /p/, hope T: balloon /n/, else T: kiss /s/, list T: hum /m/, mom /p/ (make curve /s/ (make curve /t/ (make curve /m/ (make curve with with each word) with each word) with each word) each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol S: ASL symbol S: ASL symbol S: ASL symbol for for yes for no for no yes T: Yes, rope and T: No, balloon and T: No, kiss and list T: Yes, hum and mom hope have the same else have different have different have the same ending ending sound, /p/. ending sounds, /n/ ending sounds, /s/ sound, /m/. and /s/. and /t/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: not /ŏ/ (make T: hop /ŏ/ (make T: dim /ĭ/ (make T: rod /ŏ/ (make curve with each curve with each word curve with each curve with each word word and snatch the and snatch the word and snatch the and snatch the sound) sound) sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Car carpets cover the car.

TN Foundational Skills Page 47 of 146 Preschool, Unit 5 2 DAY 2

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 48 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 49 of 146 Preschool, Unit 5 2 DAY 2

 Lessons

Rhyme Activity: Make the Rhyme.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond).

T: fine, line S: repeat S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: tool/pool, when/then, hat/bat, went/dent.

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: washroom ( T: washtub (pl T: washcloth (p T: daydream (p T: daylight place palms ace palms face lace palms face lace palms face (place palms face down on down on belly, down on belly, down on belly, face down on belly, hands hands overlap) hands overlap) hands overlap) belly, hands overlap) S: repeat. S: repeat. S: repeat. overlap) S: repeat. T: What is left T: What is left T: What is left S: repeat. T: What is left when you take when you take when you take T: What is left when you take away /tub/? away /cloth/? away when you take away /room/? T&S: wash T&S: wash /dream/? away /light/? T&S: wash (place (place one hand T&S: day T&S: day (place one hand out, out, palm facing (place one hand (place one hand out, palm facing up) out, palm one hand out, palm facing up) facing up) palm facing up) up)

TN Foundational Skills Page 50 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: contest, /k/, car T: oil /ō/, fail T: tennis /t/, T: burp /b/, rib /r/ /k/ (make curve /f/ (make curve ticket/t/ (make (make curve with with each word) with each word) curve with each each word) S: repeat. S: repeat. word) S: repeat. S: ASL symbol for S: ASL symbol S: repeat. S: ASL symbol for yes for no S: ASL symbol no T: Yes, contest and T: No, oil and fail for yes T: No, burp car have the same have different T: Yes, tennis and and rib have beginning sound, beginning sounds, ticket have the different beginning /k/. /ō/ and /f/. same beginning sounds, /b/ and /r/. sound, /t/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: upset, /t/, pot T: mild /d/, fold T: take /k/, T: page /t/ (make curve with /d/ (make curve rock /k/ (make /g/, echo /ō// (make each word) with each word) curve with curve with each S: repeat. S: repeat. each word) word) S: ASL symbol for S: ASL symbol for S: repeat. S: repeat. yes yes S: ASL symbol S: ASL symbol for T: Yes, upset and T: Yes, mild and for yes no pot have the fold have the same T: Yes, take and T: No, page and same ending sound, ending sounds, rock have the echo have different /t/. /d/. same ending ending sounds, /g/ sounds, /k/. and /ō/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: sap /ă/ (make T: tar /ă/ (make T: fed /ĕ/ (make T: pad /ă/ (make curve with each curve with each curve with each curve with each word and snatch word and snatch word and snatch word and snatch the sound) the sound) the sound) the sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

TN Foundational Skills Page 51 of 146 Preschool, Unit 5

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: She puts spells on things that smell.

TN Foundational Skills Page 52 of 146 Preschool, Unit 5 2 DAY 3

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 53 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 54 of 146 Preschool, Unit 5 2 DAY 3

 Lessons

Rhyme Activity Make the Rhyme. See directions in previous lessons if needed.

T: zoo, you T: made, shade T: hope, T: dip, flip T: tray, play S: repeat. S: repeat. rope S: repeat. S: repeat. S: (a word that S: (a word that S: repeat. S: (a word that S: (a word that rhymes) rhymes) S: (a word rhymes) rhymes) that rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: earlobe T: eardrum T: earmuff T: fishnet T: fishbowl (place palms (place palms (place palms (place palms (place palms face down on face down on face down on face down on face down on belly, hands belly, hands belly, hands belly, hands belly, hands overlap) overlap) overlap) overlap) overlap) S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: What is left T: What is left T: What is left T: What is left T: What is left when you take when you take when you take when you take when you take away /lobe/? away /drum/? away /muff/? away /net/? away /bowl/? T&S: ear T&S: ear T&S: ear T&S: fish T&S: fish (place one hand (place one (place one hand (place one (place one hand out, hand out, palm out, palm hand out, out, palm facing palm facing up) facing up) facing up) palm facing up) up)

TN Foundational Skills Page 55 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: lemon, /l/, T: us /ŭ/, T: explore /ĕks/, T: table /t/, tiger puppy /p/ (make up ŭ/ (make exit /ĕks/ (make curve /t/ (make curve curve with each curve with each with each word) with each word) word) word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for yes yes no yes T: Yes, explore T: Yes, table T: No, lemon T: Yes, us and and exit have the and tiger have the and puppy have up have the same same beginning same beginning different beginning beginning sound, /ĕks/. sound, /t/. sounds, /l/ and /p/. sound, /ŭ/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: noon, /n/, spin T: when /n/, ugly T: tea /ē/, flea T: home /m/, miss /n/ (make curve /ē/ (make curve with /ē/ (make curve /s/ (make curve with each word) each word) with each word) with each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for yes no yes no T: Yes, noon and T: No, when and T: Yes, tea and T: No, home and spin have the same ugly have flea have the same miss have different ending sound, /n/. different ending ending sound, /ē/. ending sounds, /m/ sounds, /n/ and /ē/. and /s/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: hug /ŭ/ (make T: rack /ă/ (make T: yell /ĕ/ (make T: win /ĭ/ (make curve with each curve with each word curve with each curve with each word and snatch the and snatch the word and snatch the word and snatch sound) sound) sound) the sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

TN Foundational Skills Page 56 of 146 Preschool, Unit 5 Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Babies need baths after the beach.

TN Foundational Skills Page 57 of 146 Preschool, Unit 5

2 DAY 4

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 58 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 59 of 146 Preschool, Unit 5 2 DAY 4

 Lessons

Rhyme Activity: Make the Rhyme. See directions in previous lessons if needed.

T: pet, let T: hide, ride T: fan, bran T: plate, skate T: stop, mop S: repeat S: repeat S: repeat S: repeat S: repeat S: (a word that S: (a word that S: (a word that S: (a word that S: (a word that rhymes) rhymes) rhymes) rhymes) rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: breadstick( T: breadcrumb( T: handmade(pT: handover( T: handstand (p place palms place palms face lace palms face place palms lace palms face face down on down on belly, down on belly, face down on down on belly, belly, hands hands overlap) hands overlap) belly, hands hands overlap) overlap) S: repeat. S: repeat. overlap) S: repeat. S: repeat. T: What is left T: What is left S: repeat. T: What is left T: What is left when you take when you take T: What is when you take when you take away /crumb/? away /made/? left when you away /stand/? away /stick/? T&S: bread T&S: hand take T&S: hand T&S: bread (place one hand (place one away /over/? (place one hand (place one out, palm facing hand out, palm out, palm facing hand out, palm up) facing up) T&S: hand up) facing up) (place one hand out, palm facing up)

TN Foundational Skills Page 60 of 146 Preschool, Unit 5

Initial Sound: Same or Different? See directions in previous lessons if needed.

T: zipper, /z/, T: icky /i/, itchy /i T: oddly /i/, odder T: visit, /v/, finish kitchen /k/ (make / (make curve /ŏ/ /f/ (make curve with curve with each with each word) (make curve with each word) word) S: repeat. each word) S: repeat. S: repeat. S: ASL symbol S: repeat. S: ASL symbol for S: ASL symbol for yes S: ASL symbol for no for no T: Yes, icky yes T: No, visit and T: No, zipper and and itchy have the T: Yes, oddly and finish have different kitchen have same beginning odder have the beginning sounds, different beginning sound, /i/. same beginning /v/ and /f/. sounds, /z/ and /k/. sound, /ŏ/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: money, /ē/, T: found T: hay, /ā/, met T: cut, /t/, mad honey /ē/ (make /d/, rude /d/ (make /t/ (make curve /d/ (make curve curve with each curve with each with each word) with each word) word) word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol S: ASL symbol for no no for yes yes T: No, hay and met T: No, cut and T: Yes, money T: Yes, found and have made have different and honey rude have the same different ending ending sounds, /t/ have the same ending sound, /d/. sounds, /ā/ and /t/. and /d/. ending sound, /ē/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: mud /ŭ/ (make T: hut /ŭ/ (make T: well /ĕ/ (make T: sip /ĭ/ (make curve with each curve with each curve with each curve with each word and snatch word and snatch the word and snatch the word and snatch the the sound) sound) sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

TN Foundational Skills Page 61 of 146 Preschool, Unit 5

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Sheep should sleep in the shed.

TN Foundational Skills Page 62 of 146 Preschool, Unit 5 2 DAY 5

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 63 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 64 of 146 Preschool, Unit 5 2 DAY 5

 Lessons

Rhyme Activity: Make the Rhyme. See directions in previous lessons if needed.

T: guess, press T: quack, snack T: keep, T: far, jar T: show, low S: repeat S: repeat sleep S: repeat S: repeat S: (a word S: (a word that S: repeat S: (a word that S: (a word that that rhymes) rhymes) S: (a word rhymes) rhymes) that rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: bookmark (p T: bookend (pl T: bookcase (pl T: sunshine (pl T: sunset lace palms face ace palms face ace palms face ace palms face (place palms down on belly, down on belly, down on belly, down on belly, face down on hands overlap) hands overlap) hands overlap) hands overlap) belly, hands S: repeat. S: repeat. S: repeat. S: repeat. overlap) T: What is left T: What is left T: What is left T: What is left S: repeat. when you take when you take when you take when you take T: What is away /mark/? away /end/? away /case/? away /shine/? left when you T&S: book T&S: book T&S: book T&S: sun take away (place one hand (place one (place one hand (place one hand /set/? out, palm facing hand out, palm out, palm facing out, palm T&S: sun up) facing up) up) facing up) (place one hand out, palm facing up)

TN Foundational Skills Page 65 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: color, /k/, cookie T: rabbit /r/, T: ostrich /ŏ/, octo T: eggs /ĕ/, edge /ĕ/ /k/ (make curve water /w/ (make pus /ŏ/ (make curve with with each word) curve with each (make curve with each word) S: repeat. word) each word) S: repeat. S: ASL symbol S: repeat. S: repeat. S: ASL symbol for for yes S: ASL symbol S: ASL symbol for yes T: Yes, color and for no yes T: Yes, eggs and cookie have the T: No, rabbit and T: Yes, ostrich and edge have the same same beginning water have octopus have the beginning sound, /k/. different same beginning sound, /ĕ/. sounds, /r/ and sound, /ŏ/. /w/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: stack, /k/, brick T: wool T: lane, /n/, plane T: pillow /k/ (make curve /l/, fake /k/ (make /n/ (make curve /ō/, chimney /ē/ (mak with each word) curve with each with each word) e curve with each S: repeat. word) S: repeat. word) S: ASL symbol for S: repeat. S: ASL symbol for S: repeat. yes S: ASL symbol yes S: ASL symbol for T: Yes, stack and for no T: Yes, lane and no brick have the T: No, wool plane have the T: No, pillow same ending and fake have same ending sound, and chimney have sound, /k/. different ending /n/ different ending sounds, /l/ and sounds, /ō/ and /ē/. /k/.

TN Foundational Skills Page 66 of 146 Preschool, Unit 5 Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: cap /ă/ (make T: bad/ă/ (make T: led /ĕ/ (make T: jab /ă/ (make curve with each curve with each curve with each curve with each word and snatch word and snatch the word and snatch the word and snatch the the sound) sound) sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Bake the bouncing, bubbling beans.

TN Foundational Skills Page 67 of 146 Preschool, Unit 5 3 DAY 1

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 68 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 69 of 146 Preschool, Unit 5 3 DAY 1

 Lessons

Rhyme Activity: Make the Rhyme. See directions in previous lessons.

T: ride, wide T: gem, stem T: reach, T: park, mark T: bring, thing S: repeat. S: repeat. teach S: repeat. S: repeat. S: (a word that S: (a word that S: repeat. S: ______S: (a word that rhymes) rhymes) S: (a word that (a word that rhymes) rhymes) rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: bathwater ( T: bathrobe (p T: eyelash (p T: eyesight( T: eyeball place palms lace palms lace palms place palms (place palms face down on face down on face down on face down face down on belly, hands belly, hands belly, hands on belly, belly, hands overlap) overlap) overlap) hands overlap) S: repeat. S: repeat. S: repeat. overlap) S: repeat. T: What is left T: What is left T: What is S: repeat, T: What is when you take when you take left when you T: What is left when you away away /robe/? take away left when you take away /water/? T&S: bath /lash/? take away /ball/? T&S: bath (place one T&S: eye /sight/? T&S: eye (place one hand out, palm ( T&S: eye (place one hand out, palm facing up) place one (place one hand out, facing up) hand out, hand out, palm facing palm facing palm facing up) up) up)

TN Foundational Skills Page 70 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons.

T: people, /p/, T: hungry T: attic, /ă/, action T: later /l/ and pencil /p/ (make /h/, center /s/ /ă/ (make /jelly /j/ (make curve with each (make curve with curve with each curve with each word) each word) word) word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol S: ASL symbol for S: ASL symbol for S: ASL symbol for yes no yes for no T: Yes, people and T: No, hungry and T: Yes, attic and T: No, later and pencil have the center have action have the jelly have same beginning different beginning same beginning different beginning sound, /p/. sounds, /h/ and /s/. sounds, /ă/. sounds, /l/ and /j/.

Final Sound: Same or Different? See directions in previous lessons

T: beg, /g/, fan T: shed /d/, box T: hug/g/, big T: jet /t/, hot /n/ (make curve /ks/ (make curve /g/ (make curve /t/ (make curve with each word) with each word) with each word) with each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for no no yes yes T: No, beg and fan T: No, shed and T: Yes, hug and big T: Yes, jet and hot have different box different ending have the same have the same ending sounds, /g/ sounds, /d/ and ending sound, /g/. ending sound, /t/. and /n/. /ks/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: chop /ŏ/ (make T: cloth /ŏ/ (make T: thin /ĭ/ (make T: shock /ŏ/ (make curve with each curve with each curve with each curve with each word and snatch the word and snatch the word and snatch word and snatch the sound) sound) the sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Good grass grows green.

TN Foundational Skills Page 71 of 146 Preschool, Unit 5

3 DAY 2

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 72 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 73 of 146 Preschool, Unit 5 3 DAY 2

 Lessons

Rhyme Production: Make the Rhyme. See directions in previous lessons if needed.

T: fruit, suit T: read, need T: nine, sign T: space, lace T: jog, dog S: repeat S: repeat S: repeat S: repeat S: repeat S: (a word that S: (a word that S: (a word that S: (a word that S: (a word that rhymes) rhymes) rhymes) rhymes) rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: breakout (p T: blowout T: cookout T: handstand ( T: headstand ( lace palms (place palms (place palms place palms place palms face down on face down on face down on face down on face down on belly, hands belly, hands belly, hands belly, hands belly, hands overlap) overlap) overlap) overlap) overlap) S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: What is left T: What is left T: What is T: What is T: What is left when you take when you take left when you left when you when you take away away /blow/? take away take away away /head/? /break/? T&S: out /cook/? /hand/? T&S: stand T&S: out (place one T&S: out T&S: stand (place one (place one hand out, palm (place one (place one hand out, palm hand out, palm facing up) hand out, palm hand out, palm facing up) facing up) facing up) facing up)

TN Foundational Skills Page 74 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: focus /f/, final T: illness /i/, absent T: elf /ĕ/, T: pillow /f/ (make curve with /a/ (make else /ĕ/ (make curve /p/, cozy /k/ (make each word) curve with each with each word) curve with each S: repeat. word) S: repeat. word) S: ASL symbol for S: repeat. S: ASL symbol S: repeat. yes S: ASL symbol for yes S: ASL symbol T: Yes, focus and for no T: Yes, else and elf for no final have the same T: No, illness and have the same T: No, pillow beginning sound, /f/. absent have beginning and cozy have different beginning sound, /ĕ/. different sounds, /i/ and /a/. beginning sounds, /p/ and /k/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: garden, T: exit /t/, visit T: ride /d/, T: itch /n/, swollen /n/ /t/ (make curve with pizza /ă/ (make /ch/, rich /ch/ (make (make curve with each word) curve with each curve with each each word) S: repeat. word) word) S: repeat. S: ASL symbol S: repeat. S: repeat. S: ASL symbol for for yes S: ASL symbol S: ASL symbol for yes T: Yes, exit and for no yes T: Yes, garden visit have the same T: No, ride and T: Yes, itch and swollen have the ending sound, /t/. pizza have and rich have the same ending sound, different ending same ending sound, /n/. sounds, /d/ /ch/. and /ă/.

TN Foundational Skills Page 75 of 146 Preschool, Unit 5 Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: trap /ă/(make T: chat /ă/ (make T: shell /ĕ/ (make T: drag /ă/ (make curve with each curve with each curve with each curve with each word and snatch the word and snatch the word and snatch word and snatch the sound) sound) the sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Silly Sam says soccer is sweet.

TN Foundational Skills Page 76 of 146 Preschool, Unit 5 3 DAY 3

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 77 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 78 of 146 Preschool, Unit 5 3 DAY 3

 Lessons

Rhyme Production: Make the Rhyme. See directions in previous lessons if needed.

T: skin, chin T: plug, rug T: deck, neck T: flop, shop T: cut, shut S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. S: (a word that S: (a word that S: (a word that S: (a word that S: (a word that rhymes) rhymes) rhymes) rhymes) rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: hardwood T: redwood T: firewood (p T: playday T: everyday (place palms (place palms lace palms face (place palms (place palms face down on face down on down on belly, face down on face down on belly, hands belly, hands hands overlap) belly, hands belly, hands overlap) overlap) S: repeat. overlap) overlap) S: repeat. S: repeat. T: What is left S: repeat. S: repeat. T: What is left T: What is left when you take T: What is left T: What is left when you take when you away /fire/? when when you away /hard/? take away T&S: wood you take away take away T&S: wood /red/? (place one /play/? /every/? (place one hand T&S: wood hand out, palm T&S: day T&S: day out, (place one hand facing up) (place one (place one hand palm facing up) out, palm hand out, palm out, palm facing facing up) facing up) up)

TN Foundational Skills Page 79 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: pocket, /p/, T: active /a/, total T: label, /l/, T: ninety /n/, sixty picture /p/ (make /t/ (make curve with ladder /l/ (make /s/ (make curve curve with each each word) curve with each with each word) word) S: repeat. word) S: repeat. S: repeat. S: ASL symbol S: repeat. S: ASL symbol S: ASL symbol for no S: ASL symbol for no for yes T: No, active and for yes T: No, ninety and T: Yes, pocket and total have T: Yes, label sixty have different picture have the different beginning and ladder have beginning sounds, same beginning sounds, /a/ and /t/. the same /n/ and /s/. sound, /p/. beginning sound, /l/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: cat, /t/, T: fan /n/, pen T: mat /t/, lot T: zip, hand /d/ (make curve /n/ (make curve /t/ (make curve /p/, chime /m/ with each word) with each word) with each word) (make curve with S: repeat. S: repeat. S: repeat. each word) S: ASL S: ASL symbol for S: ASL symbol S: repeat. symbol for no yes for yes S: ASL symbol T: No, cat and hand T: Yes, fan and T: Yes, mat and for no have different ending pen have the same lot have the same T: No, zip sounds, /t/ and /d/. ending sound, /n/. ending sound, and chime /t/. have different ending sounds, /p/ and /m/.

TN Foundational Skills Page 80 of 146 Preschool, Unit 5

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: slug /ŭ/ (make T: track /ă/ (make T: Fred /ĕ/ (make T: flip /ĭ/ (make curve with each curve with each curve with each curve with each word and snatch the word and snatch the word and snatch word and snatch sound) sound) the sound) the sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: David’s dirty dog digs dirt daily.

TN Foundational Skills Page 81 of 146 Preschool, Unit 5 3 DAY 4

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 82 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 83 of 146 Preschool, Unit 5 3 DAY 4

 Lessons

Rhyme Production: Make the Rhyme. See directions in previous lessons if needed.

T: near, year T: drum, plum T: chime, time T: nest, west T: wheat, sheet S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. S: (a word that S: (a word that S: (a word that S: (a word that S: (a word that rhymes) rhymes) rhymes) rhymes) rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non-compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: stepsister T: stepmother ( T: stepbrother (p T: mailbox (p T: mailman (place palms face place palms lace palms face lace palms (place palms down on belly, face down on down on belly, face down on face down on hands overlap) belly, hands hands overlap) belly, hands belly, hands S: repeat. overlap) S: repeat. overlap) overlap) T: What is left S: repeat. T: What is left S: repeat. S: repeat. when you take T: What is left when you take T: What is left T: What is left away /sister/? when you take away /brother/? when you take when you take T&S: step (place away T&S: step (place away /box? away /man/? one hand out, /mother/? one hand out, T&S: mail T&S: mail palm facing up) T&S: step palm facing up) (place one (place one (place one hand hand out, hand out, palm out, palm facing palm facing facing up) up) up)

TN Foundational Skills Page 84 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: garden, /g/, T: honey /h/, heavy T: salad T: carpet /k/, coffee basket /b/ /h/ (make curve /s/, deck /d/ (make /k/ (make curve with (make curve with with each word) curve with each each word) each word) S: repeat. word) S: repeat. S: repeat. S: ASL symbol S: repeat. S: ASL symbol for S: ASL symbol for yes S: ASL symbol for yes for no T: Yes, honey no T: Yes, carpet and T: No, garden and and heavy have the T: No, salad and coffee have the same basket same beginning deck have beginning sound, have different sound, /h/. different beginning /k/. beginning sounds, sounds, /s/ and /d/. /g/ and /b/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: cough, /f/, tough T: soap /p/, north T: mow, /ō/, shallow T: we /ē/, dip /f/ (make curve /th/ (make curve /ō/ /p/ (make curve with each word) with each word) (make curve with each with each word) S: repeat. S: repeat. word) S: repeat. S: ASL symbol for S: ASL symbol for S: repeat. S: ASL symbol for yes no S: ASL symbol for no T: Yes, cough and T: No, soap and yes T: No, we and dip tough have the north have T: Yes, mow and have different same ending sound, different ending shallow have the same ending sounds, /ē/ /f/. sounds, /p/ and ending and /p/. /th/. sound, /ō/.

Medial Sound: Snatch the Sound See directions in previous lessons if needed.

T: thud /ŭ/ (make T: trust /ŭ/ (make T: vet /ĕ/ (make T: grin /ĭ/ (make curve with each curve with each curve with each curve with each word and snatch word and snatch the word and snatch the word and snatch the the sound) sound) sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

TN Foundational Skills Page 85 of 146 Preschool, Unit 5 Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Helen’s hoppy hare headed home for the hills.

TN Foundational Skills Page 86 of 146 Preschool, Unit 5

3 DAY 5

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 87 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 88 of 146 Preschool, Unit 5 3 DAY 5

 Lessons

Rhyme Production: Make the Rhyme. See directions in previous lessons if needed.

T: block, clock T: you, chew T: froze, grows T: heart, part T: bank, tank S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. S: (a word that S: (a word that S: (a word that S: (a word that S: (a word that rhymes) rhymes) rhymes) rhymes) rhymes)

Manipulating Syllables: Deleting Words. Support students’ ability to delete a word from the beginning or end of another word. All words are changed from compound words to non compound words.

Directions: 1. Say a compound word. 2. Students repeat the word. 3. Tell students to delete one word part from the compound word. 4. Teacher and students respond together to say the new word.

T: backpack T: backbone T: backyard T: daytime T: daylight (place palms (place palms (place palms (place palms (place palms face down on face down on face down on face down on face down on belly, hands belly, hands belly, hands belly, hands belly, hands overlap) overlap) overlap) overlap) overlap) S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: What is left T: What is left T: What is left T: What is T: What is when you take when you take when you left when you left when you away /pack/? away /bone/? take away take away take away T&S: back T&S: back /yard/? /time/? /light/? (place one hand (place one hand T&S: back T&S: day T&S: day out, palm facing out, palm facing (place one hand (place one (place one up) up) out, palm facing hand out, palm hand out, palm up) facing up) facing up)

TN Foundational Skills Page 89 of 146 Preschool, Unit 5 Initial Sound: Same or Different? See directions in previous lessons if needed.

T: secret, /s/, T: top T: cereal /s/, T: snail sentence /s/ (make /t/, husk /h/ (make celery /s/ (make /s/, funk /f/ (make curve with each curve with each curve with each curve with each word) word) word) word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol S: ASL symbol for S: ASL symbol S: ASL symbol for for yes no for yes no T: Yes, secret and T: No, top T: Yes, cereal and T: No, snail sentence have the and husk have celery have the and funk have same beginning different sounds, /t/ same different sounds, /s/ sound, /s/. and /h/. sound, /s/ and /s/. and /f/.

Final Sound: Same or Different? See directions in previous lessons if needed.

T: push, /sh/, dish T: see /ē/, tree T: can /n/, gown /n/ T: jump /p/, head /sh/ (make curve /ē/ (make curve (make curve with /d/ (make curve with each word) with each word) each word) with each word) S: repeat. S: repeat. S: repeat. S: repeat. S: ASL symbol for S: ASL symbol for S: ASL symbol for S: ASL symbol for yes yes yes no T: Yes, push and T: Yes, see and T: Yes, can and T: No, jump and dish have the same tree have the same gown have the same head have ending sound, /sh/. ending sound, /ē/. ending sound, /n/. different ending sounds, /p/ and /d/.

Medial Sound: Snatch the Sound. See directions in previous lessons if needed.

T: fad /ă/ (make T: glad /ă/ (make T: set /ĕ/ (make T: ram /ă/ (make curve with each curve with each curve with each curve with each word and snatch the word and snatch the word and snatch the word and snatch the sound) sound) sound) sound) T&S: repeat. T&S: repeat. T&S: repeat. T&S: repeat.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: The juggling jester jumped for joy.

TN Foundational Skills Page 90 of 146 Preschool, Unit 5 4 DAY 1

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 91 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 92 of 146 Preschool, Unit 5 4 DAY 1

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage the whole class to respond.)

T: run, done S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: snow/go, feet/heat, trim/him.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: play T: walk T: cook T: talk T: look S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to the end of play. the end of the end of the end of talk. the end of T&S: playing walk. cook. T&S: talking look. T&S: walking T&S: cooking T&S: looking

TN Foundational Skills Page 93 of 146 Preschool, Unit 5

Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together with students say the sound that remains.

T: we (curve) T: may (curve) T: tie (curve) S: repeat. S: repeat. S: repeat. T: Without /w/, what T: Without /m/, what T: Without /t/, what sound is left? sound is left? sound is left? T&S: /ē/ T&S: /ā/ T&S: /ī/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: we (curve) T: may (curve) T: tie (curve) S: repeat. S: repeat may. S: repeat may. T: Cut off /ē/ from the T: Without /ā/, what T: Without /ī/, what end, what sound is sound is left? sound is left? left? (make cutting T&S: /m/ T&S: /t/ motion) *Say sound not letter *Say sound not letter T&S: /w/ name name *Say sound not letter name

TN Foundational Skills Page 94 of 146 Preschool, Unit 5 Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: ran, /ă/ mad /ă/ (make T: nut /ŭ/, nap /ă/ (make T: kiss /ĭ/, lip /ĭ/ (make curve curve with each word) curve with each word) with each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for yes S: ASL symbol for no S: ASL symbol for yes T: Yes, ran and mad have T: No, nut and nap have T: Yes, kiss and lip have the the same middle sound, /ă/. different middle sounds, /ŭ/ same middle sound, / ĭ/. and /ă/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Terrible Tommy tinkered with the table and it tipped.

TN Foundational Skills Page 95 of 146 Preschool, Unit 5 4 DAY 2

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 96 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 97 of 146 Preschool, Unit 5 4 DAY 2

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: hot, cot S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: share/pair, jug/tug, wet/yet.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: meet T: think T: dust T: cry T: jump S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to the end of meet. the end of the end of dust. the end of the end of T&S: meeting think. T&S: dusting cry. jump. T&S: thinking T&S: crying T&S: jumping

TN Foundational Skills Page 98 of 146 Preschool, Unit 5 Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together with students say the sound that remains.

T: low (curve) T: zoo (curve) T: me(curve) S: repeat. S: repeat. S: repeat. T: Without /l/, what T: Without /z/, what T: Without /m/, what sound is left? sound is left? sound is left? T&S: /ō/ T&S: /oo/ T&S: /ē/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: low (curve) T: zoo (curve) T: me (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ō/ from the T: Without /oo/, what T: Without /ē/ what sound end, what sound is sound is left? is left? left? (make cutting T&S: /z/ T&S: /m/ motion) *Say sound not letter *Say sound not letter name T&S: /l/ name *Say sound not letter name

TN Foundational Skills Page 99 of 146 Preschool, Unit 5 Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: got, /ŏ/ not T: run /ŭ/, puff /ŭ/ (make T: mad /ă/, hit /ĭ/ (make /ŏ/ (make curve with curve with each word) curve with each word) each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for yes S: ASL symbol for no S: ASL symbol for T: Yes, run and puff have the T: No, mad and hit yes same middle sound, /ŭ/ have different middle T: Yes, got and not sounds, /ă/ and / ĭ/ have the same middle sound, /ŏ/

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Vanessa put vibrant violets in a vase.

TN Foundational Skills Page 100 of 146 Preschool, Unit 5

4 DAY 3

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 101 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 102 of 146 Preschool, Unit 5 4 DAY 3

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: flock, knock S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: net/set, map/cap, round/found.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: play T: read T: count T: see T: help S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to the T: Add /ing/ to T: Add /ing/ to the end of play. the end of read. end of count. the end of see. the end of help. T&S: playing T&S: reading T&S: counting T&S: seeing T&S: helping

TN Foundational Skills Page 103 of 146 Preschool, Unit 5 Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: lay (curve) T: too (curve) T: pie (curve) S: repeat. S: repeat. S: repeat. T: Without /l/, what T: Without /t/, what T: Without /p/, what sound is left? sound is left? sound is left? T&S: /ā/ T&S: /oo/ T&S: /ī/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: lay (curve) T: too (curve) T: pie (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ā/ from the T: Without /oo/, what T: Without /ī/, what end, what sound is sound is left? sound is left? left? (make cutting T&S: /t/ T&S: /p/ motion) *Say sound not letter *Say sound not letter T&S: /l/ name name *Say sound not letter name

TN Foundational Skills Page 104 of 146 Preschool, Unit 5 Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: run, /ŭ/ mud /ŭ/ (make T: duck /ŭ/, sock T: mad /ă/, box /ŏ/ (make curve with each word) /ŏ/ (make curve with curve with each word) S: repeat. each word) S: repeat. S: ASL symbol for yes S: repeat. S: ASL symbol for no T: Yes, run and mud S: ASL symbol for no T: No, mad and box have have the same middle T: No, duck and sock different middle sound, /ŭ/. have different middle sounds, /ă/ and /ŏ/. sounds, /ŭ/ and /ŏ/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Zebras, zigged, zagged, and zoomed.

TN Foundational Skills Page 105 of 146 Preschool, Unit 5 4 DAY 4

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 106 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 107 of 146 Preschool, Unit 5 4 DAY 4

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: knee, we S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: drop/pop, bun/son, fine/line.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: pick T: fish T: kick T: paint T: melt S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to the end of pick the end of fish the end of kick the end of the end of melt T&S: picking T&S: fishing T&S: kicking paint T&S: melting T&S: painting

TN Foundational Skills Page 108 of 146 Preschool, Unit 5

Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: so (curve) T: hi (curve) T: way (curve) S: repeat. S: repeat. S: repeat. T: Without /s/, what T: Without /h/, what T: Without /w/, what sound is left? sound is left? sound is left? T&S: /ō/ T&S: /ī/ T&S: /ā/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the final sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: so (curve) T: hi (curve) T: way (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ō/ from the T: Without /ī/, what T: Without /ā/, what end, what sound is sound is left? sound is left? left? (make cutting T&S: /h/ T&S: /w/ motion) *Say sound not letter *Say sound not letter T&S: /s/ name name *Say sound not letter name

TN Foundational Skills Page 109 of 146 Preschool, Unit 5

Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: hum, /ŭ/ can /ă/ (make T: jet /ĕ/, beg /ĕ/ (make T: fun /ŭ/, sud /ŭ/ (make curve with each word) curve with each word) curve with each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for no S: ASL symbol for yes S: ASL symbol for yes T: No, hum and can have T: Yes, jet and beg have T: Yes, fun and sud have the different middle sounds, /ŭ/ the same middle same middle sound, /ŭ/. and /ă/. sound, /ĕ/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Four furious friends furiously flew away.

TN Foundational Skills Page 110 of 146 Preschool, Unit 5 4 DAY 5

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 111 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 112 of 146 Preschool, Unit 5 4 DAY 5

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: grid, bid S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: eat/wheat, tool/pool, when/then.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: rain T: storm T: snow T: freeze T: hail S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to T: Add /ing/ to the end of rain the end of storm the end of snow the end of the end of hail T&S: raining T&S: storming T&S: snowing freeze T&S: hailing T&S: freezing

Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. TNTogether, Foundational with Skills students, say the sound thatPage remains. 113 of 146 Preschool, Unit 5

T: be (curve) T: mow (curve) T: see (curve) S: repeat. S: repeat. S: repeat. T: Without /b/, what T: Without /m/, what sound T: Without /s/, what sound sound is left? is left? is left? T&S: /ē/ T&S: /ō/ T&S: /ē/ *Say sound not letter name *Say sound not letter name *Say sound not letter name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the final sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: be (curve) T: mow (curve) T: see (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ē/ from T: Without /ō/, what T: Without /ē/, what the end, what sound is sound is left? sound is left? left? (make cutting T&S: /m/ T&S: /s/ motion) *Say sound not letter *Say sound not letter T&S: /b/ name name *Say sound not letter name

TN Foundational Skills Page 114 of 146 Preschool, Unit 5 Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: clap /ă/ well /ĕ/ (make T: him /ĭ/, big /ĭ/ (make T: pot /ŏ/, fog /ŏ/ (make curve with each word) curve with each word) curve with each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for no S: ASL symbol for yes S: ASL symbol for yes T: No, clap and well T: Yes, him and big have T: Yes, pot and fog have have different middle the same middle the same middle sound, sounds, /ă/ and /ĕ/. sound, /ĭ/. /ŏ/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Frieda fries fresh fish on Fridays.

TN Foundational Skills Page 115 of 146 Preschool, Unit 5 5 DAY 1

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 116 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 117 of 146 Preschool, Unit 5 5 DAY 1

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage the whole class to respond.)

T: hat, bat S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: went/dent, more/core, lake/snake.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: melt T: twist T: plant T: lift T: rent S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ed/ to T: Add /ed/ to T: Add /ed/ to T: Add /ed/ to T: Add /ed/ to the end of melt. the end of the end of the end of the end of T&S: melted twist. plant. lift. rent. T&S: twisted T&S: planted T&S: lifted T&S: rented

TN Foundational Skills Page 118 of 146 Preschool, Unit 5

Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: buy (curve) T: he (curve) T: say (curve) S: repeat. S: repeat. S: repeat. T: Without /b/, what T: Without /h/, what T: Without /s/, what sound is left? sound is left? sound is left? T&S: /ī/ T&S: /ē/ T&S: /ā/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the final sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: buy (curve) T: he (curve) T: say (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ī/ from the T: Without /ē/, what T: Without /ā/, what end, what sound is sound is left? sound is left? left? (make cutting T&S: /h/ T&S: /s/ motion) *Say sound not letter *Say sound not letter T&S: /b/ name name *Say sound not letter name

TN Foundational Skills Page 119 of 146 Preschool, Unit 5

Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: pat, /ă/ dig /ĭ/ (make T: them /ĕ/, got /ŏ/ (make T: bus /u/, gas /ă/ (make curve with each word) curve with each word) curve with each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for no S: ASL symbol for no S: ASL symbol for no T: No, pat and dig have T: No, them and got have T: No, bus and gas have different middle sounds, different middle different middle /ă/ and /ĭ/. sounds, /ĕ/ and /ŏ/. sounds, /u/, and /ă/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Flat, floppy fish went flying through the water.

TN Foundational Skills Page 120 of 146 Preschool, Unit 5 5 DAY 2

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 121 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 122 of 146 Preschool, Unit 5 5 DAY 2

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: rose, hose S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: real/feel, mall/tall, same/game.

Manipulating Syllables: Adding Syllables Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: shout T: wait T: heat T: pound T: list S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ed/ to T: Add /ed/ to T: Add /ed/ to T: Add /ed/ to T: Add /ed/ to the end of the end of the end of the end of the end of shout. wait. heat. pound. list. T&S: shouted T&S: waited T&S: heated T&S: pounded T&S: listed

TN Foundational Skills Page 123 of 146 Preschool, Unit 5 Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: be (curve) T: hi (curve) T: too (curve) S: repeat. S: repeat. S: repeat. T: Without /b/, what T: Without /h/, what T: Without /t/, what sound is left? sound is left? sound is left? T&S: /ē/ T&S: /ī/ T&S: /oo/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the final sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: be (curve) T: hi (curve) T: too (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ē/ from the T: Without /ī/, what T: Without /oo/ what end, what sound is left? sound is left? sound is left? (make T&S: /h/ T&S: /t/ cutting motion) *Say sound not letter *Say sound not letter T&S: /b/ name name *Say sound not letter name

TN Foundational Skills Page 124 of 146 Preschool, Unit 5 Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: rod /ŏ/, cot /ŏ/ (make T: pop /ŏ/, rip /ĭ/ (make T: sun /ŭ/, dot /ŏ/ (make curve with each word) curve with each word) curve with each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for yes S: ASL symbol for no S: ASL symbol for no T: Yes, rod and cot have T: No, pop and rip T: No, sun and dot have the same middle sound, /ŏ/. have different middle different middle sounds, /ŏ/, and /ĭ/. sounds, /u/, dot /ŏ/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Crazy cats crawl around town.

TN Foundational Skills Page 125 of 146 Preschool, Unit 5 5 DAY 3

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 126 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 127 of 146 Preschool, Unit 5 5 DAY 3

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: made, fade S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: leg/peg, gate/weight, soup/coup.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: chunk T: speed T: mud T: fun T: crab S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ē/ to T: Add /ē/ to T: Add /ē/ to T: Add /ē/ to T: Add /ē/ to the end the end of the end of the end of the end of of chunk. speed. mud. see. help. T&S: chunky T&S: speedy T&S: muddy T&S: funny T&S: crabby

TN Foundational Skills Page 128 of 146 Preschool, Unit 5 Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: we (curve) T: toe (curve) T: he (curve) S: repeat. S: repeat. S: repeat. T: Without /w/, what T: Without /t/, what T: Without /h/, what sound is left? sound is left? sound is left? T&S: /ē/ T&S: /ō/ T&S: /ē/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the final sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: we (curve) T: toe (curve) T: he (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ē/ from the T: Without /ō/, what T: Without /ē/, what end, what sound is sound is left? sound is left? left? (make cutting T&S: /t/ T&S: /h/ motion) *Say sound not letter *Say sound not letter T&S: /w/ name name *Say sound not letter name

TN Foundational Skills Page 129 of 146 Preschool, Unit 5 Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: hug, /ŭ/ cut /ŭ/ (make T: pass /ă/, gnat /ă/ (ma T: him /ĭ/, cub /ŭ/ (make curve with each word) ke curve with each curve with each word) S: repeat. word) S: repeat. S: ASL symbol for yes S: repeat. S: ASL symbol for no T: Yes, hug and cut have the S: ASL symbol for yes T: No, him and cub have same middle sound, /ŭ/. T: Yes, pass different middle sounds, /ĭ/, and gnat have the same and /ŭ/. middle sound, /ă/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Dizzy dogs drool and cats rule.

TN Foundational Skills Page 130 of 146 Preschool, Unit 5 5 DAY 4

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (Pk.Fl.WC.4.b)

TN Foundational Skills Page 131 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 132 of 146 Preschool, Unit 5 5 DAY 4

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: soup, hoop S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: peel/meal, mail/sail, hose/nose.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word. 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: dirt T: spook T: cloud T: crust T: rain S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ē/ to T: Add /ē/ to the T: Add /ē/ to T: Add /ē/ to T: Add /ē/ to the end of end of spook. the end of the end of the end of dirt. T&S: spooky cloud. crust. rain. T&S: dirty T&S: cloudy T&S: crusty T&S: rainy

TN Foundational Skills Page 133 of 146 Preschool, Unit 5

Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: day (curve) T: moo (curve) T: see (curve) S: repeat. S: repeat. S: repeat. T: Without /d/, what T: Without /m/, what T: Without /s/, what sound is left? sound is left? sound is left? T&S: /ā/ T&S: /oo/ T&S: /ē/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the final initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: day (curve) T: moo (curve) T: see (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ā/ from T: Without /oo/, what T: Without /ē/, what the end, what sound is sound is left? sound is left? left? (make cutting T&S: /m/ T&S: /s/ motion) *Say sound not letter *Say sound not letter T&S: /d/ name name *Say sound not letter name

TN Foundational Skills Page 134 of 146 Preschool, Unit 5 Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: gum /ŭ/, hop /ŏ/ (make T: bun /ŭ/, tuck /ŭ/ (make T: math /ă/, lack /ă/ (make curve with each word) curve with each word) curve with each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for no S: ASL symbol for yes S: ASL symbol for yes T: No, gum and hop have T: Yes, bun and tuck T: Yes, math and lack have different middle sounds, have the same middle the same middle sound, /ă/. /ŭ/ and /ŏ/. sound, /ŭ/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Backward Bill backed down the hill.

TN Foundational Skills Page 135 of 146 Preschool, Unit 5 5 DAY 5

 Lesson Objectives Starting the Day Students will:  Recognize the written form of one’s first name (PK.FL.PC.1.b; PK.FL.PWR.3.b)  Associate spoken and written language by matching written word labels with spoken words, such as the students’ names and learning centers’ names (PK.FL.PC.1.b)  Memorize and recite with others the nursery rhyme “Head and Shoulders, Knees and Toes” (PK.RL.KID.2)

Skills Students will:  Listen to, identify, compare, contrast, and describe different sounds found in the environment (PK.PD.1)  Listen to, recognize, and discriminate between rhyming words in spoken language (PK.FL.PA.2.a)  Begin to pronounce and identify syllables in familiar words and words in a sentence (PK.FL.PA.2.b)  Begin to blend and segment onsets and rhymes of single-syllable and compound words (PK.FL.PA.2.c)  Begin to isolate and recognize the initial and/or final sounds (phonemes) in words (PK.FL.PA.2.d)  Perform activities requiring small muscle control (PK.Fl.WC.4.b)

TN Foundational Skills Page 136 of 146 Preschool, Unit 5

At a Glance Exercise Materials Minutes

STARTING THE DAY Nursery Rhyme Nursery Rhymes and Songs Nursery Rhymes Recitation Posters or Charts

Find the Rhyme Rhyme Activity No materials are needed. 10 Manipulate Syllables Break it Up Instructions for oral activity are included within this teacher guide. SKILLS: Rotating Small Groups Warm-Ups Welcome Song Small Group 1 10

No materials are needed. Initial Sound Recognition Instructions for oral activity are Snatch the Sound included within this teacher Final Sound Recognition Medial Sound Recognition guide.

Alliteration Silly Sentences

Mystery Sound Bag Drawstring cloth bag with 5 Select Learning Centers objects inside 10 (for children waiting for or Alphabet knowledge and name recognition already participated in Small Easel; paint/crayons/chalk; paper Group 1 or 2) Fine Motor activities Play dough, name/photo transition cards, alphabet cookie cutters

Tongs, objects, containers, trays

TN Foundational Skills Page 137 of 146 Preschool, Unit 5 5 DAY 5

 Lessons

Rhyme Activity: Make the Rhyme. Support students’ ability to produce new rhyming words. Nonsense words are acceptable responses.

Directions: 1. Tell students to listen to two words that rhyme and repeat both words. 2. Have students generate one new word that rhymes. (Call on individual students or encourage whole class to respond.)

T: wood, good S: repeat. S: ______(a word that rhymes)

Repeat the activity with the following pairs of words: fed/red, lime/dime, cut/what.

Manipulating Syllables: Adding Syllables. Support students’ ability to add a syllable onto an ending of a word. All endings added are suffixes.

Directions: 1. Say a word 2. Students repeat the word. 3. Tell students to add a new ending to the word. 4. Teacher and students respond together to make the new word.

T: sad T: wild T: most T: dear T: part S: repeat. S: repeat. S: repeat. S: repeat. S: repeat. T: Add /ly/ to T: Add /ly/ to T: Add /ly/ to T: Add /ly/ to T: Add /ly/ to the end of the end of the end of the end of the end of sad. wild. most. dear. part. T&S: sadly T&S: wildly T&S: mostly T&S: dearly T&S: partly

TN Foundational Skills Page 138 of 146 Preschool, Unit 5

Initial Sound: Delete Initial Sound. Support students' ability to delete the initial sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: bow (curve) T: knee (curve) T: high (curve) S: repeat. S: repeat. S: repeat. T: Without /b/, what T: Without /n/, what T: Without /h/, what sound is left? sound is left? sound is left? T&S: /ō/ T&S: /ē/ T&S: /ī/ *Say sound not letter *Say sound not letter *Say sound not letter name name name

Final Sound: Delete Final Sound. Support students' ability to delete the ending sound of a one-syllable word and isolate the remaining sound left.

Directions: 1. Tell students to listen to a word and repeat it. 2. Delete the final initial sound and ask students what sound remains. 3. Together, with students, say the sound that remains.

T: bow (curve) T: knee (curve) T: high (curve) S: repeat. S: repeat. S: repeat. T: Cut off /ō/ from the T: Without /ē/, what T: Without /ī/, what end, what sound is sound is left? sound is left? left? (make cutting T&S: /n/ T&S: /h/ motion) *Say sound not letter *Say sound not letter T&S: /b/ name name *Say sound not letter name

TN Foundational Skills Page 139 of 146 Preschool, Unit 5

Medial Sound: Same or Different? Support students’ ability to recognize if the medial sounds of two words are the same or different.

Directions: 1. Tell students to listen to two words. 2. Tell them to repeat each word and decide if they have the same middle sound or different middle sound. 3. If they have the same sound, tell them to respond with the American Sign Language (ASL) symbol for yes. If they have a different sound, tell them to respond with the ASL symbol for no.

T: cash /ă/, ran /ă/ (make T: pod /ŏ/, not /ŏ/ (make T: sum /ŭ/, bin /ĭ/ (make curve with each word) curve with each word) curve with each word) S: repeat. S: repeat. S: repeat. S: ASL symbol for yes S: ASL symbol for yes S: ASL symbol for no T: Yes, cash and ran T: Yes, pod and not have T: No, sum and bin have have the same middle the same middle sound, different middle sound, /ă/. /ŏ/. sounds, /ŭ/, and /ĭ/.

Alliteration: Silly Sentences. See directions in previous lessons if needed.

Sentence: Purple penguins like pizza and pickles.

TN Foundational Skills Page 140 of 146 Preschool, Unit 5 Appendices

What You Can Do to Prepare: To Learn More and Get Ready to Teach This Program With Your Students:

If You Can Only Do One Thing and Have NO TIME (less than 15 minutes): It is most important that you have crisp pronunciation of phonemes yourself so your students will hear the separate sounds when you model for them and play all the word games that make up this program.

This video, graciously developed by Rollins Center for Language and Literacy, is an excellent guide to pronouncing the 44 phonemes of the English language. The presenter is easy to learn from and demonstrates clearly how to make each sound. https://www.youtube.com/watch?v=wBuA589kfMg

This blog, by Luqman Michel, a reading tutor in Malaysia, is almost exclusively focused on the vital importance of correct pronunciation of phonemes. Here is a short video of a child from Lagos, Nigeria from Luqman’s Dyslexia Blog, displaying the joys of active learning of letter sounds. His articulations are nearly perfect, and the joy in this video is worth a million words on the importance of modeling precise pronunciation. https://www.dyslexiafriend.com/2020/06/letter-sounds-by-kid-from-lagos.html

If You Can Do Two Things, and Can Take a Couple of Hours, Add This: The Heggerty Organization, one of the major resources in the phonemic awareness field, has graciously made many teaching videos available for free because of school closures caused by the pandemic. These can be found by grade level at this link. https://www.heggerty.org/download-assessments-and-resources

If You Can Do More, and Can Take Several Hours, Add These: Dr. Dave Kilpatrick, who has been most responsible for raising the importance of advanced phonemic awareness, did several webinars for CORE. You may need to register before the links work, but the webinars are free. Here is the link. https://www.corelearn.com/core-kilpatrick-webinar-series- 202004/core-kilpatrick-webinar-series-on-demand-202004/

If You Want to Become Fully Advance Phonemic Awareness Immersed: Get your school or district to buy you or put in the Professional Library copies of Dr. Kilpatrick’s book: Equipped for Reading Success. https://equippedforreadingsuccess.com/product/equipped-for-reading-success-2/

TN Foundational Skills Page 141 of 146 Preschool, Unit 5 Glossary of Symbols and Terms (In alphabetical order)

Breve Symbol (/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/) Short Vowel Symbol. Small arc above a vowel to indicate it is a short vowel sound. This might also be represented without the arc. Ex: /a/ /e/ /i/ /o/ /u/ Blending. Place hands on top of each other on the belly. Blend syllables together to make a word. To blend together a compound word, say hand (move palm on belly), say stand (move palm on belly, handstand).

Curve. Teacher says a word and makes a curve with their arm. Students repeat the word and make the same curve with their hand. This represents the word coming out of the mouth. It is used in the curriculum to show the position of sounds in the word.

Begin with a fist under your chin, open hand and stretch arm up as word is said, moving in order from the beginning, middle, and ending sounds of the word. The medial (middle) sound is said at the top of the curve.

Grab the sound at the end by closing hand into fist, like you are snatching the sound from the air. Cut the Sound. Delete the phoneme (sound) from the beginning or ending of a word.

Double Curve. Teacher says a two-syllable word and makes two curves with their arm. Students repeat the word and make the same curves with their hand.

Experiencing: First stage of learning students pass through for skills within Kindergarten, First Grade, and Second Ⓔ Experiencing Stage Grade.

Learning Stages: Experience, Knowing, Mastering

TN Foundational Skills Page 142 of 146 Preschool, Unit 5 Knowing: Second stage of learning students pass through for skills within Kindergarten, First Grade, and Second Ⓚ Knowing Stage Grade.

Learning Stages: Experience, Knowing, Mastering Macron Symbol (/ā/, /ē/, /ī/, /ō/, /ū/) Long Vowel Symbol. Straight line above the vowel to indicate a long vowel sound. Mastering: Third and final stage of learning students pass through for skills within Kindergarten, First Grade, and Ⓜ Mastering Stage Second Grade.

Learning Stages: Experience, Knowing, Mastering Teachers lead students through quick exercises that contain Mix It Up! Activities a review of the skills they worked on in earlier weeks to keep students on their toes and to give students who haven't yet reached mastery more practice opportunities. No (American Sign Language, ASL). Students answer no to questions during a lesson. Open and close thumb and index finger/middle finger together.

This action is used in preschool lessons. Onset The first part of each word. For example, /b/ is the onset of /bat/. Phoneme Smallest unit of sound. Phonemic Awareness Ability to identify and manipulate individual sounds in spoken words. Rime The rest of the word, after the onset. It is usually made up of the vowels and final consonants. For example, /at/ is the rime of /bat/. Segmenting Syllables. Place palms upwards to separate syllables in a two-syllable word. Place hand upwards, say hand (first syllable), place second hand upwards, say stand (second syllable), handstand. Snatch the Sound. An action or motion completed with your hand in isolation or after the word curve.

In pre-K, use this motion to show they snatch or isolate the initial and final sound of a word.

In First Grade, students revisit this idea. Only this time, they use this motion to snatch the final sound of a word to symbolize deleting it (taking it away).

TN Foundational Skills Page 143 of 146 Preschool, Unit 5 Syllable Single, unbroken sound consisting of one vowel sound and consonants. For example, nap is a one-syllable word, it has one vowel sound. Whereas nap/kin is a two-syllable word, it has two vowel sounds. Yes (American Sign Language, ASL). Students answer yes to questions during a lesson. Make a fist with your hand and move it up and down like you are nodding your head yes, but with your fist.

This action is used in pre-K lessons. Whip Around Assessment Quick assessment of a single skill, done during the Mastering weeks, in groups of 5, and intended to assess mastery of that skill in just a few minutes.

*Optional in pre-K since mastering of phonemic awareness is not expected so early.

TN Foundational Skills Page 144 of 146 Preschool, Unit 5 Sources

Edfeldt, A. W. (1960). Silent speech and silent reading. University of Chicago Press. Chicago.

Hardyck, C. D., & Petrinovich, L. F. (1970). Subvocal speech and comprehension level as a function of the difficulty level of reading material. Journal of Verbal Learning & Verbal Behavior, 9, 647–652.

Heggerty, Michael (2020). Phonemic awareness: The skills that they need to help them succeed. Literacy Resources, Inc. Oak Park, IL.

Kilpatrick, David A. (2012) Phonological segmentation assessment is not enough: A comparison of three phonological awareness tests with first and second graders. Canadian Journal of School Psychology 27(2) 150– 165.

Kilpatrick, David A. (2016). Equipped for reading success: A comprehensive, step by step program for developing phoneme awareness and fluent word recognition. Casey & Kirsch Publishers. Syracuse, NY.

Perfetti, C. A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.

Shaywitz, S., et al (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics 104; 1351-1359.

Shaywitz, S. E., Fletcher, J. M., Holahan, J. M., Shneider, A. E., Marchione, K. E., Stuebing, K. K., ... & Shaywitz, B. A. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104(6), 1351-1359.

Swank, L. K., & Catts, H.W. (1994). Phonological awareness and written word decoding. Language, Speech, and Hearing Services in Schools, 25, 9–14.

Vaessen, A., & Blomert, L. (2010). Long-term cognitive dynamics of fluent reading development. Journal of Experimental Child Psychology, 105, 213–231.

TN Foundational Skills Page 145 of 146 Preschool, Unit 5

Unit 5 Teacher Guide PRESCHOOL