{"product_id":"phonemic-awareness-daily-routines-36-weeks-kindergarten","title":"Phonemic Awareness Daily Routines | 36 Weeks of Oral Sound Routines | Kindergarten","description":"\u003cp\u003e\u003cstrong\u003ePhonemic Awareness Daily Routines\u003c\/strong\u003e is a year-long oral sound program for Kindergarten: a 45-page classroom material set and a 12-page teacher guide. It gives you 36 weekly routines with scripts, six picture cue cards and two counter mats. Students answer with sounds, not letter names. If a child says \/k\/ \/a\/ \/t\/, the task is done. If the child spells C-A-T, they are practicing a different skill.\u003c\/p\u003e\n\u003cp\u003eThe sequence starts with big chunks of sound and gets finer week by week. In the first weeks students hear rhymes, find the rhyming word and tap syllables. Next they blend onset and rime, for example \/m\/ and -ap to make map, with separate weeks for the short vowels a, i, o, u and e. From Week 9 they blend three sounds, and from Week 13 they segment them. Weeks 15 and 16 show that sh and ch are each one sound. Students then find first, middle and final sounds and compare words by their first or final sound. Weeks 22 to 26 move into manipulation: add an opening sound, take it off, switch the first, final or middle sound. The last block covers four-sound words, consonant blends and sound chains where only one sound changes from word to word. Review weeks close the year, ending with \"Show what you can hear.\" The picture cues for cat, sun, fish, map, cup and dog make sure a child knows the word before listening for its sounds. The three-sound and four-sound counter mats give each spoken sound its own counter.\u003c\/p\u003e\n\u003ch2\u003eWhat's Included\u003c\/h2\u003e\u003cul\u003e\n\u003cli\u003eClassroom Material: 45 pages (PDF)\u003c\/li\u003e\n\u003cli\u003eTeacher Guide: 12 pages (PDF)\u003c\/li\u003e\n\u003cli\u003e57 pages in total\u003c\/li\u003e\n\u003cli\u003eEditable DOCX text version (pagination may differ)\u003c\/li\u003e\n\u003cli\u003eEditable PowerPoint presentation (PPTX, editable text)\u003c\/li\u003e\n\u003cli\u003ePrint-ready A4 PDF that prints on US Letter with fit-to-page\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eThe 36 Weeks at a Glance\u003c\/h2\u003e\u003cul\u003e\n\u003cli\u003e\n\u003cstrong\u003eWeeks 1–4: Rhyme and syllables.\u003c\/strong\u003e Hear rhymes, find the rhyme, tap syllables, put word parts together.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eWeeks 5–8: Onset and rime.\u003c\/strong\u003e Blend onset and rime with short a, i, o, and u and e.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eWeeks 9–14: Three sounds.\u003c\/strong\u003e Blend three sounds vowel by vowel, then segment three-sound words and mixed vowels.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eWeeks 15–21: Sounds in position.\u003c\/strong\u003e One sound spelled sh, one sound spelled ch, first, middle and final sounds, comparing first and final sounds.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eWeeks 22–26: Manipulation.\u003c\/strong\u003e Add or take off an opening sound, switch the first, final and middle sound.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eWeeks 27–32: Four sounds and blends.\u003c\/strong\u003e Blend and segment four sounds, take a sound from a blend, add a sound to make a blend, two one-sound chains.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eWeeks 33–36: Review.\u003c\/strong\u003e Beginning and ending sounds, oral blending, oral segmenting, and Show what you can hear.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eSupport pages.\u003c\/strong\u003e Six picture cue cards, a three-sound counter mat and a four-sound counter mat.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eStudents Will Learn To\u003c\/h2\u003e\u003cul\u003e\n\u003cli\u003eHear and produce rhymes and tap the syllables in spoken words\u003c\/li\u003e\n\u003cli\u003eBlend onset and rime, then blend single sounds into words\u003c\/li\u003e\n\u003cli\u003eSegment spoken words with three and four sounds\u003c\/li\u003e\n\u003cli\u003eIdentify the first, middle and final sound in a word\u003c\/li\u003e\n\u003cli\u003eAdd, delete and switch sounds to make new words\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003ePerfect For\u003c\/h2\u003e\u003cul\u003e\n\u003cli\u003eKindergarten whole-class warm-ups or small-group practice\u003c\/li\u003e\n\u003cli\u003eIntervention groups that need more oral sound work before or alongside phonics\u003c\/li\u003e\n\u003cli\u003eEarly Grade 1 review for students who are still unsure with blending or segmenting\u003c\/li\u003e\n\u003cli\u003eMultilingual classrooms, since the guide keeps word knowledge and the sound task apart\u003c\/li\u003e\n\u003cli\u003eUK and Australia: roughly maps to Reception and Year 1 in England and Foundation in Australia\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch2\u003eWhy Teachers Choose This Unit\u003c\/h2\u003e\u003cul\u003e\n\u003cli\u003eThe guide explains the difference between phonological awareness and phonics and how this set sits next to your phonics teaching.\u003c\/li\u003e\n\u003cli\u003eA daily routine with a correction script keeps practice brief and explicit.\u003c\/li\u003e\n\u003cli\u003eA section on sounds, letters and local speech helps you give accurate sound models in your own accent.\u003c\/li\u003e\n\u003cli\u003eDifferentiation notes separate vocabulary from the sound skill. A child who doesn't know \"fish\" learns the word first.\u003c\/li\u003e\n\u003cli\u003eSix checkpoint banks with comparable tasks, a progress monitoring record and an answer key with special cases.\u003c\/li\u003e\n\u003cli\u003eA misconceptions section helps you choose the next prompt from the response the child actually gave.\u003c\/li\u003e\n\u003cli\u003eA family letter explains a short home routine.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eCreated with AI assistance. Texts and illustrations were generated with AI support and edited for classroom use; sources and production notes are at the end of the teacher guide.\u003c\/em\u003e\u003c\/p\u003e\n\u003ch2\u003eFrequently Asked Questions\u003c\/h2\u003e\u003cp\u003e\u003cstrong\u003eWhat grade and standards does this fit?\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eIt is written for Kindergarten. The sequence sits closest to Common Core RF.K.2 (phonological awareness), including RF.K.2a–e, and the later weeks with four sounds and blends reach toward RF.1.2. The guide shows how to adjust the order to your students and to the phonics you have already taught. No alignment or endorsement is claimed.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eHow long does each routine take?\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThe routines are meant to be short. The guide frames them as brief daily practice, so a few minutes is a sensible starting point. Adjust to your group.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eDo students need to know their letters?\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eNo. Every task is oral, and students answer with sounds. The sh and ch weeks are about hearing one sound, not reading the letters.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eHow do I check progress?\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThe teacher guide has six checkpoint banks you can use at planned review points, a record sheet for independent responses and an answer key. It does not give benchmark norms, so use the record to plan your next steps rather than to rank students.\u003c\/p\u003e\n\u003cscript type=\"application\/ld+json\"\u003e{\"@context\": \"https:\/\/schema.org\", \"@type\": \"FAQPage\", \"mainEntity\": [{\"@type\": \"Question\", \"name\": \"What grade and standards does this fit?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"It is written for Kindergarten. The sequence sits closest to Common Core RF.K.2 (phonological awareness), including RF.K.2a–e, and the later weeks with four sounds and blends reach toward RF.1.2. 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