Phonics & Phonemic Awareness Condensed Intervention (1st Grade)
Scope & Sequence
Week & Main Focus
Week 1: Short Vowel (a, e, i, o, & u)
Decoding and Recognition
Generating rhyming words
Week 2: L Blends
Generating rhyming words
Week 3: S Blends
Blend spoken phonemes
Week 4: R Blends
Blend spoken phonemes
Detailed Focus Resources & Materials
 One syllable CVC  Decodable texts packet
words CVC.pdf
 Decoding skills review  Daily poems that contain
 What makes a rhyming word families that are
rhyming word? What easily recognizable
are some ways that we See the Bug- Rhyming
can identify rhyming Poem.docx
words?
 Words that contain  Decodable texts packet
initial consonant l- Blends.pdf
blends such as fl-, pl-,  Daily poems that contain
cl-, bl-, sl, gl rhyming word families that are
Examples include flag, easily recognizable
sled, glue, plan, flop, clap, Can I get a pet- rhyming
slid, slug, block, club, etc. poem.docx
 Students are given a
word and asked to
generate rhyming
words that correspond
 Words that contain  Decodable texts packet
initial consonant s- Blends.pdf
blends such as sk-, sl-,
sm-, sn-, sp-, st-, sw-  Heggerty Phonemic Awareness
Examples include star, Booklet
snap, spot, swim, slab,
scab, slid, snip, sled, etc.
 Teacher isolates
phonemes and
students blend word
together
Example- Teacher says
“What word contains the
sounds /c/ /a/ /t/?” Student
blends the phonemes and
responds “cat”.
 Words that contain  Decodable texts packet
initial consonant r- Blends.pdf
blends such as br-, fr-,
dr-, tr-, pr-, cr-, gr-  Heggerty Phonemic Awareness
Examples include frog, Booklet
drop, cry, grip, grin, trip,
trap, crowd, flip, drip, etc.
 Teacher isolates
phonemes and student
blends word together
 Week 5: Digraphs (sh, ch,)
Segmenting spoken words into
individual phonemes
Week 6: Digraph th (voiced &
unvoiced)
Segmenting spoken words into
individual phonemes
Week 7: Long Vowels (a_e, i_e)
Distinguishing from long and short
vowel sounds in one syllable words
 Words that contain  Decodable texts packet
initial sh consonant Digraph.pdf
digraphs (shop, shin,
sham, shrug, shed,  Heggerty Phonemic Awareness
etc.) Booklet
 Words that contain
final sh consonant
digraphs (fish, mash,
cash, mush, wish,
dish, push, brush, etc.)
 Words that contain
initial ch consonant
digraphs (chop, chip,
chat, chop, chum, etc.)
 Words that contain
final ch consonant
digraphs (rich, much,
lunch, itch, pinch,
which, etc.
 Teacher says a word
and student will break
apart the word into the
separate sounds that
they hear
Example- Teachers says
the word “cat” and asks
“What sounds do you hear
in the word cat?” Students
respond by saying /c/ /a/
/t/.
 Words that contain  Decodable texts packet
initial consonant Digraph.pdf
digraph th (voiced)
(this, that, there, these  Heggerty Phonemic Awareness
etc.) Booklet
 Words that contain
initial consonant
digraph th (unvoiced)
(think, thought, thin,
etc.)
 Teacher says a word
and student will break
apart the word into the
separate sounds that
they hear
 Long a CVe syllable  Decodable texts packet
words such as bake, Long Vowel.pdf
cake, lake, shake,
lame, name, maze,  Heggerty Phonemic Awareness

Week 8: Long Vowels (e_e, o_e, u_e)
Distinguishing from long and short
vowel sounds in one syllable words
Week 9: Open syllables
Isolate initial, medial, final sounds
Week 10: Reflect & Review
craze, shave, etc. Booklet
 Long i CVe syllable
words such as bike,
mine, shine, line, kite,
tire, wipe, pile, slied,
etc.
 Student will be able to
differentiate long
vowel sounds from
short vowel sounds
Example- Teacher says the
word “bake”. She asks
students “What the word
would be if a produced a
short /a/ sound instead of
a long /a/ sound. Students
would respond with
“back” (/b/ /a/ /k/).
 Long e CVe syllable  Decodable texts packet
words such as these, Long Vowel.pdf
Pete, etc.
 Long o CVe syllable  Heggerty Phonemic Awareness
words such as bone, Booklet
cone, code, poke, vote,
nose, dome, hose, etc.
 Long u CVe syllable
words such as cute,
mute, flute, huge,
mule, tube, tune, dune,
etc.
 Student will be able to
differentiate long
vowel sounds from
short vowel sounds
 Open syllable words  Decodable texts packet
such as no, go, so, be, CVC.pdf
he, we, hi, she, etc.)
(Teacher should  Heggerty Phonemic Awareness
emphasize that these Booklet
words are not closed by a
consonant & therefore,
produce the letter’s long
vowel sound)
 The student will be
taught how to isolate
sounds in a word.
This week will be used to  Any of the above resources
reflect on past lessons and
allows the teacher to alter
instruction based off of what
the individual student needs to
 review.
Week 11: Reflect & Review This week will be used to  Any of the above resources
reflect on past lessons and
allows the teacher to alter
instruction based off of what
the individual student needs to
review.
Week 12: Reflect & Review This week will be used to  Any of the above resources
reflect on past lessons and
allows the teacher to alter
instruction based off of what
the individual student needs to
review.