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Unit 1A: Phonological Awareness — Lessons 1–10

These are listening-first readers: Harper and Quinn’s adventures invite children to hear, compare, clap, and blend sounds aloud. The words do not need to be read independently yet. A grown-up can read the eight story panels and guide the ninth-panel sound game.

 

Harper and Quinn’s Adventures

Unit 1A: Phonological Awareness — Lessons 1–10

These are listening-first readers: Harper and Quinn’s adventures invite children to hear, compare, clap, and blend sounds aloud. The words do not need to be read independently yet. A grown-up can read the eight story panels and guide the ninth-panel sound game.

Lesson 1 — The Cat and the Hat

Skill: Rhyme recognition

1. Harper spots a cat.
2. Quinn has a hat.
3. “Cat, hat,” says Harper.
4. They say the words again: cat, hat.
5. The cat sits in the hat.
6. Quinn giggles. “A cat in a hat!”
7. Harper asks, “Do cat and hat rhyme?”
8. Quinn nods. “Yes! They sound the same at the end.”
9. Listen and choose: Do cat and hat rhyme? Do cat and sun rhyme? Answer: Cat/hat rhyme; cat/sun do not.

Lesson 2 — The Rhyme-Time Picnic

Skill: Rhyme production

1. Harper packs a bug for the picnic.
2. Quinn packs a rug.
3. “Bug, rug!” says Harper.
4. The bug lands on the rug.
5. Quinn asks, “What rhymes with bug?”
6. Harper thinks, then says, “Mug!”
7. Quinn puts a mug by the rug.
8. The bug sits on the mug. “What a snug bug!”
9. Your turn: Say a word that rhymes with bug. Grown-up examples: mug, rug, hug. Silly pretend words like zug are fine, too.

Lesson 3 — Clap for the Picnic

Skill: Syllable clapping

1. Harper brings an apple.
2. Quinn brings a banana.
3. They say apple and clap: ap-ple — 2 claps.
4. They say banana and clap: ba-na-na — 3 claps.
5. A dog trots up.
6. They say dog and clap once — 1 clap.
7. The dog barks with each clap.
8. Harper and Quinn clap a silly picnic beat.
9. Clap and count: dog (1), apple (2), banana (3). Ask: Which word has the most claps?

Lesson 4 — The Syllable Tile Trail

Skill: Syllable segmenting

1. Harper finds three tiles.
2. Quinn says, “Let’s make a word trail!”
3. Harper says rain-bow, placing one tile for each part.
4. Quinn says sun-shine, placing two tiles.
5. They see a butterfly.
6. Harper says but-ter-fly, tile by tile.
7. Quinn makes a tile trail for rain-bow.
8. The butterfly lands on the last tile.
9. Say each part slowly: rain-bow (2), sun-shine (2), but-ter-fly (3). Try another: clap the parts in your name.

Lesson 5 — The Bunny in the Basket

Skill: Syllable blending

1. Harper hears Quinn say, “Bas-ket.”
2. Harper puts the parts together: basket!
3. Quinn hears, “Rab-bit.”
4. “Rabbit!” says Quinn.
5. A rabbit hops by the basket.
6. Harper hears, “Car-rot.”
7. Quinn finds a carrot for the rabbit.
8. The rabbit nibbles by the basket.
9. Say it fast: bas-ket → basket; rab-bit → rabbit; car-rot → carrot. Ask: Which one did the rabbit nibble?

Lesson 6 — The Sand-Tray Sound

Skill: Onset-rime

1. Harper draws /m/ in the sand.
2. Quinn draws /ap/ beside it.
3. Harper slides the sounds together: /m/ … /ap/, map!
4. Quinn draws /s/ and /un/.
5. They say /s/ … /un/, sun!
6. A sun picture makes Quinn smile.
7. Harper draws /c/ and /at/.
8. “/c/ … /at/ makes cat!” says Quinn.
9. Your turn: Grown-up says the first sound, then the rest: /m/ … /ap/; /s/ … /un/; /c/ … /at/. Child blends each into a word.

Lesson 7 — What Sound Starts It?

Skill: Initial-sound isolation

1. Harper sees a moon.
2. “Moon starts with /m/,” says Quinn.
3. Harper spots a sun.
4. “Sun starts with /s/,” says Harper.
5. Quinn finds a fish.
6. “Fish starts with /f/,” says Quinn.
7. Harper finds a ball.
8. They sort the pictures by their first sound.
9. Listen for the first sound: moon (/m/), sun (/s/), fish (/f/), ball (/b/). Ask: What sound starts your name?

Lesson 8 — The Last-Sound Parade

Skill: Final-sound isolation

1. Harper sees a bus.
2. Quinn says, “Bus ends with /s/.”
3. Harper spots a map.
4. “Map ends with /p/,” says Quinn.
5. A fish swims by.
6. Harper listens: “Fish ends with /sh/!”
7. Quinn makes a quiet fish face.
8. The sisters march in a last-sound parade.
9. Listen for the last sound: bus (/s/), map (/p/), fish (/sh/). Ask: Do bus and map end with the same sound?

Lesson 9 — The Middle-Sound Mystery

Skill: Medial-sound isolation

1. Harper says map.
2. Quinn listens for the middle sound: /ă/.
3. Harper says sit.
4. “The middle sound is /ĭ/,” says Quinn.
5. They look at a sun picture.
6. Harper hears /ŭ/ in the middle.
7. Quinn sorts map, sit, and sun into three groups.
8. “The middle sound can change the word!” says Harper.
9. Listen for the middle vowel: map (/ă/), sit (/ĭ/), sun (/ŭ/). Grown-up tip: Say each word slowly, without stretching the ending sound.

Lesson 10 — Say It Fast!

Skill: Phoneme blending

1. Quinn hears three sounds: /m/ … /a/ … /p/.
2. Harper says them fast: map!
3. Harper gives Quinn three sounds: /s/ … /u/ … /n/.
4. Quinn blends them: sun!
5. They hear /f/ … /i/ … /sh/.
6. “Fish!” says Harper.
7. A fish splashes in their pretend pond.
8. Harper and Quinn blend sounds for one more word.
9. Say it fast: /m/ /a/ /p/ → map; /s/ /u/ /n/ → sun; /f/ /i/ /sh/ → fish. Your turn: Grown-up says the sounds slowly; child blends them into a word.

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