Canadian Daily Phonics  is a comprehensive, 32‑week phonics program designed to build strong foundational reading, writing, and spelling skills. Each week focuses on a specific phonetic concept—such as initial and final consonants, short and long vowels, blends, digraphs, and vowel pairs—ensuring students develop mastery through structured, sequential instruction. The resource includes teacher information, daily lesson plans, auditory games, riddles, and guided practice that make phonics engaging and accessible for young learners.

The program also provides daily worksheets and weekly tests, allowing teachers to monitor progress and reinforce learning consistently. With clear picture keys, simple directions, and child‑friendly explanations like the “Sammy Snake sound” or the “popcorn popping sound,” the resource supports differentiated instruction and independent work. Its systematic approach helps Grade 1 students build confidence and fluency as they learn essential phonics skills needed for successful reading.

Ways to use the weekly plans:

• Each weekly plan contains an Objective, Teacher Information, Daily Planning Ideas containing games, listening activities, stories and riddles.
• A Picture Key is provided for each worksheet so the pictures can be identified.
• Four weekly activity worksheets focus on the concept(s) taught during the week.
• Weekly tests are provided and could be held on the last day of the week or when it is necessary

Each week includes an activity a day:

• Days 1 to 3: Introduce the consonants in the lesson with a story for recognition and the sounds that they make. There is a picture key and activity worksheet for each.
• Day 4: Reviews all the letters previously taught using riddles. There is a picture key and activity worksheet.
• Day 5: Auditory/Visual Discrimination Test of All Sounds Previously Taught

Teacher Instructions Include:

• List of Sequential Development Skills per week
• Instructions on how to use the lessons.
• Ways to use the weekly lesson plans and weekly activities.
• Teacher Record Sheet
• Phonics Award 

Sequential Development of Skills by Week 

Week 1: Initial Consonants: Ss, Mm, Tt

Objective: To teach and review the initial consonants Ss, Mm, and Tt 

Week 2: Initial Consonants: Pp, Rr, Cc

Objective: To teach and review the initial consonants Pp, Rr, and Cc. 

Week 3: Initial Consonants: Gg, Hh, Nn

Objective: To teach and review the initial consonants ‘Gg’, Hh, and Nn’ 

Week 4: Initial Consonants: Bb, Kk, Ll

Objective: To teach and review the initial consonants ‘Bb, Kk, and Ll’ 

Week 5: Initial Consonants: Dd, Ff, Jj

Objective: To teach and review the initial consonants ‘Dd, Ff, and Jj’ 

Week 6: Initial Consonants: Qq, Vv, Ww

Objective: To teach and review the initial consonants ‘Qq, Vv, and Ww’ 

Week 7: Initial Consonants: Xx, Yy, Zz

Objective: To teach and review the initial consonants ‘Xx, Yy, and Zz’ 

Week 8: Final Consonants ‘g, l, d, f, p, n, b, m, t’

Objective: To teach and review the final consonants ‘g, l, and d’ 

Week 9: Final Consonants: g. l, d, f, p, n, l, m, t

Objective: To teach and review final consonants ‘d, m, t, l, p, s’ 

Week 10: Final Consonants: d, m, t, l p, s

Objective: To teach and review the final consonants d, b, n, f, r, l, x, z 

Week 11: Short Vowel ‘Aa’

Objective: To teach the recognition of the short vowel ă in words 

Week 12: Short Vowel ‘Ee’

Objective: To teach the recognition of the short vowel 'e' in words. 

Week 13: Short Vowel ‘ Ii’

Objective: To teach the recognition of the short vowel ‘Ii’ in words. 

Week 14: Short Vowel ‘Oo’

Objective: To teach the recognition of the short vowel ‘Oo’ in words. 

Week 15: Short Vowel ‘Uu’

Objective: To teach the recognition of the short vowel ‘u’ in words. 

Week 16: Long Vowel ‘Aa’

Objective: To teach the recognition of the long vowel ‘o’ in words. 

Week 17: Long Vowel ‘Ee’

Objective: To teach the recognition of the long vowel ‘ē’ in words. 

Week 18: Long Vowel ‘Ii”

Objective: To teach the recognition of the long vowel ‘Ii’ in words 

Week 19: Long Vowel ‘Oo’

Objective: To teach the recognition of the long vowel ‘Oo’ in words 

Week 20: Long Vowel ‘Uu’

Objective: To teach the recognition of the long vowel ‘u’ in words 

Week 21: S Blends: st, sk, sm, sn, sl, sw, sp, sc

Objective: To teach the recognition of the ‘s’ Blends: st, sk, sm, sn, sl, sw, sp, sc

Week 22: L Blends: bl, cl, fl, gl, pl, sl

Objective: To teach the recognition of the ‘l’ blends bl, cl, fl, gl, pl, sl 

Week 23: R Blends: br, cr, dr, fr, gr, pr

Objective: To teach the recognition of the ‘r’ blends 

Week 24: Final Consonant Blends: st, lt, nk, nt, mp, sk

Objective: To teach the recognition of blends that are found at the end of words. 

Week 25: Initial Consonant Digraphs: sh, ch, wh, wh

Objective: To teach the recognition of the initial consonant digraphs and the sound each one makes. 

Week 26: Final Consonant Digraphs: sh, ch, th

Objective: To teach the recognition of the final consonant digraphs sh, ch, and th and the sound each one makes. 

Week 27: Vowel Pairs: ai, ay, ee, ea

Objective: Teach the recognition of vowel pairs ‘ai, ay, ee, ea, their sounds, and their placement in words. 

Week 28: Vowel Pairs: oa, ou

Objective: To teach the recognition of the vowel pairs ‘oa’ and ‘ow’, their sounds, and their placement in words. 

Week 29: Double Vowel Combinations: oo, oa, ow

Objective: To teach the long and short sounds of ‘oo’ as in school’ and in ‘hook’. 

Week 30: Y as a consonant and as a vowel

Objective: To introduce the letter ‘y’ as a vowel and a consonant and its three sounds. 

Week 31: Final Consonant Blends: nt, nd, ng, nk

Objective: To introduce the final consonant pairs ‘ng, nd, ng, and nk 

Week 32: Singular and Plural Words

Objective: To teach adding ‘s’ and ‘es’ to make singular words plural.

Curriculum Alignment Across Canada

Canadian Daily Phonics (Grade 1) aligns strongly with foundational literacy expectations in every province and territory because it teaches phonemic awareness, phonics, decoding, and early spelling—skills universally required in Grade 1 language curricula.

Why It Aligns Everywhere

Because the resource explicitly teaches:

• Initial & final consonants
• Short & long vowels
• Vowel pairs
• Blends (S, L, R)
• Digraphs (sh, ch, th, wh)
• Singular/plural word forms
• Daily practice + weekly assessments

These are universal Grade 1 literacy requirements across Canada.

✔ Provinces & Territories Where This Resource Meets Grade 1 Standards

Below is a breakdown of the specific curriculum areas it supports:

Ontario – Language, Grade 1

• Foundational Knowledge & Skills (A1–A2)
• A1.1–A1.4: Phonological awareness (initial/final sounds, blends, digraphs)
• A2.1–A2.3: Decoding using letter–sound relationships
• Literacy Connections: Weekly tests and daily practice support fluency and accuracy.

British Columbia – English Language Arts, Grade 1

• Phonemic Awareness & Word Skills
• Students must “use knowledge of letter–sound relationships to decode.”
• Curricular Competencies: Building reading strategies, recognizing word patterns.

Alberta – English Language Arts & Literature, Grade 1

• Early Literacy Development
• Phonemic awareness, blending, segmenting, decoding, and spelling patterns.
• Knowledge & Employability: Identifying consonants, vowels, digraphs, blends.

Saskatchewan – English Language Arts, Grade 1

• Comprehension & Word Recognition
• Using sound–symbol relationships to read and write words.

Manitoba – English Language Arts, Grade 1

• Reading & Writing Foundations
• Recognizing letter–sound relationships, decoding simple words, spelling patterns.

Nova Scotia – English Language Arts, Grade 1

• Early Literacy Skills
• Phonological awareness, consonant/vowel patterns, blends, digraphs.

New Brunswick – English Language Arts, Grade 1

• Foundational Reading Skills
• Identifying sounds, decoding, spelling simple words.

Prince Edward Island – English Language Arts, Grade 1

• Phonics & Word Study
• Letter–sound relationships, blends, digraphs, vowel patterns.

Newfoundland & Labrador – English Language Arts, Grade 1

• Reading Foundations
• Phonemic awareness, decoding, spelling patterns.

Yukon, Northwest Territories, Nunavut

• These jurisdictions follow or closely mirror BC or Alberta curricula.
• Supports Grade 1 expectations for phonics, decoding, and early spelling.

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