Phonemic Awareness Identification and Isolation Initial Sound (Alliteration) Sorting Initial Target Sounds Materials Picture cards with target sounds (this activity focuses on s, f, m, sh, l – create your own cards for sounds your students are challenged by) Sorting placemat Answer key for teacher reference Activity Students take turns sorting words based on their initial sound. 1. Place cut up picture cards in a stack facing down. 2. Taking turns, a student draws a card from the stack and names the object on the card. 3. The student isolates the first sound and determines which column to place the card. 4. Continue taking turns and isolating the first sound until all cards are sorted. Review cards in each column and review initial sounds, highlighting the alliteration and addressing any misconceptions where necessary. Answer Key s – sun, spoon, saw f – fish, foot, five m – man, mat, map sh – shell, ship, shoe l – leg, log, lips
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Phonemic Awareness
Identification and Isolation
Initial Sound (Alliteration)
Sorting Initial Target Sounds
Materials
Picture cards with target sounds (this activity focuses on s, f, m, sh, l – create your own cards for
sounds your students are challenged by)
Sorting placemat
Answer key for teacher reference
Activity
Students take turns sorting words based on their initial sound.
1. Place cut up picture cards in a stack facing down.
2. Taking turns, a student draws a card from the stack and names the object on the card.
3. The student isolates the first sound and determines which column to place the card.
4. Continue taking turns and isolating the first sound until all cards are sorted. Review cards in each
column and review initial sounds, highlighting the alliteration and addressing any misconceptions where
necessary.
Answer Key
s – sun, spoon, saw
f – fish, foot, five
m – man, mat, map
sh – shell, ship, shoe
l – leg, log, lips
Picture Cards of Target Sound – Initial Sounds (s, f, m, sh, l)
Sorting Placemat
Phonemic Awareness
Identification and Isolation
Initial Sound (Alliteration)
Alliteration Game – Pass the Bean Bag
Materials
Bean bag (or other passing object)
Activity
Students take turns saying words that begin with the same sound.
1. Students stand or sit in a circle.
2. The teacher begins by saying a word (e.g., “Mat.”)
3. The teacher then passes the bean bag to the next student, who says another word beginning with
the same sound (e.g., “Moon.”)
4. That student then passes the bean bag to the student beside him/her who also says a word
beginning with the same sound (e.g., “Mom.”).
5. Continue passing the bean bag and saying words beginning with the same initial sound.
6. When the bean bag has gone around the circle, the teacher then starts a new round with a new
word with a different initial sound.
Phonemic Awareness
Identification and Isolation
Initial Sound (Alliteration)
Alliteration Memory Game – I Went to the Shop
Materials
Bean bag (or other passing object)
Activity
Students take turns saying words that begin with the same sound.
1. Students stand or sit in a circle.
2. The teacher begins by saying “I went to the shop and I bought a ________ (teacher chooses an item,
such as “cake”).
3. The teacher then passes the bean bag to the next child who must say another word that begins with
the same sound, adding on to what the teacher has said. For example, “I went to the shop and I bought
a cake and a candle.” That student then passes the bean bag to the next student, who adds on another
word that begins with the same sound. For example, “I went to the shop and bought a cake, candle and
candy.”
4. The play continues until the bean bag goes all the way around the circle, or until no ore words can be
added.
Note: Having students remember and repeat previously stated items is reasonable and manageable for
students in a small instructional group; however, when using this learning activity in a whole class setting, it
may be more reasonable to have students repeat only one item stated before them.
Modifications
Instead of using the sentence stem, “I went to the shop and I bought a ________), the following sentence
stems can also be used:
I’m packing for a picnic and I’m going to bring…
I’m going on a camping trip and I’m going to pack …
I’m going to Granny’s house and I’m going to bring …
Phonemic Awareness
Identification and Isolation
Initial Sound (Alliteration)
Initial Sound Match
Materials
Initial sound picture cards for matching
Answer key for teacher reference
Activity
Students take turns matching words by their initial sounds.
1. Place the cards face down on a flat surface in a grid formation.
2. Each student takes a turn turning two cards over. The student says the two words and then isolates
the first sound. If the two initial sounds match (e.g., /s/ /nake/ and /s/ /aw/ is a match), the student
keeps the cards. If they do not match, the student flips the cards back over and returns them to the
position in the grid.
3. Students continue taking turns until all pairs have been matched.
Answer Key
mouse, monkey
shell, shirt
snake, saw
run, rabbit
fish, foot
lips, lollipop
van, vase
zebra, zipper
house, hat,
nail, net
moon, man
yellow, yogurt
Initial Sound Match Picture Cards
Initial Sound Match Picture Cards
Phonemic Awareness
Identification and Isolation
Initial Sound
Odd One Out – Set 1
Materials
Initial sound picture cards
Pocket chart
Red construction paper cards
Answer key for teacher reference
Activity
Students identify what is the “odd sound out” on a picture strip – which two words of the set of three have
the same initial sound, placing a marker on the picture that has a different initial sound.
1. Place initial sound picture cards (with the same number) in separate rows on the pocket chart.
2. Work with students to name each picture (providing the word when pictures are not clear) and isolate
its first sound (e.g., helicopter /h/, zebra /z/, house /h/).
3. Have students determine what picture has a different initial sound and place the red card over top of
that picture.
4. Continue until all rows have been completed.
Picture Cards
See below.
Modifications
Students can be provided with smaller versions of the picture sets. Individually, students can place a counter
on top of the picture that does not begin with the same sound.
Answer Key
1 - house, zebra, helicopter
2 - lion, goat, lizard
3 - fan, popsicle, parrot
4 – bed, bug, window
5 – turkey, pencil, turtle
6 – hand, ladder, lamp
7 – balloon, bike, clown
8 – ring, paint, penny
9 – violin, needle, newspaper
10 – grapes, skateboard, grass
Odd One Out (Set 1) Picture Cards
Phonemic Awareness
Identification and Isolation
Initial Sound
Odd Sound Out – Set 2
Materials
Picture strips
Answer key for teacher reference
Activity
Students take turns determining the “odd sound out” on a picture strip – which two words of the set of three
have the same initial sound and what word begins with a different sound.
1. The teacher holds up a picture stip.
2. Students name each object on the picture strip (provide students with words when pictures are
not unclear) and identify the first sound of each word.
3. Students decide what is the “odd sound out”, the word that begins with a different sound (e.g. fish,
/f/, fly, /f/, sun /s/ – /f/, /f/, s/ – /s/ is the odd sound out).
Answer Key
‘Odd sound out’ is marked in red.
fish, fly, sun
sock, tap, saw
lion, frog, four
house, cake, cup
shoe, ship, bin (garbage)
sand, saw, duck
flower, cake, fox
window, lion, leg
fat, frog, mouse
bed, book, rabbit
mouse, monkey, star
pear, dog, pig
table, dinosaur, door
vase, van, wing
shell, ship, sock
chips, snail, sad
Modifications
To increase the complexity of the learning task, students can be asked to determine another word that begins
with the same sound (e.g., fish, fly…fairy).
Odd Sound Out (Set 2) Picture Strips
Phonemic Awareness
Identification and Isolation
Initial Sound
Sound Snacker – Sound Smacker
Materials
Two plastic containers or tubs – one marked with a happy face (Sound Snacker) and one marked with
a sad face (Sound Smacker)
Initial sound picture cards
Non-target initial sound cards
Activity
Students sort picture cards by initial sound into containers.
1. Place the Sound Snacker and Sound Smacker containers
and picture cards (face down) in the centre of the table.
2. Tell students the “target” sound of the day (e.g., /m/). Any picture that begins with the “target” sound
will be placed into the Sound Snacker container, with the happy face. Any picture that does not begin
with the “target” sound will be placed into the Sound Smacker container, with the sad face.
3. Have a student draw a card, name it, and isolate and say the initial sound (e.g., “moon”, /m/).
4. The student determines if the picture starts with the day’s “target” sound. If it matches, have the
student place the picture in the Sound Snacker container. If it doesn’t match, have the student place
the picture in the Sound Smacker container.
5. Continue until all picture cards are sorted.
Picture Cards
See below.
Modifications
After learning about sorting by first/initial/beginning sound and completing this activity in whole class and small group lessons, students can complete this learning activity in a learning centre.
Also, this lesson can be completed multiple times with different identified “target” sounds with additional
picture cards created by the teacher. The complexity of the task can also be increased by including digraphs
(e.g, /sh/, /ch/) as beginning sounds.
Sample Picture Cards: Target Sound /m/
motorcyle, monkey, moon, mice, mirror, mat, mask, mitten
26 small paper bags (glue an alphabet sound picture card to the front of each bag)
Print resources (e.g., magazines, newspapers, store flyers/advertisements, catalogs, etc.)
Scissors
Activity
Students find, identify and sort pictures by initial sound into labeled bags.
1. Alphabetize the paper bags and place them on a flat surface. Prepare print resources and scissors.
2. Students cut out pictures from the print resources that match the target initial sounds on the bags.
3. Taking turns, students name each cut-out picture and identify its initial sound (e.g., “paint”, /p/).
4. The students then finds the corresponding target sound bag, names the anchor picture (e.g.,
“popcorn”, /p/) and places their picture inside the bag.
5. Continue until all cut-out pictures are sorted or students have filled bags with a specified amount (e.g.,
5 pictures for each initial sound).
Picture Cards
See below.
Modifications
To decrease the complexity of the learning task, a smaller number of initial sound bags can be provided. For example, six bags with initial sounds /n/, /m/, /b/, /d/, /g/, and /j/ can be provided instead of all 26 letters. Initial
sounds which students are experiencing challenges with hearing and identifying can be targeted for this
learning activity. In addition, initial sounds which are close (e.g., /f/ and /v/, /b/ and /p/, /c/ and /g/, /t/ and /d/)
and are often mixed up by students can also be emphasised throughout this learning task instead of using all 26
initial sounds.
Picture Cards for Front of Paper Bags
Phonemic Awareness
Identification and Isolation
Initial Sound
Sound Matching Boards
Materials
Sound matching boards
Counters or markers or buttons, etc.
Activity
Students identify and mark pictures that begin with the same sound as their “target” sound.
1. Provide students with a sound matching board. (Each student in the small group can have the same
sound matching board or can have a different sound matching board).
2. Work with students to use the anchor picture at the top of the board to identify their “target” sound
(e.g., “’Apple’, /a/. Your sound is /a/. Find the words that start with /a/ and place a counter on them.”)
3. The student uses a counter to mark the pictures that begin with the “target” sound.
4. Continue with other sound matching boards.
Sound Matching Boards
See below.
Phonemic Awareness
Identification and Isolation
Initial Sound
Sound Go Fish
Materials
Go Fish initial sound picture cards
Activity
Students will match initial sound pictures while playing a Go Fish game with a partner.
1. Mix picture cards into three separate and even piles. Each student will get a pile and one pile will
remain as the pond.
2. Students review their cards, naming the pictures and identifying the initial sound. If any of those
pictures have the same initial sound, the player puts them together and puts the pair aside.
3. The first student looks at his/her remaining cards and asks for a picture card that begins with a certain
sound (e.g., “Do you have a picture that begins with /r/?”)
4. If the second student has a picture beginning with the specific sound (e.g., /r/), he/she gives the first
student the picture card. The first student then puts the two cards beginning with the same initial sound together and puts the pair aside. If the second student does not have a picture beginning with
the specified sound, he/she tells the first student, “Go fishing for a match!” The first student then
draws a card from the pond.
5. The students take turns and play continues until all the cards are matched.
Picture Game Cards
See below.
banana, bear, car, cat, duck, dog, fish, fence
garden, goat, horse, hat, jam, jacket, king, kangaroo
Students listen to words in order to hear if they begin or end with the same sound.
1. Start with students’ names. Pick two or three students whose names start with the same sound.
Say their names (e.g., “Jamar and Jerome”). Highlight to students that both names have the /j/ sound
at the beginning (say the sound and not the letter).
2. Say three words that all begin or end with the same sound. Have students “guess the sound” they
hear at the beginning or ending of the words. For example:
Teacher: I’m going to say three words that all start with the same sound. Then you will guess
the sound. Listen carefully. Baby, blue, banana. Can you guess the sound?
Student: They all start with the /b/ sound. (Ensure child says the sound and not the letter.)
Teacher: I’m going to say three words that all end with the same sound. Then you will guess
the sound. Listen carefully. Grass, hiss, moss. Can you guess the sound?
Student: They all start with the /s/ sound. (Ensure child says the sound and not the letter.)
3. Extend the activity by having students think of other words that begin/end with the same sound.
Sample Words
Same Initial Sounds Same Final Sounds baby, blue, banana tub, cab, fib
cup, candy, coal duck, lick, sock
dig, deep, dog had, find, could
egg, elephant, end stuff, rough, off
frog, fake, fish dog, twig, pig
gate, get, gum play, lay, grey
horn, have, hop stage, page, large
jet, joke, just tall, sell, fill
lamb, love, look come, same, slime
man, moon, money tin, won, begin
never, nine, net stop, limp, jump
octopus, off, on thunder, blender, danger
pig, purse, pebble grass, hiss, mass
quiet, quit, queen let, went, out
run, ride, red have, dive, save
step, soft, super saw, draw, flaw
time, table, tiger batch, catch, switch
up, under, umbrella fish, wash, push
vase, van, violin bath, moth, path
water, wet, wonder string, bang, jumping
yogurt, yet, yes match, rich, touch
zebra, zipper, zoo
chip, chess, chunk
shoe, ship, should
think, thin, thank
Phonemic Awareness
Identification and Isolation
Final Sound
Final Sound Match Up
Materials
Final sound picture cards
Final sound picture boards
Answer key for teacher reference
Activity
Students will match final sounds of picture cards to a picture board.
1. Teacher models the activity first.
2. Place final sound picture cards face down in a stack on a flat surface. Provide each student in the small
group with a different picture board.
3. Taking turns, a student selects the top picture card, names it, and isolates the final sound (e.g., “swim”,
/m/).
4. The student finds the picture on the picture board that ends in the same sound (e.g., “vacuum”, /m/)
and places the picture card on top of the respective space on the picture board. 5. Students continue taking turns until all picture cards have been drawn.
6. Students can exchange picture boards and repeat the activity.
Students determine which two words of the set of three have the same final sound and place a marker on the
picture that has a different final sound.
1. Place final sound Odd One Out picture strips in separate rows on the pocket chart.
2. Work with students to name the picture and isolate the final sound (e.g., dice, /s/, ace, /s/, clam, /m/).
3. Place the red card over top of the picture that does not have the same final sound.
4. Continue until all rows have been completed.
Picture Cards
See below.
Modifications
Students can be provided with smaller versions of the picture sets. Individually, students can place a counter
on top of the picture that does not begin with the same sound.
Answer Key
1. dice, ace, clam
2. pin, plane, pie
3. eight, feet, key
4. race, street, ice
5. snow, tape, no
6. eight, rain, plane
7. block, pie, key
8. train, ski, key
9. deer, sheep, ear
10. in, block, rain
1
2
3
4
5
6
7
8
9
10
Phonemic Awareness
Identification and Isolation
Final Sound
Odd One Out (Final Sound) – Take Two
Materials
Odd One Out final sound picture strips
Pocket chart
Red construction paper cards
Answer key for teacher reference
Activity
Students determine which of the five words ends in a different sound and mark that word with a red card.
1. Place final sound Odd One Out picture strips in separate rows on the pocket chart.
2. Work with students to name the picture in the box and to isolate its final sound, which is the target
sound for that strip (e.g., “cab”, /b/).
3. After the target final sound has been determined, work with students to name the remainder of the
pictures in the strip, isolating the final sound in each (e.g., “tub”, /b/, “robe”, /b/, “crib”, /b/, “tag”, /g/).
5. Place the red card over top of the picture that does not have the same final sound (e.g., “tag”).
6. Continue until all rows have been completed.
Picture Cards
See below.
Modifications
Students can be provided with smaller versions of the picture sets. Individually, students can place a counter on top of the picture that does not begin with the same sound.
Answer Key
1. cab tub robe crib tag
2. web knob bib vase crab
3. rob cube pan cub globe
4. road juice bed weed slide
5. feed red sled bride shoes
6. bread toad read skate mud
7. leaf knife neck scarf roof
8. safe light hoof cough wolf
9. cliff cuff chef loaf hop
10. leg mug frog gate dog
11. bug pig boot flag log
12. jug kick rug bag egg
13. bridge cage fudge page sign
14. judge badge hedge cot ledge
15. book rake clap bike sock
16. lick vet check block cake
17. rock duck lock sack man
18. ball mail pill rip pail
19. jail wall snake bell doll
20. nail peas pool seal tail
21. game comb drum ram saw
22. ham thumb jam plug lime
23. gum swim eight lamb dime
24. sun mane bone fan wig
25. tape chick lip map top
26. zip soup cape mop vine
27. bear car deer mat four
28. pear ear phone door tire
29. fire hug star hear jar
30. grass bus house moose shell
31. pot nut bat coat cup
32. cat goat kite queen knot
33. bow cow brow cap pow
34. fix pin fox axe jacks
35. cheese hose pour bruise rose
36. dive wave cane glove five
5
Phonemic Awareness
Identification and Isolation
Final Sound
Sound Pie
Materials
Final sound picture card pie slices
Construction paper cut in circle or paper plates
Variety of print resources (e.g., magazines, newspapers, advertisements and flyers, catalogs, etc.)
Scissors
Glue
Activity
Students will group pictures containing the same final sound to create a “pie” collage.
1. Provide students with target sound pictures and paper circles or plates. (Provide students with a
reasonable number of pictures dependent upon their developmental level.) Place print resources,
scissors and glue at the centre.
2. Have the student glue the target sound(s) onto a paper plate. One target sound per plate. Then, he/she
names the picture and isolates its final sound (e.g., “dog”, /g/).
3. The student then browses through the print resources
searching for pictures with the same target final sound.
The student cuts the picture from the print resource and
glues it onto the sound pie.
4. Continue until at least 6 pictures with the same final sound are glued on to the sound pie.
5. Select another target final sound and complete the same
process.
Pie Slice Picture Cards
See below.
Modifications
The picture cards provided target the final sounds of: /g/, /l/, /m/,
/t/, /s/. Teachers can modify the activity by providing picture cards for different target final sounds.
Additionally, the task can be modified by providing students with a several pre-cut pictures from print
resources that the student sorts into the sound pies.
Pie Slice Target Sound Picture Cards
Phonemic Awareness
Identification and Isolation
Final Sound
Final Phoneme Isolation Sort
Materials
Pocket chart
Final phoneme header cards
Final phoneme picture cards
Activity
Students will sort pictures by their final sound, grouping similar final sounds together.
1. Prepare pocket chart with phoneme header cards.
2. Working with students, name each picture in the header row and isolate the final sound. (e.g., “tape”,
/p/, “duck”, /d/, “bird”, /d/).
3. Using the final phoneme picture cards, have students sort the pictures and place under the respective
header card.
Picture Cards
See below.
Modifications
The teacher can repeat the learning activity with different target final sounds. In addition, distractor pictures,
with a final sound different than any of the targets, can be included and sorted into an “other” column.