Sorting Initial Target Sounds

Transcription

1 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

2 Picture Cards of Target Sound Initial Sounds (s, f, m, sh, l)

3 Sorting Placemat

4 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.

5 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

6 Initial Sound Match Phonemic Awareness Identification and Isolation Initial Sound (Alliteration) 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

7 Initial Sound Match Picture Cards

8 Initial Sound Match Picture Cards

9 Odd One Out Set 1 Phonemic Awareness Identification and Isolation Initial Sound 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

10 Odd One Out (Set 1) Picture Cards

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14 Odd Sound Out Set 2 Phonemic Awareness Identification and Isolation Initial Sound 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).

15 Odd Sound Out (Set 2) Picture Strips

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23 Sound Snacker Sound Smacker Phonemic Awareness Identification and Isolation Initial Sound 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.

24 Sample Picture Cards: Target Sound /m/ motorcyle, monkey, moon, mice, mirror, mat, mask, mitten

25 moose, mop, milk, marble, mango, mug, man, mom

26 Sample Picture Cards: Non-Target Initial Sounds fox, flower, lion, pie, table, crayon, boots, bear

27 barn, bee, chicken, cow, duck, penguin, doll, ring

28 Phoneme Dominoes Phonemic Awareness Identification and Isolation Initial Sound Materials Domino picture cards Answer key for teacher reference Activity Students match pictures with the same initial sound while playing a domino game. 1. Scatter domino picture cards face down on a table and distribute the cards evenly amongst the students. 2. The player with the START domino places it on the table. The player then names the picture on the other side of the domino and identifies its initial sound (e.g., plant, /p/). 3. The same player looks through their dominos for a picture that has the same initial sound. They name the picture and the initial sound (e.g., pig, /p/). The player connects the dominos, with the pictures of the same initial sound touching. 4. The next player names the picture on the other side of the domino and says the initial sound (e.g., six, /s/). The player looks through their dominos and finds a picture that starts with the same initial sound. The player names the picture and says the initial sound (e.g., sun, /s/). Finally, the player then connects the dominos, with the picture of the same initial sound touching. 5. Play continues until all dominos are placed on the table. Picture Cards See below. Modifications This learning game can be played in small group instruction with support from the teacher or as a learning centre activity after it s been modeled and practiced. Answer Key START plant, pig, six, sun, dress, duck, brush, bell, inch, igloo, ten, tent, kite, kiss, flag, fox, apple, ant, clock, cat, bus, box, mop, map, nest, needle, lamp, ladder - STOP

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32 Sound Shopping Phonemic Awareness Identification and Isolation Initial Sound Materials Alphabet sound picture cards 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.

33 Picture Cards for Front of Paper Bags

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37 Sound Matching Boards Phonemic Awareness Identification and Isolation Initial Sound 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.

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45 Sound Go Fish Phonemic Awareness Identification and Isolation Initial Sound 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.

46 banana, bear, car, cat, duck, dog, fish, fence

47 garden, goat, horse, hat, jam, jacket, king, kangaroo

48 lunchbox, leaf, mouse, monkey, necklace, net, piano, penguin

49 queen, quilt, ring, robot, sandwich, seahorse, tooth, turtle

50 van, violin, yarn, yo-yo, zebra, zipper

51 Guess the Sound Phonemic Awareness Identification and Isolation Initial and/or Final Sound Materials List of sample words for reference Activity 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 baby, blue, banana cup, candy, coal dig, deep, dog egg, elephant, end frog, fake, fish gate, get, gum horn, have, hop jet, joke, just lamb, love, look man, moon, money never, nine, net octopus, off, on pig, purse, pebble quiet, quit, queen run, ride, red step, soft, super time, table, tiger up, under, umbrella vase, van, violin water, wet, wonder yogurt, yet, yes zebra, zipper, zoo chip, chess, chunk shoe, ship, should think, thin, thank Same Final Sounds tub, cab, fib duck, lick, sock had, find, could stuff, rough, off dog, twig, pig play, lay, grey stage, page, large tall, sell, fill come, same, slime tin, won, begin stop, limp, jump thunder, blender, danger grass, hiss, mass let, went, out have, dive, save saw, draw, flaw batch, catch, switch fish, wash, push bath, moth, path string, bang, jumping match, rich, touch

52 Final Sound Match Up Phonemic Awareness Identification and Isolation Final Sound 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. Picture Cards See below. Picture Boards See below. Answer Key Picture Board 1 Picture Board 2 Picture Board 3 Picture Board 4 eight violin bike well pie soap kangaroo key noise tiger gorilla vacuum ostrich rainbow bread cube ring bag stove brush car tooth wolf octopus

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57 cheese, butterfly, peanut, zipper, map, pen, umbrella, igloo, clock, swim, baby, nickel

58 star, swing, watch, bath, log, cub, elf, cave, card, kiss, fish, radio

59 Odd One Out (Final Sound) Phonemic Awareness Identification and Isolation Final Sound Materials Odd One Out final sound picture strips Pocket chart Red construction paper cards Answer key for teacher reference 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

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63 Odd One Out (Final Sound) Take Two Phonemic Awareness Identification and Isolation Final Sound 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

64 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

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71 Sound Pie Phonemic Awareness Identification and Isolation Final Sound 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.

72 Pie Slice Target Sound Picture Cards

73 Final Phoneme Isolation Sort Phonemic Awareness Identification and Isolation Final Sound 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.

74 Final Phoneme Header Cards

75 Final Phoneme Picture Cards book, clock, cake, sheep, stop, hop, lip, ship

76 cup, soup, soap, grape, milk, sock, shark, snake

77 back, truck, knock, rock, lick, shake, slide, red

78 bed, salad, road, mermaid, bread, slide, friend, lizard

79 thread, dad, cold, food

80 Final Sound Match Up Phonemic Awareness Identification and Isolation Final Sound Materials Final sound picture card pairs Activity Students will isolate the final sound and will match two pictures with the same final sound. 1. Teacher models learning activity first. 2. Spread all picture cards face up on the table. 3. Working individually or in a small group, students create pairs of pictures that end in the same final sound. Picture Cards See below. Modifications These picture cards can also be used in partners to play Go Fish with final sounds. 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 final sound. If any of those pictures have the same final 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 ends with a specified sound (e.g., Do you have a picture that ends with /p/? ) 4. If the second student has a picture ending with the specific sound (e.g., /p/), he/she gives the first student the picture card. The first student then puts the two cards with the same final sound together and puts the pair aside. If the second student does not have a picture ending 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 by final sound.

81 Final Sound Match Picture Cards map, soup, crab, web, arm, ham, red, bird

82 sun, fan, carrot, cat, truck, snake, dog, pig

83 leaf, wolf, wave, glove, witch, beach, bridge, orange

84 bell, mail, tiger, paper, octopus, horse, shoes, shells

85 fish, bush, wreath, bath

86 It s a Mystery! The Missing Ending Sound Phonemic Awareness Identification and Isolation Final Sound Materials Missing ending sound picture cards Activity After the teacher provides the beginning of the word, students will use the picture clue as a scaffold and provide the final sound. 1. Review the names of all picture cards with students. Introduce new vocabulary when necessary or provide the word to students when pictures may not be clear or confusing. 2. Teacher models the activity. I m going to show you a picture card. I ll say the beginning of the word and I want you to tell me the last sound that I m missing. For example, /fla/./g/. /g/ is the last sound! Remember, you can use the picture to help you. 3. After modeling, teacher displays a picture card and says the word with the exception of the final sound. 4. Have students talk to an elbow partner and whisper the final sound to their partner. 5. Invite students to share the sound that was missing from the end of the word. 6. Continue until all picture cards have been completed. Picture Cards See below. Modifications The same activity can be repeated with different picture cards. The teacher should select picture cards with final sounds that are challenging to the students.

87 Missing Ending Sound Picture Cards Teacher Talk Teacher Talk Teacher: /chee/ Student: /z/ Teacher: /roo/ Student: /f/ Teacher: /daw/ Student: /g/ Teacher: /bigh/ Student: /k/ Teacher: /faw/ Student: /cks/ Teacher: /ka/ Student: /n/

88 Teacher: /taw/ Student: /p/ Teacher: /be/ Student: /d/ Teacher: /ha/ Student: /t/ Teacher: /lie/ Student: /m/ Teacher: /naw/ Student: /t/ Teacher: /be/ Student: /r/ Teacher: /baw/ Student: /l/ Teacher: /gay/ Student: /m/

89 Teacher: /pi/ Student: /l/ Teacher: /roa/ Student: /d/ Teacher: /fraw/ Student: /g/ Teacher: /lee/ Student: /f/ Teacher: /k/ Student: /r/ Teacher: /she/ Student: /l/ Teacher: /ba/ Student: /g/ Teacher: /bre/ Student: /d/

90 Teacher: /pay/ Student: /j/ Teacher: /snee/ Student: /z/ Teacher: /raw/ Student: /k/ Teacher: /pi/ Student: /g/ Teacher: /tay/ Student: /p/ Teacher: /sly/ Student: /d/ Teacher: /gra/ Student: /s/ Teacher: /ne/ Student: /t/

91 Teacher: /ha/ Student: /t/ Teacher: /glow/ Student: /b/ Teacher: /har/ Student: /t/ Teacher: /bu/ Student: /s/ Teacher: /ka/ Student: /b/ Teacher: /boa/ Student: /t/

92 Final Sound Memory Match Phonemic Awareness Identification and Isolation Final Sound Materials Final sound memory match picture cards Activity Students will match picture cards by their final sound while playing a Memory/Concentration game. 1. Select four target ending sounds for the game. 2. Review the names of each of the picture cards with students to ensure they know the correct name of each picture. 3. Shuffle the picture cards and lay them out face down in a 4 x 4 grid. 4. To start the game, have one student select a picture card, turn it over, name the picture, and say the final sound. 5. The student then selects a second picture card, turns it over, names the picture, and says the final sound. If the final sound on both cards is the same, the student keeps the pair of pictures. If the final sounds do not match, the student returns both cards face down to the 4 x 4 grid. 6. Students take turns until all cards have been matched by final sound. Picture Cards See below.

93 Picture Cards /m/ bomb lime ham comb /s/ bus kiss dress moose

94 /t/ coat feet hat nut /v/ dive five glove love

95 /d/ bed red road slide /l/ bell mail pill shell

96 /f/ hoof knife leaf safe /p/ cap jeep rope top

97 /n/ can fan frog ten /g/ dog pig rug tag

98 /r/ bear car deer four /k/ bike check rock sack

99 /b/ cab knob tub web /j/ badge cage judge page

100 /ck//s/ OR /x/ axe box fox six /w/ bow cow ow pow

101 /z/ hose maze sneeze prize

102 Phonemic Awareness Identification and Isolation Medial Sound Sorting Medial Target Sounds Materials Picture cards words with target sounds, cut up and laminated for durability Sorting placemat Answer key for teacher reference Activity Students will sort words based on their medial sound. 1. Place picture cards in a stack, facing down. 2. Give each student a placemat and name the object at the top of each column. Together, isolate the medial sound (i.e. Cat. /C/ /a/ /t/. Cat. What sound do you hear in the middle of cat? ) 3. Student draws card from the stack and names the object on the card. 4. Student isolates the medial sound and decides which column to place the card. 5. Continue with each student until all cards are sorted. Review cards in each column and review medial sounds/address misconceptions. Answer Key Sorting /a/ & /ai/ cat, map, crab, sand, cake, rain, paint Sorting /o/ & /oo/ dog, fox, mop, lock, spoon, boots, pool, moon Sorting /e/ & /ee/ hen, bed, net, web, feet, wheel, leaf, queen

103 Sorting Medial Sounds Placemat and Picture Cards /a/ & /ai/

104 Sorting Medial Sounds Placemat and Picture Cards /o/ & /oo/

105 Sorting Medial Sounds Placemat and Picture Cards /e/ & /ee/

106 Medial Sound Match Phonemic Awareness Identification and Isolation Medial Sound Materials Medial sound picture cards for matching, laminated for durability Answer key for teacher reference Activity Students take turns matching words by their medial sounds. 1. Place the cards facing down in rows on a flat surface. (Select the number of cards for the game depending on students abilities. You may want to start with eight cards/four matches and increase from there.) 2. Each student takes a turn turning two cards over. Student says the words, isolates the medial sound, and decides if they match (e.g., cake and rain is a match because the medial sound is /ai/). If they match, the student keeps their cards, if they do not match the student flips the cards back over. 3. Students continue taking turns until all pairs have been made. Answer Key cake, rain boat, rope wing, sing fork, corn seal, beach yarn, card shawl, yawn rug, duck heart, barn horn, horse check, ten bird, girl mop, box mouse, couch book, hook moon, roof match, bat kite, five Medial Sound Match Picture Cards See below. 36 cards in total.

107 Medial Sound Match Picture Cards

108 Medial Sound Match Picture Cards

109 Medial Sound Match Picture Cards

110 Medial Sound Match Picture Cards

111 Medial Sound Match Picture Cards

112 Odd One Out Phonemic Awareness Identification and Isolation Medial Sound Materials Picture strips Answer key for teacher reference Activity Students take turns identifying what is the odd one out on a picture strip. 1. Teacher holds up a picture stip. 2. Student names each object on the picture strip and identifies the medial sound of each word. 3. Student decides what is the odd one out (e.g. hop, log, cat /c/ /a/ /t/ is the odd one out). Answer Key Odd one out is marked in red. mug, barn, sun bone, rose, chin heel, couch, mouse book, cab, hook shark, barn, bone box, hip, chin fan, sun, cab bell, rock, hen box, shark, rock fork, corn, book hip, cane, gate heel, hen, seal

113 Odd One Out Picture Strips

114 Odd One Out Picture Strips

115 Odd One Out Picture Strips

116 Phonemic Awareness Identification and Isolation Medial Sound Name and Isolate Materials Name & Isolate picture cards Activity Students name the object on the picture card and name the medial sound. 1. Place picture cards in a stack. 2. One student takes the top card from the stack. Student first names the picture (e.g., sock), says the word slowly and then names the medial sound (e.g. /o/). If the student is correct, they keep the card. If they are incorrect, the card goes to the bottom of the stack. 3. Continue with each student until all cards have been used. Example Answer Key seal - /ea/ teeth - /ee/ sock - /o/ feet - /ee/ house - /ou/ chain - /ai/ girl - /ir/ boat - /oa/ corn - /or/ box - /o/ book - /oo/ hen - /e/ pool /oo/ sun - /u/ fan - /a/ run - /u/ moon - /oo/ sheep - /ee/ goat - /oa/ ship - /i/ rain - /ai/ rake - /ai/ cup - /u/ pig - /i/ frog - /o/ tub - /u/ bat - /a/ cat - /a/ kite /ie/ spoon - /oo/

117 Name and Isolate Picture Cards

118 Name and Isolate Picture Cards