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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



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



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



Initial Sound Match

Materials

Initial sound picture cards for matching


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

Phonemic Awareness


Initial Sound

Odd One Out – Set 1

Materials

Initial sound picture cards

Pocket chart

Red construction paper cards


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


Initial Sound

Odd Sound Out – Set 2

Materials

Picture strips


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


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

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

Sample Picture Cards: Non-Target Initial Sounds

fox, flower, lion, pie, table, crayon, boots, bear

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

Phonemic Awareness


Initial Sound

Phoneme Dominoes

Materials

Domino picture cards


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

Phonemic Awareness


Initial Sound

Sound Shopping

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.

Picture Cards for Front of Paper Bags

Phonemic Awareness


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


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

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

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

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

Phonemic Awareness


Initial and/or Final Sound

Guess the 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 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


Final Sound

Final Sound Match Up

Materials

Final sound picture cards

Final sound picture boards


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

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

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

Phonemic Awareness


Final Sound

Odd One Out (Final Sound)

Materials

Odd One Out final sound picture strips

Pocket chart



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.


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

Phonemic Awareness


Final Sound

Odd One Out (Final Sound) – Take Two

Materials

Odd One Out final sound picture strips

Pocket chart



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”).


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

Phonemic Awareness


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


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.

Final Phoneme Header Cards

Final Phoneme Picture Cards

book, clock, cake, sheep, stop, hop, lip, ship

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

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

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

thread, dad, cold, food

Phonemic Awareness


Final Sound

Final Sound Match Up

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.

Final Sound Match Picture Cards

map, soup, crab, web, arm, ham, red, bird

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

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

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

fish, bush, wreath, bath

Phonemic Awareness


Final Sound

It’s a Mystery! The Missing Ending 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.

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/

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/

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/

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/

Teacher:

/ha/…

Student:

/t/

Teacher:

/glow/…

Student:

/b/

Teacher:

/har/…

Student:

/t/

Teacher:

/bu/…

Student:

/s/

Teacher:

/ka/…

Student:

/b/

Teacher:

/boa/…

Student:

/t/

Phonemic Awareness


Final Sound

Final Sound Memory Match

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.

Picture Cards

/m/

bomb

lime

ham

comb

/s/

bus

kiss

dress

moose

/t/

coat

feet

hat

nut

/v/

dive

five

glove

love

/d/

bed

red

road

slide

/l/

bell

mail

pill

shell

/f/

hoof

knife

leaf

safe

/p/

cap

jeep

rope

top

/n/

can

fan

frog

ten

/g/

dog

pig

rug

tag

/r/

bear

car

deer

four

/k/

bike

check

rock

sack

/b/

cab

knob

tub

web

/j/

badge

cage

judge

page

/ck//s/ OR /x/

axe

box

fox

six

/w/

bow

cow

ow

pow

/z/

hose

maze

sneeze

prize

Phonemic Awareness


Medial Sound

Sorting Medial Target Sounds

Materials

Picture cards words with target sounds, cut up and laminated for durability

Sorting placemat


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

‘Sorting Medial Sounds’ Placemat and Picture Cards – /a/ & /ai/

‘Sorting Medial Sounds’ Placemat and Picture Cards – /o/ & /oo/

‘Sorting Medial Sounds’ Placemat and Picture Cards – /e/ & /ee/

Phonemic Awareness


Medial Sound

Medial Sound Match

Materials

Medial sound picture cards for matching, laminated for durability


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.

‘Medial Sound Match’ Picture Cards

Phonemic Awareness


Medial Sound

Odd One Out

Materials

Picture strips


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

‘Odd One Out’ Picture Strips

Phonemic Awareness


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/

‘Name and Isolate’ Picture Cards

Sorting Initial Target Sounds - schools.edu.ky Resources... · Odd One Out – Set 1 Materials...

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