Skill

RF.1.2.C.i: Isolate and Pronounce Initial Sounds in CCVC, CVCC, CCVCC, CCCVC Words, etc.

Standard

CCSS.ELA-LITERACY.RF.1.2.C: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Description

• • Mastery: Student can state initial sound of words with consonant blends.
  • Acquiring: Student can isolate and pronounce initial sounds of words with consonant blends with the help of the teacher slightly separating the the blend (i.e. Teacher may need to elongate sounds. Student may give the entire blend as the initial sound (e.g. /fl/, /tr/, /spr/).

Probes

T: What is the first sound in ____? (clap: /k/, split: /s/, floor: /f/, plant: /p/, spring: /s/, trick: /t/, drop: /d/, train: /t/, chair: /ch/, shrimp: /sh/)

T: What is the first sound you hear in these words? frog, flop, frisk
S: /f/

 

T: Tell me a word that starts with /pl/?
S: (e.g. plate, plan, plop, plump)

 

T: Tell me a word that starts with /br/?
S: (e.g. brick, bread, brown, brag)

 

T: Which words start with /cr/? Crab, clock, crane, drain
S: crab, crane

Activities and Resources

Small Group Instruction – Direct Instruction

PA.028 Pack A Backpack
PA.031 Sound It-Bag It
PA.036 See it-Sound it
Beginning Sound Stick A to Z
Picture Cards (7. Sort by beginning sound & 10. Which picture doesn’t belong?)
Clip Cards (students might need help with the name of the images)
Beginning Sound Worksheet (students might need help with the name of the images)
Beginning Sound Sorting
Picture Mats (do not use letter cards, can be replaced with counters)
Beginning Sound Black Out
Sorting Mats for Consonant Sounds
Dig up the Letters (do not use letters, only use images and have student identify initial sound)

During Transition

PA.025 One Card Out (can use as an exit ticket)
PA.026 Sound Snacker Sound Smacker (can use as an exit ticket)
Introduce first sound segmenting
First sound accuracy
Sing a song of sounds

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

PA.025 One Card Out
PA.026 Sound Snacker Sound Smacker
PA.027 Sound Train
PA.029 Phoneme Go Fish
PA.030 Phoneme Dominoes
PA.036 See it -Sound it
Clifford Sound Match Interactive Game
Beginning Sound Concentration

Display (e.g. Anchor Chart):

Sorting objects by initial sound Source: Gift of Curiosity

Considerations & Reminders

• • Whenever students have to work with a stack of images make sure that students know the name of the images before using them in any activity. This is most important for English language learners.
  • English language learners might be discouraged when they encounter new (unfamiliar) words, however remind them that the focus in this skill is to listen to the sounds that they hear. If they can apply this skill to nonsense words and unfamiliar words, then they will have more success with subsequent skills.
  • Students learning this skill will find it easier to segment beginning sounds of words beginning with continuous sound than words with stop sounds.
  • Students may find words with initial blends (example: frog and star) to be harder than words with final blends (e.g. lamp)
  • Teachers should be careful not add the schwa when pronouncing individual sounds for students.
  • Elongating sounds in words can help students to segment words into individual phonemes. Use words that contain continuous sounds when first introducing this skills (e.g. flame: ffffffflllllllllaaaaaaammmm or slim: sssssssslllllllliiiiiiiimmmmm) then progress onto words that contain stop sounds (e.g. tweet: tweeeet or scrub: ssssscrrrruuuub)
  • Use a variety of resources to demonstrate phoneme segmentation e.g. using a slinky, Elkonin boxes, and TPR.