Skill

RF.K.2.D.i: Isolate and Pronounce the Initial Phonemes in Three-Phoneme Words

 

Standard

CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words (This does not include CVCs ending with /l/, /r/, or /x/).

 

Description

• Mastery: Student is able to detect if two or more words have the same initial sound.
• Acquiring: Student is able to produce the initial sound of a given word.

Probes

T: Do you hear /k/ at the beginning of sit?
S: no

 

T: What is the first sound in lap?
S: /l/

 

T: Say a word that has /d/ in the beginning?
S: (e.g. dog or other word beginning with /d/)

 

T: Which words have /g/ at the beginning? Goat, great, ginger
S: goat and great

 

Activities and Resources

 

Small Group Instruction – Direct Instruction

Introduce Phoneme Segmenting
Phoneme Identification with Sound-it-out Chips
Introduce First Sound Segmenting
Beginning Sounds
Finding Initial Sounds
Initial Sound Accuracy- Same Sound
PA.001 Initial Phoneme Picture Sort
PA.002 Match Maker
PA.031 Phoneme Matching – Sound It – Bag It
Name that Initial Sound
Initial Sound Word Match

 

During Transition

Song- Miguel the Magic Monkey

 

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

**Students need to practice these first with the teacher before working independently or with a partner.
**Use this word list for the activities below to focus on the initial phoneme.
PA.036 See It- Sound It
PA.025 Phoneme Matching – One Card Out
PA.026 Phoneme Matching – Sound Snacker – Sound Smacker
PA.028 Phoneme Matching – Pack – A – Backpack
PA.029 Phoneme Matching – Phoneme Go Fish
PA.030 Phoneme Matching – Phoneme Dominoes
PA.009 Phoneme Isolating – Bag-of-Sounds
Each student takes a turn rolling a die and moving their game player accordingly. They must say the name of the picture they land on and verbally tell what sound they hear first.

Display (e.g. Anchor Chart):

 

Source: Make, Take & Teach

 

 

Considerations & Reminders

• As students begin to isolate individual sounds, teachers must be careful to articulate each sound clearly for the students. Teachers should consider proximity during instruction and that all students can see proper mouth movements and accuracy of pronunciation.
• Teachers should be careful not add the schwa when pronouncing individual sounds for students.
• Focus only on the initial phonemes in three-phoneme words (identifying medial vowel and final sounds are covered in the next two skills).