Letters and sounds activities

Learning Letter Sounds - PreKinders

By Karen Cox | Affiliate Disclosure | Filed Under: Phonological Awareness

These games help pre-K children practice Letter Sound learning in a fun, hands-on way.

Sound Cups

Use 26 disposable clear punch cups and label each cup with a letter. Letter cup labels can be downloaded below. Collect a set of small trinket objects (you can ask parents and friends to send things in), such as plastic lizard, small block, watch, plastic frog, bandaid, necklace, button, dice. Place the trinkets in a basket. Children sort each trinket into a letter cup by its beginning sound.

You can use all 26 cups at one time, or select 3-4 letter cups at a time for children to focus on. When searching for items to go in the cups, look for dollar store mini toys (especially packs of animals and bugs), look at doll house miniatures, browse craft stores for mini items.

Download: Letter Cup Labels

Erase the Sound

Draw a picture on a dry erase lap board. In the example below, I drew a snowman. Call children up one at the time to erase something that begins with something in the picture. In this picture, children can erase something that begins with H (hat), something that begins with B (buttons), something that begins with N (nose). Continue until everything is erased.

Mystery Bag

Place three objects beginning with the same letter in a bag (such as ball, bug, and button for B). Have a child pulls each item out of the bag and name each item. Have the class guess the “mystery letter”.

Guess Who?

Say three words and have the kids guess whose name begins with the same sound as those three words. For example, call out:

lake
lemon
lamp

The class would guess Levi. If you have more than one child in your class (maybe Levi, Lucy, and Layton) who start with that letter sound, the class can name all of them.

I have prepared a list of words for each letter that you can use for your students. Download the list below.

Download: Beginning Letter Sounds List

Monster Names

Have kids stand, stomp, and growl when you say their “Monster Name”. Replace the first letter of each child’s name with the letter M. For example, Braden’s name would become “Mad Monster Maden” and Ashlyn’s name would become “Mad Monster Mashlyn”.

Say Two Words

Say two words, and have kids stand up if the words begin with the same sound. Have them sit down if they do not. For example,
cat – cow (stand up)
hat – goat (sit down)

Letter Sounds Listening Games

Children listen for beginning sounds in words and use bingo markers to stamp a letter each time they hear the letter sound. Get the printable game here: Letter Sounds Listening Games.

Letter Sounds Activity Cards

Children look at the picture, say the word, and find the letter that matches the beginning sound. They mark the cards by clipping it or marking it with a chip. Get the printable game here: Letter Sounds Activity Cards.

Letter Tile Mats

Children match letter tiles to the pictures on the mats by identifying the beginning sound of the words. Get the printable game here: Letter Tile Mats.

More Resources

These are available in my shop.

About Karen Cox

Karen is the founder of PreKinders.com. She also works as a full-time Pre-K teacher in Georgia. Read more...

Try These 10 Fun Phonics Activities to Teach Letter Sounds to Children

What is phonics?

Phonics is the relationship between letters and sounds as well as the understanding of how those sounds connect to form words.

For instance, the /c/ sound, the short /a/ sound, and the /t/ sound blend together to form the word cat.

What does the research say about teaching phonics?

Research indicates the importance of teaching children phonics as a preliminary step for learning to read.

Research also suggests that systematic instruction which incorporates wordplay (manipulating letters/sounds in words to change the word), writing words, and using manipulatives such as magnetic letters to create words are all effective strategies for teaching phonics.

Additionally, research demonstrates the benefits of applying a multi-sensory approach to phonics instruction.

A multi-sensory approach incorporates sight, sound, touch, and movement into instruction. This helps address a variety of learning modalities, enabling students to better absorb the information.

Ten Fun Research-Based Phonics Activities to Teacher Letter-Sounds

1. Play the game “I Spy.”

In the game “I spy” you pick something that you see and don’t tell the child what it is. The child has to guess what you see.

Here is how you can use “I Spy” to teach letter sounds (phonics):

Let’s say you see a book in the room: You can say: I spy something that starts with the letter B or I spy something that ends with the letter K.

After your child guesses what “you spy” have them tell you the sound the letter makes. If your child cannot guess what “you spy” or does not know the letter sound, provide them with assistance.

You can also do the same thing using letter sounds. For example, if you see a book, you can say “I spy something that starts with (make the sound for b)” or “I spy something that ends with (make the sound for k).

After your child finds the object, have them tell you what the first letter (or last letter) of the object is. Take turns with your child. First you spy, then they spy, or vice versa.

2. Put letters on flashcards for a fun activity.

Put one letter on each card as shown below (create upper case and lower case cards):

Here is a sample activity:

Pick three to four-letter words and scramble them up. For example, if the word is pig, put the letters out-of-order (e.g., ipg) on the table in front of your child.

Put the letters one to two feet in front of your child so she has room to work. Next, give them a sheet of paper with three (or four) spaces for letters on it, like so _ _ _.

Then tell them the word or show a picture of the word and give the instruction (e. g., “I want you to make the word pig on the lines below, using the letters above).

If you have Magnetic Letters, you can use these as well. You can also encourage your child to write the letters in with a pen or pencil.

You can do word families to help your child understand that many words are spelled the same way, with only the first letter different. So after pig, try big, wig, and rig.

Rhyming practice is another helpful strategy when teaching kids about letter sounds.

3. Play letter-sound Go Fish.

Make doubles of flash cards. Each player gets five cards and the rest of the cards go in a pile in the center of the table.

Player 1 calls out a letter-sound and asks if player 2 has a match.

If they don’t have a match, tell them to “go fish” which means to choose from the pile. See more detailed rules for how to play Go Fish here.

4. Make your own phonics Bingo game.

Draw a grid or make one on the computer like the one below. (You can also print out a large version of the one below here). You can find more blank grids here).

While the grid above has 25 boxes, you can play phonics Bingo with 9 or 16 boxes also.

Here are four options for getting pictures into the boxes:

Option 1 – Draw something simple in each box.

Examples of simple drawings for each letter of the alphabet include an apple, a banana, a comb, a door, an egg, a feather, a girl, a hat, an ice-cube, a jar, a kite, a light bulb, a mitten, a nose, an orange, a pan, a queen, a ring, a spoon, a table, an umbrella, a vase, a worm, a xylophone (that one might not be so easy to draw), and a zipper.

Use colors to make it look fun.

Option 2 – Get images from Google Images, print them, cut them out and glue them in the boxes.

Option 3 – Go to Google Images, copy each image by hitting “control c’ or by right-clicking on the image and selecting copy, then paste each picture into each grid box by right-clicking in the grid and clicking paste or by hitting “control v. ”

Option 4 – Find and print out ready-made Bingo grids by doing a search for Kids Bingo Grids

You can play the Bingo game four ways:

1 – Call out a letter sound. If your child has a picture on her Bingo card that starts with that letter sound, have her put a coin, checker piece, or small piece of paper over the picture (you can cut index cards into small pieces.

This will work better than regular paper because the pieces will be heavier and stay on the Bingo card better).

2 – Call out a letter. If your child has a picture on her Bingo card that starts with that letter, have her cover the picture.

3 – Call out a letter sound. If your child has a picture that ends with that letter sound, have her cover the picture.

4 – Call out a letter. If your child has a picture that ends with that letter, have her cover the picture.
When your child fills up a row, up, down, or diagonally, she gets Bingo (she wins).

5. Make flashcards with a picture on one side and the letter the picture starts with (or ends with) on the other side

You can draw the pictures yourself or make flashcards using pictures from Google Images.

To make a flashcard from Google Images, go to the Image, copy it, “right-click” on it and click copy or hit “control c.” Then go to a word document and paste (right-click and click paste or “hit control v.”).

Then print out the pages, cut out the picture, and write the corresponding letter on the back.

If you know how to insert tables, you can put several pictures on the page in table boxes, print the page, cut out all the pictures, and put the letters on the back. Here is an example:

Show your child a picture and ask them to tell you the letter (or letter sound) it starts with (or ends with). If they are correct, let them know and show them the back of the card. If they are not correct, give them two more tries.

If they do not get the letter or sound, show them the back of the card and tell them the letter and sound (then enunciate the sound as you say the word), have them say the letter/sound back to you twice and shuffle the card back in the pile. Repeat.

6. For children who have a lot of energy, turn a phonics lesson into a movement activity.

Tape four letters onto the wall as shown in the image below:

Call out a letter sound and tell your child to run to the letter that makes that sound, touch it and run back. Spice it up. Here are some examples:
-Hop to the letter that makes the sound
-Skip to the letter that makes the sound
-Tip Toe to the letter that makes the sound

7. For another movement activity, put tape on the floor, with a letter on each piece of tape.

Tell your child to start with their feet on a certain letter (e.g., start on letter A), then tell them to jump to different letters, using the letter sounds.

For example, “Jump to the letter that makes the sound (insert letter sound).”

See an example below:

As your child becomes more independent with his letter sounds, you can make the letters spell actual words. For the word cat, have three pieces of tape, C, A, T.

Tell your child to start at the C, then jump to the next letter in Cat, and then the last letter.

To make it more challenging, have your child spell the word backwards, by starting with the last letter and jumping in order until they get to the first letter.

Mix up the game with upper and lower case letters. The example above has three letters, but you can use as many pieces of tape and letters as you want.
Start out with a few and add more if your child is making good progress.

8. Make a worksheet, using words and pictures with your child’s favorite characters, foods, animals, etc.

You can draw the worksheets by hand or use tables in Microsoft Word. For a three-letter word, make a table with five columns and one row.

Put the picture of the word in the first box of the table (you can draw in the pictures or copy and paste them from Google Images). Put the letters in the other boxes, but leave one letter out. Have your child fill in the missing letter.

Here is an example of the worksheet:

Click here to print out your own version of this sheet.

For children who may have trouble solving this worksheet, try providing them with a letter bank to see if that helps.

See an example of a worksheet with a letter bank below.

Click here to print out your own version of a phonics worksheet with a letter bank.

9. Have your child paste letters on paper as you call out the sounds.

You can use the letter flashcards you made, like in number 2.

You can use this activity to teach your child how to spell words. Draw lines or boxes on the paper so your child knows where to paste the letters.

You can give your child the exact number of letters in the word, or throw in some extra letters to make it more challenging.

Call out the first sound in the word, have your child pick the correct letter, and paste it on the first line.

Then have them do the next sound, and so on, until the word is complete.

Supervise the activity, providing assistance as needed.

When your child is done, hang up their work to show them that you are proud of their effort.

You can also use this idea to teach a child how to spell their name, such as the sample in the image below.

10. Sing the alphabet sound song.

The tune is similar to the traditional alphabet song.

Here is a great example by Kidstv123. You can make up your own version as well.

What else can you do to help your child learn letter sounds?

If your child is significantly struggling with learning letter sounds or acquiring other academic skills, despite consistent practice and guidance, talk to your child’s school and/or doctor.

They can refer you to the appropriate professionals to determine what might interfere with your child’s progress and if additional strategies could help.

Additional Information About Teaching Phonics to Children

Keep in mind that the activities in this article are recommendations. Please do not try to pressure a child into participating in any of these activities.

This can lead to your child feeling frustrated, and possibly shying away from phonics (letter-sound) practice.

Remember to always stay calm when working with a child or student, even if you think they should be getting something that they are not getting.

If you get frustrated with them, they may start to feel anxious, angry, inferior, stupid, etc. which will lead to a less productive learning session.

Keep practice sessions short (2 to 10 minutes for younger children or children who get easily frustrated and 10 to 15 minutes for older children or children who can work for longer periods without frustration), unless the child is eager to keep going.

For suggestions on ways to encourage children to complete tasks or assignments they do not want to do, read the following articles:

3 Ways to Use Timers to Encourage Homework and Chore Completion
How to Use Schedules to Improve Children’s Behavior

Video Presentation

Education and Behavior – Keeping Us on the Same Page for Children.

Rachel Wise

Rachel Wise is a certified school psychologist and licensed behavior specialist with a Master’s Degree in Education. She is also the head author and CEO at educationandbehavior.com, a site for parents, caregivers, educators, counselors, and therapists to find effective, research-based strategies that work for children. Rachel has been working with individuals with academic and behavioral needs for over 20 years and has a passion for making a positive difference in the lives of children and the adults who support them. For Rachel’s top behavioral strategies all in one place, check out her book, Building Confidence and Improving Behavior in Children, a Guide for Parents and Teachers. If you want Rachel to write for your business, offer behavioral or academic consultation, or speak at your facility about research-based strategies that support children, email her at rachelwise@educationandbehvior. com.

www.educationandbehavior.com

Vowel sounds and letters

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: Russian language

Please rate Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

SPELLING OF VOWELS

There are 10 vowels in Russian: 5 vowels of the first row A , O , U , E , 9 Ы , which show the hardness of the 5 vowels preceding and second row0014 I , Yo , Yu , E , and , which show the softness of the preceding consonant.

In Russian there are 6 vowels A , O , U , E , I , Y .

In Russian, iotated letters Я , Е , Yo , Yu at the beginning of the word and after the vowel, as well as after ь and Ъ letters denote 2 sounds: I - [YA], Yu - [YU], E - [YE], Yo - [YO].

Let's get acquainted with each vowel

A - the vowel of the first row, which indicates the hardness of the consonant . Under stress [A] and without stress [A]. If the consonant sounds solid and [A] is heard after it, we write the letter A (small) . If the consonant sounds soft and [A] is heard after it, we write the letter I (small) . The exception is words with CHA, SCHA. We hear [I], and we write A.
The first letter of the alphabet. [A] is pronounced in the alphabet.

E - second row vowel, which indicates the softness of the consonant . Iotated. There is no [E] sound. The letter E can stand for different sounds depending on the location in the word and stress.

Option 1. Letter E under stress.

If E is at the beginning of a word (spruce), after b and b (eat up), after the vowel (trip) , then it means 2 sounds [YE].
Any iotized letter means 1 sound only if it comes after the consonant (forest) .
Here the letter E stands for the sound [E].

Option 2. Letter E without accent.

If E is at the beginning of the word (raccoon), after b and b (drive up) , after the vowel (train) , then it means 2 sounds [II]. (Attention! Difficulty! It is better not to pay close attention to this position. Because in fact, a sound appears that represents something in between [I] and [E] - reduction.)
Any iotized letter denotes 1 sound only if it comes after the consonant (forest) . Here the letter E stands for the sound [I].

The sixth letter of the alphabet. [YE] is pronounced in the alphabet.

Yo - is a second row vowel that denotes the softness of the consonant . Iotated. Attention! You can not put an accent on Yo, since Yo is always stressed. There is no [Yo] sound. The letter Ё can stand for different sounds depending on the location in the word.

If Yo is at the beginning of the word (hedgehog) , after b and b (rise) , after the vowel (sings) , then it means 2 sounds [YO].
Any iotized letter denotes 1 sound only if it comes after the consonant (dog) . Here the letter Ё stands for the sound [О].

The seventh letter of the alphabet. [YO] is pronounced in the alphabet.

AND - second vowel, which indicates the softness of the consonant . Under stress [I] and without stress [I]. If the consonant sounds soft and after it [I] is heard, we write the letter I (rice) . The exception is words with combinations ZhI, SHI. We hear [Y] and write I.
The tenth letter of the alphabet. [I] is pronounced in the alphabet.

O - the first row vowel, which indicates the hardness of the consonant . Under stress [O], and without stress [A]. If the consonant sounds solid and after it is heard [O], we write the letter O (nose) . If the consonant sounds soft and after it is heard [O], we write the letter Yo (carried). Exception - went, silk
The sixteenth letter of the alphabet. [O] is pronounced in the alphabet.

Y - is the vowel of the first row, which indicates the hardness of the consonant . Under stress [U] and without stress [U]. If the consonant sounds solid and [U] is heard after it, we write the letter U (bow) . If the consonant sounds soft and [U] is heard after it, we write the letter Yu (Hatch) . The exception is words with combinations CHU, SCHU.
The twenty-first letter of the alphabet. [Y] is pronounced in the alphabet.

Ы - vowel of the first row, which indicates the hardness of the consonant . Under stress [S] and without stress [S]. The letter Y is never at the beginning of a word. If the consonant sounds solid and [Y] is heard after it, we write the letter Y (son) . The exception is words with combinations ZhI, SHI. We hear [Y], and we write I.
The twenty-ninth letter of the alphabet. [Y] is pronounced in the alphabet.

E - vowel of the first row, which indicates the hardness of the consonant . Under stress [E] and without stress [E]. Usually the letter is written after the vowels (poet) or at the beginning of the word (echo) .
The thirty-first letter of the alphabet. [E] is pronounced in the alphabet.

Yu - second row vowel, which denotes the softness of the consonant . Iotated. There is no sound [Yu]. The letter Yu can stand for different sounds depending on the location in the word. The accent doesn't matter.

If Yu is at the beginning of a word (yula), after b and b (drink) , after the vowel (sing) , then it means 2 sounds [YU].
Any iotized letter denotes 1 sound only if it comes after the consonant (hatch) . The letter Yu stands for the sound [U].
Exception - words with combinations CHU, SCHU. We hear [Yu], and we write U (pike) .

The thirty-second letter of the alphabet. [YU] is pronounced in the alphabet.

I - is a vowel of the second row, which denotes the softness of the consonant . Iotated. The sound [I] does not exist. The letter I can stand for different sounds depending on the location in the word and stress.

Option 1. The letter I is under stress.

If I is at the beginning of the word (coachman) , after b and b (weeds) , after the vowel (bayan) , then it means 2 sounds [YA].
Any iotized letter denotes 1 sound only if it comes after the consonant (elm) . The letter I stands for the sound [A].

Option 2. The letter I without stress.

If I is at the beginning of the word (coachman) , after b and b (sarcastic) , after the vowel (appearance) , then it means 2 sounds [YA]. (Attention! Difficulty! It is better not to pay close attention to this position. Because in fact, a sound appears that represents a cross between [I] and [A]).
Any iotized letter denotes 1 sound only if it comes after the consonant (meat) . Here the letter I stands for the sound [I]. The exception is words with combinations CHA, SCHA. We hear [I], and we write A (thicket) .

The thirty-third letter of the alphabet. In the alphabet, [I A] is pronounced.

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Consonant sound [th] and letter th short

Topic: “Consonant sound [th] and letter th short”

Purpose and: clarification of students' ideas about the sound [th]; develop the ability to distinguish between the vowel sound and and the consonant sound and , correctly write words from and ; concretize the idea of the features of the sound [th '] and the letter th; correctly pronounce this sound and correctly write words with this letter; to form the experience of a sound-letter analysis of words with the sound [y ’] and the letter y.

Planned results.

Subject:

- Identify the consonant sound in the word.

- Divide words into syllables.

- Repetition of vowels and consonants.

Personal:

- Show interest in learning the topic.

Metasubject.

Cognitive:

- be able to characterize sounds and justify your opinion.

Regulatory:

- perform the learning task in accordance with the goal;

- check the correctness of the completed task when working in pairs, in a group;

- correlate learning activities with a known rule;

- perform a learning action in accordance with the compiled algorithm.

Communicative:

- comment on your own actions while completing the task;

- build understandable statements for the partner within the framework of the educational dialogue;

- coordinate positions and find a common solution in collective creativity;

-adequately use speech means to present the result of the work;

- learn independence, cooperate with each other and the teacher.

Equipment:

Textbook. "Russian language. Grade 2". V.P. Kanakina, V.G. Goretsky
PC, multimedia projector, screen, presentation, emoticons

Lesson progress.

Organizational moment.

Come on, my young friend,

Are you ready to start the lesson?

Is everything all right on the table?

Is there order in your head?

To have knowledge,

It will take patience and diligence.

2. Self-determination for activity.

Who came to our lesson? Solve the riddle.

An animal jumped up from the forest.

He is fluffy, long-eared,

His tail is a ball of fluff.

Guess who it is.

Well, of course, this is ... (bunny).

He, having learned what topic

Will our class study

He declared that he would not mind

Help us in this matter.

Do we accept an offer?

Well, then we continue!

- Remember what topic we started studying in the last lesson.

Look at the ribbon of letters..

-Find an extra row, explain your choice.

- How many consonants are there in Russian? (21)

- What letter is missing among the consonants?

- Name the correct consonants one by one. (list one after another)

- Our Bunny encoded the topic of our lesson with the help of his footprints. "Read" his footprints.

(the letters Z V U K [Y'] open)

- What letter do we designate the sound [Y']?

- What is the topic of the lesson, who guessed?

- Is this topic completely new to us?

- Yes, we will clarify some information on this topic. Zaika wants to help us with this.

3. Calligraphy.

- But first, let's remember how the letter Y is written.

- Let's prepare our hands for writing.

Gymnastics for hands BUNNY

The letter Y is called and short

Y as in your notebook.

Not to be confused with and

Write a tick at the top.

- Joining letter : Yy (teacher display)

- What words start with y?

Entry : iodine, yoghurt. (+ oral - lexical meaning)

4. Actualization of basic knowledge.

1). Game "Choose letters" (Russian language. Grade 2. V.P. Kanakina, V.G. Goretsky. Hard and soft consonant sounds and letters. )

- The letters that indicate the softness of the previous consonant, transfer to the snow, and the letters that indicate the hardness of the previous consonant, transfer to the ice.

2). Game "Find the sound [y']".

The words are written on the board:

Airfield, fighter, together, veil, gouache, duet, snake, cabin, cocoa, melts, rubber, meow, leave, science, solder, peony, sing, poet, piano, jet , theater, sing, spy, stand.

Students come to the blackboard, underline the letter where the sound [y’] is heard, at the top they write the sounds that are indicated by this letter.

[y'e]

For example: bo e c

5. Discovery of new knowledge.

1). Bunny is pleased with you, he sees that you have completed the task correctly. But one day, because of ignorance, an unpleasant story happened to him. See what.

Bunny built a new beautiful house for himself.

As expected, he hung a sign with his name on the house. But when the guests arrived, there was laughter. The animals made fun of poor Bunny.

Why, let's figure it out together.

2) Sound-letter analysis of the word.

-What sound do we pronounce in the word Bunny?

- Give him a description.

- What letter do we designate the sound [Y']?

- And what letter did Bunny write?

- What sound do we designate with the letter I?

- It's good that Wise Owl intervened in the case of Bunny.

- She explained everything to Bunny and shamed his guests.

Now Bunny is friends with the short letter Y and the sound [Y'].

They often play hide and seek with the sound.

It turns out that the sound is not simple. He often wears a cap of invisibility. Bunny offers to play with him and find out which letters "hide" the sound [Y'] from us.

(Oral work on the slide.

Find the sound [Y '] in the words: berry, drink, blue, wind, ruff, nanny. They pronounce each word, name the letter that means two sounds (if any). Find the extra words, prove your choice.0003

-So what letters can hide the sound [Y']? letters Yo, Ya, E, Yu

- And when can the letters Yo, E, Yu, Ya denote two sounds?

Conclusion: the sound [Y'] is often "hidden" behind the letters E, Yo, Yu, Ya, if they are at the beginning of a word, or after vowels.

6. Physical Minute

Bunnies are jumping very cleverly -

One, two, three, one, two, three,

Jumping, jumping on the lawn -

Look, look!

Here they sat down, got up - sat down,

Looked left and right.

And then they started galloping again

together.

They looked to the right - to the left

And quietly sat down at their desks.

7. Fixing
1). Work with the textbook.

- Page 115. Exercise 184.

- Read the task for the exercise.

- What needs to be done?

- Read the words.

- We will work from the spot with commenting:

- Reading the word,

- What letter is hidden?

- Entry with comments

- Insert missing letter.

8. Speech development.

(constructing a sentence)

- Make a common sentence with any word of exercise .

9. Group work

Game "Who is more?" "Collect" the words from the scattered parts. They should have the sound [Y']. write down these words.

(Parts: Do not know how to build mura wei lei tea mai listen te nick)

Checking the work The work is checked: one group reads the words, the rest find the same ones in their own.

Summary of the lesson

Let's summarize the lesson: can you characterize the sound [Y'] and the sound [I]?

What letters do they stand for?

Why is the consonant sound [Y'] called the invisible sound?

11. D, Z

185, p. 115

12.Reflection

Words are written in two columns on the card. You need to change the number of nouns and write them on the right. At the same time, children should observe the change in the number of syllables in a word (divide the words into syllables with a vertical line).