Sound pictures for kids
FREE Beginning Sounds Picture Clip Cards
1st grade • 1st Grade Language arts • FREE Printables • Kindergarten • Kindergarten Language Arts • Language Arts • PhonicsAugust 29, 2021
by Beth Gorden
I love when you can combine fine motor skills with literacy. These beginning sounds picture cards do just that! This free printable beginning sound picture cards activity will be a hit in your classroom or at home. Use this beginning sounds activity is perfect for preschool, pre-k, kindergarten, and first grade students. Simply print pdf file with beginning sounds printables and you are ready to practice identifying the initials sounds while having FUN!
Beginning sounds picture cards
Help kids practice identifying beginning sounds with these super cute, free printable, beginning sounds picture cards. includes 26 different beginning sound clip cards, covering all letters of the alphabet. Each clip card will have a picture and then four options for students to chose from. These beginning sound cards are such a fun phonics game to help preschool, preschoolers and kindergarteners practice listening for and identifying beginning sounds in words!
Beginning sound picture cards pdf
Start by scrolling to the bottom of the post, under the terms of use, and click on the text link that says >> _____ <<. The pdf file will open in a new window for you to save the freebie and print the template.
Beginning sound picture cards
It is recommended that you print these on cardstock and use a laminator prior to use. This will allow you to reuse this printable year after year! LOW PREP! All you will have to do to prepare is cut the clip cards out. I always find it easiest to use a paper cutter. You will have this center ready to go in no time! I love storing centers like these in plastic pencil cases with the clothespins so it is ready to go at all times.
Beginning sounds clip cards
Students will start this activity by choosing a clip card. Students will look at the picture and say it out loud.
Beginning sound clip cards
They will then need to get a clothespin and place it on the letter that the picture begins with. Students will simply repeat these steps until all of the clip cards are complete
Letter sound picture cards
If you prefer not to use a clothespin, no problem! Choose any manipulative and have students place it on the correct letter. If you think that your students would be overwhelmed with all 60 puzzle pieces at once, start small. You can give them only one long vowel and short vowel option, instead of three. You can also break it up by having students sort through only short vowels or long vowels. As they master those, you can slowly add in more.
Beginning sound activities for kindergarten
Looking for more fun and free begining sounds printables? You will love these engaging activities that help kids work on phonemic awareness
- Free Beginning Sounds Animal Clip It Cards
- free printable beginning sounds worksheets
- Stamping Beginning Sounds Activity
- Birds on a Branch Alphabet Matching Game
- Beginning Sounds Mitten Match
- CVC Words Beginning Sounds Clip Cards
- Christmas Tree Beginning Sounds Game
- Super cute, Free Phonics Beginning Sounds Worksheets using Do a Dot Markers
- Build a Flower Beginning Sounds Activity
- Adorable Penguin Beginning Sounds Match
- Phonics Buses Beginning Sounds Match
- Clever Letter Sound Matching Game
- Fun Fish Phonics Activities Kindergarten
- Hands-on Beginning Sound Clip Cards
- Pumpkin Phonics Games for Kindergarten
- Ice Cream Beginning Sounds Activity
- Cute Easter Phonics Puzzles
- Printable Kite Phonics Craft
- Free Beginning Sounds Worksheets (write missing letter and cut and paste)
- Clip Cards for working on Initial Sounds Activities
- Free Beginning Sounds Game with magnetic letters
- Free Beginning Sounds Worksheets For Kindergarten and First Grade
Kindergarten Worksheets
- Alphabet Worksheets – students will work on tracing letters from A to Z with these free printable, black and white printables.
- Writing Number Worksheets – children will practice tracing and writing numbers 1-20 with these blackline pages.
- Word Family Sliders
- Solar System Worksheets – this printable pack not only teaches about the planets, stars, and sun – but help kids learn math and literacy at the same time!
- Slide & Read – this free printable word family activites is a fun way for kids to work on reading readiness
- Start out your day with this kindergarten calendar activity
- Make practicing math FUN with these free printable Math Crafts
- Practice number recogition, letter recognition, and reading sight words with these Color by Code Worksheets
- These Alphabet Printable Hats are hugely popular and perfect for working on phonemic awareness and a letter of the week curriculum in kindergarten classrooms or homeschool.
- Learn vocabulary as you make your own Kindergarten Alphabet Mini Book has a book for each letter from A to Z.
- Alphabet Coloring Pages – adorable black and white sheets that feature ahuge capital letter with images that start with the same beginning sound for kids to color inside – great way for kids to build vocabulary
- Help kids explore the world around them with these fun, hands on kindergarten science ideas!
- Kindergarten Crafts arranged by month of the year!
Kindergarten Printables
- Celebrate the letter of the week with these adorable, Free Alphabet Hats
- Make learning fun with these free cut and paste worksheets
- Plus don’t miss this outrageously fun Human Body Project
- We have lots of themed worksheets like these super cute Frozen preschool worksheets
- Color, Read and Learn your letters with this printable alphabet book pdf for each letter A to Z
- Make science FUN for kids of all ages with over 100 Food Experiments to try
- Teach kids to tell time with this huge pack of printable time puzzles
Kindergarten Activities
- Shaped Alphabet Coloring Pages
- Free Printable Alphabet Worksheets
- Lots of cute, themed Free Kindergarten Worksheets
- Bingo Dauber Printables
- Printable Lowercase letter alphabet crafts
- Printable Uppercase alphabet Letter Crafts
- Cute Alphabet Coloring Pages
- Letter Recognition Worksheets with do a do markers
- Lots of free ABC Printables for preschoolers
- Free Playdough Mats to work on shapes, numbers, colors, alphabet letters, and more!
- Uppercase Letter Tracing with animal alphabet mats
- Free Color Worksheets
- Simple, free alphabet worksheets
Plus don’t miss our sister site – Kindergarten Worksheets and Games .
This site containes all FREE printables and is dedicated soley to Kindergartners!
Beginning sound cards
Before you grb your free pack you agree to the following:
- This set is for personal and classroom use only.
- This printable set may not be sold, hosted, reproduced, or stored on any other website or electronic retrieval system.
- Graphics Purchased and used with permission from
- All material provided on this blog is copyright protected.
>> Beginning Sound Clip Cards<<
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About the author
Beth Gorden
Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me.
As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables - www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com
Speech Sound Pictographs | Embedded Phonetic Symbols for Kids
During Phase 1 children develop great phonemic awareness and an understanding that speech sounds (phonemes) map with 'sound pictures' (graphemes)
They've been 'following the monster sounds' to say the word since week 1.
Since the end of week 1 they have been using Code Mapped words, showing the segmentation of the words using the 'black/ grey' sequence (so as to NOT detract from the word - and the contrast can be stark, or not)
So when they see ANY words they can figure them out WITHOUT HELP or instruction.
The adults help with meaning, and use of the word within sentences.
Only 1 or 2 exposures to the word ensures it is retained into long term memory. They are also constantly identifying patterns and able to transfer that new 'orthographic learning' to other words.
Bottom line is that the resources and activities allow children to reach the 'self-teaching' phase much more quickly and easily, and are less reliant on face-to-face instruction, or using clues to try to deduce words. But if they DO deduce the word from clues, they can 'track back' to figure out the mapping. So it's a win, win, however you look at it
Why is Monster Mapping® helping the highest number of children learn to read and spell in the shortest amount of time - generally reaching the 'self-teaching' phase before the end of Year 1?
SSP teachers were already achieving outstanding results before the Speech Sound Pictographs were added by Miss Emma. Why were they included within the Speech Sound Pics (SSP) Approach?
The alphabetic code was already being taught systematically, with close attention to the mapping of phonemes to graphemes with comprehension.
Speech Sound Pictographs® make learning to read and spell easier!
They are also ideal for non verbal and minimally verbal students who cannot give the 'sounds'.
Why? One HUGE reason is that children do not learn 'letter sounds' with a letter being shown to 'say a sound'. This is the traditional 'print to speech' approach used within commercial phonics programs, and children may learn to say /æ/ when they see the letter /a/ but this only takes them so far, and the pairing can be difficult to then 'un-see' - especially if embedded.
This 'pairing' has been researched by Theresa Roberts recently.
Theresa Roberts (2021) 'Learning Letters: Evidence and Questions From a Science-of-Reading Perspective' Reading Research Quarterly: 0(0) Pages 1-22.
Letterland, a recently validated 'synthetic phonics' program by the DfE, despite using onset and rime and that decodable readers do not align with an explicit grapheme group teaching order, has used the study to promote these pairings.
"Children who received the explicit instruction with...[Letterland] learned almost twice as many letter sounds." p.7
"This finding suggests that... [Letterland] was protective against low performance." p.16
This type of learning would be great if English was a transparent orthography ie if these letters did always map with the same 'sounds' (and if sounds always mapped with the same letters). This initial 'learning' to say a sound when looking at a letter can make the learning to read and spell process more difficult in the long run, for a high number of children. They have to soon 'unpair' the connection that is often deeply embedded in their memories. Even teachers at training, who are obviously literate, get 'blinded by the letters' when asked to read texts in speech sounds. When I posted that there is no /ir/ grapheme in the word 'perspiration' I was flooded with responses, arguing with me! When asked to segment 'kangaroo' many segment as k/a/ng/a/r/oo. They have been blinded by 'letter sounds'!
As Amelia, Lara and Ezra know, the letter /a/ in the child's 'real world' rarely represents the sound they are to say when they see the letter a in commercial phonics program resources.
Commercial phonics programs are designed to make specific TEACHING activities easier to DELIVER to a whole class. This can make LEARNING harder because so much is omitted or overlooked.
If these programs were effective, with 'reading' the goal, 27% of children in the UK would not still be struggling to read at the end of primary school, after being taught using systematic synthetic phonics programs (and testing of the target 'letter sounds' ) throughout primary school.
Around 95% of children are CAPABLE to learning to read and spell with effective instruction.
But commercial 'synthetic phonics' programs are not offering this. Teaching phonics 'systematically' is NOT ENOUGH. The interpretation of SoR (ie that they claim to be SoR informed) is NOT ENOUGH.
WHAT these programs seek to teach, as SoR informed, does not fully align with how children best LEARN.
It is, in part, WHY do many teachers refuse to let go of 'book bands' and 'levelled readers', and still teach 'sight words' as whole words.
Teachers (action researchers) recognise that traditional phonics programs do not meet the LEARNING needs of all of their children. At least 20% are always failed. So they are often seen to reject 'phonics' - in fact, they have actually rejected the INSTRUCTION methods, and searching for answers for their students. The best teachers adapt commercial phonics programs because of the learning needs of their students.
The UK potentially offers great 'evidence' of a longitudinal study of synthetic phonics ie If the research question was whether commercial systematic synthetic phonics programs BEST meet the learning needs of the HIGHEST number of children then the data shows that no, too many are still not reading at the end of primary school.
hey may enable teachers to more easily implement and organise basic 'print to speech' phonics instruction systematically, in a whole class setting, but the science actually tells us this is not enough, and this is supported by UK data.
If EARLY reading FOR PLEASURE (for 95% of children) is our goal, then teachers need more than to follow a commercial systematic synthetic phonics program.
Our children with SpLDs, especially dyslexia, deserve better
‘In a study by Ehri, Deffner and Wilce (1984), children were shown letters drawn to assume the shape of familiar objects, for example, s drawn as a snake, h drawn as a house (with a chimney) ...
Memory for the letter-sound relations was mediated by the name of the object.
Children were taught to look at the letter, be reminded of the object, say its name, and isolate the first sound of the name to identify the sound…With practice they were able to look at the letters and promptly say the sounds. Children who were taught letters in this way learned them better than:
-
Children who were taught letters by rehearsing the relations with pictures unrelated to the letter shapes…
Children who simply rehearsed the associations without any pictures."
But this concept means the child understanding the pairing, and have the phonemic awareness to isolate that phoneme (sound). And what happens when the pairing doesn't apply? We can 'kick start' the process of learning to read and spell, with phonics, a different way.
..a way that DEVELOPS WITH THE CHILDREN, as they explore the whole code.
There is also the issue of spoken language v the written code. For example, think of the first few weeks when learning phonics; most Australian children will be taught to say æ/ when they see the letter /a/
Most do not pronounce 'ant' as ænt
Instead, children understand from that letters represent speech sounds, but the pairings depend on the word!
The Speech Sound Pictographs (monsters) link DIRECTLY to the sound and this 'Speech to Print' approach results in less cognitive load as they begin to explore the whole code. Because we have such a focus on phonemic awareness, using Duck Hands, Speech Sound Lines and Numbers, SSP students move towards decoding with fluency, and into the phase of 'orthographic mapping' far more quickly and easily.
Speech Sound Pictographs - Phonetic Symbols for Kids - 1
Speech Sound Pictographs - Phonetic Symbols for Kids - 1
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perspiration. There's no /ir/ grapheme in 'perspiration'
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Use the app with the teaching kit!
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Fun, multisensory learning
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Trying to read an unfamiliar word with graphemes taught in the regular way eg with a synthetic phonics program
(thinks /er/ must be /ɜː/ as in perfect and /ar/ must be /ɑː/ as in car. Both actually represent the schwa.
Takes so long that any child with poor phonemic awareness is going to struggle to reach the word, and likely become less motivated to persist. He does not decode the word.
Trying now to to read the unfamiliar word with graphemes segmented (Code Mapped) and Speech Sound Pictographs embedded, so he now knows the phoneme to grapheme mapping. Because he knows the 'sound value' for each Speech Sound Pictograph (ICRWY project child) he gets to the word in half the time and looks so much happier. With good phonemic awareness a child only needs 1 or 2 exposures to a word (understanding the mapping) to retain. Wouldn't you prefer that your child was able to decode through the word more efficiently, and figure out words in half the time?
Use our Home School kit and the app!
Pictograph Mnemonics have been around for decades, with a picture integrated (embedded) in letters for beginner readers - see Letterland. However, research is limited to the very beginning stages of the learning to read journey. The students learn the associated speech sound, however, this only represents ONE spelling choice for that sound. So the children do not associate the picture with a phoneme, they associate it with ONE phoneme-grapheme 'map'.
Children have to learn these as many are not obvious.
A huge drawback is that children with poor phonemic awareness (or who speak little English) are taught to memorise this association - they may not understand that they are looking at a snake, and are to say 'sss' because the first sound in the spoken word is /s/ - they may think it is because the snake is hissing, or presented in the shape of the letter s. And they may then become confused when they see the word 'sugar' on their 'cereal' packet...Children with poor phonemic awareness struggle to understand that there are speech sounds in words, as they can't isolate, segment or blend them easily, and yet they are to associate that pictograph with one of those speech sounds, usually the 'first sound' (but not always) There can be a range of issues that prevent the child from actually using the picture embedded mnemonic as intended, and this type of pictograph mnemonic is arguably more beneficial to children who have good phonemic awareness to begin with.
The child also needs to pronounce the word as intended (listen to children say 'a' for 'ant' in Australia to understand what I mean; because of accent they do not use the sound æ when they say 'ant'.
I, therefore, use Speech Sound characters as Sound Pictographs - so all the learners need to learn is the associated sound - nothing else- so far less opportunities for confusion. The 'phonetic symbols for kids' represent the speech sound and are not linked with letters until in a word. Letters do not represent anything until in a word. They also enable non-verbal students to clearly demonstrate the speech sounds they hear and want to use when spelling. My non-verbal ASD students actually gave me the idea initially - they really needed them! Sound Pictographs (Monster Mapping) help learners at ALL stages - not just in the beginning.
If you use the SSP ICRWY lessons app you can see how ANY child, with the cognitive capacity to read, is able to learn to read and spell using the ICRWY (I Can Read Without You) lessons.
Just follow them and see how much easier it is for children (or adults) to learn to read using Code Mapping® and Monster Mapping®! Parents can learn to read with their child, using the SSP Monster Mapping app lessons. By using the SSP Monster Mapping app you will quickly understand how these SoundPictographs (Sound Pics®) also help learners figure out unfamiliar words, especially words they will not decode using the phonics taught systematically within the 4 Code Levels - the 100 high-frequency graphemes needed to pass the UK Phonics Screener check, but not sufficient for all to be able to read. Once these words are understood they only need 1 or 2 exposures to retain the 'irregular' word (and understand the mapping) and store within long-term memory. The Speech Sound Pics Approach has helped thousands of teachers ensure that the highest number of their students reach the phase of 'orthographic mapping' and 'self-teaching' phase earlier - for 95% of children this can be before the end of year 1.
The new Transition Readers are my latest (and very exciting) addition to the teacher toolkits; bridging the gap between the stage of using decodable readers and that of independently reading authentic texts. Our goal? Reading earlier for pleasure, not a level! Importantly, the Speech Sound Monsters help students figure out any Monster Mapped word, without needing help - because they simply act as substitute phonetic symbols for kids. No one seems to have even thought to research this yet - only the use of picture-embedded mnemonics for the BEGINNING stages of learning to read. If anyone would like to compare my approach to another with regular picture mnemonics, comparing reading AND SPELLING learning outcomes at all stages, please do contact me. We could compare outcomes for Reception-aged children using the Speech Sound Pics (SSP) Approach to those using a picture mnemonics based program for a whole academic year? I have details of school leaders and teachers who would be happy to be involved in such a research study.
Let's compare effect sizes? Email [email protected]
Miss Emma
MA SEN. Doctoral Student, University of Reading
Here are some of the reasons why Speech Sound Pictographs were added to an already effective approach.
They can be used as single speech sound cards, or embedded speech sound pictographs.
They show us the speech sounds students hear, even if non-verbal (and cannot tell us), they allow use to develop advanced phonemic awareness skills well in advance of their code knowledge (phonics skills) and when embedded enable students to figure out any words. They can explore 'irregular' spelling patterns within high frequency words, from the very early stages of learning to read and spell, which does not happen in 'synthetic phonics' programs because of the instruction - not the learning capacity of the children.
When the instruction and tools change, the students are capable of so much more - far more quickly and easily.
Although SoR is incredibly helpful with regards to WHAT we know effective readers do, it has been far less helpful with regards to the HOW.
Monster Mapping facilitates phonemic awareness proficiency far earlier, which makes mapping phonemes to graphemes far easier. The goal is to ensure that children are OUT of the explicit phonics instruction stage by the middle of Year 1. We have found that this in only possible when they are given the tools to 'self-teach' earlier, and reach the phase of 'Orthographic Mapping' with 'less teaching' and 'more learning'. The pandemic, and wide spread remote learning, has demonstrated the effectiveness of this approach.
Parents can now learn to read and spell WITH their children, when necessary, using the SSP I Can Read (Without You) ICRWY app.
The Speech Sound Pictographs represent one speech sound each; a direct link for the learner.
They are alternatives to phonetic symbols.
Even pre-schoolers can develop advanced phonemic awareness skills using these speech sound pictographs, using each character as a visual for something they cannot see. Although phonemic awareness 'can be done in the dark' there are issues relating to working memory when blending multiple speech sounds.
Having the visual allows the learner to keep track of all the 'sounds' and track back when necessary.
This is, generally, why people use letters as soon as possible. However this then limits the children to the graphemes taught. By using Speech Sound Pictographs (Speech Sound Monsters) they can focus on phonemic awareness - segmenting, blending and manipulating any sounds, and any number of sounds. eg physiotherapist
(13 speech sounds!)
Speech Sound Pictographs are not only used in the beginning stages of learning to read, to prompt a speech sound link to a grapheme. They reduce cognitive load because it is a direct speech sound link - the students do not need to remember what a pictograph represents. They will go straight to the sound. When looking at the word 'cat' they go straight to kæt
(not Clever Cat, Annie Apple etc)
And when the letters do not represent those speech sounds here is no confusion. The same 'phonetic symbols' for kids are used throughout; they are a DIRECT link to the sound.
Even 3 and 4 year olds can figure out words many teachers struggle to decode, when these Speech Sound Pictographs are embedded!
Children see the 'Speech Sound Monster'
and think of the speech sound. They go directly to the sound when they see the 'Speech Sound Pictograph' embedded onto a letter/ grapheme
The Speech Sound Monsters are helping us to introduce Transition Readers earlier. Transition Readers bridge the gap between 'decodable readers' and 'authentic texts'. Decodable readers only include about 100 high frequency graphemes, and there are more than 3 times this number used within authentic texts. Transition Readers ensure that they are exposed to more words, especially the 'high frequency words that make up a huge percentage of the words found in books, and can do this alongside learning the high frequency graphemes within the 4 'code levels'.
They can start these alongside Purple (One, Two, Three and Away! pre-readers) and Yellow Code Level Readers (One, Two, Three and Away! Introductory Books A - P).
See E-Books in the ICRWY Lessons App.
They will PM benchmark 10 - 12 when reading Yellow Code Level readers, and around PM 20 when reading at Blue.
With the Transition Readers we are finding that they are benchmarking even higher than this - earlier - and are still decoding with comprehension, and not relying on guesswork or 'three-cueing' strategies.
This is unique to Miss Emma's work, and she shares this with SSP teachers. Miss Emma initially introduced the Speech Sound Monsters as a way to give her non verbal ASD students a way to communicate with her, regardless of phonics skills. She soon sound that they also dramatically improved (and engaged) her students with phonemic awareness deficits, including those with dyslexia. They are now being used in all grade levels, and have recently proven to be a highly effective way to improve the spelling skills of upper primary aged students.
12 Books used in the SSP ICRWY app - at the Purple Code Level
12 Books used in the SSP ICRWY app - at the Purple Code Level
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Village with Three Corners Pre-Reader 1 - Red - Lesson 57:1 & Book in the SSP I Can Read (ICRWY) app
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Village with Three Corners Pre-Reader 2 - Blue - Lesson 57:2 in the SSP I Can Read (ICRWY) app
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Village with Three Corners Pre-Reader 3 - Yellow - Lesson 57:3 in the SSP I Can Read (ICRWY) app
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Speech Sound Pictographs make it possible for 3 and 4 year olds to read books of their choice, not just decodable readers at their phonics 'Code Level'
Live sounds and letters in pictures for children
Sounds and letters in pictures give the child the first ideas about sounds and their graphic images - letters.
The manual is designed in such a way as to affect the emotional side of the child, which in turn contributes to better memorization.
For example, the letter O is a picture of a girl with a bad tooth. “Oh-oh-oh,” says the girl, her tooth hurts. Pay attention to the girl’s head is round, like the letter O, the head is tied with a handkerchief, which resembles the letter O in shape, the mouth shows the correct arrangement of the organs of articulation when pronouncing the sound [O]. And below is a description of the correct pronunciation of the sound.
Thus, living letters give the child a visual image, include an emotional color, evoke the necessary associations, include all channels of perception: visual, auditory (an adult speaks first), motor (we repeat the actions shown in the picture), tactile (we trace the outline of a letter with a finger or lay out from stones, beads, counting sticks).
This manual can be used as letters for kids who only teach them, speech therapists about parents.
This is a good option for children with delayed speech development, children with impaired sound pronunciation.
Learn the letter Y, tasks with the letter Y for preschoolers and schoolchildren.
The sound and the letter E is a picture of a boy who shouts in the forest: "Uh-uh!". Living letter O picture of a girl with a toothache.
Tasks with the letter O for preschoolers and schoolchildren.
The sound and the letter X is a picture of a girl who blows on her palms, saying: "X-x-x." The sound and the letter Zh is a picture of a beetle that looks very similar to the letter Zh. What the beetle does, of course: “Zhzh”.
Tongue twisters with Zh sound
The living letter P is a picture of a balloon that burst, making the sound: “P-p-p”.
Living letter and sound Sh is a picture of a snake that hisses: "Shhh." Automation of the sound Ш in words
The letter T is a picture of a hammer that knocks and makes a sound: "T-t-t." The letter A is a picture of a girl who cries and makes the sound: "Aaaa."
Tasks with the letter A. Learn the letter and sound of A.
The sound and the letter G is a picture of a goose that cackles: "G-g-ha-ha." The sound and the letter B is a picture of the drum being beaten: "B-b-b."
Learning the letter G. Tasks with the letter G for children.
The letter U is a picture of a ball that is blown away with a sound: "U-u-u-u". The letter F is a picture of a candle that must be blown out, pronouncing the sound: "F-f-f."
The letter C is a picture of a teapot that whistles when it boils and makes a sound: “Ssss”. The letter D is a picture of a machine gun that shoots with the sound: "D-d-d.
" Sound Automation C
The letter H is a picture of a girl who raises her finger to her lips to pronounce the sound: "Ch-ch-ch." Sound Ts picture of a boy who asks for silence with the sound: “Ts-ts-ts”.
Sound and letter E picture spruce. Sound and letter Y picture iodine.
Learning the letter Y. Tasks with the letter Y
The sound and the letter R is a picture of a dog that growls: "Rrr". The sound and letter Yo is a picture of a hedgehog.
Learning the letter R, tasks with the letter and sound R
Patter with sound R
The sound and the letter M is a picture of a cow that mooes: “Mmmmmmm”. The letter K and a picture of a gun that shoots with the sound: "K-k-k."
Learning the letter M, tasks with the letter M
Poems about the letter M
The letter B is a picture of a pipe in which the wind howls: "V-v-v.
" The sound and the letter And the picture of the needle. Learning the letter I. Tasks with the letter I
The letter Z is a picture of a mosquito that makes a sound: "Z-z-z." The letter L is a picture of a ship that makes a sound: "L-l-l."
Audio Automation W
Sound and letter Yu picture of a spinning top. Sound and letter I picture of an apple
Letter b Letter b
Poems about the soft sign b
Learn b, b sign. Tasks with letters b, b
The sound and the letter Y is a picture of a train that is humming: "U-u-u."
Tasks with the letter U. Learning the letter U
Author: Kochugova N.P. "Sounds and letters: Picture material for mastering the syllabic structure of the word."
All maze letters on one page.
Card file of games for developing the skill of sound analysis of the word | Card index on literacy (preparatory group) on the topic:
Card index of games
for the development of skill
of sound analysis of the word
| Words chain. Target. Exercise children in identifying the first and last sound in words. Equipment. Cards with subject pictures. Game progress. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is put by a child whose name of the depicted object begins with the sound that the word ends with - the name of the first object. The winner is the one who first lays out all his cards. |
| Find the place of the sound in the word. Purpose. Exercise children in finding the place of sound in a word. Equipment. Cards with diagrams of the location of the place of sound in words. Game progress. Each child receives a card. The speech therapist shows pictures and names words. If the given sound is heard at the beginning of the word, you need to put a chip in the first cell. If the sound is heard in the middle of the word, the chip must be placed in the second cell. |
If the sound is at the end of the word of the word, the chip is placed in the third cell. The winner is the one who made no mistakes. | Match the word to the scheme. Purpose. Exercise children in finding the place of sound in a word. Equipment. Cards with layouts of sounds in words. Game progress. Having received a card, the child selects 3 pictures (words with a given sound), focusing on the filled square. |
| Find a pair. Purpose. Exercise children in the selection of words that differ from each other in one sound. Develop phonemic awareness. Equipment. Sound clock, a set of subject pictures, words - paronyms. Game progress. The speech therapist places 6 pictures on the clock. For example, spit - spit, com-house, mak-rak. Children are invited to find pictures with objects whose names sound similar and differ only in one sound. |
What? The child who first found these words moves the arrows to the pictures. Children find all three pairs of words. The game can be repeated by replacing the pictures with new pairs (barrel-kidney, wheelbarrow-dacha, T-shirt-seagull). | Turn on the TV. Target. Exercise children in determining the first or last sound in words, in composing words from the selected sounds, in reading words (as a complicated version). Equipment. Manual "TV", subject pictures and cards with letters, pictures for the TV screen. Game progress. The speech therapist explains to the children: "To turn on our TV and see the image on its screen, you need to determine the first sound in the words-names of objects placed in the upper pocket. You will make a new word about these sounds. If the word is composed correctly, the corresponding subject for example: matryoshka, stork, cat - MAC. The poppy picture appears on the screen. The selected sound can be marked with the corresponding letter and read. |
| Houses. Purpose. Development of the ability to differentiate similar sounds, find the place of sound in a word. Equipment. A set of subject pictures, the names of which begin with oppositional sounds, 2 houses, 3 pockets in each house (beginning, middle, end of a word). Game progress. The child takes a picture, names it, determines the presence of a sound (for example; Ch or Щ), its place in the word, inserts the picture into the corresponding pocket. Points are awarded for a correctly completed task. |
| Angler. Purpose. The development of the ability to establish the place of sound in a word. Equipment. Small subject pictures with a metal clip, a fishing rod, cards - diagrams (beginning, middle, end of a word) for each child. Game in progress. "Catch" the word, determine the place of the sound in the word and place the picture in the appropriate box. Children take turns doing things. |
| Punch card game “paint over the window where the sound lives” Purpose: to determine the place of the sound in the word (beginning, middle, end of the word) according to the representation. Description of the game. For the game, folders-punch cards are made, which are placed in three pictures, under each one cut out tons of holes - "windows" for sounds. In the right corner of the punched card there is an image of the letter. Game in progress. Several people play, no more than has punched cards. The players take one punch card for themselves and, focusing on the letter, determine the place of the corresponding sound in the name of each picture: they find each sound of its “apartments in a house consisting of three apartment-holes. The location found is highlighted. |
The host checks the correctness of the task and allows you to take the next punched card. The winner is those who correctly analyzed the largest number of punched cards. | “Every sound has its own room” Purpose: to teach to conduct a complete sound analysis of a word based on a sound scheme and chips. Game progress. Players receive houses with the same number of windows. Tenants - "words" - should settle in the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds should be in the word. Then the leader pronounces the word, and the players name each sound separately and lay out the chips on the windows of the house - “populate the sounds”. At the beginning of the training, the leader speaks only words suitable for settling in, that is, those in which there will be as many sounds as there are windows in the house. |
| “How many rooms are there in the apartment?” Purpose: to teach how to determine the number of sounds in words without relying on a ready-made scheme using chips. Game progress. For the game, houses are used for words, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The leader has subject pictures. He shows a picture, the children lay out the windows-chips in the house according to the number of sounds, and then set the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, the children again analyze the word. At the end of the game, based on the numbers, you need to try to remember which pictures were offered for analysis. |
At subsequent stages, you can say a word that is not subject to “settlement” in this house, and the children are convinced of the mistake by analysis. Such a tenant is sent to live on another street, where words with a different number of sounds live. 
You can ask to pick up your words with the same number of sounds. | "Long and short words" Purpose: to teach how to determine the number of sounds in words using auxiliary means. Game progress. The leader pronounces the word aloud, and the child calls it by sounds and at the same time releases the windows of the sound ruler. Then he counts the number of boxes and answers how many sounds are in this word. It also analyzes the next word and concludes which word is longer and which is shorter. |
| "Builders" Purpose: to teach to determine the number of sounds in words perceived by ear. Game progress. Children have several houses with different numbers of windows. The facilitator creates a game situation: “Imagine that you are builders and will now build a street for words. Each house is for a separate word. But words will want to live in such houses, in which for each sound there will be a separate room with one window. Approximate speech material for the game: cancer, dog, cat, fly, rooster, cow, carp, magpie, ox, giraffe. |
I will now name the words, these are the future residents of our street, and you lay out the necessary houses in one row from left to right. At the end of the game, someone will remember what kind of tenants we are waiting for in our homes. Then the leader says aloud words consisting of three, four, five and six sounds, and the children lay out the houses in one row. After that, one child calls the words from memory, based on the diagram-houses. You can ask to name other words with the same number of sounds, that is, to invite guests to a housewarming party. | "Housewarming with animals" Purpose: to teach to determine the number of sounds in words spoken aloud by the child himself. Game progress. Children have pictures of various animals. The host shows the houses, and the children choose the right houses for their animals. |
| “Who will be invited to visit” Purpose: to teach to determine the number of sounds in words pronounced aloud by the child himself. Game progress. Four people play, each player has a house of some kind. On the table are subject pictures with images of various animals (according to the number of players), as well as a stack of cards with images down. Children choose the necessary pictures for themselves from those that lie with the images up - "find the owner of the house." Then each in turn takes one picture card from the stack, calls the word aloud and determines whether it is necessary to “invite this picture to visit your house or not.” If in the word - the name of the picture opened by the child, there are as many sounds as in the word "owner", then you need to call for a visit, and then the player gets the right to additional moves until an inappropriate picture is encountered. Approximate picture material for the game: “master” pictures: cat, wolf, wild boar, dog; pictures-"guests": three sounds - wasp, catfish, beetle, cancer; four sounds - goat, owl, beaver, mole; five sounds - jackdaw, giraffe, marmot, bear; six sounds - cow, chicken, rabbit, crow. |
At the same time, they call the word aloud, then each sound separately, count the number of sounds and ask for a house with the same number of windows. 
If the number of sounds is different, the picture is placed at the end of the stack. The winner is the one who first called all his guests. One set includes four pictures with each number of sounds. | “Who will settle where” Purpose: to teach to determine the number of sounds according to the presentation. Game progress. Houses are laid out on the table in a random sequence in the form of a street, and below them in the second row are all the pictures for settling houses. Players take turns rolling the die and picking the correct picture. This picture must be attached to the house with the same number of sounds as in the word - the name of the picture. For the game, houses and pictures are selected that correspond to each other in the number of sounds so that everyone has enough houses, and one picture would live in each house. |
| Who wouldn't like an apartment? Purpose: to teach how to determine the number of sounds according to the presentation. Game progress. The game is played in the same way as the previous one, only one extra picture is given. It is found during the game or determined immediately and put aside. An unsuitable picture needs to be changed so that each time interest in this game moment remains. |
The game ends when all the pictures are in their houses. | "Telegraphers" Purpose: to develop the skills of consistent sound analysis by presentation; learning the sound synthesis of words. Game progress. Two children are playing, they are telegraph operators, transmitting and receiving telegrams. |
| "Catch the sound" Purpose: to teach to name the sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound). Game progress. Children stand in a circle, at the leader of the ball. He pronounces a word aloud, throws a ball to any player and says what sound he should name, for example: “Cheese, the second sound.” The child catches the ball, answers: "Y" - and returns the ball to the leader, who sets the next task related to the same word. All sounds in a word must be analyzed, and several tasks can be presented to the same sound. |
The content of the telegram is set by the host, who, secretly from the second player, shows the picture to the first player. He must "transmit the contents of the telegram": pronounce the word - the name of the picture by the sounds. The second player "receives the telegram" - calls the word together, that is, performs the operation of sound synthesis. Then the players switch roles and the game continues. 
| "Pick a picture for the scheme" Purpose: to teach to determine the place of sound in a word (beginning, middle, end) according to the presentation. Game progress. Children have word schemes (rectangles divided across into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those proposed by the host. The host shows the pictures (a letter is placed in the upper right corner of each picture), and the children should ask for those that contain the sound they have chosen, and put these pictures to the desired scheme. The first person to collect three pictures for each pattern wins. Then the children change letters and the game continues. |
| "Collect three" Purpose: to consolidate the ability to find the place of a given sound in a word according to the representation. Game progress. For the game, pictures and diagrams from the previous game "Pick the picture to the diagram" are used. Pictures are handed out to children, and diagrams are laid out on the table. The host shows the letter, and the children who have pictures, the name of which contains the corresponding sound, must attach them to the diagrams. You should get three pictures under each diagram. Then these pictures are removed, and the presenter shows the next letter. It may happen that not all participants in the game will be able to make the right move on their own; if the child puts the wrong picture, he is pointed out to the mistake, the picture is returned back and given a penalty chip. If someone misses the opportunity to post the desired picture, he is not informed about this, and at the end of the game it is calculated who missed how many moves. For each not laid out picture, one penalty point is also assigned. The one with the fewest penalty points wins. |
| "Sound ruler" Purpose: To learn to determine the sequence of sounds in a word, to highlight each sound . Equipment: Sound ruler. Game progress: The teacher demonstrates to the whole group the sequence of sounds in the word, moving the circle-sound in the ruler from one window to another, and the children carefully look at the ruler and pronounce the sounds of the word. In the future, children learn to work with the ruler on their own. |
. | "Live sounds, syllables" PURPOSE: To learn how to synthesize individual sounds (syllables) into a word. PROCEDURE OF THE GAME: We call the children and tell them who will turn into what sound. For example:
Children line up. In their hands they have circles corresponding to their sound (blue, red or green). 
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