MA Standards:
Foundational Skills/RF.PK.MA.2.c: Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound
Head Start Outcomes:
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Literacy Knowledge/Phonological Awareness: Identifies and discriminates between sounds and phonemes in language, such as attention to beginning and ending sounds of words and recognition that different words begin or end with the same sound.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 8: Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness.
Learn About Letter Sounds Together: Letter Sound (/w/)
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Phonological Awareness (Beginning Sounds), Sorting and Classifying
Review with children the /w/ sound at the beginning of words.
- Say, I will say some words. Some of the words start with the /w/ sound. One word does not start with the /w/ sound. It does not belong. Listen carefully.
- Say the words water, wish, flow, want. Stress the initial sound at the beginning of each word.
- Ask, Which word does not belong? Which word does not begin with the /w/ sound?
- Say, Yes, flow does not belong. It does not begin with the /w/ sound. Flow begins with the /f/ sound.
- Repeat with other words such as wet, wash, river, and wind.
Educator Tip: Guided and independent letter, sound, and word practice continues to take place in center activities. It is helpful to set up the literacy center immediately after the direct instruction and repeat instruction before children work in the literacy center identifying letters.