Word Play: Guess My Word (/r/)

  • pictures of things beginning with the /r/ sound

MA Standards:

English Language Arts/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:

Literacy Knowledge/Alphabet Knowledge: Recognizes that letters of the alphabet have distinct sound(s) associated with them.
Literacy Knowledge/Alphabet Knowledge: Attends to the beginning letters and sounds in familiar words.

PreK Learning Guidelines:

English Language Arts/Reading and Literature 8: Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness.

Word Play: Guess My Word (/r/)

© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.

ELA Focus Skills: Letter Recognition, Phonological Awareness, Word Recognition

Play a guessing game with children to help them review the letter sound /r/. Display a few pictures that begin with the letter sound /r/.

  • Ask children to identify each object and tell what sound it begins with.
  • Ask, What sound do you hear at the beginning of the word r-r-r-ramp? Yes, the word ramp begins with the /r/ sound.

Then tell children you are going to play a guessing game with them. Say, I will describe something that starts with the /r/ sound and you have to try to guess what it is.

  • Say, I am thinking of a word that begins with the /r/ sound, like the word ramp. The word I am thinking of is the name of a color. It the color of a strawberry. (red)
  • Repeat the procedure with the /r/ words rabbit (animal with a fluffy tail), roller coaster (a big ride at an amusement park), race (see which object gets to the bottom of the ramp first), and rainbow (colors in the sky from light and mist).
  • Invite children to take turns thinking of a something that begins with the /r/ sound, describing it, and letting children guess what it is.

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. 

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