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:
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 (/d/)
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Follow Directions, Letter Sound Recognition, Speaking and Listening
Line children up side by side. Tell children that you are going to say some words and you want them to listen for words that begin with /d/ like in the word down. Say,
- When I say a word that begins with /d/ I want you to crouch down low. Say the word dog. Be sure children are all crouching, if not draw out the /d/ sound as you say the word again.
- Continue with other words. You may want to have children take turns offering a word.
Adaptation: For older children you may want to have them make alliterative sentences out of the /d/ words supplied.
Adaptation: For younger children, you may prefer not to use so many words. Have children identify just a few.
Educator Tip: You may want to use this opportunity to review other letter sounds learned and create alliterative sentences with these letter sounds.
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.