Phonological Awareness Grade K • Lesson 8

Continue the game by introducing words that begin

Learning Objectives with stop sounds, such as pat, big, tan, kit, gab, ban,
•• Identify beginning consonant sounds top, jam, wig, and dog.
in spoken words.
Practice / Check for Understanding (You do)
•• Identify words that begin with the same Say: Now you will practice on your own. I’ll say some
consonant sound. words, one at a time. Listen carefully and say the
beginning sound of each word.
•• Blend two-syllable spoken words.
Provide a variety of CVC words, starting with words that
Lesson Duration
begin with continuous consonant sounds. Then add
10–15 minutes daily instruction and practice across
words that begin with stop sounds. Use the following
the week
words: fin, sit, leg, not, mop, rid, fan, rub, bag, dip, jet,
Listening Activity tap, pot, can, kid.
Begin each day’s instruction with a daily listening
Observe students as they respond. Invite volunteers to
activity to get students ready to listen for and
name the beginning sounds of specific words to check
manipulate the sounds. Refer to the Daily Listening
their understanding.
Activities for suggestions.
Materials
Alliteration
TT Picture Cards
Introduce and Teach (I do)
Note: When isolating phonemes in words, be sure Explain that some words begin with the same sounds
to pronounce only the individual phoneme and and some words begin with different sounds.
not say additional sounds. For example, when
Model how to identify words that begin with the same
pronouncing the /b/ sound, do not say /b/ /ah/.
sounds using the words fan and fin.
Say: I can listen to two words and decide if the words
Consonant Sounds: Initial begin with the same sound or different sounds: fan,
Introduce and Teach (I do) fin. I hear /f/ at the beginning of fan. I also hear /f/ at
Model identifying beginning consonant sounds. the beginning of fin. Both words start with the same
sound: /f/.
Say: I will say a word and listen for the first sound I hear
in the word. The word is fan; /f/ /an/. When I listen to Provide another example using the words sun and sit.
the word fan, I hear /f/ at the beginning of the word. Point out that both words start with the sound /s/.

Repeat the word fan, emphasizing the beginning sound. Model how to identify words that begin with different
Ask students to say fan and listen to the /f/ sound at sounds. Say the words sun and fan. Explain how sun
the beginning of the word. begins with /s/ but fan begins with /f/. Tell students
that sun and fan have different beginning sounds.
Apply (We do) Provide another example using the words net and man.
Play a ball toss game to practice identifying beginning Point out that net begins with /n/ and man begins
consonant sounds. with /m/.
Explain to students that you will say a word and toss Say the sentence Sam saw seventy seals. Explain
a ball to a student. The student who catches the ball that each word in the sentence starts with the same
will identify the beginning sound of the word. sound, /s/. Repeat the sentence and tap each time you
Start by saying words that begin with continuous letter say the initial /s/ sound. Share additional sentences
sounds, such as men, sat, net, fig, ram, yes, zip, rot, as needed, such as Tara took two tests today.
sun, and van.

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 Phonological Awareness Grade K • Lesson 8

Apply (We do) Invite volunteers to share their sentences and identify
Guide students to listen to a group of words and the beginning sound of each word to check their
identify if the words begin with the same sound. Say understanding.
the words man and mop, then have students repeat
the words. Ask: What sound do you hear at the
beginning of man? (/m/) What sound do you hear at
Syllable Blending
the beginning of mop? (/m/) Are the sounds the same? Introduce and Teach (I do)
(Yes.) Have students put their hands over their heads Explain that syllables are parts of words. Tell students
if the words begin with the same sound. that syllables can be blended or combined together
to say a new or bigger word. Model how to blend
Repeat the steps with words that begin with different syllables by using compound words.
initial sounds, such as man and jam. Ask students to
name the beginning sounds of each word and tell if Say: Listen as I say two words: snow, ball. Now listen as
the words begin with the same sound. Have students I put the two words together to make a bigger word:
put their hands down on the floor if the words do not snowball. Snowball has two parts or syllables, snow
begin with the same sound. and ball. I can blend or combine these parts to say
the whole word: snow/ball becomes snowball. Here is
Continue with the following words: fit/fig, lap/lid, men/ another example: gold, fish. I can blend the syllables
ten, run/rap, let/jam, mix/mad, bet/set, nod/nip, hat/ gold/fish to say a bigger word: goldfish.
dab, got/cat, rob/rid.
Repeat the compound words: snow/ball, snowball;
Provide an example of an alliterative sentence, for gold/fish, goldfish.
example: Bill builds big buses. Ask students to listen
to the beginning sound of each word in the sentence. Apply (We do)
Guide students to clap every time they hear the /b/ Tell students that you will say some syllables from
sound at the beginning of the word. Support students different words. Have students repeat the syllables
as needed. and combine them to say the word.
Repeat using these sentences: Carter carries his cat. Say: Are you ready to blend syllables? Listen to these
Tom taps a tiny toy. Pam picks plenty of pears. Helen syllables: hair/brush. Say them with me: hair/brush.
hears hounds howl. Manuel makes macaroni. Nia Now let’s blend the parts together to say the whole
needs a new notebook. word: hairbrush. Now listen to these syllables: rain/
bow. Blend them with me to say the whole word:
Practice / Check for Understanding (You do) rainbow.
Say: Now you will practice on your own. I’ll say some
pairs of words. Listen carefully to the words and tell if Repeat with the following two-syllable words, saying the
the words begin with the same sound. Put your hands syllables and then having students blend the syllables
over your head if the words begin with the same together to say the whole words: fire/man, tooth/
sound. Put your hands down on the floor if the words brush, back/pack, wind/mill, note/book, light/house,
begin with different sounds. snow/man, down/town.

Use these word pairs: nag/net, rug/rat, sap/yam, lid/lip, Practice / Check for Understanding (You do)
not/net, men/lap, pet/pig, got/gas, top/rot, bet/bat. Explain that students will practice on their own. They
Start with pairs of words that begin with continuous will listen to syllables and blend them together to say
consonant sounds, then add words that begin with a word.
stop sounds. Remember not to draw out stop sounds.
Have students listen to the syllables in the following
Invite students to work in pairs to create sentences words, one at a time, then blend them together to say
with repeating initial sounds. Have students start by a word: bath/tub, star/fish, back/pack, cup/cake, hot/
building sentences with words that begin with /m/. dog, cow/boy, rain/coat, bed/room. Observe students
Ask students to create sentences using other initial as they respond, listening as they blend syllables and
consonant sounds. Observe students as they respond. say words.

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 Phonological Awareness Grade K • Lesson 8

Reteach and Enrich the Objectives Syllable Blending: Provide familiar compound words
Place students into groups based on informal such as football, playground, milkshake, and haircut.
observations during the check for understanding to Explain that the word football has two word parts, or
help guide reteaching and enrichment opportunities. syllables. Say each syllable while tapping your finger
on your arm to represent each word part: foot/ball. Have
Reteach the Objectives students say and tap the syllables foot/ball, then blend
Identify initial consonant sounds: Model using a picture the syllables together to say football. Repeat with other
card to help identify the beginning sounds of words. two-syllable compound words.
Show students the picture of the rug. Say rug and
have students repeat the word. Tell students that rug Enrich the Objectives
begins with the /r/ sound. Have them repeat the word Play “I spy” with students; for example, say: I spy with
and tell you what sound they hear at the beginning my little eye, something that begins with /f/. Ask students
of rug. Show the pictures of the words that start with to find and name things in the classroom that start with
continuous sounds: net, fox, mug. Say each picture the sound /f/. Repeat with other beginning consonant
name, then have students repeat them. Ask students to sounds. Challenge students to find classroom objects
say the beginning sounds of each word. If students have that begin with other sounds. For example, say: I spy with
difficulty identifying the beginning sound, tell them the my little eye, something that does not start with /f/. Have
sound and have them repeat it. Then use the pictures students name things that do not start with the sound.
whose names start with stop sounds: bug, pan, pig, Explain to students that they will create an oral list of
cat. Provide further practice by saying CVC words and words that begin with the same sound. Ask students
having students listen for beginning sounds. Use words to think of words that begin with the sound /l/. Invite
such as rat, fig, sun, run, wet, lap, map, not, set, vat, nip, a volunteer to share the first word in the list. Continue
rip, mop, zig, nut, and win. Have students say the initial until each student has had an opportunity to share a
sound of each word. word that begins with /l/. Encourage students to think
Alliteration: Say groups of three words; two of the of new words that have not been previously shared.
words should have the same initial sound and one Repeat with additional consonant sounds.
should have a different initial sound. Ask students Provide examples of familiar two-syllable compound
to listen to the words and identify the two words that words, such as lighthouse, ballpark, and airplane.
begin with the same sound and the word that begins Have students isolate the individual syllables in each
with a different sound. Use the following words: pan/ compound word. For example, have students separate
fin/pit, sit/sip/fit, dim/big/bat, rib/red/dig, nod/kit/net, lighthouse into the syllables light/house. Invite students
rod/rub/pig, wet/tag/tub. to think of additional two-syllable compound words and
practice isolating the syllables in each compound word.

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