Phonics Sound Identification
Phonics Sound Identification: Players are given three words but they differ by only
Example: big, bag and bug
Phonics Sound Identification: Have children make words out of a larger word.
How many words they can make out of a larger word?
Example: Constant – you could pull, sat, ant, nat
Phonics Sound Identification: Using the Dolch list appropriate for the student’s
grade level and write the words on index cards. Present three of the cards to the student
at a time. The instructor or tutor will say one of the words and the student must choose
or identify the word spoken from the three choices.
Categorizing words: Give the student a group of words and have the student
categorize them into a related word.
Example: Of the words strawberry, bat, banana, dog, bottle and orange; the student would categorize strawberry, banana, and orange together since they are
Similar interactive computer games can be found online at http://pbskids.org.
Systematic and Explicit Phonics Instruction
Introduce most common sound for a new letter (/k/ for “c”)
Separate instruction of potentially confusing letters due to visual or auditory similarity
(h/n, e/I, b/d)
May introduce low case letters first (more functional)
Start with high-utility letters (s, t, m and vowels, not z, x)
Select words that start with continuous sounds rather than stop sounds when beginning
to sound out words—or for blending and segmenting practice (use “mat” before “bat”)
Potential sequence for introducing letters: a, m, t, s, S, I, f, d, r, o, O, g, l, h, u, U, c, C, b, n, k, K, v, V, e, w, W, j, p, P, y, Y, T L, M, F, D, I, N, A, R, E, H, G, B, x, X, q, z, Z , J, Q
Using Progress Monitoring as Data-Based Decision-Making: Materials for Trainers.
Presentation for ESU #1, Spring 2006, Dr. Erica Lembke, University of Missouri