![]() ![]() G Words: Goat, guitar, ghost, goggles, gorilla.F Words: Fork, foot, fox, fish, football.E Words: Elf, elephant, egg, emoji, earth.D Words: Dolphin, doctor, donut, dice, deer.C Words: Camel, car, cake, cow, camera.B Words: Banana, baby, bacon, button, bee.A Words: Apple, alligator, axe, animals, acrobat.Use these words as an answer key, to assist students as they complete the worksheets, or for other beginning sounds practice activities. Or Drake should learn Dr – /dr/ rather than /d/. □ Note: If a child has a digraph or special blend at the beginning of their name, teach them that! For example, Charlie should learn Ch – /ch/ rather than the C – /c/ sound. Learning beginning sounds is the first step toward phoneme segmentation!īuild on this knowledge, and model how the letter connects to the sound they hear at the beginning of their name: Joy – /j/. These worksheets are developmentally appropriate for preschool, pre-k and kindergarten students. Whether you are working on one particular letter OR if you’re focusing on the overall skill of identifying beginning sounds in words, you’ll have a comprehensive resource that will cover it all! These worksheets get kids practicing a very important skill needed for reading success – identifying beginning sounds in words. ![]() □ For even more practice, get our Alphabet Bundle of resources! Educational Info They’ll start hearing the sounds at the beginning of words and connecting them to print.Īs an added bonus, these worksheets even help kids develop scissor skills with cutting and pasting requirements. It’s still a hard skill, but with repeated practice and lots of examples (we love to use an alphabet arc for even more practice!), kids will begin to understand. Why focus on beginning sounds in words? Well, it’s easiest for kids to hear initial sounds in words before attempting to isolate and identify medial or final sounds. These will always match! Identifying initial sounds is an important first step in this orthographic mapping process. Children need to learn that when they see a letter, their mouth must make that sound and their ear must hear that sound. It builds the foundational skill of recognizing that sounds correspond to letters. It’s a time children begin to understand that the words they say are made up of sounds, and those sounds are connected to print. Identifying beginning sounds in words is a foundational phonological awareness skill. ![]()
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