• Phase 3: Full Alphabetic Course→
  • Foundational & Comprehension Skills→
  • Word Work: Foundational Skills→
  • Phoneme-Grapheme Mapping

Guide

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Objective

Students will tap the number of sounds in a word and identify each individual sound and the letter(s) that makes that sound to spell a pictured word.

Teacher Tips
Focus on individual letter sounds in words and the concept of a blend (two or more consonants found next to each other in words). Use the vowel hand signals to help students remember the medial vowel sound.
Begin Lesson
1/13
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Phoneme-Grapheme Mapping

Listen for each sound in words

Begin Lesson

Guide

1/13
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  1. Say
    We are going to practice listening for consonant blends in words. This will help us to read and spell more words.
    Let’s listen for each sound in the word. Then we will spell each sound in a sound box.  
  2. Point to the picture and Say
    I see number three. Say three.
    (three)
  3. Point to each box as you Say each sound in the word: Say
    Let’s tap a box for each sound we hear in the word three: /θ/ – /r/ – /ē/
    We tapped three boxes because the word three has three sounds.
  4. Ask
    Now let’s listen for each sound in the word three.
    What sound do you hear at the beginning of the word three?
    (/θ/)
  5. Ask
    What digraph spells the /θ/ sound?
    (digraph TH)
  6. Say
    It’s the digraph TH that makes the /θ/ sound at the beginning of the word three. It’s the quiet sound of TH.
  7. Push next to show the first digraph

 

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1/13
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Guide

2/13
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  1. Say
    Let’s listen for the next sound.
  2. Ask
    What consonant sound do you hear after the beginning sound /θ/ in the word three?
    (/r/)
  3. Ask
    What letter spells the /r/ sound?
    (letter R)
  4. Push next to show the second letter

 

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2/13
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Guide

3/13
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  1. Say
    Let’s listen for the next sound.
  2. Ask
    What vowel sound do you hear at the end of the word three?
    (/ē/)
  3. Say
    What letters can spell the long /ē/ sound like in the word see?
    (letters EE)
  4. Say
    It’s the vowel digraph EE that makes the long /ē/ sound. We will put both letters in one sound box because they spell one sound. 
  5. Push next to show the last digraph

 

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3/13
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Guide

4/13
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  1. Review each sound in the word: Say
    Let’s say each sound in the word three: /θ/ – /r/ – /ē/
  2. Stretch out the vowel as you Blend all sounds in the word: Say
    Now blend the sounds together and say the word slowly: /θ-r-ēēē/
  3. Say
    Did you notice the consonant sounds /θ/ and /r/ blended together at the beginning of the word three? We call it an r-blend.
  4. Say the word together: Say
    Now say it fast: /θrē/

 

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4/13
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Guide

5/13
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  1. Say
    Let’s do another word.
  2. Point to the picture and Say
    I see an octopus walking on the bottom of the sea. I think it is free from harm so it is just walking around. Say free.
    (free)
  3. Point to each box as you Say each sound in the word: Say
    Let’s tap a box for each sound we hear in the word free: /f/ – /r/ – /ē/
    We tapped three boxes because the word free has three sounds.
  4. Ask
    Now let’s listen for each sound in the word three.
    What sound do you hear at the beginning of the word free?
    (/f/)
  5. Ask
    What letter spells the /f/ sound?
    (letter F)
  6. Push next to show the first letter

 

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5/13
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Guide

6/13
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  1. Say
    Let’s listen for the next sound.
  2. Ask
    What consonant sound do you hear after the beginning sound /f/ in the word free?
    (/r/)
  3. Ask
    What letter spells the /r/ sound?
    (letter R)
  4. Push next to show the second letter

 

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6/13
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Guide

7/13
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  1. Say
    Let’s listen for the next sound.
  2. Ask
    What vowel sound do you hear at the end of the word free?
    (/ē/)
  3. Say
    What letters can spell the long /ē/ sound like in the word see?
    (letters EE)
  4. Say
    It’s the vowel digraph EE that makes the long /ē/ sound. Remember we put both letters in one sound box because they spell one sound. 
  5. Push next to show the last digraph

 

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7/13
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Guide

8/13
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  1. Review each sound in the word: Say
    Let’s say each sound in the word free: /f/ – /r/ – /ē/
  2. Stretch out the vowel as you Blend all sounds in the word: Say
    Now blend the sounds together and say the word slowly: /f-r-ēēē/
  3. Say
    Did you notice the consonant sounds /f/ and /r/ blended together at the beginning of the word free? We call it an r-blend.
  4. Say the word together: Say
    Now say it fast: /frē/

 

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8/13
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Guide

9/13
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  1. Say
    Let’s do another word.
  2. Point to the picture and Say
    I see an octopus get away fast. Say fast.
    (fast)
  3. Point to each box as you Say each sound in the word: Say
    Let’s tap a box for each sound we hear in the word fast: /f/ – /ă/ – /s/ – /t/
    We tapped four boxes because the word fast has four sounds.
  4. Ask
    Now let’s listen for each sound in the word fast.
    What sound do you hear at the beginning of the word fast?
    (/f/)
  5. Ask
    What letter spells the /f/ sound?
    (letter F)
  6. Push next to show the first letter

 

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9/13
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Guide

10/13
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  1. Say
    Let’s listen for the next sound.
  2. Ask
    What vowel sound do you hear in the middle of the word fast?
    (/ă/)
  3. Ask
    What vowel spells the /ă/ sound?
    (vowel A)
  4. Push next to show the second letter

 

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10/13
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Guide

11/13
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  1. Say
    Let’s listen for the next sound.
  2. Stretch out the sound /s/ in the word fast: Ask
    What sound do you hear after the vowel sound /ă/ in the word fast?
    (/s/)
  3. Ask
    What letter spells the /s/ sound?
    (letter S)
  4. Push next to show the third letter

 

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11/13
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Guide

12/13
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  1. Say
    Let’s listen for the ending sound. 
  2. Say /făs/ and Exaggerate the sound /s/ and then Say with emphasis the sound /t/: Ask
    What sound do you hear at the end of the word fast?
    (/t/)
  3. Ask
    What letter spells the /t/ sound?
    (letter T)
  4. Push next to show the last letter

 

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12/13
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Guide

13/13
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  1. Review each sound in the word: Say
    Let’s say each sound in the word fast: /f/ – /ă/ – /s/ – /t/ 
  2. Stretch out the vowel as you Blend all sounds in the word: Say
    Now blend the sounds together and say the word slowly: /f-ăăă-s-t/
  3. Say
    Did you notice the consonant sounds /s/ and /t/ blended together at the end of the word fast? We call it a final s-blend. 
  4. Say the word together: Say
    Now say it fast: /făst/

 

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