• Phase 1: Pre-Alphabetic Course→
  • Foundational & Comprehension Skills→
  • Foundational Skills→
  • Word Sort

Guide

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Objective

Students will sort the words by their beginning sounds.

 

Teacher Tips
Show students how to check for vibrations if they are not sure: If students have any mistakes help them contrast the /t/ and /d/ sounds using the multisensory cues for feeling vibrations (/t/ does not vibrate, /d/ does vibrate).
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Word Sort

Sort the words by their beginning sounds

Begin Lesson

Guide

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  1. Say
    Let’s sort the words by their beginning sounds. First, let’s name the headers. The sound /t/ as in ten and the sound /d/ as in duck.
  2. Emphasize the first sound of the words door, ten, and duck. Point to the pictures as you Say the words: Say
    Now let’s sort the words.
    Door, Ten, Duck.
  3. Ask
    Does the word door start with a /t/ sound as in ten or a /d/ sound as in duck?
  4. Say
    Door – Ten. Door – Duck.
  5. Push next to show where it belongs

 

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  1. Point to the picture of a door and Say
    The word door starts with a /d/ sound as in duck.
  2. Emphasize the first sound of the words turtle, ten, and duck. Point to the pictures as you Say the words: Say
    Let’s do another word.
    Turtle, Ten, Duck.
  3. Ask
    Does the word turtle start with a /t/ sound as in ten or a /d/ sound as in duck?
  4. Say
    Turtle – Ten. Turtle – Duck. 
  5. Push next to show where it belongs
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  1. Point to the picture of a turtle and Say
    The word turtle starts with a /t/ sound as in ten.
  2. Emphasize the first sound of the words tomatoes, ten, and duck. Point to the pictures as you Say the words: Say
    Let’s do another word.
    Tomatoes, Ten, Duck.
  3. Ask
    Does the word tomatoes start with a /t/ sound as in ten or a /d/ sound as in duck?
  4. Say
    Tomatoes – Ten. Tomatoes – Duck.
  5. Push next to show where it belongs

 

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  1. Point to the picture of tomatoes and Say
    The word tomatoes starts with a /t/ sound as in ten.
  2. Emphasize the first sound of the words table, ten, and duck. Point to the pictures as you Say the words: Say
    Let’s do another word.
    Table, Ten, Duck.
  3. Ask
    Does the word table start with a /t/ sound as in ten or a /d/ sound as in duck?
  4. Say
    Table – Ten. Table – Duck.
  5. Push next to show where it belongs

 

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  1. Point to the picture of a table and Say
    The word table starts with a /t/ sound as in ten.
  2. Emphasize the first sound of the words donkey, ten, and duck. Point to the pictures as you Say the words: Say
    Let’s do another word.
    Donkey, Ten, Duck.
  3. Ask
    Does the word donkey start with a /t/ sound as in ten or a /d/ sound as in duck?
  4. Say
    Donkey – Ten. Donkey – Duck.
  5. Push next to show where it belongs

 

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  1. Point to the picture of a donkey and Say
    The word donkey starts with a /d/ sound as in duck.
  2. Emphasize the first sound of the words dog, ten, and duck. Point to the pictures as you Say the words: Say
    Let’s do another word.
    Dog, Ten, Duck.
  3. Ask
    Does the word dog start with a /t/ sound as in ten or a /d/ sound as in duck?
  4. Say
    Dog – Ten. Dog – Duck.
  5. Push next to show where it belongs

 

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  1. Point to the picture of a dog and Say
    The word dog starts with a /d/ sound as in duck.
  2. Emphasize the first sound of the words doll, ten, and duck. Point to the pictures as you Say the words: Say
    Let’s do another word.
    Doll, Ten, Duck.
  3. Ask
    Does the word doll start with a /t/ sound as in ten or a /d/ sound as in duck?
  4. Say
    Doll – Ten. Doll – Duck.
  5. Push next to show where it belongs

 

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  1. Point to the picture of a doll and Say
    The word doll starts with a /d/ sound as in duck.
  2. Say
    Now let’s review the words that we just sorted.
  3. Point to the pictures and Say each word in Tt column with students.
    ten
    turtle
    tomatoes
    table
  4. Point to the pictures and Say each word in Dd column with students.
    duck
    door
    donkey
    dog
    doll

 

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