A-Z Beginning Sounds

Preschool Reading

by Catherine Crider July 24, 2018

Are your preschoolers experts at singing their ABCs and identifying letters? If so, it might be time to help
students become experts at identifying the sounds that letters make at the beginning of words.

Learning Objectives

Students will be able to identify the sound that different letters make at the beginning of words.

Materials and preparation Key terms

In a People House by Dr. Seuss No key terms for this lesson plan.
Sticky notes
Alphabet chart
Piece of paper
Markers/crayons
Scissors (optional)
Glue/glue stick (optional)
Magazines (optional)
Class set of Sound Off! (optional)

Attachments

Sound Off! (PDF)

Introduction (5 minutes)

Call students together.

Read In a People House by Dr. Seuss. Before reading the story, use sticky notes to cover up the first
letters in many of the words. While reading, encourage students to use the pictures to identify what word
will come next and isolate the beginning sounds. After students have done this, reveal the letter from
under the sticky note that is making the sound.
EL

Beginning

Preview any confusing or unknown vocabulary words in both English and students' home language (L1)
prior to the start of the lesson.
Provide students with their own copies of the book or project the pages onto the board for students to
follow along.

Intermediate

Pause as you read to clarify anything confusing and/or ask students questions about the text.

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Explicit Instruction/Teacher modeling (10 minutes)

Tell students that they just identified the beginning sounds of words in a book!
Next, take time to sing the alphabet and point out each letter on an alphabet chart. Have students
identify each letter on the chart one at a time, and as a group practice the sound each letter makes.
Have students take turns coming up to the front of the classroom to form a letter of the alphabet with
their body. Have their peers identify the letter and the sound it makes.
EL

Beginning

Provide students with their own copies of an alphabet chart along with a pointer like a popsicle stick) to
follow along as you sing the Alphabet Song.

Intermediate

Pair students together to make alphabet letters with their bodies.

Have each pair guess each other's letter.

Guided Practice (5 minutes)

Using the chalkboard/whiteboard, demonstrate to students isolating the first letter of your name and
write the first letter in the center of the board. Ask students to come up and draw pictures of other things
that also start with this first letter around the letter.
Pass out pieces of paper to each student. Explain that they will be putting the first letter of their name in
the middle of the page and then drawing pictures of words that start with the same sound/letter around
it.
Ask students to think about the first letter of their name. What sound does it make? What other words
start with the same sound?
Before sending students off to work, remind them of any independent work time rules (i.e., only speaking
in a whisper, raising hands for needs, etc.).
EL

Beginning

Have students turn and talk to share something that starts with the same first letter as the one you have
written on the board.

Intermediate

Ask students to share something aloud with the group that starts with the same first letter written on the
board.

Independent working time (10 minutes)

While students are working, any adults in the room should be circulating, answering questions, and
asking students to identify beginning sounds and letters in words.
Playing quiet music in the background can help to set a good working mood and keep conversations to a
minimum.
EL

Beginning

After passing out blank paper, check that students are able to identify the correct first letter in their
name and can verbalize the sound the letter makes.

Intermediate

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 As a group, go over each letter of the alphabet again and pause at each letter that is the starting letter
for a student name.

Related books and/or media

BOOK: In a People House by Dr. Seuss, writing as Theo LeSieg

Find interactive books for each child’s level.

Differentiation

Support:

Working with a partner can help to scaffold this activity.

Pre-cut visuals of simple items that students can glue on their pages can also help students to show what
they know.

Enrichment:

For students needing a greater challenge, encourage them to also go through magazines and find
pictures of items starting with the same sound to cut out and paste instead of just drawing.

Assessment (5 minutes)

Student accuracy in drawing items that start with the same first letter of their name can be used to
determine if the lesson objective has been met.
Adults should take anecdotal notes about students' answers to questions around their thought processes
in completing the activities. These can be used to make determinations about what students know.
Student knowledge of letter sounds can also be tested with the Sound Off! assessment.
EL

Beginning

Ask students to share with you the names of the objects in their drawings.
Transcribe student work by writing in the name of each object by the corresponding image if time allows.

Intermediate

Encourage students to share additional things that begin with the same first letter.
Ask students to look around the classroom to identify anything else that also begins with that letter.

Review and closing (10 minutes)

Call students back together.

Ask students to share their experiences. What was the favorite word they thought of? What did they find
most difficult?
Go through the alphabet one more time, making the sound that each letter makes in funny voices.
Post student work somewhere in the room so that they can continue to see it and talk about the sounds
that letters make in the beginning of words.
Encourage students to try this at home with their parents, siblings and pets!
EL

Beginning

Review the letter sounds using the alphabet chart.

Have students turn and talk to a partner to share one of the things they drew that started with the same
first letter as their name.

Intermediate

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Provide sentence starters for students to use during their reflection.

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Name: Date:

Sound Off!

C D E
F G H
I J K
L M N
O P Q

R S T

U V W
X Y Z

Directions: As you say the sound each letter makes color in that square.
Leave any squares where you are unsure of the sound or an adult indicates
you used an incorrect sound white. Can you get a fully colored in alphabet?

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