S Say the word scissors. Scissors starts with an S sound.

Say the name of each picture.

Circle all of the pictures that begin with an S sound.
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Letter Sounds: Soft C
A soft letter Cc sounds like the letter S.
Some example words are: cedar, cell, cycle, and cider.

Match the word to the correct image.

circle icy face cyclone

Write your own word that begins with the soft letter Cc.
Draw a picture in the box to show your word.

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Letter Sounds: Aa
Color the pictures that begin with the Aa sound.

Practice tracing and writing the letter A and a.

1 2

1
2
3

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 Letter Sound
Say the sound made by each letter.
For each letter, write a word that begins with that letter sound.

n d
o h
p a
j g
t b
w f
m l
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 Build a Word!
Use your letter cards to complete the word. Then color in the image.
Find letter cards at: www.education.com/worksheet/article/letter-cards/

MM
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 Letter Sounds: Long A
The word snake has the long a sound.

Collect all of the long a sounds to escape the maze.

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Name: Date:

Make a Short A Word

Cut out the letters below and glue them together to make the word
for each picture.

a a a

a a a

t C M t F p
B n g B t H
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Gone Fishing
Say the name of each picture to find out the beginning sound.
Then choose from one of the two missing letters, and write the missing
letter to complete the word.

c h l j

at og

r s v n

un et
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 Building Words
Some letters have gone missing from this construction site! Can you
help put them back in place? Use your letter cards and the letters in the
word bank to help you finish each word. Say each word aloud as you go.

EA

EA

EA

EA

: L, F, H, T, S, M
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Name: Date:

Matching Animals
Cut out the pictures and paste them next to the matching word.

Cat Dog Rat

Bat Hen Pig

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Name: Date:
Mid-Year Assessment
PHONEMIC AWARENESS: INITIAL SOUNDS
Say, “Tell me the first sound you hear in each of the words.”
Write a ✓ if the students answers correctly. Record the sound
on the line if the student answers incorrectly.

Ran _ /r/
Tent _ /t/
Cook _ /c/
Bike _ /b/
Deer _ /d/
Pool _ /p/
Horse _ /h/
Sand _ /s/
Fan _ /f/
Walk _ /w/

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Na me Da te

Make More Words

Write b or c to make the word.
Have kids say the name of each picture and listen for the beginning sound.
Then have them complete the word under each picture by writing the letter b or c.
Encourage them to read the words aloud after they complete them.

c up at

ed ox
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Name: _______________________________ Date: _______________________

Mixed Beginnings!
Directions: Finish each word by adding the missing letters.

Sk or St?
1. 2.

_ _ y _ _ u n k
3. 4.

_ _ a r _ _ o p
5. 6.

_ _ i _ _ o r m
7. 8.

_ _ i c k _ _ a t e b o a r d
9. 10.
49¢

_ _ a m p _ _ e l e t o n

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 Name: _______________________________ Date: _______________________

Mixed Up Blends
Sm or Sp?
Directions: Finish each word by adding the missing letters.

1. 2.

_ _ e l l _ _ a r k l e
3. 4.

_ _ i l l _ _ i l e
5. 6.

_ _ a l l _ _ i n
7. 8.

_ _ o o n _ _ i d e r
9. 10.

_ _ a s h _ _ o o t h

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 Name:_______________________________ Date:____________________

More Missing Letters

What’s the first sound? Fill in the missing letter in the words below. Practice reading each word.
Then color the pictures.

___at ___ug

___ouse ___nt

___ow ___oose

___un ___ain

___an
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Unscramble each word to find the name of an instrument, then write it in the space
provided. When you’re done, draw a line from the word to the matching picture.

eltfu

artiug

inoap

rmud

pahr

onrh

pumtret

nilivo

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 My Rhyming Book
Color in the pictures and fill in the blank spaces.
Then, have an adult help you cut out the pages and staple your book together.

‘s
Rhyming
Book 1. ock 3.

K R
ock 2. lock 4.

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Name: Date: Color in the pictures and fill in the
blank spaces. Then, have an adult
help you cut out the pages and
My Word Family Book staple your book together.

‘s
Word Family
Book
1. an 3.

an 2. an 4.

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Name: Date: Color in the pictures and fill in the
blank spaces. Then, have an adult
help you cut out the pages and
My Word Family Book staple your book together.

‘s
Word Family
Book 1. at 3.

at 2. at 4.

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 phonemes
Cut out these flashcards and use them
to practice phonemic awareness.

sg g
g
n girl, P
sit, pass ittsb
urgh
girl, Pittsburgh

ng sing, bank
f
f lu , sphere, tough, calf

v
van, dove
s
sit, pass, science, psychic

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 phonemes
A PHONEME is the smallest unit
of sound in a language.

An ALLOPHONE is any speech sound

that represents a single phoneme.
For example, the “k” in kit or skit
is an allophone of the phoneme K.
b
bit, brat, bubble

m
mitt, comb, hymn
t
tickle, mitt, sipped

d
die, loved
n
nice, knight, gnat

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 phonemes
Try saying each phoneme out loud!

Make sure your child understands how to

say letters with long sounds. F, L, M, N, R, S, V
and Z all have long sounds. They tend to have
an “uh” sound attached to the end. This is
incorrect pronunciation. For example, an “F”
l
lamb, call, single
should bepronounced “fffff”, not “fuh”.

r
reach, wrap, her, fur, stir
y
you, use, feud, onion

j
judge, wage, bridge
k
cup, kite, duck, chorus, quiet

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 phonemes
Phonemes don’t always match the
letter that makes their sound. For example,
“nose” is spelled with an “s”, but the
phoneme for that sound is Z.

Can you think of other words that

use a different written letter than the
phoneme letter?
wh where

h
house, whole
w
witch, queen

p
pit, spider, stop
z
zoo, jazz, nose, as, xylophone

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 phonemes
These phonemes are represented
with two letters, but they still make
just one unit of sound.

Challenge your child to think of more

words that use these phonemes!
th
thin, breath, ether

th
this, breathe, either
sh
shoe, mission, sure, charade,
precious, notion, mission,special

zhmeasure, azure
ch
cheap, future, etch

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Name: Date:

Phonemic Awareness: Initial Sounds

Say, “Tell me the first sound you hear in each of the words.”

Write a if the students answers correctly. Record the sound

on the line if the student answers incorrectly.

1. Rat /r/
2. Top /t/
3. Cat /c/
4. Boy /b/
5. Dog /d/
6. Play /p/
7. House /h/
8. Snake /s/
9. Friend /f/
10. Went /w/

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 Phonetic Sounds
of the Letter E
The letter “e” can make 2 different sounds.
Long vowel sound ē as in “me”
Short vowel sound ĕ as in “met”

Draw a circle around the long “e” sounds and a square over the short “e” sounds.

1. see 2. these 3. egg

4. bread 5. here 6. chief

7. exit 8. key 9. head

10. flea 11. read 12. feed

13. thief 14. her 15. beef

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 12

Phonetic Sounds
of the Letter I
9 3

The letter “i” can make 2 different sounds.

Long vowel sound ī as in “ice”
Short vowel sound ĭ as in “it”

Draw a circle around the long “i” sounds and a square over the short “i” sounds.

1. time 2. mist 3. crib

4. line 5. rifle 6. indoor

7. right 8. pit 9. lick

10. hide 11. island 12. insect

13. sit 14. site 15. trip

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Phonological Awareness Explained
When children have phonological awareness, they know that language is made of words, syllables,
and sounds. Phonological awareness skills involve a range of components which are critical for devel-
oping good reading skills. Phonemic awareness, a subcategory of phonological awareness, is the
ability to focus on and manipulate (or “play” with) individual sounds (phonemes) in spoken words.
Phonemes are the smallest units of spoken language. Phonemes combine to form syllables and words.
For example, the word “cat” has three phonemes: /c/, /a/, /t/.

Phonological Aware
ness
Words in
sentences: Onset/rime: Phonemic Awareness
Sentences are Onset is the first
made up of words. A sound in a word and
word must have at least rime is the rest of it.
one letter. Students should be able to
identify the onset and rime Blending:
in a spoken word (dog: the Combine the Segmenting:
onset is /d/ and the sounds in a spoken Separate the
rime is /og/). word (/s/, /t/, /o/, /p/ sounds in a spoken
combine to make the word. Stretch out the
word “stop”). word “bug” into its 3
sounds: /b/, /u/, /g/.
Rhyme/
alliteration:
Rhyming words
have the same ending
Syllables:
syllable (cat, bat, mat).
Words are
Alliteration occurs when
made up of
words have the same initial Addition/
syllables. Students
sound (sit, sob, sum). substitution/deletion:
should be able to
The ability to manipulate
identify the syllables
phonemes. Adding,
in a word (banana has
substituting, or deleting a
3 syllables: ba/na/na).
sound in a spoken word
(replace the /m/ in “mat”
with a /c/ to make “cat”).

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Name: Date:

Word Changer
Starting with the first word, change one letter to make the next word.

r ug

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 Name

Word Changer
Date

Starting with the first word, change one letter to make the next word.

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 Name

Word Changer Date

Starting with the first word, change one letter to make the next word.

h e n

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Name: _______________________________ Date: ______________________

Put it Together
Directions: Blend each word by drawing a line to the matching letters. Write the word.

Example: C O T C __
__ A __
T
R A L

1. C E P __ __ __
D U R

2. N A P __ __ __
M I N

3. D E G __ __ __
S O R

4. L E T __ __ __
R A M

5. P A Z __ __ __
D I G

6. M U T __ __ __
H A J
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 Questions 1
Questions 1
Questions 1

The cookie costs 5¢. Which Look at the pattern. Which cow Balloon, bird, kite. Which two
coin do you need to buy it? comes next? begin with the same letter?

Are there more green tops or Look at the pattern. Which

yellow tops? animal comes next?

Questions 1
Questions 1
Questions 1

If the squirrel eats one nut, how How many tops do you see? Slide, run, dog. Which one
many nuts will be left? rhymes with “ride”?

The cake costs 10¢. Which coin Bird, swing, seesaw. Which
do you need to buy it? one rhymes with “ring”?

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 Beginning Sounds
Keep all text and illustrations within the 0.5” margin.

Name:________________________________________ Date:____________________

Circle the letter that makes the beginning sound of each picture, then
write the word.

m s p t k f e a u

b v w s b c f t v

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 Beginning Sounds:

B b and d D
Name each picture. Color the pictures that begin with a b sound blue.
Color the pictures that begin with a d sound red.

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Ask the child to name each picture and write the letter for the beginning sound. Then ask the child to say whether the
beginning letter is making its hard or soft sound. Read the words hard and soft, pointing to each, and ask the child
to circle the correct answer.

Review Beginning Sounds

c and g hard and soft

g
hard soft hard soft

hard soft hard soft

Beginning Sounds I

hard soft hard soft

hard andFind
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Recognizing worksheets,
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Ask the child to name each picture and circle the letter for its beginning sound.

Review Beginning Sounds f and h

d f
g p k
h f h
d l z
h b f
w f n
h y h
Beginning Sounds I

d t n
x f s

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Understanding
Reviewing shapes:
initial recognizing
consonants h shape
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237
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 Beginning Sounds r, s, t

Say the name of each picture aloud. Circle

the beginning sound.

f q s
r l m
p t k

g r k
t b s
q c f

p d v
n t h
s m r
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Find worksheets, games, lessons & more at education.com/resources
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 Connect the Dots
Start with the number 1 dot. Connect all the
dots in numerical order to discover a picture
that starts with the letter D.

1 2 3

10 4

9 5

8 6
7
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Ask the child to draw lines between pictures whose names begin with the same sound.

Sound Connections

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280 Understanding
Reviewing shapes:
initial recognizing
consonant shape
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Name:_______________________________ Date:____________________

Sound Match
Draw a line to match the picture to the letter that makes the same
beginning sound.

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 Sound it Out
Say each word. Listen to the beginning sound. One word sounds different from the others.
Can you find it?

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 Building Words
Some letters have gone missing from this construction site! Can you
help put them back in place? Use your letter cards and the letters in the
word bank to help you finish each word. Say each word aloud as you go.

OA

OA

OA

OA
Letter bank: B, T, G, L, R, D
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 Princess starts with P
Princess Presto... with spelling power !
Look at the pictures and say what each is out loud.
Then circle the letter that makes the sound each starts with.
(For example: The word “Fish” starts with the letter...?)

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Name: _______________________________ Date: _______________________

Spring Assessment:
Segmenting Words
Say each of the words below. For each word, say, “Tell me the beginning,
middle, and ending sound you hear in each of the words.”

Write a if the students answers correctly. Record the sound on the line if
the student answers incorrectly.

1. Mat ____ ____ ____ /m/a/t/

2. Cub ____ ____ ____ /c/u/b/
3. Tin ____ ____ ____ /t/i/n/

4. Mad ____ ____ ____ /m/a/d/

5. Jet ____ ____ ____ /j/e/t/

6. Feet ____ ____ ____ /f/ee/t/

7. Sock ____ ____ ____ /s/o/ck/

8. Sun ____ ____ ____ /s/u/n/

9. Dig ____ ____ ____ /d/i/g/

10. Log ____ ____ ____ /l/o/g/

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 Vowel: Spotlight on . . . E
Color all the things that start with the letter “E”

3
2 4
1 5

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 Vowel: Spotlight on . . . I
Color all the things that start with the letter “I”

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Name:

tic tac “T”

Color the pictures below.

Draw a red circle around the sounds that begin with “t”. red

Draw a blue X on the pictures that DON’T start with the sound “t”. blue

Who won, “X” or “O”?

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144
My Toys
Say the name of each stuffed animal.
What is the first sound you hear?
Write the letter that makes that sound.
Phonics

lephant
ebra
onkey
og
iger
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Complete the Word
Match the missing letter to complete the word.

__ ravel j

__ acation t

__ ourney a

__ dventure v

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Unscramble each word to find the name of an animal, then write it in the space
provided. When you’re done, draw a line from the word to the matching picture.

elmu

kucd

osome

rbid

osoeg

omues

woc

ebe

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Unscramble each word to find the name of a tool, then write it in the space provided.
When you’re done, draw a line from the word to the matching picture.

ermham

was

logve

rlild

srhub

inrgsp

rewcs

hcwnre

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Unscramble each word to find the name of a vehicle, then write it in the space
provided. When you’re done, draw a line from the word to the matching picture.

peje

rac

keib

ratin

anple

atbo

sub

rckut

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