a. Demonstrate basic knowledge of
letter-sound correspondence by producing the primary or most frequent sounds
for each consonant.
Letter Pops
– Here’s a great tool for making letter-sound connections. Purchase a set of magnetic letters and
glue them to jumbo craft sticks.
(E6000 glue is my favorite!)
Pass out the letters and children can hold them up at the appropriate
time in the songs below.
*They can also
match letter pops up to classroom print and use them to make CVC words.
Singing and
Moving Letters – Here are some songs where children can sing and learn.
What’s
This Letter?
(Tune: “Bingo”)
Oh,
what’s this letter, do you know?
What
letter can this be – o
/a/
/a/ /a/ It’s an A (shout)
/a/
/a/ /a/ it’s an A!
/a/
/a/ /a/ It’s an A!
That
is it’s name-o.
b….z
The
Letters on the Bus
(Tune: “The Wheels on the Bus”)
The
letters on the bus all make their sounds,
Make
their sounds,
Make
their sounds.
The
letters on the bus all make their sounds
All
around the town.
The
B on the bus goes /b/ /b/ /b/, /b/ /b/ /b, /b/ /b/ /b/,
The
B on the bus goes /b/ /b/ /b/ all around the town.
Who
Let the Letters Out?
(“Who
Let the Dogs Out?”)
Who
let the A out?
/a/
/a/ /a/ /a/ /a/
Who
let the B out? etc.
Seven
Little Letters
(“Five
Little Ducks”)
(Choose
7 children to wear letter vests.)
Seven
little letters went out one day,
(Children hold hands
Over
the hill and far away.
in a circle.)
When
the teacher called /f/f/f/f/
Only
the letter f came back.
(Child
wearing “f” skips to the teacher.)
The
Alphabet in My Mouth
(“He’s
Got the Whole World in His Hands”)
I’ve
got the whole alphabet in my mouth.
I’ve
got the whole alphabet in my mouth.
I’ve
got the whole alphabet in my mouth,
And
I can read.
I’ve
got A - /a/ /a/ - in my mouth.
I’ve
got B - /b/ /b/ - in my mouth.
I’ve
got C - /c/ /c/ - in my mouth,
And
I can read.
*Take a photo of
each child in the classroom with their mouth wide open. Enlarge. Glue a letter in the middle of each child’s mouth. Put the pictures together to make class
book.
