Phonological Awareness:
Hearing Initial Consonant Sounds
Introduction:
This TTS introduces initial consonant sounds via direct instruction and provides students with
additional practice in recognizing the sounds taught. In giving the initial consonant sounds, be
sure that you say only the consonant sounds (for example: /p/ or /b/). Do not say the letter names
(for example: p or b) or add “uh” to the sounds (for example: “puh” or “buh”).
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Strategy: Recognizing Initial Consonant Sounds
Materials Needed:
TTS-PA-HInitialCS-Recog v2.pdf
Show the picture of a pencil.
Say: Here is a picture of a pencil. Please say pencil.
After the student says “pencil,”
Say: The word pencil begins with this sound: /p/. What sound do you hear at the
beginning of pencil? (/p/)
|
If the student has difficulty telling you the correct sound, emphasize the initial /p/ sound in pencil
and have him or her repeat it. |
Say: Another word that begins with the /p/ sound is pony. What sound do you hear at the
beginning of pony? (/p/)
Pan is another word that begins with the /p/ sound. Pencil, pony, and pan all begin
with the /p/ sound. Can you tell me another word that begins with /p/?
On the Student Record Form, record the student’s response.
|
If the student has difficulty telling you another word with the /p/ sound, repeat each of the
example words, emphasizing the initial sound. Have the student repeat each word |
Show the picture of a fish.
Say: Here is another picture. This card shows a fish. Please say fish.
After the student says “fish,”
Say: The word fish begins with this sound: /f/. What sound do you hear at the beginning
of fish? (/f/)
|
If the student has difficulty telling you the correct sound, emphasize the initial /f/ sound in fish
and have him or her repeat it. |
Say: Another word that begins with the /f/ sound is family. What sound do you hear at
the beginning of family? (/f/)
Fan is another word that begins with the /f/ sound. Fish, family, and fan all begin
with the /f/ sound. Can you tell me another word that begins with /f/?
On the Student Record Form, record the student’s response.
|
If the student has difficulty telling you another word with the /f/ sound, repeat each example
word, emphasizing the initial sound. Have the student repeat each word. |
Show the picture of a bumblebee.
Say: This card shows a bumblebee. Please say bumblebee.
After the student says “bumblebee,”
Say: The word bumblebee begins with this sound: /b/. What sound do you hear at the
beginning of bumblebee? (/b/)
|
If the student has difficulty telling you the correct sound, emphasize the initial /b/ sound in
bumblebee and have him or her repeat it. |
Say: Another word that begins with the /b/ sound is baby. What sound do you hear at the
beginning of baby? (/b/)
Bone is another word that begins with the /b/ sound. Bumblebee, baby, and bone all
begin with the /b/ sound. Can you tell me another word that begins with /b/?
On the Student Record Form, record the student’s response.
|
If the student has difficulty telling you another word with the /b/ sound, repeat each example
word, emphasizing the initial sound. Have the student repeat each word. |
Show the Recognizing Initial Consonant Sounds picture sheet.
Say: Here are some more pictures. One picture name in each row does not begin with the
same sound as the other two picture names. Let’s do the first row together. (Help the
student name the pictures, if necessary.)
What are the names for these pictures? (piano, bed, pumpkin)
Which picture names begin with the same sound?
Which picture name begins with a different sound?
On the Student Record Form, record the student’s response.
|
If the student has difficulty, say each word again, emphasizing the initial consonant sound. |
Say: Now you try the next row. (foot, banana, book) Which picture name begins with a
different sound?
Continue to the last row. (fence, fire, pig)
Say: Which picture name begins with a different sound?
On the Student Record Form, record the student’s responses.
Say: Let’s review the sounds we’ve been working on. What sound do you hear at the
beginning of most of the words in each of these sentences?
|
Peter picked pumpkins in the pumpkin patch. |
/p/ |
|
Fanny fixed fish for five firefighters. |
/f/ |
|
Bobby will buy a baseball bat for Betty’s birthday. |
/b/ |
On the Student Record Form, record the student’s responses.
Interpreting and Using TTS Results:
For students who have difficulty hearing initial consonant sounds, repeat the lesson using new
words. Be sure to emphasize the sound of the initial consonant and have the student repeat the
words after you. Then continue to present groups of three or four consonants at a time until the
student has mastered the sounds of all the consonants.
