Written and Illustrated by Sandy Schneider

Edited by Gail HoppeLevel: A

Listening Games

800-873-0396www.magicpennyreading.org

The Phonemic Foundation for Literacy Success

Level A: Early Literacy Games Phonemic Awareness Skills

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Phonemic Awareness skills are the building blocks of reading and writing. These skills enable a child to hear all of the differences in the sounds of their spoken language, and to understand how these basic sounds (phonemes) work together to make up words. They are the listening and discrimination skills that a child must master before progressing on to the development of the more complex skills in Magic Penny Read-ing Levels B through F. Before beginning these Early Literacy Games, please view the Magic Penny Slide Show: Parent Workshop #1: Phonemic Awareness. This very helpful slide show is available on our web site at: www.magicpennyreading.org. Begin by giving a child the Phonemic Awareness Assessment on pages 14-17 of this booklet. Then assess them when they have completed the booklet to see their progress.

While working on phonemic awareness we work with sounds only - no letters - no letter names. The pho-nemic awareness games are all listening and thinking games. They guide a child to hear the small sounds that make up our language. These sounds are called phonemes. Children are guided to hear the differences between phonemes, to identify the positions of phonemes in words (whether they hear the sound at the beginning, middle or end of a word) and to manipulate phonemes in words by adding, taking away, or changing the order of sounds in words. Be sure to give a child time to listen and think so they can develop these important skills. They will prepare a child’s brain for reading success.This may appear complicated, however, the “game format” makes it easy, fun and achievable by every child.

* Early Start Cards and games are provided to enable you to assist a child who needs visual cues to un-derstand the concepts being developed in the first 4 steps/games. They are explained on the opposite page.

The Sound Order Game and the Put and Take Games (steps 4-8) involve pennies (or pieces of cereal, rai-sins, colored blocks, etc) and sitting at a table. They also help a child to develop their attention span and the ability to sit for a 10 minute period. Some parents and teachers begin by providing 2 five minute “Magic Penny Times”. Use your judgement when beginning a child’s “Magic Penny Time”.

IMPORTANT: Play these games in order. Begin with Step #1: Beginning Sounds Game and work on that game until the child can play it easily before going on to Step #2: Rhyming Game. When the child can play the Beginning Sounds Game easily, begin Step 2: Rhyming Game. You may always go back to review an earlier game, but do not proceed to a new game until the game before it is easy for the child.

NOTE: The phonemic awareness listening games in steps 1, 2, 3, and 4 can be played in the car, waiting in line somewhere, or any time you have a few minutes to spare. You will be helping your child to create stronger neural connections that will lay the foundation for developing auditory processing and critical thinking skills for reading and writing success.

Step #1: Beginning Sounds Game* Step #2: Rhyming Game* Step #3 Sound Order Game* Step #4: Mystery Word Game Step #5: First Put and Take Game Step #6: Second Put and Take Game Step #7: Third Put and Take Game Step #8: Fourth Put and Take Game

Level A : Early Literacy Games consists of 8 Steps/Games:

Print the Early Start Cards, Magic Penny Fish Score Card and Sound Order Mat. They are at the end of this booklet.

These Early Start Cards provide visual cues which help to “jump start” a child’s phonemic awareness skills. They are designed to help a child hear and identify beginning, middle and ending sounds in words and develop their auditory memory. These cards can be used with children as early as 3 years of age. They can also be used to help older children who are having difficulty understanding the concepts of beginning, middle, and ending sounds in words.

When a young child has mastered these skills, they should begin the corresponding listening game step in Level A: Early Literacy Games. These games are played without the picture cards in order to develop and strengthen a child’s auditory memory skills. For example:

Early Start Beginning Sounds Card Games - When a child has mastered the Early Start Beginning Sounds Card Games, they should begin Step #1: Beginning Sounds Game. This game is en-tirely a listening game. It is very important that children learn to identify beginning sounds without need-ing to rely on picture cues.

Early Start Rhyming Words Card Games - When a child has mastered the Early Start Rhyming Words Card Games, they are then ready to begin Step #2: Rhyming Game to help them to de-velop the skill of rhyming words without picture cues.

Early Start Sound Order Card Games - When a child has mastered the Early Start Sound Order Card Game, begin Step #3: Sound Order Game to help a child develop the skill of hearing and identifying beginning, middle and ending sounds in words. These skills are the foundation for reading and writing success.

Use the Fish Score Card and the Sound Order Mat as you guide children to develop phonemic awareness.

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Early Start CardsEarly Start Cards

The objectives of this game: 1. To help a child to hear the differences in these beginning consonant sounds: /b/, /d/, /f/, /g/, /j/, /k/, /l/, /m/, /n/, /p/, /qu/, /r/, /s/, /t/, /v/, /z/. 2. To guide a child to think of words that begin with these consonant sounds.

Example: How many words can you think of that begin with the sound /d/ ?

When you start playing this game, you may have to give category hints like “I can think of a few animals that begin with the sound /d/. One animal wags its tail when it is happy to see you. Do you know what animal I am thinking of that begins with the sound /d/? Can you think of another animal that begins with the /d/ sound?

Let’s think of foods that begin with /d/. Can you think of anything you eat that begins with the sound /d/? How about something that we get at the bakery that has a hole in the middle of it?”

You should then try other sounds and give hints only when needed.

Remember to give your child plenty of time to think before giving too many clues. Children need to make the brain connections themselves. This cannot happen unless they have time to think before the first clue or any other clues are given by you.

Note: 1. Do not use words that begin with vowel sounds for this game ( /a/, /e/, /i/, /o/, /u/, /y/). 2. The letter “c” does not appear in the consonant list because it does not have its own sound. It “borrows” its sounds from the letters “k” or “s”. When you are playing this game and working on the /k/ sound, a child is correct to say “cookie”, “car”, “camping”. When working on the /s/ sound, a child is correct to say “cereal”, “ceiling”, “cent”, etc. 3. Avoid words that begin with the letters “w”, “h”, and “x”, when you play this game. 4. Try to say each consonant sound clearly without a vowel sound attached to it. For example: just say “/d/”, not “/d/ + /uh/” = /duh/.

When a child is good at Step #1 Beginning Sounds Game, they are ready for Step #2 Rhyming Game. You may now use this Beginning Sounds Game as a review or warm-up activity any time your want.

Step #1 Beginning Sounds Game

NOTE: Before you begin, the adult should review the Pronunciation Guide on our website: www.magicpennyreading.org. If a child has difficulty with this Beginning Sounds Game, use the Early Start Cards and play the Early Start Beginning Sounds Card Games. (See next page.) Then come back and play this Beginning Sounds Game without using the Early Start Beginning Sounds Cards so that a child can learn to play the game without needing to look at pictures to be successful.

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See more Beginning Sound

Games on Page 14.

Early Start Beginning Sounds Card Games

When this game becomes easier for a child, you may mix-up the top and bottom cards to vary this game. You may also use more than 2 bottom cards to increase the challenge.

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Objectives: Children learn to hear and identify beginning sounds in words and strengthen their auditory memory (listening) skills.Easy Level

Choose 3 of the Early Start Cards. Make sure that 2 of them have the same beginning sound. Place the 3 Early Start Cards in front of the child like this:

1. Ask the child to say the word for each of the pictures on the Early Start Cards.2. Ask the child to point to the card that begins with the same sound as the top card.3. Continue to play this game daily in 10 minute sessions until the child becomes good at it.

Top Card Bottom Cards ball fish / bee bed / dog lips / boat cat cake / tent goat / key sock / king sun star / vase bee / snail tree / spoon sock / jug tree sock / tie tent / cake net sun / knee nail / rain dog door / zoo fish ring / frog hat sock / hand lips lock / key moon ball / mop whale cat / wagon pig boat / pie ring rain / vase

Medium Level

Put all of the Early Start Cards up-side down in a pile in the center of the table. The child must pick a card and correctly say the sound that the picture begins with. If the child is correct, they keep the card. If they are incorrect, the adult says the word and emphasizes the correct beginning sound. The child repeats the correct sound and the card is put back into the deck to be tried again when it is picked.

Harder Level

Follow the directions for the medium level. The child chooses a card, correctly identifies the beginning sound and then, to keep the card, must say 1, 2, or 3 other words (work your way up) that begin with that sound.

Hardest Level

Place the cards up-side down in the center of the table. Also place a pile of pennies (or bowl of raisins, cereal, jellybeans, etc.) next to the cards. The child chooses a card, says the beginning sound, and takes a penny for every word they can think of that begins with that sound. The child is now ready for the Step #1 Beginning Sounds Game.

The objectives of this game: 1. To hear the ending sounds of words. 2. To hear when ending sounds are the same. 3. To hear when ending sounds are different. 4. To think of words that rhyme with a given word.

Explain to the children that when words rhyme they sound the same at the end, but have different beginning sounds like “big”, “pig”, “dig”, and “jig”, You may also need to give clues when you begin playing this game.

Begin with trying to rhyme words with “ball”. Say, “How many words can you think of that rhyme with the word “ball”?” Give the child time to think. Then give a hint like: Your daddy is very ______. If you trip on a rock, you might _________. If you want to go shopping, we could go to the ____ etc. Then try rhyming with other words like:

Step #2 Rhyming Game

1. boy2. cat3. map4. bet5. lip6. hop7. nut8. far9. wish10. log

11. dug12. eat13. head14. dot15. run16. they17. bake18. see19. jaw20. bone

21. for22. fill23. kit24. cook25. oil26. pail27. would28. two29. by30. pine

When a child is good at Step #2 Rhyming Game, they are ready for Step #3 Sound Order Game. You may use the Beginning Sounds Game and Rhyming Game as review or warm-up activities.

If a child has difficulty with this Rhyming Game, use the Early Start Cards and play the Early Start Rhyming Words Card Games. (See next page.) Then come back and play this Rhyming Game to enable the child to learn to rhyme words without relying on pictures.

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Early Start Rhyming Words Card Games

Now your child is ready for the Pickle in the Middle Game - This game helps your child to hear rhyming words in sentences and to strengthen their auditory memory (ability to remember what they have heard).This game can be downloaded from www.magicpennyreading.com. When your child is good at the Pickle in the Middle Game, they are ready for Step #2 Rhyming Game.

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Objectives: Children learn to hear, identify, and rhyme words and strengthen their auditory memory skills.

When this game becomes easier for your child, you may take 4 pairs of rhyming cards, turn them up-side down, mix them up, and arrange them in a big rectangle 4 cards across and 2 cards down. Have the child pick 2 cards, say them, and keep them if they rhyme. If they do not, turn the cards over and take another turn. This is also good for strengthening a child’s visual memory skills. Work up to 10 pairs of rhyming cards.

Easy Level

Choose 3 of the Early Start Cards. Make sure that 2 of them rhyme. Place the 3 Early Start Cards in front of the child like this

1. Ask the child to say the word for each of the pictures on the Early Start Cards.2. Ask the child to point to the card that rhymes (sounds the same at the end) as the top card.3. Continue to play this game daily in 10 minute sessions until the child becomes good at it.

Top Card Bottom Cards pie dog / tie knee tree / star dog / key bed / bee cat pig / hat snail nail / jug whale / sun spoon ball / moon sock cake / lock ring king / vase dog zoo / frog boat lips / goat cake door / snake Medium Level

Put all of the Early Start Cards up-side down in a pile in the center of the table. The child must pick a card and correctly say a word that rhymes with the picture on that card. If the child is correct, they keep the card. If they are incorrect, the adult gives one hint and waits while the child processes the hint. Give more hints as needed, and the card is put back into the deck to be tried again when it is picked.

Harder Level

Follow the directions for the medium level. The child chooses a card, correctly gives a rhyming word, and then must say 1, 2, or 3 more rhyming words (work your way up) that rhyme with that card before they can keep the card.

Hardest Level

Place the cards up-side down in the center of the table. Also place a pile of pennies (or bowl of raisins, cereal, jellybeans, etc.) next to the cards. The child chooses a card, and takes a penny for every word they can think of that rhymes with that card.

Step #3 Sound Order Game

7When a child is good at Step #3 Sound Order Game, they are ready for Step #4 Mystery Word Game.

The objectives of this game: 1. To help a child to hear the order of the sounds in a word without relying on a picture card. 2. To guide a child to add sounds to words (blend sounds). 3. To guide a child to take sounds out of words and blend the remaining sounds.

NOTE: The following activities will help a child to understand that words are made up of sounds, and that when you add a sound or take a sound away, you actually make a different word, change the meaning of a word - or even create a nonsense word. Use the Sound Order Mat for this game.

1. Say to the child, “ What is the first sound you hear when I say ‘nap’?” Goal: to help a child develop the important skill of identifying beginning sounds in words. Play just this part of the game until a child is good at identifying beginning sounds in most words. Other words to use in this and the following activities: lap, cat, nip, lid, top, pit, pot, coop, Kate, lamb, mall, mile, leap, etc.

2. Say to the child, “What is the last sound you hear when I say ‘nap’?” Goal: to help a child develop the important skill of identifying ending sounds in words. Play just this part of the game with the words above and words of your own until a child is good at identifying ending sounds in most words. Then move on to activity 3.

3. Say to the child, “What is the middle sound you hear when I say ‘nap’?” Have the child say each word in activity 1 and identify the middle sound. Goal: to help a child develop the important skill of identifying middle sounds (vowels) in 3-sound words. Play just this part of the game until a child is good at identifying middle sounds in most 3-sound words. Then move on to activity 4.

4. Say to the child, “Can you say the word ‘nap’ without the /p/ (last sound)?” Have the child say each word in activity 1 without the last sound. Goal: to help a child develop the important skill of grouping beginning and middle sounds in words. Then move on to activity 5.

5. Say to the child, “Can you say the word ‘nap’ without the /n/ (beginning sound)?” Have the child say each word in activity 1 without the beginning sound. Goal: to help a child develop the important skill of grouping middle and ending sounds in words. Then move on to activity 6.

6. Say to the child, “What word would I have if I put the /s/ sound at the beginning of the word ‘nap’?” Do this with the words in activity 1. Goal: to help a child develop the important skill of blending consonants at the beginning of words to make new words. If a child has difficulty understanding whatyou are asking them to do, use the nail and snail Early Start Cards to illustrate this concept.

7. Say to the child, “What word would I have if I put the /s/ sound at the end of the word ‘nap’?” Do this with words in activity #1 above to help the child develop the important skill of adding endings to words.

Early Start Sound Order Card Games

moppignailbedrain

whalemoonsunvasecatballdoorgoatnetlockcakefishhatsocktreejugboatdog

1. Choose 2 of the Early Start Cards. Make sure that they rhyme. 2. Place the 2 Early Start Cards in front of the child.3. Ask the child to say the word for each of the pictures on the Early Start Cards.4. Ask the child to tell you the first sound in each word. If they have difficulty, have them listen as you separate the word into its sounds. Ex: cat = / k / a / t /. Then guide them to recognize the first sound in each word. Separate the sounds for them until they can correctly say all of the sounds in the correct order and identify the first sound in each 3-sound word on their own.5. Continue to play this game daily in 10 minute sessions until the child becomes good at it.

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Easy Level

Cards to Use for Easy Level cat / hat spoon / moon sock / lock dog / frog boat / goat cake / snake

Medium Level

Put all of the 3-sound Early Start Cards (see list on right) up-side down in a pile in the center of the table. The child must pick a card and correctly say the last sound of the picture on that card. If the child is correct, they keep the card. If they are incorrect, the adult says the word, separating the word into its sounds, and asks the child to repeat the last sound they heard. The card is then put back into the deck to be tried again later when it is picked.

Harder Level

Put all of the 3-sound Early Start Cards up-side down in a pile in the center of the table. The child must pick a card and correctly say the middle sound (vowel) of the picture on that card. If the child is correct, they keep the card. If they are incorrect, the adult separates the word into its sounds and asks the child to repeat the middle sound they heard in the word. The card is then put back into the deck to be tried again later when it is picked.

Hardest Level

Place all of the 3 sound Early Start Cards up-side down in the center of the table. Also place a pile of pennies (or bowl of raisins, cereal, jellybeans, etc.) next to the cards. The childchooses a card and takes a penny for each word when they correctly identify the beginning, middle and ending sound. You correctly separate the words they have difficulty with, then mix the card back into the pile for the child to attempt again. Now your child is ready for Step #3-Sound Order Game.

Objectives: Children to learn to separate and identify the beginning, middle, and ending sounds in 3-sound words and strengthen their auditory memory skills.

The objectives of this game: 1. To hear and remember the sounds you say in the correct order. 2. To blend those sounds together into the correct word. The skill of blending sounds into words is a critical skill that a child’s brain must develop. This brain connection enables a child to recognize the words that groups of sounds (letters) represent. These are the basic skills for decoding (reading). It is very important to play this Mystery Word Game to help a child develop these skills.

Begin using simple three sound words like “cat” (/k/a/t/). Pause about one second between saying each sound. If a child cannot blend /k/a/t/ into the word “cat”, try grouping two of the sounds together until they begin to understand what you want them to do. Example: (/k/at/) or (/ka/t).

It is important to spend enough time on this skill in short sessions over as many days as necessary, until you are certain a child can blend sounds into words. Work up to 4 sound words.

Step #4 Mystery Word Game

/b/uh/g/ = bug/f/ih/sh/ = fish/m/a/n/ = man/sh/ee/ = she/k/oh/t/ = coat/p/l/ay/ = play/d/aw/g/ = dog/p/ah/t/ = pot/d/ih/g/ = dig/b/aw/l/ = ball

When a child is good at Step #4 Mystery Word Game, they are then ready for Step #5 Put and Take Game #1.

/l/ih/p/ = lip/sh/ih/p/ = ship/s/a/t/ = sat/f/l/a/t/ = flat/k/ow/ = cow/h/er/t/ = hurt/r/eh/d/ = red/l/ay/k/ = lake/b/l/ew/ = blew/b/er/d/ = bird

/ew/ay/t/ = wait/ee/uh/m/ = yum/m/ay/k/ = make/h/ow/s/ = house/b/ay/b/ee/ = baby/f/uh/n/ee/ = funny/b/l/a/k/ = black/j/uh/m/p/ = jump/t/er/uh/k/ = truck/s/t/ah/p/ = stop

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The objectives of this game: 1. To identify the number of words that make up sentences. 2. To strengthen a child’s listening skills. Put a pile of pennies (raisins, pieces of cereal, colored blocks, etc.) in the center of the table. Explain to the child that you are going to play a TAKE game with words and pennies. As an example, use the sentence, “I like you.” As you say each word in the sentence, take one penny from the center and line them up in front of you. If playing with more than one child, each child takes a turn with a different sentence. If more practice is needed, use sentences from their favorite book or nursery rhymes. When playing with more than one child at a time, the child with the most pennies is winner #1, the second is winner #2, then winner #3, etc.

First Put & Take GameStep #5

1. bad/mad 7. dog/log 13. one/bun 19. high/my

2. green/big 8. six/seven 14. fun/run 20. big/pig

3. hop/mop 9. me/tea 15. hot/happy 21. up/baby

4. pink/sink 10. dirt/squirt 16. tickle/pickle 22. foot/belly

5. mean/bean 11. nose/hose 17. up/down 23. hairy/berry

6. truck/duck 12. sunny/funny 18. doll/toy 25 smile/pile

The objectives of this game: 1. To review and strengthen the concept of rhyming words. 2. To strengthen a child’s listening and discrimination skills.

Have the child count their pennies. Explain that the next part of the game is the PUT part. You will now say two words. They must listen to see if they rhyme like the words “boy” and “toy” and “pink” and “sink”. If the two words you say rhyme, they must put pennies back into the center. If the words do not rhyme and the child correctly identifies them as not rhyming, they may also put pennies back into the center. (You may have the child count out different quantities (or sets) of pennies to put back into the center each turn.) When playing with more than one child, the first child to put all of their pennies back into the center is winner #1, the second is winner #2, then winner #3, etc.

1. I love the zoo. 7. The polar bear was sleeping.2. We went there on Monday. 8. The elephant was huge!3. I saw three lions. 9. The baby giraffe was cute.4. Then I saw seven little monkeys. 10. A furry black spider scared me!5. I touched a long snake! 11. I had a great time at the zoo.6. The boa constrictor was big and green. 12. Can we go again next week?

TAKE

PUT

You can make up rhyming words of your own if you think a child needs more practice. When this PUT and TAKE Game has been mastered, play PUT and TAKE GAME #2.

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Step #6

1. /a/ (give the examples: “ant” and “and”)

2. /o/ (give the examples: “odd” and “operate”)

3. /e/ (give the examples: “ever” and “extra”)

4. / i / (give the examples: “ignore” and “inside”)

5. /j / (give the examples: “jet” and “junk”)

6, /qu/ (give the examples: “quart” and “quick”)

7. /r / (give the examples: “rainbow” and “rat”)

8. /u/ (give the examples: “us” and “untie”)

9. /v/ (give the examples: “vase” and “very”)

10. /w/ (give the examples: “wall” and “wet”)

11. /y/ (give the examples: “yet” and “yawn”)

12. /z /(give the examples: “zero” and “zip”)

The objectives of this game: 1. To strengthen the skill of identifying beginning sounds in words. 2. To strengthen listening and thinking skills. 3. To build thinking fluency by thinking of as many words as they can to put all of their pennies back.

Have the child count their pennies. Now that the child has a pile of pennies, explain that the next part of the game is the PUT part. They get to put a penny back each time they can think of a word that begins with the sound you say. Their goal is to put all of their pennies back.

1. /b/ (give the examples: “bug” and “banana”)2. /p/ (give the examples: “parrot” and “pie”)3. /s/ (give the examples: “soap” and “seven”)4. /d/ (give the examples: “donut” and “dime”)5. /k /(give the examples: “cut” and “cup”)6. /f/ (give the examples: “fish” and “free”)7. /t/ (give the examples: “teeth” and “top”)8. /l/ (give the examples: “lemon” and “lip”)9. /m/ (give the example: “moon” and “must”)10. /n/ (give the examples: “not” and “no”) 11. /g/ (give the examples: “gum” and “goose”) 12. /h/ (give the examples: “hair” and “heart”)

TAKE

When this PUT and TAKE Game has been mastered, play PUT and TAKE GAME #3.

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Note: You can help a child to develop thinking fluency by helping them generate words by thinking in categories like: clothing, colors, toys, animals, birds, fish, people’s names, vegetables, desserts, bugs, etc.

PUT

Second Put & Take Game

The objectives of this game: 1. To strengthen the skill of identifying beginning sounds in words. 2. To strengthen listening and thinking skills. 3. To develop thinking fluency as a child thinks of as many words as possible to get as many pennies as possible.

Put a pile of pennies (raisins, pieces of cereal, colored blocks, etc.) in the center of the table. Explain to the child that you are going to play a game with sounds and pennies. They get to take a penny each time they can think of a word that begins with the sound you say. The child may take only one penny for each word they can think of that begins with that sound. The rules are the same when they put their pennies back.

1. /b/ (give the examples: “bug” and “banana”)2. /p/ (give the examples: “parrot” and “pie”)3. /s/ (give the examples: “soap” and “seven”)4. /d/ (give the examples: “donut” and “dime”)5. /k /(give the examples: “cut” and “cup”)6. /f/ (give the examples: “fish” and “free”)7. /t/ (give the examples: “teeth” and “top”)8. /l/ (give the examples: “lemon” and “lip”)9. /m/ (give the example: “moon” and “must”)10. /n/ (give the examples: “not” and “no”) 11. /g/ (give the examples: “gum” and “goose”) 12. /h/ (give the examples: “hair” and “heart”)

The objectives of this game: 1.To strengthen the skill of blending sounds together into words. 2. To strengthen listening and thinking skills. 3. To identify the most “mystery words” to receive the most pennies. Put a pile of pennies (raisins, pieces of cereal, colored blocks, ets.) in the center of the table. Explain to the child that you are going to play a Mystery Word Game. They get to take 3 pennies each time they can blend the sounds you say together and correctly decode the Mystery Word. (If they blend only 2 sounds correctly, they may take only 1 penny.) Remember to pause one second between sounds. Give the example: c / a / t = cat.

1. cats = /k/a/t/s/

2. hats = /h/a/t/s/

3. pigs = /p/ih/g/s/

4. big = /b/ih/g/

5. run = /r/uh/n/

6. stick = /s/t/ih/k/

7. legs = /l/eh/g/s/

8. foot = /f/ouh/t/

9. pie = /p/I/

10. plane = /p/l/ay/n/

11. train = /t/r/ay/n/

12. play = /p/l/ay/

Third Put & Take GameStep #7

1. up = /u/p/

2. it = /i/t/

3. pot = /p/ah/t/

4. not = /n/ah/t/

5. big = /b/ih/g/

6. mop = /m/ah/p/

7. hop = /h/ah/p/

8. to = /t/ew/

9. five = f/I/v/

10. sip = /s/ih/p/

11. fun = /f/uh/n/

12. me = /m/ee/

The objectives of this game: 1. To strengthen the skill of separating a word into its sounds. Children need this skill to be able to spell words when they write. 2. Children strengthen their listening and thinking skills. 3. Children separate words into all of their sounds in the correct order as they put all of their pennies back.

Have the child count their pennies. Now that the child has a pile of pennies, tell them that the next part of the game is the PUT part. You will say a word and they are to separate it into all its sounds. They may put a penny back for every sound given in the correct order (even if they can’t give all the sounds in the word.) The goal is to put back all of the pennies.

1. /s/a/t/ = sat2. /b/a/t/ = bat3. /m/a/t/ = mat4. /f/a/t/ = fat5. /p/a/t/ = pat6. /ih/t/ = it7. /s/ih/t/ - sit8. /b/ih/t/ = bit9. /f/ih/t/ = fit10. /m/ih/t/ = mit11. /p/ah/p/ = pop12. /m/a/p/ = map13. /m/a/n/ = man14. /k/a/n/ = can

TAKE

PUT

When this PUT and TAKE Game has been mastered, play PUT and TAKE GAME #4.

1. /b/ay/b/y/ = baby2. /s/t/ah/p/ = stop3. /p/l/a/n/t/ = plant4. /b/l/ew/ = blue5. /k/uh/m/ = come6. /d/a/d/ = dad7. /sh/ih/p/ = ship8. /t/r/ih/p/ = trip9. /p/l/ay/ = play10. /s/t/ih/l/ = still11. /f/uh/n/ = fun12. /d/r/ih/p/ = drip13. /h/ah/t/ = hot14. /s/er/k/ih/s/ = circus

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Fourth Put & Take GameStep #8

1. Say the word “cat” without the /k/. (at)

2. Say the word “fit” w/o the /f/. (it)

3. Say the word “tooth” w/o the /th/. (too)

4. Say the word “part” w/o the /p/. (art)

5. Say the word “plop” w/o the /l/. (pop)

6. Say the word “house” w/o the /s/. (how)

7. Say the word “fall” w/o the /f/. (all)

8. Say the word “play” w/o the /l/. (pay)

9. Say the word “clap” w/o the /l/. (cap)

10. Say the word “mean” w/o the /n/. (me)

11. Say the word “sheep” w/o the /p/. (she)

12. Say the word “stand” w/o the /t/. (sand)

The objective of this game: 1. To strengthen the skill of identifying sounds and their order in words. 2. To strengthen the skill of deleting a sound from a word and then blending the remaining sounds. 3. Children strengthen listening and thinking skills. Have the child count their pennies. The PUT part of the game will be taking a sound away from a word to make a new word. As an example say,” When I say the word “can” and take away the /k/ sound at the beginning, I have the new word “an”. Now let’s see if you can make new words. Put one penny back for each correct new word you make.” The goal is to put back of all your pennies.

1. Say “it” with /s/ at the beginning. (sit)

2. Say “it” with /f/ at the beginning. (fit)

3. Say “it” with /b/ at the beginning. (bit)

4. Say “an” with /p/ at the beginning. (pan)

5. Say “an” with /m/ at the beginning. (man)

6, Say “an” with /c/ at the beginning. (can)

7. Say “op” with /t/ at the beginning. (top)

8. Say “op” with /h/ at the beginning. (hop)

9. Say “op” with /sh/ at the beginning. (shop)

10. Say “at” with /r/ at the beginning. (rat)

11. Say “at” with /s/ at the beginning. (sat)

12. Say “in” with /ch/ at the beginning. (chin)

TAKE

PUT

When this PUT and TAKE Game has been mastered, a child is ready for Level B: Pam and Sam.View the Parent Workshop #2 Slide Show before you begin Level B: Pam and Sam. Then progress through each Pam and Sam step in sequential order as you guide a child to master it.

13

The objectives of this game: 1. To strengthen the skill of adding sounds to words. 2. To strengthen the skill of blending sounds together into words. 3. Children strengthen listening and thinking skills. Put a pile of pennies (raisins, pieces of cereal, colored blocks, etc.) in the center of the table. Explain to the child that you are going to play the “Make a New Word Game”. As an example say,” When I say the word “at” and add the sound /p/ to the beginning, I have the new word “pat”. Now let’s see if you can make new words. Take one penny for each correct word you make.” The goal is to get as many pennies as possible.

More Beginning Sound Games

There are MANY different “twists” or ways that you can play games with the Early Start Picture Cards, children’s toys, and trips to the super market to reinforce beginning sound recognition.

1. Put some of the picture cards face up on the table. Take turns asking the child to pick up a card that begins with the sound you say.

2. You can go through the cards ahead of time and pick out 5 cards with matching beginning sounds. For example, pick two cards that begin with the /k/, /s/, /f/, /m/, /t/, sounds. Place the cards face down in 2 rows of 5 cards each. Have the child take turns picking 2 cards, trying to get 2 cards with the same beginning sound. When they do, they get to keep their pair. This will help to strengthen visual memory as well as auditory memory. If their cards do not match, they put them back face down and try to remember where the cards are for matching on another turn.

3. You can also have the child sort Early Start Cards according to the same beginning sounds. Put 3 sets of different matching sounds into a small bag. Put 3 cards that match those sounds on the table. Have the children take turns picking a card from the bag and putting it on the table with the card that begins with the same sound.

4. Put a few animal toys on the table. Make sure each animal begins with a different sound. Place picture cards that begin with the same sounds into a small bag. Have the child choose a card and place it in front of the animal that begins with that sound.

5. Have the child choose a toy animal (or a card) from a bag. Then have them find something in the room that begins with that sound.

6. Hold up a picture card. Have the child go on a scavenger hunt to find something that begins with that sound.

7. Play the game “I See Something” (that begins with the /s/ or /t/, or /f/ etc. sound).

8. Play the “Going on a Trip” game where the child thinks of as many items as they can that begin with a particular sound to bring on the trip.

9. Have the child think in categories. For example: How many foods can the child think of that begin with a particular sound? Other categories to try are colors, toys, people’s names, games, numbers, parts of their body, living things, articles of clothing, etc. Have them keep score on their Fish Score Card with pennies, cereal pieces, or candy.

10. Talk about special holiday words and the sounds they begin with. Show the child holiday pictures and ask them to identify the sound each picture begins with.

11. Playing the beginning sound game in the grocery store is a lot of fun. It is also a great opportunity to introduce new vocabulary words to a child.

14

Let each fish hold one penny. Then count them up and see how m

any!

1 2

3

4

5

6 7

8

9

10

Magic Penny Score Card

11 12

13

14

15

Sound Order M

atD

IRECTIO

NS:

Du

plicate an

d lam

inate th

is So

un

d O

rder M

at for each

ch

ild in

you

r gro

up

.

Step 1 - A

sk the ch

ild to

say th

e wo

rd th

at represen

ts th

e pictu

re of th

e 3-sou

nd

w

ord

. Ex: cat

Step 2 - A

sk, “ho

w m

any

sou

nd

s do

you

hear in

the

wo

rd cat?” Th

en g

ive the

child

3 pen

nies, o

ne to

rep

resent each

sou

nd

in th

e w

ord

cat. They can

start by

pu

tting

on

e pen

ny o

n each

B

ob

Jr. in th

e blu

e box.

Step 3 - G

uid

e the ch

ild to

sep

arate the first so

un

d

/k/ from

the w

ord

cat and

m

ove the p

enn

y into

the

first box.

Step 4 - G

uid

e the ch

ild to

sep

arate the m

idd

le sou

nd

/a/ o

ut o

f the w

ord

cat and

m

ove the p

enn

y into

the

mid

dle b

ox.

Step 5 - G

uid

e the ch

ild to

sep

arate the en

din

g (last)

sou

nd

/t/ and

move th

e p

enn

y into

the en

d b

ox.

Step 6 - G

uid

e the ch

ild to

b

lend

the 3 so

un

ds to

geth

-er in

to th

e wo

rd cat as th

ey m

ove the p

enn

y alon

g th

e red

arrow

from

left to rig

ht.

/k/ + /a/ +

/t/ = cat.

Beg

inn

ing

Sou

nd

Blen

d th

e sou

nd

s tog

ether in

to th

e wo

rd.

Mid

dle So

un

d

End

ing

(last) Sou

nd

12

3

Sound Order M

atD

IRECTIO

NS:

Du

plicate an

d lam

inate th

is So

un

d O

rder M

at for each

ch

ild in

you

r gro

up

.

Step 1 - A

sk the ch

ild to

say th

e wo

rd th

at represen

ts th

e pictu

re of th

e 3-sou

nd

w

ord

. Ex: cat

Step 2 - A

sk, “ho

w m

any

sou

nd

s do

you

hear in

the

wo

rd cat?” Th

en g

ive the

child

3 pen

nies, o

ne to

rep

resent each

sou

nd

in th

e w

ord

cat. They can

start by

pu

tting

on

e pen

ny o

n each

B

ob

Jr. in th

e blu

e box.

Step 3 - G

uid

e the ch

ild to

sep

arate the first so

un

d

/k/ from

the w

ord

cat and

m

ove the p

enn

y into

the

first box.

Step 4 - G

uid

e the ch

ild to

sep

arate the m

idd

le sou

nd

/a/ o

ut o

f the w

ord

cat and

m

ove the p

enn

y into

the

mid

dle b

ox.

Step 5 - G

uid

e the ch

ild to

sep

arate the en

din

g (last)

sou

nd

/t/ and

move th

e p

enn

y into

the en

d b

ox.

Step 6 - G

uid

e the ch

ild to

b

lend

the 3 so

un

ds to

geth

-er in

to th

e wo

rd cat as th

ey m

ove the p

enn

y alon

g th

e red

arrow

from

left to rig

ht.

/k/ + /a/ +

/t/ = cat.

Beg

inn

ing

Sou

nd

Blen

d th

e sou

nd

s tog

ether in

to th

e wo

rd.

Mid

dle So

un

d

End

ing

(last) Sou

nd

12

3

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9

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Montana North Dakota

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Nebraska

Kansas

Louisiana

Arkansas

Missouri

Iowa

Minnesota

Wisconsin

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Michigan

Indiana

Kentucky

Tennessee

MississippiAlabama

Georgia

Florida

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New Hampshire

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Hawaii

Texas

New MexicoArizona Oklahoma

Utah

Nevada

ColoradoCalifornia

Wyoming

IdahoOregon

Washington

Montana North Dakota

South Dakota

Nebraska

Kansas

Louisiana

Arkansas

Missouri

Iowa

Minnesota

Wisconsin

Illinois

Michigan

Indiana

Kentucky

Tennessee

MississippiAlabama

Georgia

Florida

SouthCarolina

North Carolina

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