Activity Description

Preparation:

1. Assemble bags of small objects and letter cards
    a. Each bag should contain several small objects and 3 letters that match the first sound in the objects (for example, marble, leaf, car, button, and the letters m, l, and b)
2. Create a bag of objects and letter cards for demonstration purposes

Implementation:

1. Assemble students in a circle on the floor 
2. Model the activity
    a. Take the objects and letters out of your bag and lay them on the floor
    b. Demonstrate a think-aloud strategy for the sorting process 
        • For example: “Hmm, I see a pencil. What sound do I hear at the beginning of the word pencil? /P/...
        /p/…pencil. I hear the sound /p/, so I’m going to place the pencil with the letter card that says p.”
    c. Ask students to help you sort your remaining objects and letters
    d. Demonstrate placing the objects which do not match the sound in question back into your bag
3. Allow students to work in pairs to complete this activity using their own special bag
4. Consult with pairs of students and ask them to explain how they have sorted their objects and letters
5. Invite students to exchange bags and repeat the activity

Adaptations For

English Language Learners/ESL:

- Partner ELL and non- ELL students
- Model and review sounds and letters before the activity
- Isolate phonemes and exaggerate mouth movements

LD/Reading & Writing Difficulties:

- Model and review sounds and letters before the activity
- Repeat instructions

Cultural Appropriateness & Diversity:

- Select objects relevant to all cultures and identities

Differentiated Instruction:

- Model an additional object-initial sound match to ensure understanding
- Use mixed-ability pairs

Related References

Source:
Fitzpatrick, J. (1997). Phonemic awareness: playing with sounds to strengthen beginning reading skills. Cypress, CA: Creative Teaching Press.

Evidence:
Yopp, H.K. (1992). Developing Phonemic Awareness in Young Children. The Reading Teacher. 45(9), 696-703.