Activity Description

Preparation:

1. Gather a variety of pictures of objects and animals that represent concrete three-sound words, looking for words that contain the same beginning, middle, or end sound
    a. For example: hat, cat, boat, pig, pail, pin, pen, dog, mat, map, mop
2. Choose a mystery sound as a model
    a. For example, /p/
3. Choose 3 pictures that match contain mystery sound, and 3 that do not
    a. For example: pen, pig, pot, and dog, bug, ball
4. On the board, write: “I like…” and  “but I don’t like…” 
5. Put pictures up on the board using sticky tack
          

Implementation:

1. Explain the game
    a. For example: “Up on the board you can see some pictures that I like, and some that I don’t like. There
    is a special reason why I like some of the pictures and not the others…all the pictures that I like show a
    word that has the same sound in it! We are going to look at the pictures that I like and that I don’t like
    and try to guess the mystery sound.”
2. Name your chosen pictures with students to ensure understanding
3. Model the game
    a. Using a think-aloud strategy, pause and review the names of the three pictures that you “like”
        • Remind students that they are trying to figure out what sound each word has in common
    b. Segment each word into sounds and indicate how you would try to guess the mystery sound
        • For example: “Hmm. The first word is pen. What sounds do I hear in pen? I hear /p/ /ĕ/ /n/. The
        second word is pig. What sounds do I hear in pig? I hear /p/  /ĭ/ /g/. Wait a minute! I think I hear the
        /p/ sound at the beginning of both pig and pen. Maybe that is the mystery sound!”
    c. Invite students to help you guess the mystery sound and confirm by checking it against all of the
    pictures that you like or don’t like
    d. Ask students to help you identify where in the words they hear the mystery sound
4. Invite the students to fill in the blank of the statement, “I like ____” and explain their reasoning
    a. For example, “I like words that start with the /p/ sound!” or “I like words that end with the /d/ sound!”
5. As a class, brainstorm other words that contain the mystery sound
6. Repeat the activity with a new sound and set of pictures
 

Adaptations For

English Language Learners/ESL:

- Use basic language and check for understanding
- Isolate and exaggerate the sound in isolation and in the word (point to mouth and tell students to look at your mouth while you make the sound and say the correct sound back)

LD/Reading & Writing Difficulties:

- Provide extra examples
- After the activity, check for understanding by completing the activity one-on-one

Cultural Appropriateness & Diversity:

- Ensure the pictures are representative of diverse cultures

Differentiated Instruction:

- Encourage students to work together in pairs or small groups
- Model thinking strategies by engaging in think-alouds throughout the activity

Related References

Source:
Diller, D. (2007). Making the Most of Small Groups: Differentiation for All. Markham, ON: Pembroke Publishers Limited. 

Evidence:
Yopp, H.K. (1999). Phonemic Awareness: Frequently Asked Questions. The California Reader, 32(4), 21-27.