20812_Unit_3_Alliteration

Phonological awareness skills 

Unit 3 – Alliteration 

Published by R.I.C. Publications ® 2018 

Copyright © R.I.C. Publications ® 2018 

RIC– 20812 

Titles in this series: 

Phonological awareness skills Unit 1 – Auditory discrimination 

Phonological awareness skills Unit 2 – Rhyming 

Phonological awareness skills Unit 3 – Alliteration 

Phonological awareness skills Unit 4 – Segmentation and syllabification 

Phonological awareness skills Unit 5 – Blending 

Phonological awareness skills Unit 6 – Phoneme matching 

Phonological awareness skills Unit 7 – Phoneme isolation 

Phonological awareness skills Unit 8 – Phoneme completion 

Phonological awareness skills Unit 9 – Phoneme addition and deletion 

Phonological awareness skills Unit 10 – Phoneme segmentation 

Phonological awareness skills Unit 11 – Phoneme substitution 

Phonological awareness skills Unit 12 – Phoneme reversal 

Phonological awareness skills Unit 13 – Phonological testing 

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Unit 3 

PHONOLOGICAL AWARENESS SKILLS 

The general term ‘phonological awareness’ includes phonemic awareness of sounds, words, 

syllables and rhyme. All phonological and phonemic awareness skills are learnt orally. 

Children need the ability to identify and work with the sounds of spoken language in order to 

make sense of sound–symbol relationships. 

SKILL 3: ALLITERATION 

TEACHER NOTES 

What is alliteration? 

Alliteration occurs when: 

• two or more stressed syllables of a word group 

commence with the same consonant sound or sound 

group (for example, stem and stern); OR 

• two or more words of a word group commence with the 

same letter; for example, alligators annoy ants. 

Simply speaking, alliteration is the repetition of the same 

sound or letter at the beginning of each word in a group of 

words or in a sentence. 

Alliteration is often used in poetry to create effect. 

Why is it important for young children to understand alliteration? 

Alliteration helps develop children’s awareness of different, 

or the same, sounds in words. They become aware of 

the difference and similarity in spoken words and the 

pronunciation of words. Alliteration makes children aware 

of the sounds that particular letters make when grouped 

together and helps them when they need to decode 

words. 

Levels of phonological awareness 

Identifying similar sounds helps children develop ‘an ear for sounds’. They begin thinking 

about the sound properties of words (and not just the meaning of words). 

Both alliteration and rhyming activities help children begin to break words into ‘chunks’, 

starting with words and syllables. 

What does alliteration involve? 

Alliteration may include the ability to: 

• identify alliteration in sentences, including 

– listening to songs, poems, and sentences with words that start with the same sound 

– identifying the repeated sound in a spoken alliterative sentence 

– finding the odd one out (in an alliterative sentence or group of words) 

• identify alliteration in words, including naming words that start with the same beginning 

sound 

• produce words that can be added to others to make an alliterative pair or group of words. 

word 

syllable 

onset and rime 

phoneme 

R.I.C. Publications ® www.ricpublications.com.au 978-1-925431-??-? PHONOLOGICAL AWARENESS SKILLS – ALLITERATION 1


ALLiteration games and activities 

The following games and activities are examples of ways to help children develop the skill of 

identifying and producing alliteration. 

ACTIVITY 1: Listen to alliterative stories 

Read books such as the following: 

• Some smug slug; Clara caterpillar, 

The Worrywarts; Four famished foxes and 

Fosdyke—all by Pamela Duncan Edwards 

• The Book of shadowboxes: 

A story of the ABCs by Laura L Seeley 

• A, My name is Alice by Jane E Bayer 

• ABC yummy by Lisa Jahn-Clough 

• Alligator arrived with apples: 

A potluck alphabet feast by Crescent Dragonwagon 

• Many marvelous monsters board book by Ed Heck 

• Alligators all around by Maurice Sendak 

• Identify alliteration in sentences or phrases by listening to songs, poems and sentences with 

words that start with the same sound 

2 PHONOLOGICAL AWARENESS SKILLS – ALLITERATION 978-1-925431-??-? R.I.C. Publications ® www.ricpublications.com.au





ACTIVITY 2: Learn alliterative poems and rhymes 

Examples include: 

Bobby met a beetle, 

A big black beetle too, 

But Bobby being brave and bold, 

Said, ‘boo beetle boo, 

I’m no baby boy, 

To be afraid of you, 

So go back home you big black beetle, 

Boo beetle boo’. 

• These are especially useful when introducing initial sounds in 

later stages of phonological awareness. 

Peter, Peter pumpkin eater, 

Had a wife but couldn’t keep her, 

Put her in a pumpkin shell, 

And there he kept her, very well. 

• Many nursery rhymes begin with alliteration. Examples 

include ‘Baa baa black sheep’, ‘Hickory dickory dock’, ‘Jack 

and Jill’, ‘Muffin Man’, ‘Pease porridge hot’, ‘Ring a ring a 

rosy’, ‘Sing a song of sixpence’, ‘Wee Willie Winkie’, ‘A tisket, a 

tasket’, ‘Little boy blue’ etc. 



ACTIVITY 3. Tongue twisters 

Listen to and say tongue twisters such as: 

‘Peter Piper picked a peck of pickled peppers. 

A peck of pickled peppers Peter Piper picked. 

If Peter Piper picked a peck of pickled peppers, 

Where’s the peck of pickled peppers Peter Piper picked?’ 

AND 

Betty Botter had some butter, 

‘But’, she said, ‘this butter’s bitter. 

If I bake this bitter butter, 

It would make my batter bitter. 

But a bit of better butter, 

That would make my batter better.’ 

So she bought a bit of butter— 

Better than her bitter butter— 

And she baked it in her batter; 

And the batter was not bitter. 

So ‘twas better Betty Botter 

Bought a bit of better butter.’ 

NOTE: When using tongue twisters with young 

children, ensure the rhymes are not too difficult 

to say. 

• Other examples may be found at 

. 

Visit 

for many online 

examples—some of which are very 

simple. The site allows the child 

to hear the alliterative phrase or 

sentence first. 

R.I.C. Publications ® www.ricpublications.com.au 978-1-925431-??-? PHONOLOGICAL AWARENESS SKILLS – ALLITERATION 

3



ACTIVITY 4: Alliteration in real life 

Identify the names of people, characters, things or takeaway outlets that use 

alliteration in their names. 

Examples include Coca-Cola ® , Krispy Kreme ® , Mickey Mouse, Porky Pig, 

Fred Flintstone, Donald Duck, Spongebob Squarepants and so on. 

Ask the children to watch and listen for others on the weekends when they are 

out and about. 

ACTIVITY 5: Which one is different? 

Ask the children to listen to a sentence and have them identify the word 

(or words) that do not begin with the same sound as the majority of the other 

words. 

The examples below may be used. 

Lazy lizards love loud music. 

Big red buttons brighten up a blouse. 

Ten tall trees shaded the tiny cottage. 

Henrietta Hen had a hot pink hat on her head. 

Caterpillars crunched on crinkled leaves. 

Five friendly foxes fell down in the field. 

Daniel was a dragon who didn’t dance. 

Fried fish frequently tastes great on Fridays. 

Seven silly seals played hide and seek. 

Two tiny termites tried to teach the tango. 

Yesterday the yellow yaks yelled at the yucky yolks in the yard. 

Clap to count the number of total words in the sentence. Then clap/click 

fingers to identify the words beginning with the same sound. Repeat the 

sentences more than once. 

• Identify the odd one out (in an alliterative sentence or group of words) • Identify the repeated sound in a spoken alliterative sentence or phrase 




• Identify the repeated sound in a spoken alliterative sentence or phrase 

ACTIVITY 6: Strange animals 

Have the children repeat funny alliterative phrases about animals. 

The examples below can be used to ‘inspire’ them. 

• a big bear in a box 

• a cheeping chick 

• a fat fox on a fence 

• a high hat on a head 

• a hungry hamster 

• a pink pig paddling 

• a roaring rhinoceros 

• a shivering sheep 

• a yelling yak 

The children may be asked to draw funny pictures 

to match the alliterative phrases. 

• Generate words that can be added to others to make an alliterative pair or group of words 

ACTIVITY 7: The colour game 

Play this game with small groups of children. 

Say the name of a colour and ask the children to name a person, place or 

thing that has the same beginning sound as the colour. 

If, for example, the colour named is blue, the children may suggest ‘blue bird’, 

‘blue bag’, ‘blue blossoms’, ‘blue buttons’ etc. 

Challenge the children to add other words to extend the phrases by adding 

other words like ‘big’, ‘bouncing’ etc. so the phrase becomes ‘big, blue birds’ 

or ‘beautiful, blue blossoms’ etc. 

This is also a good game for parents to play 

when travelling in the car with children. 


5



ACTIVITY 8: Animal alliteration 

The child thinks of an animal (or is supplied with one by the teacher). Then the 

child thinks of a name for the animal that begins with the same sound as the 

animal. 

For example, Harry Hippopotamus, Cindy Snake, Peter Penguin, Donald Dog, 

Chris Cat and so on. 

Give an example first if necessary. Utilise as many different letters of the 

alphabet as possible. 


ACTIVITY 9: Name play 

Say out loud the name of a child in the class and make up a fun, alliterative 

sentence starting with the name. 

For example, Ben has a big bouncy ball. 

Kevin keeps a kettle in the kitchen. 

Tim has ten ticklish toes. 

Fiona found a fine fat frog. 

Ask the children to think up similar sentences for their 

own names and share them with others. 





• Generate words that can be added to others to make an alliterative pair or group of words • Generate words that can be added to others to make an alliterative pair or group of words 

ACTIVITY 10: New characters 

Sing the rhyme ‘Incy Wincy Spider’. 

Make up alliterative names for new characters to replace Incy Wincy Spider 

in the rhyme. 

For example, Big Black Spider or Tiny Teeny Spider. 

Sing the rhyme with the new spider characters’ names 

replacing Incy Wincy Spider. 

Extend the activity to use insects such as ‘six silly snails’. 

(It doesn’t matter if the rhymes become nonsensical; 

this will increase the humour.) 

ACTIVITY 11: Alliteration card games 

Use picture cards like the ones provided on pages 16–19 and have the 

children sort them into groups by the sound the words begin with. 

Games like ‘Concentration’ and ‘Bingo’ can also be played using the cards. 

cap 

moon 

coat 

mouse 

Hello! 

shell 

wall 

ship 

wig 


7



ACTIVITY 12: Going on a trip 

This game can also be played beginning with the phrase ‘I went to the store 

and I bought a ...’. 

Choose a beginning sound and a place name that begins with the same 

sound. 

Say to the children, ‘I am going on a trip to Sydney and I am taking a suitcase’. 

Choose a child to repeat the sentence and add another item to take that also 

begins with the same sound. 

For example, ‘I am going to Sydney and I am 

taking a suitcase and a seal’. 

The next child repeats the previous sentence 

and adds another item. The game continues 

until all children have had a turn. (Items 

added need not be sensible.) 

These types of games also give children the 

opportunity to practise memory skills. 


ACTIVITY 13: I spy 

Choose an object in the room and say, ‘I spy something that begins with ... ‘ 

(choose a sound). 

The children offer suggestions about what the 

object may be by suggesting an object in the room 

that begins with the sound. 

When the object is correctly named, as a class, 

make up some silly, alliterative phrases about it. 






ACTIVITY 14: Counting alliteration 

As a class, make up alliterative phrases for each of the numbers one 

to ten. 

For example, 

One wet walrus 

Two tiny termites 

Three thirsty thorny devils 

Four funny frogs 

Five frisky foals 

Six silly seals 

Seven sick swans 

Eight energetic eagles 

Nine naughty numbats 

Ten terrible tigers 

and so on. 

The children can draw the images and make them into a fun alliterative 

number book. 


ACTIVITY 15: Alliteration puzzles 

Photocopy, laminate and cut out the alliteration puzzle pieces on pages 10–41. 

Pages 10–15 cover multiple letters on a page. Pages 16–41 cover one letter on 

a page. 

The children say the names of the objects then match 

a 

the pictures that begin with the same sound. 

Only use the two pictures in each row first 

so that no letters are introduced. This ensures 

b 

that all work is done orally before adding the 

complications of letters or words. 

c 

More capable children can then include the letter 

as well. 

d 

e 


9


Three-piece alliteration puzzles—1 


a 

b 

c 

d 

e 





f 

g 

h 

i 

j 


11




k 

l 

m 

n 

o 





p 

q 

r 

s 

t 


13




u 

v 

w 

x 

y 





z 


15


ALLITERATION games and activities 

Alliteration picture card pairs—1 

cap tap hen pen 

bun sun egg leg 

mat hat tree bee 

fan can bed sled 

tie pie dog frog 





bell shell king ring 

bear chair duck truck 

goat coat cake rake 

car star moon spoon 

sock clock mouse house 


17




shop top jam ham 

cot dot hip ship 

chin pin crab grab 

ten men net jet 

pig wig tub cub 





bug mug cut hut 

train rain whale tail 

bow crow bite kite 

dice mice back shack 

ball wall dad mad 


19


Large letter alliteration puzzles—Aa 




Large letter alliteration puzzles—Bb 



21


Large letter alliteration puzzles—Cc 




Large letter alliteration puzzles—Dd 



23


Large letter alliteration puzzles—Ee 




Large letter alliteration puzzles—Ff 



25


Large letter alliteration puzzles—G g 




Large letter alliteration puzzles—Hh 



27


Large letter alliteration puzzles—I i 




Large letter alliteration puzzles—J j 



29


Large letter alliteration puzzles—Kk 




Large letter alliteration puzzles—L l 



31


Large letter alliteration puzzles—Mm 




Large letter alliteration puzzles—Nn 



33


Large letter alliteration puzzles—Oo 




Large letter alliteration puzzles—Pp 



35


Large letter alliteration puzzles—Qq 




Large letter alliteration puzzles—R r 



37


Large letter alliteration puzzles—Ss 




Large letter alliteration puzzles—Tt 



39


Large letter alliteration puzzles—Uu 




Large letter alliteration puzzles—Vv 



41


Large letter alliteration puzzles—Ww 




Large letter alliteration puzzles—Xx 



43


Large letter alliteration puzzles—Yy 




Large letter alliteration puzzles—Zz 



45



Rhyming Three-piece rings—8 alliteration puzzles—1 

Black and white 

a 

b 

c 

d 

e 






f 

g 

h 

i 

j 


47





k 

l 

m 

n 

o 






p 

q 

r 

s 

t 


49





u 

v 

w 

x 

y 






z 


51





cap tap hen pen 

bun sun egg leg 

welcome 

mat hat tree bee 

fan can bed sled 

tie pie dog frog 






bell shell king ring 

bear chair duck truck 

goat coat cake rake 

car star moon spoon 

sock clock mouse house 



ALLITERATION Rhyming games and activities 



shop top jam ham 

cot dot hip ship 

chin pin crab grab 

ten men net jet 

pig wig tub cub 



ALLITERATION Rhyming games and activities 



bug mug cut hut 

train rain whale tail 

bow crow bite kite 

dice mice back shack 

ball wall dad mad 




Rhyming Large letter rings—8 alliteration puzzles—Aa 





Large letter alliteration puzzles—Bb 



57



Rhyming Large letter rings—8 alliteration puzzles—Cc 





Large letter alliteration puzzles—D d 



59



Rhyming Large letter rings—8 alliteration puzzles—E e 





Large letter alliteration puzzles—F f 



61



Rhyming Large letter rings—8 alliteration puzzles—G g 





Large letter alliteration puzzles—Hh 



63



Rhyming Large letter rings—8 alliteration puzzles—I i 





Large letter alliteration puzzles—J j 



65



Rhyming Large letter rings—8 alliteration puzzles—Kk 





Large letter alliteration puzzles—L l 



67



Rhyming Large letter rings—8 alliteration puzzles—Mm 





Large letter alliteration puzzles—Nn 



69



Rhyming Large letter rings—8 alliteration puzzles—Oo 





Large letter alliteration puzzles—Pp 



71



Rhyming Large letter rings—8 alliteration puzzles—Qq 





Large letter alliteration puzzles—Rr 



73



Rhyming Large letter rings—8 alliteration puzzles—Ss 





Large letter alliteration puzzles—Tt 



75



Rhyming Large letter rings—8 alliteration puzzles—Uu 





Large letter alliteration puzzles—Vv 



77



Rhyming Large letter rings—8 alliteration puzzles—Ww 





Large letter alliteration puzzles—Xx 



79


ALLiteration ALLITERATION games and activities 

Rhyming Large letter rings—8 alliteration puzzles—Yy 




ALLiteration ALLITERATION games and activities 

Large letter alliteration puzzles—Zz 



81


ALLiteration ASSESESSMENT—INDIVIDUAL 

1. Say these instructions to the child: 

‘I am going to say four words and I want you to tell me which one in the group 

does not begin with the same sound as the others.’ 

Say the following groups of words and ask the child to listen to them. The child 

says which word does not begin with the same sound as the others. Repeat the 

words once if necessary. 

hot, happy, help, goat 

news, note, no, house 

cat, head, cap, castle 

door, dog, sun, dot 

toy, tree, two, net 

eat, goat, go, good 

jelly, jam, just, ant 

big, sit, bat, bump 

mum, mat, moon, egg 

ear, five, far, fig 


‘I am going to say some words and I want you to say another word that begins with the 

same sound.’ 

Say the following groups of words while the child listens. Repeat if necessary. Then, after 

each group, ask the child to say a word that begins with the same sound. 

sun, sit, soak, _______ 

pet, play, post, _______ 

hug, hot, home, _______ 

bat, boat, big, _______ 

wet, will, whale, _______ 

fun, fast, frost, _______ 

as, ant, ask, _______ 

cot, coat, call, _______ 

go, get, got, _______ 

ink, is, in, _______ 

3.Say these instructions to the child: 

‘I am going to say a sentence with lots of words beginning with the same sound. 

I want you to say a word that begins with the same sound to finish the sentence. It 

can be a sensible or nonsense word.’ 

Say the following sentences. Then the child says a word beginning with the same 

sound to complete the sentence. 

• Hippos hate having to hunt _______. 

• My mum makes marvellous _______. 

• Dogs don’t dig up _______. 

• Today I took tomatoes and _______ to town. 

• Seals swim in swirling _______. 

• Pink pigs play _______. 

• Red roses run rings around _______. 

• Big blue balloons bounce on the _______. 

• Casey can count cats and _______. 

• Angry ants are eating _______. 

82 

PHONOLOGICAL AWARENESS SKILLS – ALLITERATION 978-1-925431-??-? R.I.C. Publications ® www.ricpublications.com.au


ALLiteration ASSESESSMENT—INDIVIDUAL 


‘I am going to say a colour name. I want you to point to the picture of something 

that begins with the same sound. Then I want you to say the two words—the colour 

and the object so I can hear the same sounds in both words.’ 

Before beginning the activity, have the children name the pictures so they have an 

understanding of each object. (objects pictured: pig, grass, octopus, window, rose, yak) 

Say the following colours: red, green, orange, pink, white, yellow. 


‘I am going to say a rhyme (tongue twister) and I want you to tell me which sound is 

used at the beginning of many words.’ 

Say the two tongue twisters in Activity 3 (Bobby met a beetle, Peter Piper). Ask the 

child to say the sound that is used at the beginning of many words. 

RECORDING 

1. Identifies words beginning with a sound different to others in a group. 

2. Generates words beginning with the same sound to complete 

a group of words. 

3. Generates words beginning with the same sound to complete 

an alliterative sentence. 

4. Generates words beginning with the same sound to match a colour word. 

5. Identifies a commonly-used sound in a rhyme. 

YES 

YES 

YES 

YES 

YES 

NO 

NO 

NO 

NO 

NO 


c 

a 

b 

d 

Merit certificate 

for 

Well done! ou have learnt about sounds. 

c 

a 

b 

d 

Merit certificate 

for 

Well done! ou have learnt about sounds.

Door hangers: Print, stick onto card and cut out. Laminate if required. 

tree 

Listening 

Speaking 

/c/ /a/ /t/ 

tree 

Listening 

Speaking 

/c/ /a/ /t/

20812_Unit_3_Alliteration

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