20816_Unit_7_Phoneme_isolation

Phonological awareness skills 

Unit 7 – Phoneme isolation 

Published by R.I.C. Publications ® 2018 

Copyright © R.I.C. Publications ® 2018 

RIC– 20816 

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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ii 

PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au

Unit 7 

PHONOLOGICAL AWARENESS SKILLS 

Phonemes are the smallest units of spoken language. Phonemic awareness is the ability to focus on 

and manipulate individual sounds (phonemes) in spoken words—the awareness of sounds in language 

and how these sounds work together to form words. 

SKILL 7: PHONEME ISOLATION 

TEACHER NOTES 

What is phoneme isolation? 

Phoneme isolation is the ability to isolate and identify a single 

sound within a word. It may also involve identifying the position 

of a sound in a word, or identifying what sound appears in a 

given position in a word. 

Typically, children can isolate: 

• the initial sound in a word first 

• the final sound in a word next 

• the medial sound in a word last 

Many rhyming (isolating sounds the same at the end of words), 

alliteration (isolating recurring initial sounds in words) and 

phoneme matching activities also involve isolating phonemes. 

Teacher modelling and demonstration of isolating phonemes 

are essential to teach children the skill. 

Isolating initial consonant sounds is easiest for children so 

activities should always begin with these. Then children can 

progress to isolation of final consonants in words, then isolating 

medial vowel sounds. 

As with all phonemic activities, oral activities should dominant 

before children progress to sound/symbol activities. 

Levels of phonological awareness 

word 

syllable 

onset and rime 

phoneme 

Why is phoneme isolation important? 

Children who can isolate phonemes can more easily manipulate phonemes to create new words. 

Phoneme isolation mastery is important for spelling activities because children need to be able to 

isolate each individual phoneme in different positions in words to spell them. 

Children who can isolate and identify phonemes in different positions in words are readily able to 

decode unfamiliar words when they encounter them in reading activities. 

What does phoneme isolation involve? 

Phoneme isolation can involve: 

• isolating the initial sound in a single-syllable word such as mug 

• isolating the final sound in a single-syllable word 

• isolating the medial sound in a single-syllable word 

• isolating the position of a specific sound in a word 

• isolating the initial, medial or final sound in a multi-syllable word 

R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 1


PHONEME ISOLATION games and activities 

ACTIVITY 1: Listen to stories 

Immerse the children in a wide variety of literature that utilises the same initial sound in 

words. Some examples are suggested below: 

Too many moose! by Lisa Bakos 

Some smug slug by Pamela Edwards 

Many marvelous monsters by Ed Heck 

Pigs in pyjamas by Maggie Smith 

Four famished foxes and Fosdyke by Pamela Edwards 

Lloyd Llama by Sarah Jones 

Clara Caterpillar by Pamela Edwards 

Woodpecker wants a waffle by Steve Breen 

• Isolate the initial sound in words 

ACTIVITY 2: The name game 

Play this name game with the children. 

The children sit in a circle and, one at a time, say their name and the sound they hear at 

the beginning of it. 

Once all children have completed this part of the activity, ask them to stand and form 

groups based on the initial sound in their name. 

Some explanation may be required for children like Philip and Fran; or Kerrie and Claire, 

whose names share the same initial sound but are written using different letters. 

Extend the activity by asking each group of children to think of three other words 

beginning with the same sound. 


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ACTIVITY 3: The travelling game 

A suitcase, paper and pencil/crayons are required for this 

game, which can be used with any targeted initial sound. 

Display the suitcase and show the children that it is empty. Say 

to the children, ‘I am travelling to Portugal and I only travel with 

things beginning with the sound ‘p’. (Match up the country and 

sound targeted.) What things can I travel with? Can you help me 

pack my suitcase?’ 

The children offer suggestions to assist each other. Then, 

individually, they draw and colour a picture of something that begins with ‘p’ and place 

it in the suitcase. (Anything beginning with the sound—even animals may be included!) 

Once completed, display and say the names of all the objects. The children should 

repeat the names to listen to the initial sound. 

• Extend the activity by saying, ‘I am travelling and I can only take things beginning 

with a secret sound. The children suggest different objects and the answer is either 

‘No! I can’t take that. It doesn’t begin with the secret sound.’ OR ‘Yes. I can take 

that!’ Once the children hear a number of different objects beginning with the 

secret sound, they can identify the sound and offer suggestions for other objects to 

include in the suitcase. 

• This activity may also be played using final sound objects. 


ACTIVITY 4: What’s in the box? 

You will need a large box with a hole cut in one side. 

Inside the box, place a number of objects beginning with different sounds. The objects 

can be common ones collected from home or school. 

Select a child to put his/her hand inside the box and take out an 

object. The child says the name of the object and the sound it 

begins with. 

The object is then placed to one side, and another child is 

chosen to select an object, name it and say its initial sound. 

Continue until all objects have been removed and named. 

• This activity may be played in pairs with small boxes and small objects such as a 

marble, peg and so on. If playing in pairs, one child can take out the object while the 

other names the object and its initial sound. Then they reverse roles. 

• This activity should only be played after children are familiar with at least three or 

four initial sounds. 

Eraser 

• This activity can also be played using final sound objects. 




ACTIVITY 5: Everyday sounds 

Everyday environmental sounds can be used to 

isolate beginning sounds. 

This activity requires the children to isolate 

beginning sounds in nonsense words. (Being able 

to isolate sounds in nonsense words is a better 

indicator of a child’s ability to isolate sounds than 

when ‘real’ words are used.) 

The children brainstorm to list many different 

sounds they hear every day. Examples may include: 

a tap dripping; a baby crying; a car roaring past; a 

truck beeping when it backs up; a fire engine, an 

ambulance or a police siren; a crowd cheering; the 

school bell or siren ringing; Dad snoring and so on. 

The children’s responses can be recorded on a sheet of cardboard using pictures and 

labels, if desired. 

Each child who offers an idea makes the sound and isolates and repeats the beginning 

sound in the noise. For example, a child may say that a truck backing up goes ‘beep! 

beep!’ and the initial sound is /b/. 

• This activity may also be useful for final sounds as well. 


ACTIVITY 6: Say the first sound in a word 

Select a number of different two-phoneme or three-phoneme words from the lists on 

page 18. 

Demonstrate how to say the 

word and the sound heard at the 

beginning of the word. 

Select a word, then choose a 

child to repeat the word and 

state the initial sound heard in 

the word. 

Use this activity with words 

like am, is, at, on, eat and so 

on where it is more difficult to 

illustrate using pictures. Children 

need to be aware of the sounds 

in all types of words including 

those they use often when 

speaking. 


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ACTIVITY 7: Which bucket? 

This activity requires two or three buckets/large plastic 

tubs and a set of picture cards like those provided on 

pages 22–37. 

Use two buckets if the children have only been exposed to 

a few initial sounds and three or four if the children know 

more. 

NOTE: This activity assumes the children can associate the written letter 

symbol with sound. A lower-case letter with a picture clue may also be taped 

onto the front of the bucket. These are provided on pages 19—21. 

Label each bucket with the initial sound. (Both upper- and 

lower-case letters may be taped to the bucket if desired.) 

The picture cards are placed, mixed up on the floor in 

front of the buckets. The child or pair of children sort the 

pictures into the correct buckets by initial sounds. 

If teachers wish, they can space the buckets apart and allow the children to try to ‘throw’ 

the picture cards into the relevant bucket. 

• This activity may also be played with the children isolating final sounds. However, 

ensure the label on the bucket is only in lower-case. Cards for final /x/ sound can be 

found on page 37. 


ACTIVITY 8: Noughts and crosses 

Use the picture cards on pages 22–37 for this 

activity and the noughts and crosses game 

board on page 38. Play this game in pairs. 

Enlarge, photocopy and laminate the game 

board. Each pair of children will need one 

between them. 

Each child has a set of 5 or 6 pictures for one 

initial sound. (Only two sounds are covered at a 

time while playing this game.) 

The children take turns to say the name of the 

object on the card and the initial sound in the 

word. Then the children place the cards down on 

the game board in positions to get three in a row down, across or diagonally. 

Ensure the children know what the pictures are before starting the game. 

Teachers can improvise and place lengths of yarn or masking tape on the floor to 

create the noughts and crosses board. 

• This game may be played for final sounds using the cards on pages 39—46. 




ACTIVITY 9: Clip the initial sound 

Use this activity when children are able to link the letter symbol and the sound. 

Cards are provided on pages 47—51. 

The children will also need one peg each. 

Each card has a picture of an object. Beneath the 

picture are three letters. 

The children say the name of the object, 

then the sound they hear at the beginning 

of the word. 

They look at the letters beneath the picture and clip 

a peg on the letter symbol for the initial sound in the 

word. 

Words depicted on cards: 

1—scissors, astronaut, igloo, tomato, pencil, nurse 

2—cake, kettle, elbow, hand, rhinoceros, mermaid 

3—dragonfly, garden, orange, umbrella, lollipop, fork 

4—banana, jeep, zoo, helicopter, whale, violin 

5—yawn, quiet, chair, shark, thorn, them 


ACTIVITY 10: Beginning sounds 

Use the game boards on pages 52—59 for this activity. 

Each game board is for use by two players. Each 

player will require one dice and 8 coloured 

counters/markers. The colour of each player’s 

counters should differ. 

The aim of this game is for players to take turns to 

identify pictures with the same beginning sound. 

If a player cannot find a matching pair, he/she 

misses a turn. 

There is no winner in this game—players work 

together to cover the game board with counters. 

Before playing the game, name all the objects on 

the game board. 

Each initial sound and matching objects are listed 

at the bottom of each game board. 


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• Isolate the final sound in words 

ACTIVITY 11: What’s in the bag? 

Fill a mystery bag with small objects such as a plastic ring, 

a dice, a deflated balloon, a rubber band, a sweet/lolly, a 

pen, an eraser, a pin, a hair clip, a packet of chewing gum, 

a reel of cotton, a nail, a coin, a key, a nut, a brooch etc. 

Select children to pull an item out of the bag and identify 

it. Then they need to say the sound at the end of the word. 

The other children then, in chant form, say the object and 

its final sound and perform actions. 

For example, if the object drawn is a dice—/s/, everyone 

chants the following and performs the actions: 

dice (tap knees, clap hands) 

dice (tap knees, clap hands) 

/s/ /s/ dice (snap fingers three 

times). 

The chant ensures the children 

say the word and hear the final 

sound often. 


ACTIVITY 12: Paired players final sounds 

Collect a number of objects from home or at school with 

different final sounds. Alternatively, teachers may use the 

pictures provided for Noughts and crosses final sounds. 

Collect enough objects so that pairs of children can play 

this game at once. 

Spread the objects on a table or in a hoop on the floor. 

The first child looks at all the objects and chooses one 

without their partner seeing it. Player One says the name 

of the object to himself/herself and works out the final 

sound in the name of 

the object. 

Player One then says ‘I chose an object that ends with the sound /s/. What object did 

I choose?’ 

Player Two works out what the object is, says the name and repeats the final sound. 

The second player then has a turn. The players continue in this way until all objects 

have been chosen. 

Five or six objects per child is sufficient. Extend this activity for more capable children 

by asking the children to draw each object chosen and copy the final sound next to it 

using a sound/letter reference chart. 




ACTIVITY 13: Listen up! 

The children listen to individual words, then pairs of words, trying to isolate the final 

sound in the word. 

This activity is a good opportunity to get the children to think about words that cannot 

be easily depicted in pictures. High-frequency sight words may be considered. 

Demonstrate first by saying an individual word such as bad. ‘What sound do you hear 

at the end?’ Repeat the word if necessary and emphasise the final sound. Choose a 

child to respond, if the answer is correct, have all children repeat the word and the 

final sound. 

Use the following lists of words as suggestions: 

Individual words: nag, can, sat, led, yet, rib 

Pairs of words: cut/rut, run/fun, tug/hug, bud/mud, rub/ 

grub, not/lot, jog/cog, rob/sob, bit/pat, win/ran, big/ 

tag, lab/rib, get/fit, swim/dam, slam/him, lad/did, rid/ 

led, wed/glad, rip/nap, drop/snap, cash/wish, tick/tuck, 

munch/church, tooth/with etc. 


ACTIVITY 14: Colour the final sounds 

Use the worksheet on page 60 to consolidate the children’s knowledge 

of final sounds in words. 

Each child will need one copy of the worksheet and coloured pencils. 

The worksheet may be used as an individual, small-group or whole-class activity. 

Say the following instructions to the children: 

‘Find the picture that ends with the sound /y—long e/. Colour it red. 

Find the picture that ends with the sound /er—u/. Colour it yellow. 

Find the picture that ends with the sound /oy/. Colour it blue. 

Find the picture that ends with the sound /ow/. Colour it green. 

Find the picture that ends with the sound /air/. Colour it brown. 

Find the picture that ends with the sound /or/. Colour it orange.’ 

The worksheet may also be used as an assessment activity. 

Answers: 

red—baby; yellow—mother; blue—boy; 

green—cow; brown—chair; orange—door. 

NOTE: Difficult final sounds have been chosen to 

really test the children’s phonemic awareness. 


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• Isolate the medial sound in words 

ACTIVITY 15: What’s the middle sound? 

For this activity, choose simple CVC words. 

Ask the children to listen for the vowel sounds they hear 

in the middle of words. 

Demonstrate by saying a word such as bus. 

‘What sound do you hear in the middle of bus? 

Repeat the word, overemphasising the sounds in the word 

until the children can easily hear the medial vowel sound. 

Use the following words with short vowel sounds to 

practise the skill: 

• nap, sack, yam, had, fat, black, cell, fed, pen, beg, wet, hid, him, tip, sit, wig, sick, job, 

fog, shop, blot, Tom, grub, bud, dug, hum, run, cut, love 

After the children become proficient in isolating and identifying the short vowel 

sounds in words, include words with long vowel sounds such as: 

• came, gale, snail, shake, whale, sweep, meat, peel, sleep, greet, dice, hide, knife, tile, 

nine, boat, joke, broke, foam, rode, rude, screw, shoe, blue, tune, music 


ACTIVITY 16: Picture vowel sound sort 

Reuse the picture cards on pages 22—37 for this activity. Select only those cards with a 

vowel sound in the middle—sun, sock, snake, table, tooth, pig, pin, nose, net, nuts, nail, 

cake, king, rock, man, moon, mug, duck, drum, goat, gate, leaf, lamp, leg, fan, baby, book, 

bat, bed, bag, jug, jeep, jam, jet, zip, van, vest, vine, yolk, yak, quiz, box, fox, and fax. 

Small groups of children work together to sort the 

pictures into the following middle vowel groups: 

• short a • l-o-n-g a 

• short e • l-o-n-g e 

• short i • l-o-n-g i 

• short o • l-o-n-g o 

• short u • l-o-n-g u 

• Short a—man, lamp, bat, bag, jam, van, yak, fax 

• Long a—snake, table, nail, cake, goat, gate, baby 

• Short e—net, leg, bed, jet, vest; 

• Long e—leaf, jeep 

• Short i—pig, pin, king, zip, quiz 

• Long i—vine 

• Short o—sock, rock, box, fox 

• Long o—nose, goat 

• Short u—sun, nuts, mug, duck, drum, jug 

• Long u—tooth, moon, book, yolk 




ACTIVITY 17: Middle of the road 

This game is played with two players. 

Players will need the game board on page 61—enlarged, photocopied and laminated 

for durability. Players will also need counters or small plastic car markers and a dice. 

Players take turns to throw the dice and move from START along the road. Players must 

name the picture they land on and say the medial sound in the word. 

If a player says the correct medial sound, he/she remains on that place on the game 

board. If incorrect, the counter must be moved back to the START, the previous landing 

spot or back one space. 

The game continues until both players 

reach FINISH. 

The images on the game board are from 

START to FINISH in order: sack, shell, fin, 

chick, nut, bag, pig, leg, cut, dog, jam, chin, 

bed, frog, sun, cap, bat, web, hen, bib, pin, 

sock, cot, hut, mug, whale, feet, bike, bone, 

tooth, moon, goose, ham, kite, seal, fire, 

pot and hat. 


ACTIVITY 18: Piggy in the middle 

Form groups of three children for this 

activity. 

A CD player or music on an iPhone® or 

MP3 player is required. 

Each group will need one set of pig body 

parts on pages 62–64. These should 

be photocopied onto cardboard and 

laminated. The parts can be placed in 

plastic sleeves if necessary to keep them clean. 

The players place the three body parts on the floor, spaced apart in order. The children 

walk around them in a circle, chanting. 

‘Piggy in the middle. Piggy in the middle. What sound are you? 

When the music stops, we’ll say your name. What sound are you?’ 

When the music stops, the children quickly stand on a pig body part, so that each child 

has a beginning, middle or final sound in the word. The teacher then says a threephoneme-word 

and the players work together to identify the beginning, end and 

middle sounds. Groups try to be the first to identify all three parts. As a whole class or 

group, the player on the middle pig body part says the middle sound and so on. 


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ACTIVITY 19: Colour the medial sounds worksheet 

Use the worksheet on page 65 to consolidate the children’s 

knowledge of medial sounds in words. Each child will need one 

copy of the worksheet and coloured pencils. 

The worksheet may be used as an individual, small-group or 

whole-class activity. Say the following instructions to the children: 

‘Find the picture that has the sound /o/ (short o) in the middle. Colour it red. 

Find the picture that has the sound /a/ (long a) in the middle. Colour it yellow. 

Find the picture that has the sound /e/ (short e) in the middle. Colour it blue. 

Find the picture that has the sound /i/ (long i) in the middle. Colour it green. 

Find the picture that has the sound /a/ (short a) in the middle. Colour it brown. 

Find the picture that has the sound /i/ (short i) in the middle. Colour it orange. 

Find the picture that has the sound /e/ (long e) in the middle. Colour it pink. 

Find the picture that has the sound /u/ (short u) in the middle. Colour it black.’ 

The worksheets may also be used as an assessment activity. 

ANSWERS: 

red—frog; yellow—cake; blue—ten; green—knife; brown—map; orange—ship; pink—jeans; slug—black. 

ACTIVITY 20: Cut and paste a middle sound 

Once the children can connect the letter symbol to the sound heard, provide 

opportunities to practise matching these in simple CVC words. 

Use the worksheet on page 66 with individuals, small groups or as a whole class 

activity. 

A number of pictures have been provided with letters beneath them. The middle 

vowel sound from each word is missing. 

The children cut and paste the correct vowel sound to complete each word. 


p n r m b n 

e 

a 

i 




ACTIVITY 21: Where’s the bone? 

This activity helps children practise isolating the position of a specific sound in a word. 

Photocopy and laminate the dog frame on page 67 and give one to each child. 

Each child will also need a ‘bone’ which could be a rawhide piece (readily available 

from pet stores) or a copy of one of those provided on page 68. 

CVC words should be used for this 

activity. 

Call out a word such as tug and 

select one of the three sounds in 

the word. Whatever sound is stated, 

the children must place their ‘bone’ 

in the correct position on the dog 

frame. For example, if the sound ‘t’ 

is selected, the bone goes in the 

first part of the dog’s body. If the 

sound is ‘u’, the bone goes in the 

middle, and if the sound selected 

is ‘g’, the bone goes in the final 

section. 

first middle last 

• Isolating the position of a specific sound in a word 

ACTIVITY 22: Sound train 

A toy train set consisting of an engine and two carriages; a circular track (to contain 

the activity); and small, different-coloured blocks, beads or small plastic animals are 

needed for this activity. Use with individual children or pairs. 

Place the engine and the three carriages on the track. Select a block/bead/plastic 

animal and say, ‘This is the /ee/ sound. I am going to say a word with the /ee/ sound in 

it and I’m going to put the /ee/ sound block in the correct carriage of the train’. 

Say the word bee and place the block/bead/plastic animal representing /ee/ in/on the 

second carriage. Repeat with the /b/ sound using a different coloured block/bead/ 

plastic animal. 

After demonstrating, say a series 

of two-phoneme words and ask 

the child to place the specific 

sounds that make up the word in 

their correct positions in/on the 

train. 

When each word is completed 

correctly, the child can move the train set around the track. 

NOTE: Nonsense words can be used as a better indicator of the child’s understanding. Graduate to three-phoneme 

words and three train sections. 


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ACTIVITY 23: First, last or middle 

Use maths counters or blocks for this activity. 

Provide each child with the same number of manipulatives as there are sounds in the 

word. For example, two-phoneme words like boy and egg require 2 counters; threephoneme 

words like duck and cave require three counters. 

The children line up their manipulatives in front of them. For three-phoneme words, 

the first manipulative represents the first sound, the second one represents the middle 

sound and the third one represents the final sound. 

Have a list of words ready like those on page 18. 

Decide which sound the children are listening for, then state the word. If the sound 

stated is the first one in the word, the children slide the first block forward. If the sound 

is at the end, the children slide the last block forward. 

For example, if the children are listening for the sound ‘b’ and the word is tub, the last 

block is slid forward. If the word is bed, the first block is slid forward. 


ACTIVITY 24: Where’s that sound? 

Make your own clip cards dealing with the positions of sounds in words. Use selected 

images from pages 22–51. Glue them to file cards. At the bottom write ‘beginning’, 

‘middle’ and ‘end’. Glue on a coloured sticky note and on it write the sound to find. 

Each card should be laminated for durability. 

The children use pegs to clip the 

part of the card that indicates the 

position of the sound. 

The children are not expected to 

read any words. 

This activity can be used with 

individual children or small 

groups. 




ACTIVITY 25: Initial and final sounds in words 

Play this sound game with the children to help them 

consolidate the beginning and final sounds in words. 

The children sit in a circle. Give them two different actions 

to perform—one for when they hear a given sound at the 

beginning of the word; and another for when they hear the 

given sound at the end of the word. For example, they can 

pat their head if the sound is at the beginning of the word; 

and pat their knees if they hear the sound at the end of the 

word. 

Say the word and the sound the children are listening for 

and ask ‘Where do you hear it?’ The children perform the 

appropriate action. 

Introduce a third action for the middle sounds in words, 

once the children are proficient with initial and final sounds. 


ACTIVITY 26: First or last file card game 

This activity may be completed as an individual, small-group or whole-class activity. 

Fold unlined index/file cards in half vertically to create two halves. 

Collect large buttons, counters or markers. 

Each child requires one file card and one button/counter/marker. 

Tell the children that the first half (on the left) is for placing the button/counter/marker 

when they hear the sound spoken first in the word, and the half on the right is for 

placing the button/counter/marker when they hear the sound last in the word. 

Demonstrate first, then complete some words together as a group/class before 

expecting the children to complete them independently. 

Choose the sound you want the children to listen for, then devise a list of three or four 

words with the sound in the position you want them to find it. The children then listen 

and place the button/counter/marker in the appropriate position on the file card. 

Try these examples: 

• first sound: p—pat, pen, pumpkin, potato, party; c/k—key, kite, kitten, kid, crust, cry; 

r—rod, red, run, ribbon, rusty; t—Tim, tie, tug, tiger, tumble; g—go, goat, give, ghost, 

grumpy 

• last: p—up, lip, map, jeep, jump; c/k—lick, like, cake, kick, drink; t—hut, rat, sit, net, 

plate, went; g—fog, dig, rag, beg, blog, plug, drag 


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ACTIVITY 27: Hoop jump 

This game is a more physical version of the 

previous one. It should be played as a small 

group or with individual children. 

Provide each child with two or three small 

hoops—two if the children are listening for only the first and last sound in a word; three 

if they are listening for the beginning, final and middle sound in a word. 

Each child places the two/three hoops side by side in a horizontal row in front of them. 

They stand behind the row of hoops. 

Ask the child to point to the first hoop for beginning sounds; the second hoop for 

middle sounds; and the last hoop for the final sound in a word. 

Practise what the children have to do. Say a word and the sound the children are 

listening for. The children then jump into the appropriate hoop—the first one if they 

think the sound is at the beginning of the word; the second if they think the sound is in 

the middle of the word; and the last hoop if they think it is at the end of the word. 

Have a list of words and sounds ready. This activity allows short and long vowel sounds 

to be practised. 

It also allows peer evaluation, because the children can see which hoop other children 

have jumped into (and check their own answer). 


ACTIVITY 28: Name the place 

Use the game board on page 69 to play this game with individuals, in pairs or small 

groups. Photocopy the game board onto 

cardboard and laminate for durability. 

Enlarge if necessary. 

Players will need a counter or marker each. 

A dice is also required. 

All counters/markers are placed on ‘START’ 

and a dice is rolled to see who gets the 

largest number and starts first. 

The first player throws the dice and moves 

that number of spaces along the game 

board. The player names the picture and 

the sound printed on it, then names the 

place where that sound occurs in the word—first/beginning, middle or last/final. If the 

answer is correct, the player stays on that spot. If incorrect, he/she goes back to the 

beginning or misses his/her next turn. 

The first player to ‘FINISH’ wins. 

NOTE: This game should only be played with children who can identify the letter symbol for the sound OR with an 

adult helper who reads the sound to be identified. 




ACTIVITY 29: The shark game 

Use the shark base on page 70 and the coloured game cards on pages 71—75 to play 

this game. 

Enlarge the shark base and game cards if necessary before photocopying onto 

cardboard and laminating for durability. 

Use only one set of game cards at a time with the base. 

The head of the shark represents the initial sound in words; the body represents the 

middle sound; and the tail stands for the final sound in words. 

Each game card has 

two pictures on it. 

The pictures have a 

common beginning, 

middle or final sound. 

The children have to sort 

the cards and place them 

in the correct position 

underneath the shark 

body parts on the base. 

beginning middle end 


ACTIVITY 30: End to beginning 

Play this game in groups of three children sitting in a circle facing each other. 

Assign each child a position—first, second or third. 

All groups follow the same words given by the teacher. 

Provide a word such as map. The first child repeats the word then isolates the end 

sound /p/ and says it. The child then gives a word that begins with that sound such 

as pot. 

The second child isolates the end sound in the word given by the first child—pot—’t’— 

then gives a word that begins with that sound, such as ten. 

The third child isolates the end sound in ‘ten’—/n/ and gives a word beginning with /n/ 

such as net. 

The game continues in this way 

around the circle. 


16 





ACTIVITY 31: Spinner game 

Use the spinner on page 76 and the picture spinners on 

pages 77–82 to play this game about isolating initial and final 

sounds in words. 

Photocopy, laminate and cut out the spinners. A paperclip 

and a sharp pencil are required to play this game. 

Place the paperclip on X then place the end of a pencil 

inside the paperclip through the X. The paperclip acts as the 

spinner. 

Pairs of players take turns to spin the paperclip around the 

pencil on both the heads/tail spinner and the word selector 

spinner. 

If the paperclip stops spinning and lands on ‘heads’ the 

player has to isolate and say the initial sound of the picture/ 

word selected. If the paperclip stops spinning on ‘tails’, the 

child has to isolate and say the final sound in the picture/ 

word selected. 

NOTE: An arrow and split pin may be used instead of the paperclip and pencil. 

The arrow is provided. 

A spinner for initial, final and medial sounds is provided on page 83. 

XX 

X 


ACTIVITY 32: Letter/sound isolation 

Use the worksheets on pages 84–86 with 

more capable children who have letter–sound 

correspondence. 

Worksheets are provided for children to 

isolate and write the missing initial, final 

and medial sounds in words to match the 

word depicted by the picture. 

These may also be used as assessment 

activities. 




Phoneme word lists 

2-phoneme words 3-phoneme words 4-phoneme words 5-phoneme words 

am 

is 

at 

on 

ape 

bay 

boy 

egg 

go 

shoe 

tea 

pea 

two 

zoo 

up 

ate 

see 

odd 

oak 

key 

she 

so/sew 

lie 

each 

doe 

chew 

ace 

bee 

buy 

owl 

off 

day 

hay 

eat 

oat 

knee 

new 

pay 

bow 

an 

it 

out 

tie 

pie 

we 

me 

toe 

cow 

bird 

whale 

mouse 

duck 

web 

bone 

kite 

sock 

hut 

ant 

bat 

bed 

bake 

sun 

bean 

bike 

big 

chick 

chin 

dad 

mum 

dog 

fan 

feet 

road 

fin 

teeth 

foot 

goose/geese 

glue 

ham 

home 

jail 

cap 

lock 

hat 

cat 

mat 

cave 

kiss 

cone 

cup 

lake 

moth 

pig 

net 

bug 

night 

sheep 

snail 

globe 

drum 

snake 

nest 

wolf 

pram 

flag 

clock 

crab 

swarm 

band 

mask 

class 

lamp 

sand 

brick 

stick 

clip 

block 

banner 

brush 

lunch 

flame 

train 

bride 

drive 

toast 

black 

pant 

cast 

snack 

slid 

twig 

drip 

flip 

skip 

frog 

flop 

spot 

club 

truck 

plug 

dust 

rust 

brain 

skate 

dream 

rabbit 

button 

garage 

machine 

carrot 

woman 

blind 

wizard 

kitten 

safety 

crayon 

birthday 

stable 

native 

carport 

barbecue 

market 

cabbage 

chicken 

carpet 

friend 

leopard 

chimney 

donkey 

monkey 

sardine 

female 

circus 

brother 

number 

slipper 

spider 

garlic 

muffin 

sniffle 

officer 

trifle 

window 

hammock 

kitchen 

mobile 

kiosk 

trolley 

18 




‘Which bucket?’ game Bucket labels—1 

s 

a 

t 

i 

p 

n 

c 

k 

e 

h 





r 

m 

d 

g 

o 

u 

l 

f 

b 

j 

20 





z 

w 

v 

y 

qu 




Which bucket? game Picture cards—1 

star 

sun 

sock 

snake 

strawberry 

spider 

ant 

anchor 

alligator astronaut 

22 




‘Which bucket?’ game Picture cards—2 

arrow 

ankle 

tiger 

tree 

table 

teddy bear 

tooth 

tent 

in 

ink 





insects 

iguana 

infant 

igloo 

pig 

pencil 

plant 

pumpkin 

pear 

pin 

24 





necklace 

nose 

net 

nuts 

nurse 

nail 

caterpillar 

cow 

car 

cake 





camel 

carrot 

key 

king 

kettle 

kangaroo 

elephant 

engine 

envelope 

elbow 

26 





elf 

exercise 

hammer 

hand 

hippopotamus 

horse 

helicopter 

house 

robot 

ring 





rabbit 

rhinoceros 

rainbow 

rock 

man 

monkey 

motorcycle 

moon 

mouse 

mug 

28 





duck 

drum 

dinosaur 

dolphin 

door 

doughnut 

goat 

gate 

grass 

grapes 





guitar 

glasses 

octopus 

ostrich 

olives 

otter 

orangutan 

octagon 

up 

under 

30 





underwear 

umpire 

unhappy 

upside down 

lion 

ladder 

leaf 

lamp 

lizard 

leg 





fan 

frog 

fruit 

flower 

fairy 

fence 

butterfly 

boy 

banana 

baby 

32 





book 

bat 

bed 

bag 

jug 

jeep 

jar 

jam 

jet 

jungle 





zoo 

zip 

zero 

zucchini 

zigzag 

zoom 

window 

wall 

walrus 

wagon 

34 





watch 

water 

vegetables 

violin 

van 

volcano 

vest 

vine 

yolk 

yo-yo 





yacht 

yell 

yak 

yoghurt 

quiet 

question 

quokka 

quilt 

quail 

quiz 

36 





axe 

box 

fox 

ox 

fax 


Unit 7 PHONEME ISOLATION games and activities 

‘Noughts and crosses’ game board 

38 




‘Noughts and crosses’ Final sounds picture cards—1 

net 

cat 

kite 

pot 

gate 

feet 

bus 

kiss 

house 

mouse 





Gas 

lips 

gas 

top 

cap 

map 

sheep 

hip 

shop 

pin 

man 

40 

PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION 

R.I.C. Publications ® www.ricpublications.com.au




ten 

hen 

chin 

spoon 

brick 

clock 

rake 

book 

truck 

sink 





jam 

mum 

clam 

broom 

drum 

plum 

mud 

sad 

slide 

wood 

42 





bed 

dad 

pig 

flag 

leg 

frog 

wig 

mug 

snail 

ball 





wall 

bell 

smile 

hill 

leaf 

roof 

knife 

hoof 

elf 

scarf 

44 





web 

tub 

bib 

knob 

crab 

cub 

cave 

five 

glove 

hive 





wave 

olive 

six 

fox 

box 

mix 

wax 

ox 

46 




Clip the initial sound Picture cards—1 

s i p t a s 

i p n t s n 

a n p s n i 





p s c t k a 

e n h i h r 

r k e d m c 

48 





t a d k g n 

o u g h u a 

r d l f l t 





b j d l j r 

s h z h e m 

w v k f v o 

50 





z d y qu c g 

w ch y ch u sh 

th r l ch th v 




‘Beginning sounds’ game Game board—1 

s—star/strawberry 

t—tree/tent 

i—in/igloo 

p—pencil/pin 

n—necklace/nurse 

h—hammer/horse 

e—elbow/elephant 

c—caterpillar/cake 

a—ant/arrow 

r—robot/rabbit 

52 





n—nose/net 

h—hippopotamus/ 

p—pig/plant 

t—tiger/table 

a—anchor/alligator 

hand 

s—sun/sock 

r—rock/ring 

i—ink/infant 

e—envelope/engine 

c—car/cow 





i—insects/iguana 

t—tooth/teddy 

p—pumpkin/pear 

r—rhinoceros/rainbow 

c—camel/carrot 

h—house/helicopter 

e—exercise/elf 

n—nuts/nail 

S—snake/spider 

a—ankle/astronaut 

54 





m—man/moon 

b—banana/baby 

f—fan/fence 

d—drum/doughnut 

l—lion/lamp 

j—jar/jungle 

z—zoo/zucchini 

o—octagon/otter 

k—kangaroo/key 

g—goat/grass 





k—king/kettle 

f—frog/flower 

m—monkey/mug 

b—boy/butterfly 

l—leg/ladder 

d—door/duck 

o—octopus/olives 

g—grapes/gate 

j—jeep/jam 

z—zero/zip 

56 





g—guitar/glasses 

m—mouse/motorcycle 

o—ostrich/orangutan 

f—fruit/fairy 

l—lizard/leaf 

b—bed/book 

z—zigzag/zebra 

j—jet/jug 

k—kiss/kite 

d—dinosaur/dolphin 





w—walrus/watch 

b—bat/ball 

sh—sheep/shop 

ch—cheese/chicken 

s—submarine/seal 

u—up/under 

qu—quilt/queen 

th—throne/three 

y—yacht/yak 

v—van/volcano 

58 





ch—chain/cherries 

w—watermelon/ 

f—fish/flower 

sh—shark/shell 

y—yo-yo/yoghurt 

window 

qu—quokka/quail 

th—thorn/thumb 

p—penguin/ 

v—vest/vase 

e—egg/elephant 

parachute 




Final sounds worksheet 

Name: 

Date: 

60 




‘Middle of the road’ game board 




Piggy in the middle—Head 

62 




Piggy in the middle—Middle 




Piggy in the middle—Tail 

64 




Medial sounds worksheet 

Name: 

Date: 

R.I.C. Publications ® www.ricpublications.com.au 


65



Cut and paste the middle sound worksheet 

Name: 

Date: 

p n r m b n 

t p b n d g 

j g h g v t 

a i e o a u e u i 

66 




‘Where’s the bone?’ Dog frame 




‘Where’s the bone?’ Bones 

68 




‘Name the place’ game board 

p 

n 

b 

f 

u 

g 

h 

i 

o l a 

d 

j 

s 

t n 

t 

s 

l 

o 

u 

a 

e 

c 

i 

m 

e 

w 

n 




‘The shark game’ game board 


70 



‘The shark game’ Game cards—1 


8:36 

Beginning Middle End 

swan/soldier shop/dog jet/night 

zebra/zucchini hen/bed dad/bird 

monkey/mouse clap/flag zip/map 

girl/glasses ship/wing rain/van 

house/hamburger mug/plum clock/sack 






pot/pumpkin peg/bed bib/web 

turtle/top cap/bag drum/broom 

necklace/nose fish/wig dog/mug 

violin/vase frog/mop brush/dish 

iguana/ink tub/sun ball/wall 

72 






arrow/ankle dam/van leaf/roof 

dinosaur/doughnut leg/ten bus/kiss 

jam/jug lid/fish top/map 

queen/quokka frog/shop mud/sad 

net/nurse cub/plug church/beach 






butterfly/banana bag/van mug/flag 

egg/elephant peg/pen hive/glove 

ladder/lobster kite/tyre net/cat 

octopus/ostrich goat/rope tub/knob 

rabbit/rainbow flute/screw star/car 

74 






kettle/key nail/cake seal/doll 

flower/fan jeans/leaf box/mix 

monkey/moon baby/snake bun/pen 

umbrella/up five/night drum/jam 

walrus/window soap/nose king/ring 




Spinner game sound selector 

76 




Spinner game word selector spinner—1 

X 

Words—jam, pig, sun, map, frog, fin, peg, bed 





X 

Words—mop, man, dog, cat, hut, hip, net, mug 

78 





X 

Words—bib, pen, pot, dig, top, hen, bag, cub 





X 

Words—jug, leg, pan, ram, lid, mum, cot, jet 

80 





X 

Words—wig, shop, fog, ten, chin, bun, van, hug 





X 

Words—vet, hat, pin, dad, rat, cut, whip, rug 

82 




Spinner game sound selector—initial, final and medial sounds 




Letter/sound isolation worksheet—Initial 

Name: 

Name the picture. Write the missing sound. 

Date: 

o x 

e g 

u n o g 

u g 

e t 

u t 

i n 

84 




Letter/sound isolation worksheet—Final 

Name: 


Date: 

t u 

b e 

p i 

j a 

v a 

m o 

h a 

b u 



85



Letter/sound isolation worksheet—Medial 

Name: 


Date: 

r t n t 

p n t p 

j g m p 

h n b b 

86 





Black and white 

s 

a 

t 

i 

p 

n 

c 

k 

e 

h 



87





r 

m 

d 

g 

o 

u 

l 

f 

b 

j 

88 






z 

w 

v 

y 

qu 



89





star 

sun 

sock 

snake 

strawberry 

spider 

ant 

anchor 

alligator astronaut 

90 






arrow 

ankle 

tiger 

tree 

table 

teddy bear 

tooth 

tent 

in 

ink 



91





insects 

iguana 

infant 

igloo 

pig 

pencil 

plant 

pumpkin 

pear 

pin 

92 






necklace 

nose 

net 

nuts 

nurse 

nail 

caterpillar 

cow 

car 

cake 



93





camel 

carrot 

key 

king 

kettle 

kangaroo 

elephant 

engine 

envelope 

elbow 

94 






elf 

exercise 

hammer 

hand 

hippopotamus 

horse 

helicopter 

house 

robot 

ring 



95





rabbit 

rhinoceros 

rainbow 

rock 

man 

monkey 

motorcycle 

moon 

mouse 

mug 

96 






duck 

drum 

dinosaur 

dolphin 

door 

doughnut 

goat 

gate 

grass 

grapes 



97





guitar 

glasses 

octopus 

ostrich 

olives 

otter 

orangutan 

octagon 

up 

under 

98 






underwear 

umpire 

unhappy 

upside down 

lion 

ladder 

leaf 

lamp 

lizard 

leg 



99





fan 

frog 

fruit 

flower 

fairy 

fence 

butterfly 

boy 

banana 

baby 

100 






book 

bat 

bed 

bag 

jug 

jeep 

jar 

jam 

jet 

jungle 



101





zoo 

zip 

zero 

zucchini 

zig zag 

zoom 

window 

wall 

walrus 

wagon 

102 






watch 

water 

vegetables 

violin 

van 

volcano 

vest 

vine 

yolk 

yo-yo 



103





yacht 

yell 

yak 

yoghurt 

quiet 

question 

quokka 

quilt 

quail 

quiz 

104 






axe 

box 

fox 

ox 

fax 



105

Unit 7 PHONEME ISOLATION games and activities 

‘Noughts and crosses’ game board 


106 PHONOLOGICAL AWARENESS SKILLS — PHONEME ISOLATION R.I.C. Publications ® www.ricpublications.com.au





net 

cat 

kite 

pot 

gate 

feet 

bus 

kiss 

house 

mouse 



107





lips 

gas 

top 

cap 

map 

sheep 

hip 

shop 

pin 

man 

108 






ten 

hen 

chin 

spoon 

brick 

clock 

rake 

book 

truck 

sink 



109





jam 

mum 

clam 

broom 

drum 

plum 

mud 

sad 

slide 

wood 

110 






bed 

dad 

pig 

flag 

leg 

frog 

wig 

mug 

snail 

ball 



111





wall 

bell 

smile 

hill 

leaf 

roof 

knife 

hoof 

elf 

scarf 

112 






web 

tub 

bib 

knob 

crab 

cub 

cave 

five 

glove 

hive 



113





wave 

olive 

six 

fox 

box 

mix 

wax 

ox 

114 






s i p t a s 

i p n t s n 

a n p s n i 



115





p s c t k a 

e n h i h r 

r k e d m c 

116 






t a d k g n 

o u g h u a 

r d l f l t 



117





b j d l j r 

s h z h e m 

w v k f v o 

118 






z d y qu c g 

w ch y ch u sh 

th r l ch th v 



119





s—star/strawberry 

t—tree/tent 

i—in/igloo 

p—pencil/pin 

n—necklace/nurse 

h—hammer/horse 

e—elbow/elephant 

c—caterpillar/cake 

a—ant/arrow 

r—robot/rabbit 

120 






n—nose/net 

h—hippopotamus/ 

p—pig/plant 

t—tiger/table 

a—anchor/alligator 

hand 

s—sun/sock 

r—rock/ring 

i—ink/infant 

e—envelope/engine 

c—car/cow 



121





i—insects/iguana 

t—tooth/teddy 

p—pumpkin/pear 

r—rhinoceros/rainbow 

c—camel/carrot 

h—house/helicopter 

e—exercise/elf 

n—nuts/nail 

S—snake/spider 

a—ankle/astronaut 

122 






m—man/moon 

b—banana/baby 

f—fan/fence 

d—drum/doughnut 

l—lion/lamp 

j—jar/jungle 

z—zoo/zucchini 

o—octagon/otter 

k—kangaroo/key 

g—goat/grass 



123





k—king/kettle 

f—frog/flower 

m—monkey/mug 

b—boy/butterfly 

l—leg/ladder 

d—door/duck 

o—octopus/olives 

g—grapes/gate 

j—jeep/jam 

z—zero/zip 

124 






g—guitar/glasses 

m—mouse/motorcycle 

o—ostrich/orangutan 

f—fruit/fairy 

l—lizard/leaf 

b—bed/book 

z—zigzag/zebra 

j—jet/jug 

k—kiss/kite 

d—dinosaur/dolphin 



125





w—walrus/watch 

b—bat/ball 

sh—sheep/shop 

ch—cheese/chicken 

s—submarine/seal 

u—up/under 

qu—quilt/queen 

th—throne/three 

y—yacht/yak 

v—van/volcano 

126 






ch—chain/cherries 

w—watermelon/ 

f—fish/flower 

sh—shark/shell 

y—yo-yo/yoghurt 

window 

qu—quokka/quail 

th—thorn/thumb 

p—penguin/ 

v—vest/vase 

e—egg/elephant 

parachute 



127



‘Middle of the road’ game board 


128 




Piggy in the middle—Head 




129



Piggy in the middle—Middle 


130 




Piggy in the middle—Tail 




131



‘Where’s the bone?’ Dog frame 


first middle last 

132 




‘Where’s the bone?’ Bones 




133



‘Name the place’ game board 


134 




‘The shark game’ game board 





135






swan/soldier 

zebra/zucchini 

monkey/mouse 

girl/glasses 

house/hamburger 

shop/dog 

hen/bed 

clap/flag 

ship/wing 

mug/plum 

jet/night 

dad/bird 

zip/map 

rain/van 

clock/sack 

136 







pot/pumpkin 

turtle/top 

necklace/nose 

violin/vase 

iguana/ink 

peg/bed 

cap/bag 

fish/wig 

frog/mop 

tub/sun 

bib/web 

drum/broom 

dog/mug 

brush/dish 

ball/wall 



137






arrow/ankle 

dinosaur/doughnut 

jam/jug 

queen/quokka 

net/nurse 

dam/van 

leg/ten 

lid/fish 

frog/shop 

cub/plug 

leaf/roof 

bus/kiss 

top/map 

mud/sad 

church/beach 

138 







butterfly/banana 

egg/elephant 

ladder/lobster 

octopus/ostrich 

rabbit/rainbow 

bag/van 

peg/pen 

kite/tyre 

goat/rope 

flute/screw 

mug/flag 

hive/glove 

net/cat 

tub/knob 

star/car 



139






kettle/key 

flower/fan 

monkey/moon 

umbrella/up 

walrus/window 

nail/cake 

jeans/leaf 

baby/snake 

five/night 

soap/nose 

seal/doll 

box/mix 

bun/pen 

drum/jam 

king/ring 

140 




Spinner game sound selector 




141





Words—jam, pig, sun, map, frog, fin, peg, bed 

142 






X 

Words—mop, man, dog, cat, hut, hip, net, mug 



143





X 

Words—bib, pen, pot, dig, top, hen, bag, cub 

144 






X 

Words—jug, leg, pan, ram, lid, mum, cot, jet 



145





X 

Words—wig, shop, fog, ten, chin, bun, van, hug 

146 






Words—vet, hat, pin, dad, rat, cut, whip, rug 



147



Spinner game sound selector spinner—initial, final and medial sounds 


148 



PHONEME ISOLATION ASSESSMENT—INDIVIDUAL 

1. Say these instructions to the child: 

‘I am going to say three words. I want you to tell me what sound you hear at the beginning 

of all the words.’ 

Say the following groups of words. The child listens and responds with the sound they hear 

at the beginning of the words. 

s—star, snake, spider 

a—ant, alligator, astronaut 

t—tiger, tree, table 

i—ink, iguana, infant 

p—plant, pumpkin, pencil n—necklace, nose, nurse 

c—caterpillar, cake, camel (Any words beginning with the letter k may be used in this 

group as well.) 

e—elbow, elephant, egg h—hand, helicopter, house 

r—robot, rabbit, rainbow m—monkey, moon, mouse 

d—duck, dinosaur, dolphin g—goat, gate, guitar 

Picture cards may accompany the words. Use any of those provided with the unit. 

Stop as soon as it is evident that the child is able to isolate and identify the initial sound in 

the words. 


‘I am going to say two words and I want you to listen carefully for the last sound you hear— 

the sound at the end of the word.’ 

Say the following pairs of words. The child listens and responds with the sound they hear at 

the end of each pair of words. 

s—octopus, bus n—fan, vine x—ox, fax t—net, cat 

p—top, cap ck—brick, clock k—book, rake m—jam, mum 

d—wood, sad g—leg, frog l—snail, ball f—leaf, roof 

b—web, crab v—five, glove 


Stop as soon as it is evident that the child is able to isolate and identify the final sound in 

the words. 


‘I am going to say two words. I want you to listen to them and tell me what sound you hear 

in the middle.’ 

Say the following pairs of words. The child responds with the medial sound that is common 

to both. 

short a—dad, jam short e—peg, men short i—lid, hip short o—cot, mop 

short u—cub, mum long a—nail, cake long e—feet, jeans 

long i—kite, vine long o—goat, rope long u—moon, goose 


Stop as soon as it is evident that the child is able to isolate and identify the medial sound in 

the words. 



PHONEME ISOLATION ASSESSMENT—INDIVIDUAL 


‘I am going to say a word. Then I am going to say a sound in the word. The sound will come 

first, last or in the middle. I want you to place the bone on the dog where you think the 

sound comes in the word.’ 

Say the following words and sounds. After each word, the child repeats the word to work out 

where the sound comes. He/She then places the bone in the correct position on the dog. 

bird—d (last) road—r (first) chick—i (middle) teeth—t (first) 

cave—v (last) bug—u (middle) cup—c (first) egg—g (last) 

see—s (first) hut—u (middle) mat—m (first) sock—c/k (last) 

Use the ‘Where’s the bone?’ dog and bone components on pages 68 and 69 for this 

activity. 


‘I am going to say some long words. I want you to listen to them carefully and tell me where 

a sound from the word comes—first, last or middle.’ 

Say the following multi-syllabic words and identify the sound. The child repeats the words 

and responds with the position of the sound stated. 

rabbit—r (first) button—n (last) window—d (middle) wizard—d (last) 

carrot—c (first) kitchen—k (first) market—k (middle) friend—d (last) 

bear—b (first) female—l (last) muffin—f (middle) snail—l (last) 

RECORDING 

1. Isolates the initial sound in a word. 

2. Isolates the final sound in a word. 

3. Isolates the medial sound in a word. 

4. Identifies the position of a specific sound. 

5. Isolates the inital, final and medial sounds in 

multi-syllable words 

YES 

YES 

YES 

YES 

YES 

NO 

NO 

NO 

NO 

NO 

150 


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/

20816_Unit_7_Phoneme_isolation

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