Letter-Sound Dominoes

Amanda Schwabauer

Letter-Sound Correspondence

Grade: Kindergarten

Standards: CCSS.ELA-LITERACY.RF.K.3.A

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Objective: Students will be able to identify the initial letter in a word based off of letter-sound correspondence.

Materials

*Picture/Letter Domino from fcrr.org

-(Activity Master P.016.AM1a - P.016.AM1e)

*Colored Construction Paper

*Laminator (Optional)

How to create the game

1.) Go to the fcrr.org website and find the Letter Sound Domino Game. (Link can be found above)

2.) Print off the directions and dominoes.

3.) Cut out all of the dominoes and then glue onto colored construction paper.

4.) Cut out enough extra blank dominoes for all of your students.

5.) Laminate dominoes (optional)

Directions:

Students match initial sounds of pictures to letters while playing a domino game.

  1. Scatter domino picture cards face up on a flat surface.

  2. Taking turns, student one places the START domino on the table, names the picture on the other side of the domino, and says its initial sound (i.e., “lamp, /l/”).

  3. Looks for a domino with the letter that corresponds to the initial sound, names it, and says its sound (i.e., “l, /l/”). Connects the two dominoes.

  4. Student two names the picture on the other side of the domino (i.e., “hammer”), says its initial sound (i.e., “/h/”), and finds the domino with the corresponding letter. Names the letter and says its sound (i.e., “h, /h/”). Connects it to the domino.

  5. Continue until all dominoes are connected.

Variations of the Game

1.) Instead of using beginning sound dominoes you can use the final sound picture and letter dominoes.

2.) If students struggle with identifying their lower case letters then you can do this came with lowercase letter instead of uppercase letters.

3.) Instead of having students work in groups of four, you can have them work in groups of two and make sure that the students who are struggling are matched up with students who excel at letter sound correspondence.

Resources

Florida Center for Reading Research. (2015). Retrieved November 1, 2015, from http://www.fcrr.org/