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Ladders to Literacy

A Kindergarten Activity Book

SECOND EDITION

by Rollanda E. O’Connor, Ph.D. University of California at Riverside
Angela Notari-Syverson, Ph.D. Washington Research Institute Seattle
Patricia F. Vadasy, Ph.D. Washington Research Institute Seattle

The project on which this book is based was funded by Grant H324M980187-00 from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Early Education Program for Children with Disabilities. The content, however, does not necessarily reflect the position of the U.S. Department of Education, and no official endorsement should be inferred. Purchasers of Ladders to Literacy: A Kindergarten Activity Book, Second Edition, are granted permission to photocopy the materials in Appendix A for educational purposes. None of the forms may be reproduced to generate revenue for any program or individual.

First Sound and Last Sound Bingo

Main Purpose
To identify first and last sounds and match sounds and letters

The child gains practice in recognizing the first sound in words and in making sound–symbol correspondences.

Materials

Bingo cards with 16 randomly arranged pictures; letter cards or chips (see pp. 181–182) with s, t, p, and m (four of each, shuffled), or any set of four letters and sounds to be practiced. (This game is designed as a practice activity for children who already know the first sounds of a few words and the sounds of the four letters: s, t, p, and m, or the combination to be used that day.)

Description of the Activity

Let each child select a bingo card, with pictures of the following randomly arranged in a 4 x 4 array: pie, tree, moon, snail, mouth, star, pencil, tooth, truck, man, sun, mouse, snake, puppy, train, and pen. Shuffle the letter chips and place them face down. In turn, have each child draw one letter and look for a picture of an object that starts with the letter. Have the child place the letter on the picture, and then let the next child take a turn. (Note: Children can also use blank markers to cover a picture that starts with the letter drawn. Increase the variety of pictures and first sounds as children learn more letter sounds.)

This activity develops the following behaviors and concepts that are related to early literacy:

Print Awareness
- Print: letter identification
- Letter–sound correspondence: Single sounds and letters

ADULT–CHILD INTERACTIVE BEHAVIORS

Phonological Awareness

Phonological skills: alliteration, segmentation

Children will:

Play the game independently

Providing feedback
Confirm correct choices as a model for other children.

“Yes, telephone starts with /t/, so you put the t on the telephone.”

Task regulation
Use only letter sounds that children know thoroughly.

Instructing
Tell children the sound of the letter, and ask them to repeat it along with words that begin with that sound.

Medium Demand/Medium Support

Children may need assistance with the sound–symbol correspondences for the letters they draw. They will

Play the game with limited numbers of letters

Open-ended questioning
Ask children who cover their pictures appropriately to explain their choice.

“Why did you put the s on the snake?”

Providing feedback
Praise children who correctly cover their pictures.

“Yes, you put the s on the snake because snake starts with /sss/.”

Task regulation Use only the four letters that children know most thoroughly and the same 16 pictures, arranged in random order, so that all children can place a letter on a picture with each new letter drawn.

Low Demand/High Support

If some children do not know letter sounds or how to identify the first sound in words, then adults can use this game as a teaching tool.

Children will:

Instructing
After providing feedback, allow children who have difficulty to take another turn with the same letter sound.

Learn one letter–sound correspondence and select pictures of words that begin with that sound.

180 Phonological Awareness

Task regulation
Use only two very familiar letters (e.g., s, t) and pictures that begin with those two letter sounds on the playing card (e.g., eight s pictures and eight t pictures, randomly arranged).

Instructing
After providing feedback, allow children who have difficulty to take another turn with the same letter sound.

“John put his s on the star. Sssstar starts with /sss/. Where would you like to put your s?”

Ideas and Adaptations

Comments
Toward the last half of kindergarten, play the game with last and medial sounds.

Home Link

Parent Activity: Encourage parents to make a First Sound booklet with one of the letters targeted by the game board.

First Sound Bingo—Demonstration page





pie	mouth

	货车	蛇
	戴太阳镜的人	狗
	太阳	火车
	老鼠	笔

mouth
star
pencil
tooth

pie
tree
moon
snail