teaching reading made easy - sight and sound reading...the original sight and sound reading...

Teaching Reading Made Easy A Step-by-Step Guide to Teaching the Alphabet

A Mrs. Karle’s Sight and Sound Reading™ Product http://www.sightandsoundreading.com

Written by, Madreen Karle Assisted by: Meeghan Karle Mousaw

Illustrated by, ArtemisB

©2013 Mrs. Karle Sight and Sound Reading Program™ 1 http://www.sightandsoundreading.com

Table of Contents

Two Teaching Versions of the Alphabet ............................................................................................................. 3

Begin Teaching Upper Case Letters First? ........................................................................................................... 3

Teaching Day One of Upper row, Upper case, Capital letters, Big letters ................................................. 4

Teaching Day One of Lower row, Lower case, Small letters, Little letters.......................................................... 5

Optional Upper Case Practice ............................................................................................................................. 6

Additional Upper Case Practice: ......................................................................................................................... 6

Optional Lower Case Practice ............................................................................................................................. 7

Additional Lower Case Practice:.......................................................................................................................... 7

Teaching Day One of 'a', 'g' and 't' printed lower case letters Emphasis printed 'a' ........................................ 8

Teaching Day Two of 'a', 'g' and 't' printed letters Emphasis printed 'g' ............................................................ 9

Teaching Day Three of 'a', 'g' and 't' printed letters Emphasis printed 't' ........................................................ 10

Additional Printed 'g' and 't' Practice: ............................................................................................................... 10

Teaching Day One of ‘I’ and ‘J’ printed Upper Case letters Emphasis Printed ‘I’ .............................................. 11

Emphasis Printed ‘J’ .......................................................................................................................................... 11

Optional Upper/Lower Case Practice ................................................................................................................ 12

Teaching Day One of Consonant\Vowel Emphasis on Vowels........................................................................ 13

Teaching Day Two of Consonant/Vowel Emphasis on Vowels ....................................................................... 14

Additional (Optional) Practice for Vowels ........................................................................................................ 15

Teaching Day One of Consonant\Vowel Emphasis on Consonants .................................................................. 16


Two Teaching Versions of the Alphabet In this manual, we have included two versions of the alphabet. The first version is a simple version. This is the original Sight and Sound Reading alphabet. It contains no pictures. We believe it is best to start teaching the alphabet using this format first. It is easy to highlight the upper case letters because they are up high. Likewise, the lower case letters are down low. Additionally, it is very easy for a beginning reader to see the differences in font for the confusing letters a/a, g/g, I/I , J/J, t/t. Lastly, it is easy to spot the vowels. The consonants are in white, the vowels are in pink. (The letter Y is half white/half pink because it is sometimes a consonant and sometimes a vowel).

Once the beginning reader has trained his/her eye to see the differences between vowels and consonants, the different fonts, and the upper and lower case letters – the fun, colorful, picture filled alphabet can be introduced. The student can start to learn the letter sounds – and the magic of the alphabet – making and reading words.

Begin Teaching Upper Case Letters First? In this manual, we have decided to teach to the students the concept of upper case letters first. We have decided this because too many students beginning school and lessons have already learned to recognize upper case letters. (We wish more parents and companies would emphasize and teach children to read and recognize lower case letters first. Most letters children read are lower case –upper case letters only start names and sentences!)

After Day 1, we then teach the concept of lower case letters to the students. Many times, this is the first introduction students have at seeing lower case letters. A lot of time should be spent teaching the concept of lower case letters. Ninety percent of the letters we read are lower case, so children need to recognize and understand when to use them.

After introducing the concept of lower case letters, we begin introducing the different variations/fonts found in lower and upper case letters. (The confusing differences in a/a, g/g, I/I , J/J, t/t). It is extremely important to explicitly teach the font differences of these letters. Many beginning readers find this concept very confusing when they come across a word in a book or elsewhere that has a letter that looks like something they have never read before.


Teaching Day One of

Upper row, Upper case, Capital letters, Big letters Before beginning the teaching of this skill, you may want to cover or hide the printed upper case “I” and “J” on your room alphabet until you are ready to teach this skill separately. Recognizing the difference between the printed form and the letters that we write, is a skill that should be taught separately. It is very confusing to beginning readers.

• Teacher, with pointer in hand, says • "Let's sing the alphabet song. As we sing the song, I will point to the same letters in this top row, the

upper row, of our room alphabet." (Point and sing.) • "Super! Now, let's count how many letters there are in this upper row of the alphabet." (Teacher

always uses a pointer, as each letter is counted) • “Wow, 26 letters! Today, we are only going to talk about these 26 letters on the top row, the upper

row. All of these letters on the upper row are sometimes called Upper Case Letters, they are sometimes called Capital Letters, or they are even called Big Letters. I know it seems silly and confusing that these upper case, capital or big letters should have so many names. That is because these upper case letters think they are BIGGER and more important than the other letters on the bottom or LOWER ROW. (Teacher, always point to each upper case letter as you talk about it.)

• “This is the upper case 'A'. It can also be called the capital 'A' or the big 'A'. (Teacher: if you have a child in your room whose name begins with the letter 'A', talk about their name. Write it on the board. Mention that it begins with a capital 'A', upper case 'A' or big 'A'. You can also use the name of our country, 'America', to help emphasize this point.) Because it is a name of someone, or some place, it is very important.

WE ALWAYS USE A CAPITAL, UPPER CASE OR BIG LETTER TO BEGIN A NAME. Keep repeating that all names begin with an upper case, capital letter. (Teacher: point to the upper case letter 'B', or a letter that begins a child's name in your class, and do the same thing. Then, select a child to come up and point to the first letter of their name. Keep repeating this exercise with other children and their name. Always interchange the words capital letter, upper case letter or big letter as you talk about the letters. )


Teaching Day One of

Lower row, Lower case, Small letters, Little letters Before beginning the teaching of this skill, you may want to hide, or cover the lower case printed 'a', 'g' and 't' on your room alphabet until you are ready to teach this skill separately. Recognizing the difference between the printed form and the letters that we write, is a teaching skill they should be taught separately. It is very confusing to beginning readers.

• "Yesterday we talked about the Upper row of our Sight and Sound Reading Alphabet. What are some names we sometimes use to describe the letters in this upper row?" (Teacher, tell them if they do not know; upper case letters, capital letters, big letters.)

*Always refer to the top row as the upper case and the bottom row as the lower case. This helps children understand as they visualize and discuss upper case and lower case.

• "Sometimes the letters like to play tricks on us. That is what is sooooo much fun about learning to read! I want to teach you the first trick. The letters will try to trick you and confuse you, because every letter is written two ways. And, believe it or not, three of the letters in this lower case row are written three different ways."

• "You have already learned that all these letters on the top row, the upper row, are big letters or upper case letters or capital letters. This is a big 'A' or upper case 'A', or capital 'A'. This is a big 'B' or upper case 'B' or capital 'B'. And, this way down here is a big 'Z' or upper case 'Z', or capital 'Z'. You do not have to know the names of all these letters right now. We are going to learn them together. As we learn these letters together, you help me remember, that all the letters on the top row are the big letters or upper case letters or capital letters."

Teacher: Remember to keep pointing as you discuss individual letters. • "Now, if all the letters on the top row, the upper row, are the upper case letters, what do you think

all the letters on the bottom row, the lower row, are called?" (I'm sure someone will say little letters or lower case letters. If not, you say "you think maybe 'little letters or lower case letters?")

• "You are right. All the little letters in this lower row, are also called lower case letters, or little letters or small letters. The very same letter can look different, if it is big or little, capital or small, upper case or lower case. Look at the first letter on the upper row. This is a big 'A', an upper case 'A'. Now, look at the lower row, right underneath the upper case 'A'. This is a lower case 'a', or, little 'a'. They look very different don't they? But, they are both called 'a'. They both have the same name, 'a'. They both will make the same sound when we learn to read with them. Let's look at another letter. Here in the upper row, is the big 'B '. Let's look at the lower row. Here is the little 'b '. They look very different don't they? But, they are both called 'b'. They both have the same name, 'b'. They will both make the same sound when we learn to read with them.

• Now, look very carefully at the next letter of the alphabet, the letter 'c'. Look at the upper case 'c' and look at the lower case 'c'. They are made exactly the same way, only the size is

• different. The upper case 'c' is bigger than the lower case 'c'. We can call the lower case 'c', a little 'c', or a small 'c'. Can anyone show us another letter on our alphabet where the upper case letter is made the same as the lower case letter, a letter where only the size is different?" (Select children to point out the letters 'c', 'o', s, 'v', 'w', 'x' and 'z'. Possibly 'K'. 'K' is confusing and should be discussed.)

• "As I have said before, you do not have to know the names of all these letters right now. We are going to learn them together. I know you know some of their names already. As we learn these letters together, please help me remember, that all the letters on the upper row are called upper case, or capital letters or big letters. What are we going to call the letters in the lower row?"(Lower case, small letters, little letters - tell them if they do not know.)

• "Wonderful!"


Optional Upper Case Practice More Practice with the Upper Case Letters: Depending on your class, you might want to spend a second or third day talking about the Upper Case/Capital Letters. Always interchange the words capital letter, upper case letter or big letter, as you talk about the letters. (This is also a wonderful way for the children to get to know the names of other children in the room or to begin to 'read' other children's names.) Before class, write the first name of each child in your class on individual pieces of tag board or a file card, large enough for the class to see them. Only the first letter should be capitalized! Put these names in a bag or bucket. (These names can be used many times, so save them.) During class, select a name, out of the bag, write it on the board. Have the child come and take the pointer and find the capital, upper case or big letter that starts their name. Variation of the above: Have the child whose name was selected, act as a 'teacher' and point to any capital, upper case or big letter, and ask the class to name it. Give several children turns at being the teacher.

Additional Upper Case Practice: 1. Using a child's pointer, the cardboard from a coat hanger, have children point to a capital letter they see in words in the classroom, other than the Sight and Sound Reading Alphabet. 2. Using a classroom Big Book, have your class point out the upper case letters. Depending on your class, you can discuss why they are using a capital letter (names, beginning of sentence, etc.). 3. Have the children take books from their desk or classroom shelves and point to the capital letters they find on the cover and inside 4. Depending on your class, as seat work, you can have them make a list of 10 words they can find, that start with a capital letter.


Optional Lower Case Practice More Practice with the Lower Case Letters: Depending on your class, you might want to spend a second or third day talking about the lower case, small, little letters. Always interchange the words 'small letter', 'lower case letter' or 'little letter' as you talk about the letters. (This again, is a wonderful way for the children to get to know the names of other children in the room or to begin to 'read' other children's names.) Reuse the names you made for yesterday's lesson using your class names. Or, before class, write the first name of each child in your class on individual pieces of tag board or a file card, large enough for the class to see them. Only the first letter should be capitalized! Put these names in a bag or bucket. (These names can be used many times, so save them.) During class, select a name out of the bag, write it on the board. Have the child come and take the pointer and review the capital/upper case or big letter that starts their name. Remind the children that it is capitalized because it is a name. Talk about the remaining lower case letters. Try to impress upon the children, the fact, that when they read, they will see so many more lower case letters than upper case. Variation of the above: The teacher can write her/his name on the board and use it as an example. The children love this!

Additional Lower Case Practice: 1. Using a child's pointer, the cardboard from a coat hanger, have children point to a lower case letter they see in a word in the classroom, other than the Sight and Sound Reading Alphabet. 2. Using a classroom Big Book, discuss how many lower case letters there are in comparison to upper case. 3. Have the children take books from their desk or classroom shelves and point to the lower case letters on the cover. Have them look inside and see how many lower case letters there are in comparison to upper case. 4. Depending on your class, as seat work, you can have them make a list of 10 words they can 'find' and copy that are only lower case letter words, no capitals in the word at all. *5. Provide them with upper case seat work. *See attached upper case seat work examples.


Teaching Day One of

'a', 'g' and 't' printed lower case letters Emphasis printed 'a'

It is extremely important to explain to children, that when books are printed the lower case letters 'a', 'g' and 't' are made entirely different than we write them. This can be a very confusing concept if not taught. The Sight and Sound Reading Alphabet has the printed 'a', 'g' and 't' attached to the alphabet as you teach the concept. (Remember, keep pointing as you discuss individual letters.) Teacher: To demonstrate this lesson, use a classroom Big Book or a book that the printed letters can easily be seen by who you are teaching this lesson. Make sure the book you select has enough of the printed letter 'a' words, for the children to find some of them.

• "We know that all the letters can be written two ways. (Use pointer on classroom alphabet.) We have a capital 'R', we have a lower case 'r'. We have a capital 'F', we have a lower case 'f. But, I want to teach you about three very special letters. We never have to write these letters. They are in most of the books you will read and when you use the computer. Today, we are going to talk about one of the special letters, the printed 'a'. We all know that this is a book. A book is printed in a factory. When books are printed, there are five letters that are printed different than the way we write them: The lower case/little 'a', lower case/little 'g' and the lower case/little 't', and the upper case ‘I’ and upper case ‘J’.” (Teacher, the children will grasp this concept and retain it if you show them how hard it is to write the printed 'a' on the board as you talk about the letter 'a'. They will understand why we don't write it that way.)

• "Today, let's look at the printed 'a'. Let's see if we can find some words in this Big Book that have the printed 'a' in them," (Teacher, have the class help you find several words with 'a' in them.)

• "Now, since we have learned that there is another 'a', an 'a' that is printed in books and the computer, I am going to show it to you on our Sight and Sound Reading Alphabet." (Teacher: slip off the sleeve covering the 'a', or, just point to the alphabet 'a'.)

• "Remember, you never have to write this letter. Just remember that it is always a lower case a or little a”. This ‘a’ will be in many words you will read.


Teaching Day Two of

'a', 'g' and 't' printed letters Emphasis printed 'g'

Teacher have available another book the children are familiar with reading. It would be good if it is a BIG BOOK, so they can all see what you are talking about. Make sure that the book you select has enough of the letter 'g' words, for the children to find some. The 'g' is, of course, not in as many words as 'a'.

• "Yesterday we talked about the printed 'a' and we added it to our Sight and Sound Reading Alphabet. I told you that there are five letters· that are printed different than the way we write them. Today, let's look at the printed 'g'. "(Teacher, the children will grasp this concept and retain it, if you show them how hard it is to write the printed 'g' on the board as you talk about the letter 'g'. They will understand why we don't write it that way.)

• "It was easy for us to find the printed letter 'a' in words in the book yesterday. Today, I have a different book. We can see if we find some words in this Big Book that have the printed 'g' in them. I think you will really have to look very carefully, because there are not as many 'g' in words. We found a lot of 'a' words yesterday, but, 'g' words will be harder to fine. " (Teacher, have the class help you find several words with 'g' in them.)

• "Now, since we have learned that there is another 'g', let's look at the printed 'g' on the Sight and Sound Reading Alphabet. (Use pointer and review the three 'g's, upper case, lower case and printed.) (Teacher, slip off the sleeve covering the “g”.


Teaching Day Three of

'a', 'g' and 't' printed letters Emphasis printed 't'

Teacher have available another book the children are familiar with reading. It would be good if it is a BIG BOOK, so they can all see what you are talking about. Make sure that the book you select has enough of the letter 't' words for the children to find some.

• "Yesterday we talked about the printed g' and we added it to our Sight and Sound Reading Alphabet. I told you that there are three letters that are printed different than the way we write them. Today, let's look at the printed 't'. " "It was easy for us to find the printed letter 'g' in words in the book yesterday. Today, I have a different book. We can see if we find some words in this Big Book that have the printed 't' in them. I think you will really have an easy time finding the letter 't' in so many words." (Teacher, have the class help you find several words with 't' in them.)

• "Now, since we have learned that there is another 't', let's look at the printed 't' on the Sight and Sound Reading Alphabet.

*Teacher: Take another day to teach the printed 't' or you can teach it the same day as the 'g', depending on your class readiness.

Additional Printed 'g' and 't' Practice: 1. Have the children each take a book and look for printed 'g' and 't'. They can get into partners and share their findings. 2. Depending on your class, you can have the children find 5 words with 'g' in them. Another day find 5 words with 't' in them and copy them. Explain to the children to write the 'g' and 't' as they write them, lower case, not the printed way! This is a difficult concept, but very rewarding. Practice it with the class on the board, so they fully understand.


Teaching Day One of

‘I’ and ‘J’ printed Upper Case letters Emphasis Printed ‘I’

It is extremely important to explain to children that when books are printed the upper case letters ‘I’ and ‘J’ are made entirely differently than when we write them. This can be a very confusing concept if it is not taught. The Sight and Sound Reading Alphabet has the printed ‘I’ and ‘J’ attached to the alphabet as you teach the concept. (Remember, keep pointing as you discuss individual letters.)

To demonstrate this lesson, use a classroom Big Book or a book that the printed letters can easily be seen by who you are teaching this lesson. Make sure the book you select has enough of the printed letter ‘I’ words, for the children to find some of them.

“We know that all letters can be written two ways. (Use pointer on classroom alphabet). We have a Upper case ‘R’, we have a lower case ‘r.’ We have a capital or upper case ‘F’, we have a lower case or little ‘f’. But, I want to teach you about two very special upper case letters. They are printed in most of the books you will read, and when you use the computer. Today we are going to talk about one of the special printed upper case letters the ‘I’ (Hold up a book that has good examples of the upper case ‘I’ printed on it). When books are printed, there are five letters that are printed differently than the way we write them: Today let’s look at the printed upper case ‘I’. Let’s see if we can find some words in this book that has the printed ‘I’ in them. Before we do, I want to show you how ‘silly” this printed letter is. Point on the lower case alphabet, to the lower case ‘L’ and then to the upper case ‘I’ (I). Ask them, can you tell the difference between what these letters look like. Don’t they both look exactly the same! They are not the same letter. (Point) This is a printed upper case ‘I’ (I) and this (point) is a lower case ‘L’(l). This is sooo confusing. It is the only letter that looks exactly the same and it is two different letters. As you learn to read, you will also learn to tell if the letter you are reading is an upper case ‘I’ or a lower case ‘l’. I promise this is one of the tricks of reading but, with practice, you will learn to recognize and outsmart this “trick”.

Emphasis Printed ‘J’ I would recommend waiting at least a day after teaching the upper case “L” to use the same “show and tell” approach to teach the two ‘J” “J”s. Use a book to demonstrate the printed font found in books and talk about how they write an upper case “J’. (Start at the top, pull down with a hook like a candy cane – and give it a hat.) Because all children learn to write with different paper, the colored lines they write on will determine how you describe the letter formation. I prefer teaching the letters without lines to young writers so I am sure they form the letter correctly no matter what the lines look like. I also like to write letters in the air and on a black board for a tactile approach that some children need.


Optional Upper/Lower Case Practice Depending on your class, I recommend working with 5 letters of the alphabet for 2-5 days. (Of course, for younger children or at risk children, you can teach one or two letters a day and keep building. Whatever pace is right for your class. Teach both the upper and lower case letters at the same time. You can refer to them as uppercase/lower case, big/little, or capital/small. )


Teaching Day One of

Consonant\Vowel Emphasis on Vowels

It is very important for some children to have a visual reminder each day, showing what letters are consonants and what letters are vowels. If we expect them to become strong phonetic learners, help the visual learner understand phonetics too! Do not rush through these very important consonant/vowel skills. Take as many days as you can to practice, practice, practice! (Teacher, remember to always point as you discuss the letters and colors. When you point to a letter, point to the lower case form because they will be using that in most of their reading.) "Today we are going to look at our alphabet again. But, instead of looking at upper and lower case letters, we are going to look at the color of paper the letters are printed on. We are going to talk about why some of the letters are on pink, and why most of the letters are on white? First I want to tell you that the pink letters are called vowels. Can you say that word 'vowel' with me?" (Have the class say the word 'vowel' several times together. Remember, always point.) "'a' is a vowel, 'e' is a vowel', 'i' is a vowel, 'o' is a vowel 'u' is a vowel and the 'y' which you see in both pink and white, is sometimes a vowel. So 'a', 'e', 'i', 'o', 'u' and sometimes 'y' are the "vowels."

Teacher, using your pointer and either saying or singing, recite the following:

'a', 'e', 'i', 'o','u' and sometimes 'y', 'a', 'e', 'i', 'o', 'u' and sometimes 'y', 'a', 'e', 'i','o', 'u' and sometimes 'y',

Now I know my vowels!

• "Now I want to tell you how very, very, very important the vowels are! At least one of these vowels, 'a', 'e', 'i', 'o', 'u' and sometimes 'y' will be in every single word you will read. Every word has to have at least one vowel in it. Sometimes a word will have two, or three, four, or even more than four vowels. But, every word must have at least one vowel. Tomorrow, I am going to ask you why the vowels are soooo important. What I want you to tell me is, "Every word has to have at least one vowel in it, or it is not a word!"

• Think you can remember that and tell me tomorrow? • "Every word has to have a vowel in it, or it is not a word."


Teaching Day Two of

Consonant/Vowel Emphasis on Vowels

• Yesterday we talked about the vowels. We learned that all of the letters up here in pink are called vowels. Now, I want to see if you remember why vowels are so very, very important?" Every word has to have a vowel in it, or it is not a word. (Teacher, if they do not know, tell them. If they do know, praise them for remembering.)

• "Yes, every word has to have a vowel in it, or it is not a word. Since you are going to learn to read words, you certainly have to learn the names of the vowels. (Teacher, as you chorally sing or say the following, point to the Sight and Sound Reading Vowel Chart. For variety in teaching this concept, and more practice, point to the Sight and Sound Reading Alphabet too. The children love when you have to quickly run back and forth, with the long alphabet, to sing or say the verse.)

• "Let's sing (or say) our Vowel Song together."



Now I know my vowels! "Because we know every word has to have at least one vowel in it, today we are going to look at words and name the vowels. Let's first start with your name." (Teacher, depending on your class, it might take several days of vowel searching practice for the children to recognize the vowels. Always refer either to the complete color coded alphabet, or the pink vowel visual chart when talking about the vowels.) Teacher, as you chorally sing or say the following, point to the Sight and SoundVowel Chart. For variety in teaching this concept, and more practice, point to the Sight and Sound Reading Alphabet too. The children love when you have to quickly run back and forth, with the long alphabet, to sing or say the verse.


Additional (Optional) Practice for Vowels

1. Teacher, you can have them look at their name in several ways. I suggest first the teacher pulling one out-of-a-hat or bucket, write the name on the board, and discuss the vowels in the name, as you did in looking at the upper and lower case letters during the previous lessons. 2. If the children have name tags on their desk, tell them to look at their name and raise their hand to share the vowels in their name. As you call on them, write their name on the board so the other children can see the vowels. 3. From their desk, have selected children show the class vowels within words they see in the classroom. 4. Select a favorite BIG BOOK and have children point out the vowels in words. 5. VOWEL FIND seat work practice. Circle all the vowels you can find. (See attached seat work examples.) Teacher, you can also make another seat work page listing the names of the children in your class for them to circle. This is like WORD FIND for adults, the children love VOWEL FIND. "One more time! Let's sing (or say) our Vowel Song together."



Now I know my vowels!


Teaching Day One of

Consonant\Vowel Emphasis on Consonants Remember, it is important for some children to have a visual reminder each day, showing what letters are consonants and what letters are vowels. Teach and re-teach the words 'consonant' and 'vowel', so it becomes a part of the children's vocabulary reading and phonics will have so much more meaning. The children look at phonics as a game and really enjoy decoding. Even children who have some difficulty learning phonetically, do so much better, right from the beginning when they understand what role consonants/vowels play in a word. If children are ready to learn to read, they are ready to understand anything and everything to make reading more meaningful and fun. (Teacher: remember to always point as you discuss the letters and colors. When you point to a letter, point to the lower case form because they will be using that in most of their reading.)

• "Today we are going to look at our alphabet again. But instead of looking at the vowels, the pink letters 'a', 'e ', 'i ', 'o' 'u' and sometimes y' we are going to talk about the consonants, the white letters. Most of the letters up here are white. (Teacher, you can even count them with your class if you like.) All of these white letters, every letter that is not a vowel is called a consonant. Can you say the word 'consonant with me?" (Have the class say the word 'consonant' several times together.)

• "Which letter up here is both a consonant and a vowel? ('y') • "Yes, the letter ‘y' is both a consonant and a vowel That is why it is both pink and white in our

alphabet. Now let's practice looking for some consonants in words. (Children at this age respond to repeating the way skills and concepts are taught. They love working with their names, and learning to read their friends name.)

Teacher, you can again have them look at their names. Use the same format as in teaching, the upper and lower case letters and the vowels. Teacher, pull one name out of a hat or bucket, write the name on the board, and discuss the consonants in the name. 1. If the children have name tags on their desk, tell them to look at their name and raise their hand to share the consonants in their name. As you call on them, write their name on the board so the other children can 'see' the consonants. 2. From their desk, have selected children show the class consonants within other words they see in the classroom. 3. Select a favorite BIG BOOK and have children point out the consonants in words. 4. CONSONANT FIND seat work practice. Circle or color all the consonants you can find. (See attached seat work examples.) Teacher, you can also make another seat work page listing the names of the children in your class for them to circle consonants. This is like WORD FIND for adults, the children love CONSONANT FIND. 6. SIGHT AND SOUND READING Consonant/Vowel Flash Cards. The Consonant/Vowel Flash Cards are a fun, choral, repetitive, visual that the children love!


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