“an” Word Family Puzzle

Cut out all the puzzle pieces with the help of a parent. Say the sound each letter makes aloud. Say
the sound the letters “an” make together. Then join the puzzle pieces and blend the sounds of the letters
to form a word. Say the word.

an an v c
an an m p
Parents: Puzzle pieces can be glued onto craft foam and cut out for repeated use. Once your child learns
to make the words on this worksheet, you can save the pieces and reuse them to create new words by
interchanging them with other word family puzzle pieces.
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 Build a Word!
Use your letter cards to complete the word. Then color in the image.
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DUMP digraph

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 Build a Word!
Use your letter cards to complete the word. Then color in the image.
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HARD
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Name:_______________________________ Date:____________________

Circle Up Those Sounds

Circle the pictures with the same ending sound.

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 Build a Word!
Use your letter cards to complete the word. Then color in the image.
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WR digraph

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 Building Words
Some letters have gone missing from this construction site! Can you
help put them back in place? Use your letter cards and the letters in the
word bank to help you finish each word. Say each word aloud as you go.

EE

EE

EE

EE
Letter bank: D, R, H, L, F, T, B
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Name: _______________________________ Date: _______________________

End of Year
Blending Words
Assessment:

For each group of sounds below, say, “What word would I have if I put
together these sounds?”

Write a if the student answers correctly. Record the word the student
says on the line if the student answers incorrectly.

1. /b/ /a/ /t/ ____________ (bat)

2. /f/ /o/ /g/ ____________ (fog)

3. /g/ /e/ /t/ ____________ (get)

4. /r/ /e/ /d/ ____________ (red)

5. /b/ /u/ /g/ ____________ (bug)

6. /m/ /a/ /t/ ____________ (mat)

7. /p/ /o/ /p/ ____________ (pop)

8. /c/ /a/ /n/ ____________ (can)

9. /r/ /a/ /n/ ____________ (ran)

10. /c/ /o/ /t/ ____________ (cot)

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Name: _______________________________ Date: _______________________

End of Year Word Study

Segmenting
Assessment:

Say each of the words below. For each word, say, “Tell me the beginning,
middle, and ending sound you hear in each of the words.”

Write a if the student answers correctly. Record the sound on the line if
the student answers incorrectly.

1. Cat ____ ____ ____ /c/ /a/ /t/

2. Tub ____ ____ ____ /t/ /u/ /b/

3. Mit ____ ____ ____ /m/ /i/ /t/

4. Bed ____ ____ ____ /b/ /e/ /d/

5. Can ____ ____ ____ /c/ /a/ /n/

6. Good ____ ____ ____ /g/ /oo/ /d/

7. Lock ____ ____ ____ /l/ /o/ /ck/

8. Run ____ ____ ____ /r/ /u/ /n/

9. Pig ____ ____ ____ /p/ /i/ /g/

10. Dog ____ ____ ____ /d/ /o/ /g/

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Say the word dog.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as dog.

C
AB

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 Say the word book.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as book.

C
AB

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 Say the word pencil.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as pencil.

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 Say the word bee.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as bee.

C
AB

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Say the word crayon.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as crayon.

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 Say the word sheep.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as sheep.

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Say the word bus.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as bus.

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 Say the word cat.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as cat.

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 Say the word socks.
Follow the path from beginning to end.
Say the name of each picture along the way.
Circle the pictures that end with the same sound as socks.

12
11 1
10 2
9 3
8 12
4
11 1
7 5 2
6 10
9 3
8 4
7 5
6
D

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 Building Words
Some letters have gone missing from this construction site! Can you
help put them back in place? Use your letter cards and the letters in the
word bank to help you finish each word. Say each word aloud as you go.
HINT: the vowel blend “oo” makes many different sounds.
Can you say each sound that “oo” makes?

OO

OO

OO

OO
Letter bank: T, L, M, N, B, K, H
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Name: Date:
Four Letter Short A Words

Fill in the missing letter a in each word below.

Then practice reading the word.

b_nd c_mp l_mp

f_st h_nd b_nk

b_rk s_nd l_st

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 Glossary for EL Support Lesson Plan:
Phonological Awareness

Word Definition Visual

the specific noise

sound that each letter of
the alphabet makes

spell to name or write the

letters of a word in order spell
beginning the first part

between the beginning

middle and ending

end the last part

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Glossary for EL Support Lesson Plan:
Word Family Letters

Word Definition Visual

a group of people
family who love and take
care of each other

Jane Doe
49¢
456 Wall St.
New York, USA

letter
Jon Doe
a written message 123 Union St.
California, USA

the first vowel in a

rime word and all of
the letters that follow

anything that people or

sound animals hear with their ears

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 How Many Sounds Do You Hear?
Write a word in the center of each sun. Color in one
ray for each sound you hear when you say the word.
Example:

dog

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Unscramble each word to find the name of a kitchen utensil, then write it in the
space provided. When you’re done, draw a line from the word to the matching
picture.

ugm

nap

onosp

rofk

ifkne

ihds

lsasg

wolb

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 Uppercase and Lowercase Alphabet Card Games
2-4.

Alphabet Hide n Seek

Do You Hear What I Hear?

Alphabet Fishing

Alphabet Shopping
Alphabet Actions

Missing Letter

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Helpful Hint:

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 Build a Word!
Use your letter cards to complete the word. Then color in the image.
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MM
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Name: Date:

Make a Short A Word

Cut out the letters below and glue them together to make the word
for each picture.

a a a

a a a

t C M t F p
B n g B t H
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Name: Date:

Make a Short E Word

Cut out the letters below and glue them together to make the word
for each picture.

e e e

e e e

t P N d T n
W n t W b B
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 Building Words
Some letters have gone missing from this construction site! Can you
help put them back in place? Use your letter cards and the letters in the
word bank to help you finish each word. Say each word aloud as you go.

EA

EA

EA

EA

: L, F, H, T, S, M
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Name: Date:

Matching Animals
Cut out the pictures and paste them next to the matching word.

Cat Dog Rat

Bat Hen Pig

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Name: Date:
Mid-Year Assessment
PHONEMIC AWARENESS: ENDING SOUNDS
Say, “Tell me the end sound you hear in each of the words.”
Write a ✓ if the students answers correctly. Record the sound
on the line if the student answers incorrectly.

Bat _ /t/
Cook _ /k/
Fun _ /n/
Dog _ /g/
Jam _ /m/
Pop _ /p/
Tag _ /g/
Mom _ /m/
Foot _ /t/
Dad _ /d/

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Unscramble each word to find the name of an instrument, then write it in the space
provided. When you’re done, draw a line from the word to the matching picture.

eltfu

artiug

inoap

rmud

pahr

onrh

pumtret

nilivo

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 phonemes
Cut out these flashcards and use them
to practice phonemic awareness.

sg g
g
n girl, P
sit, pass ittsb
urgh
girl, Pittsburgh

ng sing, bank
f
f lu , sphere, tough, calf

v
van, dove
s
sit, pass, science, psychic

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 phonemes
A PHONEME is the smallest unit
of sound in a language.

An ALLOPHONE is any speech sound

that represents a single phoneme.
For example, the “k” in kit or skit
is an allophone of the phoneme K.
b
bit, brat, bubble

m
mitt, comb, hymn
t
tickle, mitt, sipped

d
die, loved
n
nice, knight, gnat

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 phonemes
Try saying each phoneme out loud!

Make sure your child understands how to

say letters with long sounds. F, L, M, N, R, S, V
and Z all have long sounds. They tend to have
an “uh” sound attached to the end. This is
incorrect pronunciation. For example, an “F”
l
lamb, call, single
should bepronounced “fffff”, not “fuh”.

r
reach, wrap, her, fur, stir
y
you, use, feud, onion

j
judge, wage, bridge
k
cup, kite, duck, chorus, quiet

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 phonemes
Phonemes don’t always match the
letter that makes their sound. For example,
“nose” is spelled with an “s”, but the
phoneme for that sound is Z.

Can you think of other words that

use a different written letter than the
phoneme letter?
wh where

h
house, whole
w
witch, queen

p
pit, spider, stop
z
zoo, jazz, nose, as, xylophone

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 phonemes
These phonemes are represented
with two letters, but they still make
just one unit of sound.

Challenge your child to think of more

words that use these phonemes!
th
thin, breath, ether

th
this, breathe, either
sh
shoe, mission, sure, charade,
precious, notion, mission,special

zhmeasure, azure
ch
cheap, future, etch

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Phonological Awareness Explained
When children have phonological awareness, they know that language is made of words, syllables,
and sounds. Phonological awareness skills involve a range of components which are critical for devel-
oping good reading skills. Phonemic awareness, a subcategory of phonological awareness, is the
ability to focus on and manipulate (or “play” with) individual sounds (phonemes) in spoken words.
Phonemes are the smallest units of spoken language. Phonemes combine to form syllables and words.
For example, the word “cat” has three phonemes: /c/, /a/, /t/.

Phonological Aware
ness
Words in
sentences: Onset/rime: Phonemic Awareness
Sentences are Onset is the first
made up of words. A sound in a word and
word must have at least rime is the rest of it.
one letter. Students should be able to
identify the onset and rime Blending:
in a spoken word (dog: the Combine the Segmenting:
onset is /d/ and the sounds in a spoken Separate the
rime is /og/). word (/s/, /t/, /o/, /p/ sounds in a spoken
combine to make the word. Stretch out the
word “stop”). word “bug” into its 3
sounds: /b/, /u/, /g/.
Rhyme/
alliteration:
Rhyming words
have the same ending
Syllables:
syllable (cat, bat, mat).
Words are
Alliteration occurs when
made up of
words have the same initial Addition/
syllables. Students
sound (sit, sob, sum). substitution/deletion:
should be able to
The ability to manipulate
identify the syllables
phonemes. Adding,
in a word (banana has
substituting, or deleting a
3 syllables: ba/na/na).
sound in a spoken word
(replace the /m/ in “mat”
with a /c/ to make “cat”).

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Name:_______________________________ Date:____________________

Picture the Same Ending Sound

Match the pictures with the same last sounds.

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Name: Date:

Word Changer
Starting with the first word, change one letter to make the next word.

r ug

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 Name

Word Changer
Date

Starting with the first word, change one letter to make the next word.

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 Name

Word Changer Date

Starting with the first word, change one letter to make the next word.

h e n

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 Building Words
Some letters have gone missing from this construction site! Can you
help put them back in place? Use your letter cards and the letters in the
word bank to help you finish each word. Say each word aloud as you go.

OA

OA

OA

OA
Letter bank: B, T, G, L, R, D
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Name: _______________________________ Date: _______________________

Spring Assessment:
Segmenting Words
Say each of the words below. For each word, say, “Tell me the beginning,
middle, and ending sound you hear in each of the words.”

Write a if the students answers correctly. Record the sound on the line if
the student answers incorrectly.

1. Mat ____ ____ ____ /m/a/t/

2. Cub ____ ____ ____ /c/u/b/
3. Tin ____ ____ ____ /t/i/n/

4. Mad ____ ____ ____ /m/a/d/

5. Jet ____ ____ ____ /j/e/t/

6. Feet ____ ____ ____ /f/ee/t/

7. Sock ____ ____ ____ /s/o/ck/

8. Sun ____ ____ ____ /s/u/n/

9. Dig ____ ____ ____ /d/i/g/

10. Log ____ ____ ____ /l/o/g/

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Unscramble each word to find the name of an animal, then write it in the space
provided. When you’re done, draw a line from the word to the matching picture.

elmu

kucd

osome

rbid

osoeg

omues

woc

ebe

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Unscramble each word to find the name of a tool, then write it in the space provided.
When you’re done, draw a line from the word to the matching picture.

ermham

was

logve

rlild

srhub

inrgsp

rewcs

hcwnre

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Unscramble each word to find the name of a vehicle, then write it in the space
provided. When you’re done, draw a line from the word to the matching picture.

peje

rac

keib

ratin

anple

atbo

sub

rckut

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Vocabulary Cards
EL Support Lesson: Hands on Reading

sound word

word
noise that a a group of sounds that
letter makes have meaning

beginning middle

the first part between the beginning

and ending

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Vocabulary Cards
EL Support Lesson: Hands on Reading

end

the last part

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Vocabulary Cards
EL Support Lesson: Phonological Awareness

sound spell

spell
the specific noise that to name or write
each letter of the the letters of a word
alphabet makes in order

beginning middle

the first part between the beginning

and ending

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Vocabulary Cards
EL Support Lesson: Phonological Awareness

end

the last part

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Vocabulary Cards
EL Support Lesson: Word Family Letters

family letter
Jane Doe
49¢
456 Wall St.
New York, USA
Jon Doe
123 Union St.
California, USA

a group of people who a written message

love and take care of
each other

rime sound

the first vowel in a word anything that people

and all of the letters or animals hear with
that follow their ears

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 Build a Word!
Use your letter cards to complete the word. Then color in the image.
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TOOL
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