Teaching Letter-Sound Correspondences 1

Teaching Letter-Sound Correspondences

These scripts can be used to introduce and teach letter-sound correspondences to learners with complex
communication needs. By using a script, we can use consistent language for instruction, but also
individualize the lesson to include the learner's interests.

This lesson should take approximately 10-15 minutes, and include: Introduction, Model, Guided
Practice, and, if appropriate, Independent Practice.

Before beginning an instructional session, please remember to

• consider the skills and interests of the learner, and the access methods that will be used
• assemble needed materials,
• review the scripts, paying careful attention to the feedback for correct and incorrect responses (p 5)

Needed Materials

This script Letter cards A data sheet A picture card

For the following scripts…

The
instructional The instructor's verbal instructions are written in bold.
activity is The instructor's actions are written in italics and indented.
listed in gray

Light & McNaughton (2017)

Teaching Letter-Sound Correspondences 2
Student name:
Target letter:
Known letters:
Favorite topics:

1a) Introducing and Modeling a New Letter-Sound Correspondence

You will need: This script (p 2), letter cards (target and foils), and the picture card for the new letter

Introduce the task “We are going to learn about the sounds that letters make. This will help
and the target letter- you learn to read about (insert favorite topics here).
sound First, let’s look at these pictures”
correspondence
o Place the picture card for the target letter-sound correspondence in front of
the learner.
o Review each picture, and incorporate student interests
(e.g., “This is a man, like Mr Jones, your gym teacher”).
o Repeat these steps for each of the 4 pictures.

“I am going to show you a letter and say its sound.”

o Point to the letter and say its sound (e.g., “mmmm”) 3 times, tracing with
your finger. Encourage student to trace with you, as appropriate.

o Point to the first picture in the picture card and say the word emphasizing
the initial sound (e.g., “mmmman.”).
o Point to the picture and say the word a 2nd time, stressing the initial sound
(e.g., “mmmman”).
o Repeat these steps for each of the 4 pictures.

o Point to the letter and say the sound (e.g., “mmmm”).

o Remove picture card

Model the letter- “Let’s learn a new letter and the sound that it makes. I’ll show you.”
sound
correspondence o Select two letter cards: the target letter (e.g., “m”) and a foil (e.g.,“s”).
o Place the letter cards in front of the learner.

“I am going to listen to the sound.”

o Say the target sound (“mmmm”).

“Now I look at the letters and point to the letter that says “mmmm.”

o Look at each of the letters provided and point to target letter.

o Say the sound as you point to the letter (e.g., “mmmm”) a 2nd time
Provide a 2nd model, using new foils and altering the location of the
target letter.

Go to 2) Guided Practice (page 3)

Light & McNaughton (2017)

Teaching Letter-Sound Correspondences 3

2) Guided Practice

You will need: this script (p 3) and letter cards (target and foils)

Guided practice in o Place two letter cards in front of the learner: the target letter (e.g.,
letter-sound “m”) and a foil (e.g., “j”).
correspondence
“Now let’s do one together.”
“I am going to say a sound. Listen to the sound. Then look at the letters
and point to the letter that makes the sound with me.”

o Say the target sound (e.g., “mmmm”).

o Pause 2-3 seconds to let the learner respond (if learner responds
provide feedback accordingly). If learner does not respond say:

“Let’s point to the letter that says ‘mmmm’.”

o Point to the target letter (“m”) and encourage the learner to point
with you by
o Holding your finger above correct response
o Tap learner’s hand (to indicate a response is expected)
o Guide learner’s hand to letter (if needed)

o Say the corresponding sound while pointing to the letter with the
learner (e.g., “mmmm”).

o Provide 2 more trials with two letters (the target and a foil)

o Continue to provide guided practice until the learner begins to

point to the correct response independently.

o As the student demonstrates learning, gradually scaffold

support provided for the learner:
- Extend the length of the pause and give the learner
more time to respond before providing support (up to 5
seconds).
- Vary the location of the target letter.
- Randomly intersperse trials that review letter-sound
correspondences (e.g., “a” ) that the learner has
already acquired.

o Provide 3 trials with three letters (the target and 2 foils)

o Provide 4 (or more) trials with four letters (the target and 3 foils)

o Once the learner selects the correct response for the target letter from
a field of four choices over two consecutive trials, move on to
independent practice.
Light & McNaughton (2017)
Teaching Letter-Sound Correspondences 4

3) Independent Practice
You will need: this script (p 4), letter cards (target and foils), and a data sheet

Prepare the data sheet before beginning the session

Independent • Select four letter cards: the target letter (e.g., “m”) and 3 foils (e.g.,
practice in letter- “s, f, b”). Place the letter cards in front of the learner.
sound
correspondences “Now it is your turn. I am going to say a sound. Listen to the sound. Then
look at the letters and point to the letter that makes the sound.”

• Say a sound (e.g., “mmmm”).

• Pause and provide the learner with an opportunity to respond (up to 5
seconds).
• Record learner’s response on the data collection form.
• If the learner has acquired other letter-sound correspondences,
randomly intersperse trials that review letter-sound
correspondences that the learner has already acquired.

• If the learner scores 4 out of 5 for the newly introduced letter-sound correspondence on two
successive sessions, they are considered to have mastered the letter

• If the learner experiences difficulty (e.g., 3 incorrect responses in a row), consider providing
additional sessions of guided practice (with additional support) until they are ready for
independent practice.

Light & McNaughton (2017)

Teaching Letter-Sound Correspondences 5
Feedback
Feedback for • If the response is correct, give the learner positive feedback.
correct response • Point to the target letter
in letter-sound “That’s right! ‘Mmmm,’ this letter says ‘mmm’ as in ‘Mom’ ”
correspondence

Feedback for • If the response is incorrect, give the learner corrective feedback.
incorrect • Acknowledge the learner’s response
response in letter- “You picked ‘sssss’, we need to find ‘mmmm’ “
sound
correspondence • Point to the target letter.
“This letter says ‘mmmm’, ‘mmmm’ as in ‘Mike’ .”

• Provide a guided practice trial with strong support (prompt the

student as needed by tapping on the target letter, pushing the target
letter closer to the learner, etc.).
• Provide positive feedback when the learner points to the target letter
(e.g., “That’s right, this letter says ‘mmmm’ as in ‘map’ ”)

Light & McNaughton (2017)