# Match letters and sounds

Connect taught upper- and lowercase letters to frequent sound values.

## Try it

1. Say the letter name. Say its sound.
2. Find its capital and lowercase partner.
3. Make a word with letters you know.

Use the alphabet reference and letter cards. Your adult teaches the sound and formation before you practice.

**A a**: apple

**B b**: bat

**C c**: cat

**D d**: dog

**E e**: egg

**F f**: fan

**G g**: gum

**H h**: hat

**I i**: insect

**J j**: jam

**K k**: kit

**L l**: leg

**M m**: map

**N n**: net

**O o**: octopus

**P p**: pig

**Q q**: quit

**R r**: rug

**S s**: sun

**T t**: top

**U u**: up

**V v**: van

**W w**: web

**X x**: box

**Y y**: yes

**Z z**: zip

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **4, 31, 32, 33, 34, 35, 36**.

Alphabet reference and cut-apart letter cards from the pupil book.

## Teacher lesson plan

### Learning goal

Connect taught upper- and lowercase letters to frequent sound values.

### Before teaching

Can hear a target sound in familiar speech with support.

### Model

Use the sample sequence s, a, t, m, i, p, n; then c, o, d, g, e; then r, h, b, f, l, u; then j, v, w, y, z, k, q, x. These groups are an original planning choice, not a pace requirement. For each letter, say its name, model its frequent sound in the reference word, connect both cases, and demonstrate formation.

### Guide, then apply

Introduce new correspondences as observation permits, review previously taught ones in mixed order, find the sound in a spoken word, and select the matching card. Integrate each usable correspondence into blending and writing. Teach c as /k/ in cat and g as /g/ in gum initially; later explain that letters can represent other sounds.

### Interpret the response

The reference words specify the initial teaching values. x in box represents /k/ /s/; q is usually taught with u as /k/ /w/ in quit, not as an isolated single sound. Do not claim English has one sound per letter. A letter-name response is useful but does not show its sound value.

### Support

Use a familiar name, a tactile or enlarged letter, and a smaller selection. Accept pointing or eye gaze to separate recognition from speech production.

### Extend when ready

Find the same letter in different readable print styles and discuss a word where its sound differs. This is extension, not a prerequisite for CVC reading.

### Fresh check

Mix taught cards in a new order. Ask for names, sounds, and a chosen letter for a spoken sound without the anchor picture. Record each correspondence separately.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 4. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Build and read words](/agent/docs/tk-lesson-blend) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Words and writing |
| Lesson | 3 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Language and Literacy Development](https://www.cde.ca.gov/sp/cd/re/documents/ptklflanguageliteracydev.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.
- [IES What Works Clearinghouse: Foundational Reading Skills](https://ies.ed.gov/ncee/wwc/PracticeGuide/21): 2016; revised 2019; kindergarten through grade 3. Retrieved 2026-09-08T03:44:00.628834+00:00.

[Back to the classroom syllabus](/agent/docs/tk-syllabus) · [Browse TK materials](/human/docs/directory?subject=society%2Feducation%2Ftransitional-kindergarten)

## Revisions

[Revision history](/agent/docs/tk-lesson-letters/history)