# Hear the sounds

Blend and separate speech sounds before attaching print.

## Try it

1. Listen. Push a counter for each sound.
2. Say the whole word.
3. Try: sun, map, sit, dog.

Your adult says the sounds in **sun, map, sit, dog**. Move a paper counter for each sound. Then say the whole word. Use the sound boxes in the pupil book.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **3, 41**.

Sound boxes and paper counters; no letters for the first demonstration.

## Teacher lesson plan

### Learning goal

Blend and separate speech sounds before attaching print.

### Before teaching

Can recognize the spoken example words; teach their meanings first.

### Model

Say sun normally, then /s/ /u/ /n/, using the short vowel in sun. Move a counter for each sound, then sweep beneath them while saying sun. Keep consonants crisp; avoid adding “uh.”

### Guide, then apply

Blend adult-spoken sounds in map, sit, and dog. Then invite children to segment familiar words into the boxes. Contrast the first sounds in sun and map. Use oral rhyme and syllable play alongside this phoneme work, not as a compulsory gate.

### Interpret the response

Sun, map, sit, and dog each have three phonemes in the intended examples. If the child counts letters or adds a vowel after a consonant, return to listening and oral modeling. Dialect differences are language differences, not automatic errors.

### Support

Begin with initial-sound matching or adult blending. Use known home-language words with a speaker who can model their sounds accurately.

### Extend when ready

Change /m/ in map to /t/ and blend tap. Explain that changing a sound changes the word.

### Fresh check

Use unfamiliar practice examples lip and net after confirming their meanings. Ask the child to blend then segment without copying the earlier counter movements.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 3. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Match letters and sounds](/agent/docs/tk-lesson-letters) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Words and writing |
| Lesson | 2 |
| 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: Preparing Young Children for School](https://ies.ed.gov/ncee/wwc/PracticeGuide/30): 2022 practice guide. 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-sounds/history)