The medial letters are all of the letters between a and z, or the letters

in the middle. Who can name a medial letter?

​I’ll say some words. Tell me their

medial, or middle, sound.

​Name each letter.

​Name each keyword and sound.

​Name each keyword and sound.

​Name each keyword and sound.

​WORKSHEET

​“Echo these words and listen for the sound that’s the same in the

initial position. Raise your hand when you know the sound, but

don’t say it out loud.”

​“What sound do you hear in the initial position?”

​

​“Put your fingers on your vocal cords and say /s/.

​

Do you feel any vibration?”

​

“Is /s/ voiced or unvoiced?”

“How do you know that it’s unvoiced?”

​sip sit Sal

​

“What letter do you see that might make the /s/ sound?”

​

​“All of these words begin with the /s/ sound, and s is the first letter

in all of these words. S must be the letter making the /s/ sound.”

​

“Is ‘s’ a vowel or a consonant?”

​

“Echo these words. This time, listen for the sound in the final

position.”

“Is.” “As.” “Has.”

​

“What sound do you hear in the final position?”

​“What sound do you hear in the initial position?”

​

​“Put your fingers on your vocal cords and say /s/.

​

Do you feel any vibration?”

​

“Is /s/ voiced or unvoiced?”

“How do you know that it’s unvoiced?”

​is as has

​“What letter is making the final sound?”

​

“How many sounds does s make?”

​

“What are the sounds?” /s/ and /z/

​

“Right. When we read words, we need to remember that s has twosounds, /s/ and /z/.”

​

“Is /z/ voiced or unvoiced?”

​

“We code the voiced s with a special mark to remind us that it is

voiced. This mark is called a ‘voice line.’ ”

​“When we code words, we can try both sounds of s and mark a voice

line when we hear a voiced s.”

​“Our first keyword for s begins with /s/. See if you can guess it.”

​“This is a star far, far away. It is a bright ball of fire that shines in

the sky, warming the earth. What do you think it is?”

​“When you see this card, say ‘sun, /s/.’ ”

​

“The keyword ‘sun’ helps us remember the /s/ sound because ‘sun’ begins with /s/.”

​

“Since the letter s has two sounds, we need another card.

​

Our next keyword for s ends with /z/.

See if you can guess it.”

“This is a flower you could find in a garden. It is beautiful but, if

you’re not careful, it could hurt you. It comes in many colors and

smells very nice. What do you think it is?”

​“When you see this card, say ‘rose, /z/.’ ”

​

“The keyword ‘rose’ helps us remember the /z/ sound because ‘rose’ ends with /z/.”

​

“We’ll keep these cards together in our

​

Review Decks to remind us that the letter s has two sounds.”

​

​“Let’s practice coding words like those on today’s worksheet.”

​

Code. “pit” with children.

​

Write the following on the board and point to “pit”:

​

“Do you see a vowel in this word?”

​

“How will we code the i?”

​

“Why?” ​

​

● Select a child to read the word and use it in a sentence. Repeat with so.