ETTER
LSR
L
/S
Matching Beginning Consonant
Cluster Sounds with Letters
OUND
RELATIONSHIPS
Description
Children say words and identify consonant clusters they hear at the beginning of words.
You Need
• Pocket Chart.
• Beginning Consonant Cluster Picture Cards (included at the end of this section).
• Pocket Chart Card Template to make cards for the beginning consonant clusters (see Teaching
Resources).
• Letter/Sound Relationships—Individual Record form (included at the end of this section).
• Beginning Consonant Clusters—Class Record form (included at the end of this section)
• Matching Beginning Consonant Clusters Sheet (optional) (included at the end of this section).
Why Use It
This assessment will help you learn the consonant sounds children can hear in initial position and
match with letters.
How to Use It
• Administer this assessment individually using the pocket chart.
• Have children say the words the picture cards represent and match them with the consonant letters
representing the beginning consonant cluster sounds.
• Be sure that children know the names of the letters. Accept as correct a reasonable match (for
example, a branch [stick] could be matched to either st or br depending on the label the child uses.
• Or use the Matching Beginning Consonant Clusters Sheet, having the children circle the appropriate
word. (Create your own with other pictures and words if you prefer. You may want to have children
write the beginning clusters.)
• Record the results on the Class Record. Write children’s names in the first column and check when
you notice the student can select, match, write, or read words with the consonant cluster. (You will
not need to assess children on every possible beginning consonant cluster.) Confirm knowledge of
these consonant clusters through observation.
• If necessary, repeat the assessment using other words and picture cards that you make or find.
Some additional words are: blue, bread, brick, clock, crib, drum, glove, grapes, plate, plum, prize,
sleep, smile, spider, spray, stick, store, truck, train.
• Record results on the Individual Record.
What to Notice
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•
•
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Ability to articulate initial consonant clusters in words.
Number of consonant clusters the child can hear and match with letters.
Particular initial consonant clusters the child can identify.
Consonant clusters the child can hear and represent with letters.
LETTER/SOUND RELATIONSHIPS
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