Letter-Sound Flashcards (Consonants)
Match letters to their sounds.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Say the letter name, the sound, and the keyword in that order, every time. The three-part routine is standard in structured literacy for a reason: it links the visual symbol, the sound and a retrievable anchor. Note that c and k both give /k/ here — that is worth mentioning rather than glossing over, because a child who meets it unprepared assumes they have misremembered.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and wait 3 seconds for the student to read it.Log as correct
- Point to itPoint to the letter pattern that matters, or tap under each sound.Log as cued
- Sound it outSay the first sound together, then let the student blend the rest.Log as cued
- ModelRead it, tapping each sound; the student reads it after you.Log as cued
Adjust it
Use fewer cards and start with the patterns the student already reads.
Read the words in a sentence, or spell them from dictation.
Matching IEP goal
Given decodable word cards, Student will read the target pattern accurately in 8 of 10 words across 3 consecutive sessions, given no more than a visual cue.
Send it home through the parent portal →About this activity
Sixteen consonants with their sounds and a keyword each: m says /m/ as in map, s says /s/ as in sun, t says /t/ as in top, b says /b/ as in bed, c says /k/ as in cat, g says /g/ as in goat, j says /j/ as in jam, v says /v/ as in van. The keyword is doing real work — a child who forgets the sound can retrieve it through the word.
What to listen for
Watch for letter names being given instead of sounds. A child who says bee for b has the name and not the sound, which is a specific and common confusion at this stage. Notice which letters need the keyword to retrieve — a letter that needs the anchor every time has not been learned yet, and that tells you what to keep in the deck.
Carrying it home
Letter sounds are everywhere on packaging and signs. Asking what sound a letter makes, rather than what it is called, is a five-second question that reinforces the distinction children most often confuse.
What's in this activity
- m says /m/ as in map
- s says /s/ as in sun
- t says /t/ as in top
- p says /p/ as in pig
- b says /b/ as in bed
- n says /n/ as in net
- d says /d/ as in dog
- c says /k/ as in cat
- g says /g/ as in goat
- f says /f/ as in fan
- h says /h/ as in hat
- l says /l/ as in leg
- r says /r/ as in rug
- k says /k/ as in kite
- j says /j/ as in jam
- v says /v/ as in van
- w says /w/ as in web
- z says /z/ as in zip
Questions
- What grades is this for?
- Kindergarten and first grade, at the start of phonics instruction.
- Do I need to sign in?
- No, all sixteen cards play free in the browser.
- Should I teach the letter name or the sound?
- Both, and keep them distinct. The sound is what reading depends on, and children who confuse the name for the sound try to decode with names — which does not work.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.