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Kids and Teens


CUT AND INSERT LETTERS ACTIVITIES. The Cut, Sort, and Paste printable letter sound activity enables children to apply their knowledge of the Sound of letters to form words phonetically and then use them in sentences. It is an opportunity for children to practice segmenting and mixing decipherable and straightforward terms, the ability to use phonemic perception, and the aid of phoneme-grapheme mapping.

The Letter Chimes Cut, Sort, and Paste exists a printable package that follows the progression of the Letters and Sounds Systematic Phonics program and covers the sounds from Phase 2 and Phase 3

Follow the suggested order for teaching letters and sounds and choose appropriate words made up of those letters as they are learned.

Once the squares of the letters are cut out, they become a tile for editing and creating words. The children play the phrase on their word list, find the letter tile that makes the Sound, and mix (glue) the letter tiles next to each other to form the word (combination). Kids can draw a view to check the term and write a sentence (depending on their ability).


You will need a phonetic album (or paper), scissors, glue, a pen, colored pencils. Each sheet has two grids that can be divided by two children.

The letter tiles are color-coded:

  1. Vowels (red).
  2. Consonants (yellow).
  3. Digraph (light green).
  4. Double consonants (brown).

Vowel phonemes that produce the main Sound (dark green).

Controlled r (purple) singing noises.

Vowel phonemes that produce two sounds (orange).

The Printable Letter Sound Cut and Sort package also include a black and white option for printing. The letter tiles remain empty, and the children can color in the letter tiles.


Before completing this activity, each set of sounds must be taught explicitly and give the children many opportunities to form these sounds by pronouncing the sounds orally, identifying words that begin with that Sound, identifying the letter (grapheme) that makes this Sound sends out within words/phrases. Using individual mini-whiteboards is a great way to practice segmenting and joining these words by applying phoneme (Sound) matching to graphemes (letters). It is essential to provide scaffolding for the kid if necessary. For example, by drawing three lines for each Sound, the kid’s videos can write on.

Any idea:

  • Give each child a series of letter sounds and a list of words. Following the finger, the children point to each letter and pronounce the Sound. Play fun: position your finger on the note that sounds like the “s,” now the “m.” Check your partner’s answers. Are you right?
  • Orally segment and mix the words on the list. Students can support him with their arms. Touch shoulder (first tone), elbow (middle), and hand (last style). Then run your hand over your shoulder, elbow, and writing to merge the word. s – at = sat. What was the middle tone? “a” draws the sound “a” in the air. The initial Sound? He can repeat the last and middle sounds of the word.
  • Each word list has audio buttons or is underlined for a sound like a ch. Have the children follow the sound keys with their fingers to play each Sound, then mix the entire word. Point and follow the sounds through the word.
  • Play around with the words in the list (manipulating phonemes). If we change the first tone coloring “k” to an “r”? Ring! If we changed the “i” ring to an “a”? Sound! Kids also enjoy entertaining videos.


  • The children cut out all the letter tiles and the word list and arranged them to see all the letter tiles. Paste the word list in the corner of the page. The children can then refer to this list as they create their words. When the children finish this activity, ask questions such as “What word are you doing now?” “Which letter/sound are letters/sounding?”
  • Point to the first word and play it all through. Find the letters and stick them side by side on the paper or album. Follow and repeat until all the dishes are done and added to the album.
  • Once all the words have been glued together, the children playfully check their terms and paint a picture next to the plate. For example, if the word was k-i-ng, draw a king next to the word or something that represents a king. If the word is too complicated for a picture, e.g., a comment, ask the child to write the word next to the taped tiles.
  • When all of the words have been checked, and a picture has been drawn next to the word, the children can choose a word or two and insert them into a sentence.
  • Sit down with a partner and say your words and read your sentences or choose 2 or 3 students to share their work with the class.


The Letters activity supports children in their learning to read. It offers children the opportunity to train their phonemic awareness that spoken words consist of individual sounds and thus establish connections between sounds and letters. It enables children to hear sounds within words, the letter-sound correspondence, and make good connections to letters in simple terms (phoneme-grapheme mapping).

Further learning advantages:

  • Excellent for consolidating new and already learned letters and sounds.
  • We apply letters and in-depth knowledge to create CVC words (and phrases).
  • Explicit learning of letter sounds and letter names. (Sounds to be taught first)
  • Practice merging, segmenting, reading, and spelling words using new and previously learned letters and sounds.
  • He manipulates the letter tiles, plays verbally, and shuffles to form words.
  • Phonemic segmentation skills, letter-sound correspondence, phoneme-grapheme mapping (orthographic mapping)
  • Coordination: practical and manipulative tool.

Also read: What does an event Engineer do

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