Minimal Pairs Phonemic Awareness

I have several kiddos who have difficulty with minimal pairs.  These tricky sounds that only differ by voicing, give us a run for our money!  I created a matching activity to target discrimination between /p, b/ and /t, d/ using pictures of common objects.  I used this activity last week and began by having the student produce the target sound in isolation and "feeling" for voicing.  They are always amazed when they can feel their neck vibrate with /b/ and /d/!  

Once students have a handle on which sound is voiced, they can match objects to the initial sound from a field of 2-4.  I always use a train as a visual enforcer and to ensure my kiddos remember where beginning sounds are. (this is included in the download)  Or you can create a pawprint puzzle with all four sounds!  To create a puzzle, print 4 copies of the blank pawprint and adhere to poster board.  Then attach velcro (or I like to use sticky putty) to paw print pieces.  Students can draw cards, match objects by initial sounds and use in a sentence!

I also laminated the paw prints with blank toes for extra practice.  Once laminated, students can use dry erase markers to write words or draw pictures of items beginning with the target sound.

You can find this activity on tPt here.

I also have been using a cute youtube video from TLC's Lively letters for /b and p/.  You can find that here on youtube.

Common Core Standards Aligned:
RF 2d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words.
RF 2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words.

Happy minimal pairing!