Build Phonemic Awareness. Strengthen Biliteracy. Teach with Intention.

Students learning to read and spell in English and Spanish need clear, explicit phonics instruction because each language has its own sound system. As a result, students must learn how sounds work within each language.

English & Spanish Phoneme-Grapheme Display Boards (8.5″ × 11″) present phonemes and graphemes side by side in both languages. This format helps students clearly see how sounds connect to letters during instruction.

In addition, each board includes mouth position images that show how sounds are formed. Students can see tongue placement and mouth movement, which supports accurate articulation (articulación) and stronger phonemic awareness (conciencia fonológica).

By contrast, sounds that differ between English and Spanish become easier to notice when viewed together. Therefore, students experience less confusion between languages and develop stronger decoding, spelling, and pronunciation skills.

Finally, mouth position visuals help teachers understand the source of student errors. As a result, teachers can provide targeted feedback and strengthen sound–symbol correspondence (correspondencia sonido-letra).

Grounded in the Science of Reading, these display boards connect speech to print without relying on translation. Because of this, they integrate easily with any core curriculum and support daily phonics instruction.

 

WHY EDUCATORS CHOOSE THESE BOARDS

• Designed for explicit phoneme–grapheme instruction in English and Spanish
• Supports phonemic awareness, phonics, and accurate articulation
• Side-by-side language presentation for clear comparison
• Large-format boards ideal for classroom wall display and whole-group instruction
• Highlights shared phonemes and graphemes with key images to support cross-linguistic transfer
• Helps teachers identify and respond to articulation-based reading and spelling errors
• Works with any core curriculum
• Supports bilingual, dual-language, and ESL/ELL instruction

 

KEY SKILLS SUPPORTED

These boards explicitly support:

• Phonemic awareness and sound–symbol correspondence
• Accurate articulation and mouth positioning
• Decoding and spelling accuracy
• Cross-linguistic transfer between English and Spanish
• Understanding similarities and differences between English and Spanish phonemes
• Student self-correction through visual articulation cues

Instruction is aligned to evidence-based literacy practices, supporting strong foundations for reading, spelling, and pronunciation in both languages.

 

WHAT’S INCLUDED

33 English & Spanish Phoneme-Grapheme Display Boards

Build cross-linguistic connections with 33 full-color boards designed for side-by-side comparison of English and Spanish sounds.

Each board includes:

• Phonemes in both languages
• Corresponding graphemes
• Mouth position images for accurate articulation
• Key images representing the target sound
• A clear, organized layout for easy comparison

Board size: 8.5″ × 11″
Quantity: 33 full-color display boards
Material: Durable cardstock for repeated classroom use

FREE Digital Posters & Slides Included

Includes access to our digital English & Spanish Phonemes & Graphemes Posters & Slides to support flexible use during instruction, modeling, and practice.

Comprehensive Instructional Guide

Includes guidance for modeling correct mouth positions, integrating the boards into any curriculum, and supporting explicit phonemic awareness and phonics instruction.

 

HOW TEACHERS USE THEM

Whole-Group Instruction

Display boards during phonics lessons to model phonemes, graphemes, and articulation.

Small-Group Instruction & Intervention

Use boards for targeted phonemic awareness, decoding, and pronunciation practice.

Sound Wall & Wall Display

Post boards as part of a classroom sound wall for ongoing visual reference.

Flexible Classroom Use

Place boards on an easel, display at student tables, or use a book ring for easy flipping during instruction.

 

WORKS WITH ANY CURRICULUM

• Ideal for whole-class, small-group, or one-on-one instruction
• Supports bilingual, dual-language, and ESL/ELL settings
• Pairs seamlessly with all English and Spanish Sound Wall products

Instruction can be introduced systematically, focusing on individual phonemes before expanding to broader comparison. For extended use, boards can be stored in a protective sleeve or folder.

DISTRICT JUSTIFICATION

English & Spanish Phoneme-Grapheme Display Boards support literacy instruction aligned with the Science of Reading. Specifically, they target phonemic awareness, phonics, and articulation through clear visual support.

By making sounds visible and concrete, this resource strengthens pronunciation, decoding, and spelling. In addition, it supports bilingual learners through intentional cross-linguistic transfer.

Articulatory visuals help both students and educators understand how sounds are produced across languages. As a result, instruction becomes more precise and intervention more targeted.

Therefore, these display boards are well suited for classroom adoption, intervention use, and district-wide implementation supporting strong biliteracy outcomes.

 

BUILT TO WORK AS A SYSTEM

For maximum impact, pair these display boards with coordinated sound wall tools (sold separately):

English Sound Wall Tools
✔ Personal Sound Wall
✔ Vowel Sound Wall Cards

Spanish Sound Wall Tools
✔ Spanish Personal Sound Wall
✔ Spanish Sound Wall Cards

Together, these resources create a cohesive system for phonemic awareness and phonics instruction, supporting articulation, sound–symbol mapping, and cross-linguistic connections.

 

REVIEWS

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“These display boards make phonics instruction so much clearer during whole-group lessons. My students can see exactly how sounds are formed in both languages.”
— Renata F., Dual Language First Grade Teacher

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“The size is perfect for our sound wall. It has helped our students make stronger connections between English and Spanish sounds.”
— Jimena D., Bilingual Instructional Coach

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“These boards support articulation and phonemic awareness in a way that few resources do. They are clear, intentional, and well suited for instruction.”
— Araceli N., Literacy Intervention Specialist