Activity One: Students isolate beginning or end sounds in student names. Inform students that you are going to say a name and only enunciate the initial phoneme. Have students guess the name being said. Repeat as desired and also use for ending sounds. Can also be done with objects. Lay objects out on the table and have students guess the name of the item you are saying the name of after giving the phoneme.
Activity Two: Have students sit in a circle. Prepare a bucket with picture cards inside. Play music and have students pass the bucket around the circle. Stop the music and have the child holding the bucket pull out a picture card, name the item, and identify the beginning sound. This can also be done with medial and ending sounds. …show more content…
Have students sort the words in two piles, same sound and different sound.
Activity One: Show students three pictures/words. Tell the children that two of the words rhyme and that one does not. Ask students to identify which word does not rhyme with the others.
Activity Two: Have two boxes with pictures of items cut from a magazine or printed for the activity. In box two have a rhyme for each picture in box one. Have students draw out a picture from each container and identify if the items rhyme. If they do not rhyme have the child keep pulling from box two to find the match for the picture pulled from box one. Continue until all matches are made.
Activity Three: This activity could be done outside or in a hallway. Have students take a step each time a rhyming word is read aloud. If a word is said that does not rhyme the students should sit down. Repeat.
Activity One: Inform students that you will be segmenting words in sentences. Give each student counters or blocks. Model for students that each time they hear a word in the sentence to move a counter forward. Have them listen closely as you demonstrate. After you finish moving the blocks reread the sentence while tapping a block for each word. After demonstrating guide the students through a few more examples. Finally, allow students to practice a few …show more content…
For example, place three blocks on the table to represent the sounds /m/, /ē/, and /t/ in meat. Then have students physically take away the block for /m/ and ask them to identify the word left. Continue and increase difficulty if appropriate.
Activity One: Have students line up at the end of a hallway or back of a classroom. Read words to students and then ask them to add a phoneme to the word to make a new word. As students say the new word with the added phoneme you gave have them take a step forward. Help students as necessary. Complete until students reach a desired destination.
Activity Two: Show blocks to students that represent the sounds in a word. For example, place two blocks on the table to represent the sounds /ē/ and /t/ in eat. Then have students physically add a block to the beginning to represent /m/ and ask them to identify the new word. Continue and increase difficulty if appropriate.
Activity One: Have students line up at the end of a hallway or back of a classroom. Read words to students and then ask them to substitute one phoneme for another to make a new word. As students say the new word with the substituted phoneme have them take a step forward. Help students as necessary. Complete until students reach a desired
Activity Two: Have students sit in a circle. Prepare a bucket with picture cards inside. Play music and have students pass the bucket around the circle. Stop the music and have the child holding the bucket pull out a picture card, name the item, and identify the beginning sound. This can also be done with medial and ending sounds. …show more content…
Have students sort the words in two piles, same sound and different sound.
Activity One: Show students three pictures/words. Tell the children that two of the words rhyme and that one does not. Ask students to identify which word does not rhyme with the others.
Activity Two: Have two boxes with pictures of items cut from a magazine or printed for the activity. In box two have a rhyme for each picture in box one. Have students draw out a picture from each container and identify if the items rhyme. If they do not rhyme have the child keep pulling from box two to find the match for the picture pulled from box one. Continue until all matches are made.
Activity Three: This activity could be done outside or in a hallway. Have students take a step each time a rhyming word is read aloud. If a word is said that does not rhyme the students should sit down. Repeat.
Activity One: Inform students that you will be segmenting words in sentences. Give each student counters or blocks. Model for students that each time they hear a word in the sentence to move a counter forward. Have them listen closely as you demonstrate. After you finish moving the blocks reread the sentence while tapping a block for each word. After demonstrating guide the students through a few more examples. Finally, allow students to practice a few …show more content…
For example, place three blocks on the table to represent the sounds /m/, /ē/, and /t/ in meat. Then have students physically take away the block for /m/ and ask them to identify the word left. Continue and increase difficulty if appropriate.
Activity One: Have students line up at the end of a hallway or back of a classroom. Read words to students and then ask them to add a phoneme to the word to make a new word. As students say the new word with the added phoneme you gave have them take a step forward. Help students as necessary. Complete until students reach a desired destination.
Activity Two: Show blocks to students that represent the sounds in a word. For example, place two blocks on the table to represent the sounds /ē/ and /t/ in eat. Then have students physically add a block to the beginning to represent /m/ and ask them to identify the new word. Continue and increase difficulty if appropriate.
Activity One: Have students line up at the end of a hallway or back of a classroom. Read words to students and then ask them to substitute one phoneme for another to make a new word. As students say the new word with the substituted phoneme have them take a step forward. Help students as necessary. Complete until students reach a desired