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Sound Game MC

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92 views3 pages

Sound Game MC

Uploaded by

api-734979884
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Spoken Language

Sound Game
Materials Ten known objects on a tray. This material is not left on the shelf. The
child practices with anything around him. Over a period of time all the
phonemes of the language are included.

Purposes  To help the child become aware of the phonemes used in


speech (the ear can hear them and the brain recognizes it as
distinct)
 To prepare the child to explore words for their sounds
 An aid to good diction (annunciation)
 Preparation for writing (of the mind)

Age 2 ½ and up - This game is played with all children in the casa, no
matter what age they are when entering, until they reach the 4th level.

Presentation Game I: initial sounds/version 1 with objects


1. Invite small group or single child. Gather 10 known objects on tray
(having either pre-chosen them, or asking students to retrieve them).
2. Review the names of the objects with the children.
3. Pick up one object and say, “I’m holding an object in my hand and
the first sound is (fff). What am I holding?” (flag)
4. Repeat with two more objects.
5. “I’m thinking of an object on the tray and its first sound is (sh).
What am I thinking of?” (shell)
6. Continue with the other objects – assure that every child gets a turn.

Game I: initial sounds/ version 3 without objects


1. “What is the first sound you hear when I say, “(bat)?” (b)

Game II: end sounds/version 1 with objects


1. Repeat Game I with ending sounds.

Game II: end sounds/ version 3 without objects


1. Repeat Game I with ending sounds.

Game III: middle sounds/version 1 with objects


1. Repeat Game I with middle sounds.
NOTE: Start with middle sounds in words with at least 3 sounds; not
necessarily three letters.

Game III: middle sounds/ version 3 without objects


1. Repeat Game I with middle sounds.
Spoken Language
Sound Game

Game IV: sounds in a word


1. “I’m thinking of the sound (s) in the word (snake). Can you think of
another word with the sound (s) in it?”
2. Encourage children to think of sounds in other places as well (glass).

Game V: version 1 - sounding out words using objects


1. Bring a flag or other object. “We’ll listen to all sounds in this word.”
2. Say the word slowly, but do not separate each sound.
3. Invite the children to pick out each sound as they hear it.

Game V: version 3 - sounding out words without objects


1. Repeat Game V: version 1 using no objects

Control of Error The child’s developing auditory sense.

Following Game VI: with the sandpaper letters


Exercises 1. Invite 2-3 children, have each bring a sandpaper letter they know.
2. Ask each child to trace his letter and give the sound.
3. Invite the children to listen for that sound when you say a word.
4. “Do you hear (p) or (sh) when I say pancake?”
5. Repeat with several words assuring that each child has several turns.

Pedagogical  This is the first presentation for writing. The preparations for
Notes writing involve the hand and the mind. Writing is the
representation of thought. If you dictate, you become a dictator.
One of the preparations of the mind was auditory discrimination.
This material is designed to develop this preparation.

 Make sure your tray has some objects that have multiple syllables.
Want to have enough objects to challenge children at all levels.
This work should start before sandpaper letters because the child
needs to distinguish sound before they can do the 3-period lesson.

 All of the objects should be known, this is not the time for a
vocabulary lesson. Objects should come from the room, you can
prepare your tray in advance or spontaneously. The tray goes back
up out of way when done and is dismantled. This way, the child
knows they can use whatever is in the room around him and over a
period, you should have an object that represent every phoneme in
the English language.

 Don’t let older children lead sound games, even assistants would
need a good amount of training in order to do this. You could
offer spoken language training for the assistants in primary.

 When children struggle with short vowels, prepare a tray with


Spoken Language
Sound Game

objects that start with short vowels (apple, umbrella, egg, insect,
octopus, etc.)

 When you give the clue, it is just the isolated phoneme, don’t put
vowels at the end. For example: “mmmm”, not “muh”.

 Any child who is not yet at moveable alphabet should be doing


this once a day.

 As soon as you know the child can distinguish some of the


consonant sounds, you can start sandpaper letter.

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