Sound Games

Materials: 10-12 familiar objects on a tray/in a basket. This material is not left prepared on the shelf because the child could practice with anything from the environment

Purposes:

  • To help the child become consciously aware of the phonemes of the English language

  • To prepare the child’s ear to discern the phonemes in words

  • A support to enunciation

  • Preparation for writing

Age: 2 ½ and up- all ages of children play this game when they enter the Children’s House

Preparation: The child knows the names of the objects on the tray/in the basket

Presentation: 

  • Retrieve 5-10 objects for your lesson to place on the tray.

  • Gather a group of 3-5 children-it is okay to have children at different skill levels. (This game can also be played individually)

  • Confirm all children know the names of the objects.

  • When the child hears their name, they may respond.  Discourage the children from calling out answers and reassure them all will get plenty of turns.

  • Play the sound game for each child at their level.

Level 1: Listening for Beginning Sounds

  • Place two objects that start with different sounds in front of the tray on the rug.

  • “I spy something on the rug that begins with the sound (sound of one of the items). Say a child’s name for them to answer what the object is. Replace it to the tray.

  • All children get several turns.

Note: If the child is incorrect in identifying the object, simply identify the sound that object starts with, and then move on to the next child.

If the child struggles, isolate one object in your hand to present.

For all levels-if the child needs more challenge, have them select from all the objects on the tray.

Level 2: Listening for First and Last Sounds (confidence with level 1 necessary)

  • Place two objects in front of the tray that start with the same sound and have differing ending sounds.

  • “I spy something on the rug that begins (sound) and ends with (sound).

  • Name a child to answer the name of the object.

  • Continue.

Note: if the child cannot identify the object, select two objects that start with different 

sounds.

Level 3:  Identifying Other Sounds in the Word

  • Place two objects in front of the tray that starts with the same sound and has differing ending sounds.

  • “I spy something on the rug that begins with (sound) and ends with (sound)”.

  • Name a child to answer the name of the object.

  • Say the name of the object slowly “b/ir/d. Do you hear another sound in that word?”

  • Let the child who gave the name answer.  

  • Continue.

Level 4: All the Sounds in Order

  • Place two objects in front of the tray that starts with the same sound and has differing ending sounds.

  • “I spy something on the rug that begins with (sound) and ends with (sound)”.

  • Name a child to answer the name of the object.

  • “Can you say all of the sounds in that word in order?

  • Let the child try.

  • Replace the object with a new one and continue.

Note: When the child is comfortable at 4th level with confidence-they are ready for the moveable alphabet

Control of Error: The child’s own auditory discrimination.

Following Exercises: None

Pedagogical Notes:

  • All 44 phonemes should eventually be included.

  • If presenting in a small group, no more than 3-5 children at a time.

  • Because this exercise is facilitated by the teacher, there is no independent variation. This exercise should be done daily. 

  • The children will play the game until they are comfortable with Level 4-this level is necessary for the child to be able to build the words they think of with the moveable alphabet.

  • The children will spend the longest at level one, possibly 5-6 weeks.

Next

Sandpaper Letters