We are hoping our live ladybugs come today. Ask you child about them.
Have your child sing “Row, row, row your boat.”
Now have them sing it with these words
Think, think, think with me.
Think about a word.
Listen now to how it sounds: /t//e//n/.
Can you say the word? (ten)
Sing the following words in song and have your child blend the sounds with you and name the word.
The Grouchy Ladybug
Say /n//e//t/ slowly, (a letter between // means to make the letter sound) emphasizing each sound.
Blend the sounds. /nneett/. Have your child blend the sounds with you and name the word. /nneett/, net.
Use the same procedure with the following words.
wet, set, tel,
red, kat, ten,
job, bel, bug,
vet, dog, net.
*Delete Initial Sounds
Tell your child that you will say a word. Then you will say the word without the beginning sound.
Now say pit without the /p/: it
Now have them try it. Say bed. Say bed without the /b/. ed
Use the same procedure with the followig words.
fox, wet, ham, den. web
* Match middle sounds - What is the same about the words Tom,fox, got, box?
They all have the same middle sound:/o/. Now listen as I say two more words, and tell me if they have the same middle sound: cab, hut. Cab has the /a/ sound in the middle. Hut has the /u/ sound in the middle. So cab and hut have different middle sounds. Say two words at a time. If they have the same middle sound tell the child to give you a "thumbs up".
*Phoneme Isolation - Example, Bird ends with the /d/ sound. Bird likes words that end with the /d/ sound. win/d/. Say it with me. Wind ends with the /d/ sound. Does Bird like the word wind? Yes. Wind ends with the /d/ sound.
Does Bird like fish? Follow the same steps as before.
Remember student should know as quickly as they know their name, no sounding out on these words.
a, my, the, I, like, go, we, on, to, you, have
do, what, no, see, look, come
for, me, one, are, here, little
red, blue, yellow, green, purple, black, brown, orange