i care parents activity guidebook

8/9/2019 I Care Parents Activity Guidebook

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The I Care Parents Activity Guidebook

By

Glynne Hughes

Copyright 1981-2009 by Glynne Hughes

All rights reserved, including the right to reproduce

this book or portions thereof in any form whatsoever,

except for the inclusion of brief quotations in a

review, without permission from the author.

Published in the United States of America

Creative Concern Publications

ISBN: 0-917117-00-X

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Section One: Sequencing and Memory Skills

The abilities to sequence and remember are skills that are necessarybefore learning to read.

In reading, your child will have to sequence letters and sounds inwords and then remember these sequences. They will also be requiredto remember what they have read. Specific training in these areaswill better prepare them for the complex task which will be facedwhen formal reading instruction begins. Sequencing and memory skillsare more important in the area of seeing and hearing. Your childmust be able to remember and follow words and sounds (auditorypatterns) and must be able to perceive and remember visual patterns,shapes, designs; and letters in words. At the lower level, simplememory exercises can enable your child to practice and develop theirmemory. At higher levels, your child will learn to refine thesesequencing and memory skills using more complex, abstract, andlonger patterns.

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BODY POSE

Activity: SM 1.1.1

Objective: Ability to imitate motor patterns.Materials required: Paper and crayons or magic markers.

Procedure:

The parent draws one stick figure on the paper. The child is allowedto view the figure for five seconds. The parent then covers thefigure with another piece of paper and the child copies the posewith his body. The parent then uncovers the figure and the child isallowed to correct their body position to match. The child thenfreezes in this position and closes his eyes and the parent draws anew stick figure.

Note:

All figures should be drawn facing the same direction as the child.

Only the back views will be seen.

Examples:

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ANIMAL GAME

Activity: SM 1.1.2

Objective: Ability to imitate motor patterns.Materials required: Enough space to move around.

Procedure:

The parent imitates an animal. The child and other family memberstake turns guessing which animal it is (restrict topic to farmanimals, pets, circus animals, zoo animals, etc.). The child orperson who guesses becomes it. The person it should move andmake noises like the animal being imitated.

DRUMMER BOY

Skill: SM 1.2

Give the child a small drum, cooking pan, or allow him to beat onthe table top. Beat out the following patterns and ask him torepeat each pattern. Can he repeat each pattern correctly?

beat, beat, beat, beat(fast beats)

beat, beat-beat, beat, beat, beat-beat, beat-beat

RHYTHM NAME

Activity: SM 1.2.1

Objective: Ability to imitate non-verbal patterns andsounds.

Materials required: Drums, pots and pans, or other rhythminstruments.

Procedure:

Beat out rhythmic patterns using hard and soft strokes as well asfast and slow. Have the child listen and then duplicate the pattern.Work on various patterns. A good rhythm or pattern to begin with isto beat out the syllables in your childs name such as Bobby Baker(hard-soft, hard soft) or Becky Anderson (hard-soft, hard

, soft-

soft).

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XYLOPHONE

Activity: SM 1.2.2

Objective: Ability to imitate non-verbal patterns andsounds.

Materials required: Soda bottles filled with water, and a spoon ordrum stick.Procedure:

Fill several bottles of water with graded volumes of water (fromfull to empty). Beat out rhythmic patterns using the spoon or drumstick by tapping the sides of the bottles. Works on variouspatterns by having the child imitate your patterns or sounds.

SIMON SAYS

Skill: SM 1. 3

Display several small toys and a book on a table across the room.Give the child the following directions. Can the child perform eachcorrectly?

Go to the table and get the book.Go to the table and get the block.Go to the table and get the truck and the doll.Go to the table and get the ball, truck, doll, and block.

Place three pictures on the table, mixing them up. Say, put thesepictures in the order that I say. Give the child the sequence. Canthe child remember the order? For example, pictures of a storysequence or items like a dog picture, picture of a boy, or pictureof a cat.

Say the following sentences. Have the child repeat each sentence.Can the child repeat each of these correctly?

Run fast.I see boats.

The cat is yellow.The tree has pretty leaves.The best house in the city is our house.The pot was full of chicken soup for tonights supper.

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RHYMES

Activity: SM 1.3.1

Objective: Ability to remember and/or imitate verbalpatterns.

Materials required: Finger plays, nursery rhymes, rhythmic poems.Procedure:

Introduce many rhythm patterns, nursery rhymes, finger plays orpoems. Choose selections that stress repetition and encourage yourchild to repeat the series of words heard and do the appropriateactions.

PICTURE ORDER

Activity: SM 1.3.2

Objective: Ability to remember and/or imitate verbalpatterns.

Materials required: Pictures (snapshots from family album, cutouts

from magazines or newspapers, etc.).Procedure:

Place three large picture cards on the table, or on the floor inany order. Say, Listen as I say the names of the pictures,remember the order in which I say them, and put the picture cardsin that order. Ready? Dog-boat-fish.

Variation:

After the child has learned to recognize numerals (1-10, 1-100,etc.) and letters, they can play this game using them in place ofpictures.

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CLAP YOUR HANDS

Activity: SM 1.3.3.

Objective:

Materials required:Procedure:

Ability to remember and/or imitate verbalpatterns.None

The parent claps and pronounces each family members name. The childrepeats the name and claps to each part.

Example: TER RY (Clap-clap) BIL LY (Clap-clap)

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SILVERWARE PATTERNS

Skill: SM 1.4

Show the child a pattern constructed with silverware. Can the childreproduce the pattern? If shown the pattern and then covered with atowel (pattern removed), can the child reproduce the pattern?

PATTERN GAME

Activity: SM 1.4.1

Objective: Ability to form patterns from memory.Materials required: A sheet similar to the one below, a marker or

piece of paper, and a pencil.Procedure:

Give the child a sheet similar to the one shown below. Use a separatepiece of paper as a marker to cover all but the first row. Say, Lookat this first picture. There is a hat first then a cat, then a pan.Find the line or row down below that is the same. Can your childselect the correct sequence?

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PATTERN MEMORY

Activity: SM 1.4.2

Objective:

Materials required:

Procedure:

Ability to form patterns from memory. Pencil,block, cup and spoon (two of each) table toplace the objects, and towel or cloth cover.

Place the pairs of four objects (pencil, block, cup, and spoon) ina sequence on the table. Say, place your objects in a row exactlylike mine. Then cover your objects giving the child only aboutfive seconds to view them. Can the child copy the sequencecorrectly?

PICTURE MEMORY

Skill: SM 1.5

Show the child a sequence of three pictures for five seconds. Havehim close his eyes. Mix up the pictures. Say, Are these picturesin the same order as they were before. Can the child copy thesequence?

PICTURE SEQUENCE

Activity: SM 1.5.1

Objective:


Ability to identify objects or pictures

recently removed.Household items.

The parent prepares a tray of several objectssuch-as a pen, abutton, a glass, a salt shaker, and other household items. Theparent removes the cover for a few seconds while the child looks atthe objects. The cover is then replaced and the parent removes oneof the objects. The remaining objects are displayed and the parentasks: Can you tell me what I took away?

As the game continues, the parent can remove two or three objects at

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a time.

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MISSING PICTURES

Activity: SM 1.5.2

Objective: Ability to identify objects orpictures

recently removed.

Materials required: Household items orpictures Procedures:

The parent prepares a tray or collection of small objectspen, pencil, keys, penny, crayons, tack, mail, etc., andcovers the objects with a large piece of paper or a towel(cloth). The parent removes the cloth for a few secondswhile the child looks at the objects. The cover is thenreplaced and the parent says, Can you tell me one thingthat you saw? As the game continues, the child can beasked to name two things, three things, and more.

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GOOD BYE OBJECTS

Activity:

SM 1.5.3.

Objective:

Ability to

identify

objects or

pictures

recently

removed.

Materials required:

Poster board cut into three inch squares, magic markers andcrayons, or pairs of pictures cut from magazines or newspapers.

Prepare six pairs of large cards each of which shows acommon pair of objects such as a star, wagon, ball, dog,cat, chair, etc. Place twelve (12) cards face down on asurface. Let the child play Concentration.

The child turns over two cards. If the two cards match, he

has a pair and takes another turn. If they do not match,he must turn them face down again in their originalposition and the next person draws two cards. The objectof the game is to remember the placement of the cards onceturned over and to collect as many pairs possible.

Variation:

Playing cards (deck of bridge cards, etc.) could be usedin place of the homemade deck and identification ofnumerals could also be incorporated into the activity.

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ANIMAL PUZZLES

Activity: SM 1.5.4

Objective: Ability to identify objects orpatterns

recently removed.Materials required: Animalpictures. Procedures:

Cut the animal pictures into puzzle pieces and mount on afirm backing. Have the child assemble the puzzle pieceson a neutral background. Begin with a few large piecesfor simple puzzles and create smaller pieces for harderpuzzles when the child has mastered the easier puzzles.

FOLLOW MY DIRECTIONS

Skill: SM 2.1

Objective: Ability to follow directions.

Give the child the following directions, having him waituntil all directions are given before beginning. Does thechild perform each in the correct sequence?

Jump up, walk to the door, and come back to me.Touch your head, touch your knees, and touchyour toes. Clap your hands, jump up once, andsit down.Go to the kitchen, then to the door, then to the tableover there.

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DO AS I SAY!

Activity: SM 2.1.1.

Objective: Ability to follow a sequence of verbalcommands.

Materials required: Items from the householdenvironment. Procedure:

Ask the child to follow oral commands. Begin with simplecommands such as, open the door. Gradually build to twoand three commands at one time. Example: Bring me the redbook. Go to the kitchen and get me a fork. Run to thewindow, rap on the window sill, and skip back to me.

JUST LIKEMINE

Skill: SM2.2

Using homemade geometric shapes (circles, squares,

diamonds, rectangles, triangles, etc. cut from cardboardor poster board, display a pattern. Give the child thesame shapes as your set and say, put your shapes in a rowjust like mine. Can the child copy the pattern? If shownfor five seconds and covered with a towel, can the childcopy the pattern by memory?

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SEQUENCING

Activity: SM 2.2.1.

Objective: Ability to identify patterns in a correct sequence.

Materials: Shape sequences similar to the one below, and a pencil.Give the child the following display:

Procedure: Say, Point to the shapes in the first box. Look alongthe row and find another group of shapes that look just like thefirst group. Point to it. Circle it. Repeat for each row. Can thechild find the correct sequence for each?

SHAPE MEMORY

Activity: SM 2.2.2

Objective: Ability to identify the correct shape frommemory.

Materials required: A sheet similar to the one below and apencil. Procedure:

Display a small card with a picture of one of the shapes in thefirst row for three seconds. Say, Look at the first row ofshapes. point to the shape like the one you just saw. Repeatfor the second and third rows. Can the child identify the

shape?removed?

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SHAPE MEMORY I I

Activity: SM 2.2.3

Objective: Ability to identify the correct shapes frommemory.

Materials required: A sheet of paper and a pencil.Procedure:Display a small card with a picture of a sequence of three shapes inthe first row for three seconds. Say, Look at the first row ofshapes. Point to the three shapes that are in the same order as the

ones you just saw. Repeat for the other rows created. Can the childidentify the shape sequence removed?

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ALPHABET SEQUENCE

Skill: SM 3.1.

Say a sequence of the alphabet. Have the child repeat them in the same exactletter order. Say the following examples:

defghijklmnopqrstuvwxyzabcdefg

Can the child repeat the exact same order? Can the child tell you the sound foreach letter (for example: d as in dog), and identify the letter in print?Can the child tell you a word that begins with the letter sound (for example:elephant for the letter e)?

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LETTER NAMES AND SOUNDS

Activity: SM 3.1.1.

Objective: Ability to recognize and state the letter name,key word, and letter sound for each letter of thealphabet.

Materials required: Letter cards for each letter, magazine pictures cut frommagazines and mounted on cards.

Procedure:Show the child the letter card with letter symbols on each card and magazinepicture cards. Have the child match the letter sound with the initial sound ofthe pictures found on the picture cards.

Example:

When shown each of the letter symbols or a sound picture, can the child givethe appropriate name of the letter, a key word or sound picture beginning withthe same letter, and the sound that the letter represents at the beginning ofthe key word?

Variation:

Show the child the numerals 1-10. Can the child identify the numeral and number(number means amount) of each?

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ALPHABETICAL ORDER

Activity: S.M. 3 .1. 2

Objective: Ability to recognize alphabetical order frommemory:Letter cards and a table.Materials required:

Procedure:

Place three or four letter cards in alphabetical order on a table.Allow the child to view them for five seconds. Mix up the order.Can the child put the letters in the same alphabetical order?

WORDSActivity: SM 3.1 . 3.

Objective: Ability to identify a series of letters to forma word.

Materials required: A sheet of paper and a pencil.

Procedure:-,

Show the child a small card with the form of the word in the firstrow written correctly. Say, point to the first row of letters.Look carefully at this word. Remove the card from view and tellthe child to Point to the one like the one I just showed you.Circle it. Repeat for each row.

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REPEAT IT AF TER M E!

Activity:

SM 3.1.4

Objective:


Ability to verbally repeat a series of letterswhich form words from memory.None

Say, C.-a-t (names of letters). Have the child repeat in theexact order. Repeat the procedure for the following:f-a-t, b-o-y, g-i-r-l, s-i-t, f-a-r-m. Can the child repeat theorder?

Variation:

Have the child repeat numerals in the exact order (this isespecially helpful if the child is having difficulties withrepeating letters). For example: 1-1, 1-5-2-9, 2-5-7-9-4, 3-4-2-1-7-5.

CONCENTR ATION

Activity: SM 3 .1. 5.

Objective: Ability to recall visual letter symbolsrecently removed.

Materials required: Poster board cut into 12 three inch by twoinch cards, and a marking pen.

Procedure:

Concentration Game

Print six (6) pairs of letter cards. Place all 12 cards face downin rows and columns on the floor or table. A child takes turns byturning over two cards. If the cards match, the child keeps thepairs. If not, he places them face down in their same positions.The next person then takes a turn. The object is to collect the

most pairs.

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ALPHABET SEQUENCE

Activity: SM 3.1. 6

Objective:Materials required:Procedure:

The parent beginsp,q,r,s,t, __ , __ ,__ ,pattern). .

somewhere in(and the child

the continues

alphabet,the rote

Variation: Numbers (numerals) can also be used 34, _35_ , 36__ ,_37_ .

Note to parents: You may also wish to review various other sequenceskills by reviewing and adding to those listed.

Repeating the alphabet in sequence. None

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Section Two: Auditory Perception and Discrimination

The sense of hearing is important in learning to read. Childrenneed to be trainedto listen carefully in order to perceive sounds.They need to learn to discriminate between sounds.

Early in the childs life he must be able to hear and perceivesounds in his environment. As he grows older, the child must learnto make finer distinctions such as discriminating between verysimilar speech sounds. For example, he must hear the difference inthe sound of ain ate and ~pple.

To foster the growth of sound discrimination, other senses can oftenhelp the child become more aware of the sounds found within hisenvironment. For example, in perceiving a speech sound, it may bebeneficial if the child is directed to feel the sound through thesense of touch. This could be accomplished when the child feels theway the mouth is shaped as the sound is being said.

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I HEAR IT

Skill: A.1.

Have the child sit facing away from you. Do the following and havethe child identify at least four of the sounds?

Sounds: Crumple a piece of paper, ring a bell, tap a pencil on thetable, pour water into a glass, whistle, snap your fingers,and clap your hands.

SOUND AROUND THE HOME

Activity: A.1.1.

Objective: Ability to identify common sounds and theirsources.

Materials required: Tape recorder with microphone.Procedure:

Within the childs environment (inside the house and within theneighborhood), tape record common sounds heard. Someexperimentation with the recorder is necessary to make sure thatthe sounds will be picked up by the recorder (so that they will beidentified by the child).

Sample Sounds: Door bell, car starting, bus going by, car horn, doorslamming, telephone ringing, teapot whistling, etc.

Note to Parent: Have your child listen to the sounds and try to

identify them.

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WHAT DID YOU HEAR?

Activity: A.I.2.

Objective:

Materials required~

Procedure:

Ability to identify common sounds and their

sources.Objects to be identified such as a pin, paperclip, rubber ball, pencil, blown up paperbag, tin pan, a rattle, block, pebble, etc.

Have the child close his eyes. Stand behind him and drop one of thearticles on the floor. Ask, What did you hear? The performance mayneed to be repeated several times.

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SIMPLE DIRECTIONS

Skill: A.2.

Can the child follow these simple directions? Ask the child to

follow these directions:Hold up your hand, smile at me, walk to the door, sit down, standup, pick up the book.

DID YOU HEAR?

Activity: A.2.1 .

Objective:Materials required:

Procedure:Ability to understand what is heard. None

Give the following commands to the child:Stand up, bend over, squat, turn around, etc.The child is to follow the direction that was given.

Variation: Have the child follow two or more directions.Example: Go touch the door and get me a spoon from the kitchen.

DID YOU HEAR IT?

Activity: A.2.2.


Procedure:Ability to understand what is heard.Household items.

Place a variety of objects or pictures in front of the child.Direct him to pick up, turn over, put on the floor, in a box, etc.,a certain picture or object.

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THE BLINDFOLD GAME

Skill: A. 3.

Blindfold the child and have him stand quietly in the center of the

room. Tell him to turn and point to the place where he hears acertain sound. Clap your hands, ring a bell, whistle, etc. As youare making these sounds, quietly move about the room. Can yourchild identify where the sound is coming from?

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CAN YOU FIND THE TIME?

Activity: A. 3.1 .

Objective: Ability to identify the direction of a source of sound.

Materials required: Loud ticking clock or timer. Procedure:

While your childs eyes are closed, hide the clock or timer in a room in thehouse. Have your child locate the clock.

SOUNDS THE SAME

Skill: A.4.

Say, Are these sounds the same or different? Then hum a high noteand a low note.

SOUNDS DIFFERENT

Activity: A.4.1.

Objective: Discriminating sounds that are the same ordifferent.

Materials required: NoneProcedure:

Hum two notes that are the same and ask the child, Are these thesame or different?

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HIGHER OR LOWER?

Activity: A.4.2.

Objective: Discriminating sounds that are the same or different.


Sing or hum a high note and say, I am going to sing or hum anothernote. Is it higher or lower than the first note? Sing or hum alower note.

TABLE SOUNDS

Activity: A.4.3.

Objective: Discriminating sounds that are the same or different.

Discriminating sounds that are the same ordifferent.

Materials required: Household items. Procedure:

Have the child face away from you. Hit an object loudly on the table. Say,Listen! Now tell me if this next sound is louder or softer than the firstone. Hit the object softly on the table.

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SOUND SHAKERS

Activity: A.4.4.

Objective: Ability to hear differences in non-verbalsounds.

Materials required: Empty orange juice cans, various small objects such asbeans, pennies, etc. Masking tape, and glue.

Procedure:

Fill pairs of frozen orange Juice cans with objects of material thatwould vary in sound from soft to loud.

Examples: Sugar, rice, dried peas, dried beans, buttons, marbles, rocks, etc.

Each pair of two juice cans should be identical in size and amountof contents. Test to make sure each sound is the same and then sealshut with glue and tape. Place one set of juice cans before thechildand have the child place them in order from loudest to softest.Then, give the second set to the child and have him locate and matcheach sound with the original.

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HOUSEHOLD INSTRUMENTS

Activity A.4.5

Objective: Ability to hear difference in non-verbal sounds.

Materials required: Basic musical instruments (pans, pan lids,Spoons, etc.)

Procedure:

Have the child close his eyes. Play several notes on your householdinstruments. different.

Have the child respond by saying same or different.

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SAME WORDS

Skill: A.5

Say, Listen to these two words. Are they the same or different?Say the following sets of words:

boy catfather

dog

WORDS WITH BIG DIFFERENCES

Activity: A.5.l.

Objective:


Ability to match word pairs with grossdifferences.None

Say word pairsas: man - cat,some the same.or different.

with gross differences. These include words such hat- beg, pig - house. Some should be different Have

the. child tell you if the words are the same

WORDS THAT RHYME

Skill: A. G

mothercathouseball

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Say, Listen to these two words: cat - hat. Tell me if these wordsrhyme? Fat - Bat

Sun Run Hill FatCar Star

RHYMING WORDS

Activity: A.6.2.

Objective: Ability to identify rhyming words.Materials required: NoneProcedure:Say, I am going to say a word. You say a word that rhymes withthe word I say. Cat IMan ISit ISun .

---

RHYMING WORDS II

Activity: A.6.3.

Objective: Ability to identify rhyming words.Materials required: Poster board, envelopes) marking pens,

magazines, paper clips.Procedure:

Cut two boards Irectangles.

Example:12 by 8 each. Line off the board in 2 by 4

12

Draw or paste pictures one each rectangle on the left side of eachboard. Place paper clips by each rectangle on the right side ofeach board.

Cut twelve 2by 4 rectangles from poster board. Paste or draw pictures which rhyme with each of

the pictures on the large boards. Have the child place, under the paper clip, the picture that rhymeswith the picture on the board. The pieces can be stored in an envelope and glued to the back of each

board.

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RHYMING PATTERNS

Activity: A.6.4.

Objective: Ability to identify rhyming words.Materials required: NoneProcedure:

Say a series of words: man, fan, can, tan. The child says anotherrhyming word that fits the pattern.

RHYMING COUPLETS

Activity: A.6.S.

Objective: Ability to identify rhyming words.Materials required: NoneProcedure:

Read simple two line couplets leaving out the last word. Ask thechild to supply the last rhyming word. Couplets: Mix it,-stir it,let it bake and soon we I11 have a chocolate cake. Goodnight,goodnight, Billy said. Then he went to sleep in his bad. When thewind blows very hard, leaves go blowing around the yard. John caughta great big fish. He cooked it and at it of a dish. Jack and Jill

went up the hill. He nibbles cheese about the house. He is a hungrylittle mouse. It was a bright and sunny day. So Carol and Mary wentout to play. A big fat cat sat on my hat.

RHYMING PUZZLES

Activity: A.6.7.

Objective: Ability to identify rhyming words.Materials required: Poster board, marking pens, magazines.Procedure:

Cut circles, rectangles, hearts, squares, or other simple shapesfrom poster board. Past or draw two pictures of rhyming words, oneon each half of each shape. Cut each shape into two puzzle pieces.Put six puzzles together in a box or envelope. The child can thenpractice finding the rhyming words to put the puzzles together.

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man

/Bat Hat

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SAME AND DIFFERENT SOUNDS

Skill: A.7

Say, I am going to make two sounds. Tell me if the sounds are thesame or different? m as in man - m as in man

s as in salt - t as in tackf as in fish - s as in saltm as in man - p as in pig edas in Ed - ar as in art t asin tack - p as in pig k asin kick - d as in dog i asin itch - a as in anta as in ant - b as in button

Can the child respond correctly?

SUSTAINED SOUNDS

Activity: A.7.1


Procedure:Ability to hear differences in verbal sounds.None

Ask the child to imitate a consonant sound which can be sustained(sh, v, m, s, f, n, z j , He should continue making this sound softly

while the parent says two other sounds. The child is told to stopmaking the sound as soon as he hears his sound being made by theparent.

EXACTLY THE SAME

Skill: A.8.

Say, I am going to say two words. Tell mesame or different. For example, bus-busListen carefully! book - book, hat - ham, -fin, say - dog, pat - pot, ring - bell, man- man, toe - toe, bat - bait, shell -

Did the child respond correctly?

if they are exactly theis exactly the same.feather - weather, thinbad - dad, boat - boat,yell.

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MINIMAL DIFFERENT WORDS

Activity:

Objective:

Materials required:

Procedure:

Ability to hear minimal differences in words.None

Review to make sure the child understands what same and different means. Say, Listen to these two words, Tick - tick. They are thesame. Now listen to these two words, lick - tick. They are not thesame. They are different. Continue by giving several word pairs,which differ in beginning sounds or are the same.

Examples include: ball. - call, cat - fat, cat - sick, hop - mop,walk - walk, book - look, fun - fun, stoop - stop, tim - tin, shoe- sue, man - man, are - star.

The activity should be used for short periods and reviewed often.variation:

Follow the same procedure as above, giving words which differ onlyin ending sound (an ending sound is the t sound in the word cat.

Examples include: cat - cap, run - rub, sad - sat, fun - fat, kick-king, leaf -leaf.

Second variation:

Follow the same procedure giving words which differ only in themedial sounds (the sound found in the middle of a word, such as thea sound in mat.

Examples include: cat - cut, hot - hat, pan - pan, pat - pot, pull- pail, maine - man, ran - rain, ball - bell, sit - sat, rug - rat,sad - sud, soap - suit.

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THE MINIMAL RIDDLE GAME

Activity: A.8.2.


Procedure:Ability to hear minimal differences in words.None

Play riddle games using pairs of words which are the same except forinitial, final, or medial sounds.

Examples: What do we ride in a car or a star? What do we live in ahouse or a mouse? Which is an animal a rat or sat? Which do we cook ina pot or a pat? Boys and girls go to a school or a tool? The summerweather is very hot or hat? At night we sleep on a bed or a beg? Whichdo we drink from a cap or a cup?

FOUR WORD RHYMING GAME

Activity: A.8.3.

Objective: Ability to hear minimal differences inwords


Say four words. The child is to listen for the word that isdifferent and do what it means. Tell the child to wait until youhave said all four words before responding.

Examples: top top hop top bumpbump bump jump wakewake wake wave sipsip sit sipbow now now now

_ clap clam clam clam down downfrown downstamp stampstand stampsmile milemile mile

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BEGINNING SOUNDS

Skill: A.9.

Say, I am going to say a word. Tell me another word that beginswith the same sound.

Words include: fork, house, jump, leaf, nose, paper, rabbit, sun,and table.


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MORE BEGINNING SOUNDS

Activity: A.9.1

Objective: Ability to identify initial sounds in words.Materials required: NoneProcedure:

Say, I am going to say two words. Tell me if the words begin withthe same sound or a different sound.

Words include: ball - baby, man - boat, goat - girl, cap - candy,dig - board, elephant - apple, under - uncle, monday - monkey.


FIRST IN LINE

Activity:

Objective: Ability to hear minimal differences in words.Materials required: Crayons, paper, toy train.Procedure:

Teach the concept of beginningby explaining that the person who isfirst in line is at the beginning of the line. The engine is the

first car of the train. It is at the beginning of the train.

Using the crayons, draw a line on the paper. Ask the child to findthe beginning of the line. Explain to the child that the beginningsound in a word is the first sound that is heard in the word.

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I SPY

Activity:

Objective:


Ability to identify words with the sameinitial sound.None

Say, I spy something that begins with the sound that begins with mlike in the beginning of the word mouse. The child looks aroundand names things that begin with the sound. If the child names thecorrect sound-oriented objects, he may be the leader and choose thenext sound.

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TOYS WITH THE SAME SOUNDS

Activity: A.9.G.

Objective: Ability to identify words with same initialsound.

Materials required: Household items, toys, etc.Procedure:

Assemble a collection of items which begin with a certain sound.Put out a few items which do not begin with the sound. Pick up oneof the objects which begin with the sound being stressed and say tothe child, Find. another object which begins with the same soundas this does. Let the child sort through the objects.

GOING TO THE STORE

Activity: A.9.7.

Objective:


Ability to identify words with the sameinitial soundNone

Begin by saying, I am going to the store and I am going to buy abottle. What will you buy? The child must respond by repeating thesentence and changing the last word to another word which begins

with the same sound. Later, the child might try to remember and sayall the words that have been said before, plus add a new word.

WHAT SOUND DO YOU HEAR?

Skill: A.IO

Say, I am going to say-a word. Tell me the name of the letter thatrepresents the sound you hear at the beginning of the word. Can thechild correctly give the letter name for: a-ax, b-ball, c-coat, d-dish, e-elephant, f-father, g-girl, h-hat, i-in, j-jump, k-king, I-lemon, m-man, n-nose, o-olive, p-pencil, q-quilt, r-rain, s-soap, t-tent, u-uncle, v-vine, w-window, y-yellow, and z-zebra?

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SOUND CUES

Activity: A.IO.I

Objective: Ability to match auditory symbol (letter sound)to graphic symbol (letter).

Materials required: Poster board, marking pent manila folder orboxes,magazines and puzzle patterns.

Procedure:

Draw and cut out simple shapes which begin with a certain sound.Paste pictures that do correspond with the sound on the pieces thatfit the puzzle.

For example:

Construct the puzzle on the box or manila envelope and trace theoutline of the puzzle shape. As the child puts these puzzles

together,they learn to use sound cues as well as visual cues (acue is a hint). From the cues the child can look at a puzzle pieceand if it does not look as though it will fit this will give him avisual cue.

Note: Remember to add sound pieces that do not fit and correspondwith the letter sound found in the puzzle pattern.

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SAME ENDING SOUNDS

Skill: A.I1.

Say, I am going to say two words. Tell me if the words end with thesame sound or a different sound.

Sample word pairs: fun-pin, tell-ball, fish-gas, book-bat, bat-hit,cab-add, mud-dad, game-corner, cat-cup, big-dig, bath-teeth, lip-kid.


BEGINNING SOUNDS IN WORDS

Activity: A.II.I.

Objective: Ability to identify letter names for beginningsounds heard in words.

Materials required: Letter cards.Procedure:

Using 3xS cards, write lower and upper case manuscript letters oneach card. Be sure to list only one letter per card. The child draws acard from the stack of letter cards. He must place the card onsomething in the room that starts with the sound of the letter on thecard.

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SOUND RINGS

Activity: A.ll.2.

Objective: Ability to identify letter names for beginningsounds in a word.

Materials required: Poster board, scissors, pipe cleaners orrings.Procedure:

Have the child make several hand prints on heavy paper or posterboard. Cut them out. Print letters of sounds being learned on eachfinger. Let the child draw the key word pictures under each letter.Give the child a ring made from a pipe cleaner. The parent callsout a word such as ball. The child must listen for the beginningsound in each word and drop the ring around the correct finger.

Variation:

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SOUNDS AT THE END

Skill: A.12.

Say, I am going to say a word. Tell me the letter that representsthe sound that you hear at the end of the word. Can the child

correctly identify the sound?Sample words: rub-b, bar-r, cuff-f, glove-v, broom-m, stop-p, mad-d, bat-t, ball-l, buzz-z, book-k, gas-s, bag-g, box-x, rain-no

THE CABOOSE

Activity: A.12.1.

Objective: Ability to identify words with the same finalsound.

Materials required: Crayons, paper, a toy train.Procedure:

Teach the child the meaning of the word ending. This can beaccomplished by having the family members line up at the front doorof the house. Say, This person is at the end of the line. He islast in line.

Variation:

Show the child a train or draw one on a piece of paper. Have thechild point to the first car, and the last car.

Second variation:

Write the childs name on the paper. Have the child locate thebeginning of his name and the ending letter in his own name.

Other variations:

Use last names and the names of other family members in theactivity.

The game may be altered to use medial (middle) sounds,or ending sounds.

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Section Three: Kinesthetic and Tactile Perception

Although the reading process does not normally incorporate thekinesthetic (muscle sense) or tactile (touch) process, the youngchild is able to increase his other perceptions by using these twosenses.

The child learns to associate what he sees and hears with what hefeels and touches. It is professed by many experts that perceptionof more abstract symbols (shapes and letters) is best gained byusing intersensory learning. By incorporating the sense of touchand muscle sense with visual and auditory stimuli, the child findsit easier to learn important concepts.

Specific training to develop increased kinesthetic and tactileperception will make learning much easier and enjoyable for yourchild. It will also assist your child to develop a heightenedawareness.

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TOUCH THAT OBJECT!

Skill: KT.1.

Blindfold the child or have the child close his eyes. childidentify the following items through touch?

Can th

Same items: a block, a cup, a rubber ball, a small book, and apencil.

FOOD TOUCHING

Activity: KT.l.l.

Objective: Ability to identify common objects throughtouch.

Materials required: An apple, an orange, a banana, a piece of

bread, and other common foods that can be felt.Procedure:

Blindfold the child or have him close his eyes. A feel box couldalso be constructed in place of the blindfold. The feel box can beconstructed by covering the bottom portion of a cardboard gallonmilk carton with the top portion of an old sock. The child shouldbe able to put his hand in the container without seeing the items.Have the child feel each object and then name it.

Example:

Variation:

Staple or glue to

Milkcarton

Milk carton or sherbet_

plastic

Container

Use a plain paper bag in place of the box and other familiarobjects found in the home.

Second variation:

Give the child the following materials and ask, Do these feel thesame or different.

Sample items: a piece of cotton, a piece of felt, a pencil, aspoon, a fork, etc.

Third variation:

Add categories such as hard-soft, rough-smooth, wet-dry, warm-cool,etc.

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TOUCH SHAPES

Activity: KT.l.2.

Objective: Ability to notice similarities anddifferences of shapes through touch.

Materials required: Poster board, aquarium gravel or sand, glue.Procedure:

Prepare a large board, divided into six squares, with differentshapes drawn on each square. Glue aquarium gravel or sand on theshapes. When dry, shake away the excess material. Prepare sixsmaller shape cards which match each shape of the larger card.Blindfold the child. Have him feel one of the smaller cards andthen find the matching shape on the larger card. He may be directedto place the smaller card on top of the matching shape. He may thenpeek to see if he is correct.

Variation:

Following the same procedure, the parent may substitute largeletters on squares of paper and outline each letter with glueand sand.

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Section Four: Perceptual Motor Skills

Motor skills incorporate all other perceptual abilities. Theability of a child to move with his total body or a part of hisbody in a certain way, requires a certain kind of perception.

The child must learn to perceive and interpret theauditory, kinesthetic and tactile (see, hear, and touch)found in his surroundings. He must be aware of the partbody plays in relation to his world.

visual,stimulihis own

He must learn to perceive his own movement as well as the movementof objects and correlate the two. He must learn to judge suchattributes as speed, distance, height and other spatial relations.

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OBSTACLE COURSE

Skill: Movement through an obstacle coursePM. 1.

Does the child move about the room without tripping or bumping into

objects?

Set up an obstacle course using chairs, tables, etc. Can the child moveeasily at a brisk walk or run through the course without tripping orbumping?

OVER THE CHAIR

Activity: PM. 1. 1.

Objective: Ability to move about easily without trippingor bumping.

Materials required: Available chairs, small tables and otherfurniture

Procedure:

Set up an obstacle course in the room using tables, chairs, etc. Put atape path on the floor for the child to follow or you can give himverbal directions. On the first trails, set up the course with nointersections. After the child has mastered the course, then insert

more intersections. As the child goes through the course, identifyvarious concepts (step over, go around, etc.).

CLAP TO MUSIC

Skill: Clapping to patternsPM.2.

Can the child clap his hands rhythmically to music? Can the child marchin rhythm with marching music? Can the child swing his arms back andforth rhythmically to music?

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IF YOUR HAPPY

Activity:

PM.2.1 .

Objective: Ability to move about following a beat orrhythm.

Materials required: If Youre Happy and You Know It Song, openspace.Procedure:

Using the song, If Youre Happy and You Know It, have the childsing along and follow the directions of each verse.

Song: If youre happy and you know it clap your hands (clap, clap),If youre happy and you know it clap your hands (clap, clap), Ifyoure happy and you know it then your face will surely show it, ifyoure happy and you know it clap your hands (clap, clap).

Other verses include: stomp your feet, nod your head, blink youreyes, touch your toes, touch the floor, click your heels, etc.

MOVE IT

Skill: PM.3.

Can the child make a running jump over a rope held one foot abovethe ground? Can the child hop forward like a rabbit with both feet?Can the child run smoothly with arms swinging freely in analternating back and forth motion? Can the child smoothly start orstop on a signal? Can the child identify body parts?

RABBIT HOP

Activity: PM. 3.1 .

Objective: Ability to hop forward.Materials required: Hopscotch court.Procedure:

Construct a hopscotch court by using chalk on a sidewalk or concretesurface. Have the child hop through the court.

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STOP AT THE SIGNAL

Activity: PM.3.2.

Objective: Ability to start and stop on a signal.Materials required: Whistle and Music of any kind.Procedure:

Have the child start clapping. Say, Stop. Does the child stopquickly?

Tell the child that you will blow a whistle. When he hears thewhistle, he is to start running. When he hears the whistle again,he is to stop. Does the child respond quickly on both signals?

Variation:

Tell the child to move around the room in tempo with the music.When the music stops the child should freeze where he is. As themusic begins the child should start again, moving in rhythm withthe music.

Second variation:

Play traffic with your child and playmates. Have the childrenpretend they are a car in heavy traffic. Using visual or audiosignals for stop and go, signal them.

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NAME THAT PART

Activity: M.3.4.

Objective: Child is able to name body parts.


Can the child point to body parts without hesitation?

Sample body parts: head, hand, waist, hair, mouth, eyes, elbow,shoulders, legs, foot, nose, ears, knees, tongue.

Variation:

Have the child playa Simon Says Game. Say, Simon says, put yourhands on your head. If the child follows your direction withoutSimons direction, he is out of the game.

Second Variation:

Add directionality to the game. This can be accomplished by addingspatial terms.

Sample terms: in front of, behind, right, left, under, over, on,etc .

i care parents activity guidebook

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