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stack--current/5-incubator/active--no-pkg/bite-sized/lists/serious-memes/misc.md
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As we discussed at parent/teacher, please see below some fun and simple ideas you might like to try at home to strengthen XXX's phonological and phonemic awareness (his ability to manipulate spoken sounds). | ||
I Spy (sounds not letter names) e.g. "I spy with my little eye something sounding with the sound /b/". You can do the same with blending e.g. "I spy a b / r / ow / n d / o / g" | ||
Sound scavenger hunt: Choose a letter sound and ask XXX to find things around the house that start with that sound, e.g. /p/ - pencil, pot, pan, pillow etc. | ||
Simon Says e.g. "Simon says put your hands on your h / ea / d". "Simon says put your hands on your ch / ee / k / s". | ||
Using toys or objects - ask in sounds to find the object you've asked for e.g "Can you please find me the r / e / d c / a / r". | ||
Snail Talk - tell XXX you will communicate in "snail talk" and he needs to figure out what you're saying. Stretch out a simple word e.g. 'dddddoooooggg', then ask XXX to tell you the word. Switch roles and have him stretch a word for you. | ||
Sound Counting - Using Lego or similar, say a word slowly and ask XXX to repeat the word. Have him tell you how many sounds the word makes, e.g. top - /t/ /o/ /p/ - three sounds, so place three lego pieces in a row or in each cell of an 'elkonin box' (see attached). Then have XXX tap each lego piece as he says the sound. | ||
Tongue Ticklers: Make up some funny alliterative sentences and take turns identifying the repeating initial sound, e.g. "Sally the snake sings songs about socks and strawberries" | ||
Talk about words that start or end with the sound as other familiar words, e.g. "The word cat ends in /t/? What else ends in /t/? Plate, let etc. Talk about how the start/end sounds of the words are alike. You can do the same with other words and names - Mum, Dad etc. | ||
Play with magnetic letters or big letters cut from a magazine - put them together to blend simple three-letter words. |
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