I Spy /s/ Blends

Have your child complete the following sentence using the different color stars.  Make sure they make a long /s/ when they say the words "spy," "star," and "sky."

/s/ Blend Search

Find all of the pictures of things that start with an the letter "s"!  Have your child look for the following pictures:

1. Strawberry
2. Stripes
3. Snowflakes (7)
4. Snowman
5. Skate
6. Slide
7. Spider
8. Star

After they find the picture, have them say the word 5x.  Make sure they use a long /s/ at the beginning of each word.

/k/ Sentences

Have your child fill in the blank to create a sentences. Tell them to put their tongue back while saying the words with a /k/.

G Sentences

Have your child fill in the blank to create a sentences. Tell them to put their tongue back while saying the words with a /g/.

S-Blends and /k/

Here are some pictures to work on with your child if they are able to do /s/ blends and /k/ separately in words.  Once they are able to do both of those sounds in separate words, you can use these to practice the /s/ blends and /k/ together in the same words. Please talk to your SLP before you start practicing these with your child.

Vowel Articulation Cards

Here are some card to practice for short "u" and short "e."  Have your child say each word three times with you once.  After, go through them again and have him/her say it on their own three times.

Pig Pig Activity

This week in APPLE and KIWI we will be reading "Pig Pig Gets a Job."  We will be focusing on final /g/ words.  If you would like to do this activity at home, please print out the following pages:

Give your child the following directions:

Put the pink pig on the school.

Put the purple pig in the garden

Put the orange pig above the balloons

Put the yellow  pig on the plane

Put the blue pig under the cloud

Put the red pig next to the school.

Put the green pig  in the cloud.

While you say a word with a /k/ or /g/ sound, but your hand to your throat to symbolize that you are putting your tongue back to produce the word. 

After they have completed the steps, have them tell you where the pigs are using a complete sentence.  Tell them to put their tongue back when they say words with /k/ and /g/.  Again, put your hand to your throat as a cue to put their tongue back if they are having trouble.  

Example:  “The pink pig is _____.”

                  “The purple pig is  ___.”

We will also be singing the following pig song:

We are also using a "farm" sensory bin.  We will work on using our "good sounds" to talk about the animals, where they are, and what they are doing.

Garden Articulation Activity

This week in APPLE we will be reading "Grandpa's Garden Lunch."  We will also being doing an articulation activity that I have attached below.  I will have the students request for what objects they would like to put in their garden using their "good speech sounds."

If your child is in a different class, feel free to read this book with your child and do the activity with them! In all of my classes we are talking about gardens, and this activity would be a great way to incorporate some vocabulary at home.  Please let me know if you have any questions. Thanks!

Goodnight Gorilla

This week in KIWI we read the book Goodnight Gorilla.  If you would like to have more practice over spring break, please print out the following pages.  First glue the /g/ words on the gorillas.  Then, have your child say each /g/ word five times.  Cue your child by placing your hand by your neck to symbolize that it is a "back" sound.  Tell your child to put their tongue back to produce each /g/.After they say a word, glue the gorillas onto the zoo.  When they are done they can color their picture and hang their zoo up!  Throughout the week have them practice the /g/ words.  They can show their zoo to their family members and say each word for them.  

The Giving Tree

Here is the book for APPLE and KIWI for this next week!  We will be reading the book together. After, we will focus on words that have final /k/ sounds.  If you would like to do this activity with your child at home, please print out the following pages.  Have them glue the pictures of the final /k/ words onto the apples.  Then, have them tell you the names of the pictures 5x each.  Cue them by telling them to put their tongue "back."  After, have them glue the apples onto or around the tree.  Then you practice the words with them for a couple of minutes everyday.

Final Consonant Deletion /p/

Here are minimal pairs if you child has the goal of "reducing the phonological process of final consonant deletion."  All of these words have the final /p/ sound.  You can cue your child by telling them to make a "popping sound" with their lips.  First have them say the sound /p/ and point out that you "pop" your lips together to make that sound.  Then have them say a word without the /p/ then have them "pop" their lips at the end of the word to make a word with the final "p."

Syllable Reduction Minimal Pairs (3 Syllable Words)

Here are some more minimal pairs for syllable reduction.  Again, use these pictures if your child has the phonological process of syllable reduction.

Syllable Reduction

Here are some minimal pairs for students that have the phonological process of syllable reduction.  The words on the right hand column are the correct way to say the 2 or 3-syllable words.  The words on the left column are ways that students might sometimes shorten these longer words.

Final T/K Minimal Pairs with Initial P and B

Here are some final /t/ and /k/ minimal pairs!  These will work the same as the final /g/ and /d/ minimal pairs.  First say the word with the final /t/, then say the word with the final /k/.  Use these cards if your child has the goal of "reducing the phonological process of fronting."

Final G Minimal Pairs

Here are pictures of words that are the same, except that some end in /g/ and some end in /d/.  Please practice these with your child if they have a goal of "reducing the phonological process of fronting."  First say the word with the final /d/, then say the word across from it with the final /g/.

"SP" Minimal Pairs

Here are some minimal pairs to work on with your child.  First say the word without the "s," then say the word with the "s."  Have them repeat after you.  If they say the word without the "s," show them what they said (i.e. if they said "pin" when they tried to say "spin").