The I Care Parent’s 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

1
INTRODUCTION

The experiences that your child obtains during the beginning years form the
foundation for his future learning’s.
Although the child’s school experiences are extremely important in their
development, other factors also determine their success.
Children spend much more time at home than they do at school. So you, the
parents, are your child’s most important teachers. Your influence and importance
can be seen when the young child is asked what they want to be when they grow
up. Their answers are usually, “like Mommy or Daddy.” The impact you have upon
your child is great!
There are many things that can be done with the child in the home setting.
However, many parents are unable to find enough time to think up meaningful
activities to help their child at home. To help you in planning activities, we
have established the following collection of tips, ideas/and activities for
your use.
Although many of the activities may involve skills that your child already
knows, we strongly urge you to do the activity to help reinforce the skill.

It is also recommended that you select activities that you feel comfortable
with and skip around to different ones. Work with your child for short periods
of time, a few minutes to 15 minutes at the most, and stop if you or the child
is not enjoying yourselves.
Always begin with the easiest activities and work to the hardest. Take your time
and enjoy the experience you are ~having with your child.

We are sure that you will find that “your child’s achievements” will become
“your achievements.”

2
.1

3
Section One: Sequencing and Memory Skills

The abilities to sequence and remember are skills that are necessary
before learning to read.
In reading, your child will have to sequence letters and sounds in
words and then remember these sequences. They will also be required
to remember what they have read. Specific training in these areas
will better prepare them for the complex task which will be faced
when formal reading instruction begins. Sequencing and memory skills
are more important in the area of seeing and hearing. Your child
must be able to remember and follow words and sounds (auditory
patterns) and must be able to perceive and remember visual patterns,
shapes, designs; and letters in words. At the lower level, simple
memory exercises can enable your child to practice and develop their
memory. At higher levels, your child will learn to refine these
sequencing and memory skills using more complex, abstract, and
longer patterns.

4
Sequencing and Memory Skills

COPY CAT

Skill: SM 1.1

Tell your child to carefully observe what you do. Perform each of
the following and ask them to copy what you do. Have your child wait
until all movement sequences are completed before they respond. Does
your child perform each sequence in the correct?
order? -

1)clap once, jump up, touch toes

2)clap twice, nod head

5
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 allowed
to view the figure for five seconds. The parent then covers the
figure with another piece of paper and the child copies the pose
with his body. The parent then uncovers the figure and the child is
allowed to correct their body position to match. The child then
freezes in this position and closes his eyes and the parent draws a
new stick figure.
Note:

All figures should be drawn facing the same direction as the child.
Only the back views will be seen.
Examples:

6
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 members
take turns guessing which animal it is (restrict topic to farm
animals, pets, circus animals, zoo animals, etc.). The child or
person who guesses becomes “it.” The person “it” should move and
make 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 on
the table top. Beat out the following patterns and ask him to
repeat 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 and

sounds.
Materials required: Drums, pots and pans, or other rhythm
instruments.
Procedure:

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

7
XYLOPHONE

Activity: SM 1.2.2
Objective: Ability to imitate non-verbal patterns and
sounds.
Materials required: Soda bottles filled with water, and a spoon or
drum stick.
Procedure:

Fill several bottles of water with graded volumes of water (from

full to empty). Beat out rhythmic patterns using the spoon or drum
stick by tapping the sides of the bottles. Works on various
patterns 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 each
correctly?
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 these
pictures in the order that I say.” Give the child the sequence. Can
the child remember the order? For example, pictures of a story
sequence or items like a dog picture, picture of a boy, or picture
of 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 tonight’s supper.

8
RHYMES

Activity: SM 1.3.1
Objective: Ability to remember and/or imitate verbal
patterns.
Materials required: Finger plays, nursery rhymes, rhythmic poems.
Procedure:

Introduce many rhythm patterns, nursery rhymes, finger plays or

poems. Choose selections that stress repetition and encourage your
child to repeat the series of words heard and do the appropriate
actions.

PICTURE ORDER

Activity: SM 1.3.2
Objective: Ability to remember and/or imitate verbal
patterns.
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 in
any order. Say, “Listen as I say the names of the pictures,
remember the order in which I say them, and put the picture cards
in 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 of
pictures.

9
CLAP YOUR HANDS

Activity: SM 1.3.3.

Objective: Ability to remember and/or imitate verbal

patterns.
Materials required: None
Procedure:
The parent claps and pronounces each family member’s name. The child
repeats the name and claps to each part.

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

10
SILVERWARE PATTERNS

Skill: SM 1.4

Show the child a pattern constructed with silverware. Can the child
reproduce the pattern? If shown the pattern and then covered with a
towel (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 separate
piece of paper as a marker to cover all but the first row. Say, “Look
at 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 child
select the correct sequence?

11
PATTERN MEMORY

Activity: SM 1.4.2

Objective: Procedure:
Materials required: Ability to form patterns from memory. Pencil,
block, cup and spoon (two of each) table to
place the objects, and towel or cloth cover.

Place the pairs of four objects (pencil, block, cup, and spoon) in
a sequence on the table. Say, “place your objects in a row exactly
like mine.” Then cover your objects giving the child only about
five seconds to view them. Can the child copy the sequence
correctly?

PICTURE MEMORY

Skill: SM 1.5

Show the child a sequence of three pictures for five seconds. Have
him close his eyes. Mix up the pictures. Say, “Are these pictures
in the same order as they were before.” Can the child copy the
sequence?

PICTURE SEQUENCE

Activity: SM 1.5.1

Objective: Ability to identify objects or pictures

recently removed.
Materials required: Household items.
Procedure:

The parent prepares a tray of several objects—such-as a pen, a

button, a glass, a salt shaker, and other household items. The
parent removes the cover for a few seconds while the child looks at
the objects. The cover is then replaced and the parent removes one
of the objects. The remaining objects are displayed and the parent
asks: “Can you tell me what I took away?”
As the game continues, the parent can remove two or three objects at
12
a time.

13
 MISSING PICTURES

Activity: SM 1.5.2
Objective: Ability to identify objects or
pictures
recently removed.
Materials required: Household items or
pictures Procedures:

The parent prepares” a tray or collection of small objects

—pen, pencil, keys, penny, crayons, tack, mail, etc., and
covers the objects with a large piece of paper or a towel
(cloth). The parent removes the cloth for a few seconds
while the child looks at the objects. The cover is then
replaced and the parent says, “Can you tell me one thing
that you saw?” As the game continues, the child can be
asked to name two things, three things, and more.

14
 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 and
crayons, or pairs of pictures cut from magazines or newspapers.

Prepare six pairs of large cards each of which shows a

common pair of objects such as a star, wagon, ball, dog,
cat, chair, etc. Place twelve (12) cards face down on a
surface. 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 original
position and the next person draws two cards. The object
of the game is to remember the placement of the cards once
turned over and to collect as many pairs possible.
Variation:

Playing cards (deck of “bridge” cards, etc.) could be used

in place of the homemade deck and identification of
numerals could also be incorporated into the activity.

15
 ANIMAL PUZZLES

Activity: SM 1.5.4
Objective: Ability to identify objects or
patterns
recently removed.
Materials required: Animal
pictures. Procedures:

Cut the animal pictures into puzzle pieces and mount on a

firm backing. Have the child assemble the puzzle pieces
on a neutral background. Begin with a few large pieces
for simple puzzles and create smaller pieces for harder
puzzles 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 wait

until all directions are given before beginning. Does the
child perform each in the correct sequence?
Jump up, walk to the door, and come back to me.
Touch your head, touch your knees, and touch
your toes. Clap your hands, jump up once, and
sit down.
Go to the kitchen, then to the door, then to the table
over there.

16
DO AS I SAY!

Activity: SM 2.1.1.
Objective: Ability to follow a sequence of verbal
commands.

Materials required: Items from the household

environment. Procedure:
Ask the child to follow oral commands. Begin with simple
commands such as, “open the door.” Gradually build to two
and three commands at one time. Example: “Bring me the red
book. Go to the kitchen and get me a fork. Run to the
window, rap on the window sill, and skip back to me.”

JUST LIKE MINE

Skill: SM 2.2

Using homemade geometric shapes (circles, squares,

diamonds, rectangles, triangles, etc. cut from cardboard
or poster board, display a pattern. Give the child the
same shapes as your set and say, “put your shapes in a row
just like mine.” Can the child copy the pattern? If shown
for five seconds and covered with a towel, can the child
copy the pattern by memory?

17
 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 along
the row and find another group of shapes that look just like the
first group. Point to it. Circle it. “Repeat for each row. Can the
child find the correct sequence for each?

SHAPE MEMORY
Activity: SM 2.2.2
Objective: Ability to identify the correct shape from
memory.
Materials required: A sheet similar to the one below and a
pencil. Procedure:
Display a small card with a picture of one of the shapes in the
first row for three seconds. Say, “Look at the first row of
shapes. point to the shape like the one you just saw.” Repeat
for the second and third rows. Can the child identify the
shape?
removed?

18
 SHAPE MEMORY I I

Activity: SM 2.2.3

Objective: Ability to identify the correct shapes from

memory.
Materials required: A sheet of paper and a pencil.
Procedure:
Display a small card with a picture of a sequence of three shapes in
the first row for three seconds. Say, “Look at the first row of
shapes. 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 child
identify the shape sequence removed?

19
 ALPHABET SEQUENCE

Skill: SM 3.1.

Say a sequence of the alphabet. Have the child repeat them in the same exact
letter order. Say the following examples:
def
ghij
klmn
opqr
stuv
wxyz
abc
defg
Can the child repeat the exact same order? Can the child tell you the sound for
each 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”)?

20
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 the
alphabet.
Materials required: Letter cards for each letter, magazine pictures cut from
magazines and mounted on cards.
Procedure:

Show the child the letter card with letter symbols on each card and magazine
picture cards. Have the child match the letter sound with the initial sound of
the pictures found on the picture cards.
Example:

When shown each of the letter symbols or a sound picture, can the child give
the appropriate name of the letter, a key word or sound picture beginning with
the same letter, and the sound that the letter represents at the beginning of
the key word?
Variation:

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

21
ALPHABETICAL ORDER

Activity: S.M. 3 .1. 2

Objective: Ability to recognize alphabetical order from

memory:
Materials required: Letter cards and a table.
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?

WORDS
Activity: SM 3.1 . 3.

Objective: Ability to identify a series of letters to form

a 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 first
row written correctly. Say, “point to the first row of letters.
Look carefully at this word.” Remove the card from view and tell
the child to “Point to the one like the one I just showed you.
Circle it.” Repeat for each row.

22
REPEAT IT AF TER M E!

Activity:

SM 3.1.4

Objective: Ability to verbally repeat a series of letters

which form words from memory.
Materials required: None
Procedure:
Say, “C.-a-t (names· of letters).” Have the child repeat in the
exact 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 the
order?

Variation:

Have the child repeat numerals in the exact order (this is

especially helpful if the child is having difficulties with
repeating 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 symbols

recently removed.
Materials required: Poster board cut into 12 three inch by two
inch cards, and a marking pen.
Procedure:

Concentration Game

Print six (6) pairs of letter cards. Place all 12 cards face down
in rows and columns on the floor or table. A child takes turns by
turning over two cards. If the cards match, the child keeps the
pairs. 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.

23
ALPHABET SEQUENCE

Activity: SM 3.1. 6

Objective: somewhere in alphabet,

Materials required: (and the child the rote
Procedure:

The parent begins Repeating the alphabet in sequence. None

“p,q,r,s,t, __ , __ ,
__ ,
pattern).” . the continues

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

_37_ .”
Note to parents: You may also wish to review various other sequence
skills by reviewing and adding to those listed.

24
Section Two: Auditory Perception and Discrimination
The sense of hearing is important in learning to read. Children
need to be trained to listen carefully in order to perceive sounds.
They need to learn to discriminate between sounds.
Early in the child’s life he must be able to hear and perceive
sounds in his environment. As he grows older, the child must learn
to make finer distinctions such as discriminating between very
similar speech sounds. For example, he must hear the difference in
the sound of “a”·in “ate” and “~pple.”
To foster the growth of sound discrimination, other senses can often
help the child become more aware of the sounds found within his
environment. For example, in perceiving a speech sound, it may be
beneficial if the child is directed to “feel” the sound through the
sense of touch. This could be accomplished when the child feels the
way the mouth is shaped as the sound is being said.

25
I HEAR IT

Skill: A.1.

Have the child sit facing away from you. Do the following and have
the child identify at least four of the sounds?
Sounds: Crumple a piece of paper, ring a bell, tap a pencil on the
table, 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 their

sources.
Materials required: Tape recorder with microphone.
Procedure:

Within the child’s environment (inside the house and within the
neighborhood), tape record common sounds heard. Some
experimentation with the recorder is necessary to make sure that
the sounds will be picked up by the recorder (so that they will be
identified by the child).
Sample Sounds: Door bell, car starting, bus going by, car horn, door
slamming, telephone ringing, teapot whistling, etc.

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

26
WHAT DID YOU HEAR?

Activity: A.I.2.

Objective: Ability to identify common sounds and their

sources.
Materials required~ Objects to be identified such as a pin, paper
clip, rubber ball, pencil, blown up paper
Procedure: bag, tin pan, a rattle, block, pebble, etc.

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

27
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, stand
up, pick up the book.

DID YOU HEAR?

Activity: A.2.1 .

Objective: Procedure:
Materials required: 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.

Objective: Procedure:
Materials required: 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.

28
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 a
certain sound. Clap your hands, ring a bell, whistle, etc. As you
are making these sounds, quietly move about the room. Can your
child identify where the sound is coming from?

29
 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 child’s eyes are closed, hide the clock or timer in a room in the
house. Have your child locate the clock.

SOUNDS THE SAME

Skill: A.4.

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

SOUNDS DIFFERENT

Activity: A.4.1.

Objective: Discriminating sounds that are the same or

different.
Materials required: None
Procedure:

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

30
 HIGHER OR LOWER?

Activity: A.4.2.

Objective: Discriminating sounds that are the same or different.

Materials required: None
Procedure:

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

TABLE SOUNDS

Activity: A.4.3.

Objective: Discriminating sounds that are the same or different.

Discriminating sounds that are the same or
different.
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 first
one.” Hit the object softly on the table.

31
 SOUND SHAKERS

Activity: A.4.4.

Objective: Ability to hear differences in non-verbal

sounds.
Materials required: Empty orange juice cans, various small objects such as
beans, pennies, etc. Masking tape, and glue.
Procedure:
Fill pairs of frozen orange Juice cans with objects of material that
would 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 amount
of contents. Test to make sure each sound is the same and then seal
shut with glue and tape. Place one set of juice cans before the
child and have the child place them in order from loudest to softest.
Then, give the second set to the child and have him locate and match
each sound with the original.

32
 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 household
instruments. different.”

Have the child respond by saying “same or different.”

33
SAME WORDS

Skill: A.5
Say, “Listen to these two words. Are they the same or different?”
Say the following sets of words:
mother
cat
house
boy cat
father ball
dog

WORDS WITH BIG DIFFERENCES

Activity: A.5.l.
Objective: Ability to match word pairs with gross
differences.
Materials required: None
Procedure:

Say word pairs with gross differences. These include words such hat
as: man - cat, - beg, pig - house. Some should be different Have
some the same. the. child tell you if the words are the same
or different.

WORDS THAT RHYME

Skill: A. G

34
Say, “Listen to these two words: cat - hat. Tell me if these words
rhyme?” Fat - Bat
Sun Run Hill Fat
Car Star

RHYMING WORDS

Activity: A.6.2.

Objective: Ability to identify rhyming words.

Materials required: None
Procedure:
Say, “I am going to say a word. You say a word that rhymes with
the word I say. Cat I Man I Sit I Sun .”
---

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 I Example:

rectangles. 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 each
board. Place paper clips by each rectangle on the right side of
each board.

Cut twelve 2” by 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 rhymes
with the picture on the board. The pieces can be stored in an envelope and glued to the back of each
board.

35
RHYMING PATTERNS

Activity: A.6.4.

Objective: Ability to identify rhyming words.

Materials required: None
Procedure:

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

RHYMING COUPLETS

Activity: A.6.S.

Objective: Ability to identify rhyming words.

Materials required: None
Procedure:

Read simple two line couplets leaving out the last word. Ask the
child to supply the last rhyming word. Couplets: Mix it,-stir it,
let it bake and soon we 11 have a chocolate cake. “Goodnight,
I

goodnight,” Billy said. Then he went to sleep in his bad. When the
wind blows very hard, leaves go blowing around the yard. John caught
a 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 hungry
little mouse. It was a bright and sunny day. So Carol and Mary went
out 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 shapes

from poster board. Past or draw two pictures of rhyming words, one
on each half of each shape. Cut each shape into two puzzle pieces.
Put six puzzles together in a box or envelope. The child can then
practice finding the rhyming words to put the puzzles together.

36
 man

/
Bat Hat

37
SAME AND DIFFERENT SOUNDS

Skill: A.7

Say, “I am going to make two sounds. Tell me if the sounds are the
same or different? m as in man - m as in man
s as in salt - t as in tack
f as in fish - s as in salt
m as in man - p as in pig ed
as in Ed - ar as in art t as
in tack - p as in pig k as
in kick - d as in dog i as
in itch - a as in ant
a as in ant - b as in button”
Can the child respond correctly?

SUSTAINED SOUNDS

Activity: A.7.1

Objective: Procedure:
Materials required: 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 stop
making the sound as soon as he hears his sound being made by the
parent.

EXACTLY THE SAME

Skill: A.8.

Say, “I am going to say two words. Tell me
same or different. For example, bus-bus
Listen 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 the
is exactly the same.
feather - weather, thin
bad - dad, boat - boat,
yell.”

38
MINIMAL DIFFERENT WORDS

Activity: A.8.l

Objective: Procedure:
Materials required: 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 the
same. Now listen to these two words, lick - tick. They are not the
same. 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 only
in 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 the
medial sounds (the sound found in the middle of a word, such as the
“a” 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.

39
THE MINIMAL RIDDLE GAME

Activity: A.8.2.

Objective: Procedure:
Materials required: Ability to hear minimal differences in words.
None

Play riddle games using pairs of words which are the same except for
initial, final, or medial sounds.
Examples: What do we ride in a car or a star? What do we live in a
house or a mouse? Which is an animal a rat or sat? Which do we cook in
a pot or a pat? Boys and girls go to a school or a tool? The summer
weather is very hot or hat? At night we sleep on a bed or a beg? Which
do we drink from a cap or a cup?

FOUR WORD RHYMING GAME

Activity: A.8.3.

Objective: Ability to hear minimal differences in

words
Materials required: None
Procedure:

Say four words. The child is to listen for the word that is
different and do what it means. Tell the child to wait until you
have said all four words before responding.
Examples: top top hop top bump
bump bump jump wake
wake wake wave sip
sip sit sip
bow now now now
_ clap clam clam clam down down
frown down
stamp stamp
stand stamp
smile mile
mile mile

40
BEGINNING SOUNDS

Skill: A.9 .

Say, “ I am going to say a word. Tell me another word that begins

with the same sound.”

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

Can the child respond correctly?

41
MORE BEGINNING SOUNDS

Activity: A.9.1

Objective: Ability to identify initial sounds in words.

Materials required: None
Procedure:
Say, “I am going to say two words. Tell me if the words begin with
the same sound or a different sound.”

Words include: ball - baby, man - boat, goat - girl, cap - candy,
dig - board, elephant - apple, under - uncle, monday - monkey.
Can the child respond correctly?

FIRST IN LINE

Activity: A.9.2.

Objective: Ability to hear minimal differences in words.

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

Teach the concept of beginning by explaining that the person who is

first 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 find
the beginning of the line. Explain to the child that the beginning
sound in a word is the first sound that is heard in the word.

42
I SPY

Activity: A.9.3.

Objective: Ability to identify words with the same

initial sound.’
Materials required: None
Procedure:

Say, “I spy something that begins with the sound that begins with ‘m’
like in the beginning of the word ‘mouse. ‘” The child looks around
and names things that begin with the sound. If the child names the
correct sound-oriented objects, he may be the leader and choose the
next sound.

43
SOUND CARDS A.9.4.

Activity:

Objective: Ability to identify words with the same

initial sound.
Materials required: A-Z Letter Cards.
Procedure:

Using some letter cards (each with one letter from A-Z), say, “I am
going to say a sound. Look at the cards and hold up the card that
shows the sound that I say.” State sounds and words that correspond
to the letters.
Example: “m” as in “man.”
Does the child respond correctly?

INITIAL SOUNDS IN WORDS

Activity: A.9.S.

Objective: Ability to identify words with the same

initial sound.
Materials required: None
Procedure:

Say three words which begin with the same sound. Use words the child
knows, such as man, mother, and mouse. Stress the beginning sound in
each word. Say, “These words all begin with the same sound. They all
begin with the ‘m’ sound that you hear in the beginning of the word
‘man.’” Say just the sound not the letter name. Let the child say
the sound. Call attention to the way the child’s mouth and lips are
shaped and describe the sound if possible. For example, the “m”
sound found in the word “man” makes a humming sound. Say other words
and have the child stand if he hears words that begin with the sound
or sit if the words do not begin with the sound.

44
TOYS WITH THE SAME SOUNDS

Activity: A.9.G.
Objective: Ability to identify words with same initial
sound.
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 one
of the objects which begin with the sound being stressed and say to
the child, “Find. another object which begins with the same sound
as this does.” Let the child sort through the objects.

GOING TO THE STORE

Activity: A.9.7.
Objective: Ability to identify words with the same
initial sound
Materials required: None
Procedure:

Begin by saying, “I am going to the store and I am going to buy a

bottle. What will you buy?” The child must respond by repeating the
sentence and changing the last word to another word which begins
with the same sound. Later, the child might try to remember and say
all 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 that
represents the sound you hear at the beginning of the word.” Can the
child 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?

45
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 or
boxes, 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 that
fit the puzzle.
For example:

Construct the puzzle on the box or manila envelope and trace the
outline of the puzzle shape. As the child puts these puzzles
together, they learn to use “sound cues” as well as “visual cues (a
cue is a hint).” From the cues the child can look at a puzzle piece
and if it does not look as though it will fit this will give him a
visual cue.

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

46
SAME ENDING SOUNDS

Skill: A.I1.

Say, “I am going to say two words. Tell me if the words end with the
same 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.
Can the child respond correctly?

BEGINNING SOUNDS IN WORDS

Activity: A.II.I.
Objective: Ability to identify letter names for beginning
sounds heard in words.
Materials required: Letter cards.
Procedure:

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

47
SOUND RINGS

Activity: A.ll.2.

Objective: Ability to identify letter names for beginning

sounds in a word.
Materials required: Poster board, scissors, pipe cleaners or
rings.
Procedure:

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

Variation:

48
SOUNDS AT THE END

Skill: A.12.

Say, “I am going to say a word. Tell me the letter that represents

the 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 final
sound.
Materials required: Crayons, paper, a toy train.
Procedure:

Teach the child the meaning of the word “ending.” This can be
accomplished by having the family members line up at the front door
of the house. Say, “This person is at the end of the line. He is
last in line.”

Variation:

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

Write the child’s name on the paper. Have the child locate the
beginning of his name and the “ending” letter in his own name.
Other variations:

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

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

or ending sounds.

49
Section Three: Kinesthetic and Tactile Perception
Although the reading process does not normally incorporate the
kinesthetic (muscle sense) or tactile (touch) process, the young
child is able to increase his other perceptions by using these two
senses.

The child learns to associate what he sees and hears with what he
feels and touches. It is professed by many experts that perception
of more abstract symbols (shapes and letters) is best gained by
using intersensory learning. By incorporating the sense of touch
and muscle sense with visual and auditory stimuli, the child finds
it easier to learn important concepts.
Specific training to develop increased kinesthetic and tactile
perception will make learning much easier and enjoyable for your
child. It will also assist your child to develop a heightened
awareness.

50
TOUCH THAT OBJECT!

Skill: KT.1.

Blindfold the child or have the child close his eyes. child Can the
identify the following items through touch?
Same items: a block, a cup, a rubber ball, a small book, and a
pencil.

FOOD TOUCHING

Activity: KT.l.l.
Objective: Ability to identify common objects through
touch.
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 could
also be constructed in place of the blindfold. The feel box can be
constructed by covering the bottom portion of a cardboard gallon
milk carton with the top portion of an old sock. The child should
be able to put his hand in the container without seeing the items.
Have the child feel each object and then name it.

Example:

Staple or glue to
Milk carton

Milk carton or sh
erbet_
plastic

Container
Variation:

Use a plain paper bag in place of the box and other familiar
objects found in the home.
Second variation:

Give the child the following materials and ask, “Do these feel the
same or different.”

Sample items: a piece of cotton, a piece of felt, a pencil, a

spoon, a fork, etc.
Third variation:

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

etc.
51
TOUCH SHAPES

Activity: KT.l.2.
Objective: Ability to notice similarities and
differences of shapes through touch.
Materials required: Poster board, aquarium gravel or sand, glue.
Procedure:

Prepare a large board, divided into six squares, with different

shapes drawn on each square. Glue aquarium gravel or sand on the
shapes. When dry, shake away the excess material. Prepare six
smaller shape cards which match each shape of the larger card.
Blindfold the child. Have him feel one of the smaller cards and
then find the matching shape on the larger card. He may be directed
to place the smaller card on top of the matching shape. He may then
peek to see if he is correct.
Variation:

Following the same procedure, the parent may substitute large

letters on squares of paper and outline each letter with glue
and sand.

52
Section Four: Perceptual Motor Skills
Motor skills incorporate all other perceptual abilities. The
ability of a child to move with his total body or a part of his
body in a certain way, requires a certain kind of perception.

The child must learn to perceive and interpret the visual,

auditory, kinesthetic and tactile (see, hear, and touch) stimuli
found in his surroundings. He must be aware of the part his own
body plays in relation to his world.
He must learn to perceive his own movement as well as the movement
of objects and correlate the two. He must learn to judge such
attributes as speed, distance, height and other spatial relations.

53
OBSTACLE COURSE

Skill: Movement through an obstacle course

PM. 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 move
easily at a brisk walk or run through the course without tripping or
bumping?

OVER THE CHAIR

Activity: PM. 1. 1.

Objective: Ability to move about easily without tripping

or bumping.
Materials required: Available chairs, small tables and other
furniture
Procedure:

Set up an obstacle course in the room using tables, chairs, etc. Put a
tape path on the floor for the child to follow or you can give him
verbal directions. On the first trails, set up the course with no
intersections. After the child has mastered the course, then insert
more intersections. As the child goes through the course, identify
various concepts (step over, go around, etc.).

CLAP TO MUSIC

Skill: Clapping to patterns

PM.2.

Can the child clap his hands rhythmically to music? Can the child march
in rhythm with marching music? Can the child swing his arms back and
forth rhythmically to music?

54
IF YOUR HAPPY PM.2.1 .

Activity:

Objective: Ability to move about following a beat or

rhythm.
Materials required: “If You’re Happy and You Know It” Song, open
space.
Procedure:

Using the song, “If You’re Happy and You Know It,” have the child
sing along and follow the directions of each verse.
Song: If you’re happy and you know it clap your hands (clap, clap),
If you’re happy and you know it clap your hands (clap, clap), If
you’re happy and you know it then your face will surely show it, if
you’re happy and you know it clap your hands (clap, clap).
Other verses include: stomp your feet, nod your head, blink your
eyes, 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 above
the ground? Can the child hop forward like a rabbit with both feet?
Can the child run smoothly with arms swinging freely in an
alternating back and forth motion? Can the child smoothly start or
stop 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 concrete

surface. Have the child hop through the court.
55
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 stop
quickly?

Tell the child that you will blow a whistle. When he hears the
whistle, 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 the
music begins the child should start again, moving in rhythm with
the music.

Second variation:

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

56
NAME THAT PART

Activity: PM.3.4.

Objective: Child is able to name body parts. -:

Materials required: None

Procedure:

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 your
hands on your head.” If the child follows your direction without
Simon’s direction, he is out of the game.
Second Variation:

Add directionality to the game. This can be accomplished by adding

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

57