Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
E-05 Communication
E1- Act out a rhyme and have the students sing/say it when they guess what it is.
E2- Arrange for adults or other students to visit your classroom. Have students exchange greetings with the visitor. Puppets can also be used.
E3- Ask questions which pertain to announcements made over the public address system.
E4- Ask student to respond to the 5 basic ‘w’ questions (who, what, when, where, and why) after completing an activity or hearing an announcement.
E6- Ask students questions which require yes or no answers. Questions can also be about categories– things that fly, for example: ‘Does a bird fly?’, ‘Does a T.V. fly?’
E7- Ask the student to list 3-5 items in a category (fruits, drinks). If student strays off the topic or interjects inappropriate comments, say ‘That’s not what we’re talking about. We’re talking about . . . . We can talk about that later.’
E8- Ask the student to tell only one simple thing about a picture while maintaining phonation. Have student repeat process several times verbalizing a different aspect each time. Have student then combine all his remarks.
E10- Begin each activity by saying ‘Watch me.’ Move your hand to your face. Reinforce student as soon as he attends to you. Repeat statement, gesture, and reinforcement as needed.
E11- Check the student’s oral comprehension by asking questions on information given during the morning class report time. Questions on the school cafeteria menu, the weather, and any specific information shared would be appropriate.
E12- Choose a student to act out an activity. Establish the steps with the student. Have the student perform the activity.
E14- Choose pictures that appeal to students. Let students choose one picture to describe to class. Place pictures on chalk tray and let volunteers describe a picture. The class tries to locate it.
E16- Collect old magazines and papers. Have students find pictures of items with the sibilant sounds. Paste the pictures on pieces of art paper. Have them read the list to the class to check.
E18- Create an original ‘doodle’ on a piece of paper at your desk. While drawing give directions to the class so each student can draw the same ‘doodle’ on a piece of paper at his/her desk.
E20- Decide on an item for the class members to sell. List all the details which would make the item appealing to buy. Write a commercial jingle for it. Tape it with appropriate music. Play the commercial over the school intercom. Supervisor approval suggested.
E21- Demonstrate and/or explain various forms of secondary behaviors. Help student identify any secondary behaviors he/she uses that would cause distortion of his/her fluency.
E22- Describe and point to articulators and phonators on ‘speech helper’ illustrations. Have student identify speech helpers and their particular user.
E23- Determine a process for establishing fluent conversation. Teach student how to control dysfluencies in free conversation. Give examples and explain. Tape record or videotape for maximum effectiveness.
E25- Direct student to retell the activities which occurred in a television show.
E28- Divide students into pairs. Give each pair blindfold, 30 cotton balls, spatula, and foil or paper pan/plate. Blindfold one partner who becomes the scooper. The second partner has 1 minute to give directions to the scooper to locate cotton balls and scoop into plate with spatula.
E30- Do 3 activities such as clap hands, stomp foot, pat shoulder. Have the student repeat the three activities. The student may do this with eyes closed if teacher uses activities that make sounds such as claps, knocks, taps, etc.
E33- Establish criteria for desired behavior. Demonstrate and/or explain conditions necessary to achieve passing criterion to students. Use large cup and plastic tokens for reinforcement. Reward student for sitting in seat without extraneous movement.
E34- Establish rules for turn-taking. Play games where students must take turns.
E35- Explain rules for reinforcement. Teach student to establish eye contact. Use reward valued by student. Use time out or negative reinforcement if behavior is unacceptable. Supervisor approval suggested.
E36- Explain the use of titles to student and provide examples. Worksheets would aid written understanding of usage and spelling, punctuation, etc. Casual meetings with adults during session would provide spontaneous practice in title use.
E37- Face away from a mirror, both you and the student. State a word with the desired vowel sound. Have the student say it also. Have the student quickly turn toward the mirror to see if the configuration is correct.
E39- Focus training on question-asking skills, forms of clarification, and questioning without interrupting. List subjects for discussions.
E43- Give a student a tape recorder to use for 15 min. Have the student walk around the school taping various sounds. Play the tape for the class and have them name the sources of the sounds. The student who gets the most answers gets a chance to do the taping next week.
E44- Give each student a card on which is written a command such as ‘Go to the door.’ Call on a student to say’ May I’ and then give command. If he/she speaks correctly, allow them to carry out their direction.
E45- Give each student a chance to describe his/her favorite part of a television program.
E46- Give each student a set of 3×5 cards with vowels on them. Read words containing one vowel sound and have students hold up the correct card.
E47- Give each student a situational picture depicting an emotion for him/her to identify.
E48- Give one letter sound to each group of students. As you say a word with that sound, have that group pat their heads. Continue saying words until all groups are involved. Each group then stops patting as they hear another word with that sound, until all groups are quiet again.
E49- Give student a 3-car train. Show pictures with the target sound. Have student place those with sound in initial position in engine, medial position in middle car, final position in caboose.
E50- Give student a simple verbal message along with a written note to take to a teacher. The receiving teacher listens to message, reads note and indicates whether or not verbal message was correct.
E52- Give students 3 words with a consonant vowel consonant pattern. Two words are the same and one has a different short vowel sound. The students tell which word is different.
E53- Give students a choice of rhythm band instruments. Then give a word orally and have the student repeat the word aloud, sounding the instrument once for each syllable.
E54- Give students a consonant sound. Have them name all the action words they can that start with that sound. For example, r–run, read, race, row, ride, rake, etc. Have them act out some of their words.
E55- Give students a group of 3 or 4 words that have the same consonant sound, but not in the same position. Ask students to tell which consonant they hear in all words.
E56- Give students a list of words that would fit into 2 or more categories, such as things to wear and things to eat. Students are instructed to underline things to eat and circle things to wear. Different categories and lists may be used.
E60- Have a group of students sit on chairs side by side. Have a small box of blocks next to the chairs. Have an empty box in the front of the room. One at a time, each student is to take a block from box, walk to the empty box, put it in, walk back to chair, and sit.
E61- Have a relay-type race. Each student runs to a point in the classroom where there is a pile of alphabet cards. He picks one up, shows it to the class, and shouts out the letter. He then returns to the starting point and taps the next student. If the student does not identify the letter, he must find one he does know.
E62- Have a selection of items available that a student can wear. Have a student select one of the items and then put it on. The other students give him/her compliments.
E63- Have a student be a reporter. Using a microphone, ask questions about a story the students have just heard.
E64- Have a student tape record a series of words that contain the hissing sound. Then have the student play back the tape to hear the sound. Card readers can be used also. If the tape player has a treble tone control, turn it to a higher level.
E66- Have objects relevant to student’s daily existence available. Hold object next to your mouth; overly exaggerate object’s name. Present five similar objects, then stop and review. Have student imitate your productions, then name them without prompts.
E67- Have one student be it. Other students stand in a line side by side. When teacher says ‘go,’ ‘it’ walks down line and stops when teacher says stop. Student turns and exchanges greeting with student facing him. Teacher says ‘go,’ students exchange farewells and ‘it’ goes to end of line.
E68- Have one student divide the item/items to be shared. Have the other student/students select their share first. The person who divided the item/items gets what is left.
E69- Have one student sit with his/her back toward you. Make a sound such as bouncing a ball, snapping fingers, taping glass, etc. Have the student turn around and produce the same sound.
E70- Have student begin reading with review of therapeutic strategies. The first step would be to read one word at a time until criterion is met, then two words, etc. If student fails to pass criteria, stop and review strategies and move to easier step.
E71- Have student compose phrases then repeat them. If established criteria is met, have student review his success, then move up to next step.
E72- Have student continue on task as others who have completed assignments go to work or play areas, particularly ones which create noise. Condition the class to this by allowing the quieter activities first and working up to reading together or jumping rope.
E73- Have student initiate calls to obtain information. Remind student how to maintain fluency and how to compensate if fluency breaks down.
E74- Have student initiate use of free-formed sentences following established criteria and using self-evaluative skills for maintaining fluency. Tape record and/or videotape therapy sessions for maximum effectiveness.
E75- Have student leave room. Then hide device which is producing a sound. When student returns, have he/she locate the device.
E77- Have student read one complete sentence, then move to 2 then 3, etc. Go slowly, review successful techniques, repeat if necessary.
E78- Have student read while holding a green sign that says ‘go.’ When student comes to a period, etc. have student pick up the red stop sign and pause for a second or two. Student then puts stop sign down and picks up green sign. Eventually phase out.
E79- Have student repeat after you names of objects in the room which have the vowel sound he/she is studying.
E80- Have student repeat simple rhythmic patterns you make on drum, box, triangles, tone blocks and musical bells. These can also be varied in soft and loud tones.
E81- Have student review techniques for successful production before beginning. Breathing and/or relaxation exercises would be very beneficial as warm-up. Be sure student knows criteria for pass/fail. Continue with therapy.
E82- Have student select reading material. After the student is able to read single sentences successfully, ask him/her to read groups of sentences or short paragraphs. If desired, the student can use a tape recorder.
E83- Have student unscramble words containing laterals and correctly articulate them in a sentence.
E84- Have student use a mirror to aid correct production and provide visual feedback. Student will discriminate sound and imitate your model of plosive phoneme.
E85- Have student use a mirror to aid correct production and provide visual feedback. Student will discriminate sound and imitate your model.
E86- Have student use a mirror to aid correct production and provide visual feedback. Student will discriminate sound and imitate your model. If possible, use mime make-up for this activity.
E87- Have student use a mirror to aid correct production and provide visual feedback. Student will discriminate sound and imitate your model. Wear various hats to vary the activity.
E88- Have student use a mirror to aid production and provide visual feedback. Student will discriminate sound and imitate your model. Try to find a variety of mirrors to vary the routine.
E89- Have students carry a daily reporting card. Hourly or half-day grades can be given. Students are required to carry the card at all times.
E90- Have students clap for each vowel sound in a word. This will indicate the number of syllables in a word.
E91- Have students classify science (or other subject area) vocabulary into categories based on specified characteristics. Have students write the concepts for each vocabulary word into sentences being sure to include the vocabulary word.
E92- Have students construct pictographs to record and compare experimental data.
E96- Have students respond with ‘Pass Me’ when they are unable to correctly answer a question. Be sure to come back to the student later with another question.
E97- Have students select words with a long or short vowel from a selection which was read to the class. Put the words in two columns on the chalkboard. The first column is for words with short vowels, the other one is for long vowels.
E98- Have students send postcards to family members living in their home. Suggested topics are things which happened or will be happening in school.
E99- Have students sign long and short vowels when learning new vocabulary or spelling words. Have students imitate, then do it on their own.
E101- Have students stand in a line, side by side. One student is ‘it! Have him walk behind the students. Have him choose a student, lightly touch him on the shoulder, and say ‘Excuse me, please’. This student turns around and does the same activity. If student does not say correct words, second student does not turn around.
E102- Have students stand side by side in a line at one end of the room. Give each student a word. If student can correctly name how many syllables are in the word, he may take that number of steps forward. The first student across wins finish line.
E103- Have students think of one job in the classroom which they can do well. Have them write their abilities in detail. Role-play an interview. Ask yes/no questions based on the written information.
E105- Have students watch a selected TV show or movie, then discuss the feelings and emotions observed in various characters.
E110- Help each student make a ‘story about me’ booklet. Include information about major facts–what makes me happy, what makes me sad, what I love, what I hate. Encourage students to share their booklets with one another.
E113- Hold a 15 min. Talking Time each morning. Give each student 2 min. to tell what he/she did last night. Then have the next child give a summary of the preceding student’s talk before he/she begins.
E114- Instruct a student to draw a pair of cards from a deck of Old Maid cards, label them as ‘same’ or ‘different,’ and explain his/her reasoning. Continue, taking turns. When it’s your turn, make some mistakes to keep students on their toes.
E115- Instruct student by demonstration on story-telling process. Techniques for fluency should be reviewed, criteria established, and self-evaluative procedures stressed.
E116- Instruct student in correct use of telephone conversations. Simple questions to gain information can be formulated and rehearsed during therapy. Student will initiate contact by phone in order to gain information.
E117- Instruct student in fricative identification. Have student listen to a tape of students talking. Have the student identify the phonemes which are fricatives.
E118- Instruct student in identification of glides. Present various phonemes. Have student listen, discriminate and identify correct production of glide phonemes.
E119- Instruct student in identification of nasal sounds. Tape a conversation between you and the student. Play back the tape and have the student identify the phonemes which have a nasal sound.
E120- Instruct student in identification of semi-vowels. Present various phonemes with semi-vowels. Have student state words which have semi-vowels in them.
E121- Instruct student in identification of types of blends. Present student with various phonemes and blends. Have student identify pictures which have the sounds of blends in them. The students are to say the names of the pictures.
E122- Instruct student in plosive identification. Have student listen to a recording and identify the correct production of plosive phonemes.
E123- Instruct student in sibilant identification. Present various phonemes. Have the student listen to a recording and identify the correct production of sibilant phonemes.
E124- Instruct student to continue conversing amidst competing stimuli, maintain eye contact, and participate in conversation. Auditory figure-ground tapes attend to speaker/speakers. He/she will then be able to appropriately comment, respond.
E125- Instruct students in rules of conversation: participation and turn- taking Give students a chance to initiate a conversation. Other students will respond and participate appropriately.
E126- Label and display materials to be used in an art activity, i.e., paint brushes, watercolors, paper, pencils. Review materials before and after the activity by asking students to point to specific items.
E127- Label shoe boxes with letters. Students insert the appropriate letter card into a slit in a the lids of the boxes.
E128- Laminate index cards and cut in puzzle form. Print two identical letters on each side. Place half the cards on the floor and give the student the other half. Student takes the top card and matches it to the correct card on the floor
E130- Make a large poster board circle and divide it into thirds. Color 1/3 red, 1/3 yellow, 1/3 green and attach a pointer to the middle. Teach students to look at this during work time. If the pointer is on yellow, they get materials ready for work; green means work on task; and red means stop working and give the teacher your work.
E132- Make happy and sad faces and tape to tongue depressors, one pair per student. Encourage students to pick the face which best describes their feelings at various times during the day or during a group discussion of feelings/behaviors.
E133- Make rows of shapes on the chalkboard. Make shapes out of felt pieces and glue a magnet onto the back of each. Have students place the felt shapes in the rows they match.
E134- Make up couplets about daily activities, repeating them several times daily. Given the first line, the students will sing back the second line. Ex: Talking in line / is not so fine; When through the halls we walk / we do not need to talk.
E136- Obtain Teletrainer from phone company. Have students take turns calling and answering. Situations: asking for a date, get-well call, information, inquiry, also have students invent situations.
E138- Physically prompt the student to turn toward such visual stimuli as faces of dolls and colored geometric shapes presented in his/her range of vision. Gradually eliminate the physical prompt, and reinforce correct behavior.
E140- Place a number of objects on desk with only two alike. Have student find the two which are the same or give him/her one object and let him/her find one like it.
E142- Place cards with blends and digraphs around the room, naming various items in the room. Give students paper to take on a scavenger hunt. Have them locate the cards and write the words on paper in two lists: blends or digraphs.
E144- Play ‘I Need/I Want’ to encourage students to express needs. Example: I need food to eat, and I want candy. I need something to drink, and I want milk.
E145- Play ‘Let’s do a show’. Have class sing songs and rhymes which they have learned. Have students work in small groups for the presentation.
E146- Play ‘Mother May I?’. Agree on signals (scissors motion for scissor- step, etc). ‘Mother’ calls on a player and signals player to move. Player asks ‘Mother May I?’; Mother nods or shakes her head. First player to reach Mother wins.
E147- Play a game similar to ‘Simon Says.’ Instead of stating an activity, have students imitate a facial expression of emotion.
E148- Play background music. Read a sentence to the students. Include a nonsense word. Have student state the nonsense word and restate the sentence as it should be.
E149- Play charades after student’s know several nursery rhymes or stories Have them recall and act out the basic plot using only non-speech sounds.
E150- Play game which requires student to watch the speaker’s mouth as he talks softly. Have students repeat what he says.
E152- Play rhythm and activity records. Have students carry out first the oral directions and then respond to the stimulus only.
E153- Play the game ‘Open the Door, walk around the room, find me a math book, put your hand on your head and skip to my desk and back. Begin with one direction and build up.
E154- Point to a student while saying the students name followed by ‘is’. Shake your head and say ‘not’. Name an action while modeling the action. Prompt another student to repeat your verbalizations and actions. Gradually fade cues.
E155- Post a ‘word of the day’ each morning. Develop a routine of using the word 1-3 times daily randomly infused into group instruction or discussion. Instruct students to signal they have remembered, listened, and heard the word.
E156- Prepare 4-inch paper circles as baseballs. On these print endings such as ‘an’ or ‘at’. Cut a window in the side of the ball. Cut a strip of paper in the shape of a bat and print several consonants on the bat. The bat is pulled through the window; words are read.
E157- Prepare a mixed list of voiced and voiceless sounds. Divide class into two groups. Assign one group the voiced sounds, the other group the voiceless sounds. As you say a word, have the appropriate group echo it back.
E158- Prepare cards with nouns, verbs, adjectives, adverbs, articles, and, prepositions. Also prepare some blank cards. Have students form sentences with the cards.
E159- Prepare cards with small pictures of items with various vowel combinations. Pass out all cards. Have each student take a turn and identify main vowel sound. Construct a word by supplying the consonants heard.
E160- Prepare or purchase cards with specified vowel sounds. Deal cards to all players. The first player draws a card from player to his right. He puts down pair of cards that have the same vowel sound.
E161- Prepare or use commercially made groups of words or sentences. State a word or sentence and have student repeat it back to you correctly. Begin with two word sentences and build up as the ability increases. (Even 10 to 12.)
E163- Prepare Xeroxed copy of a passage from the textbook. Underline certain key words or phrases. Prepare a matching item test where the answers are the underlined words in the text. Have students take the test, using the Xeroxed copies of the text.
E164- Present a group with questions and require that points are to be earned only if student waits to be acknowledged before answering. If desired, points can be lost when answers are given out of turn.
E165- Present student with commands beginning with 1-stage, then 2-stage directions. Directions may be as simple as those in ‘Simon says’ or those which require execution in sequence. A time limit may be set to accomplish complex tasks.
E166- Present student with various phonemes. Have student identify correct or incorrect target phoneme. Train student in identification and then present stimuli from behind barrier so student receives only auditory stimulation.
E167- Present the designated sound and dictate words containing it. Then give student a worksheet with practice sentences. Have students underline the dictated words.
E168- Print 2 and 3 letter blends on the chalkboard. Student throws a bean bag at the chalkboard. When he/she hits a blend, he/she gives a word that starts with that blend.
E169- Print consonant blends and digraphs on small cards. Make a list of words using them. Place cards in front of student or group. Say a word from list and have student point to or call out the correct beginning and whether it is a blend or digraph.
E171- Produce a word containing target sound. Student identifies position of sound as initial, medial, or final.
E174- Provide model phonemes for student using a mirror to aid in obtaining close approximations and to provide visual feedback. Phonetic placement will be provided if necessary. Give student positive reinforcement if sound approximates model.
E175- Provide student with a ‘help’ card. Have the student place this card on his/her desk when he/she needs assistance.
E176- Put words on chalkboard and cover them individually. Students are given alphabet letters. Uncover word for 3-5 seconds. Students look at word and try to memorize it. Recover word. Have students spell it, using the letters. Correctly spelled words earn a point.
E178- Read a list of words with long and short vowels. If the word has a long vowel sound, have students put thumbs up; if short, thumbs down. Use same list to make cards to sort into piles of long and short vowel sounds.
E179- Read a selection to student containing several words with blends. Each time student hears a word with the blend he raises his hand and repeats it.
E180- Read a selection to the student containing words with the vowel sound correctly, and incorrectly articulated. Student states the correct sound.
E181- Record various home and environmental sounds. Give student a series of pictures. Play the tape. When sound is heard, have student hold up picture that identifies sound.
E182- Review name or function of each object. Then present the student with two or more objects. Ask questions which refer to the function of one of the objects. Examples: Which one rolls? Which one would you use to write a letter?
E183- Save greeting cards. Select ones with pictures which can be described. Mount pictures on poster board. Students select a picture to describe. The responses can be taped.
E184- Say a nonsense syllable using letters with a nasal sound correctly articulated and incorrectly articulated. Student selects and says the correct production.
E185- Select categories to be reviewed. Use pictures or words to label containers for categories. Describe a food, animal, or other item on small cards. Use items from the categories. Do not name the item but provide enough information so the students can make the identification. Have student place the description into the correct container.
E187- Set up a class newsroom. Assign students to become ‘anchor people’ for the following areas: news (national), news (local), weather, sports, and special interests. Set aside 10 minutes for students to ‘Report the News’ to each other.
E188- Sit facing student on same size chair so knees touch. Engage student in a short activity. Praise for sitting properly, put gentle pressure on his/ her shoulder and say ‘No, sit’, if he/she tries to leave.
E189- Stand by door with student ‘greeter’ (one of our classroom jobs). Greet each student and have greeter do the same. (Reverse for dismissal). Gradually move away from greeter each day until he/she can do this independently.
E190- State a word to student. Student determines if the word contains the target sound and responds yes/no.
E191- Stress to students that is easier to hear sounds if they watch the mouth of the speaker. This helps them to block out background sounds. This is a good practice for students to follow when they are integrated into a regular classroom.
E192- Structure therapy sessions by identifying student’s dysfluencies. Gradually turn sessions over to student and have him/her assess own speech. Allow student to select specific dysfunction to work on.
E193- Take a field trip with a tape recorder. Tape the sounds heard on the trip. Have students listen and categorize the sounds into machines, animals, nature, music or other categories. A tape recorder can be given to students for recording sounds at home or on a family trip.
E194- Take students on a walk around the block or the school property. Have them listen to the different sounds they hear. Take a tape recorder to record the sounds to use in other lessons.
E197- Teach the song ‘Are you Sleeping?’, substituting teacher’s name for ‘Brother John.’ Ask the student to sing the song. When done correctly, substitute different verbs and fade the melody.
E198- Teach the song ‘Where Is Thumbkin?’. Tell students to go to different parts of the room. Sing the song, substituting the student’s names for ‘Thumbkin’. Prompt each student to answer ‘Here I am’. Have students take turns asking the question.
E202- Train student to identify own dysfluencies, to breathe properly and to practice relaxation exercises before beginning the session. Ask student to bring in photographs from home. Have student describe or name the elements in the photographs.
E204- Use a facial expression that depicts a certain emotion for students to identify. Ask students to show how they would look or sound if they felt that way.
E205- Use a holiday picture. Have student name words in the picture maintaining correct articulation.
E207- Use a mirror and model facial expressions for a student to imitate. (Student must understand reasons and rules for objective.) Approximations may be accepted. A token system of modification may be employed.
E208- Use a mirror large enough to reflect your student’s face and yours. Take turns saying words with various phonemes, including glides. Then, you or the student should say the same word, looking in the mirror to be sure the configuration is the same and is correct.
E209- Use a small toy as ‘speaker’s pet’. Only the student or teacher in charge of the pet may speak. Hands must be raised and the ‘pet’ given to a student who wishes to speak.
E210- Use a sounding device, such as a bell or whistle, to get the attention of the class. This is a signal that a change in activity will occur.
E211- Use a story starter. Have the student finish the story.
E212- Use a tape player or videotape to aid student in learning to identify the types of behavior he/she exhibits.
E213- Use a tape player to tape samples of student’s conversation and reading. Play tape for student and help student identify own dysfluencies. Then make goals and objectives together based on information gained from sample.
E215- Use an empty M&M candy bag, 2 candy dishes, and colored paper. Cut paper M&Ms out of colored paper. Label each M&M with a short or long vowel word. Put M&Ms in empty M&M candy bag. Label dishes long and short. Have students put M&Ms in correct candy dish.
E216- Use crown and cloak from dress-up box to play ‘Message for the Queen/King’. Student messenger repeats teacher’s command message aloud to the loyal subjects (students). Subjects say ‘aye’ and obey the command.
E217- Use materials designed for auditory discrimination, auditory memory, critical thinking activities, etc. Present student with questions which require yes/no response.
E218- Use pictures from a picture file. Have the student select one for the topic of a paragraph. Student writes about the action or describes what is in the picture.
E219- Use records of nursery rhymes. Have students follow along; then have student repeat rhymes.
E220- Use simple 2-3 segmented directions. Have student repeat each part, then entire sequence before beginning assignment. Prompt as necessary. ‘What comes first? Next? Last?’
E221- Use sound effects, rhythm band, or noise makers to encourage students to make sounds or gestures when key words are said.
E222- Use tapes and pictures of familiar sounds. Record sounds with which the students are familiar. Take photographs for the items recorded.
E223- Use the game ‘I see something’ or ‘I’m thinking of something’ to describe some item. Have students guess what the item is.
E224- Use toy telephones (2). Call student and act the part of self, parent, sibling, police officer. Older students may be able to do this with each other. Discuss situations first as to what to say, what might be asked/ answered.
E226- Using a xylophone, or other musical instrument, play a pattern of 3 notes. have student repeat the pattern.
E228- Walk noisily, then on tiptoes, then rapidly, then slowly. Talking in a loud voice, then in a quiet voice. Help students to recognize sounds as varying units of loud, fast, high, low, etc.
E229- Write down a sequence of events from a story you have read to the class. Ask them to number the events in the order in which they happened.
