This is the Cochlear™ promise to you. As the global leader in hearing solutions, Cochlear is dedicated to bringing the gift of sound to people all over the world. With our hearing solutions, Cochlear has reconnected over 250,000 cochlear implant and Baha® users to their families, friends and communities in more than 100 countries. Along with the industry’s largest investment in research and development, we continue to partner with leading international Speech Sounds:Vowels researchers and hearing professionals, ensuring that we are at the forefront in the science of hearing. A Guide for Parents and Professionals For the person with hearing loss receiving any one of the Cochlear hearing solutions, our commitment is that for the rest of your life in English and Spanish we will be here to support you Hear now. And always Ideas compiled by CASTLE staff, Department of Otolaryngology
As your partner in hearing for life, Cochlear believes it is important that you understand University of North Carolina — Chapel Hill not only the benefits, but also the potential risks associated with any cochlear implant.
You should talk to your hearing healthcare provider about who is a candidate for cochlear implantation. Before any cochlear implant surgery, it is important to talk to your doctor about CDC guidelines for pre-surgical vaccinations. Cochlear implants are contraindicated for patients with lesions of the auditory nerve, active ear infections or active disease of the middle ear.
Cochlear implantation is a surgical procedure, and carries with it the risks typical for surgery. You may lose residual hearing in the implanted ear. Electrical stimulation may result in some side effects, including ringing in the ear, stimulation of the facial nerve; in rare cases this may cause pain. Though rare, it is possible that additional surgery may be required at some point to resolve complications with a cochlear implant.
For complete information about risks and benefits of cochlear implantation, please refer to the Nucleus® Package Insert (available at www.CochlearAmericas.com/NucleusIndications).
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FUN1322 ISS1 JUL11 1 ̐ SPEECH SOUNDS VOWELS Introduction
/ way) in the/ way) English language I s
/ boy, /e / boy, I Ə earch Say earch s / eye, /au/ how, / / eye, /au/ how, ! What the Re What Research shows that vowel development improves drastically during the first year cochlear of implantation. A case study Ertmer by (2001) investigated the formant structures a congenitally of deaf speech child’s before and after the child received a cochlear implant at nineteen months age.of This case-study revealed that after one year cochlear of implant use, she was using the majority the of English vowels. Although takes it the hearing child twenty-four thirty-six to months to produce all the of English vowels, important is it remember to that motor skills are also developing at this time. Inthe United States, most children do not receive a cochlear implant prior twelve to months age. of Therefore a child who receives a cochlear implant in the United States will have more mature motor abilities and should be able produce to most the of vowels in the English language twelve eighteen to months after receiving a cochlear implant. Red (See Flags) diphthongs (/a phrases that emphasize a vowel or suprasegmental pattern will expedite the listening child’s and spoken language development. determine differing accents such as ones you hear in Great Britain, Australia and Texas. With the use cochlear of implants, children with profound hearing loss can and do develop natural-sounding speech as well as these regional accents. Vowels are also the first ways that children use spoken language. Correct productions vowels of can represent “Accurate first for “go”). words /o/ (i.e. vowel productions can help listeners assign meaning vocalizations to in the early stages speech of development. The ability convey meaning to soon after implantation may be highly motivating and encourage active language learning in young implanted (Ertmer, children.” 2010) Children without a hearing loss typically develop all their of vowels within 36 months to age. of Because24 children with hearing impairment who are learning spoken language through listening are typically twelve months ageof or older at cochlear implantation, they will have more mature motor abilities. Therefore imperative is it that they develop most the of vowels and all the of suprasegmental patterns within the first year listening. of Red Before(See Flags) the use cochlear of implants, Doreen Pollack (Educational Audiology for the Limited-Hearing Infant and Preschooler, and 194) p. Daniel Ling (Ling Speech were Cards) recommending the importance developing of vowels with age appropriate activities through vowel bombardment. Although we know that today’s cochlear implant user has full exposure the to frequencies forall vowels, this technique acousticallyof bombarding a child with a vowel still is appropriate. FDA guidelines indicate children who are deaf cannot receive a cochlear implant before the age one. of This has them already delayed in speech and language Showering acquisition a year. by the child with words, songs, and
has been used / dog, unstressed /a/, / big, /i/ and see) four Ə ! s for consonants, a guide / red, / Ҵ Speech Sounds publication Speech Sounds by ™
Speech Sounds Guide? s and Vowel and s is a crucial is step in habilitation for children with * e Thi e s egmental s / up, /a/ hot, /er/ bird/mother, /ae/ cat, bird/mother, / /a/ hot,/ up, /er/ ^ Auditory Bombardment is a technique in which the individual is provided with repeated, systematic exposure phonological to targets. / hearing loss. This guide can be used for ‘vowel the of week’ in a therapeutic setting and at home. It provides ideas for words, songs, books, activities and common phrases be to used with a child who an is early For listener. children who are late identified, these activities can be adapted the to agechild’s and developmental level. It important is state to that these are activities that will promote the caregiver use to the vowels in a meaningful It not is expectedway. that the child will imitate the caregiver. However, once a child has been exposed the to vowel for approximately two weeks, the childshould begin use to in it their babble. It should also be noted that the word lists developed for this guide are based on Standard or General American English, used most by media in the United States. However, attempts were made account to for dialectical differences. The Importance of The Importance Supra The suprasegmental patterns intensity duration and of (volume), (rate), pitch give us the quality our of speech and play an important role in our communication. Suprasegmentals allow vary us to the meaning our of message without changing the words putting by stress on different words and conveying emotion in what we are saying. Children learn at a very youngthe age if speaker angry is or happy simply from the person’s volume and intonation. For example, the phrase “Go get it” can be produced as a simple request or as a forceful command varying by the rate, pitch, and volume while saying it. So even the if listener doesn’t understand all theof words spoken they can determine the emotion the of message. Similarly, the phrase seen “You’ve that” can be interpreted numerous ways depending on which word given is stress or rising intonation (“YOU”VE that” SEEN seen seen “You’ve or “You’ve THAT?”). that”, Without the appropriate use suprasegmentals of the voice can sound flat which can affect socialization in the hearing world as well as cause miscommunication intended of meaning. The thirteen vowels shoe, (/u/ /U/ book, boat, / /o/ This guide was modeled after that was developed Nancy by Caleffe-Schenck and Dian Baker and first published Cochlear by Americas in 2007. tensby thousands of professionals of and parents children of with hearing loss in the United States and around the world.This new guide covering vowels borrows heavily from the methodology and approach developed and presented Nancy by Caleffe-Schenck and We Dian Baker. acknowledge their work and its importance this latest to resource. U How Do I This program was designed be to used professionals by and caregivers prior the to Cochlear Nancy Caleffe-Schenck and Dian Baker. Auditory Bombardment * Introduction s s ional ss Vowel and Profe and s s ity s
s s
" er ty" ir hoe" Unithoe" A Guide for Parent for Guide A ee" Unit ee" s s in "cow" Unit in "cow" h Introduction h Vowel egmental: Pitch egmental: Duration egmental: Inten in "boy" Unit in Unit "cat" in "und in "bye" Unit in "bye" in "way" Unit in "d in "go" Unit in "go" s in "book" Unit in "up" Unit in "up" in "big" Unit in "bed" Unit s s s in " in "dog" Unit s s in "father" Unit s s h Vowel s s s ite Reference ite s s in " s s s s s s s s s s / a / a / a / a / a / a / a / a / a / a / a I I I ޝ Ҵ Ə Ə ݹ ݺ I æ ^ / /O/ a /O/ / a /a/ / / Supra a /u/ / Unidad como en /u/ "Tú" como en "Ojo" Unidad /o/ Unidad como /a/ en "Mamá" Unidad /E/ como en "Tren" Unidad /i/ como en "Sí" / / Supra Supra /au/ a /au/ / /i/ a /a / /e
23 13 15 21 17 19 7 11 9 43 45 47 49 51 25 27 3 5 37 39 33 35 31 29 Web Spani Engli Introduction Introduction Spani
Speech Sounds: 3-40 53 41-42 1-2 43-52 43-52 Introduction SPEECH SOUNDS VOWELS ̐ 2 share their knowledge with us. us. with knowledge their share to continue who Panciera Kim and Walker, Beth Whitfield Beth Wilson, Kathryn Todd Houston, Brown, Carolyn mentors personal our to thank like would Simser. We Judy also and Estabrooks, Warren Caleffe-Schenck, Nancy Goldberg, Donald Pollack, Doreen Ling, to limited Daniel not but include, authors These is based. manual this which on bombardment, and production vowel on information published have who those thank We like to would document. into one assembled by being parents and to therapists helpful be can information this that hope We atCASTLE Special Thank ( skills. audition to building addition in planning motor to address therapy of speech type aspecialized requires apraxia with Achild weakness. of motor absence the in disorder planning is amotor This dyspraxia). verbal developmental of speech, apraxia developmental dyspraxia, to as referred frequently (also of speech apraxia childhood have may errors sound speech inconsistent and/or patterns, intonational abnormal distortions, vowel inconsistent and excessive demonstrates who A child dysfunction. oral-motor in specializes who Pathologist a Speech and/or Therapist Occupational to an referred be should impairments such with Typically children production. sound speech of accurate development slow for risk is athigh weakness muscle or tone low difficulties, feeding drooling, excessive as such impairments oral-motor displays who A child delays. motor or cognitive any and/or carryover, of home amount services, of intervention quality and level strategy, child’s mapping the as such investigated, be should factors impeding possible Other concern. for is cause there of words, approximations in sounds vowel of English variety awide producing accurately is not year one of atleast age implant acochlear if with achild Therefore, vowels. English most produces typically a year for input intensive received and implant acochlear worn has who achild that shown has Research Red Flag to them. presented vowels of the all to produce able be should to 3000Hz hearing has that achild Hz, 3000 is around vowels for F2 highest the Because /u/ sound. the to Hz identify 1200 and to Hz detect 500 approximately to hearing have must achild is 1170Hz; F2 therefore, and ‘moo’ is 430Hz in of F1 /u/ as example, to For F2. be must hearing avowel, to identify achild for order to In F1. hearing have must they (detect) avowel, hear to (F1 achild for &F2). order In formants vowel to the is areference there manual, of this page of top each the On another. from sound one identify us help that traits the us give that of energy bands are Formants What are formant Formant www.apraxia-kids.org s s
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the HOPE website, website, HOPE the on to view or cost, no for available are tools of these Many audiences. our of each for especially developed tools practice and resources, electronic and print opportunities, of training arange includes HOPE them. serve who professionals the and implants, cochlear with adults and children of (re)habilitationneeds the to initiated support was Program HOPE The The Cochlear ̐ ̐ ̐ ̐ Bibliography [email protected] information on the CASTLE program, please contact Hannah Eskridge at OPTION schools can be found at experience. CASTLE is a member of OPTION Schools. More information on in the field of deaf education through workshops, coaching and practicum participation sessions. We also provide training to professionals and students language groups, toddler classes, preschool classes, and auditory verbal parent intervention services to children and their families including "Mommy and Me" mission is to teach children who are deaf to listen and talk. We provide directthe Department of Otolaryngology/ Head and Neck Surgery. CASTLE’s of the University of North Carolina-Chapel Hill School of Medicine and Listening Enrichment (CASTLE) is a public-private partnership that is part The Carolyn J. Brown Center for the Acquisition of Spoken language Through The CASTLE Program ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ www.med.unc.edu/earandhearing/castle Illinois: Charles CThomas. Charles Illinois: Preschooler. and Infant Limited-Hearing for The Audiology (1997). N. D., &Caleffe-Schenck, D., Goldberg, Pollack, Edition. 2nd Practice, D. (2002). Ling, Professionals. W. (1994). Estabrooks, 44, Recipient. Implant of aVowel aYoung in (2001). System D.J. Cochlear Emergence Ertmer, And graduate students Katie Collins, B.A. and Jeanette Smoot, B.S. Smoot, Jeanette and B.A. Collins, Katie students graduate And CCC-SLP, MS, Thompson, Erin AVT Cert LSLS M.Ed. Poole, Sindy CCC-SLP MS, Kramer, Christine M.A. Hernandez-Casillas, Francisca MSP, CCC-SLP, Henderson, Lillian AVT Cert LSLS CCC-SLP, MS, Hancock, AVT Sandra Cert LSLS CCC-SLP, Ph.D., Evans, Maegan AVT Cert LSLS MSP, Eskridge, CCC-SLP,Hannah AVT Cert LSLS 803-813. Washington, D.C.: AG D.C.: Bell. Washington, Speech and the Hearing-Impaired Child: Theory and and Theory Child: Hearing-Impaired the and Speech www.CochlearAmericas.com/HOPE. ™ Journal of Speech, Language, and Hearing Research, Research, Hearing and Language, of Speech, Journal HOPEProgram Washington, D.C.: AG D.C.: Bell. Washington, or 919-419-1428 or on our website at Auditory-Verbal Therapy for Parents and and for Parents Therapy Auditory-Verbal
www.auditoryoralschools.com.
Educational Educational Springfield, Springfield,
For more
?? “Duration” Unit “Duration” ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ durations.. short and long contain that songs of examples afew just are These duration. varied of input for used be can song Any Song ̐ ̐ ̐ with Varied Duration: Learning to Li Hearing Needed to Identify or Use: below Hz 1000 Acoustic Information: then we stop (to the tune “Are (to tune stop Sleeping”) we you the then stop, we then running, running, running, running, running, running, hop, hop, hop, hop, hop, hop, walking, walking, walking, Walking, Bus the on Wheels You Sunshine My Are Worm Littlest The Hunt aBear on Going (akaTen Over) Roll Bed the in Baby Rockabye Away Go Rain Rain, WollyPolly Doodle TopOn of Spaghetti Mr. Sun Spider Itsy-Bitsy Pouring It’s Raining, It’s You’reIf You It and Know Happy (Elongate “fall”) Dumpty Humpty Edelweiss You aLassie Did See Ever BINGO Friends to Your Kind Be Web-Footed YouAre Sleeping Alouette elephant butterfly; bee; up,bumble up, up; shake; shake, shake, Words: peek-a-boo; (bus) (rabbit), buh-buh-buh hop 3 Syllables: night night doggie, cookie, oh; uh daddy; mommy; up; wake sleepy; boo-boo; Words: bye-bye; (cat) meow (pig), oink (dog), oink 2 Syllables: whee push; go; down; Words: boo; 1 Syllable: s : Learning to Listen Sounds: moo (cow), (airplane) moo ahhh Sounds: to Listen Learning Learning to Listen Sounds: choo choo (train), woof woof (train), woof woof choo choo Sounds: to Listen Learning Learning to Listen Sounds: brrr beep beep (car), hop hop hop (car), hop beep beep brrr Sounds: to Listen Learning
s ten Sound Hearing Needed to Detect Duration: below Hz 1000
s and Word
s
̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Vowel Play Activitie ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book ̐ ̐ ̐ ̐ "No no no!" no "No "Boo!" "Wheeeeee" "Puuuuuush" Stop…"Gooooooooo!" round"…STOP! and atop with "Round "Turn around" shake" shake, "Shake, "Dooooowwwwn" "Bloooooow" up, up…Dooooowwwn/wheeeeeee" "Up, yummy" "Mmmmmmm….yummy, Wake Up! "Shhhhhhhhhh…." Garden the Round and Round You Do Polar Bear, Hear What PolarBear Me For Moon PleasePapa Get the Boy Gingerbread Carle Eric You Do See What Bear, Bear Brown Brown Hat Green Hat, Blue YouAre Mother My Cernek Kim and Me With Boom Chicka ABC fiiiiiiiiiiive”) were there then Ladybugs 10 Little the toooooowwwwn” the Bus the on Wheels down” house your blooooooow Pigs Little Three The Hen Red Little The Teddy Bear, Turn Teddy Bear Around s /Literature:
(any version) by Melanie Gerth (ex. “…aloooooong came a fish, afish, came “…aloooooong (ex. Gerth by Melanie (any version) (any version) ex. “…aaaaaall throuououough “…aaaaaall (any ex. throuououough version) by P.D. Eastman (any version) ex. “I’ll huff and I’ll puff and I’ll I’ll and puff I’ll and huff “I’ll (any ex. version) Boynton by Sandra
by John Archambault, David Plummer, David Archambault, by John by Moira Kemp by Moira s : by Eric Carle by Eric (any version) by Bill Martin Jr.Carle Eric and Martin by Bill by Bill Martin Jr. and Martin by Bill
̐ egmental: Duration egmental: s Supra 3
VOWELS OUNDS S PEECH S 5 ̐ SPEECH SOUNDS VOWELS Suprasegmental: Intensity
: s
: : s
s
: ity Play Activitie ity Play s : s for Home: for s s or “go to sleep” then to or “go say “wake very up” loudly During pretend play make big dolls/figures talk loudly and small dolls/ figures talk quietly Play with a microphone and have child imitate your volume while singing/talking "Shhhhhhhhh", up! (loudly) sleeping he’s (whispered)…wake "Ouch!" “Shhhh while sneaking be quiet”, up on someone and then yell “Boo” Make snakes with play dough ("ssss-ouch" real loud when pretendsit bite) to Make butterflies out tissue of paper and make them fly while whispering “fu fu fu fu” Hide and Seek Follow the Leader (be loud for certain actions stomping like and quiet for others tip toe) like Don’t up Daddy Wake – Hasbro Parker Brothers Don’t Break the Ice – Hasbro Put dolls/stuffed animals sleep to whispering by “shhhhh/night night” ̐ ̐ Inten ̐ ̐ ̐ Craft ̐ ̐ Game Game Group ̐ ̐ Game Board ̐ ̐ Idea ̐
s and Word and s
: s Hearing Needed to Detect: below 1000Hz below Detect: to Needed Hearing ity: s by Eric by Carle by Eric by Carle (any version) (ex. “…fi fie foe fum…” loudly) fie foe fum…” version) (ex. (any “…fi ten Sound ten by Audrey by Wood and Don Wood s
by Margaret by a quiet Wise old lady Brown (ex. “…and ery Rhyme (any version) (ex. make (any mama duck quack loudly) by Nancy by E. Shaw and Margot Apple s /Literature: /Literature: /Nur s s The mommies say sh, “sh, sh”(softly) Pop goes the Weasel – loud) (Pop Going on a Bear Hunt Ring Around the verse Rosie (2nd “Cows are in the meadow eating buttercups (normal Thunder, volume), Lightning we all stand up (loudly) Goodnight Moon whispering whispered) hush” Five Little Ducks Jack and the Beanstalk Sheep on a Ship The Napping House The Very Quiet Cricket The Very Lonely Firefly Putt, putt, putt (boat LLS whispered) Night, up (loud) night (softly); Wake Swish swish LLS (fish whispered) Sssssss LLS (snake whispered) Tick tock tick tock… (whispered) Tip (whispered) toetip toe… Sssshhhhhhh… (whispered) Hush (whispered) (loud) /Go! Stop! Baby Bumblebee loudly) “ouch” (say Five Little Ducks daddy/mamma (make duck quack loudly at the end) JohnJacob Jingleheimer Schmidt your row boat, row, Boat down (Row, Your Row the jungle Row, Row, stream. If you meet crocodile a don’t scream! forget to AAAAAHHHH) Open, Shut Them (Open up your great big mouth “AAAAH”, but do not put them in) - a little1-2-3-4 (One bit louder, - you said Two that softly…, Three - I still can’t hear you, Four - that’s so loud!) Wheels on the Bus (The babies on the bus say “wah, wah, wah” (loudly). ̐ ̐ ̐ Book ̐ ̐ ̐ ̐ ̐ ̐ ̐ Acoustic Information: Acoustic 1000Hz below Use: or Identify to Needed Hearing to Li Learning Inten Varied with ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Song Any song can be used for input of intensity ̐ ̐ ̐ ̐ ̐ ̐ ̐ “Intensity” Unit
: s
: : s s : : s : for Older Kid for for Home: for s s s s Make paper chains using different durations for the length the of chain Spin Art Machine Rose by Art, "drop, drop" with paint, when "spiiin" paint going it around Relay Race “goooo…stop” Zip line Swings “whee” as you push the child Vocalize short syllables while bouncing on a therapy ball or hippity hop the items Pop bubbles, as “pop” you pop “pop,” the say bubbles “pop,” “Up, (going up” up, up the ladder) and “whee” while going down a slide for short pushes Stirring items, say “stiiiiirrrr” as you stir the item Pouring items, say “pourrrrr” drip, drip” as or you “drip, slowly pour out Cut play-doh and "roooooll" playdough Push someone in a wagon, "puuush" for long pushes, "push, push, push" Sorry Parker by Brothers (short syllables when counting, long slide) to Chutes and Ladders Hasbro by Don’t Break the Ice Hasbro by Any type race of set, gooooooo”) (“ready, Duck, Duck Goose (GOOOOSE) sponges while inputting dot dot…” “dot Draw/paint long lines vs. short lines/dots while vocalizing Move fingers around in finger paint/pudding while vocalizing Paint polka-dots with Do-a-Dot Art paints, cotton balls, or small “Cut, cut,“Cut, cut” with scissors
Note ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ Game Board Group Game Group ̐ Game ̐ ̐ ̐ Craft ̐
̐ Supra egmental: Duration egmental: s 4 4
SPEECH SOUNDS VOWELS SOUNDS SPEECH 7 ̐ SPEECH SOUNDS VOWELS Suprasegmental: Pitch
: (any version) (any s
(any version) (any
(any version) (any (any version) (any (any version) (any (any version) (any (any version) (any
: : s s by PD Eastman (Do you like my hat?)(high pitch); Eastman PD by pitch); (Do hat?)(high you my like
by Leslie by Patricelli : s : /Literature: /Literature: s s While finger painting have fingers move up for high and down for low Car racing track/ramp – Melissa & Doug Throwing balls a basket into – change your pitch on how fast or slowly the ball moving. is Sorry Hasbro by “sorry” (say in a low voice) version)Bingo – call (any the numbers in a low B4) voice & (i.e. use call a high voice to out “bingo” Chutes and Ladders Milton by Bradley “Whee” with cars going down track “Whee” with a swing Changing diaper high pitch low for pitch “pooh-ee” to or “pee-u” While putting rings on a ring or stacking toy blocks change pitch from high orlow to low high to Make paper rings and move them up and down in pitch Glue/staple/tape streamers tubes to and raise them up and down using high and low pitch Goldilocks and the Three Bears Jack and the Beanstalk Little Red Riding Hood The Three Billy Goats Gruff The Gingerbread man The Three Little Pigs The Lion and the Mouse Big Little DogGo Go I do(No, pitch) your not like hat)(low ̐ Game Game Group ̐ ̐ Game Board ̐ ̐ ̐ Vowel Play Activitie Play Vowel ̐ ̐ ̐ ̐ Craft ̐ ̐ Book Changing the pitch for different character voices will emphasize this target. ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
s Hearing Needed to Detect: below 1000Hz below Detect: to Needed Hearing ten Sound ten s
with Varied Pitch Varied with s
: s Where Is Thumbkin? (Have one thumb talk in a high voice and the other thumb talk in a low voice) Alice the Camel (Boom, Boom, Boom with a low pitch) Itsy Bitsy Spider at low pitch and Sing the (sing high “Itsy pitch) Bitsy Spider” using a high pitch, then change the words “The to Spider” Big Fat and sing at a low pitch Old McDonald (change the pitch for different animals, i.e. moo cow’s is low pitch; cat’s meow high is pitch I Caught a Fish Alive Little Five Ducks and pitch) mama(Daddy duckhigh pitch has duck low is Wheels on the Bus (Driver (low-pitch) ”Move on back”) This Little Piggy (This little piggy went “whee, whee, whee” (high-pitch) all the way home AHHH (varied for the pitches) airplane for the cow pitch) Mooo (LOW Meow for the(high cat pitch) Squeak Squeak the mouse (high pitch)for for the (low dog pitch) Woof Woof pitch – ex. (Low Stomp Stomp elephant stomping through theforest) Uh oh Ding Dong Bye Bye Five Little Monkeys Jumping on the Bed a low (Use pitch for the doctor’s voice) I’ve Been Working on the Railroad See-Saw Marjorie Daw Three Little Kittens (Use different pitches for mother and voices) kitten’s WillyWee Winkie BeShe’ll Coming Around the Mountain (high pitch for whistle, low pitch for grandma snoring) ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Acoustic Information: Acoustic 1000Hz below Use: or Identify to Needed Hearing to Li Learning Word and ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Song Any song can be used for pitch. These are just a few examples of songs that have distinct pitch differences in them. ̐ ̐ ̐ ̐ ̐ ̐ “Pitch” Unit “Pitch” by by ThunderCake by Peter Spier’s Peter by Rain
: s : for Older Kid Older for s s are the to based item on how loud the instrument drum) (i.e. is played. The louder the sound the closer the person the to is object. A version the of hot/cold game. One person leaves the room and an hidden is item somewhere in the room within The view. person returns look to for the item. They are given clues how to close they languageskills that focuses on an impending storm is Patricia Polacco. (This story will probably need be to paraphrased for most early listeners.) and then for thunder add a bass drum. Then gradually decrease the instrumentsuntil you are left with just a pitter patter rain of and then silence storm (the Another over). is book for children with higher can give some visual clues the to children. Start out with the pitter patter rain of with a small drum, add the rain stick the to story, and progression a rainstorm. of Using the book With percussion instruments and a rain stick, you can tell the story
2) 2) cues otherwise known as dynamics in the music world. The following can be games play to with musical instruments: 1) Yell to someone to Yell far away Start a race saying by go! (loudly)” set (normal “ready, volume)… Playing with musical instruments can also introduce intensity a child to Tell secrets Tell each to other whispering by close at range
Note ̐ ̐ ̐ Idea ̐
̐ Supra egmental: Inten egmental: s ity s 6 6
SPEECH SOUNDS VOWELS SOUNDS SPEECH 9 ̐ SPEECH SOUNDS VOWELS English Vowels
Moon
yuck! is it? is Ooh, Who by Janet by Stevens ̐ ̐ Front Teeth Front : ) s by Eric by Carle Two Sees Me. God Bless the Shoe by Sam by McBratney by Bill by Martin and John Arachambault (Lou, Shoo)
Moon Lou shoe (Moon, Spoon by Kin by Eagle
by Robert by Lopshire by Margaret by Wise Brown ery Rhyme by A.A. by Milne by Mary by Casanova and the s by Pat Hutchins by by Iona by Opie and Rosemary Wells Grew Foo-Foo Pooh Brew (Any version) buckle my by Colin by & Jacqui Hawkins : shoes Moon school s /Literature: /Literature: /Nur ful Sugar of from Mary Poppins cool! Clue e two, Boo s Fly Don’t Bother Me. s Stole the Stole Cookie from theCookie Jar? s
Feet, Chris by Barton That’s Time for Get your Baby Blue Moon Blue’s Hey Diddle Diddle I See the and God Bless Me Shoo Skip, Skip, Skip my to Spoon Who Winnie the Two CobblerCobbler, Mend My Little Bunny One, There was an Old Woman Stirring my Green Grass All For I Want Christmas Is My And the Dish with Ran Away the Spoon CluesBlue’s Chicka-Chicka Boom Boom Goodnight Moon Guess How You Much I Love Diddle-DiddleHey, Little Boy Blue One Dog Canoe Papa, theGet Please Moon Me for MePut in the Zoo SoupStone The Wind Blew Winnie the Pooh ̐ ̐ ̐ Song ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Phra tune two use usual view whew who whose you’ll zoo threw through to too tool toot tooth true truth tube
rule school screw shoo smooth soon spoon soup stew stool sue tattoo noon pew pooh pool proof queue raccoon rescue roo roof ” : s : doo : s Hearing Needed to Detect /u/: 430Hz 430Hz /u/: Detect to Needed Hearing s -eee-eee”
” ooo - hoo hoop hugh hullabaloo jewel juicy knew loose lose lou moon new drew ewe few flew food fool fruit fuel glue grew ten Sound ten s ” ooo choo choo moo that Contain Target Vowel: Target Contain that s t Developing Word t Developing
s Cow saysCow “ Monkey says “ Rooster says “cock-a-doodle- goesTrain “ canoe cartoon chew clue coo cool crew cruel cruise cucumber cue dew Acoustic Information: Acoustic 1170Hz /u/: Use or Identify to Needed Hearing Word to Li Learning ̐ ̐ Fir do juice shoe spoon you Word Later Developing achoo adieu afternoon balloon blew blue boo boot brew bugaboo ̐ ̐ /u/ as in “shoe” Unit
: s
: for Older Kid for for Home: for s s s Write a storyWrite in which the character's voices have different pitches. “Publish” the story and read the to it class, a younger to grade level, or on video tape Read stories younger to children. Have the older child change pitch for different characters (ex: The Three Little – high pitch Pigs for pigs, low pitch for the Big Bad Wolf) Telephone game. Have kids tell something someone to sitting next themto in a high or low pitch and then each child has imitate the to same pitch Pretend play. Wear oldPretend Wear lady play. costumes or man costumes talk to in high pitch and low pitch voices Merry Go Round – say “round and round” with high and low pitches down (lowering pitch) Pick the child up and spin around in circles – say “whee” andSit spin – say “round and round” with high and low pitches Pick up while child up “up pitch up” rises Ride the horsie, “whee” going up the pitch) Slides ladder up”(rising up, “ up, and “whee” sliding Play daddy with toy and child with dollhouse (daddy uses low pitch, baby high) When walking up the stairs with rising say up” up, pitch “up, and walking down say down, “down, down” with decreasing pitch
Note ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐
̐ Supra egmental: Pitch egmental: s 8 8
SPEECH SOUNDS VOWELS SOUNDS SPEECH 11 ̐ SPEECH SOUNDS VOWELS English Vowels
on paper (cookies)
) ) pull footprints glow-in-the-dark cookies Put (look) “u u u” “u – make
while lifting foot (look) by Modern by Publishing “u u u” “u “u u u” “u by Frances by Backhouse : (look) s through the tube at the stars. by Julia by Donaldson and Axel Scheffier “u u u” “u
Look it out, it the unfold paper and see the design by Judith by Moffatt by Vladmimir by input of (for Vagin pull by Peggy by Rathmann by Pat Hutchins (for input Pat Hutchins by of (for by Margaret by Wise Brown by stapling by crepe paper a paper to plate pudding wood shapes with gems look to candy like cookies. by Martin by Handford by Dr. Suess Dr. by by stapling by folded paper. Add desired pictures. by Tony Tallarico Tallarico Tony by by Jean by Marzollo and Wick Walter on paper. cookie octopus on the stapler) book : /Literature: /Literature: foot
s s stamps ink pads into – then make a picture with the stamps stickers they (so will stick better!) onto paper/clothing “push” The Enormous Carrot The Foot Book theWho Cookies Stole Woodpeckers North of America Sesame Street Cookie Monster books BooksI Spy Where Waldo? Is Look Lisa for Charlie Cook’s Book Favorite Build things with Make dark tube with black construction paper. stars on another sheet. Trace Decorate Make a in paint/paintStep the bottom your of Push Push Make an ( String painting – dip a piece string/yarn of in paint then put in it a folded piece paper of and Finger paint with Pick up heavy objects saying by Push on Play Dough or heavy objects and say Push potato head pieces in Push pegs through hammer toy Good Night Gorilla Good Night Moon Little Red Riding Hood The Doorbell Rang ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Craft ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Vowel Play Activitie Play Vowel ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐
/: 540 Hz Hz 540 /: ޝ
Woody (from Story) Toy woodpecker woodchuck wolf woman would /: 1410 Hz Hz 1410 /: ޝ Jar change (could (woof woof)(woof Chuck? put shook should stood sugar took wood : Cookie s : Woods s : Wolf : s Hearing Needed to Detect / Detect to Needed Hearing s
Woodchuck Brooks old acquaintance be forgot”) Song a Your Finger On… Your from the
Man
” your ______in”) ___ your ___ Put and a Peck Should Could
Wood good hood hook look nook octopus pudding pull ten Sound ten Put ) Brook ery Rhyme and Betsy s Foot Cookies s Crooked Bushel Wood woof woof “took” the Kettle On Snooks that Contain Target Vowel: Target Contain that /Nur s Put s / as in “book” Unit Woody Woodpecker Your Little Your Finger On, Your
t Developing Word t Developing s In A Cabin In the Little Fishes in A Over the River and through the There A Was How much that is doggie in the window Whose Afraid the of Big Bad How Much Dog says “ Auld Lang Syne – (“ Hokey – (“ Pokey Who the Stole to “stole” Pussycat, Pussycat Put Polly Tommy The a You I Love Put ̐ ̐ ̐ ̐ Hearing Needed to Identify or Use / Use or Identify to Needed Hearing ̐ ̐ ̐ Acoustic Information: Acoustic Word to Li Learning ̐ Fir book push cookie hook Word Later Developing bush brook book cook could crook crooked foot Song ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ޝ /
pool
Maybe there’s tools.
rules
spoon to give as to gifts moon : – gather all the things you need for the s spoons pool people/stuffed animals – where you need two shoes game – talk about the in a garden – they grow fast and there are many like cows! like two stew back and forth new Jr. by Parker by Brothers Jr. Moo (Frozen apple/orange (Frozen juice concentrate, kool-aid, etc.) Hoola-hoop or salad to “fix” to things tatoos Clue : fruit soup juice! cucumbers for Older Kid for for Home: for s balloons or tools s s Make chocolate-covered Clue a Teach/play Use a telescope and look at the Find each other's Get fake Make Make Use Plant pickto off the vine daily! Play with a Play farm – Toss Make Prepare go visit the to lotion,(towel, floats, swim trunks, snacks, sun glasses) Look through all Mommy’s/Daddy’s/Grandpa’s of a small project you can do together using tools! Eat snacks or meals that require a Make lunch for plates, two napkins, two forks, two cups, etc. Idea ̐ ̐ ̐ ̐ Note Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
with motions them Wrap a white glue pretty” a ____.” “Ooooo”
drew sound. “Listen, I hear the
Oooooo, (“Oooooooo”). www.en.wikipedia.org/wiki/ ____, I ____, “moo.” jewels drew that smelly” is something to that
“choo-choo” : s Ooo, “You “You got the got ball?
". drew; Who’s “choo-choo”
by Briarpatch by
www.en.wikipedia.org/wiki/Musical_statues : : s s Who Pressman by Are You choo-choo objects from catalogs or magazines and they’re dirty! boo Goose by Milton by Bradley Moon : Doo! blue ghosts for Halloween! Blow up a balloon, draw a ghostly face and Ladders Milton by Bradley by Hasbro by s : by Cranium by Who s items on paper by Mattel by “Oooooooo.” Oooooo, to paper. to Color a picture a cow that of says train saying " shavingPlay cream, in water, fingerpaintand say Paint nails, body hair accessories glitter, “ Play Peek-a- Play with a train and make the doesn’t smell good. Cut out Make a collage blue of items/objects. Pom-poms, buttons, stickers, paper and/or beads. Make chocolate pudding; pretend its mud foryour farm animals play to in. Cadoo Scooby- Uno Guess Queenie,_Queenie,_who’s_got_the_ball%3F Musical Chairs Musical Statues Queenie, Queenie, Duck, Duck Talk about whatTalk you facial tissue around the lollipop, tie with a chenille stick piece of (or tape), then draw a face on your ghost. Draw pictures on construction white paper, boards, sidewalk with chalk. on theballoon, tie a string and hang from the ceiling. The ghosts also say Use tootsie pops make a candy to ghost Glue Make a train & say Balloon Decorate box, bag, shirt, hat with Changing baby say diaper, “ Chutes Cootie Goodnight Barrel Monkeys of Milton by Bradley Monkeys Mattel by Tumblin’ Jumping Monkeys Pressman by
̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ Group Game Group ̐ Game ̐ ̐ ̐ ̐ ̐ Craft ̐ Vowel Play Activitie Play Vowel ̐ ̐ ̐ ̐ ̐ ̐ ̐
̐ Engli h Vowel h s s 10 10
SPEECH SOUNDS VOWELS SOUNDS SPEECH 13 ̐ SPEECH SOUNDS VOWELS English Vowels : s ) o snow
Toes , let it it , let Fellow more Monkeys)
(Tommy James) (Tommy boat Moe Low No snow Rosie ery Rhyme
your s
hitting Clover by Walt Disney Walt by flow phone the door go , let it it , let no Snowman alone Ho : go s /Nur close Song e , Hi do that hit/ , shut them (finger play song) it me and tell snow s the Rainbow (Judy Garland) a kiss your nose s no hello
oh -no more away Ho 5 Little Monkeys ( Show Oh- Open No Uh- No Time to set,Ready, Don’t Answer the Say Don’t Hi Crimson and it Let Old McDonald (ee—i—ee—i— Open Over Row Row Row Bingo EarsDo Your Hang Frosty the Ring Around the Head, Shoulders, Knees and Hello Down By the Station Eeny Meeny Miney, For A Jolly He’s Good Throw away it Open/ Go with the Blow Blow Go meLeave Show ̐ Phra ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Song ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ toaster toe told total uh-oh vote whoa zero sold stone stove swallow those throat tip- toe toast robot rope rose row post show slow smoke snow soap soak open over phone poetry roach roast road robe : s : : s Hearing Needed to Detect /o/: 760 Hz 760 /o/: Detect to Needed Hearing s
” know loaf low most mow narrow note oatmeal okay old only gross grow hippo hoe hello hope hose joke ten Sound ten s ho ho ho that Contain Target Vowel: Target Contain that s
t Developing Word t Developing s Santa says “ coast coat Cocoa don’t float flow ghost globe glow goal goat Acoustic Information: Acoustic Hz 1250 /o/: Use or Identify to Needed Hearing Word to Li Learning ̐ Fir boat broken go hold no no more home nose open show throw Word Later Developing arrow blow boat borrow bow (noun) choke close clothes /o/ as/o/ in Unit “go”
the furniture push about what the main and hangon trees book hooks : s
wood woodpeckers wood do indifferent situations “should” : for Older Kid Older for s s Find thingsmade of Makebirdhouse a out of Put objects birdfeeders) on (or Makeproblem-solving a experience character Research and act like Rearrangeroom a and have child help you Idea ̐ ̐ ̐ ̐ ̐ ̐ Note
take some books, each time you change “look”
at various things in environment the button make it to you do?”) look at all the look push (cookies) hoods the bubble at all the different designs would
cookie cutters make shapes to books, out each piece push look for someone or something. out the sticks push (or involve child in real (or cooking activities) pull look pudding “pull pull pull” (woof-woof) each other laundry in a rolling chair, basket, push/pull with icing
cook : hooks : s s pushing cookies : races trunks (fill or boxes make them to heavy, make starting s home read! to for Home: for s each other in a wagon Wear sweatshirtsWear or jackets with Play withkaleidoscope a – Pull Go the to library pick to out books Pretend to bePretend to dogs Take turns Take riding toy Make, serve, and eat Play with Play-Dough – Play with button activated – toys go/work/light up Decorate Play hide and seek to the picture Play kitchen and Play with View Master and tell the child to Hang things on Cookie Crunch – Sesame Street Games I’m a Little – Fisher-PriceI’m Teapot Cookies and Milk – Parker Brothers and finish lines, see who can the make to it finish line first while pushing the heavy object, cheer contestants on “push push push…” Go for a walk with binoculars and Jenga Hasbro by – Milton Bradley by Trouble – Kerplunk Mattel by – Goodnight Moon Game Brairpatch by Tug-of-war to inputTug-of-war to gameThe (“what “what if…?” Pushing
̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ ̐ Game Game Group
̐ Engli h Vowel h s s 12 12
SPEECH SOUNDS VOWELS SOUNDS SPEECH 15 ̐ SPEECH SOUNDS VOWELS English Vowels falling down, falling down, (dog) down…) falling Gone
: song s down the to tune London of Bridge) Dog Dog falling dog falling by Julie by Aigner-clark and Nadeem Zaidi by Tracey E. Dils Tracey by by Norman by Bridwell Frogs through the town) by Lucy by Cousins (water) by Jonathon by London (frog, water) all by Fiona by Watt a Fish alive Daw by Deborah by Heiligman ery Rhyme (straw) by Martha by Weston (water) by Graeme by Base by Wendy by Cheyette Lewison by Alexandra by Day s by Nancy by Laan Van by Kay by Chorao
by Pam by Munoz Ryan (water) caught by PD Eastman PD by by Louis by Lowry -Marjory Leaves (Autumn Leaves are by Dians by Bonder by Bobbi by Barto by Sandra by Boynton /Literature: /Literature: /Nur (Dog) s s Saw
down; Autumn leaves are Mickey Mouse clubhouse Hot Ain’t Nothing butYou a Hound Bingo Five Green & Speckled How much that is Doggie in the window London Bridge (traditional) (… See- Wheels on the Bus ( Where Oh Where Has My Little 1-2-3-4-5 I Autumn All GoneAll Fun Dog,Fun Sun Dog DogGo Go Good Dog Carl Hello Ocean Maisy Goes Swimming andPig Crow Rainbow Crow Raindrop, Plop! That’s not my dolly* The Hole Water Three Little Pigs in the Pool Tuck Everywhere Water Water, Annabelle’s Awful Waffle Clifford the Big Red Dog Crow Call Dogabet Doggies Swim Froggy to Learns ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Song ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ /: 840Hz /: Ə
yawn strawberry strong tall talk taught thought waffles* walk wash* water* wok wrong /: 1060 Hz 1060 /: Ə song straw law lawn log long lost* mall off paw raw saw slaw small : s : s Hearing Needed to Detect / Detect to Needed Hearing s
hotdog jaw fall flaw fog* fought frog* gnaw gone hall haunted hawk hee- haw hog* ten Sound ten s caw , caw !
: s that Contain Target Vowel: Target Contain that way off off s e shucks it it s me / as in Unit “dog” done gone t Developing Word t Developing
saw s All All Aww, Call it Take I Awesome it Turn Wrong Crow says Hearing Needed to Identify or Use / Use or Identify to Needed Hearing dawn* doll* Phra ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ *Subject regional to dialect andnot always pronounced with this vowel Acoustic Information: Acoustic Word to Li Learning ̐ Fir all done all gone ball dog draw soft* wall Word developing Later all awesome* awful awkward bought brought call caught chalk claw cough crawl Ə /
“blow blow blow” shadow (or on baby (or dolls or stuffed animals) ” : noses s Go by Milton by Bradley and give each character a real or made up name madecharacterup or each real a andgive
“Hello” roses Hippo wrote show (open the cocoa, scoop the cocoa, pour the cocoa, in sink or tub water of : while painting toenails on little girls cookies (open the oatmeal, scoop the oatmeal, s stove mallows with sponges and straws
toes Head Playskool by clothes cocoa boats in hair, in baby dolls’ or in hair, on stuffed hair, animals to water to plants/car in the dark celestial decals up in bedroom robot Toe : bean bags in laundry basket fold marsh oatmeal toast boats & Tell for Older Kid for for Home: for s by Mattel by hose s s glow bows Potato Use Wash/ Cook on the Blow cotton balls a goal into with straws and input Have races – “Ready, Set Make a Make hot stir the cocoa) Make pour the oatmeal, stir the oatmeal) Put Put on a puppet Paco) Alfredo, Theo, Yoko, Romeo, Shilo, Waldo, Milo, e.g. ( /o/ in ending Show in invisibleWrite ink (lemon and then juice) put heat underneath it seeto what you Go for a walk or play outside and look for your Bingo Hungry, Hungry Uno Mr. Tic Tac Color a picture of Play with Play with phone – Put Put stickers on each other’s about Talk Throw Make Roast FloatCoke Make Note ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ …) snow ” “whoa!! … flakes, spray ” when they fall
oh soap ”) ”) ‘snow’ go? : mallows or “uh- Open s over noses noses
can you oh (any version) (any the house down) “oh no” “oh Go low , uh- soft ball bowling to pins by Tracey West and Tracey by Cindy Revell
blow : by Leslie by Patricelli (
s by Ezra by Jack Keats by Al by Perkins and Joe Mathieu the ball”) by Nina by Laden by Disney by by Raymond by Briggs man with marsh by P. D. Eastman D. P. by on paper drive to cars on by Pam by Munoz Ryan and Mark Astrella oh no (using cotton (using balls, Ivory for presents (“How throw roll bows : (“ snow road s : /Literature: /Literature: snow bows and Tell s s by P.D. Eastman and Mc P.D. by Roy Kie Limbo Open variety containers of – Spill water- Paint a Show Play Make faces with different Make Make Make faces with different Santa (ho ho ho) Roll cars on track – Drive cars off table… Have child on sit lap sway from side side… to Have child Jack Be Nimble…Jack jumps The Snowman Snow The Book Nose Go, Dog. Go! Hello Ocean Me and My Robot Make a Paint rain Paint with shaving cream make to No, No, Yes, Yes Ready, Set, Go Finding Nemo Three Little Pigs There Was an Old Woman Who a Swallowed The Snowy Day Three Billy Goats Gruff Bowling
̐ ̐ ̐ ̐ ̐ Game Game Group ̐ ̐ ̐ Craft ̐ ̐ ̐ ̐ ̐ ̐ ̐ Vowel Play Activitie Play Vowel ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
̐ Engli h Vowel h s s 14 14
SPEECH SOUNDS VOWELS SOUNDS SPEECH 17 ̐ SPEECH SOUNDS VOWELS English Vowels
throughout ) “not” stop! Anne Civardi Stan Bernstein I”) Tom Lichtenheld Tom James Buckley not by J. Tyler and P. Hawthorn and J. by P. Tyler by Iza by Trapani by Anna by Dewdney Fionna Watt and Rebecca Wells
by Deborah by Guarino Star* Susan Heyboer O’Keefe by Dr. Suess Dr. by writing as Theo. LeSieg P.D. Eastman (highlightingP.D. Frank Evans (Usborne Touchy-Feely Board Books) Fiona by Watt – Helen Palmer (highlighting “ Clock Down) by Tomie de Paola Tomie by Robert Munsch and Michael Martchenko by Iza by Trapani Sandra Boynton Hot David Shannon David to (tell Disney Pixar Robert Munsch series (Usborne Touchy-Feely Board Books) Fiona by Watt Fall* – Dr. Seuss – Dr. and /Literature: /Literature: Byron Barton s Around the -a-Bye Baby
Series Eric by Hill Pocket Monster Jam: The Amazing Guide, The Popcorn Book One Hungry Monster, Planes, Smelly Socks, Spot Apples UpTen on Top That’s Not … That’s Not My Monster, That’s Not My Plane The Bernstein The Bears Doctor, To Go The Little Red Hen There’s a Monster in My House Little Twinkle, Star*Twinkle, the book) Birthday Monster, Everything I Know About Monsters, inFox Socks Going the to Doctor (First Experiences), a LittleI’m Teapot Llama,Llama Red Pajama yourIs Mama a Llama? Monsters Inc., No, No David, Peas Porridge Ring Around the Rosy ( outA Fish Water of AboardAll Airplanes, Airplane,Angela’s My Mother?, Are You Rock Rock Little Twinkle Twinkle ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ ̐ ̐ *Subject regional to dialect and not always pronounced with this vowel
a doodle doo” tock wash* water* shock shop shot slob smock spot star* stock top walk* wand wash* watch cock hop hop hop potty your hands it it got Rabbit goes – Clock goes – tick “ – says Rooster Knock, knock I Time go to Stop Wash* ̐ ̐ ̐ sock stop ̐ ̐ ̐ ̐ ̐ mock model monster mop not octopus pocket pop popsicle pot rob rocket rock rot : Goes the Weasel) s : Pop s s Hearing Needed to Detect /a/: 1020Hz /a/: Detect to Needed Hearing s * (ah ah ah(ah ah…) her up)
this hot on* flock flop fox got helicopter hop hospital job jolly knock llama lock locker lot ten Sound ten ery Rhyme Dock ahhhh Lock s s Drops baaa baaa watch and roll Good Fellow it down Froggies* Black Sheep ha ha ha s that Contain Target Vowel: Target Contain that me/ / Nur Jolly drop fall* s e s s top t Developing Word t Developing s On Don’t Don’t drop, Stop, Watch Airplane goes – Sheep says – Down – All Around the Mulberry Bush ( Baa Baa* Five Little a He’s Hickory Dickory If All the Rain London Bridge ( ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ block car* Phra Song ̐ Acoustic Information: Acoustic Hz 1750 /a/: Use or Identify to Needed Hearing Word to Li Learning Fir Word Later Developing a lot astronaut bottle dock clock cop doctor doll* dot drop fall* father follow* fossil ̐ ̐ ̐ ̐ ̐ ̐ /a/ as in “father” Unit
tall or ) ) fall water* water* crawling small, long,
: s hallway (basket ball, softball, baseball, etc.)
ball wall straws walk house or for a sidewalk chalk dolls* dog plants play or input – as you fill the bathtub, baby pool, cup for haunted the dishes other (or items) : waffles* with for Home: for Older Kid for s s s Various games with a Draw Dressing Make the Take Blow bubbles with Hang things on the Wash* Water* Water* drinking, wash sink to dishes, washing the car Make kool-aid powdered (use mix and Muffins mix (quick where you only add Make a Measuring see items to which one is Obstacle course that requires lots of Shoot rubber bands at a target make it to ̐ Note Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐
”, ”, fall ”) fall catches dog bones)
items and makea collage dog ) lookat that!” : fall s Aw,
fall/autumn (draw) by Milton by Bradley straws
with styrofoam and glitter paint straws : : s s Draw gy Bone? Where’s Your balls puppet straw l by Parker by Brothers :
dog doll* Dog s : bal ball cards/pictures s Frog Pong ball ball gy saw ball Win, Lose or Pictionary Hasbro by Soccer (talk about ball) Don’t Break the Ice Milton by Bradley (“Oh no going it’s to “Oh“Don’t good, didn’t it make fall”, it Jenga Hasbro by ( Don’t it let Slobberin’ Sam Milton by Bradley ( Volley Base Foot Basket Leap Ping Kick Dog Paint with Make house with Blow paint with Make a Make a Make snow A nature – gather hike Draw See Drawingpictures “cute” — “ SORRY*
̐ ̐ ̐ *Subject regional to dialect and not always pronounced with this vowel ̐ ̐ Board Game Board ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Group Game Group ̐ Game ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Craft Vowel Play Activitie Play Vowel ̐ ̐
̐ Engli h Vowel h s s 16 16
SPEECH SOUNDS VOWELS SOUNDS SPEECH 19 ̐ SPEECH SOUNDS VOWELS English Vowels ”) puff and huff
: Tub s by Bernadette by Rossetti-Shustak by Al by Perkins by Marilyn by Sadler
by Janette by Sebring Lowrey by Margaret by Anne Wiseman by Melanie by Gerth Tree – any version Three Men In a by Bob by Barner y by Melanie by Mitchell by Dr. Seuss Dr. by by Kevin Lewis Kevin by and Daniel Kirk any version Big – (the Bad will “ Wolf ery Rhyme Them Bus s Nut by Mo by Willems by Anne by Gutman (touch and (touch feel book) Dorothy by Kunhardt Jug by first-grade by students at Clara Barton Elementary School, Foo-Foo Muffet Shut Thumbkin Ducks /Literature: /Literature: /Nur You (Barney You theme song) Nut Bunny Little Baby s s by Jen by Alborough
Sun Love Knuffle Bunny Stuck is My Truck Who Do you Love Three Little Pigs, The Ugly Duckling Bugs! Bugs! Bugs! Little LadybugsTen HUG Mommy Hugs thePat Bunny The Runaway Bunny It’s Not Easy Being a Bunny The Little Pokey Puppy 5 Little I Mr. Where is Wheels on the Little Rub-a-Dub-Dub Humpty Dumpt Hush I Had A Little Little Miss A I’m Little Brown Open and Great Day For Up Hand, Hand, Fingers, Thumb Through You I Love and Through I Need a Hug Bordentown, NJ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ *Subject regional to dialect and not always pronounced with this vowel Song ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ /: 850 Hz 850 /: ^ trouble trust tug tub ugly umbrella underline underwear unhappy yuck yum /: 1590 Hz 1590 /: ^ sun thumb mud mug must nut oven puddle puff puppy rub rug stuck : s : : s s Hearing Needed to Detect / Detect to Needed Hearing /
/ whee" run truck touch under up love lunch double drum duck fun gum glove gonna huff hug hunt jug ten Sound ten s b^k b^k b^k b^k b^k
b^ b^ b^ b^ b^ :
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̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ *Subject regional to dialect and not always pronounced with this vowel ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ ̐ ̐ ̐ Game Game Group Craft ̐ ̐ Vowel Play Activitie Play Vowel ̐
̐ Engli h Vowel h s s 18 18
SPEECH SOUNDS VOWELS SOUNDS SPEECH 21 ̐ SPEECH SOUNDS VOWELS English Vowels birds!
by Cathryn by Falwell
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̐ Engli h Vowel h s s 20 20
SPEECH SOUNDS VOWELS SOUNDS SPEECH 23 ̐ SPEECH SOUNDS VOWELS English Vowels and (legs)
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! e flowers spiders /Draw pictures, make crafts give out your to to s s ”Unit s bother. water part a bendy of straw (straw will be then stem) add a pom pom the to center the of flower pretend drive to it Make something out of Color brotherfather, Use Paint with Paint with Make style), wrap chenille stick (pipe cleaner) around hold center to tissue and make yourto stem. Finally spread out tissue make a flower. to Flowers: Make a Make The Itsy-Bitsy Spider Budgie the Little Helicopter How Does a Helicopter Work? Flower Garden The Very Hungry Caterpillar The Very Busy Spider Tigger Comes the to Forest and Ernest H.Shepard Tinker, Tailor Tinker, Whether What’s the Oh, Super My MotherAre You Courduroy Goes the to Doctor Pretend to ridePretend to motorcycles “ Pretend to makePretend stuffed to animals growl “ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Craft ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Phra ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ Vowel Play Activitie Play Vowel ̐ er /: 580 Hz Hz 580 /: ݹ sister spider soldier super supper thunder tiger Tigger together waiter weather whether woodpecker yesterday /: 1740 Hz Hz 1740 /: ݹ
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fur the food serving learned and iron for each word server curling search or Discuss which animals don’t have animalshave which Discuss don’t fur. : curlers s with various items together, together, letters purse for others complete to dirt at the store cursive word search shirts word search purchase : for Older Kid Older for s each other’s hair with s Play restaurant and take turns being the Practice writing Curl Save their allowance or birthday money and talk about whatthey might go and Complete a Readbook a then together, talk about what you Tie-dyeT- Make a orFill up a real a toy Plant seeds in the Talk about which animals have ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Note
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̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ Board Game Board ̐ ̐ Game Game Group ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
̐ Engli h Vowel h s s 22 22
SPEECH SOUNDS VOWELS SOUNDS SPEECH 25 ̐ SPEECH SOUNDS VOWELS English Vowels
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̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Note ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ Idea ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ Game Game Group
̐ Engli h Vowel h s s 24 24
SPEECH SOUNDS VOWELS SOUNDS SPEECH 27 ̐ SPEECH SOUNDS VOWELS English Vowels ) ) friend ) : is my my is s speckled head ,
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bag
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glass the hats etc. : on refrigerator for recycling s pack broken parts, and put questions and figure out what’s in the hammer (bang, bang, bang) the pool balls ask magnets -Tiles Valtech by ‘wrap’ for school the next day (bean bag throws/ corn hole) ‘rack’ Dad? bag Magna outside shopping bags or cans, glass, plastic : cars and other items applesauce, apple pies, presents blocks for Home: for Older Kid for s catch s s Pack back pack Wrap Play pool and Find things around made out of Collect As you are going throughthe photo album, have the child find pictures of Building and playingwith a train or car Magnet play with Build with Play Pounding with a toy Crash Stack Throw the Make Play dress up with a variety of Play doctor and Make a list words of that rhyme with: Guessing game to Unpack ̐ ̐ ̐ ̐ ̐ Note Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐
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̐ ̐ *Subject regional to dialect and not always pronounced with this vowel ̐ ̐ ̐ Board Game Board ̐ Group Game Group ̐ Game ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Craft ̐ ̐ Vowel Play Activitie Play Vowel ̐ ̐ ̐
̐ Engli h Vowel h s s 26 26
SPEECH SOUNDS VOWELS SOUNDS SPEECH 29 ̐ SPEECH SOUNDS VOWELS English Vowels
by by
by Mary by Anne Hoberman By Steve Jenkins By Steve
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by Matthew by VanFleet raining, Gave Alexander and the Terrible, Horrible, Very Bad, No Good Day Judith Viorst Babies Pizza: Don’t Eat A Big Book Kids’ About Baby Brothers and Baby Sisters Millions Snowflakes of Out and About at the Bakery Skating Fun is The Rainy Day Snake I Know an Old Lady Who Swallowed a Fly Tails That? What Like Do With Do You a Tail Gray Days Happy Pat-a- Rain, rain, Rock-a-bye- say Say, AwakeStay Away Mail Old School Sailing, Sailing! An apple a It’s Wake Daisy, Daisy Amazing Grace Down the by I Bringing Home A Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Song ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
/: 370Hz /: I
say spray stay staple tape tray way yeah yesterday tape today trade trail train wave wake days day of (all the week) fray hay obey okay play spay spade /: 3200 Hz Hz 3200 /: I table away up there it again it Wake Put it Go the to Say Stay ̐ ̐ ̐ ̐ ̐ crayon hearing aid wait snail space sprain spray strain state table tail take plane play race rain rainbow raisin rake refrigerate sail safe same shade shake shape skate snake : s : : s Hearing Needed to Detect /e Detect to Needed Hearing s
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at snack time or lunch time (www.littlestpetshop.com)
(jelly, peanut butter, tent
peg wet …” …” bread bread recess answer said is it?” is “Yes” on the : or a doll s address (Sorry,Trouble…) vet o Where pet spread smell game “They a pegs fed by Hasbro by from the Littlest Shop Pet airplanes : time s obstacle course with yarn/string in a room jet yellow Jell- for teachers or parents take on to fun facts interest of with blankets or play in a real telephone Head bed on the person Legos -Up Game, Colorforms by bed eggs “pets” or web tent leg peanut butter/jelly/butter on tests : Lunch Bunch University by Games by Hasbro by what food you Where? Milton by Bradley Who? Milton Bradley by Colorforms by Zoo? bread red eggs for Older Kid for for Home: for s Dress s s lemonade toss the table Create Talk about favoriteTalk activities during thePin Using a “Lite Brite” Hasbro- by put in the you who about talk done when and staff meet to school around Walk Play with can also pretend be to a about Talk Make the about havingTalk Create a Guess Make a map based on an Make model Make The secret/ Elefun Elmo’s Guess Guess Guess Potato Mr. The Any game that uses Asking questions prompt to a Build with Egg Decorate Cook Hide-n-Seek with “ toys Make a Make Make sandwiches and mayonnaise, etc.) Wash dishes and talk about them being being them about talk dryer to washer the from clothes putting When Sell Set Spread ̐ ̐ ̐ ̐ ̐ Note ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ and things in
legs yellow the pipe cleaners or
red
bend wet up) the crayon over the and leaf ten object without touching it
(…head, said) (…head, legs
materials paint) (paper, glitter, pressing ” heavy (glitter pens, Gelly Roll pens…) : s wet! yellow by Ann Tobias (friend) Ann by Tobias – present– objects similar of and size shape and during a game. pens by Annie by Kubler by Jenny by Tyler Up (or vary Up (or with it by Sandra by Boynton (any version) (any next (any version) (any by Dr. Seuss Dr. by by Eric by Carle (web) heavy (any version) (any and/or
: Seven red masks/pictures s by Sue by Williams onto a turkey/bird/peacock coloring page race (any version) (any by Barbara by Lehman – (pull items from the word list Out His of Head) out brown of paper bags and decorate as desired feathers (Little Critter books) the paper then together, iron : s : /Literature: /Literature: legged vests elephant s s feathers Rover Hunt (collect eggs in a basket) pressing Make body drawings on large butcher paper- talk about the Make an experience book with digital pictures of the immediate environment (furniture, toys, fire alarms, etc) Make into differentinto shapes Make Make wax paper rubbings leaf by Paint with Draw pictures with fancy Make creations out pipe of cleaners – where you Glue Talk about whoTalk goes Guesswhich one is by Fundexby Red Three- Egg Ned’s Head decorate them put to pants on the Paint with water and talk about the paper being Any craft using Any water activity – “That’s Be My Friend, Puppy Floppy The Red Book The Very Busy Spider I Went Walking The Going Bed Book to inThere the Bed Were Ten Five LittleMonkeys Jumping on the Bed Just a Mess MakingWho’s That Mess? Princess and the Pea Princess and the Frog Green and Eggs Ham Little Red Hen Little Red Riding Hood have children guess which the is Play Head's Up,
̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Game Game Group ̐ Craft ̐ ̐ ̐ Activitie Play Vowel ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐
̐ Engli h Vowel h s s 28 28
SPEECH SOUNDS VOWELS SOUNDS SPEECH 31 ̐ SPEECH SOUNDS VOWELS English Vowels
) wish : ( s : ) s Dish in (any version) (any (any version) (any by Robert by Munsch
(fiddle) by Margaret by Wise Brown (any version) (any by Robie by Harris and Michael Emberly by Peggy by Rathmann Dock by Helen by Palmer by Marcus by Pfister ery Rhyme by Debbie by Tarbett by Emma by Chichester Clark by Iza by Trapani (little, wish, in, Kiss) s -tock by Pat Hutchins by tickle (Usborne, illustrated Stephen by Cartwright) , by Victoria by Kann and Elizabeth Karm by Jan by Brett tick Piggy Market… to Went (hill) Spider A Tasket (basket) A Tasket by Margaret by Wild & Bridget Strevens-Marzo Doo Dah by Lola by Schaefer tickle Jill /Literature: /Literature: /Nur , Red box s s Diddle Diddle to My to Lou
-tock, by Prince by icky Tisket, The Three Little Pigs The Wind Blew The Mitten Mittens Good Night Gorilla Maybe It a Bear Ate Friendly Fish Ten Three Billy Goats Gruff Millicent and the Wind Itsy Bitsy Spider Pinkalicious Find the Piglet It’s Tick Tickle Hey Hokey (put Pokey your ____ Itsy-Bitsy Jack & Little This Little Skip Zippity Hickory Dickory Kiss A Bubblegum, Bubblegum in a OutFish Water of Kiss Kiss No More Kissing The Rainbow Fish The Runaway Bunny The Three Little Kittens ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Activitie Play Vowel ̐ ̐ ̐ Song ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ ̐ /: 530 Hz 530 /: I
pick up which zip swim thin this tick tickle tip thrift thrill trick trip will win wind/windy wish witch
/: 2730 Hz 2730 /: you I one? up in the mud or treat miss out one still Chill Stick Trick Which Pick Fill it Be I/we ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ in sit give spill spin stick sticky mitten pick pictures pig pill pink pretty rip rich ring shrimp sip sister slip skip : s s Hearing Needed to Detect / Detect to Needed Hearing s
”
” big. picture little drink lift lip(s) little miss hill him hippo his hit if in inch Is It itch kick kitten lick lid ten Sound ten s bring bring _____? So _____? swish swish kiss : s that Contain Target Vowel: Target Contain that hit spill s e is it? up big is s / as in “big” Unit me a it up it down t Developing Word t Developing s give Don’t Don’t Sit Pick Who Zip it How Phone goes “ Fish goes “ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ big milk fish Hearing Needed to Identify or Use / Use or Identify to Needed Hearing fish giggle give gorilla Phra Acoustic Information: Acoustic Word to Li Learning ̐ Fir Word Later Developing bit bliss blister brick build chip did different dig dish ditch dip fill fit flip ̐ I /
— suit and
parade the train sing space apes, daisies, mail drain awaaaaay” tape,
decorate the window with cleaner and ride”…)
the sidewalk clean paint shuttle, put on a of friends, of draw spraying train faces spray mail tape floats and flags and have a space ) names : cake s paint paint space them on the wall when they’re dry face ”, Let’s go for Let’s a ”, then and get the (trail mix, muffins, bagels, ants on a log) tape then build a in a variety ways of cut/serve train with out foam of shapes table dolls and wash their out of clay, and out clay, of other tactile objects; practice writing raisins out cardboard of boxes— out cardboard of boxes that children can ride in space, mailbox parades, A to play to superheroes… up up, and “up, crayons name of the of week with a calendar of the of week etc.) then etc.) use water to A baby to make a scarecrow to train cake train Birthday, : days days bracelets capes outlines hands, of feet, whole body with sidewalk chalk for Older Kid for for Home: for s to the to people you pass pictures, and (or pretend to rake) different pretend rake) (or to areas the of yard any (pizza, item cookies, bread…) hay s s bagels Make a Learn about pretend outer go into to Read about wave Make lettersWrite family to members and put them in the Learn Learn Make Make letter the letter theirWrite Help clean the windows at home by Use Play with sidewalk chalk (write rainbows, Birthday play scenario (wrap pretend present with Happy Hang drawings/pictures up with Make a Play with Eat Braid hair Recipes with Bake Rake Decorate faces Paint Color using Play under the theWalk to After washing dishes, watch the water go down the Trace Make a aboard the(“All ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Note and face it out. it hay ) ) take
) ”) ) baby paper face
on flowers
, egg cartons) face
same (red crayon, (red yellow crayon, etc…) rain staples , and feed them paper or : s /not the/not “hooray” crayons
tape rainbows mache the (rip “neigh” or same faces make faces
paper as a pumpkin/Santa/animal
to to
to make to : “hey!” when get ball in a hoop : with a baby doll s
s with a sock with beans/rice
plate “yeah/yay” out play of dough the Ice Hasbro by out various of objects out play of dough to make to bean bag toss – make a clown face out a large of box leaving flakes with cars, running, crab walking….. hay on the donkey paper plates : snake rainbow face face tail s : face Break snakes races a stencils s anything (pumpkins, toys, with “wake up” shapes “yay/yeah” Silly Faces Game Faces Silly Colorforms by a (make Farm Families Milton by Bradley the (find Mr. Potato Head Potato Playskool by Mr. a (make get one point for each one that goes in. Don’t Say Clown the eyes, nose, and mouth open holes – toss bean bags at the Have the Pin Make snow Color with different colored Paint Use tissue Use Decorate cupcakes Make a Paint Anything requiring lots of Play with watering can and make it Clap and say Play with horses that say Playful scolding Play Make Games Kerplunk like or Jenga requiring you to Memory (“They’re the Make a piñata with Paint a paper Make Make a Use paper Color a Trace
̐ ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ ̐ Game Game Group ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Craft ̐ ̐ ̐ ̐ ̐ ̐ Vowel Play Activitie Play Vowel ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
̐ Engli h Vowel h s s 30 30
SPEECH SOUNDS VOWELS SOUNDS SPEECH 33 ̐ SPEECH SOUNDS VOWELS English Vowels ,
Tree
from the Lassie whee, a by Nancy by E by Dr. Seuss Dr. by bear by Rob by Scotton
says by Nancy by E.
by Nancy by E. Cookies seen by Tomie dePaola Tomie by
Teddy Frog Baby Me by Jeff by Foxworthy Piggy Spider by Audry by Wood by Wendy Cheyette Cheyette Wendy by Peep on the Bus Doodle Jar bear, bear, Green Had a Little Lamb Put the Kettle On Turn AroundTurn This Little whee, whee Wheels Have you ever Up HighWay in the Apple Who the Stole Cookie Yankee Green & Ham, Eggs Jack and the Bean Stalk Leaves, Leaves, Mickey Mouse Clubhouse (series) Sheilaby Sweeny Higginson Napping House, Audryby Wood Princess and the Pea Russell the Sheep, Sheep in a Jeep, Shaw and Margot Apple Sheep in a Shop, Jesus Loves LittleBo Little Polly Mary Rock-a-bye Teddy Itsy-Bitsy Shaw and Margot Apple orSheep Treat, Trick Shaw and Margot Apple Sally, Silly Street,Silly Silly Milly, Lewison (Scholastic Reader Level 1) ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
: s
& Toes We all We
Jumping on Swinging in
Dock Knees
ery Rhyme Are Down Falling Good Fellow by Karma by Wilson Cream Scream, Sheep s Bee Drive the Firetruck by by Teapot Jolly Monkeys Monkeys by Eric by Carle You You by Ericby Carle by Eric by Carle Peanut a Leaves for Ice /Literature: /Literature: and You Know and It You /Nur Golden Books Grass Grows All Around up s s Bumble
Tree He’s Scream, A Tree for Me, for A Tree Nancy Loan Van Bambi, Bear Feels Sick, and Jane Chapman What Baby Do Bear, Baby Bear, See?, You BrownBrown Bear Bear, What Do See?, You Polar Bear WhatPolar Bear, Do Hear?, You Baby Happy, Baby Sad, Leslieby Patricelli Deep in the Swamp, Donnaby M. Bateman Five Cheeky Monkeys, Brooks/Tarbettby DizzyFunny Faces: Dragon, Rogerby Priddy Goldilocks and the Three Bears Green Happy Head Shoulders, Hickory Dickory Hokey Pokey Hurry, Hurry I Scream a LittleI’m Baby Baa Baa Black Clean Five Little the Bed Five Little the Found a For Autumn ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Song Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel.
haw” ” ”
”
eat squeak -a-Boo! whee , please sleep tea teddy (bear) three teeth treat tree turkey we wheel Winnie the Pooh Woody (Toy Story) yucky yummy zebra sheet shriek sleek sleet sneak(y) sneakers sneeze squeeze street sweet season tasty hee hee haw, hee hee hee Peek Time to ̐ ̐ squeak
Mice say “ Donkeys say “ Slides/swings go “ Witches say “ ̐ ̐ heavy me mommy ̐ ̐ peach peel peek Pee pee peek-a-boo piece potty queen read repeat scary seat see seek sheep sleeve McQueen (Lightning) mean Mickey (Mouse) Minnie (Mouse) money monkey nasty needle niece pea peace me a hug a kiss
: ” me me s : : s eee Hearing Needed to Detect / i /: 370 Hz 370 / i /: Detect to Needed Hearing s - Give it to Give to it Give Give ” ” eee ̐ ̐ ̐ ” whee dirty eat funny Halloween he heat hurry ice cream keep key kitty knee leaf leave leaves leak leap leek Eeyore (Winnie the Pooh) equal even feed feel feet flea flee fleet freeze green ten Sound ten ” s beep beep
teeth tweet tweet meow : s that Contain Target Vowel: Target Contain that s e up s careful t Developing Word t Developing s Cats say “ go “ Chinese Yo-Yos Birds say “ “ooo-ooo- say Monkeys Be Brush your Clean Cars go “brrrr, ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ baby cookie daddy cheek Cheerios cheese clean coffee creature deep dream dizzy Donkey (from Shrek movies) eagle east easy eeek Phra Acoustic Information: Acoustic Hz 3200 / i /: Use or Identify to Needed Hearing Word to Li Learning Fir Word Later Developing Bambi beach (ball, etc) be bee beet beat bleed breathe breeze busy candy celery /i/ as in “see” Unit
swim
for candy it in ‘fish’
a mirror or paper kiss wins flow under a bridge see to which and lift, lift, lift… sick frosting lips sticks : it to to s pink inches sip
people stick polish
versions various of objects around the house give (watch two (watch you!” fight or chap washer (give each child and to item say ‘put sticks little machine
dip miss pictures off and on Sticks cupcakes with Kool Aid and dish -up Fish washer’) and wind pillow : lids lipstick dishes games on each other or doll pink pink for Older Kid for for Home: for s kisses big Pick a ball back and forth apples or berries while brushing teeth s s lollipops, popsicles, ice cream… dish goldfish in sandboxor dirt (plant a garden) Apply Find Lick Make presents to Play Have a Take/draw Paint nails with nail- Measure various items in Any game or competition see to who Make a Play Go cards/lettersWrite grandparents, to friends, or relatives out town of saying “we Exercise with hand weights and Dig Kick Pick Play Pooh gets under the bridge first) Snacks with Wash Tickle Eat Snack with pretzels and peanut butter on the end and Blow Make Make Play doctor and pretend being Load the the Taking Spit Play with animals or dolls in sink or tub water of making them Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Note ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
)
toe hit it” different or “I/you missed” and googly eyes on the sides) the on eyes andgoogly spin, skip, swim, kick, tip fins sticks sticks sock picks
wind by Milton by Bradley
pillow stick
Hippo : : cups picks s s cards over and talk about how they’re to make doorstops to chimes or a paper andglue on designs to paper through hole for flip mittens sippy masks races : by Fisher by Price (use 2 old cd’s and glue together with writing on the inside and inside the on writing with together andglue cd’s old 2 (use s : wind pig bricks s the bottle give high (can fives versus kissing, or blow kisses) tissue tissue fish Fish Fish
a piñata with a Go Skipping put put Make houses or other pictures of Make CD Hungry Hungry Memory ( Darts or any game with a target (“I/you Spin Play follow the leader with verbs: Hit Make or decorate a Make felt Paint Decorate Picture frame out popsicle of Rip Make out a skeleton tooth of House tooth of Make Go when they don’t match)
̐ ̐ ̐ ̐ ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ Group Game Group ̐ ̐ Game ̐ ̐ ̐ ̐ ̐ ̐ ̐ Craft ̐ ̐
̐ Engli h Vowel h s s 32 32
SPEECH SOUNDS VOWELS SOUNDS SPEECH 35 ̐ SPEECH SOUNDS VOWELS English Vowels
they touched ) shoo) July
fly, ) by H.A. by Margaret Rey, Rey by Mary by Ann Hoberman nice , : high, high, high, by Mo by Willems s spice by Rosemary by Wells by Ruth by Krauss by Stan by & Jan Berenstain ) By Helen Edom and Robert Morton by Margaret by and Rey H.A. Rey pie by Dr. Seuss Dr. by ) I , in the buttermilk, shoo by Cathleen by Schurr by Margaret by Wise Brown by Tiger and by Ben Tales Mantle by Fiona by Watt Tight pie Golden Book (from Mary (from Poppins) by Peggy by Rathmann
by Margaret by Wise Brown Fly ery Rhyme Bright Alive by Sue by Williams s Kite by Mike McClintock Mike by & Fritz Seibel Sleep Baby (traditional) by Disney by from Pan Peter Star Spider Fly by Rhonda by Gowler Greene Bye they didn’t come back till the 4th of by Mary by Packard /Literature: /Literature: /Nur Blind Mice Night s s Light,
sky, Curious George Flies A Kite The Kite I Can Lick 30 Tigers Today Why DoTigers Stripes? Have Five Little Pumpkins That’s Not My Tiger The Little Shy Kitten The Little Shy Horse Curious George Goes Cream an Ice Shop to and Allan J. Shalleck Max Drives (Max Away and Ruby) theDon’t Pigeon Let Drive the Bus! Goodnight Moon Goodnight Gorilla The Little Red Hen, Inside, Outside, Upside Down, LittleJack Corner ( Skip My to Loo ( the Can You Three GoLet’s Fly a I Caught A Fish Good Star What Are Little Girls Made Of? ( Went By A Fly Firebears I Went Walking I Know an Old Lady Who a Fly Swallowed (LittleI Can Golden Fly! Book) Hush-a- Itsy-Bitsy Sing a Song Sixpence of ( Miss Mary Mack (They jumped so ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ Song ̐ ̐ ̐ ̐ /: 370Hz /: I wife wipe wind-up yikes sky slice sly smile shine quiet side size slide supply tiny tribe twice why /: 3200 Hz 3200 /: I try shy spy spider spine sigh lime mice might mile my nice night nine pie rice tie Thai thigh time : s : : Hearing Needed to Detect /a Detect to Needed Hearing s s
lion kite kind knife library lie five fire fly french fry fry guy hide high hike I ice ice cream iron July ten Sound ten s
is it? is : / as in Unit “bye” five! s that Contain Target Vowel: Target Contain that cry night time s e it up/off it s your hands again ” with a mirror turn nice I t Developing Word t Developing
Hi s Be Try My Good Dry What Gimme Don’t Wipe “ drive dry dye find fine firefly Phra ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Acoustic Information: Acoustic Word to Li Learning ̐ Fir eye bye-bye fight night-night ride Word g Later Developi alive apply bike bite buy bride bright by chime climb cry dice die dinosaur Hearing Needed to Identify or Use /a Use or Identify to Needed Hearing /a
dirty see
by Mattel by baby by Pressman by by by windows, Bug Playskool by while playing) rock dirty sleep yummy Monkeys Lady Cookies (any set – talk (any about Monkeys or Scatter Fisher by Price baby, tree
memory floors, Faces Game, Faces Colorforms by eat dishes, sundaes Memory your Milk and Parker Brothers My Little Jumpin’ S’getti Silly Tumbling dirty Easter change dirty ̐ ̐ ̐ ̐ ̐ ̐ ̐ ice cream hands, clean : or s Feed baby,
dirty or Christmas/ Cheese money (do you want to play Wii?, Time you put want to away (do play to Wii?,
treat by by cheese (hiding items, etc) clovers by Hasbro by Wii
by by ice cream faces, (real or pretend) (real faces in the or in mirrors mirror, you come across while for a clothes – while sorting laundry, putting clothes in the and leaf : the house – talk about Beans (talk about the s
beans
Halloween dirty Daddy together foods/snacks – add greenfood coloring mixes, to liquids party with lots of dirty
Away Monkeys water out a sponge of a container into you are collecting) Movie tea Crunch by : by Milton by Bradley Cherrio Land Milton Bradley by money cleaning teeth up Pizza macaroni green silly/funny seeds for Older Kid for for Home: for s cookies dolls – pretend play: jelly beans pets/outside birds/animals -a-Boo! Keep s s Clean about playingTalk the Wii?) Make Play Make a Count sinks…whatever you need to Meal time – Have a Bake Baby Squeeze Plant Play with animals or people and have them Make Play store and use play Give Play withView-Master a or kaleidoscope and talk about what you Make homemade Decorate for Search for four- washing machine While Barrel of Milton Bradley Candy Cookie Sesame Street Games Cootie Don’t Spill the Milton Bradley Don’t Wake Hi-Ho cherries Peek Playing in dry Make Brush Feed Make at the mall, bathroom, grocery store about Talk ̐ ̐ ̐ ̐ ̐ ̐ Note ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ Board Game Board ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐
!
from by by scary Light
(any version) (any Cookie candy by Dr. Seuss Dr. by Jar? Green /Wake Up Frog Cookie as legs, a tissue wrapped Leap Red Light, Sleep Who the Stole the by Leoby Landry The Foot Book The Cheerios Book, Play Leeby Wade Three Little Pigs theWho Cookie?, Took Bonnie Lass and Philmon Sturges Peas, Your IvyEat Louise ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ cleaners
: s
out play-dough, of use construction paper art supplies – construction tissue paper, paper,
see to make a picture to on construction paper
using black and yellow construction paper cone out construction of different paper, colored by by green seeds
: Where’s and make footprints on construction paper s or ice cream with cotton balls gluing by cotton balls a sheep to ) on top crafts: decorate a ghost cut-out with cotton balls, a spider feet Seek ice cream : beans bumblebee s : Tag sheep cherry s stickers off paper decorate to something Make gingerbread house – decorated with all kinds of Halloween from a Styrofoam ball with pipe Build an scoops ice cream, of then glue real sprinkles and a red pom-pom a (for Make pretend rolled a cone into as your ice cream cone around a lollipop make a ghost, to – ooohh, they're all so Peel Make binoculars ortelescope out paper of tubes and walk around talking about what you Make coloring page Make a Use dry Make a collage of pipe cleaners, buttons, noodles, sequins, pom-poms, stickers, foam shapes Paint your Pe-u-something trash, smelly (diaper, bathroom, etc) Peek-a-boo/ Pee-pie Whee – with a car ramp, slide, yo-yo, swing, tops Eeek – with scary things (Halloween books, spiders, bats etc..) and with door opening Hide and Hokey Pokey Doggie, Doggie Bone? Your Freeze Victoria Raymond The Ugly Duckling, Hans Christian Andersen by Janby Brett The Oreo Cookie Counting Book, Catherineby Lukas and TheThree Billy Goats Gruff version) (any The Gingerbread Baby,
̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Game Game Group ̐ ̐ Craft ̐ ̐ ̐ ̐ ̐ Activitie Play Vowel ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
̐ Engli h Vowel h s s 34 34
SPEECH SOUNDS VOWELS SOUNDS SPEECH 37 ̐ SPEECH SOUNDS VOWELS English Vowels
”
house, ow
out Stick Stick the bats while ” count ) houses:
ouch ” ” or “ “meow” round ow and by Steve Metzger Steve by ( by Doreen by Cronin and Betsy Lewin cookie cutters : round s by Laura by Numeroff and Felicia Bond (owls) by Karma by Wilson, Douglas Cushman tower items shapes from construction tape paper, short to around with glitter and jewels by Laura by Numeroff and Felicia Bond by Laura by Numeroff and Felicia Bond by Denise by Fleming by Mary by McKenna Siddals by Alice by Schertle and Amanda Schaffer )
house ” brown flower by Dr. Seuss Dr. by crowns by Audrey by Wood round by David by Milgrim out tissue of paper layers – fold tissue of paper (accordion with cotton balls or sponges with white paint by Rob by Scotton cat (the says straw by Eric by Carle & – print out a picture from the internet and glue or color feathers on it by Janell by Cannon Cut out : /Literature: /Literature:
clouds flowers s owls s house, round round and round part a bendy of straw (straw will be then stem) add a pom-pom the to center the of flower Decorate foam Make a collage of Any craft with many items. Put in different containers take to After reading “Three make a variety Little Pigs”, of brick Fingerpaint with shaving cream or pudding. Make circles & say “ reading the story) Click, Clack Moo Cows That Type Time For School, Mouse The Best Mouse Cookie Fly Cows Can’t theSplat Cat Shout Ever in a Zoo Never, Stellaluna The Who Cow Clucked Give a Mouse a Cookie You If Little Cloud Napping House In A People House How Now Brown Cow Millions Snowflakes of Five Little Bats Flying in the Night Spin the child around & say “ Top ( Top Glue rectangles make to Make Make shapes tracing by Make Make style), wrap chenille stick (pipe cleaner) around hold center to tissue and make yourto stem. Finally spread out tissue make a flower to Flowers: Pretend scrapes and cuts with dolls, put band-aids on and say “ Pretend a puppet biting is you and say “ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Book Text may not always contain the target vowel; however, pictures in the book can be used to reinforce the target vowel. ̐ ̐ ̐ ̐ ̐ ̐ ̐ Vowel Play Activitie Play Vowel ̐ Craft ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ sound spout stout thousand towel tower town trout upside down wow ) ground ) touch the mouse now ouch owl pound pow pow-wow powder round shout shower town :
s ) : s : Mountain around, : s Hearing Needed to Detect /au/: 430 Hz Hz 430 /au/: Detect to Needed Hearing s
by The by Rollercoaster down Around ” Mountain the (around, down) Down round (stout, spout, out) the garden ‘Round flower found fountain frown gown ground growl hound how loud mountain ten Sound ten & ” ery Rhyme s Down s Baby, Baby, Round Races the Mulberry Bush round meow that Contain Target Vowel: Target Contain that /Nur and By the Bay the by Station s town s Around
t Developing Word t Developing
s Autumn falling Leaves (are a Little I’m Teapot Ring Around the Rosie Round BeShe’ll Coming The Bear Over Went the Bear Teddy (turn Bear, Teddy Wheels on the through Bus (all the All Blow the Man Camp Cat says “ Down Down, Down Down The Green Grass Grew All Top goes “ Top Song ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Acoustic Information: Acoustic Hz 1750 /au/: Use or Identify to Needed Hearing Word to Li Learning ̐ Fir cow down house mouth out Word Later Developing about around blouse brown chow cloud clown count crown drown flounder ̐ ̐ ̐ ̐ ̐ /au/ as in Unit “cow”
and small while icing knife, tracks up a wall climb
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bow cows : s Pretend to be Pretend to reportera share to the information with owls.
each one weighs : for Older Kid Older for s s outside Put on a puppet theAt show. end, have the characters “take a Learnabout others either live or on video Go a dairy to farm learn to about variousWeigh objects on a scale and record/make a graph how of many pounds Play a guessing game and then talk about the if goes item inside or Idea ̐ ̐ ̐ ̐ ̐ Note ) ”, ”, down down” of the of fall out , pajamas at the end) tower ” towel
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ow/ouch tower – gather soap, shampoo, ”…) feed the down; Wow, (play with a beach ball, balloon, tissue paper… Wow, how Wow, to clean to up any mess and wrap to around for you” the ___” the (build a mountain out pillows, of blankets…, one tower cows, shower towel owls (present various environmental or animal sounds and found Ground
: found : s s out cardboard of boxes with blocks, Legos… Sound Mountain Cakes Lakeshore by : house tower s as you put on the paint gets be to the next “king the of mountain” and play repeats) flowers for Homea for flowers s hair cuts, when all done “ make up kit, use a Light Bright Hasbro by – Get Better Fisher-Price Bear, (“ “Put on it the top of Kerplunk Mattel by the – (“pull stick Get ready take a to Play farm – milk the Plant Pick Make wings out construction of paper and feathers, tie onto your arms and pretend be to Make a Jenga Hasbro by the – (“build Counting Hi Ho Cherry-o Parker by Brothers ( King the of person gets on top and declares “I’m king the of mountain!” while the others try knock to them hit up it in the air and the person who lets touch it the ground has sit to out and play resumes until there one is person left who the is winner) Have a treasure hunt person (each tells what they Name that have each person guess what makes the sound) theDon’t Touch down Play tag, kickball, etc., and people let know “you’re Hide objects, “I Hide and Seek, “I Build a Use face paint and pretend you are clown Play beauty shop – “What goes on the
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SPEECH SOUNDS VOWELS SOUNDS SPEECH 41 ̐ SPEECH SOUNDS VOWELS Introducción
? s tigacione s Inve s enfaticen una determinada vocal o un patrón suprasegmental acelerará el desarrollo de la audición y el lenguaje hablado. Dicen la ¿Qué Las investigaciones demuestran que el desarrollo de las vocales mejora drásticamente durante el primer año del uso del implante Ertmer coclear. realizó el(2001) seguimiento del desarrollo de las vocales en una niña congénitamente sorda e implantada a los diecinueve meses de edad. Encontró que después de un año de uso de implante, la niña producía la mayoría de las vocales en inglés. Aunque a un niño que le toma oye de doce a veinticuatro meses producir todas las vocales del español, es importante recordar que las capacidades motoras también se están desarrollando en ese momento. losEn Estados Unidos, lamayoría de los niños no reciben un implante coclear antes de los doce meses de edad. Por tanto, lo un niño que recibe un implante coclear en este país, tendrá las capacidades motoras más maduras y debería poder producir la mayoría de las vocales del idioma español de doce a dieciocho meses después de haber recibido un implante señales (Ver coclear. de alarma). Asimismo, las vocales son una de lasprimeras formas con las que los niños utilizan el lenguaje oral. Las vocales aisladas correctamente producidas pueden representar las primeras palabras para (p. /o/ ej. «Una buena producción«no»). de las vocales puede ayudar al oyente a interpretar las producciones infantiles en las etapas tempranas del desarrollo del habla. La capacidad de otorgar significado rápidamente después de la implantación puede ser altamente motivante y alentadora para el desarrollo del lenguaje en niños pequeños que reciben un (Ertmer, 2010) implante”. Típicamente los niños que no tienen pérdida auditiva desarrollan todas las vocales meses entre y los 24 de los edad. 12 Debido a que nuestros niños generalmente ya tienen doce meses de edad o más al momento del implante sus capacidades coclear, motoras estarán más maduras; por lo tanto, es imperativo que desarrollen la mayoría de las vocales y todos los patrones suprasegmentales en el primer año de edad auditiva. señales (Ver de alarma). Antes de que se usaran los implantes cocleares, Doreen Pollack (Educational Audiology for the Limited-Hearing Infant and Preschooler, y Daniel Ling (Ling Speechp.194) recomendaban Cards) la importancia del desarrollo de las vocales con actividades apropiadas a la edad mediante el bombardeo acústico con las mismas (sobre-exposición). Aunque hoy en sabemos día que los niños que usan implante coclear tienen acceso a todas las frecuencias del habla, está técnica de sobre – exposición acústica sigue siendo adecuada. Debido a los lineamientos de la FDA, la mayoría de los niños no recibirán un implante coclear antes del año de edad. Esto en mismo sí constituye un atraso de un año en la adquisición del habla y del lenguaje. Bombardear al niño con palabras, canciones y frases que
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s la s Vocale s / ven, en español, /i/ yo) vida, tu, /u/ /o/ Ҵ y la y s /, /a/, y /o/) con y /o/) una vocal débil /a/, acento sin e /i/), (/u/ /, Ҵ egmentale s y transmitir emoción en lo que decimos. Los niños aprenden a una edad muy temprana la si persona que habla está enojada o feliz, simplemente por el volumen o la entonación del hablante. Por ejemplo, la frase «Ve y búscalo» se puede producir como una simple petición o como una orden contundente al decirla con variación de ritmo, de entonación, de acentuación y de volumen. Por lo tanto, aunque la persona que la escucha no entienda todas las palabras dichas, puede determinar la emoción del mensaje. De modo parecido,la frase «Usted ha visto eso» se puede interpretar de muchas maneras dependiendo de la entonación de la palabra acentuada y de la intensidad ha visto («USTED eso», el Sin uso apropiado«Usted ha VISTO eso» ha o « ¿Usted visto ESO?»). de los suprasegmentos, puede la voz sonar monótona, lo cual afecta la comprensión del mensaje y la socialización en el mundo de los oyentes. Las cinco vocales (/a/ mamá, / tienen un sonido bien definido, ya sea con acentuación. o sin Como en el inglés, dos vocales combinadas formarán un diptongo. Por ejemplo, una vocal fuerte (/ ¿Qué Hago? ¿Qué Este programa fue diseñado anteriormente por Cochlear™ para ser utilizado por profesionales y cuidadores, bajo el nombre de Speech Sounds de Nancy Caleffe-Schenck La y Dian repetición Baker. constante a través de la audición (bombardeo es auditivo) un paso crucial en la habilitación de niños con pérdida auditiva. Esta puede guía ser utilizada para ejercitar la «vocal de la semana» tanto en el entorno terapéutico, como en el Estáhogar. llena de ideas para que seescuchen palabras, canciones, libros y frases comunes que se usan con un niño que está comenzando a oír. Para los niños que se identifican tardíamente, estas actividades se podrán adaptar a la edad y al nivel de desarrollo del niño. Es importante señalar que estas son actividades que le facilitarán al cuidador a utilizar las vocales de manera significativa. No se espera que el niño a la imite persona que las diga. embargo, Sin una vez el niño haya estado expuesto la a vocal por aproximadamente dos semanas, debería comenzar a expresarla dentro de su balbuceo. Quermos señalar que las listas de palabras en esta guía se diseñaron con base en el español deLatinoamérica y del utilizado por la mayoría de los medios de comunicación de esta área. Tratamos, sin embargo, de tomar en cuenta las diferencias idiomáticas. Son Importante qué ¿Por Supra Los patrones suprasegmentales de acentuación, ritmo y entonación tienen sus correlatos acústicos en la duración la frecuencia (tiempo), y la intensidad (volumen,(tono) juegan y un papel importante en nuestra comunicación. Los suprasegmentos nos permiten variar el significado de un mensaje cambiar sin las palabras al poner énfasis en algunas de éstas pueden producir palabras tales como aire u oigo. Con el uso del implante los niñoscoclear, con pérdida auditiva profunda pueden y desarrollan una forma de hablar natural que refleja el acento regional de su lengua materna, de acuerdo a la región de America Latina a la que pertenezcan. Introducción en Español ”
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oi “Ahoy!, coins. : ( s the laser poison, to draw to shapes on the wall, take turns telling (destroy) or outside point voyage. (instead cooking of spray) on a cookie sheet coins toys voice : pointer foil s vs. not that you find in the house or wallet and put in bank a boil : for Older Kid for for Home: for s toys s s water – make hard boiled eggs coins Dress Pirates/pretend up like be to pirates, Put Make homemade popcorn using cooking Use your local Sunday Newspaper and look at all the SCRABBLE create – as many words with “ Charades – using words with “ Make a pretend boat a laundry of (out basket, large box, or a blanket on thefloor) take a catalogues/flyers Use your inside to protectto cookies from sticking laserUse a toy each other where to water to Boil Use aluminum Sort Have child help you cover food/leftovers with Have child help you cook pasta/mac-n-cheese and watch for the Create a small garden using potting Farm Families Milton by Bradley ( Wee LittleWee Piggies Milton Bradley by Pop the Kids Pigs Game Goliath by ( Don’t Break the Ice Hasbro by (talk about which blocks “ ice to of hitting so the game board won’t collapse) Battleship Hasbro by differences, count about theTalk dangers of Teach each otherTeach how flip to collage poisonous of items a storyWrite share to about the things that you Building Lego structures then to school, home. Cut out pictures from grocery ads or flyers and make a
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SPEECH SOUNDS VOWELS SOUNDS SPEECH 43 ̐ SPEECH SOUNDS VOWELS Spanish Vowels
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por Piggy Press Toes por Alma Flor Ada por Lauren Thompson : /Literatura: /Literatura: s s que el niño los desentierre “Uuh, Decorar que bonito”: una caja, bolsa camisa gorra con joyas y comentar sobre su aspecto Construir“Chu chu”: un tren de hecho juguete de rollos de papel del baño y decorarlo "Muuu": Hacer una mascara de una vaca con platos de papel o cortar retratos de vacas y colgarlas en casa “Buuu/uuuu” variando el tono: Decorar el recorte de un fantasma usando bolitas de algodón A la rueda de San Miguel Buenas Noches Dora Muu, Moo Mi Primer Libro de Palabras en Español Cuaquito Ocho Monitos CanguroEl tiene Mama “Uh, Mientras huele feo”: que se le cambia el pañal al bebe o cuando hay un aroma desagradable “Chu-chu”: Hacer el sonido del tren mientras juega con el o al juguete leer un libro con trenes Al vaciar“Uuuh”: agua de un jarrón al vaso o hacer figuras con los dedos en pintura o en una charola llena de crema de rasurar Complementar“Uuuh que bonito/a”: un dibujo del o al pintarle niño/a las uñas, accesorios de niña “La Al hablar vaca dice muuu...”: de la vaca mientras juegan con un juego de granja “Cuak cuak”: Jugar conpatitos de plástico en una pequeña tina con agua Al estar“Uuuh”: untando crema o aceite al cuerpo del bebé Esconder wu“ Wu wu”: carros de policía de en juguete arena y permitir Manualidade ̐ ̐ ̐ ̐ Juego ̐ Libro Puede ser que el texto no contenga la vocal de enfoque sin embargo, las imágenes en el libro se pueden utilizar para reforzarla. ̐ ̐ ̐ ̐ ̐ ̐ Actividade ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ) ) cuchara azúcar zumo lechuga uvas cuadro enchufe mueble bufanda luna ) )
muñeca agua una uña juguetes ducha rueda champú chupón abuela abuelo buzón cuchillo ) www.eljardinonline.com.ar/ Audición Necesaria para Detectar: /u/ 430Hz /u/ Detectar: para Necesaria Audición
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o al 919-419-1428en o www.auditoryoralschools.com. [email protected] www.med.unc.edu/earandhearing/castle www.CochlearAmericas.com/HOPE Christine Kramer, MS, CCC-SLP Sindy Poole, M.Ed. LSLS Cert AVTErin Thompson, MS, CCC-SLP, And graduate students Katie Collins, B.A. and Jeanette Smoot, B.S. Ertmer, Emergence Cochlear D.J. System (2001). in a Young a Vowel of Hannah Eskridge, MSP, CCC-SLP, LSLS Cert AVT Hannah CCC-SLP, Eskridge, MSP, LSLS Cert Ed. Maegan Evans, Ph.D., CCC-SLP, LSLS CertSandra AVT Hancock, MS, CCC-SLP, LSLS Cert AVT Lillian Henderson, CCC-SLP, MSP, Francisca Hernández-Casillas, M.A. Implant Recipient. Journal Speech, of Language, and Hearing Research, 44, 803-813. Estabrooks, Auditory-Verbal (1994). W. Therapy for Parents and Professionals. Washington, Bell. D.C.: AG Ling, Speech (2002). D. and the Hearing-Impaired Child: Theory and Practice, 2nd Edition. Washington, Bell. D.C.: AG Pollack, Goldberg, D., & Caleffe-Schenck, D., N. Educational (1997). Audiology for The Limited-Hearing Infant and Preschooler. Springfield, Illinois: Charles C Thomas What El Programa Cochlear HOPE Cochlear El Programa Puede encontrar más información sobre Cochlear HOPE en ̐ ̐ ̐ ̐ Bibliography ̐ El Programa CASTLE CASTLE El Programa The Carolyn J. Brown Center for the Acquisition Spoken of language ThroughListening Enrichment (CASTLE) es una asociación pública y privada que es parte de University North of Carolina-Chapel Hill School Medicineof y del Department Otolaryngology/ of Head and Neck Surgery. La misión de CASTLE es enseñarles a los niños sordos a escuchar y hablar.Proveemos servicios de intervención directa a niños sus y familias incluyendo grupos de lenguaje mommy and me, clases para niños entre las edades de 3 años, 1 y clases preescolares y sesiones de terapiaauditivo- verbal con la participación de los padres. proporcionamos También capacitación a profesionales y estudiantes en elcampo de la educación de sordos mediante talleres, entrenamiento y experiencia práctica. CASTLE es miembro deOPTION Schools. Puede encontrar más información sobre OPTION Schools en más información sobre el programa de CASTLE, favor de comunicarse con Hannah Eskridge a nuestra página web ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐
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Beth Whitfield y Kim Panciera quienes continúan compartiendo sus conocimientos con nosotros. Pollack, Donald Goldberg, Nancy Caleffe-Schenck, Warren Estabrooks quisiéramosy Judy También Simser. agradecer a nuestros mentores personales Carolyn Brown, Houston, Todd Kathryn Wilson, Beth Walker, un solo documento. Quisiéramos agradecer a los que han publicado información sobre la producción y bombardeo de vocales en la que se basa este manual incluyendo, pero no limitado a : Daniel Ling, Doreen Agradecimiento E Agradecimiento los que formamosTodos parte de CASTLE esperamos que esta información sea de ayuda para los terapeutas y los padres al estar recopilada en de desarrollar las destrezas auditivas. ( auditivas. destrezas las desarrollar de verbal infantil (con frecuencia también se le llama dispraxia, apraxia del habla habla del apraxia dispraxia, llama le se también frecuencia (con infantil verbal planificación la de trastorno un es que infantil…) habla del dispraxia infantil, necesita apraxia con niño Un motora. debilidad de ausencia la en motora además motora, planificación la tratar para especializada habla del terapia Un niño que demuestra distorsión de las vocales, patrones anormales de de anormales patrones vocales, las de distorsión demuestra que niño Un apraxia tener podría habla, del sonido del inconsistentes errores o entonación de los sonidos del habla. Típicamente los niños con tales discapacidades deben remitirse a un terapeuta ocupacional o a un patólogo del habla que se especialice en disfunción oral motora. Un niño que muestra discapacidad oral y motora como sialorrea (babeo dificultadexcesivo), para alimentarse, baja tonicidad o debilidad muscular, tiene mayor riesgo de tener un desarrollo en lento la producción exacta perjudicando, como las estrategias de codificación y el mapeo del niño, el nivel y la calidad de los servicios de intervención, la cantidad y calidad del apoyo y transferencia cualquier retraso y/o en el hogar, cognitivo o motor. post-implante, no está produciendo con exactitud una amplia variedad de los sonidos de las vocales del inglés en aproximaciones de palabras, por lo que se deberían de descartar otros factores agregados que estén lo implante coclear y ha recibido información auditiva intensiva por un año, normalmente producirá la mayoría de las vocales del inglés. Por lo tanto, sería preocupante un si niño con una edad auditiva de un año Señale Las investigaciones han demostrado que un niño, que ha usado un para las vocales es cerca de 3000 Hz, el niño que tiene audición hasta 3000Hz, debe poder producir todas las vocales que sele presenten. Por ejemplo, F1 de como /u/ es en 430Hz «mu» y el F2 es por 1170Hz; lo tanto, el niño tiene que oír aproximadamente 500 Hz para detectar, y 1200 Hz para identificarDebido el sonido a que el F2 de más la /u/. alto Para que una un vocal, niño (detecte) oiga tienen que tener acceso auditivo al primer Para formante poder (F1). identificarla tendrá que tener audición suficiente para el segundo formante (F2). Los formantes son bandas de energía que dan las características que nos ayudan a distinguir un sonido de la otro. En parte superior de cada página de este manual, hay una referencia a los formantes de las vocales y F2). (F1 Formante ¿Qué
̐ Introducción 42 42
SPEECH SOUNDS VOWELS SOUNDS SPEECH 45 ̐ SPEECH SOUNDS VOWELS Spanish Vowels ) ) ) )
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por Rebecca Emberly por Maurice Sendak por Mem Fox por Dr. Suess por Dr. www.cri-cri.net/Canciones/canciones.html " www.cri-cri.net/Canciones/elborreguito.html por LucyCousins por Bill Marin y Eric Carle www.mamalisa.com/?t=es&p=319&c=50 por Margaret Wise Brown por Margaret Wise Brown por Bill Martin Eric y Carle por Usborne o www.cri-cri.net/Canciones/elratonv.html www.mamalisa.com/?t=ss&p=1221&c=50 j www.mamalisa.com/?t=ss&p=2654&c=50 por Eric Hill
por Corbett Pie por Carol Ottolenghi y Jim Talbot : por Valeri Gorbachev www.doslourdes.net/Este%20dedito.htm www.songarea.com/mc/6/cepillin.html www.mamalisa.com/?t=ss&p=1124&c=50 s www.cri-cri.net/Canciones/canciones.html www.juegosycanciones.com/pulgarcito.html por Margarita Ruiz O por Carol Ottolenghi y Jim Talbot por Sandra Baynton y Literatura: Literatura: y s El RatónEl Vaquero ( BorreguitoEl Enfermo ( Este Dedito ( Yo Tengo una Hormiguita Tengo la “o”) (con Yo La Marcha de las Letras ( Los Pollitos ( una MuñecaTengo ( Pulgarcito ( ChorritoEl ( El Patio Feo El Pinocho Mago deEl Oz deRicitos Oro Pedro y el Lobo Donde esta Spot Donde esta Oveja la Verde Buenas Noches Luna Huevos Verdes con Jamón My Oppisites/Mis Opuestos Este No es Mi Niñito Perritos GranEl Granero Rojo AnimalesLos de Maisy Donde Viven Monstruos los Oso Polar, Oso Polar Oso Polar, Oso Pardo,Oso Pardo Oso Cinco Pollitos por Isabel Alma flor Campoy Ada y F. Cinco Lobitos por Isabel Alma flor Campoy Ada y F. Arroz con Pollo ( Pinpon ComalEl y La Olla de Cri-cri Amor Chiquito (cepillin) Allá en la ( Fuente De Colores ( ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Libro Puede ser que el texto no contenga la vocal de enfoque sin embargo, las imágenes en el libro se pueden utilizar para reforzarla. ̐ ̐ Cancione ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ rodilla oso caracol cinco lobitos blanco Jamón calzón hormiga chico zapato otro chivo sucio caldo jabón oro loro comal olla ratón Santa Clos coco pozo huevo puso agarro cocino oreja tobillo Audición Necesaria para Detectar /o/: 760 Hz Hz 760 /o/: Detectar para Necesaria Audición
cuchar
s
perro pantalón flor Bombón feo cabello dedo codo biberón cero flaco flotar barco bajo alto sopa que Contengan la Vocal: la Contengan que s s e s Vámonos Es hora de irnos Dame un beso Oh, no no hay Ya No No lo hagas Di Hola Déjame solo Dímelo Dámelo Tíralo Oh, oh No lo toques yo Sigo Es hora de comer Perro: "Guao, guao" Santa: "Jo, jo" jo, "TicReloj: toc" Campana: "Ding dong" ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Información Acústica: Información Hz 1250 /o/: o Usar Identificar para Necesaria Audición Palabra toso ojo gordo comió patio caballo flor boca camino corrió cocina sol col teléfono conejo león a E Aprendiendo ̐ ̐ ̐ ̐ Fra Unidad /o/ Unidadcomo /o/ en "
: abuelos s y este es un zapato etc. Mayore con los niños s juuuuguete www.juegosengrupo.com/canasta-revuelta para agitar líquidos caliente del por niño/a toda la casa antes de dárselo uuuvas www.uv.mx/Popularte/esp/scriptphp.php?sid=102 chupón cuchara : para Niño para para el Hogar: para s s s Con la ayuda del niña/o hacer una ensalada de lechuga Juan Pirulero: Pirulero: Juan Ponerse uñas postizas y decorarlas Crear tarjetas navideñas para los abuelos Canasta Revuelta: Usar una Buscar el Contar y comer los álbumesVer llenos de los de fotos Agua, champú – Bañar al perro o mascota de la casa Jugo/zumo/frutas – Hacer jugos en casa enfoque (El es alargar la vocal en Juuugo,“u” fruuuta etc.) Juguetes – Jugar con con el diferentes niño/a objetos del hogar y juguetes “Este es un
Nota ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ Idea ̐
̐ Spani h Vowel h s s 44 44
SPEECH SOUNDS VOWELS SOUNDS SPEECH 47 ̐ SPEECH SOUNDS VOWELS Spanish Vowels ) ) ) ) ) ) ) ) )
por Eileen Christelow " por Eileen Christelow á
: ) por Melani Gerth por Pheoby Beinstain s por Dr Suess www.cri-cri.net/Canciones/canciones.html www.songarea.com/mc/6/cepillin.html por Sara Willson por Eric Hall por Lauryn Silverhardt www.mamalisa.com/?t=ss&p=311&c=50 www.mamalisa.com/?t=ss&p=2654&c=50
por P.D Eastman por P.D www.songarea.com/music-codes/cepillin.html www.songarea.com/mc/10/cepillin.html y Rima por P.D Eastman por P.D www.mamalisa.com/?t=ss&p=1240&c=50 www.mamalisa.com/?t=ss&p=1124&c=50v s www.tsl.state.tx.us/ld/projects/ninos/ www.mamalisa.com/?t=ss&p=312&c=50 www.cri-cri.net/Canciones/lapatita.html /Literatura: /Literatura: s Tortillitas para Mamá Almendras Turrón Aserrín Aserran Que llueva Que llueva (Cepillin) La Cucaracha ( Estrellita ( Brinca ( la Tablita Sana Sana ( songsrhymes.html#sana A la Rueda de San Miguel laEl Feria de Cepillin ( Feliz Cumpleaños (cepillin) Las Mañanitas ( Arroz con Pollo ( De Colores ( A la Víbora ( La Marcha de las Letras ( Letras las de Marcha La La Patita ( La MochilaLa de Dora Dora va al MedicoDi “Ah”: Huevos Verdes con Jamón Cinco Monitos Brincando en Cama la un ÁrbolEn están Cinco Monitos los mi Mama? ¿Eres Perro! ¡Ve! ¡Ve Cinto Pequeñas Mariquitas Un Día en Playa la ¿Donde esta Spot? ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Cancione ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Libro Puede ser que el texto no contenga la vocal de enfoque sin embargo, las imágenes en el libro se pueden utilizar para reforzarla. ̐ mariposa alto pan sacar guitarra plana caballo acabar pelota cáscara pelota naranja café águila árbol nariz panza mascar cabra
Hazlo otra vez Dame un abrazo Déjame ver tu aparato/ procesador Vamos afuera A formarse filaEn Abre la puerta tu chamarraPonte Párate ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ casa masa taza pasa canasta chamarra telaraña pata vaca amar hermana cara bañar payaso manzana harina cargar piñata saltar plátano Audición Necesaria para Detectar /a /: 1020Hz /: /a Detectar para Necesaria Audición
cuchar s mamá papá pan rana zapato cazo araña lluvia bolsa joya sal gata cierra puerta fila línea agua hamaca gallo bailar
que Contengan la Vocal: la Contengan que s
s e s Ven paraVen acá A la cama Donde esta Mamá? A bañar Cierra la puerta Lávate las manos Lávate la cara a la mesaVen Cierra la puerta A limpiar Bruja: "Ja (riéndose ja" ja de alguna travesura) Avión: "Aaahh" Guitarra: tara" "Tara Batería: tra" "Tra Gallina: "Cara cara cara" Payaso: "Jajaja" ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Fra Información Acústica: Información Hz 1750 /: /a o Usar: Identificar para Necesaria Audición Palabra mesa cuchara parada sentada cama teja tía mía tuya atrás acá aquí allá otra abrazo tortilla sopa sopla almendra almohada a E Aprendiendo ̐ ̐ ̐ ̐ Unidad"Mam /a/ como en
: s bombones
Mayore s : para Niño para s s Sortear la ropa de lavar enfocándose en la ropa blanca pantalones y Hacer un colage de que objeto de por fotos tengan ejemplo la /o/ “bolso, carro etc.” Cocinar o hornear un postre con Un paseo al zoológico y ver los animales-oso pardo, oso león,polar, etc. Disfrazarse de Santa Clos en Navidad Hacer un chocolate caliente Idea ̐ ̐ ̐ ̐ ̐ ̐ Nota
: s sopa o Vocálico s pollo
de para el desayuno zapatos caldo :
s para Juego para www.doslourdes.net/JUEsenpelotaloca.htm s www.doslourdes.net/JUEpoplosconejos.htm huevos con jamón www.doslourdes.net/JUEpopbote.htm : s para el Hogar: para s A la hora de bañar hablar al niño/a sobre los ojos, boca, orejas, y cabello Usar pares y nones de Cocinar Preparar y cocinar un Jenga: Cuando todos se derrumban pueden decir “oooh se cayoo” Los Conejos: Lotería Carrera de sacos La pelota loca: Bote:El A la bobi bobi Boliche bombones blancos Santa Clós – Colorear un dibujo de Santa Clós y pegar bolitas de algodón como su barba Bombones – Haga un pequeño hombre de las nieves usando Barco – Hacer barcos de papel, decorarlos y jugar con ellos en la tina del baño Oso – Hacer la máscara de un oso usando platos de papel Ojo/boca/oreja/cabello – Haga una pequeña marioneta usando calcetines viejos Flor – Hacer un lindo arreglo de flores de papel con o flores artificiales por accidente esTic hora Toc decomer” – Al apuntar al reloj Hooola – Durante una caminata vaya saludando a todos vecinos “Mira el guau – Durante guau” una caminata por el vecindario hable sobre todos los perros que vea. "Oh o “Oh – Cuando no” oh” se derrama el agualíquidos o en la mesa Jo jo jo Santa –
̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ Juego ̐ ̐ ̐ ̐ ̐ ̐ Manualidade ̐ ̐ ̐ ̐ Actividade ̐
̐ Spani h Vowel h s s 46 46
SPEECH SOUNDS VOWELS SOUNDS SPEECH 49 ̐ SPEECH SOUNDS VOWELS Spanish Vowels
: s Vocálico s
por Laurel Parter-Gaylord
n" n" www.dltk-teach.com : por Luz Orihuela s por Robert Munsch e por Enriqueta Capellades por Isabel Muñoz
: por Sandra Boynton /Literatura: /Literatura: s s /: 690 Hz 690 /: aventuras que han tenido Pez: Construir un papalote con figura de pescado Estrella: Cortar una estrella de cartón y decorarla para navidad juego El de a guanchilosptle Lotería Elefun Jenga Escaleras y serpientes Hi-ho cerezas (hi-ho cherrio) Los Tres Cerditos Tres Los RanitaLa Presumida Donde Esta Eric Siempre Querré te Perritos Quiero a mi Mamá Porque Je je je – Al reírse use cuando la /e/ hace el niño/a algo chistoso Beee – Al jugar con pequeños borregos en una charola llena de chantilli Meee – Al leer libros de la granja mamá/papá nombran al chivo y hacen el sonido Bebe – Jugar con el bebe a las escondidas juguetona y con voz buscarlo esta“donde el beebee” Elefante: Construir un elefante con rollos de papel del baño pegándole la cara y el cuerpo por: Borrego: Pegar algodón en un plato de papel y convertirlo en gorro para pretender que sois un borrego y decir “beee beee” Leer: Usando familiares fotos construir un libro para leer las diferentes Ҵ ̐ ̐ Juego ̐ ̐ ̐ ̐ ̐ ̐ Libro Puede ser que el texto no contenga la vocal de enfoque sin embargo, las imágenes en el libro se pueden utilizar para reforzarla. ̐ ̐ ̐ ̐ ̐ ̐ Juego para Actividad ̐ ̐ ̐ ̐ Manualidade ̐ ̐ ̐ ) ) ) /: 2610 Hz 2610 /: ) ) Ҵ
) ) siete mecer pie coche mesa tele leer machete jarabe enfermo estrella letra )
) )
) Lo encontréLo cámbiate y Ve y báñate Ve Despiértate aquí Ven / como en "Tr en como / ̐ ̐ ̐ ̐ ̐ ten elefante ver vete te lotería verde negro este pez agáchate coser Ҵ Audición Necesaria para Detectar / Detectar para Necesaria Audición www.cri-cri.net/Canciones/canciones.html
) cuchar www.mamalisa.com/?t=ss&p=2231&c=50 Siéntate Quédate ahí Párate Espérate y péinate Ve s www.mamalisa.com/?t=ss&p=310&c=50 www.mamalisa.com/?t=ss&p=311&c=50 ̐ ̐ ̐ ̐ ̐ tetera ven perro café leche el de donde entre pastel tres dame www.mamalisa.com/?t=ss&p=1239&c=50 www.apocatastasis.com/rimas-juego-canciones-cuna-
: www.cri-cri.net/Canciones/metetete.html www.doslourdes.net/Este%20dedito.htm s
www.tsl.state.tx.us/ld/projects/ninos/ que Contengan la Vocal: la Contengan que www.mamalisa.com/?t=ss&p=312&c=50 s www.cri-cri.net/Canciones/llueve.html : s e s www.cri-cri.net/Canciones/elborreguito.html www.mamalisa.com/?t=es&p=1995&c=50 Métete Tete ( Tete Métete Borreguito El Enfermo ( Estrellita ( Cinco Elefantes ( Arroz con Leche ( Por qué? No me pegues Déjame ver tu aparato/ procesador Llueve ( A Guanchilopostle ( Borrego: “Beee” Chivo: “Mee” Brinca ( la Tablita ( Letras las de Marcha La tenia Diez PerritosYo ( Chocolate ( songsrhymes.html#chocolate) De Tin Marin ( infantiles.php#detin Este Dedito ( Un Elefante ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Cancione ̐ ̐ Información Acústica: Información Palabra borrego becerro elote bebe queso atole teléfono frijoles cereza espejo cena melón a E Aprendiendo ̐ ̐ Fra Audición Necesaria para Identificar o Usar: / o Usar: Identificar para Necesaria Audición ̐ ̐ ̐ ̐ ̐ ̐ ̐ Unidad /
: s Mayore s : para Niño para s s Hacer y decorar una piñata Hacer un rico postre con plátanos o ensalada de frutas Ayudar a mamá a preparar la masa hacer y tortillas Jugar cualquier deporte enla que se utilice una pelota Idea ̐ ̐ ̐ ̐ Nota
cama : s en la los trastes y enfocarse en sábanas Vocálico
lavar s
en casa o en la mueblería camas : s por toda la casa y buscar su par Navideño para Juego para
para tamales s
árbol zapatos : s para el Hogar: para s cucharas Decorar el Esconder Preparar masa El patioEl de mi casa La papa caliente Doña blanca Serpientes y escaleras Damas chinas A la víbora de la mar Poner la cola al burro aviónEl de los animales “Telaraña” – Hacer una telaraña con estambre blanco y colgar arañas “Pato, vaca, rana” un – En plato de papel dibujar una granja y pegar fotos “Mama” “Papa” – Decorar un porta retrato e incluir de la foto mamá y papá – Usando“Araña” el cartón de los blanquillos hacer una araña “Cara cara cara” – Hacer una gallina con platos de papel “Ha ha – Pintar ha ha” el rostro del niño de payaso y reírse de juegos y maniobras “Ahhhh” Hacer aviones“Ahhhh” de papel canta al bebé Ja Ja Ja – Al reirse de algo gracioso “Ahhhh!” – Jugar“Ahhhh!” al cucuy y gritar cuanto el niño lo asusta. Al estar"Aahh”– vaciando agua a un recipiente o tina. Tara-tara – Hacer de cuenta que está tocando la guitarra cuando le Aahh” – Después de tomar algo refrescante: agua, refresco etc. ah, – Cuandoah” “Ah, arrulla al bebé a la hora de su siesta u hora de dormir “Ahhh” – Variando el tono“Ahhh” mientras quepasea de al niño/a lado a lado como fuera si un avión “Ahhh” – Colgar aviones“Ahhh” del techo y jugar con ellos, colocar de fotos aviones en diferentespartes de la casa para hablar de ellos Encontrar todas las Sortear los cubiertos a la hora de y estar narrando cada paso Ayudar a pelar al niño/a una fruta: plátano, manzana y naranja; las Los niños pueden ayudar a poner las
̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Juego ̐ ̐ ̐ ̐ ̐ ̐ Manualidade ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Actividade ̐ ̐ ̐ ̐ ̐
̐ Spani h Vowel h s s 48 48
SPEECH SOUNDS VOWELS SOUNDS SPEECH 51 ̐ SPEECH SOUNDS VOWELS Spanish Vowels
)
)
) )
) : ) s por Eileen Christelow Vocálico por Eileen Christelow
s
por Melani Gerth por Eric Carle por Karen Katz www.cri-cri.net/Canciones/canciones.html www.songarea.com/mc/6/cepillin.html :
s www.mamalisa.com/?t=ss&p=314&c=50 por Carol Ottolengni para Juego para
s : www.songarea.com/mc/6/cepillin.html www.mamalisa.com/?t=ss&p=1124&c=50 s por Francesca Boada : www.cri-cri.net/Canciones/llueve.html /Literatura: /Literatura: s s La Marcha de las Letras ( Letras las de Marcha La Itzy Bitzy Araña ( De Colores ( Llueve ( Pío pío píoPío – Hacer el sonido de los pollitos mientras picotea tiernamente la barriguita del bebe Quiquiriquí – Hacer un gallo usando platos de papel y plumas Amarillo – Hacer un pulsera de perlas de fantasía de color amarillo Frijoles/calcetín – Rellenar calcetines de diferentes colores con frijoles para jugar u navidad la durante ornamentos pequeños Pintar – Pintar otros días festivos Lilac – Hacer flores Lilac de papel Cinco/Monitos – Colorear y recortar dibujos de monitos o changuitos que represente un cuento infantil Sillas Musicales Un Limón, Medio Limón A la Gallinita Siega Wiii – Al jugar en la resbaladilla, conun yo-yo o en los columpios Brr bip bip – Pasear con en el niño/a la carriola y hacer de cuenta que esun carro Iii-iii – Relinchar como un caballo al pasear en al niño/a los hombres En laEn Feria de Cepillin ( Los Pollitos ( Chivitos Tres Los Cenicienta Donde Esta tu Ombliguito OrugaLa muy Hambrienta Cinto Pequeñas Mariquitas Cinco Monitos Brincando en Cama la un ÁrbolEn están Cinco Monitos los ̐ ̐ ̐ ̐ ̐ Manualidade ̐ ̐ ̐ ̐ ̐ ̐ Juego ̐ ̐ ̐ Actividade ̐ ̐ ̐ Cancione ̐ ̐ Libro Puede ser que el texto no contenga la vocal de enfoque sin embargo, las imágenes en el libro se pueden utilizar para reforzarla. ̐ ̐ ̐ ̐ ̐ ̐ ̐ frijol silla perrito bolsillo amarillo chivo girar lilac perico pajarito bonito
jícama jitomate iris picar chiquito di piña imagina si mira vi cinco diez diente Audición Necesaria para Detectar / i /: 370 Hz 370 i /: / Detectar para Necesaria Audición
cuchar s
pico decir mi mio limón lima bicicleta (bici) osito pintar biberón dormir chile anillo iglesia
que Contengan la Vocal: la Contengan que s : s e s Resbaladilla: "Wii" Gallo: "Quiquiriquí" Oh, mira! Mira que chiquito Es hora de irnos Di hola Dímelo Tíralo A limpiar Quédate ahí aquí Ven Oh que frió Carro: “Brrrr, bip bip” Pollitos: “Pío, pío” pío, “Miao” Gato: El Caballo: “Iiiii” Piano: "Plin plin" Chango: “Uuu-iii” Ratón: “Squeak, squeak” "Wiiii"Yo-yo: Ambulancia: "Ui-ui-ui" ̐ ̐ Fra ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Información Acústica: Información Hz 3200 / i /: o Usar Identificar para Necesaria Audición Palabra cepillo cocina vidrio calcetín piano tortilla bolillo gatito carrito enchiloso jirafa gigante silencio cielo a E Aprendiendo ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Unidad /i/ como en "Sí"
pegarle
verde antes de cada comida coches :
mesa s tres enfermo/jarabe/descansar
de azul para representar un acuario y Mayore decorar lascolgarlas y por toda la casa s papel peces de diferentes estilos de colage coche : para Niño para para el Hogar: para s s s Hacer un pastel de tres leches Construir un caleidoscopio usando papel de colores Jugar y buscar a “Veo, veo” cosas que tengan la letra /e/ Crear un Jugar el juego de “Un melón, medio melón” Hacer una piñata con figura de dragón y pintarla de Jenga Sortear los juguetes en grupos de Cortar figuras de Pintar un plato de galletitas de pescado Lavarel Poner los cubiertos y los platos en la Jugar al doctor y hablar sobre el Jugar a las escondidas y al que le toca buscar debe de decir “Dónde está__?”
̐ Nota ̐ ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐ Idea ̐ ̐ ̐ ̐
̐ Spani h Vowel h s s 50 50
SPEECH SOUNDS VOWELS SOUNDS SPEECH 53 ̐ SPEECH SOUNDS VOWELS IntroductionWebsite References
s s Book Song s s s www.preschoolexpress.com/game_station.shtml www.educationworld.com/a_lesson/lesson/lesson169.shtml www.stephencarr.com/classroomgames.html www.eslkidstuff.com/Classroomgamesframe.htm www.theideabox.com/Game_list.html www.education.com/activity/preschool/games/ monroe.lib.in.us/childrens/booklists/children_booklists.html www.firstsoundseries.com/ www.magickeys.com/books/ www.preschoolexpress.com/story_station.shtml www.preschooleducation.com/book2.shtml www.teachersfirst.com/100books.cfm www.bedtime.com/html/children_s_short_stories.html www.childrenstory.info/biblestoryforchild/childstory.html www.popularchildrenstories.com/ www.preschoolrainbow.org/book-themes.htm www.mamalisa.com www.theteachersguide.com/ChildrensSongs.htm www.kids.niehs.nih.gov/music.htm www.preschoolexpress.com/music_station.shtml www.bussongs.com/ www.stepbystepcc.com/music.html www.theideabox.com/Music.and.Song_list.html www.preschoolrainbow.org/preschool-rhymes.htm ̐ ̐ ̐ ̐ ̐ ̐ Children’ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Children’ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Game
s s and Craft and s www.speechtx.com/index.htm www.dltk-kids.com/ www.craftideas.info/html/cpi_fall.html www.theideabox.com/Craft_list.html www.preschoolexpress.com/art_station.shtml www.talkingchild.com/crafts.aspx www.artistshelpingchildren.org/ www.education.com/activity/preschool/recycled-crafts/ www.preschoolrainbow.org/ www.enchantedlearning.com/crafts/toddler/ www.enchantedlearning.com/artists/coloring/ www.kids-cooking-activities.com/index.html www.childrensrecipes.com/ www.speakingofspeech.com/Cooking_Materials.html familyfun.go.com/recipes/ www.preschoolexpress.com/food_station.shtml www.theideabox.com/Recipe_list.html www.education.com/activity/preschool/recipes/ www.kids-cooking-activities.com/preschool-snack-recipes.html www.kids-cooking-activities.com/kids-craft-recipes.html www.bry-backmanor.org/picturerecipes.html www.crayola.com/free-coloring-pages/ www.toddler-activities-at-home.com/toddler-crafts.html www.speech-language-therapy.com/txvowelcontrasts.html (pictures for vowel work) www.speakingofspeech.com/Thematic_Materials.html familyfun.go.com/crafts/crafts-by-age/ familyfun.go.com/printables/printable-paper-crafts/ www.preschoolexpress.com/art_station.shtml www.preschooleducation.com/art.shtml www.preschoolexpress.com/pattern_station.shtml ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Cooking Activitie Cooking ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Art ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ ̐ Websites Websites pajarito
el
mira y hacer un “ dientes gallo que esta afuera antes de pajaritos los frío :
s de las ventanas y carro cepille o un pico de vidrio bicicleta piña de los artículos de ropa al vestir la mesa después de cada comida o algún Mayore s o de limpiar
bolsillos limón que pueden leer todos los días y su par chiles
libro : para Niño para para el Hogar: para s s s calcetines cuarto de la casa pequeño Invitar a al niño/a Salir chamarra sin a jugar y hablar de lo regresar y ponerse la chamarra Invitar a que al niño/a lave el Hablar sobre los jitomates; Despuésde lavar la ropa puede el niño/a buscar todos los Invitar al niñoa mezclar los ingredientes para ser una salsa : Dar un paseo por el parquet y hablar de los montarLavar, y cuidarde la cuando al niño/a fotos Tomarle se Hacer agua de
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̐ Spani h Vowel h s s 52 52
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