Setting the Climate

Purpose To help students know: what they will be doing why Learn to see, hear and feel sounds why To make reading/spelling easier by enabling them to figure out words and check themselves

“Do you know why you are here? “We are going to work on reading/spelling… “Let’s take a look at what the brain does when it thinks and learns”

Here is your brain

This is the part of the brain that helps with ‘hearing’ sounds This is the part of the brain that helps with ‘hearing’ sounds. Draw an ear here….

This is the part of the brain that helps with ‘making’ sounds This is the part of the brain that helps with ‘making’ sounds. Your mouth, lips and tongue move to make sounds. Draw some lips here….

This is the part of the brain that helps to‘see’ sounds and letters This is the part of the brain that helps to‘see’ sounds and letters. Take a look in the mirror and make the sound /p/. Did you ‘see’ your mouth move? Draw some eyes here….

This is the part of the brain that helps with letters This is the part of the brain that helps with letters. Take a look at this letter /p/. Draw some ‘letters’ here….

Now it is our job here together to build road ways in your brain helping these areas to connect together. Draw some ‘roads’…

We are going to keep this picture up every day we work together so we can talk about what we are working on in therapy.

Introduction to “Brothers” a.k.a. minimal pairs

Lay out mouth pictures in this order….. Lip sounds Tongue sounds Air sounds

1. Say Sound 2. Student repeats sound 3. Question feeling 4 1. Say Sound 2. Student repeats sound 3. Question feeling 4. Verify feeling (mirror and model) 5. Discover label, picture, and motor description

Mouth Picture Label Sound Motor Description

Mouth Picture Label Sound Motor Description /p/ Lip poppers Lips come together, then pop open and blow air out

Lip Poppers /p, b/ Lips come together and pop apart

Lip cooler /f, v/ My teeth are on my bottom lip and I blow out air that makes my lip feel cool.

Tongue tappers /t, d/ My tongue lifts in the front and taps the roof of my mouth

Tongue scrapers /k, g/ My tongue lifts in the front and taps the roof of my mouth

Tongue cooler /th, th/ My tongue is between my teeth and I blow out air that makes my tongue feel cool.

Skinny air /s, z/ I pull my lips back skinny and blow out a skinny stream of air. Where is your tongue?

Fat air /sh, zh/ I scoop my lips out fat and blow out a fat stream of air. Where is tongue?

Fat air pushed /ch, j/ I scoop my lips out fat and PUSH out a fat stream of air. Where is tongue?

Practicing brothers

1. Assemble pictures Mix up Lay down in order

2. Receptive Using assemble Therapist says sound Student Repeat Feel Point to picture

3. Expressive Using assemble Therapist points to picture Student has to Say sound Label Motor description

Discovery Games Card games See manual pgs 83-84

Tracking Consonants

Purpose Compare and contrast sequences of speech sounds and represent them visually Step 1: Mouth pix Show me /t, p, p/ Step 2: Blocks

1. Pictures Show me…. Pg. 100 in book for stimuli elicitation

2. Blocks Show me…. Pg. 100 in book for stimuli elicitation

3. Consonant Mastery Check-out Using assemble Therapist points to picture Student has to Say sound Label Motor description