1. Setting the Climate

2. 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

3. “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”

4. Here is your brain

5. 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….

6. 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….

7. 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….

8. 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….

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

10. 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.

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

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

13. 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

14. Mouth Picture
Label
Sound
Motor Description

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

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

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

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

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

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

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

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

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

24. Practicing brothers

25. 1. Assemble pictures
Mix up
Lay down in order

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

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

28. Discovery Games
Card games
See manual pgs 83-84

29. Tracking Consonants

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

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

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

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