Where's the Sound?
Listening for Beginning, Middle, and End Sounds
Activity Description
Preparation:
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Gather the materials required for the game
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Locate a hula hoop
- You may be able to borrow a hula hoop from your schools equipment room
- Locate a bag to use for the holding the objects
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Gather a number of objects whose names include the sound of the week
- For example: For identifying the short /o/ sound in the middle of a word you may wish to use a toy fox, a toy dog, a toy mop and a small box
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Locate a hula hoop
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Choose a sound of the week to focus on during the game
- For example: Choose the short /o/ sound located in the middle of the word
Implementation:
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Explain the game
- Hold up an object and have students say its name
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Students should listen for the sound of the week in the name
- Remind them to listen at the beginning, middle and end of the word
- If the name contains the sound of the week, the object goes in the hula hoop
- If the name does not contain the sound of the week, the object goes to the side
- One student will be selected to place the object in the correct location
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Model with an example
- Exaggerate the name of the first object
- Think-aloud how you search for the sound in the name and decide where to place the object
- Continue the activity with each of your objects. If necessary, support students in searching for the sound of the week by stretching out the sounds in the word
Adaptations For
English Language Learners/ESL:
- Review the sound of the week one-on-one or in a small group
- Isolate and exaggerate the sound in isolation and in the word by pointing to your mouth and telling students to look and say correct response
- Use a picture cue and gesture when identifying the sound
LD/Reading & Writing Difficulties:
- Pre-teach letter sound prior to the game
- Choose an object with which the student is familiar
- Prior to playing the game practice identifying the sound of the week with objects
Cultural Appropriateness & Diversity:
- Choose culturally inclusive objects
- Choose objects with which the students are familiar
Differentiated Instruction:
- Choose a variety of objects to which students are able to connect
Related References
Evidence: Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7-26.
Activity Objective
The goal of Where's the Sound? Listening for Beginning, Middle, and End Sounds is to help students develop an awareness of the individual sounds in spoken words by identifying the correct sound in a given word.
What You Need
Prep Time:
10-20 minutes - Choose a sound of the week
- Gather hula hoop, bag, and objects whose names include the sound of the week
Task Time:
20 minutes - Teacher introduces the activity by reviewing the game
- Teacher discusses importance of sounds in words
- Teacher models game
- Students play game
- Teacher consolidates learning by reviewing sound of the week
Materials Required:
Teacher:
- Hula hoop
- Objects whose names include the sound of the week
- Bag
What You Do
Teacher Role:
Direct instruction:
- while teacher introduces activity and during the discussion
Modeling:
- while teacher models game
Facilitator:
- while students play game
Student Grouping:
Whole class:
- during introduction, discussion, teacher modelling and playing of game
Assessment Ideas:
- Meet in small groups and have students identify the sound of the week in spoken words
- Track students ability to identify the spoken sound using a checklist
Quick Tips
Activity Extensions:
- Create a center with a hula hoop and objects related to the sound of the week for extra practice
- As a whole class create a sound picture book
a. Have students draw and name a picture that includes the sound of the week
- Read aloud a variety of books associated with the sound of the week
- Create a class chart listing all of the words used in the game
a. Use a different color marker to underline the sound of the week
Additional Comments:
- Choose words strategically so that students can realistically sound them out and identify sounds at the beginning, middle, and end. If you are focusing on middle sounds, you may wish to choose three-sound words.
- Encourage students to segment the words you present in order to hear each sound.
- Emphasize the sound of the week by exaggerating the sound in isolation and in the word and point to your mouth and tell students to look and say correct response.
- Continue to emphasize the sound of week throughout the activity. This will contribute to building a foundational awareness of sound structure in spoken language.
Other Adaptations/Modifications:
- Use strategic seating for students who need cues to refocus