Game Activities for a Variety of Sound Targets
Here are some activities you may want to try. A little practice a few times a week will go a long way for improving speech.
Auditory Bombardment and Awareness are a part of articulation and phonological training.
Read books or word lists that emphasize your target sound. Your child just listens.
Guessing Games: The picture cards are placed in, on, or under an object whose name contains the target sounds. Your child chooses a card from the container and hand it to you. While he chooses, you can chant, “bag, bag, What’s in the bag?” You describe the picture while he guesses what it is. For example, “It is something that is round and bounces---ball.
Be inventive with your containers. Put the target words in a bag for initial /b/ or final /g/ or a box for initial /b/ or final /ks/. You can also use an envelope, cup, train, or tub depending on the target sound. You can even stick a card on the bottom of your child’s shoe for the initial /sh/ for “shoe” or initial /f/ or final /t/ for “foot.”
Treasure Hunts” The traditional treasure hunt game can be adapted for a variety of targets by changing the hunt’s name or the accompanying chant. For example the “Snoop Hunt” can be played for initial /sn/. The group chants “Snoop, snoop snoop. We’re going on a snoop hunt.” While following clues to hidden picture cards. The final picture is hidden with the “treasure” such as a sticker or small candy or fish cracker. Other hunt names might include: “Spy Hunt”, “Sticker Hunt”, “Candy Hunt.” Other chants might by “Go, go, go we’re going to find a treasure”, “Find, find, find, we’re going to find a treasure.”, “See, see, see, let’s see the treasure”, “Look, look, look, we’re looking for a treasure.”
Train Activity: Place target words randomly around the room. Line up “train” style and choo-choo your way around the room repeating the target sounds until the “train” makes a stop at each target word. Have your child say the word 3 times before moving on to the next stop.
The Fishing Game: Using a fishing pole made out of a stick, string and a magnet, ask your child to fish for a target pictures paper clipped onto pre-made cardboard fish. As your child takes his turn fishing, he can chant a target word or phrase to elicit the target sounds, for example, “key, key, key find the key” (for initial “k”). If he is at the word level, he can just say the word on the card. If he is at the sentence level, he can make up a sentence or repeat a sentence with the target word.
Pin the tail on the (___________).: Play “in the tail on the donkey.” Replacing the tail and the donkey with other items containing the target sounds. For example, “Pin the spot on the spider.” “Pin the hat on the witch,” “Pin the nose on Santa.” Chant a phrase to elicit the target sound such as “Spider, spider find the spider.”
Bean Bag Toss: Arrange the picture cards on the floor about one foot apart from one another. Et your child toss bean bags, trying to land on the pictures. After he tosses the bean bag, your child should practice the target word 3 times before tossing again.
Numbers and Colors: Use dice or a spinner that may have numbers or colors. If you are using dice or a numbered spinner, write corresponding numbers on the backs of the picture cards. If the spinner has colors instead, put matching colors on the backs of the cards. During practice, your child can roll the dice or spin the spinner. Then turn over the card that matches the number or color rolled or landed on. Your child should then practice that word 3 times before taking another turn.
Go Fish: Make 4 picture cards of each target word on 3” X 5” index cards. Play the “Go Fish” game with your child. Pass out the cards equally between each player. Take turns asking each other for the picture that will help you to complete a set of 4. Your child may ask for the picture by saying, “I’m looking for a ____” if he is practicing at the sentence level. If he is at the word level, he can just say the word 3 times.
Treats: Use small stickers, stamps, raisins, popcorn, or fruit. Tell your child to pick a picture card and practice the word 3 times. After practicing one target word, give him a treat. Yum!
Puzzles, Playdough, and Building Blocks: Let your child choose one of these activities. Place the picture cards in a pile face down on the table. Tell your child to select a card from the top of the pile and practice saying the name of the picture 3 times. After practicing a word, give your child a puzzle piece, or block or small portion of playdough. When your child has finished all of the words, he may put together the puzzle , play with the blocks, or make something with the playdough he has earned. Continue to practice in this way for as long as you and your child are having fun.
Auditory Bombardment and Awareness are a part of articulation and phonological training.
Read books or word lists that emphasize your target sound. Your child just listens.
Guessing Games: The picture cards are placed in, on, or under an object whose name contains the target sounds. Your child chooses a card from the container and hand it to you. While he chooses, you can chant, “bag, bag, What’s in the bag?” You describe the picture while he guesses what it is. For example, “It is something that is round and bounces---ball.
Be inventive with your containers. Put the target words in a bag for initial /b/ or final /g/ or a box for initial /b/ or final /ks/. You can also use an envelope, cup, train, or tub depending on the target sound. You can even stick a card on the bottom of your child’s shoe for the initial /sh/ for “shoe” or initial /f/ or final /t/ for “foot.”
Treasure Hunts” The traditional treasure hunt game can be adapted for a variety of targets by changing the hunt’s name or the accompanying chant. For example the “Snoop Hunt” can be played for initial /sn/. The group chants “Snoop, snoop snoop. We’re going on a snoop hunt.” While following clues to hidden picture cards. The final picture is hidden with the “treasure” such as a sticker or small candy or fish cracker. Other hunt names might include: “Spy Hunt”, “Sticker Hunt”, “Candy Hunt.” Other chants might by “Go, go, go we’re going to find a treasure”, “Find, find, find, we’re going to find a treasure.”, “See, see, see, let’s see the treasure”, “Look, look, look, we’re looking for a treasure.”
Train Activity: Place target words randomly around the room. Line up “train” style and choo-choo your way around the room repeating the target sounds until the “train” makes a stop at each target word. Have your child say the word 3 times before moving on to the next stop.
The Fishing Game: Using a fishing pole made out of a stick, string and a magnet, ask your child to fish for a target pictures paper clipped onto pre-made cardboard fish. As your child takes his turn fishing, he can chant a target word or phrase to elicit the target sounds, for example, “key, key, key find the key” (for initial “k”). If he is at the word level, he can just say the word on the card. If he is at the sentence level, he can make up a sentence or repeat a sentence with the target word.
Pin the tail on the (___________).: Play “in the tail on the donkey.” Replacing the tail and the donkey with other items containing the target sounds. For example, “Pin the spot on the spider.” “Pin the hat on the witch,” “Pin the nose on Santa.” Chant a phrase to elicit the target sound such as “Spider, spider find the spider.”
Bean Bag Toss: Arrange the picture cards on the floor about one foot apart from one another. Et your child toss bean bags, trying to land on the pictures. After he tosses the bean bag, your child should practice the target word 3 times before tossing again.
Numbers and Colors: Use dice or a spinner that may have numbers or colors. If you are using dice or a numbered spinner, write corresponding numbers on the backs of the picture cards. If the spinner has colors instead, put matching colors on the backs of the cards. During practice, your child can roll the dice or spin the spinner. Then turn over the card that matches the number or color rolled or landed on. Your child should then practice that word 3 times before taking another turn.
Go Fish: Make 4 picture cards of each target word on 3” X 5” index cards. Play the “Go Fish” game with your child. Pass out the cards equally between each player. Take turns asking each other for the picture that will help you to complete a set of 4. Your child may ask for the picture by saying, “I’m looking for a ____” if he is practicing at the sentence level. If he is at the word level, he can just say the word 3 times.
Treats: Use small stickers, stamps, raisins, popcorn, or fruit. Tell your child to pick a picture card and practice the word 3 times. After practicing one target word, give him a treat. Yum!
Puzzles, Playdough, and Building Blocks: Let your child choose one of these activities. Place the picture cards in a pile face down on the table. Tell your child to select a card from the top of the pile and practice saying the name of the picture 3 times. After practicing a word, give your child a puzzle piece, or block or small portion of playdough. When your child has finished all of the words, he may put together the puzzle , play with the blocks, or make something with the playdough he has earned. Continue to practice in this way for as long as you and your child are having fun.
Game Activities for a Variety of Language Targets
Here are some activities that help develop language.
Language is best learned in natural contexts and everyday situations.
Things to Remember In General:
Listen To Your Child
Help Your Child Listen and Remember
Talk Talk Talk To Your Child From birth On,
Talk about EVERYTHING!
Read Read Read To Your Child
1. Start at an early age with simple picture and cloth books.
Read or talk about the pictures for a few minutes. Increase the amount of time as his attention span lengthens.
Read EVERY day.
Help Your Child Discover
*experiment with different foods in the kitchen
*play with a magnet
*make and use a paper cup telephone
Help Your Child Talk and Learn Language
*functions of object--you sleep in a bed, you drink out of a cup
Language is best learned in natural contexts and everyday situations.
Things to Remember In General:
- Talk about things you do
- Talk about places you go
- Answer questions
- Listen to your child
- Read and talk about books
- Tell stories together
- Play games with your child
- Play word game together
- Pretend with your child
- Praise Praise Praise your child
- Always model good speech
Listen To Your Child
- Look at him when he talks and interact with him. Get down to his eye level.
- Answer his questions
- Don’t correct or criticize his speech. He is trying to communicate. If e mispronounces a word, or uses incorrect grammar, just say the word or sentence correctly.
Help Your Child Listen and Remember
- Listen for sounds around the home
- Listen to story recordings together
- Give your child simple directions to follow. Start with one and increase them. Be sure and praise him. For example: “Put the cup in the bathroom” Put the plates on the table and then call Johnny to dinner”
- Read books or tell stories to your child. Let him retell them.
- Have conversations over play telephones.
- Help him recall past events “Do you remember what Grandma gave you for your birthday?”
Talk Talk Talk To Your Child From birth On,
Talk about EVERYTHING!
- Play with sounds
- Name things as you point to objects or pictures
- Use short sentences at first and increase the length as your child begins to talk
- When your child talks, expand on his utterances: Child, “Truck broke.” Parent, “Yes, the truck is broken. It won’t move.”
- Use correct pronunciation and grammar. Do not use or encourage “baby talk.”
- As you do daily activities, talk about them and use new vocabulary.
- Use gestures and body language too.
Read Read Read To Your Child
1. Start at an early age with simple picture and cloth books.
Read or talk about the pictures for a few minutes. Increase the amount of time as his attention span lengthens.
Read EVERY day.
- Read nursery rhymes, fairy tales, Dr. Seuss books, and big picture books.
- Start your child’s own library. Give books for special occasions, or for rewards and surprises. Put his name and the date in each book and provide a special place to keep them.
- Take your child to the library every week if possible. Attend the story hour if they have one. Let him select books he likes to take home.
- At a young age, play “Peek-A-Boo”, “Pat-A-Cake,” finger plays such as “Itsy Bitsy Spider” and “Here’s the Church,” singing games like “Old McDonald” and “Mulberry Bush, and following directions games like “Simon Says.”
- Do pantomimes or simple charades. Act out simple chores or nursery rhymes together.
- Get involved in dramatic play with your child. Play airport, store, post office, barber shop, restaurant, or school. Collect items relating to these places and store them in a box. For example, for play restaurant; use an old tablecloth or place mat, dishes, candle, play money, a notebook for taking orders, an apron, a tray and toy food.
- Play cards and board games. Children learn to follow rules as well as number values and new vocabulary.
- Do puzzles. Colors and shapes, sizes, and part-whole relationships can be taught and reinforced as you talk about how each piece fits--or doesn’t fit.
- Limit viewing to good and appropriate programs.
- Watch with your child and discuss what is going on. Television is a passive medium but it can be of value if there is an opportunity for parent-child interaction.
Help Your Child Discover
- Look at, feel, taste, smell and hear together. Try out sensory games such as a feely box.
- Introduce new concepts by using things in the environment. For example:
*experiment with different foods in the kitchen
*play with a magnet
*make and use a paper cup telephone
- Give your child many opportunities for matching and sorting and talk about likenesses and differences. Sort socks and silverware, buttons and bottle caps, coins and candies. As you put away groceries, sort food cans, things to be refrigerated, vegetables, fruits, sweet things, etc.
- Make things out of recycled materials such as as egg cartons, paper tubes, ribbon, material, foil and talk about your creations.
- Use measuring instruments like a clock, tape measure, yardstick calendar, scale and talk about the measurements and amounts.
- Let your child help you cook. It’s fun and there are many language opportunities. Perhaps they will cook you a great dinner when they are grown.
- Take mini-field trips in your neighborhood and around the town.
- Visit a pet store: talk about the different animals, fish, about their color, shape, sizes, skin, what they eat, how they move etc.
- At the grocery store: Talk about categories--produce, meats, dairy, Where they come from, color, size, shape, etc.
- Visit the post office. Try out the change and stamp machines. Watch the postal employees at work and talk about what they do. Mail a letter to a relative--to your child.
- Visit the hardware store, zoo, fire station etc.
Help Your Child Talk and Learn Language
- Play with sounds with your child. The Apples and Bananas Song is a great example.
- Practice conversations--listening to him and responding to show you are interested. Making comments and asking questions. This helps as they get older and you want to know what is going on in their lives.
- Make and use puppets with your child. Then help him to try out new and different ways of talking and being creative.
- Make up stories together. Try little plays or ghost stories. Nursery rhymes favorite stories are great starters.
- Let your child do tasks in which he has the opportunity to communicate. He could borrow something from a neighbor, purchase a loaf of bread at the store or call someone on the phone.
- Discourage a lot of shouting or screaming which can be harmful to your child’s vocal cords.
- Play word games such as:
*Rhyming--think of rhyming words for things in the kitchen (sink, wink, mink, blink; bread,red said, head)
*functions of object--you sleep in a bed, you drink out of a cup