T o d d l e r T a l k

I have started to compile the games that we are using on to this page to keep it organized.

There are more games listed than what we are targeting this week. We target a primary sound pattern during the week, then cycle to another pattern the next week or so. Keeping to one primary sound pattern per week helps build sound awareness and motor memory.

This week's games have asterisks by them.

Our main focus has been changing sounds between syllables. These games have asterisks as part of the link and can be your primary focus.

(We have syllable games that focus on listening for and making changes in imitation. We also talk about being ready- looking at the sound model and listening/waiting for the model.)

(I placed the p games table onto the page for phrases and maintaining sound changes within a word. This is an easier target level, if the other games are too demanding on a given day.)

ARTICULATION GAMES!

Beginning /s/ Sound:

Imitate the /s/ word. You might use a pause between /s/ and the word or use a motion to cue the word (e.g.: tracing the arm). Take away these cues as your child gets more accurate!

(The s-blends are the more challenging words. Uncover the animations and ask which one your child wants to re-animate. e.g.: "s...pring?")

LANGUAGE GAMES- MORE TO COME!

What are the kids doing?

1) Model the -ing ending and wh- question form.

Talk about what you see without requiring your child to respond.

e.g.: "What are you doing? (flip card)

You are ___-ing."

As this grows familiar, your child might imitate, "What are you doing?"

Start with the "what" question. Soon we will add in the -ing form and pronouns (just too much for now)

THE TWO GAMES ABOVE SHOULD PROVIDE YOU WITH PLENTY OF PRACTICE THIS WEEK! THE GAMES BELOW ARE A BACK-UP IF YOU NEED A CHANGE.

GAMES COMBINING ARTICULATION AND LANGUAGE!

With any of these games, you should be able to practice at the phrase level. Maybe you would go through the words once, making certain that your child knows the words and is accurate at the word level. Suggestions for phrases are in the chart.
/t, d/ MIDDLE of WORD : Add an adjective- "I see/Look a muddy boy..."	***Hidden picture - muddy, dirty, teddy potty
/n/ MIDDLE of WORD: "I hear..." or "I see a..."		***Two Syllable Words Ending With 'Knee'
"I popped a..." Listen to how your child responds. If accurate, we have past tense -ed and the article "a." If the past tense is too much, then use "I pop a..."	Balloon Pop Game