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.)

	T GAMES	D GAMES
SOUND *Copy the number of sounds you hear. Focus on and talk about making changes (this is new...).*	T SOUND REPETITION
BEGINNING of WORD
MIDDLE of WORD	***Hidden picture - muddy, dirty, teddy potty
END of WORD

	M GAMES	N GAMES
SOUND		Beginning N Sound
BEGINNING of WORD
MIDDLE of WORD		***Two Syllable Words Ending With 'Knee'
END of WORD

	P GAMES	B GAMES
SOUND
BEGINNING of WORD *Try /p/ words in phrases to expand language*	P Initial Word Game Balloon Pop Game
MIDDLE of WORD
END of WORD *We can use this activity for marking the change between first and last sound, likely in a phrase. E.g.: my; I want/do...*	P Final Minimal Pairs

LANGUAGE GAMES- MORE TO COME!

What are the kids doing? Pick either -ing or pronouns for the week to keep a clear focus. Expand based off of the response you get.	1) Model the -ing ending. e.g.: Do you see ___-ing or ___-ing? (answers and you expand) I see ___-ing.
	2) Receptive Language: pronouns e.g.: find he/she then animate the picture