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Identifying and saying the correct sound blend at the beginning of words

Description:

This activity will help your child to identify and practice saying your target blend at the start of a word. Sound blends are when 2 consonant sounds are used together in a word, e.g. 'sp' in spider, 'bl' in 'blue', 'tr' in tree. For this activity choose the set of blends you are working on, e.g. 's' blends, 'l' blends or 'r' blends.

Commtap have developed a variety of speech sound packs that provide resources for working on all the stages of development of certain sound substitutions - click here for speech sound packs

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Phonology/Articulation: Sounds in Words

Section: Early Years (0-5yrs) info; Primary (5-11yrs) info; Secondary (11-16yrs) info

Additional information (Click to show) (Click to hide)

Speech sound position:	Syllable Initial Word Initial
Includes:	Activities
Suitable for:	Individual; Small group
Contributors:	anonymous contributors; Lryves
Date last changed:	May 31, 2023

Activity/strategy name and materials required	How to do the activity	Key principles for doing the activity and comments
Stick it - A piece of paper for each of the blend sounds you are working on, e.g. for 's' blends you would have 'sc/sk' 'sl' 'sm' 'sn' 'sp' 'st' 'sw' - Glue/Blu-tac - Pen/pencil - Feely-bag/ other container - A selection of picture cards with words starting with your target blends/clusters - this will either be 's' blends, 'l' blends or 'r' blends - click here for printable picture cards.	1. Help the child to write a different sound blend in the centre of each sheet of paper. 2. Put all the pictures in the feely-bag or container. Shake it to mix them up. 3. Ask the child to pull one picture out of the feely-bag. 4. Ask them to say the name of the picture. Give them a clue if they are not sure what the picture shows. Model the correct pronunciation if the child says it wrong. 5. Ask the child to stick the picture on the correct piece of paper according to the blend at the start of the word. (Use Blu-tac if you want to be able to re-use the pictures). 6. Repeat until all the pictures have been used up.	If the child finds it hard to hear the cluster at the start of the word when they say it themselves, you could say it to them. If they still find it hard, say the word with a short break after the cluster, e.g. "sk...irt". If the child mispronounces the word say the word both correctly and the way the child says it, and ask them which is the correct one e.g. "is it 'stooter' or 'scooter'?"