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move between consonant sounds 
To move between a series of consonant sounds. You seek advice from a Speech and Language Therapist as to which sounds to work on and how many.
| Phonology/Articulation: | Polysyllables |
| Section: | Early Years (0-5yrs) info; Primary (5-11yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Materials: A track drawn out with pictures for target sounds; Two toy cars; A pen or pencil. | One child has the racing car. Another person has the 'starting' pen/pencil and another the 'finishing' pen/pencil. The child puts their car at the beginning of the track. The starting person puts their pen across the track, then says 'ready steady go' and lifts the pen to let the car through. The child pushes the car along the track, saying the sound for each square they come across. They need to try and move the car as fast as possible whilst still being able to say the sounds/words clearly. When they get to the end of the track, the finishing person lets the car through the 'finishing' gate. Variation: One child says the sounds, and another person pushes the car - they can only push the car on to the next square when they hear the sound/word clearly. | The child must be able to say the sounds/words one at a time (if not this activity is not appropriate). If the child has difficulty moving from one sound to another they need to go more slowly. Remember to praise all the child's attempts. |
| Materials: Board with vowel sounds on; Pack of consonant cards appropriate to the target sounds. | Start off by going through the sounds for the crocodile ( 'aaah'), piglet ( 'eee'), and the cloud ( 'ooo') on the vowel sound board. Take it in turns to take a consonant card, and put it in a space before any one of the vowels. Say the consonant and its following vowel separately then together, for example "puh - ah - pah" . When a line is completed, you must say the whole line, e.g. "par-kar-tar". The game is finished when all the spaces are full up. | When it is your go, you should say the sounds rather than getting the child to say the sounds, this way they get opportunities to hear how the sounds should go together as well as practicing doing it themselves. |
| 3 syllable words fingernail ponytail skeleton butterfly chimpanzee dinosaur elephant gorilla jellyfish octopus pelican polar bear banana cereal chocolate lasagne orange juice potato raspberry spaghetti | 4 or more syllables alligator caterpillar hippopotamus rhinoceros baked potato cauliflower chicken noodle soup mashed potatoes peanut butter helicopter motorcycle dictionary tape recorder CD player electric drill television toilet paper vacuum cleaner washing machine | |
| Materials: Cards with pictures and words from the above list - two cards for each word | As with the other games, you say the word when it is your go, so that the child gets opportunities to hear how the word is said. | |
| Materials: Stepping stone board One dice Counters Set of cards with words/pictures from the above lists | As with the other games, you say the word when it is your go, so that the child gets opportunities to hear how the word is said. | |
| Snakes and ladders board with about 15 or 20 spaces, two snakes, and two ladders. Each square has a picture/word on it from the above list. One dice Counters | As with the other games, you say the word when it is your go, so that the child gets opportunities to hear how the word is said. | |
| Eight cards with words/pictures from the above list. Small piece of paper with picture of a fish (or something else) on it. | This game is harder if the names of the pictures are more similar. Turn over the picture that you thought the child had said, though take care not to cause frustration if they have difficulties saying the word correctly to make you understand. |
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