Word Practice with the Alphabet

Word Practice-Specific Sounds Oral Exercises

Have person/client/family-member produce the following words with attention to lip closure and symmetry while producing the sounds.  Demonstrate if needed.  Be helpful and patient.  If needed helper gives the word and person repeats.  If possible have person read each word thus producing them by themselves.  Don’t move too fast.  This is not a reading exercise although reading may be involved.  It is an exercise to practice the lip and tongue functions for the specific sounds.   Reading or repeating is just a means to that end.  

When starting a new letter or sound you can skip down the material to the sentences and have her read a few.  If she is pronouncing the words well and the sentences are flowing, finish reading some of the sentences and move to the next sound.  When you are done be sure to record what pages you have worked with on the tracking sheet and her progress so the next person who comes in knows where she has been and is in the material.

Word Practice with B

Read the whole list or 4 lines out loud to Rosanne.  Read them from left to right starting with the top row and then moving to the next row.  (Remember which rows you are using)

Have Rosanne read the section you just read to her going down a column going all the way down to where you stopped reading.  Keep track of what column you have used.  If you are working through the activity more than once on this letter have her work on each column once before starting them over again.  After she reads down the column she is on, go to activity 3.

Cover up the word list by choosing the first tab -“Cover Tab”  so Rosanne can’t see the words. 

Make up a sentence that uses one of the words she has just read but that leaves a space for her to give you the word.  For example.  If she is doing column 1 You could say “My phone is going to _________ when I get a text.    What is a the word from the list that might go in that sentence?”   Or 
“The pitcher threw the _______.   Or  “What do dogs like to bury in the back yard?”  Click here to see a pdf with examples of the kinds of questions to ask but be sure to use the words from the list you working on.  

Help her to understand each word that she doesn’t understand.  She will be able to help you here.  She usually knows what she knows and what she doesn’t.  For example if you ask her if she knows what the word “bubble” means and she tells you she doesn’t know for sure.  Describe “bubble” in a way that she can relate to.  You can open another tab on the tablet and type “bubbles” in the search engine.  A picture should come up.  

Word Practice with I and E words

Read the whole list or 4 lines out loud to Rosanne.  Read them from left to right starting with the top row and then moving to the next row.  (Remember which rows you are using)

Have Rosanne read the section you just read to her going down a column going all the way down to where you stopped reading.  Keep track of what column you have used.  If you are working through the activity more than once on this letter have her work on each column once before starting them over again.  After she reads down the column she is on, go to activity 3.

Cover up the word list by choosing the first tab -“Cover Tab”  so Rosanne can’t see the words. 

Make up a sentence that uses one of the words she has just read but that leaves a space for her to give you the word.  For example.  If she is doing column 1 You could say “My phone is going to _________ when I get a text.    What is a the word from the list that might go in that sentence?”   Or 
“The pitcher threw the _______.   Or  “What do dogs like to bury in the back yard?”  Click here to see a pdf with examples of the kinds of questions to ask but be sure to use the words from the list you working on.  

Help her to understand each word that she doesn’t understand.  She will be able to help you here.  She usually knows what she knows and what she doesn’t.  For example if you ask her if she knows what the word “bubble” means and she tells you she doesn’t know for sure.  Describe “bubble” in a way that she can relate to.  You can open another tab on the tablet and type “bubbles” in the search engine.  A picture should come up.  

Word Practice with P

Read the whole list or 4 lines out loud to Rosanne.  Read them from left to right starting with the top row and then moving to the next row.  (Remember which rows you are using)

Have Rosanne read the section you just read to her going down a column going all the way down to where you stopped reading.  Keep track of what column you have used.  If you are working through the activity more than once on this letter have her work on each column once before starting them over again.  After she reads down the column she is on, go to activity 3.

Cover up the word list by choosing the first tab -“Cover Tab”  so Rosanne can’t see the words. 

Make up a sentence that uses one of the words she has just read but that leaves a space for her to give you the word.  For example.  If she is doing column 1 You could say “My phone is going to _________ when I get a text.    What is a the word from the list that might go in that sentence?”   Or 
“The pitcher threw the _______.   Or  “What do dogs like to bury in the back yard?”  Click here to see a pdf with examples of the kinds of questions to ask but be sure to use the words from the list you working on.  

Help her to understand each word that she doesn’t understand.  She will be able to help you here.  She usually knows what she knows and what she doesn’t.  For example if you ask her if she knows what the word “bubble” means and she tells you she doesn’t know for sure.  Describe “bubble” in a way that she can relate to.  You can open another tab on the tablet and type “bubbles” in the search engine.  A picture should come up.  

Word Practice with L

Read the whole list or 4 lines out loud to Rosanne.  Read them from left to right starting with the top row and then moving to the next row.  (Remember which rows you are using)

Have Rosanne read the section you just read to her going down a column going all the way down to where you stopped reading.  Keep track of what column you have used.  If you are working through the activity more than once on this letter have her work on each column once before starting them over again.  After she reads down the column she is on, go to activity 3.

Cover up the word list by choosing the first tab -“Cover Tab”  so Rosanne can’t see the words. 

Make up a sentence that uses one of the words she has just read but that leaves a space for her to give you the word.  For example.  If she is doing column 1 You could say “My phone is going to _________ when I get a text.    What is a the word from the list that might go in that sentence?”   Or 
“The pitcher threw the _______.   Or  “What do dogs like to bury in the back yard?”  Click here to see a pdf with examples of the kinds of questions to ask but be sure to use the words from the list you working on.  

Help her to understand each word that she doesn’t understand.  She will be able to help you here.  She usually knows what she knows and what she doesn’t.  For example if you ask her if she knows what the word “bubble” means and she tells you she doesn’t know for sure.  Describe “bubble” in a way that she can relate to.  You can open another tab on the tablet and type “bubbles” in the search engine.  A picture should come up.  

Word Practice with L Blends

Read the whole list or 4 lines out loud to Rosanne.  Read them from left to right starting with the top row and then moving to the next row.  (Remember which rows you are using)

Have Rosanne read the section you just read to her going down a column going all the way down to where you stopped reading.  Keep track of what column you have used.  If you are working through the activity more than once on this letter have her work on each column once before starting them over again.  After she reads down the column she is on, go to activity 3.

Cover up the word list by choosing the first tab -“Cover Tab”  so Rosanne can’t see the words. 

Make up a sentence that uses one of the words she has just read but that leaves a space for her to give you the word.  For example.  If she is doing column 1 You could say “My phone is going to _________ when I get a text.    What is a the word from the list that might go in that sentence?”   Or 
“The pitcher threw the _______.   Or  “What do dogs like to bury in the back yard?”  Click here to see a pdf with examples of the kinds of questions to ask but be sure to use the words from the list you working on.  

Help her to understand each word that she doesn’t understand.  She will be able to help you here.  She usually knows what she knows and what she doesn’t.  For example if you ask her if she knows what the word “bubble” means and she tells you she doesn’t know for sure.  Describe “bubble” in a way that she can relate to.  You can open another tab on the tablet and type “bubbles” in the search engine.  A picture should come up.  

Video example for helpers

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Rosanne
Rosanne
11 months ago

first comment by rosanne

Rosanne
Rosanne
11 months ago

This is a comment from vicki

Calvo Viejo
Calvo Viejo
11 months ago

This looks like a great site. It’s helping a friend of mine!!