EVDC

     

To

a) attach meaning to consonants and vowels in meaningful words
b) teach the child to use long strings of syllables while talking

1. Consonants are best learned in the context of meaningful words.
2. Practice producing long strings of consonants and vowels helps the child to produce these sounds automatically. He will then use these sounds correctly while talking.
3. Always present the sound through listening first, and focus on getting long strings rather than perfect articulation for one syllable.

This is a structured activity. We are going to teach the child to produce specific consonants and vowels using long strings of repeated syllables. This is best done through the use of action words, or words you use while doing an action, that can be repeated in a meaningful context. The action words should begin or end with sounds that are age appropriate for your child to develop. A list of beginning words that could be used is given below.

wash, wipe, walk (for w)
bounce, bite (for b)
turn, tiptoe, tick-tock (for t)
push, pull, poke (for p)
down, dig, dots (for d)
cut (for k)
shoo, swish (for sh)

You can make a list of words that represent things you do around the house on a daily basis.

Now, watch the videoclip.

You will need to collect some toys or objects that can be used to demonstrate the actions.

1. When doing this activity, position yourself beside your child so that your child is listening.

2. Make sure your child is not looking at you. You may need to distract him by focusing his attention on the table. Make the sound that goes with the first toy.

3. Once your child shows he has heard you, try to elicit a verbal request from him to see the object. If you have a third person available, have them model “I want to see!”. If there isn’t a third person, you say “Tell me if you want to see!” If the child doesn’t respond, model and have him imitate as much as he can of the sentence “I want to see!”

4. Do the action with the object while saying the key word repeatedly. So if you make a toy walk across the table, say “walk walk walk walk walk“ at least 7-8 times. Then use the word "Stop!" to stop the toy.

5. Then, let the third person model the same action and words.

6. Finally, give your child a turn with the toy or object. Most children will try to imitate what they have heard. If your child doesn’t, model the repeated words again and ask him to try again. Do not worry if he doesn’t say the long string of syllables perfectly. It is more important for your child to use multiple syllables rather than one perfect one. Initially, he will most likely use the vowels alone in multiple syllables. Later he will be able to use the consonant. The more practice he has with this skill, the faster he will learn to produce the consonants accurately

7. Repeat the above with 5-6 objects one for each sound.

8. Use these repeated syllables throughout the day in natural situations such as washing hands, going for a walk, wiping the table etc.

CLIP 1

For children who are three or older, use different types of craft activities for this lesson. for example, painting is a good activity where you can use the word ‘pour, pour, pour’ to pour the paint. Another way is to make individual bags of objects for each sound and practice 2 or 3 sounds on a daily basis. For older children, you can also include the letter that makes the sound, but make sure you do use it only as a ‘sound’ and not teach the child the name of the letter at this stage.

1. Continue with Lesson 111 along with 110 until your child is able to understand at least 20 common words associated with common activities throughout the day and uses at least 4-5 age appropriate consonants. See the chart to determine the consonants your child should be able to produce and how to use it.

2. Move on the Lesson 112 when your child can use 2 consonants in repeated syllables and understands at least 10 action words.