Sound table - Revision history

Maryvallelonga at 06:31, 4 October 2010

2010-10-04T06:31:46Z

Maryvallelonga at 06:28, 4 October 2010

2010-10-04T06:28:47Z

WikiAdmin: 1 revision

2009-07-16T05:03:57Z

1 revision

WikiAdmin at 20:00, 12 July 2009

2009-07-12T20:00:00Z

Bobv at 00:18, 9 March 2009

2009-03-09T00:18:47Z

Bobv at 00:15, 9 March 2009

2009-03-09T00:15:11Z

Rosalia at 04:45, 4 March 2009

2009-03-04T04:45:45Z

Rosalia: New page: === Age ===
=== Materials ===
=== Preparation ===
=== Presentation ===
=== Control Of Error ===
=== Points Of Interest ===
=== Purpose...

2009-03-04T04:08:36Z

New page: === Age === === Materials === === Preparation === === Presentation === === Control Of Error === === Points Of Interest === === Purpose...

New page

=== Age ===

 

=== Materials ===

 

=== Preparation ===

 

=== Presentation ===

 

=== Control Of Error ===

 

=== Points Of Interest ===

 

=== Purpose ===

 

=== Variation ===

 

=== Links ===

 

=== Handouts/Attachments ===

 

[[Category:Language]]

@@ Line 5: / Line 5: @@
 === Materials  ===
-*Sound table: an atractive table with three chairs around it, one for the directress, one for the child who is receiving the lesson, and one for the child who is waiting.
+*Sound Table: an atractive table with three chairs around it, one for the directress, one for the child who is receiving the lesson, and one for the child who is waiting.
 *Sandpaper letters placed on a shelf near by.
 *Object boxes: boxes that contain small objects that begin with the same sound as the letter presented.
@@ Line 13: / Line 13: @@
 *Optional:White charcoal pencils for contrast on black paper. (Cut to fit the size of the child's hand).
 *Small white pieces of paper.
-*Blue and red marking pens.
+*Blue and red marking pens or pencils.
 *Sand Paper Letters.
-*Sound book.
+*Sound Book.
 *Activity to keep the child waiting busy.
 *Colorful and interesting stickers.
@@ Line 23: / Line 23: @@
 Present Sound book to child.
-Have one Sound Book for &nbsp;the Sound Table &nbsp;for ALL to use '''<u>''OR''</u>'''<u></u>in the ''beginning'' of the year, &nbsp;have each child choose their own Sound Book: directress can personalize the child's Sound Book by writing the child's name on it. The child chooses a sticker to make the book more special and their own.
+Have one Sound Book for &nbsp;the Sound Table &nbsp;for ALL to use '''<u>''OR''</u>''&nbsp;'''''<u></u>in the ''beginning'' of the year, &nbsp;have each child choose their own Sound Book: directress can personalize the child's Sound Book by writing the child's name on it. The child chooses a sticker to make the book more special and their own.
 Child sits on the right of the directress.

@@ Line 1: / Line 1: @@
 === Age  ===
 -6<br>
 === Materials  ===
@@ Line 10: / Line 10: @@
 *Small picture books are also on the shelf near by.
 *Sand tray or coffee tray (white round tray with coffee in it for the child to trace the letters in).
-*Blank blak 9 in circles.
+*Optional: Blank black 9 in circle.
-*White charcoal pencils for contrast on black paper. (Cut to fit the size of the child's hand).
+*Optional:White charcoal pencils for contrast on black paper. (Cut to fit the size of the child's hand).
 *Small white pieces of paper.
-*Black and red marking pens.
+*Blue and red marking pens.
-*Movable Alphabet tray.
+*Sand Paper Letters.
-*Sound books.
+*Sound book.
 *Activity to keep the child waiting busy.
 *Colorful and interesting stickers.
@@ Line 21: / Line 21: @@
 === Preparation  ===
-Present Sound book to child. Child gets to choose their own Sound Book: directress writes the child's name on it. The child chooses a sticker to make the book more special and their own.
+Present Sound book to child.
 Child sits on the right of the directress.
@@ Line 43: / Line 45: @@
 . y&nbsp;&nbsp; z
 Child is ready for blending after he knows a group.
 === Presentation  ===
@@ Line 49: / Line 51: @@
 #Have the child bring his Sound Book to the Sound Table.<br>
 #Child proceeds to tell the sound that the letter makes, as he goes through his Sound Book page by page.
-#When a child comes to aletter he does not know, place the corresponding sandpaper letter out in front of him lying flat on the Sound table. Note: Present 2 letters during presentation.
+#When a child comes to two letter sounds he does not know, stop and say to the child, "Let's work on "a" and "b" today.
-#Directress says, "This is the letter 'b'; it says 'b'."
+#Place the corresponding sandpaper letter out in front of him lying flat on the Sound table.&nbsp;
-#Directress traces letters first with dominant hand, saying sound (using index and middle fingers to trace). Be precise in tracing the letter and saying the sound.
+#Directress says, "This is the letter 'b'; it says 'b'."
-#She traces with other hand and says sound.
+#Directress traces letters first with dominant hand, saying sound (using index and middle fingers to trace). Be precise and slow in tracing the letter and saying the sound.
-#Child traces letter and says sound just as directress did, using both hands.
+#Directress traces with other hand and says sound.
 #Directress places corresponding Object Box on table.
-#"Here are some objects that begin with the same sound as 'b'."
+#"These are objects that begin with the sound of 'b'."
-#Go through the objects with the child letting him touch and verbalize if he wants to.
+#Go through the objects one by one with the child letting him touch and verbalize if he wants to.
 #Emphasize letter sound. Encourage child to say them with you.
-#Replace objects in box and put Object Box out of child's sight.
+#Replace objects in box and put Object Box aside.
-#Place picture Bok with corresponding letter on table.
+#Place picture book with corresponding letter on table.
 #"Now, we are going to look at pictures that start with the sound 'b'."
 #Show and name each picture emphasizing sound. Encourage child to also say pictures.
 #Remove picture book.
-#Place coffee tray on table.
+#Place coffee tray on table next to the Sand Paper letter you are working on..
 #Directress traces letter in Coffee tray using middle finger only, of one hand; retraces with the other hand in same manner.
 #Have child trace over the letter you traced. He traces with both hands using middle finger only. (For a very small child ask him to follow the road in the coffee).
@@ Line 80: / Line 83: @@
 === Control Of Error  ===
 <br>
 === Points Of Interest  ===
-Gauge the lenght of the initial presentation of the sound to the interest of the child. Some children may only want to trace the letter on the Sandpaper letter, and others may want to continue further.<br>Before learning two new sounds, always review those learned in Sound Book.
+Gauge the length of the initial presentation of the sound to the interest of the child. Some children may only want to trace the letter on the sandpaper letter, and others may want to continue further.<br>Before learning two new sounds, always review those learned in Sound Book.
 === Purpose  ===
@@ Line 95: / Line 98: @@
 === Variation  ===
 Compare and match Movable alphabet to Sandpaper letters.<br>
 === Links  ===
 <br>
 === Handouts/Attachments  ===
 <br>
-[[Category:Language]][[Category:Language_3-6]]
+[[Category:Language]] [[Category:Language_3-6]]

@@ Line 47: / Line 47: @@
 === Presentation  ===
 #Have the child bring his Sound Book to the Sound Table.<br>
 #Child proceeds to tell the sound that the letter makes, as he goes through his Sound Book page by page.
 #When a child comes to aletter he does not know, place the corresponding sandpaper letter out in front of him lying flat on the Sound table. Note: Present 2 letters during presentation.
-#Directress says, "This is the letter 'b'; it says 'b'.
+#Directress says, "This is the letter 'b'; it says 'b'."
 #Directress traces letters first with dominant hand, saying sound (using index and middle fingers to trace). Be precise in tracing the letter and saying the sound.
 #She traces with other hand and says sound.
 #Child traces letter and says sound just as directress did, using both hands.
 #Directress places corresponding Object Box on table.
-#"Here are some objects that begin with the same sound as 'b'.
+#"Here are some objects that begin with the same sound as 'b'."
 #Go through the objects with the child letting him touch and verbalize if he wants to.
 #Emphasize letter sound. Encourage child to say them with you.
 #Replace objects in box and put Object Box out of child's sight.
 #Place picture Bok with corresponding letter on table.
-#"Now, we are going to look at pictures that start with the sound 'b'.
+#"Now, we are going to look at pictures that start with the sound 'b'."
 #Show and name each picture emphasizing sound. Encourage child to also say pictures.
 #Remove picture book.

@@ Line 29: / Line 29: @@
 Teach the letters in the following sequence:
-.a&nbsp;&nbsp; m&nbsp;&nbsp; b&nbsp;&nbsp; t
+. a&nbsp;&nbsp; m&nbsp;&nbsp; b&nbsp;&nbsp; t
-.c&nbsp;&nbsp;&nbsp; f&nbsp;&nbsp;&nbsp;&nbsp;n&nbsp;&nbsp; e
+. c&nbsp;&nbsp;&nbsp; f&nbsp;&nbsp;&nbsp;&nbsp;n&nbsp;&nbsp; e
-.p&nbsp;&nbsp; w&nbsp;&nbsp; l&nbsp;&nbsp;&nbsp; g
+. p&nbsp;&nbsp; w&nbsp;&nbsp; l&nbsp;&nbsp;&nbsp; g
-.i&nbsp;&nbsp;&nbsp; k&nbsp;&nbsp; d&nbsp;&nbsp; o
+. i&nbsp;&nbsp;&nbsp; k&nbsp;&nbsp; d&nbsp;&nbsp; o
-.x&nbsp;&nbsp; u&nbsp;&nbsp; s&nbsp;&nbsp; h
+. x&nbsp;&nbsp; u&nbsp;&nbsp; s&nbsp;&nbsp; h
-.j&nbsp;&nbsp;&nbsp; r&nbsp;&nbsp; q&nbsp;&nbsp; v
+. j&nbsp;&nbsp;&nbsp; r&nbsp;&nbsp; q&nbsp;&nbsp; v
-y&nbsp;&nbsp; z
+. y&nbsp;&nbsp; z
 Child is ready for blending after he knows a group.
 === Presentation  ===

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