TIER 2 INTERVENTION – BEGINNING SOUNDSblogs.shu.edu/row-lab/files/2015/09/Tier-2-Interventions-Koutsoftas-et-al.-2009.pdfTIER 2 INTERVENTION – BEGINNING SOUNDS Week Two (Day One)

TIER 2 INTERVENTION – BEGINNING SOUNDS

Week One (Day One) MATERIALS: Drum, bell,

Teaching Objective

Identify the object that makes a particular sound.

Set (hook) We’re going to listen to sounds. Let’s listen. (Pound a drum. Shake a rattle. Ring a bell.). Did you hear

those sounds?

Purpose It is important to be able to tell what something is by the way it sounds.

Input Let’s see what sounds I can hear. (Shake rattle.) Hey, what made that sound? I think that sounded like

a bell. No, wait, I think that was a rattle. Was I right?

(Shake a bell.). What was that sound? Was that a rattle again? No, wait, I think that was a bell.

(Bang a drum.) That was a drum. Definitely, a drum.

Modeling OK, now it’s your turn. I want you to tell me what is making the sound. (Shake a bell.) What sound did

you hear? A bell, you’re right.

(Ringing cell phone.) What made that sound? Yes. That was a phone ringing.

(Bang a drum.) What made that sound?

(Clap your hands.) What made that sound?

Checking for understanding/

Guided Practice

Pass some of the objects around to the children. Have them manipulate the object to make a sound.

Encourage each child to be the shaker and to identifier. (You may want to put up a little folder as a

barrier between the shaker and the identifiers.)

Closure OK, so we learned how important it is to listen to things and decide what made the sound. Let’s try one

last sound (bounce a ball). What made that sound? You’re right! That was a ball bouncing. You all did

a great job of listening carefully to all sounds you heard.


Week One (Day Two) MATERIALS: Paper bag, stapler, paper, paper bag, keys

Teaching Objective

Identify the object that makes a particular sound.

Set (hook) We’re going to listen to sounds again. But, we have to listen really carefully. Let’s listen. (Tear paper. Staple

paper.). Did you hear those sounds? Let’s listen to them again.

Purpose It is important to listen very carefully to things that make sounds because we can tell what something is by

the way it sounds.

Input Let’s see what sounds I can hear. (Paper tearing.) Hey, what made that sound? I think that sounded like a

stapler. No, wait, I think that was paper tearing. Was I right?

(Staple paper.). What was that sound? Was that a paper tearing, again? No, wait, I think that was paper

being stapled.

Boy, I have to listen very carefully to these sounds.

Modeling OK, now it’s your turn. I want you to tell me what is making the sound. (Use stapler.) What sound did you

hear? A stapler, you’re right.

(Cut paper.) What made that sound? Yes. That was paper being cut.

(Drop keys.) What made that sound? Yes. That was keys dropping on the floor.

(Crumpling paper.) What made that sound? Yes. I was crumpling up my paper.

Checking for understanding/

Guided Practice

Pass some of the objects around to the children. Have them manipulate the object to make a sound.

Encourage each child to be the shaker and to identifier. (You may want to put up a little folder as a barrier

between the shaker and the identifiers.)

Closure OK, so we learned how important it is to listen and identify what makes a sound. Let’s try one last sound

(your choice). What made that sound? You’re right! That was _____. You all did a great job of listening

today.


Week Two (Day One) MATERIALS: Puppet (any puppet)

Teaching Objective

Identify the sound.

Set (hook) I’m going to say a sound. Listen /sssssssss/. Did you hear the sound? I’m going to say another sound.

Listen /mmmmm/. Today, we’re going to listen to sounds made by our mouth.

Purpose It is important to be able to hear sounds and repeat sounds.

Input My friend Sammy is going to help me with sounds. I’m going to make the sound and he is going to tell

me what the sound is. Here I go, /ssss/. Sammy, what sound was that? (Sammy, the puppet says, /f/).

Sammy, are you sure. Let me say it again. (Sammy, the puppet says, /s/.) That’s right Sammy, I said

the /s/ sound. Let me try another sound, /mmmm/. Sammy, what sound was that? (Sammy looks

puzzled and does not respond.). I’ll say it again, /mmmm/. (Sammy says, /m/.). Great Sammy. I did

say /m/. Nice job.

Modeling OK, now listen as I do it, again. I will make a sound. /fffff/. That was the sound /fffff/. (Was that

right?) I’ll make another sound, /zzzzz/, that was the sound (pause) /z/.

Checking for understanding

Now help me with my sounds. I want you to make the same sound I make. /ssss/. What sound did you

hear? Great. I did say /s/. Listen to the next sound, /p/. What sound was that? Yes, it was the /p/ sound.

Guided Practice Now it’s your turn. (Whisper a sound on one child’s ear. Have the child say the sound aloud. Ask the

other children to repeat the sound they hear. Give each child two turns.) (Cycle through the sounds

introduced for this day.) /s,m,f,z,p,n/

Closure OK, so we learned how to repeat the sounds we heard. It is very important to listen carefully to

different sounds that people make. Let’s try one last sound, /n/. Now, you make that sound. You’re

right! That was the /n/ sound. You all are really good at listening to sounds. Nice work!


Week Two (Day Two) MATERIALS: Puppet and Blocks (two blocks for you)

Teaching Objective

Identify the first sound in a CV construction.

Set (hook) We’re going to listen to sounds again. But, this time, I’ve going to add another sound. Listen, /ssso/ (be sure

to extend the s and emphasize the “o”). Did you hear those sounds? The first sound I said was /s/. Let’s

listen again. /ssssso/. The FIRST sound was /s/.

Purpose It is important to listen very carefully to sounds and to separate one sound in a word from another.

Input Remember my friend Sammy? He is going to help us with sounds again. I’m going to say two sounds.

Listen, “mmme”. Sammy, did you hear the first sound? (Sammy shrugs.) I’ll say it again, “mmme”. What

was the first sound Sammy? (Sammy says “me”.) Remember, Sammy, only say the first sound. Let me say

the sounds again, “mmme”. What was the first sound? (Sammy says /m/). That’s right, the first sound is /m/.

Let’s do one more. “vvvvooo”. What was the first sound, Sammy? (Sammy says, “v”). That’s right, Sammy

the first sound you heard was “v”.

Modeling OK, now I’m going to say two sounds. As I say my sounds, I’m going to point to a block. Listen and watch.

“zzaaa” (tap the first block for /z/ and the second block for /a/). Did you hear the first sound? The first sound

was /z/ (tap the first block). I’m going to do another one. “ppie” (tap the first block for /p/ and the second

block for “ie”). Did you hear the first sound? The first sound you heard was /p/ (tap the first block).


Can you help me now? I’ll say the sounds and you tell me the FIRST sound. “soo” (tap first block for /s/ and

the second block for “o”). What was the first sound? Yes, the FIRST sound was /s/. Let’s do another, “nee”

(tap the first block for /n/ and the second block for “e”). What was the FIRST sound? Great. The first sound

was /n/. (If children say the sound combination or the vowel, repeat the combination again. Repeat until met.)

Guided practice Now it’s your turn. (Whisper a sound combination onto one child’s ear. Have the child say the sound aloud,

and as the child says the combination, YOU point to the blocks. Ask the other children to repeat the sound

they hear. Give each child two turns.) (Cycle through the sounds introduced this week.) “s,m,p,z,v,f,n”

Closure OK, so we learned how important it is to listen for the first sound. Let’s see if I can trick you on this last one.

Have Sammy help you, say “noo” (tap the first block for /n/ and the second block for “oo”). What was the

first sound Sammy? Sammy says “no”. Ask the kids, “was that right.” Hopefully, they will say no and you

can ask them what the first sound was. When they give the correct response….You guys are great listeners.

You all did a great job of listening today.


Week Three (Day One) Materials: Puppet (same as last week), file folder barricade, masking tape, three cars and toy stop sign,

three blocks (same blocks to be used throughout the intervention), and two instruments (choose from:

bell, drum, maraca)

Teaching Objective

Children will learn the concept of “first”.

Set (hook) “Remember my friend Sammy [the puppet], Sammy has a head (touch head) and body (touch body). [Hide

puppet behind barricade and slowly have it peek out from behind the barricade]. What do we see first? We

see his head first, Sammy’s head comes first, then his body. Today we are going to learn about what comes

first.”

Purpose It is important to know what order things go in, especially what comes first.

Input

Remember do not use the

word middle/next or last,

just first.

1. [Have the children line up, with the first position facing you, you should use masking tape or some sort of

marker to orient children to the front.] “{Child’s Name}, is lined up first. [Have children change order.] Now,

{Child’s Name}, is lined up first.” [Repeat for each child.]

2. [Working back at the table, line up three cars in the same direction facing a sign. Make sure the front is

oriented for the children’s point of view.] “The green car is first, [change order] now the blue car is first,

[change order], now the red car is first.”

Modeling [Line up the blocks oriented toward the stop sign. - Ask Sammy] “Which block is first?” [Sammy points to

the correct block.] “That’s right Sammy, the red block is first.” [Ask Sammy again] “Which block is first?”

[Sammy points to the middle block], “Sammy are you sure?” [He corrects himself and points to the first

block.] “Good job Sammy, that is the first block.”


1. “Now, let’s see how well we learned about first.” [Ask each child individually to point to the first block,

use the blocks only, change the order for each child, make sure each child has one turn.] “Boy you all are so

good at knowing which one is first.”

2. “Let’s try listening for first now. I am going to make two sounds, a bell (shake bell under the table), and a

maraca (shake maraca under the table)” [Repeat if necessary to make sure the children know the names for

each instrument.] “You tell me which one you hear first.” [Make sure each child gets a turn and change the

order of the instruments, if you have three instruments you can change between all three, but make sure that

they only have two choices.]

Guided practice Allow the children time to manipulate the cars, blocks, and instruments for each other, asking each other

which one comes first. (This may need to be more structured for some groups, but not for others, as in

teacher directed or allowing the children to work with each other.) If you have children that are antsy you can

have them practice lining up first.

Closure “Today we learned about what comes first. Let’s see how well we learned. I would like {Child’s Name} to

line up first.” [Repeat so each child lines up first.]

Week Three (Day Two) Materials: Puppet (same as last week), file folder barricade, masking tape, three cars and toy stop sign,

three blocks (same blocks to be used throughout the intervention), and two instruments (choose from:

bell, drum, maraca)

Teaching Objective

Children will learn the concept of “beginning”.

Set (hook) “Remember my friend Sammy [the puppet]?” This is Sammy’s head and this is Sammy’s body. Sammy’s

head comes first, it is the beginning of his body. Today we are going to learn about beginning. Beginning

means the same as first.”

Purpose It is important to know about beginning. (Pause.) Beginning and first mean the same thing.

Input

Remember do not use the

word middle/next or

last/end, just first.

1. [Have the children line up, with the beginning position facing you, you should use masking tape or some

sort of marker to orient children to the beginning.] “{Child’s Name}, is at the beginning of the line.” [Have

children change order.] “Now, {Child’s Name}, is at the beginning of the line.” [Repeat for each child.]

2. [Working back at the table, line up three cars in the same direction facing a sign. Make sure the beginning

is oriented for the children’s point of view.] “These cars are in a line, The green car is at the beginning of the

line, [change order] now the blue car is at the beginning of the line, [change order], now the red car is at the

beginning of the line.”

Modeling [Line up the blocks oriented toward the stop sign. - To Sammy] “These blocks are in a line, which block is at

the beginning?” [Sammy points to the correct block.] “That’s right Sammy, the red block is at the beginning.”

Ask Sammy again, “Which block is at the beginning?” [Sammy points to the middle block], “Sammy are you

sure?” [He corrects himself and points to the beginning block.] “Good job Sammy, that block is at the

beginning.”


1. “Now, let’s see how well we learned about beginning.” [Ask each child individually to point to the

beginning block, use the blocks only, change the order for each child, make sure each child has one turn.]

“Boy you all are so good at knowing about the beginning.”

2. [Shake two instruments under the table, out of the view of the children.] “Which one did you hear at the

beginning?” “Good, let’s listen again, [make two sounds], which one did you hear at the beginning?” [Repeat

for each child.] “Good Job! – Boy you are all so good at listening for the beginning.”

Guided practice 1. Allow the children time to manipulate the cars, blocks, and instruments for each other, asking each other

about the beginning. (This may need to be more structured for some groups, but not for others, as in teacher

directed or allowing the children to work with each other.)

2. Using three or four pieces of construction paper that the children can stand on, have them take turns

standing on the beginning square. Alternate the directions here to use the word beginning and the word first.

Closure “Today we learned about the beginning, and that it means the same thing as first. Let’s see how well we

learned. I would like {Child’s Name} to line up at the beginning” (designate where to line up).


Week Four (Day One) Materials: Puppet (same as last week), file folder barricade, blocks, 3 different color pieces of bigger

construction paper,

Teaching Objective

Children will isolate onset (initial sound) of nonsense CVC words.

Set (hook) [Hide puppet behind barricade and slowly have it peek out from behind the barricade]. “What do we see

first? We see Sammy’s head first, Sammy’s head comes first, then his body.” “What is my friend’s name? it

is Sammy.” [As you say Sammy touch his head and emphasize the “ss” sound, and glide your hand along his

body as you say “ammy”] “The first sound in Sammy’s name is “ss” [Touch Sammy’s head as you say this.]

“We learned about sounds when we played with instruments, then we learned about what comes first when

we lined up and played with cars. Today we are going to learn about the first sound in silly words.”

Purpose It is important to know what order sounds go in, especially the first sound.

Input

“Listen to three silly words that we are going to say A LOT today, “sim”, “ret”, “mip”. [Repeat twice to

familiarize the children with the words.] [Using two blocks, line them in Left to Right order, oriented to the

children.] “Watch how we can listen for the first sound in a word.” [Say the word “sim” isolating the onset

(initial sound) with the first block, and the rime (rest of the word) on the second block – pay attention to

orienting left to right for the children’s point of view.] “I can hear the first sound in “sim” is “ss” (tap the

onset and rime on the blocks to reinforce this). [Repeat for each of the silly words, “ret” and “mip”]

Modeling [Place two pieces of construction paper on the floor in front of the children. Model isolating the onset and

rhyme of the three nonsense words, but use the construction paper instead of the blocks. Follow the same

instruction under input.]

“Let’s see another way we can listen for the first sound in our silly words.” [Stand on one of the pieces of

construction paper, and say the onset of a silly word, step/jump to the second piece of construction paper and

produce the rime.] “Wow I really heard the first sound in “sim” is “s” (step from first to second piece of

construction paper when saying this.) [Repeat for each silly word.]


[Say each silly word while stepping on the pieces of construction paper, and ask each child to identify the first

sound in the word, if the child does not get it, repeat the question again, and step from the onset paper to the

rime paper a bit slower, repeat the question and model stepping from paper to paper until they say the right

answer. Even if you think they do not understand, by repeating the question over and over with modeling we

may “trick” them into learning the concept.]

Guided practice 1.[Using the construction paper on the floor, allow each child a turn to isolate onset and rime and ASK what

the first sound in the word is, for the three nonsense words of the day. If the children are successful in this

task for each of the three words, you can try some of the other nonsense words. (Refer to List.)]

2.[At the table give each child an opportunity to isolate the onset of each of the three silly words of the day

(sim, ret, and mip) using the blocks, ask them what the first sound of the word is.] If time and success at this

task allow, move on to other CVC nonsense words. (Refer to List.)]

Closure “Today we learned about how to listen for the first sound in silly words. Let’s see how well we learned this.

What is the first sound in “sim”, “ret”, “mip” [Avoid the use of manipulatives for closure.] “Good work.”

Week Four (Day Two) Materials: Stuffed Animal, Puppet (same old Sammy), Picture of Dora the Explorer, Picture of her

friend Boots.

Teaching Objective

Children will identify the first sound in names of children and familiar characters.

Set (hook) “I have a new friend for you to meet today, her name is “Maggie”. [Show stuffed animal.] “Let’s make up a

nickname for her using the first sound in her name.” “Hmm, what is the first sound in her name, let me say it

again….Maggie….the first sound in her name is “M”, her nickname is “M”.

Purpose It is important to listen to names, especially the first sound in their name.

Input

“Remember my friend Sammy, the first sound in his name is “s”. [Show picture of Dora.] “Do you know who

this is? This is Dora. The first sound in her name is “D”. [Show picture of Boots.] “And you know who this

is, this is Boots, the first sound in his name is “B”.

Modeling “Who has the first sound “B”?” [Sammy thinks and points to Boots.] “Good job Sammy, Boots starts with

“B”, Who starts with “M”. [Sammy points to Maggie.] “Good job Sammy, Maggie starts with “M”, Who

starts with “D” [Sammy points to Dora.] “Good Job Sammy, you really know how to listen for the first sound

in someone’s name.”


1. “Now let’s see how well you guys can listen for names when I try and trick you.” [Have Sammy, Maggie,

Picture of Dora, and Picture of Boots out on the table. Each child gets a turn to point to a different picture.]

“Whose nickname is…“M”, “B”, “D”, “S”. {Reinforce each child with appropriate feedback}.

2.”Ok now I am really going to see if you are listening carefully. Raise your hand if I say your name is...{Say

each child’s name by saying just the initial sound in their name}. “Ok now stand up when I say your name.”

[Follow same procedure, they just stand up instead.]

Guided practice Have each child take a turn identifying other children by the first sound in their name. You can have one

child stand next to you and ask them to say another child’s name but just to use the first sound of their name.

This can be done by having the children say, “Raise your hand…{First sound of child’s name goes here.}” or

“Stand up…{First sound of child’s name goes here.}”

Closure “Today we learned about listening for the first sound in someone’s name, and boy did you all do a good job,

let’s thank our friends who helped us, thank you “D” (Dora), thank you “M” (Maggie), thank you “S”

(Sammy), and thanks to you “B” (Boots).”

[Ask the children to line up by saying just the first sound in their name.]

Week Five (Day One) Materials: Stuffed Animal (Maggie), Puppet (Sammy), Pictures of Superman, Bert, Donald Duck,

Mickey Mouse, Thomas the Train, Percy the Train.

Teaching Objective

Children will identify the names of children and familiar characters when given the initial sound only.

Set (hook) “Remember my friends? ”. [Show stuffed animal and puppet.] “This is Sammy (show puppet). The first

sound in Sammy’s name is “s”. Sammy’s name begins with “s”. And this is Maggie (show stuffed animal.).

The first sound in Maggie’s name is “m”. Maggie’s name begins with the sound “m”.


Input

“So, we know that the first sound in Sammy’s name is “s”. And, the first sound in Maggie’s name is “m”.

[Show picture of Superman.] “Do you know who this is? This is Superman. The first sound in his name is

“S”. [Show picture of Percy the Train.] “And this is Percy. The first sound in his name is “p”.

Modeling “Ok, Sammy. Help me out. Who’s name has the first sound “s” (Sammy thinks and then points to

Superman)? Yes, Superman begins with “s”. Nice job Sammy. Who’s name begins with “p” (Sammy points

to Percy). Right again Sammy. Percy name begins with a “p”. Wow Sammy. You really know how to listen

for the first sound in someone’s name.


1. “Now let’s see how well you guys can listen for other names. (Have all pictures facing the children. Each

child should get at least two turns identifying the pictures.). “Whose name begins with “m”, “d”, “p”, “s”, “t”,

“b”. (Reinforce all correct responses. Provide correct response for erred responses.)

2.”Ok now I am really going to see if you are listening carefully. Raise your hand if I say the first sound in

your name is….(Say each child’s name by saying just the initial sound in their name).

Guided practice Have each child take a turn identifying other children by the first sound in their name. You can have one

child stand next to you and ask them to say another child’s name but just to use the first sound of their name.

This can be done by having the children say, “Raise your hand…{First sound of child’s name goes here.}” or

“Stand up…(First sound of child’s name goes here.)”

Closure “Today we learned about listening for the first sound in someone’s name, and boy did you all do a good job.

Thank you everyone for working so hard…and let’s thank all of our new friends.


Week Five (Day Two) Materials: Stuffed Animal, Puppet (same old Sammy), Pictures of Superman, Bert, Donald Duck,

Mickey Mouse, Thomas the Train, Percy the Train, Dora the Explorer, Boots, Piglet, Tigger, Mulan

Teaching Objective

Children will identify the first sound in names of children and familiar characters.

Set (hook) “Remember our friends Sammy and Maggie?” The first sound in Sammy’s name is “s” and the first sound in

Maggie’s name is “m”. Today, Sammy and Maggie are going to help us say ONLY the first sound in names.


Input

“So, we know that the first sound in Sammy’s name is “s”. And, the first sound in Maggie’s name is “m”.

[Show picture of Superman.] “Do you know who this is? This is Superman. The first sound in his name is

“S”. [Show picture of Percy the Train.] “And this is Percy. The first sound in his name is “p”.

Modeling “Ok, Sammy. Help me out. This is Superman. What is the first sound in his name?” (Sammy thinks, then says

“s”.) Yes Sammy. Superman begins with “s”. This is Percy. What is the first sound in his name? (Sammy

thinks, then says “Percy”.) Listen again Sammy. What is the first sound in Percy? (Sammy thinks again and

says “p”.). Yes Sammy. You’re right. Percy begins with “p” sound. Good listening.


1. “Now Sammy is going to say the name of a superhero and you tell him the first sound in the name. Are

you guys ready? Are you ready Sammy? (Sammy nods yes.) Sammy says “Dora. What is the first sound in

Dora?” (be sure you are also pointing to the picture of Dora) You pick one child to tell you the sound.

Provide feedback as appropriate (regardless of response, be sure to repeat the correct sound and the

superhero’s name). Continue through with all the pictures/first sounds.

2. “Ok, now I’m going to see if you are really listening carefully. I’m going to say the names of some of your

friends in class. You tell me the first sound in the student’s name. (Using names from children in the

classroom, say 6 names and ask the children to tell you the first sound in the child’s name.)(If you don’t know

names of children in that particular class, please check with the mentor who has that class.)

Guided practice Ok now I am really going to see if you are listening carefully. I’m going to put my hand on someone’s

shoulder. You tell me the first sound in the name of that person. Go around the table. Give each child two

turns. (You may need to prompt with, “What is his name. What is the first sound in his name?”

Closure “Today we learned about listening for the first sound in someone’s name, and boy did you all do a good job.

Thank you everyone for working so hard…and let’s thank all of our new friends.


Week Six (Day One): Materials: Puppet (Sammy), ball, pig, top, cup, book, fork,

Teaching Objective

Children will identify the first sound in objects.

Set (hook) “Remember my friend Sammy?” The first sound in Sammy’s name is “s”. “s” is the first sound in Sammy. . Today,

Sammy is going to help us say ONLY the first sound in objects.

Purpose It is important to listen to words, especially the first sound in words.

Input

“So, we know that the first sound in Sammy’s name is “s”. (Pull the cup out of the bag.) “This is a cup. The first

sound in cup is “k”. (Pull a pig out of the bag.) “This is a pig. The first sound in pig is “p”. (Pull a sun out of the

bag.) This is a sun. The sound in sun is “s”.

Modeling “Ok, Sammy. Help me out. This is a cup. What is the first sound in cup?” (Sammy thinks, then says “k”.) Yes

Sammy. Cup begins with “k”. “This is a top. What is the first sound in top? (Sammy thinks, then says “t”) That is

right Sammy top begins with “t”. This is a book. What is the first sound in book? (Sammy thinks, then says

“book”.) Listen again Sammy. What is the first sound in book? (Sammy thinks again and says “b”.). Yes Sammy.

You’re right. Book begins with the “b” sound. Good listening.

Checking for

understanding

1. (Make sure that you phrase the question slowly. This is a good opportunity to help children to really listen to the

crux of the question. For example if they are repeating the word, or saying the first letter, help them listen in for the

key information being asked of them.) “Now Sammy is going to say the name of an object and you tell him the first

sound in the object. Are you guys ready? Are you ready Sammy? (Sammy nods yes.) Sammy says “Pig. What is

the first sound in pig?” (be sure you are also holding up the pig) You pick one child to tell you the sound. Provide

feedback as appropriate (regardless of response, be sure to repeat the correct sound and the superhero’s name).

Continue through with all the objects, two times each.

2. “Ok, now I’m going to see if you are really listening carefully. I’m going to say the names of some other objects

in the classroom. You tell me the first sound in the object. “Table, what is the first sound in table?” Choose other

objects in the classroom (NOT CHAIR) that are basic and DO NOT USE CLUSTERS. Each child should have at

least two turns.. it is OK to use the same object more than one time.

Guided practice Ok now I am really going to see if you are listening carefully. I’m going to give each of you my bag of objects. I

want you to reach in and tell me what sound each word begins with. (If child needs assistance with the word, that’s

fine.) Go around the table. Give each child two turns

Closure “Today we learned about listening for the first sound in objects, and boy did you all do a good job. Thank you

everyone for working so hard.

Week Six (Day Two): Materials: Puppet, pictures of soup, sun, bone, bike, car, corn, pen, pie, tie, toe

Objective

Children will identify the first sound in pictures.

Set (hook) “Guess who’s here again…it’s our friend Sammy.” Today is Sammy’s last day to play with us and he really wanted to

see how great his new friends are doing with first sounds. Remember, the first sound in Sammy is “s”? “s” is the

beginning sound in Sammy’s name. He’s going to show us pictures today and we’re going to help him say the first sound

in the pictures.

Purpose It is important to listen for and know the first sound in words.

Input

“So, we know that the first sound in Sammy’s name is “s”. (Show the picture of the sun.) “This is a sun. The first sound

in sun is “s”. (Show the picture of the bike.) This is a bike. The first sound in bike is “b”.

Modeling “Ok, Sammy. Help me out. (Show him the picture of the tie.) This is a tie. What is the first sound in tie?” (Sammy

thinks, then says “t”.) Yes Sammy. Tie begins with “t”. (Show picture of car.) What is the first sound in car? Sammy

says “k”. That’s right Sammy good job. (Show picture of a pie.) This is a pie. What is the first sound in pie? (Sammy

thinks, then says “pie”.) Listen again Sammy. What is the first sound in pie? (Sammy thinks again and says “p”.). Yes

Sammy. You’re right. Pie begins with the “p” sound. Good listening.

Checking for

understanding

1. “Now Sammy is going to show you a picture and tell you what it is. He wants you to tell him the first sound in the

word. Remember, he really wants to hear how great you guys are doing with this. Are you guys ready? Are you ready

Sammy? (Sammy nods yes.) Sammy shows a picture of a pen and says,“pen.” What is the first sound in pen?” (be sure

you are also holding up the picture of the pen). You pick one child to tell Sammy the sound. Provide feedback as

appropriate (regardless of response, be sure to repeat the correct sound and the object name). Continue through with all

the objects/first sounds for two turns each.

2. “Now, Sammy wants to play a different game.(Put the card SETS face down on the table.) We are looking for the two

pictures that are the same. When we find the pictures that are the same, Sammy will tell us what the picture is and

whoever found the two card gets to say the first sound in the picture. OK? Do you understand how to play? Great let’s

get started. Place enough cards down for each child to pick over two different turns. Provide feedback where

appropriate.

Guided practice Ok now I am really going to see if you are listening carefully. I’m going to give each of you two pictures. I want you to

tell me what sound each word begins with. (If child needs assistance with the word, that’s fine.) Go around the table.

Give each child two turns.

Closure “Today we learned about listening for the first sound in objects, and boy did you all do a good job. Thank you everyone

for working so hard.

10

Documents

TIER 2 INTERVENTION – BEGINNING SOUNDSblogs.shu.edu/row-lab/files/2015/09/Tier-2-Interventions-Koutsoftas-et-al.-2009.pdfTIER 2 INTERVENTION – BEGINNING SOUNDS Week Two (Day One)