RHYME
Handy Rhymes
Have children extend their arms as they say pairs of words that rhyme. For example: sun (extend right hand) - fun (extend left hand). As they progress, the teacher says a word (extend right hand) and then children say a word that rhymes (extend left hand).
Rhyming Song
Do this activity to the tune of “Skip to My Lou.”
Cat (hold out right hand)
Hat (hold out left hand)
Those words rhyme.
Cat (hold out right hand)
Hat (hold out left hand)
Those words rhyme.
Cat (hold out right hand)
Hat (hold out left hand)
Those words rhyme.
They all end with “at.” (Roll hands around as you say this.)
Rhyme Detectives
Tell the children that they will get to be detectives andlisten for words that rhyme. You say a word, and they put their pinkies up if they hear a word that rhymes with it. Pinkies down if it doesn’t rhyme.
For example: Cat - hat (pinkies up), run - dog (pinkies down).
SYLLABICATION
Mouth It!
Have children gently place their palm under their chin and ask them repeat to words. Surprise! The mouth opens on each syllable (all syllables have vowels and the mouth opens).
Move It!
Clap, hop, walk, or nod the syllables in classroom objects.
*Disco, hula, swim, or march to syllables in rhymes and songs.
“Beep” like aliens or “Wa wa” like Charlie Brown’s teacher as you say words or read.
Instruments
Have children beat out syllables with instruments.
*You could also use cardboard rollers, straws, pencils, etc. like drum sticks to tap out rhythms and syllables.
Syllable Show
Slowly say a word. Children hold up the number of syllables they hear on their fingers.
*You could also let them show the number of syllables by placing the appropriate number of poker chips or other objects on their desk.
BLENDING
Body Touch
Blend words touching parts of the body. Touch the head as you say the beginning sound in the word. Touch the stomach as you say the middle sound. Touch the feet as you say the final sound. Quickly move from head to feet and blend the sounds.
*You can also use the body to isolate sounds. For example:
Where do you hear the /s/ in bus? (Children touch feet.)
Finger Tap
Bend in your fingers and extend your thumb. Going from left tap a finger for each sound with your thumb. For example:
Clap, hop, walk, or nod the syllables in classroom objects.
*Disco, hula, swim, or march to syllables in rhymes and songs.
“Beep” like aliens or “Wa wa” like Charlie Brown’s teacher as you say words or read.
Instruments
Have children beat out syllables with instruments.
*You could also use cardboard rollers, straws, pencils, etc. like drum sticks to tap out rhythms and syllables.
Syllable Show
Slowly say a word. Children hold up the number of syllables they hear on their fingers.
*You could also let them show the number of syllables by placing the appropriate number of poker chips or other objects on their desk.
BLENDING
Body Touch
Blend words touching parts of the body. Touch the head as you say the beginning sound in the word. Touch the stomach as you say the middle sound. Touch the feet as you say the final sound. Quickly move from head to feet and blend the sounds.
*You can also use the body to isolate sounds. For example:
Where do you hear the /s/ in bus? (Children touch feet.)
Finger Tap
Bend in your fingers and extend your thumb. Going from left tap a finger for each sound with your thumb. For example:
/j/ /e/ /t/. Run your thumb over your fingers as you blend the sounds and say the word.
