sounds in motion presented by: maureen garrett and laura kulers november 4, 2008

Sounds In MotionSounds In MotionPresented by:

Maureen Garrett and Laura Kulers

November 4, 2008

About the Program

• A phoneme (sound) stimulation approach which enables children to hear, see, feel and eventually write sounds.

• Originally designed to improve listening and articulation skills, it has evolved into a phonemic awareness and early literacy tool.

• The unique aspect of this program is the use of body movements to train perception and production of speech sounds.

• The body movements share characteristics of the actual sound production (i.e., pitch, placement, etc.).

Learning Outcomes

Participants will be able to…..

•Use body movements to enhance articulation skills, auditory perception, and phonemic awareness.

•Demonstrate movements for phonemes and be able to combine them into syllables and words.

•Introduce and use Sounds in Motion in your regular, special education, and bilingual early elementary classrooms and groups.

Whole Body Listening

• Ears – help us hear the sound

• Eyes – look at who is talking

• Mouth – is closed

• Hands & Feet – are quiet when listening

• Back – sit up straight or back in your seat

• Brain – help you “think” about what has been said

Steps for Introducing Vowels:

1. Introduce 2-4 sounds during a session (i.e., Calendar)2. Begin with short vowels: a, i; then o, u, e3. Do the movement and say the sound. Ask the children

what letter makes that sound and write it on the board.4. Have the children to do the movement several times

with you.5. Brainstorm some words that have the target sound.6. Have children practice the sound in groups or in front

of the class.7. Introduce the 2nd sound and go through steps 3-6.

Short Vowels

a

i

o

u

e

Steps for Introducing Consonants

1. Go through steps 3-6 with one or two consonants.

2. Do two movements to form a syllable. 3. Have the children do the syllable with you.4. Ask them to spell the syllable. 5. Have someone in the class come up and write

the syllable on the board, then do it for the class.

6. Begin to blend three sounds together to make real words (i.e., C-V-C).

Frequently Misarticulated Sounds

S“skinny snake

sound”• Tongue back, teeth close

together, hold the sound, “s…”

Z“zig-zag”

• Same teeth and tongue placement, but add voice or vibration, “z-z-z”

R• Reach hands in front and

pull back, as if pulling on a rope, hold the sound, “r…”

• “No Lips!”

W• Arms back, then swing

forward, “w-w-w”• “Whoosh!”

“The Goose Sound”

TH(Voiceless)

thing, three, think“The Happy Goose”

• Hand is raised like a goose beak

• Stick your tongue out between your teeth, “th-th-th”

TH (Voiced)the, that, there

“The Angry Goose”

• Same movement as voiceless “th” except it is voiced or has stronger vibration, “th-th-th”

SH• The “Quiet Sound” or the

“Shower Sound”• Push lips out, tongue

back, and hold the sound “Sh….”

CH• Reach one hand up, then

pull down on chain • A quick, strong sound,

“Ch-Ch-Ch”

L• Tilt your head back,

tongue up, move hands up and in a circular motion, “L-L-L”

J• Thumbs up, motion over

your shoulder• A quick sound with lips

out, “j-j-j”

B• Arms low, and swing

back and forth as if hitting a ball, “b-b-b”

P• Arms high above your

head• Hands open and

close as if popping, “p-p-p”

POP

M• Hold your hand in front, palm

up, as if you were holding a tray

• Slide it across your body, as you hold the sound, “m…”

*** Be sure to hold the “m-m-m” sound in isolation. Do NOT add a vowel (“muh”)

H• Hands at the side of your

mouth• Hands move forward as you

exhale and hold the sound, “h…”

D• Pretend to hit a drum as

you say, “d-d-d”

T• Tap the tips of your

fingers as you say, “t-t-t”

F• Your hand is flat in front,

then floats in front like a fish or feather, as you hold the sound, “f…”

V• Place arms out in front,

fingers come together (like a “heart”) then press in towards you as you hold the “v…” sound

K

• Elbows up by your shoulders, and press back, “k-k-k”

G

• Elbows at your waist, press back, “g-g-g”

N

• Hand out with your palm facing up, move up toward nose, as you hold the sound “n…”

Y

• Hand comes up and makes chopping motion down, “y-y-y”

C• Makes two (2) sounds

• Most of the time it sounds /k/

• Like “Cake”

• Or it can sound like /s/

• Like “Circle”

Q• Is married to u

QU• Bow to the Queen

X• The ending sound in

Box

Any Questions???