ispy game

Jayalakshmidharmendar

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I Spy Game

This is a very early activity to be begun as soon as the child is settled. Have a box

with objects ready. Use phonics and not the names of the Grapheme. It can be played

anywhere: at circle time, group time, one-on-one, outdoors, in the car, and taking a walk.

There are several levels and progressions...

Material Description:

Objects in the environment and Sensorial Materials and object box.

Invitation

We are going to play I Spy Game, why dont call your groups.

Preparation

Have a chowki, bring the box with objects at the place of the presentation.

Presentation

Stage One beginning sounds

Indicate parts of the body, clothing and accessories to ask for words by their

phonemes

I Spy with my little eye something on my wrist beginning with (the phonic) b

Repeat pointing to the object

Indicate to one child who answers, bangle

Continue with clothing and then objects from the I SPY box

I Spy with my little eye something in my hand beginning with (the phonic) p


Indicate to one child who answers, pencil

Over a period of time cover all the common phonemes so that the child becomes

familiar with the concept that all words begin with a phoneme.

Stage Two beginning sounds


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Have two objects whose names begin with different phonemes, e.g. a glass and a pencil

I Spy with my little eye something in my hand beginning with (the phonic) g


Indicate to one child who answers, glass

Increase the amount of objects for the child to choose from as her ability grows

Stage Three beginning sounds

Once the child can select an object by its initial phoneme choose any object from an

area in the environment

I Spy with my little eye something in that corner beginning with (the phonic) ch


Indicate to one child who answers, chair

Increase the area of the room in which the child can choose from as her ability

grows, until the whole room is included. Let the children select the objects too.

Stage Four ending sounds

Have an object in your hand, and give its first and last phonemes

I Spy with my little eye something in my hand beginning with p and ending n

(using the phonics)


Indicate to one child who answers, pen

Widen this version of the exercise out to a corner and then the whole of the Living

Room

Stage Five middle sounds

This stage evolves naturally out of Stage Four when the child is ready.

When the child answers, pen as above, say;

Are there any other sounds that you hear when you say pen?

The child may say, e

Use words with more phonemes e.g. table T AY B UL, chair CH AIR

Stage Six (without materials)


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Say to the child, I will give a sound, you tell me what words have this sound at

the beginning, middle or end, m . (using the phonics)

The child replies mat or camel or jam

Learning Objectives

To help the child become aware of the phonemes that make up her spoken language

To help analyze the words of her spoken language into phonemes

Age at Presentation:

Two and a half years

Sandpaper Letters

Materials Required Sandpaper letters

Sensitizing materials

A chowki

Learning Objectives Uniting sounds to the appropriate symbols by means of muscular and visual memory

To further heighten the childs awareness of the sounds in words

Preparation for writing and reading

Presentation 1

Introduction

Invite the child for the activity. Tell the child for this activity we have to sensitise our

fingers. So encourage the child to fetch the material and sensitise the fingers. Then

replace the material to the shelf. Take the child to the shelf and introduce the materials

as Sandpaper letters. Then choose any three letters which differ in their sounds

(contrasting sounds) and in their writing.

Procedure Fetch the materials to the table and make the child sit with you to your left.


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Place the three letters upside down at the top right of the table.

Conversationally introduce any one letter. If there is a personal Connection to the

letter, say it.

Remember when we were saying our names? Your name is Amuthan. Amuthan

starts with the a sound. Well, Im going to show you what the a sound looks like.

Show the letter a on the board. Now Im going to show you how to write it.

Hold the board firmly with your left hand.

Using your right index and middle finger trace the letter and say the sound a Trace and say the sound two or three times.

Then, invite the child to trace the letter for two-three times, encourage the child

to say the sound after each trace.

Place the tablet face up in the left corner of the table.

Pass onto the next letter; introduce it in a similar way as the first letter.

Introduce all the 3 letters in the same way.

Finally give the Three Period lesson.

Be sure to include the tracing of each letter in the 2nd and 3rd periods.

Once the child is done, replace the letters and repeat this lesson on consecutive

days to strengthen their learning.

Continue this lesson until the child has completed all the letters and introduce all

the other letters to the child.

Be sure that the child remembers the previous lesson before starting the next

lesson.

Presentation 2

Start the presentation as in Presentation 1 but you will now be working with three

children.

Choose three letters for each child.

Place the three letters in front of each child in a row.

Ask for who has a letter by its sound: Who has a?

The child who has the letter says I do have it. Then, encourage the child to trace

the letter one or more times.

Then, the letter is passed around to the other two children who have to trace it

and say its name.

Then, it is given to the directress who places it upside down in front of him.

Continue in the same way until all the other letters have been traced.


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Randomly give turns to all the children.

Finally after the presentation each child will put his/her letters in place.

Presentation 3 This is to be done with three children.

Choose at least any nine letters.

Make sure at least one of the children knows all the letters.

Place them facing in any specific order, in front of you but in the childs directions.

Encourage multiple tracings.

Pass it to every child and let them trace it and say its sound.

Then, give the letter to the directress who places it upside down and away from the

others.

Continue in the same way until all the letters have been traced.

Repeat until all the letters have been chosen.

Extensions Trace the letter in the air and have the child say its sound.

Trace the letter on the childs back. Encourage the child to say its sound.

Trace the letter in the childs palm to encourage him/her to get that specific

letter from the box.

Control Of Error If the child's fingers slip away from the sandpaper, he/she will notice the

different feeling by the surface.

Notes Teach the letters only through Three Period Lesson.

If possible use display ledges for storing the letters rather than keeping them in

boxes one behind the other. This helps to arouse interest, reinforce visual

impressions, grabs attention to the graphic symbols.

The Sound Games are the prerequisite for the Sandpaper Letters. The child must

be familiar with all sounds in the dominant language of the cultures.

Most of the children will learn all their letters in about a month.

Always present the letters at a table.

Give individual presentations for the initial work. Later group presentation is used

to reinforce the earlier experiences.

After the first presentation, continue on consecutive days. Sometimes a child may

have more than one lesson on the same day.

Before presenting new letters, recall the previous lesson with them.

Choose three letters of contrast both in shape and sound for presentations.

For the very first experience by the child, choose a sound that is of some special


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interest to that individual such as the first sound in their names.

Include a vowel in the early groups of letters presented. Introduce a phonogram by

the fourth presentation.

The child will get both visual and kinesthetic impression of each letter.

Phonetic Sounds

a as in ax b as in bag c as in cat d as in dog e as in elk f as in fish g as in goat h as in hut i as in ink j as in jam

k as in kite l as in lap m as in mat n as in nose o as in mop p as in pot q as in quilt r as in run s as in sit t as in tummy

ai as in rain er as in butter ar as in yarn ie as in pie oo as in root ee as in jeep or as in corn oa as in float ch as in chips th as in cloth sh as in polish ng as in bang gu as in quick ow as in clown oy as in spray tch as in patch


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u as in up v as in van w as in win x as in fox y as in yet z as in zip

ispy game

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