Announcement

Collapse

Disclaimer - Read This First

Disclaimer

This website contains general information about medical and educational conditions and treatments. The information is not advice, and should not be treated as such.

The educational and medical information on this website is provided “as is” without any representations or warranties, express or implied. Cheryl Swope, M.Ed. and Memoria Press make no representations or warranties in relation to the information on this website.

You must not rely on the information on this website as an alternative to medical advice from your doctor or individualized advice from any other professional healthcare or educational provider. If you think you or your child may be suffering from any medical condition you should seek immediate medical attention.

You should never delay seeking medical or educational advice, disregard medical or educational advice, or discontinue medical or educational treatment because of any information on this website.
See more
See less

Need an alternative movement activity

Collapse
X
  • Filter
  • Time
  • Show
Clear All
new posts

    Need an alternative movement activity

    E (5yo) is very confused by the sit down/stand up game, but she needs the practice for differentiating short and long vowel sounds. I'm not sure she can do the Hot Potato game either. Are there any other games/activities we could use to help her differentiate these sounds?
    Jennifer


    2018-2019
    DS-14 & DS-15 (MP9 Literature, Novare Intro to Physics, Light to the Nations I (CTP), MPOA for: Latin, Pre-Algebra, Ref/Con
    DS-12 (6M)
    DS-10 (SC3)
    DD-8 (MP2)
    DD-6 (SC2)
    DD-3 (NT using SCB for gradual intro to JrK)

    #2
    Re: Need an alternative movement activity

    Hi, Jen. At 5, she is a little younger than most SC 1 students. I wonder if she needs to be playing any discrimination game at this age. When you ask her if a sound is short, does she know? It might be the actual discrimination task, rather than the game format, that is a little beyond where she needs to be.

    However, if she consistently identifies "short" and "long" in isolated words, and you want only to practice this, a simple game could be called "Shout Out." Rapid-fire, you say a short-vowel word. She shouts, "Short!" You say a long-vowel word. She shouts, "Long!" Continue mixing short, long in random patterns. (No hot potato or standing/sitting needed. )

    Comment


      #3
      Re: Need an alternative movement activity

      Originally posted by cherylswope View Post
      Hi, Jen. At 5, she is a little younger than most SC 1 students. I wonder if she needs to be playing any discrimination game at this age. When you ask her if a sound is short, does she know? It might be the actual discrimination task, rather than the game format, that is a little beyond where she needs to be.

      However, if she consistently identifies "short" and "long" in isolated words, and you want only to practice this, a simple game could be called "Shout Out." Rapid-fire, you say a short-vowel word. She shouts, "Short!" You say a long-vowel word. She shouts, "Long!" Continue mixing short, long in random patterns. (No hot potato or standing/sitting needed. )
      I should have mentioned that she'll be 6 in a month and a half; but that might still be young. Sometimes she can tell me whether a word is using a long or short sound, other times she can't. We just started Book D and she's doing fine in the book but when we take it to the abstract with only spoken words she gets lost. She doesn't have any auditory processing issues though.
      Jennifer


      2018-2019
      DS-14 & DS-15 (MP9 Literature, Novare Intro to Physics, Light to the Nations I (CTP), MPOA for: Latin, Pre-Algebra, Ref/Con
      DS-12 (6M)
      DS-10 (SC3)
      DD-8 (MP2)
      DD-6 (SC2)
      DD-3 (NT using SCB for gradual intro to JrK)

      Comment


        #4
        Re: Need an alternative movement activity

        Originally posted by jen1134 View Post
        Sometimes she can tell me whether a word is using a long or short sound, other times she can't. We just started Book D and she's doing fine in the book but when we take it to the abstract with only spoken words she gets lost. She doesn't have any auditory processing issues though.
        Then I would wait. As long as she is doing well in the book, she is doing well!

        Comment

        Working...
        X