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The child needs to realize that one sound is "short and bouncy" while the other is "long and flowy".
The child needs to realize that one sound is "short and bouncy" while the other is "long and flowy".
Exercise 1: The "Pop vs. Slide" Game
Exercise 1: The "Pop vs. Slide" Game
Goal: To distinguish between "Stop" sounds (P, T) and "Windy" sounds (F, S).
Instruction:
Get a bubble wand and a toy snake (or a piece of string).
Tell the child: "P and T are Popping sounds. F and S are Sliding sounds."
Say a sound.
If you say "P-P-P", they pop a bubble.
If you say "Sssssss", they slide their finger down the snake/string.
Why it works: It attaches a physical action to the sound quality.
These sounds require airflow. If there is no wind, there is no sound.
These sounds require airflow. If there is no wind, there is no sound.
Exercise 2: The "Bunny Bite" (For 'F' Sound)
Exercise 2: The "Bunny Bite" (For 'F' Sound)
Goal: To teach the upper teeth to touch the bottom lip.
Instruction:
Sit in front of a mirror.
Say: "Show me your big Bunny Teeth!" (Encourage them to bite their bottom lip gently).
Now say: "Blow the wind through the bunny teeth."
Check for wind: Put their hand in front of their mouth so they feel the air hitting their palm.
Exercise 3: The "Snake in the Cage" (For 'S' Sound)
Exercise 3: The "Snake in the Cage" (For 'S' Sound)
Goal: To keep the tongue behind the teeth so the air can hiss.
Instruction:
The Smile: Ask the child to smile really big (this pulls the lips back so they can't say 'P').
The Cage: Close the teeth. Tell them: "Your teeth are the cage. Keep the snake (tongue) inside the cage!"
The Hiss: Blow air out the front. "Ssssss".
Tip: If they make a "Th" sound, remind them: "Oh no! The snake got out! Put him back in the cage."
Exercise 4: The "Quiet Baby" (For 'Sh' Sound)
Exercise 4: The "Quiet Baby" (For 'Sh' Sound)
Goal: To teach lip rounding (the opposite of the 'S' smile).
Instruction:
Make a "Fish Face" (pout lips forward).
Put a finger to your lips like a librarian.
Say: "Shhhhh, the baby is sleeping."
Correction: If they say "Ti" (stopped sound), say: "Too loud! You woke the baby! Make it a long quiet sound... Shhhhh."
Transitioning from sounds to words using "Minimal Pairs".
Transitioning from sounds to words using "Minimal Pairs".
Exercise 5: The "Magic Tail"
Exercise 5: The "Magic Tail"
Goal: To help them attach the sound to the start of a word.
Instruction:
Use the "Slide" visual again (draw a slide on paper).
Put a picture of a word at the bottom (e.g., a Sun).
Start at the top of the slide with your finger and say "Sssssss..." while sliding down.
When you hit the bottom picture, say "...Sun!".
Don't Bounce: Ensure they don't say "S... (pause) ... Sun". It must be one long slide: "Ssssssun".
Instruction for Mothers: The "3 Golden Rules" for Basket 2
Instruction for Mothers: The "3 Golden Rules" for Basket 2
The Hand Cue: Whenever you want them to make a windy sound, move your hand in a long, smooth motion (like a plane taking off). If they "stop" the sound (saying P or T), make a chopping motion with your hand to show them what they did wrong.
Feel the Wind: These are the only sounds where you can physically feel the work. Use the back of the child's hand against your mouth when you say it, then swap so they feel their own air. No air = No sound.
Don't say "No": Instead of saying "That's wrong," say "Oh, that was a short sound! I need a long sound. Stretch it out!"
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