Chapter 8
1) Student Watch Video
Stay Attentive and Interactive
2) Student Use Book
Color, Draw and Write the Letters Ss
3) Parent/Instructor Support
(Tips, Prompts and Links Below)
Reinforcing Activities
Letters Ss Reinforcing Activities
Keyword Syllabification
Simply Clap out while saying the words, “shy snake” with your student.
Sound Pronunciation
Use a mirror with your student to help model the letter sound(s) is being correctly formed in the mouth. Placing your hand upon your throat enables you to feel if the sound is a vibrating one or not.
The ‘sss’ sound comes from air pushing through tightly closed teeth.
The throat vibrates with this sound.
[Remember, the letter Cc makes the same sound when she gets scared whenever, one of the letters Ii, Ee or Yy stands behind it.]
Singing the LtL Alphabet Song
(w/Alphabet Banner)
Parent/instructor first model pointing to by touching each letter as the song is being sung. This is a fun way of using rhythm to strengthen retaining the names of the letters while building an understanding of Alphabetical Order concept as well. Be sure to clarify each time by saying, “Let’s sing the names of the letters in alphabetical order.” After a while, when the student is able, he/she then becomes the pointer to each letter as they are being sung.
NAME PROMPT
Be sure strong Emphasis is given upon the letters’ name within other words to strengthen remembrance and reason for it.
(emphasize name)
They have ELevated legs – which means they have long legs. What’s its name?
SOUND PROMPT
Following the correct Cadence of slow-paced, two-step sing song rhythm is crucial for the sub-conscious to be activated to help cement it into long-term memory.
(rhythmic tune)
‘l’ for lovely long leg,
‘l’ for lovely long leg,
‘l’ for lovely long leg
WRITING PROMPTS
Each writing Stroke brings meaning to the symbol when correlated phrases are used in sync with writing them. Using the writing prompts in sync with the stroke formations of each letter while writing them helps to cement the correlation of the letters symbol to its sound through the reference of the LtL story.
REMINDER: ONLY the Student writes and colors in his/her own book. So, using extra paper when needed is a good idea. At this stage practice is key not perfect (do not use an eraser).
(stroke sync)
The capital (parent) letter Ll
1) Stands tall
She kneels down to be the same size as the other letters.
2) She always keeps her feet in the back so that no one will trip on her toes.
The small (child) letter Ll
1) stands as tall as she can to make herself look as long as possible.
Name Prompt - Ll
Time: 0:09
Sound Prompt - Ll
Time:0:13
Writing Prompt - Ll
Time: 1:10
ROLE-PLAYING
Role-playing enables one to feel the shape of each letter in one’s own body. Identifying to how the letter looks and emotionally feels is yet, another way for stimulating long-term memory retainment.
Be sure to refer to the People Line Banner for directional understanding while pretending to be the letters.
TIPS:
The capital Letter:
kneels down and puts her foot in the back so that her toes don’t get stepped on. If she stood up she would be MUCH taller than all to other capital letter because she is a very tall and lovely long leg! [Say sound prompt.]
The small Letter:
she wants to look as tall and as long as she can be. This is why she stands straight as she possibly can to be a lovely long leg. [Say sound prompt.]
Remember that sometimes, the small letter Ll can get confused with the Capital letter Ii when he decides to not show folks how wide he is!
Ss Share Sound Mini-Poster
Color in the Mini-poster helps in remembering that The Letters Ss make the same sound ‘sss’ as the Letter Cc does when it gets scared. Cc gets scared any time one of the letters Ii, Ee, or Yy stands behind her in a word.
BONUS
Signing and Morse Code
Easy practice with the visual reinforcement of the mini-posters.
WHAT’S NEXT…
Lesson Letters Tt
REQUIRED PREPARATION:
Learning Environment Set
Letters to Language™ Practice/Coloring Book
Crayons, Pencil/Pen
Video Ready
PRINTS for STUDENT
Mini- Posters
PRINTS for PARENT/INSTRUCTOR: