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You are watching: Word with the same beginning sound

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Place 4 objects or photo cards top top the table. 3 of these should start with the same sound and also one should start with a different sound. Ex. Book, ball, bell, toothbrush. Ask students to team the objects together that have the same start sounds. Name each object slowly and clearly. Check out if any students have the right to identify the start sounds as /b/ and /t/. Repeat this process with other objects detailed in the materials section above. Say,“In this song, there are a number of things in every pocket. Most of the things begin with the same sound yet one thing begins with a various sound.” rotate to Mini-Chart p.30. Say, “Let’s look at the an initial picture and name what is inside the pocket.” (book, dog, baby) “Which two begin with the exact same sound?” (book, baby) “Which one begins with a various sound?” (dog) “Let’s say simply the beginning of the word book (/b/) and baby (/b/). Now let’s say just the start sound in the word dog. /d/.” revolve to Mini-Chart p.32. Say, “Let’s look in ~ the first picture and name what is inside the pocket.” (fish, fly, turtle) “Which two start with the exact same sound?” (fish, fly) “Which one starts with a various sound?” (turtle) “Let’s say just the beginning of words fish (/f/) and also fly (/f/). Currently let’s say simply the beginning sound in the word turtle. /t/.”
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Turn come Mini-Chart p.34. Say, “Let’s look at the very first picture and also name what is inside the pocket.” (swing, clock, clover) “Which two begin with the same sound?” (clock, clover) “Which one begins with a different sound?” (swing) “Let’s say simply the beginning of the word clock (/c/) and clover (/c/). Now let’s say just the start sound in the word swing. /s/.” turn to Mini-Chart p.36. Say, “Let’s look in ~ the an initial picture and also name what is inside the pocket.” (doll, dart, dish, spoon) “Which three begin with the same sound?” (doll, dart, dish) “Which one starts with a various sound?” (spoon) “Let’s say simply the beginning of the word doll (/d/), dart (/d/), and also dish (/d/).” “Now let’s say just the beginning sound in the word spoon. /s/.” revolve to Mini-Chart p.38. Say, “Let’s look at the an initial picture and name what is inside the pocket.” (girl, grass, tree, goat) “Which three begin with the exact same sound?” (girl, grass, goat) “Which one begins with a different sound?” (tree) “Let’s say just the start of words girl (/g/) and also grass (/g/), goat (/g/).” “Now let’s say simply the start sound in the word tree. /t/.”
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Turn to Mini-Chart p.40. Say, “Let’s look at the an initial picture and also name what is inside the pocket.” (rock, sun, stick, sock) “Which three start with the same sound?” (sun, stick, sock) “Which one starts with a various sound?” (rock) “Let’s say simply the start of the word sun (/s/), stick, (/s/), and sock (/s/).” “Now let’s say simply the start sound in the word rock. /r/.” turn to Mini-Chart page 42. Ask students to surname the things in every pocket and identify the one object that starts with a various sound. Say, “Now let’s listen to the tune Words in my Pocket and shot to join in. Every time we discover something in the pocket that starts with a various sound, we space going to clap, stomp, or punch on our tables as soon as we say the word.” “Watch me and I’ll aid you clap, stomp, or hit in the appropriate place.” Play sing Your means Through Phonics: ready to Read! track 5. When singing, allude to the suitable pictures in the Mini-Charts and lead student in physical activities on the odd-numbered pages. You will be clapping, stomping, or knocking once on the critical word that the sentence, “The different word is ___.” play CD track 5 again and ask college student to song along, This time, permit students to point to the suitable pictures on the Mini-Charts and have students command in the clapping, stomping, or knocking motions as they determine the words with the different beginning sound.

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practice singing words in My pocket every day for a week. Then shot singing the song with the important track ~ above the CD (Track 6). Carry out the student remember every the words to the song? Review any type of parts the the track that are giving them difficulty and usage the photos on the Min-Charts to assist memory. If the words of the track are well-remembered, questioning the students to come up v other activities besides clapping, stomping, and also knocking to present that they understand the words with different beginning sounds. Ex. Slapping thighs, jumping, bending, thumbs up, standing/sitting, stepping forward/backward, etc. Aid students develop other set of words for the song. Do 5 duplicates of Mini-Chart template pp. 82-83 and also pp. 84-85. Aid students come increase with brand-new words because that the blanks. Top top pages 82 and 84, decide on the body activities you desire to do. ~ above pages 83 and 85, decide on 3 or four objects to placed in the pocket. All but one of the objects must begin with the same sound. Check out the products list over for suggestions. You perform not must replace all of the verses. Allow students to illustrate the new lyrics in the pockets top top the Mini-Chart template. Place pages with brand-new words in a 3-ring binder in page protectors and sing with the important track top top the CD (Track 6).

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If you have not changed all the verses, song the original verses ~ above the components of the tune that do not have brand-new examples.

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