Consonants

CONSONANTS
Order of presentation:
The order in which one presents consonants to children is often a matter of personal preference – there are many different studies available that suggest onemethod is superior to another. Just keep in mind that you do not have to present the letters in alphabetical order.
Every child is an individual – what works perfectly for 85% of the kids out there,may not be the correct approach for your child. If he is having a tough time with the approach being used, try a different one.
How did I do it with my girls? I ended up combining approaches. Wedid the letters m, r and v(based on reliability) to give Tasha (and myself! ) some comfort whit learning our letters using letters that only make one sound. Then we hopped to s, t, r and n (based onfrequency) to give us a good start on sounding out words. The rest of the consonants we tackled alphabetical.
With Kaitlyn, I used an even more unusual approach. We tackled the consonants in her namefirst (k , t, I, y, n) because that seemed to be the most motivational for her. The we did the rest the same way I did with Tasha.
CONSONANTS – GENERAL IDEAS
Sharing Time:
In a classroom ordaycare setting, have one day each week designated as sharing time. Allow the children to bring an object from home that begins with one of the consonants you’ve been working on during the week. Forexample, during the week where you’re learning letters m, r and v they might bring a book about the moon, a toy van or race car.
If you’re working at home, allow the child to have a similar weeklysharing time with a sibling, grandparent, parents group or with mom and dad.
Encourage the child to make eye contact with the people they are talking to.
Have the children (or grownups) who arelistening, ask a couple of questions about the item being shared.
CONSONANT BINGO:
On a 3x3 grid (like a tic-tac-toe board) have the children write down the consonants you have learned so far....