/th/ in the final position; Giant Eagle

Practice the "th" sound in the final position with these words:

"broth,"

Image retrieved from http://www.ivillage.ca/food/secret-ingredients-15-pantry-staples-make-weeknight-meals-easy.

"cloth,"

Image retrieved from http://www.gianteagle.com/About/Supporting-Our-Environment/Reusable-Bags/.

and "mouth."

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A good way to instruct for the /th/ sound is to tell your child to put her tongue between her teeth and blow.  Visual cues are helpful.  I recommend that you exaggerate the /th/ sound when you make it to draw your child's attention to the placement of the tongue and lips.  Practicing in front of a mirror is always helpful.

To practice phrases, ask your child what kind of broth she sees.  Targets may include "chicken broth" and "vegetable broth."

To practice sentences, ask your child to state reasons for using cloth bags instead of paper or plastic bags.  A good sentence starter is, "Cloth bags are _____."  Targets may include, "Cloth bags are good for carrying heavy things," and "Cloth bags are good for Mother Earth."

To practice conversation, ask your child what she should do to keep a clean mouth.  Targets may include, "To get a clean mouth you need to brush your teeth.  You should also floss your teeth.  Then, use mouthwash."

*Tip: The /th/ sound comes in two varieties: voiced and voiceless.  The "voiced" sound makes the "th" sound as in "this" and "that."  During this production, the vocal fold vibrate.  The "voiceless" /th/ sound makes the "th" sound as in "think" and "thumb."  It is produced in the same way, but in this case the vocal folds don't vibrate.  Targets above are for the voiceless /th/ sound.  To target the voiced /th/ sound in the final position at Giant Eagle, try to incorporate words such as: bathe, clothe, smooth and loathe (for the more advanced!).

/th/ in the initial position; Giant Eagle

Practice the "th" sound in the initial position with these words:

"thumbprint cookies,"

 

Image retrieved from http://blueeley.blogspot.com/2010_01_01_archive.html.

"thighs,"

 

Image retrieved from http://www.gianteagle.com/99397.aspx.

and "Thousand Island Dressing."

Image retrieved from http://www.caymanshoppers.com/popup_image.php?pID=292&osCsid=ytbblyitjvz.

A good way to instruct for the /th/ sound is to tell your child to put her tongue between her teeth and blow.  Visual cues are helpful.  I recommend that you exaggerate the /th/ sound when you make it to draw your child's attention to the placement of the tongue and lips.  Practicing in front of a mirror is always helpful.

To practice phrases, ask your child what foods go well with chicken thighs.  Targets may include "chicken thighs and potatoes," "chicken thighs and salad" or "chicken thighs and rice."

To practice sentences, ask your child what she thinks is on your shopping list.  Targets should be in sentence form.  I recommend starting each sentence with the phrase "I think _____."  For example, "I think pasta is on the list," "I think milk is on the list," and "I think cereal is on the list."

Practice /th/ in conversation by asking your child what cookies she thinks Giant Eagle is selling on the day of your visit.  Targets may include, "I think they are selling chocolate chip cookies.  They are probably selling thumbprints.  They might have oatmeal cookies.  I think they sell sugar cookies."  To stimulate more conversation, you can then visit the cookie counter and ask your child if her predictions were right.  Target responses may include, "I thought they would have sugar cookies but they didn't.  I thought there would be more chocolate chip cookies.  I didn't think they would have frosted cookies."

*Tip: The /th/ sound comes in two varieties: voiced and voiceless.  The "voiced" sound makes the "th" sound as in "this" and "that."  During this production, the vocal fold vibrate.  The "voiceless" /th/ sound makes the "th" sound as in "think" and "thumb."  It is produced in the same way, but in this case the vocal folds don't vibrate.  Targets above are for the voiceless /th/ sound.  To target the voiced /th/ sound in the initial position at Giant Eagle, I recommend labeling things with the article "the ____."  For example, "the fruit," "the vegetables," and "the snacks."

Practice sounds in the middle position; Giant Eagle

The traffic on this blog has increased, so I would like to give the readers a chance to share their ideas.  Below is a list of words for each sound that can be found in the middle position of each word.  All of these words are of things that can be found at Giant Eagle Market District.  Please post your ideas below for eliciting these sounds/words in phrases, sentences, and conversation for your child.

/b/: cabbage, baby, rubber band, bubbles
/p/: coupon, paper, diaper, pepper, popcorn
/t/: bottle, butter
/d/: candy, teddy bear, body wash
/k/: cracker, chicken, cookie, popcorn
/g/: yogurt, baggie
/m/: shampoo, salami, oatmeal
/n/: donut, cinnamon, cleaners, money
/ŋ/: dressings, wings, tank, sprinkles (*the /ŋ/ sound makes the "ng" sound we often find in -ing ends, like sing, ding, king)
/l/: toilet paper, lollipop, Jell-o
/r/: mirror, carrot
/w/: towel, flowers (*the /w/ sound in these words is often considered more of a vowel sound, like "ow")
/j/: papaya, yo-yo, Goya (*remember, the /j/ sound makes the "yuh" sound, like in "yogurt")
/s/: basket, lobster, sauces
/z/: pizza, Cheezit
/ʃ/: milkshake, marshmallows, machine, lotion (*remember, the /ʃ/ sound makes the "sh" sound, like in "shoe")
/tʃ/: pouches, matches, nacho (*remember, the /tʃ/ sound  makes the "ch" sound, like in "chips")
/dʒ/: fudgsicle, manager, Applejacks, gadget, ledger (*remember, the /dʒ/ makes the J sound like in "jug")
/f/: coffee, muffin
/v/: carving knife, lavender, gravy, anchovy, shovel
/ʒ/: measuring cup, treasure (*remember, the /ʒ/ sound makes the sound "zh" sound, as in "genre")
/θ/: Nathan's hot dogs, toothpaste, cloths (*the /θ/ makes the "unvoiced" "th" sound, as in "thin")
/ð/: clothing, mother (*the /ð/ makes the "unvoiced" "th" sound, as in "that")

/d/ in the final position

Practice the /d/ sound with these words:

"bread,"

"seed," and...

"red."

Practice phrases by naming things that come in red packaging, like "red raisins," (Sun Maid brand) "red soup" (think Campbell's brand) and "red cookies" (think Animal Crackers).  Or, name things that are the color red, like "red tomatoes," "red apples" and "red velvet cake."

Practice sentences by asking your child what kinds of animals eat seed.  Targets may include, "Birds eat seed," "Squirrels eat seed," and "Hamsters eat seed."

Practice conversation by asking your child how bread is made.  Targets may include, "To make bread, you need to mix ingredients.  You mix flour and yeast and water for bread.  You let it rise.  Then, you bake the bread in the oven.  I like my bread with  butter."  If this task is too complex, then ask your child to describe what breads she sees (the bread counter in the bakery has the most variety).  You may also ask her to tell you what bread she likes to eat, or ask her to tell you what animals you can feed bread to.

Touch cues are helpful for the /d/ sound.  Show your child how one's tongue taps the roof of the mouth behind the teeth.  This may require some pre-teaching at home before you go to the store.  You two can practice in front of a mirror.  You can also use your finger to tap the ridge behind her teeth (known as the alveolar ridge) where her tongue should be.

/tʃ/ in the initial position; "ch" as in "chips," "chicken" and "cheese"

Practice the /tʃ/ sound with these words below.  The /tʃ/ makes the "ch" sound.

"crunch," (or "Cap'n Crunch)

"lunch," and...

"spinach."

Practice phrases by asking your child what foods go "crunch."  Targets may include "cereal goes crunch," "chips go crunch," and "pretzels go crunch."  A fun way to practice "crunch" is to eat a crunchy food, and have your child say "crunch" before every bite.

Practice sentences by asking your child what foods in the hot bar are lunch foods.  Targets may include, "Wings are for lunch," "Soup is for lunch," and "Pasta is for lunch."

Practice conversation by asking your child what her ideal lunch would be.  Targets may include, "I would like hot food for lunch.  My lunch would be a hamburger and soup.  I like dessert with my lunch.  Cookies are my favorite."

The /tʃ/ sound makes the "ch" sound.  It is really a combination of two sounds: /t/ as in "tea" and /ʃ/ and in "shoe."  In many cases, it may be easiest to teach the sounds individually, and then make them together.  Practice making the /t/ sound, then the"sh" sound; then, make one after the other until they flow seamlessly together.

For the /t/ sound, touch cues are helpful.  Show your child how one's tongue taps the roof of the mouth behind the teeth.  This may require some pre-teaching at home before you go to the store.  You two can practice in front of a mirror.  You can also use your finger to tap the ridge behind her teeth (known as the alveolar ridge) where her tongue should be.  A good cue is, "Tap your tongue."

An easy way to cue for the /sh/ sound is to have your child say, "Shhhhh," as if she is 'shushing' someone.  If this doesn't work, then more formal instruction may be needed.  You may even want to prolong the /sh/ sound in a word to highlight it, as in "shhhhhherbet."  For more serious instruction, explain the sound in this way: "Put your teeth together.  Round your lips.  Put your tongue behind your teeth.  Blow."  Have your child put her hand in front of her mouth so that she can feel the air coming out.

Often times the /s/ and /sh/ sounds get blurred.  If your child is making a /s/ instead of a /sh/, this means the tongue should be positioned further back in the mouth (think roof of the mouth rather than behind the teeth).  If needed, you can use a tongue depressor or a spoon to gently push your child's tongue back.  Have her blow, and she should hear the difference.

A simpler way to cue may be as follows.  Instruct her to place her tongue on the ridge behind her upper teeth, like when making the /t/ sound.  Then, let the air pressure "explode" our of her mouth, like when making the "sh" sound.  With this sound, she should not "turn on" her voice/her voice box should not vibrate.

A fun way to make the sound is also to pretend to sneeze, and practice saying "ch-ch-ch" or "choo-choo-choo."  Boys in particular may enjoy making the "choo-choo" sound of a train.  I also recommend saying "chew" before every bite of "lunch."

/ʃ/ in the final position; "sh" as in "shoe," "shirt" and "show"

Practice the /ʃ/ sound with these words below; it makes the "sh" sound.

"fish,"

"danish," and...

"radish."

Practice phrases by asking your child to describe the fish to you.  Targets may include "big fish," "smelly fish," and "slimy fish."

Practice sentences by asking your child what the danish is topped with.  Targets may include, "Icing is on the danish," "Fruit is on the danish" and "Sugar is on the danish."

Practice conversation by asking your child where fish swim.  Targets may include, "Fish swim in the sea.  Fish swim in the fish tank.  Fish swim in the river.  I saw a fish in the river once."

An easy way to cue for the /sh/ sound is to have your child say, "Shhhhh," as if she is 'shushing' someone.  If this doesn't work, then more formal instruction may be needed.  You may even want to prolong the /sh/ sound in a word to highlight it, as in "shhhhhherbet." 

For more serious instruction, explain the sound in this way: "Put your teeth together.  Round your lips.  Put your tongue behind your teeth.  Blow."  Have your child put her hand in front of her mouth so that she can feel the air coming out. 

Often times the /s/ and /sh/ sounds get blurred.  If your child is making a /s/ instead of a /sh/, this means the tongue should be positioned further back in the mouth (think roof of the mouth rather than behind the teeth).  If needed, you can use a tongue depressor or a spoon to gently push your child's tongue back.  Have her blow, and she should hear the difference.

/z/ in the final position

Practice the /z/ sound with these words:

"cereals,"

"cheese" and...

 "cookies."

Practice phrases by asking your child to name what cereals she likes and dislikes.  Targets may include "sweet cereals," "hot cereals" and "cereals with fruit."

Practice sentences by having your child tell you what foods you put cheese on.  Targets may include, "You put cheese on hamburgers," "You put cheese on sandwiches," and "You put cheese on pizza."

Practice conversation by asking your child to describe the cookies in the bakery department.  Targets may include, "Those cookies are fancy.  They look so pretty.  The cookies all have icing.  The cookies look yummy."

The /z/ sound can be a fun one to teach.  For a quick tip, tell your child to make the sound a bee makes, "zzzzzz."  You may even want to prolong the /z/ sound in a word to highlight it, as in "zzzzzzzucchini" or "zzzzzipper:  For more serious instruction, explain the sound in this way: "Put your teeth together.  Put your tongue behind your teeth.  Blow."  Have your child put her hand in front of her mouth so that she can feel the air coming out.  To differentiate /s/ and /z/, have your child feel her throat.  She should be able to feel the vibration in her throat for /z/.

/v/ in the final position

Practice the /v/ sound with these words:

"glove," and...

"olive."

To practice phrases, ask your child what kinds of olives there are in the salad bar.  Targets may include, "a green olive," "a black olive" and "a brown olive."

To practice sentences, ask your child what foods hot foods would require a person to use a glove when handling.  Targets may include, "You need a glove when baking a cake," "You need a glove when touching a pot of soup," and "You need a glove to touch a hot cookie pan."

To practice conversation, ask your child if she would eat an olive (if she never has) and what she thinks it would taste like.  Targets may include, "I would eat an olive.  I think it would taste like a grape.  An olive looks like a grape," or "I wouldn't eat an olive.  They smell funny.  I don't like the orange thing in the middle of the olive."  If your child likes olives, ask he what she knows about them: Where do they grow?  How do they grow?  What do they taste like?  What do you eat them with?

Visual cues are helpful when making the /v/ sound.  Instruct your child to put her top teeth on her bottom lip, and blow.  Show her how to do it while you make the /v/ sound.  Touch cues are also helpful  You can gently push on her lower lip until it is under her top teeth.  Also, have her put her hand in front of her mouth when she makes the /v/ sound so that she can feel the air coming out.  A popular visual cue to remind your child how to make the sound is, "Bite and blow."