scissors glue phono process

8/10/2019 Scissors Glue Phono Process

http://slidepdf.com/reader/full/scissors-glue-phono-process 1/174

Gayle H. Daly

LinguiSystems, Inc.3100 4th AvenueEast Moline, IL 61244-97001-800 PRO IDEA1-800-776-4332

Skill Area: Phonological Processes Ages: 4 thru 9Grades: PreK thru 4

FAX: 1-800-577-4555E-mail: service@linguisystems.comWeb: www.linguisystems.comTDD: 1-800-933-8331

(for those with hearing impairments)

All of our products are copyrighted to

protect the fine work of our authors.Copying this entire book for any reasonis prohibited. You may, however, copythe worksheets as needed for your ownuse with students.

Any other reproduction or distributionof these worksheets is not allowed,including copying this book to use asanother primary source or “master” copy.

Printed in the U.S.A.ISBN 0-7606-0303-0

Gayle H. Daly , M.S., CCC-SLP, has been a speech-language pathologist for over 22 years. She is currentlyemployed as an instructor in the CommunicationDisorders Department at Longwood College in Farmville,VA. Prior to this, she served as a speech-languagepathologist in school divisions in Massachusetts andVirginia, as well as coordinator for speech-languageservices for Lynchburg City Schools in Virginia for 17years. Scissors, Glue, and Phonological Processes,Too! is her first publication with LinguiSystems.

About the Author

Illustrations by Margaret WarnerPage Layout by Lisa Parker

DedicationFor my family and friends, who supported and encouraged me in this endeavor.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Phonological Processes

Final Consonant Deletion . . . . . . . . . . . . . . . . . . . . . . 9

Fronting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Stopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Stridency Deletion . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Pre-Vocalic Voicing . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Consonant Cluster Reduction . . . . . . . . . . . . . . . . . . 126

Gliding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Grid for Sequence Stories . . . . . . . . . . . . . . . . . . . . . . 173

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Table of Contents

Scissors, Glue, and Phonological Processes, Too!

Introduction

Fun with Phrases

These minimal pair phrases will give your students practice with minimal pair contrast at thephrase level. Have your students cut out the illustrations and glue them above the correctphrases as you read the phrases aloud. Once your students have matched the pictures withthe correct phrases, have them say each phrase.

Sequence Stories

This activity is great for students at the sentence or connected speech level. Tell the story asyour students cut apart the pictures and glue them in sequential order in the boxes on page173. Then have your students retell the story. You might also want to put the pictures in the

right order and staple them together to make a book.

For students who are ready to practice their target words in conversational speech, havethem relate the story to a similar experience they have had.

Create-a-Story

These stories provide continued practice of the target phonemes in connected speech.Your students will have fun creating stories using the people and objects in each scene.

Cut out the scene and glue it to poster board or use the scene as is by propping up the book.Have your students cut out the characters and objects and then fold along the solid lines sothe items can stand up. You might want to glue the people to tongue depressors so they canbe used as puppets.

Summary

Scissors, Glue, and Phonological Processes, Too! will help eliminate targeted phonologicalprocesses as well as reinforce language skills such as naming, generating appropriatesentences, identifying what doesn't belong, and storytelling.

My goal is that you and your students have fun as you work together to improve their speechand language skills.

Scissors, Glue, and Phonological Processes, Too! 7

Introduction , continued

The process of final consonant deletion involves the omission of the post-vocalic consonantin the word-final position.

The following words are pictured in this unit, representing a variety of consonants in the word-final position. Because children tend to delete obstruents (stops, fricatives, and affricates)most frequently, you will find the greatest number of pictures in those classes. The largeselection of pictures will give the child many opportunities to practice production of finalconsonants.

In addition to the above pictured items, the sequence story and the “create-a-story” providepractice with the following words:

Final Consonant Deletion Scissors, Glue, and Phonological Processes, Too! 9

Final Consonant Deletion

apebagbeak

bedbikeboatbookbootbugcakecapcatcoatcupdogduckfoodfork

goathat

kitelockmapneckpigplaterakeroadroberopesheepsoapsocktube

beachbusbush

couchdishdressglasshouseice

leafmatchmice

moosemousenosepeachtrashwatch

broomcomblamb

Final Stops Final Fricatives/Affricates

A Boat TripSequence Story

Create aPet Shop Story

Final Nasals

GregMikecatchhopelife jacket

KimLiamcagecatdogfish tankpet shop

Cut out the minimal pair pictures on pages 11 and 12. Name each pair of pictures using good speech. Thenpictures in the basket. Put the pictures in circles on one side of the basket and the pictures in squares on theside of the basket.

Final Consonant Deletion Scissors, Glue, and Phonological Processes, Too!

Name _Basket

Name __________________________

Minimal Pair Picturesfor Basket Cut out the minimal pair pictures below and on page 12. Glue them in the basket onpage 10.

bow four

forkboat

Name __________________________

Minimal Pair Picturesfor Basket , continued

Cut out the minimal pair pictures below and on page 11. Glue them in the basket onpage 10.

apepeach

Name __________________________

Glue the pictures from page 14 along the maze. Name each picture using good speech asyou follow the maze.

Name __________________________

Maze Pictures

Cut out the pictures below. Glue them along the maze on page 13.

beach bed

cat dog

mouse neck

lock matchgoat

bush cake

Name __________________________

Park Scene Pictures

Cut out these pictures. Choose some of them to glue in the park scene on page 15.

trashcat

glass lamb

Name __________________________

Hidden Pictures Scene

Cut along the dotted lines to open the flaps. Glue page 18, 19, or 20 behind this page sothe pictures show through the open flaps. Then describe where you see each hidden pictureusing good speech.

Name __________________________

Hidden Pictures, continued

Glue this page behind the classroom scene on page 17. You should only put glue around theedges of this page before attaching it to the scene.

Name __________________________

Glue this page behind the classroom scene on page 17. You should only put glue around theedges of this page before attaching it to the scene.

book comb

mappen

Cut out the pictures on page 23. Glue them on the animals below and on page 22. Then describe each animgood speech.

Name _Crazy Animals

moosepig

Cut out the pictures on page 23. Glue them on the animals below and on page 21. Then describe each animgood speech.

Name _Crazy Animals, continued

ducklamb

Name __________________________

Crazy Animal Pictures

Cut out the pictures below. Glue them on the animals on pages 21 and 22.

Name __________________________

Fun with Phrases

Glue the pictures from page 25 above the right phrases. Then describe each picture usinggood speech.

bow on the lake

boy on a bench

sew in the tub

A on the road

boys on a bench

soap in the tub

ape on the road

cake with candlesKay with candles

boat on the lake

Name __________________________

Fun with Phrases, continued

Cut out the pictures below. Glue each picture above the right phrase on page 24.

Name __________________________

cow by the fence

pea in a boat

two on a sheep

four on a block

peach in a boat

tube on a sheep

fork on a block

boat by a beachboat by a bee

couch by the fence

Name __________________________ Fun with Phrases, continued

Name _

Create a Pet Shop Story SceneCut out the characters and items on page 30. Fold them on the solid lines so they can stand up in this sceneup a story about Liam and Kim going to the pet shop.

Name __________________________

Create a Pet Shop Story Pictures

Cut out the pictures below. Fold them on the solid lines so they stand up. Use the picturesin the scene on page 29 to make up a story about Liam and Kim going to the pet shop.

Fronting is a phonological process which occurs when the child replaces a posterior soundwith a more anterior sound. More specifically, it is the replacement of a velar stop, palatalfricative, or palatal affricate with an alveolar. Khan & Lewis (1986) distinguish between thetarget phonemes in fronting as either velar fronting or palatal fronting . Hodson & Paden(1991) consider fronting to be only replacement of velars with alveolars. They label palatalsubstitutions as depalatalization .

This unit follows the broadest definition and includes practice with both velar and palatalphonemes. The following words are pictured in this unit, representing velar stops, palatalfricatives, and palatal affricates. A large selection of pictures has been included to give thechild as much practice as possible with these phonemes.

In addition to the above pictures, the sequence story and the “create-a-story” provide practicewith the following words:

Fronting Scissors, Glue, and Phonological Processes, Too! 32

Fronting

backbagbikebookcagecanecapcapecarCoke ®

corncowcub

cubeegggamegategirlgumkeykingmugrakesacksicksock

anchorbackpackbaconcookiecurly wigfingergogglesgorillaguinea pigkangaroomonkeynecklacepancakespeacockpiggy bankwagon

bushbrushcheffishshacksharksheepsheetshellshipshoedishesshower

chairchewcouch

jar junkmatchpeachwatchcherrychickenchipmunklunch box

Velar StopsPalatal

FricativesPalatal

Affricates

Baking a CakeSequence Story

Create aCastle Story

Kylebakebakingcakegoingtaking

bridgedragonflagguardkingqueen

Name _

Fronting Scissors, Glue, and Phonological Processes, Too!

SuitcaseCut out the minimal pair pictures on pages 34 and 35. Name each pair of pictures using good speech. Thenpictures in the suitcase. Put the pictures in circles on one side of the suitcase and the pictures in squares on side of the suitcase.

Name __________________________

Minimal Pair Picturesfor Suitcase Cut out the minimal pair pictures below and on page 35. Glue them in the suitcase onpage 33.

date mud

muggate

Name __________________________

38Fronting Scissors, Glue, and Phonological Processes, Too!

Campground Scene

Glue pictures from page 39 anywhere in this scene. Say a sentence about each pictureusing good speech.

Campground Scene Pictures

Cut out these pictures. Choose some of them to glue in the campground scene on page 38.

peacockcherry

pancakes

anchormatch

piggybank

Name __________________________

Glue this page behind the jungle scene on page 40. You should only put glue around theedges of this page before attaching it to the scene.

Name __________________________

Hidden Pictures

shower

couchwagon

dishescow

Name __________________________

shower

couch wagon

dishes

Name __________________________

dishescow

jarshower

Name __________________________

Fun with Phrases

mud on a chair

shoe on a bat

fish on the T

girl by the tub

shoe on a back

fish on the key

girl by the cub

mug on a chair

Name __________________________

car on the date

coat in the car

tape on the goldfish bowl

sack in the yard

Coke ® in the car

cape on the goldfish bowl

shack in the yard

car on the gate

Name __________________________

Name _

Fronting Scissors, Glue, and Phonological Processes, Too!

Create a Castle Story SceneCut out the characters and items on pages 53 and 54. Fold them on the solid lines so they can stand up. Thstory about a king and a queen in their kingdom.

Name __________________________

Create a Castle Story Pictures

Cut out the pictures below and on page 54. Fold them on the solid lines so they stand up.Use the pictures in the scene on page 52 to make up a story about a king and a queen intheir kingdom.

Name __________________________

Create a Castle StoryPictures, continued

Cut out the pictures below and on page 53. Fold them on the solid lines so they stand up.Use the pictures in the scene on page 52 to make up a story about a king and a queen intheir kingdom.

Stopping is a phonological process that results in the replacement of a fricative or affricatewith a stop phoneme (Bankson & Bernthal, 1990; Khan-Lewis, 1986; Lowe, 1995; Shriberg &Kwiatkowski, 1980). Hodson (1986) limits her definition of stopping to the replacement ofonly continuant phonemes with stop phonemes. She includes the replacement of affricateswith stops in the process of deaffrication. Both fricatives and affricates have been includedhere, since most phonologists include both in the definition of stopping.

The following pictures are included in this chapter, representing fricatives and affricates invarying word positions. A large selection of pictures has been included to give the child asmuch practice as possible with fricatives and affricates.

In addition to the above-pictured items, the sequence story and the “create-a-story” providepractice with the following words:

Stopping Scissors, Glue, and Phonological Processes, Too! 56

Stopping

brushbusbushcashchaircheesecherriescouchcuffeightfan

faucetfeatherfeetfencefishgiraffehorsehosehouse

jar judge

lizardlunch boxmatchmousemuffinnosericerosesaddlesailboatscissors

sewsharksheepshellshirtshoeshoesshovelshowersignssleeve

sunsunglassesvestvisorwasherwatchzebrazerozipper

Building a Sand CastleSequence Story

Create aFire Station Story

childrenfinished

oceansandsand castleshovelssittingwashedwave

axefire engine

firefighterfire hosefirst gradesiren

Cut out the minimal pair pictures on pages 58 and 59. Name each pair of pictures using good speech. Thenpictures on the trunk. Put the pictures in circles on one side of the trunk and the pictures in squares on the oof the trunk.

Stopping Scissors, Glue, and Phonological Processes, Too!

Name _Trunk

Name __________________________

Minimal Pair Picturesfor Trunk Cut out the minimal pair pictures below and on page 59. Glue them on the trunk on page 57.

tower two

shoeshower

Name __________________________

Minimal Pair Picturesfor Trunk , continued

Cut out the minimal pair pictures below and on page 58. Glue them on the trunk on page 57.

eight bead

Name __________________________

Maze Pictures

bush couch

giraffe house

washer zero

sheep shovelmuffin

lunch box

zipper

faucet feet

sailboat

Glue pictures from page 63 anywhere in this scene. Then say a sentence about each picture using good spee

Name _Zoo Scene

Cut out these pictures. Choose some of them to glue in the zoo scene on page 62.

Name __________________________

Zoo Scene Pictures

judge scissors

cherries

buszipper

fish lizardnose

shower

Glue this page behind the kitchen scene on page 64. You should only put glue around theedges of this page before attaching it to the scene.

Name __________________________

Hidden Pictures

feathercheese

Name __________________________

mouse leaf seal

cheesezebra

feather

Name __________________________

brush zebrashell

cheese

feather

Cut out the pictures on page 70. Glue them on the animals below and on page 69. Then describe the animagood speech.

Name _Crazy Animals

sealhorse

sharkzebra

Name __________________________

saddle

sunglasses

Name __________________________

Fun with Phrases

8 on a shoe

bead on a chair

2 on a beach

4 on a pan

bees on a chair

shoe on a beach

4 on a fan

cash on the shirtcat on the shirt

H on a shoe

Name __________________________

fish in a shower

cup on a sleeve

vest on the road

mat on the floor

cuff on a sleeve

vest on the rose

match on the floor

jar in the grasscar in the grass

fish in a tower

Name __________________________

Building a Sand CastleSequence Story

The children are sitting in the sandat the beach with their pails andshovels.

The children have finished theirsand castle. They are showingit to their dad and stepmom.

The sand castle is going to getwashed away by a wave.

The children are digging with theirshovels and building a sand castle.

Cut out the pictures. Glue them in the right order on page 173.

Cut out the characters and items on pages 77 and 78. Fold them on the solid lines so they can stand up in thThen make up a story about the first grade class visiting a fire station.

Name _Create a Fire Station Story Scene

Cut out the pictures below and on page 77. Fold them on the solid lines so they stand up.Use the pictures in the scene on page 76 to make up a story about the first grade class

visiting a fire station.

Name __________________________

Create a Fire Station StoryPictures, continued

Stopping — Family Letter Scissors, Glue, and Phonological Processes, Too! 79

Dear Family,

In speech therapy, your child has been working on the f , v , sh , ch , j , s , and z sounds. Here are some of the words that we have practiced:

beach four sealbees horse sharkchair judge shoefan ocean showerfeet rose sleevefish sail zebra

We have compared the words listed in the following pairs for your child to hearand say the right sounds.

pan/fan cat/cashcup/cuff mat/matchtoe/sew road/rosewrite/rice tear/chairtower/shower eight/Htwo/shoe bead/bees

Ask your child to tell you about the activities we have done in therapy. Listen forgood productions of f , v , sh , ch , j , s , and z sounds.

If you have any questions, please feel free to contact me at ________________.

Sincerely,

_______________________ Speech-Language Pathologist

Stridency deletion is a phonological process in which a strident sound is either omittedor replaced with a non-strident sound (Hodson, 1986; Khan-Lewis, 1985; Lowe, 1995).Stridency deletion and stopping can interact when the strident sound is replaced by astop sound. You will find activities for the substitution occurrence in the Stopping unit(pages 56-79).

In this unit, the minimal pairs activities ( Backpacks , pages 81-83 and Fun with Phrases ,pages 95-98) address the omission of strident sounds. All other activities in this unit providepractice with the strident sounds and can be used either when the child omits the stridentsound or when the child replaces the strident sound with a non-strident sound.

The following words pictured in this unit represent the strident phonemes. The large selectionof pictures will give the child many opportunities to practice production of the strident

phonemes.

Additional words containing strident sounds are contained in the sequence story and the"create-a-story" activity in this unit. They include:

Stridency Deletion Scissors, Glue, and Phonological Processes, Too! 80

Stridency Deletion

badgebeesbenchbuscagechainchaircheesechickenschipmunkcouchdinosaurdishfan

farmfeathersfeetfishfivefootforkfourgiraffeglovesgooseiceicicle

knifeleafmousemustachenoseovenpeachphonerosesadsevenshadeshape

sheetshelfshellshirtshoesshowersinksunsunglassesvanvasewhistlewish

Making JuiceSequence Story

Create aPreschool Story

JeffRosagiveslikesorange juicepourssqueezes

LavonneVincentdisheseaselpuzzlescissors

Cut out the minimal pair pictures on pages 82 and 83. Name each pair of pictures using good speech. Thenpictures on the backpacks. Put the pictures in circles on one of the backpacks and the pictures in squares onbackpack.

Stridency Deletion Scissors, Glue, and Phonological Processes, Too!

Name _Backpacks

Name __________________________

Minimal Pair Picturesfor Backpacks Cut out the minimal pair pictures below and on page 83. Glue them on the backpacks onpage 81.

ice jar

Name __________________________

Glue pictures from page 87 anywhere in this scene. Say a sentence about each picture using good speech.

Name _Farm Scene

Cut out these pictures. Choose some of them to glue in the farm scene on page 86.

Name __________________________

Farm Scene Pictures

iceseven

knife chain

chickens

vanbees

Name __________________________

Glue this page behind the house on page 88. You should only put glue around the edges ofthis page before attaching it to the scene.

Name __________________________

Hidden Pictures

phonefive

icicle

whistle

wishshower

Name __________________________

shower vase

icicle

whistlephone

Name __________________________

wishshower

iciclebadge

whistle

Name _Crazy Animals

dinosaurgiraffe

chipfish

Name __________________________

sunglassesmustache

gloves

feathers

Name __________________________

Fun with Phrases

bee on the beach

bug on an arm

rose on a cow

oar on a sheep

bug on the farm

rose on a couch

4 on a sheep

jar on a couchR on a couch

bees on the beach

Name __________________________

shell on the

in the shower

goose with a pea

key in the sink

ice in the shower

goose with a peach

keys in the sink

girls in the shadegirl in the shade

shell on the ice

Name __________________________

Making Juice Sequence Story

Jeff squeezes the orange to make juice.

Jeff gives the juice to Rosa. Rosa likes the orange juice.

Jeff pours the juice into a glass.

Cut out the pictures below. Glue them in the right order on page 173.

Cut out the characters and items on page 101. Fold them on the solid lines so they can stand up in this scenup a story about Vincent and Lavonne at preschool.

Name _Create a Preschool Story Scene

Stridency Deletion — Family Letter Scissors, Glue, and Phonological Processes, Too! 102

Dear Family,

In speech therapy, your child has been working on the sounds f , v, s , z, sh , ch,and j . Some of the words we have practiced are:

bees feet rosechair goose seatcouch ice sheetfarm peach shoesfour puzzle shower

We have compared the words in these pairs to help your child hear thedifferences between the words and use the right sounds.

eat/feet bee/beesarm/farm ape/shapeoar/four row/roseadd/sad air/chairR/jar cow/coucheye/ice pea/peach

Ask your child to tell you about the activities we have done in therapy. Listen forgood productions of f , v, s , z, sh , ch, and j sounds.

Sincerely,

_______________________ Speech-Language Pathologist

Pre-vocalic voicing is a phonological process which occurs when a voiceless consonantpreceding a vowel is replaced with one that is voiced. Khan & Lewis (1986) label thisprocess initial voicing . Lowe (1995) and Hodson (1986) label this process as voicingchange and voicing alteration , respectively.

The words pictured in this unit represent voiceless consonants. The large selection ofpictures will give the child many opportunities to practice production of the voicelessconsonants.

Pre-Vocalic Voicing Scissors, Glue, and Phonological Processes, Too! 103

Pre-Vocalic Voicing

facefan

feetfencefirefishfootballforkfoxphone

camelcan

capcapecarcardcatcavecoatcotton candycurlkeykite

cherrychipmunk

sharkshellshoesshovel

packpail

paintpancakespantspeachpearpencilpiepolepushpuzzle

saddlesailboat

saltsawsinksipsoapsocksocksSuesun

tailtape

tenttietigertimetoweltoysturtle

Going FishingSequence Story

Create aParty Story

ChadKeesha

Paulcampfirecatchcookfishfishing

TanyaTasha

cookiespopcornpunchtiger’s tail

/k//f/ /ch, sh/ /p/ /s/ /t/

Cut out the minimal pair pictures on pages 105 and 106. Name each pair of pictures using good speech. Thpictures in the sandbox. Put the pictures in circles on one side of the sandbox and the pictures in squares onside of the sandbox.

Pre-Vocalic Voicing Scissors, Glue, and Phonological Processes, Too!

Name _Sandbox

Name __________________________

Minimal Pair Picturesfor Sandbox Cut out the minimal pair pictures below and on page 106. Glue them in the sandbox onpage 104.

dent dime

timetent

Name __________________________

Minimal Pair Picturesfor Sandbox , continued

Cut out the minimal pair pictures below and on page 105. Glue them in the sandbox onpage 104.

van vase

facefan

Name __________________________

Maze Pictures

card cat

fire kite

sun tail

sailboat saltpencil

pancakes

cave cherry

Name __________________________

Pool Scene

Cut out these pictures. Choose some of them to glue in the pool scene on page 109.

Name __________________________

Pool Scene Pictures

football

cotton candy

chipmunktowel

puzzle

pailsoap

Name __________________________

Hidden Pictures

Glue this page behind the fun house scene on page 111. You should only put glue aroundthe edges of this page before attaching it to the scene.

keyphone

sinktoys

shovel

Name __________________________

capshovel

keyphone

Name __________________________

pantstoys

shovel

capsink

Cut out the pictures on page 117. Glue them on the animals below and on page 116. Then describe each angood speech.

Name _Crazy Animals

turtle

Name __________________________

saddletie

Name __________________________

Fun with Phrases

fish on a beach

dent in a can

paint on a goat

bear with feet

tent in a can

paint on a coat

pear with feet

pole in the carbowl in the car

fish on a peach

Name __________________________

guard on a fence

vase on a kite

shell on a van

tape on the girl

face on a kite

shell on a fan

tape on the curl

coat on her packcoat on her back

card on a fence

Name __________________________

Going Fishing Sequence Story

Paul, Keesha, and Chad are goingfishing.

Keesha catches a fish!Chad helps Keesha and Paul cookthe fish over the campfire.

Paul and Keesha try to catch a fish.

Name _

Create a Party Story SceneCut out the characters and items on page 124. Fold them on the solid lines so they can stand up in this scenThen make up a story about Tasha and Tanya going to a party.

Cut out the pictures below. Fold them on the solid lines so they stand up. Use the picturesin the scene on page 123 to make up a story about Tasha and Tanya going to a party.

Name __________________________

Create a Party Story Pictures

Pre-Vocalic Voicing — Family Letter Scissors, Glue, and Phonological Processes, Too! 125

Dear Family,

In speech therapy, your child has been working on using the f , k , t , p , s , sh , andch sounds at the beginning of words. These sounds are called unvoiced sounds because you don’t use your voice to produce them. Here are some of the wordsthat we have practiced:

cap puzzlecherry sharkchipmunk shovelfootball sinkfox soapkite tapepail tiger

We have also compared the words in the following pairs to help your child hearand use the beginning sounds correctly.

bye/pie goat/coatback/pack girl/curlbear/pear zoo/Sue

beach/peach zip/sipdent/tent van/fandime/time vase/face

Ask your child to tell you about the activities we have done in therapy. Listen forgood productions of f , k , t , p , s , sh , and ch sounds.

Sincerely,

_______________________

Speech-Language Pathologist

Consonant cluster reduction is a phonological process in which one or more of theconsonants in a cluster are omitted. Hodson (1986) calls this process consonant sequence reduction . Lowe (1995) labels it cluster deletion and Bankson & Bernthal (1993) and Khan &Lewis (1986) call it cluster simplification .

The following words are pictured in this unit, representing a variety of consonant clusters.The large selection of pictures will give the child many opportunities to practice consonantclusters.

Name __________________________

Consonant Cluster Reduction Scissors, Glue, and Phonological Processes, Too! 126

Consonant Cluster Reduction

airplanebutterfly

clamclockclownflagflashlightflip-flopsflower

glassglobe

platesledsleepsleeveslidesunglasses

braceletbraces

breadbreakbroccolibroombrushcrackcranecrocodilecrown

crutchesdragon

dressdrumFrench friesfroggrapesgrasstraintreetruck

deskice skates

scarfskiski maskskunksmilesnailsnakesnowsnowflake

spiderspoon

starstoolstop signstovestringswingtoastervestwhiskers

/l/ clusters /r/ clusters /s/ clusters

Going ShoppingSequence Story

Create anOuter Space Story

GrandpaStaceyStevebreadbrownie mix

fruitsgrapesgreengroceryplasticstrawberries

astronautsblast offcloudscratersflying

planetsPlutospacespace shuttle

Cut out the minimal pair pictures on pages 128 and 129. Name each pair of pictures using good speech. Thpictures in the treasure boxes. Put the pictures in circles in one of the treasure boxes and the pictures in squother treasure box.

Consonant Cluster Reduction Scissors, Glue, and Phonological Processes, Too!

Name _Treasure Boxes

Name __________________________

Minimal Pair Picturesfor Treasure Boxes Cut out the minimal pair pictures below and on page 129. Glue them in the treasure boxeson page 127.

string

nail bed

breadsnail

Name __________________________

Minimal Pair Picturesfor Treasure Boxes , continued

Cut out the minimal pair pictures below and on page 128. Glue them in the treasure boxeson page 127.

rake rain

cranebreak

Name __________________________

Maze Pictures

brush butterfly

flag frog

flower

spider tree

slide smileglobe

clown crown

grapes

Name __________________________

Playground Scene

Cut out these pictures. Choose some of them to glue in the playground scene on page 132.

Name __________________________

Playground Scene Pictures

broccoli

airplane

sleeve

crackskunk

cranebraces

toaster

French fries

Name __________________________

Glue this page behind the snow scene on page 134. You should only put glue around theedges of this page before attaching it to the scene.

Name __________________________

Hidden Pictures

ski mask sled

ice skates

snowflake

stop sign

flashlight

sunglasses

Name __________________________

flashlight sunglasses

stop sign

ski mask

snowflake

ice skates

Name __________________________

snowflake ice skates

ski mask

flashlight

sunglasses

stop sign

crocodragon

Name __________________________

dress scarfsmile

whiskers

bracelet

flip-flopscrutches

Name __________________________

Fun with Phrases

clown with a lock

lamb with a flag

leap on the floor

nail on the stove

clam with a flag

sleep on the floor

snail on the stove

a broom in the housea room in the house

clown with a clock

Name __________________________

key in the snow

star on the wing

crown on the bed

rain on the grass

star on the swing

crown on the bread

train on the grass

grapes in a treeapes in a tree

ski in the snow

Name __________________________

Going Shopping Sequence Story

Stacey likes to go grocery shoppingwith her grandpa.

Stacey puts some browniemix in the cart while Grandpachooses his favorite bread.

Stacey smiles when she sees itis her neighbor, Steve, puttingtheir groceries in plastic bags.

Stacey chooses her favorite fruits,grapes and strawberries, whileGrandpa gets some green beans.

Name _

Create an Outer Space Story SceneCut out the characters and items on page 147. Fold them on the solid lines so they can stand up in this scenup a story about your space shuttle blasting off into outer space.

Create an Outer Space StoryPictures

Gliding is a very common process in young children. It involves replacement of a liquidphoneme with a glide.

The following words are pictured in this unit, representing the two liquid consonants, /l/ and /r/. When a child exhibits difficulty producing a liquid in the word-final position, the result isoften vowelization , or replacement of a vowel for a liquid. Word-final liquids have beenincluded in this unit to provide practice with the liquids in all word positions.

Gliding Scissors, Glue, and Phonological Processes, Too! 149

Gliding

/l/ /r/

balloonbowling balldollar

elephantladderlakelamblanternleafleakleashleavesleglettucelicklifeboatlight

linklionlips

lizardlocklogluggagemailowlpailpillowpolar bearsealtelephoneviolinwheel

arrowcarrotdeer

giraffeparrotrabbitracquetradiorakerainraincoatragreadred

reindeerribbonride

ringroadroberobotrockRollerblades ®

roserugruntire

Roller CoasterSequence Story

Create aRodeo Story

LaurenRyanlovedreadyridingroller coaster

LamontRachelbullflagslassoriderrodeo

Cut out the minimal pair pictures on pages 151 and 152. Name each pair of pictures using good speech. Thpictures in the trucks. Put the pictures in circles in one of the trucks and the pictures in squares in the other

Gliding Scissors, Glue, and Phonological Processes, Too!

Name _Trucks

Name __________________________

Minimal Pair Picturesfor Trucks Cut out the minimal pair pictures below and on page 152. Glue them in the trucks onpage 150.

wizard

lizard

weak weed

readleak

Name __________________________

Minimal Pair Picturesfor Trucks , continued

Cut out the minimal pair pictures below and on page 151. Glue them in the trucks onpage 150.

wink one

wide wag

ragride

Name __________________________

Maze Pictures

arrow bowling ball

lantern leg

Rollerblades ®

rose seal

red ringpillow

telephone

carrot elephant

Name _

Lake SceneGlue pictures from page 156 anywhere in this scene. Say a sentence about each picture using good speech.

Cut out these pictures. Choose some of them to glue in the lake scene on page 155.

Name __________________________

Lake Scene Pictures

parrot

lifeboat

log rock

polar bear

giraffe

balloon

pailleaves

Glue this page to the living room scene on page 157. You should only put glue around theedges of this page before attaching it to the scene.

Name __________________________

ladder

wheel lettuce

rabbit

dollar

giraffeviolin

Glue this page to the living room scene on page 157. You should only put glue around theedges of this page before attaching it to the scene.

Name __________________________

giraffeviolin

ladder

rabbit

lettuce

dollar

rabbitlamb

Name __________________________

Fun with Phrases

wok on the table

wing on a rock

wizard on the road

white on a rug

ring on a rock

lizard on the road

light on a rug

lock on the table

Name __________________________

leaf on a wok

one in the rain

wake with the radio

weeds in the garden

run in the rain

rake with the radio

reads in the garden

leaf on a rock

Name __________________________

Roller Coaster Sequence Story

Ryan and Lauren are getting on theroller coaster.

Ryan and Lauren are riding down ahill.

Ryan and Lauren loved the rollercoaster ride.

Lauren is putting down the bar sothey are ready to ride.

Cut out the pictures. Glue them in the right order on page 173.

Name _

Create a Rodeo Story SceneCut out the characters and items on pages 170 and 171. Fold them on the solid lines so they can stand up inThen make up a story about Rachel and Lamont going to the rodeo.

Cut out the pictures below and on page 171. Fold them on the solid lines so they stand up.Use the pictures with the scene on page 169 to make up a story about Rachel and Lamont

going to the rodeo.

Name __________________________

Create a Rodeo Story Pictures

Cut out the pictures below and on page 170. Fold them on the solid lines so they stand up.Use the pictures with the scene on page 169 to make up a story about Rachel and Lamont

going to the rodeo.

Name __________________________

Create a Rodeo StoryPictures, continued

Bankson, N. and Bernthal, J. Bankson-Bernthal Test of Phonology . Chicago: Paradigm,1990.

Gierut, J. "The Conditions and Course of Clinically-Induced Phonological Change." Journal of Speech and Hearing Research , Vol. 35, 1992, pp. 1049-1063.

Hodson, B.W. The Assessment of Phonological Processes (Rev. ed.). Austin, TX: Pro-Ed,1986.

Hodson, B.W. and Paden E.P. Targeting Intelligible Speech . Austin, TX: Pro-Ed, 1991.

Khan, L. and Lewis, N. Khan-Lewis Phonological Analysis . Circle Pines, MN: AmericanGuidance Service, 1986.

Lowe, R. Workbook for the Identification of Phonological Processes (2nd ed.). Austin, TX:Pro-Ed, 1996.

Lowe, R. ALPHA Test of Phonology (Rev. ed.). Mifflinville, PA: ALPHA Speech & Language

References

scissors glue phono process

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