Combining Consonants and Vowels
Aims
This activity is designed to give your child practice:
- at saying single sounds
- at combining sounds
When to start
This activity is suitable for children who:
- are able to produce a variety of single consonant and vowel sounds
- have worked through See and Learn Speech Sounds - the first step in the See and Learn Speech programme
Getting ready
Selecting a set of sounds
Three sets of cards are provided, grouped by vowel:
- [ar] combinations - [b]-[ar] ([baa]), [h]-[ar] ([ha]), [r]-[ar] ([raa]), [c]-[ar] ([car]), [l]-[ar] ([laa])
- [OO] combinations - [b]-[OO] ([boo]), [t]-[OO] ([two]), [m]-[OO] ([moo]), [sh]-[OO] ([shoe]), [z]-[OO] ([zoo])
- [ee] combinations - [b]-[ee] ([bee]), [k]-[ee] ([key]), [t]-[ee] ([tea]), [p]-[ee] ([pea]), [w]-[ee] ([weee])
Start with the [ar] combinations. Work with one set at a time until your child is able to say the combined sounds in the set. Then, move to the next set.
At first, present the cards in the same order (as listed above) each time your child works through this activity. (The apps do this by default.)
As your child gains confidence with the set, start to present the vowel-consonant pairs in different sequences. (An option is available in the apps to shuffle the pairs.)
When your child has learned to say the vowel-consonant combinations in each of the three sets, you can present a selection of vowel-consonant pairs from different sets - for example, [b]-[ar] ([baa]), [m]-[OO] ([moo]), [p]-[ee] ([pea]), [w]-[ee] ([weee]), [r]-[ar] ([raa]). (The apps include an option to present random combinations.)
Cards
Start with [b] and [ar]. Select the cards you need for the first vowel sound [ar] (these will be [b], [h], [r], [l] and [ar]).
Apps
Select the [ar] set of words on the activity screen.
Initially, the recorded voice prompts are switched off so your child can hear and see you saying the words. These options can be changed via the settings menu.
Instructions
| 1 | Present the consonant and vowel cards face down. | |
Cards: Place the cards face down on the table/floor in front of your child.
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Apps: Begin the activity and position the tablet/computer screen so that your child can see the cards (initially face down) on the screen. ::: |
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| 2 | Turn over the consonant card. Turn over one of the cards and allow your child time to look at it. (The app will turn over a card when tapped.) |
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| 3 | Attract your child's attention. Give your child time to look at the card that you are showing them. |
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| 4 | Clearly say the consonant sound represented on the card. Make the target sound (using the guidance provided on the back of the card). Please note that it is the single sound that is the target, not the word (for example, [b] rather than [butterfly]). [App]: You can tap the card to hear the sound and then repeat it if you have the sound on. (By default the sound is off) |
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| 5 | Encourage your child to imitate the consonant sound. Leave some time for your child to say the sound. |
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| 6 | Show your child the vowel card. | |
Cards: Turn over the vowel card.
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Apps: Tap the card on the right to turn over the vowel card. ::: |
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| 7 | Attract your child's attention. Give your child time to look at the card that you are showing them. |
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| 8 | Clearly say the vowel sound represented on the card. Make the target sound (using the guidance provided on the back of the card). Please note that it is the single sound that is the target, not the word (for example, [ar] rather than [arm]). [App]: You can tap the card to hear the sound and then repeat it if you have the sound on. (By default the sound is off) |
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| 9 | Encourage your child to imitate the vowel sound. Leave some time for your child to say the sound. |
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| 10 | Say both sounds together. Say the consonant sound and the vowel sound together - for example, "[b] [ar]". Then say the combination sound - for example, "[bar]". |
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| 11 | Show your child the combination card. | |
Cards: Put the vowel and consonant cards to one side, face down. Turn over the combination card. ::: |
Apps: Tap button to present combination card. ::: |
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| 12 | Clearly say the combination sound represented on the card. Make the combination sound - for example, [baa]. [App]: You can tap the card to hear the sound and then repeat it if you have the sound on. (By default the sound is off) |
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| 13 | Encourage your child to imitate the combination sound. Leave some time for your child to vocalise and attempt to say the combination. If they try it, repeat the sound and encourage them to repeat it 4 more times. If they do not say the combination, still repeat the sound 4 times and praise your child for their attention. If your child is not yet imitating the combination, you can hold the card/tablet nearer your mouth when you model the sound. |
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| 14 | Present the next pair of consonant and vowel cards face down. | |
Cards: Place the next pair of cards in the set face down on the table/floor in front of your child. |
Apps: Move to the next pair of cards in the set by tapping/clicking the right arrow. |
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| 15 | Repeat steps 2-14. Repeat steps 2-14 with for each pair of consonant and vowel combinations in the set. |
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| 16 | Drop the prompts. When your child has said the sound combination correctly in imitation at least 10 times and you have recorded this on the progress record (see below) then show the card but remain silent and wait for your child to make the sound. The ability to imitate a sound is a very important step forward as it shows the child can actually make the sound. However, until they can make it on their own, we do not know that they have stored an adequate memory for the sound to support making the sound themselves in speech. |
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:::Recording progress
You can record your child's progress using the Combining Consonants and Vowels record sheet. An example is shown in Figure 1, below.
Note the dates that your child can first:
- Imitate the combined sound - if your child can say the combination after you say it, then note the date in the Imitated column
- Say the combined sound independently - if your child can say the combination as soon as they see the card and without a prompt from you then note the date in the Independently column
You can note any responses or reactions in the Observations column.
Figure 1 | Example Combining Consonants and Vowels record sheet
When to move on
When your child can say at least 5 of these sound combinations in imitation or spontaneously then you can move on to the next activity - Saying Symbolic Sounds. You can continue to work on the Combining Consonants and Vowels activity at the same time.
Additional activities
- Add more sound combinations using consonants and vowels your child can say. There is space to add these on the record sheet.
- Using a sound your child can say, practise repeating that sound with them many times (for example, [b], [b], [b], [b], or [baa], [baa], [baa]) as a turn-taking game.
- Sit in front of a mirror with your child and make 'silly' sounds together, combining consonants and vowels that your child can make as single sounds (for example, [la], [loo], [lee]; [ta], [too], [tee]; [da], [doo], [dee]).
- Practise pairing different sound combinations that your child can say (for example, [dah]-[doo]; [lah]-[lee]).
