Give a brief account of a sight, the sounds and the activities of oll children at the end of the school day.
Answers
Answer:
this game, the children are challenged first to identify single sounds and then to identify each one of a sequence of sounds. Both will be very important in the language games to come. The children are to cover their eyes with their hands while you make a familiar noise such as closing the door, sneezing, or playing a key on the piano. By listening carefully and without peeking, the children are to try to identify the noise.
Once the children have caught on to the game, make two noises, one after the other. Without peeking, the children are to guess the two sounds in sequence saying, "There were two sounds. First we heard a ____, and then we heard a ____."
After the children have become quite good with pairs of noises, produce a series of more than two for them to identify and report in sequence. Again, complete sentences should be encouraged.
Remember that, to give every child the opportunity to participate mentally in these games, it is important to discourage all children from calling out their answers until they are asked to do so. In addition, both to support full participation and to allow assessment of individual students, it is helpful to switch unpredictably between inviting a response from the whole group and from individual children of your designation.
Note: Because of the importance of the skill exercised through this game, invest special care in noting every child's progress and difficulties. Extra opportunities should be created to work with children who are having trouble with the concept of sequences or in expressing their responses.
Variations
With the children's eyes closed, make a series of sounds. Then repeat the sequence, but omit one of the sounds. The children must identify the sound that has been omitted from the second sequence.
Invite the children to make sounds for their classmates to guess.
These games also offer good opportunities to review, exercise, and evaluate children's use of ordinal terms, such as first, second, third, middle, last. It is worth ensuring that every student gains comfortable, receptive, and expressive command of these terms.
Nonsense
From chapter 3: Listening games
Objective
To develop the children's ability to attend to differences between what they expect to hear and what they actually hear.
Materials needed
Book of familiar stories or poems
Activity
Invite the children to sit down and close their eyes so that they can concentrate on what they will hear. Then recite or read aloud a familiar story or poem to the children but, once in a while, by changing its words or wording, change its sense to nonsense. The children's challenge is to detect such changes whenever they occur. When they do, encourage them to explain what was wrong. As the game is replayed in more subtle variations across the year, it will also serve usefully to sharpen the children's awareness of the phonology, words, syntax, and semantics of language.
As illustrated in the following list, you can change any text in more or less subtle ways at a number of different levels including phonemes, words, grammar, and meaning. Because of this, the game can be profitably and enjoyable revisited again and again throughout the year. Even so, in initial plays of the game, it is important that the changes result in violations of the sense, meaning, and wording of the text that are relatively obvious. Following are some examples of the "nonsense" that can be created within familiar poems and rhymes:
Song a sing of sixpence
Reverse words
Baa baa purple sheep
Substitute words
Twinkle, twinkle little car
Substitute words
Humpty Dumpty wall on a sat
Swap word order
Jack fell down and crown his broke
Swap word order
One, two shuckle my boo
Swap word parts
I'm a tittle leapot
Swap word parts
The eensy weensy spider went up the spouter wat.
Swap word parts
One, two, buckle my shoe
Five, six, pick up sticks
Switch order of events
Little Miss Muffet, eating a tuffet
Sat on her curds and whey
Switch order of events
Goldilocks went inside and knocked on the door.
Switch order of events
The first little piggy built himself a house of bricks.
Switch order of events
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