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Spotlight on Articulation CH
Ages: 5-10   Grades: K-5

Sequence stories like Inchy's Adventure and more lively, pick-up-and-use activities target articulation of ch across all levels of sound production.

Outcomes

  • Successfully articulate ch in syllables, words, sentences, and storytelling
Book
#31801
$14.95
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** This is a Cloud E-Book that is accessible from any device with Internet access. .

The stimulating lessons give students plenty to talk about and feature:

  • the articulation of ch in all positions in words and in a variety of phonetic contexts
  • lighthearted art to capture children's attention
  • activities arranged in a hierarchy of difficulty
  • reproducible pages with a wide variety of interactive learning formats: mazes, rebus stories, sentence fill-ins, picture scenes, story sequencing, games, and more
  • tips for sound production and a progress chart

You may purchase Spotlight on Articulation CH individually or as part of the 6-book Spotlight on Articulation set.  The 6-book set consists of:

Spotlight on Articulation CH

Spotlight on Articulation K/G

Spotlight on Articulation L

Spotlight on Articulation R

Spotlight on Articulation S

Spotlight on Articulation SH

 

Copyright © 2006

Components
40 pages, progress chart

According to the Clinical Guidelines of the Royal College of Speech & Language Therapists (www.rcslt.org/resources, 2005) and the Preferred Practice Patterns of The American Speech-Language-Hearing Association (www.asha.org/members/deskref/journals/deskref/default, 2004):

  • Acquiring effective spoken language involves the development of a range of processing skills, which utilizes multisensory information and the development of phonology and articulation.
  • Speech sound intervention should focus on improvement of speech sound discrimination and production.
  • Speech sound intervention should include general facilitation of newly-acquired articulation and/or phonological abilities to a variety of speaking, listening, and literacy-learning contexts.

Spotlight on Articulation CH incorporates the above principles and is also based on expert professional practice.

Author(s)

Barb Truman, Lauri Whiskeyman, Margaret Warner

Biography

Barb Truman, M.A., CCC-SLP, is a speech-language pathologist who worked with school-age children before joining the product development team at LinguiSystems.  While at LinguiSystems, Barb wrote and edited products, fielded questions from customers, and staffed booths at conventions.  She is currently enjoying her role as a stay-at-home mom, allowing her to spend precious time with her husband, adopted son, mother, and other family members.

Lauri Whiskeyman, M.A., Ed.S., CCC-SLP, is a speech-language pathologist who worked with school-age children before joining the product development team at LinguiSystems.  While at LinguiSystems, Lauri wrote and edited products, fielded questions from customers, and staffed booths at conventions.  She is currently a speech-language pathologist working with students in preschool through middle school.

Margaret Warner is a freelance artist in Bettendorf, Iowa, who began illustrating for LinguiSystems in 1988.  Her art appears in hundreds of LinguiSystems products.

Barb, Lauri, and Margaret have authored and co-authored several LinguiSystems publications.

 

Introduction

You can never have too many materials—especially for articulation practice!  It takes a lot of practice to change a student's articulation patterns.  The goal of the Spotlight on Articulation series is to provide lots of fun practice across many levels (e.g., syllable, word, sentence).

In Spotlight on Articulation CH, you'll find worksheets with pictures, words, sentences, and engaging activities (e.g., mazes, tic-tac-toes, games, rebus stories, fill-ins).  We have used a variety of words to allow for practice in many different phonetic contexts.  To give students more practice per word, have them repeat the word a specific number of times or do the activity page a second time.

The activity sheets are designed to be pick-up-and-use ready.  They are arranged in a hierarchy by word position, but you can start wherever you wish and pick and choose the pages that suit your student's level of performance.  A progress chart is included to help track your student's progress.

The syllable activity sheet is versatile enough to work on the target phoneme in all positions.  Have the student repeat the syllable as she touches the CH and then the vowel (e.g., "cha").  For final position practice, have the student touch the vowel and then touch the CH (e.g., "ach").  For medial practice, have the student touch the vowel, touch the CH, and then touch the vowel while phonating (e.g., "acha").  The vowels can represent long or short vowel sounds as needed for practice.

 

Tips for Production*

The /ch/ sound is voiceless and is produced by saying /t/, then /sh/ in rapid succession.  To correctly produce this sound, the tongue must first form a bowl and raise up to the palate.  The tip of the tongue and front of the tongue should touch the alveolar ridge as the sides of the tongue touch the inside of the upper teeth.  In this position, the airstream is completely stopped (i.e., /t/ sound).  Then the midline of the tongue is quickly lowered to create a shallow groove in the tongue.  An unvoiced breath stream is released through the groove to create the /ch/ sound.

  • To help the child discriminate /ch/, have her listen to minimal pairs, ideally pairs that reflect the child's error pattern (e.g., s/sh, sh/ch, t/ch).  You can also have the child discriminate between correct and incorrect production of /ch/.
  • To shape /ch/ from /sh, have the child say /t/ then /sh/ slowly at first, then rapidly until the sounds blend together.  You can also have the child try to say /t/ and /sh/ at the same time.
  • If a child is lateralizing /ch/ (i.e., sounds slushy), she is directing the breath stream to the sides of the tongue and mouth rather than down the middle.  The child will benefit from oralmotor exercises such as jaw stabilization and tongue exercises that involve raising the sides of the tongue and lowering the center (i.e., tongue bowl).

We hope your students enjoy these activity sheets as they practice their /ch/ sound.

Barb, Lauri, and Margaret

*adapted with permission from Plass, B. (1996). SPARC Artic Jr. East Moline, IL: LinguiSystems, Inc.