Identifying Sounds

Objective:
1. to develop the memory and attentional abilities for thinking about sequences of sounds and the language for discussing them.

Points to Remember:
1. Use objects that make interesting, distinctive sounds. Some examples follow:
banging on wall/table/lap
blowing
blowing a whistle
blowing nose
clapping
clicking with tongue
closing purse
coloring hard on paper
coughing
crumpling paper
cutting with a knife
cutting with scissors
dropping (various things)
drumming with fingers
eating an apple
folding paper
hammering
hopping
noisy chewing
opening window or drawer
pouring liquid
ringing a bell
rubbing hands together
scratching
sharpening a pencil
slamming a book
smashing crackers
snapping fingers
stamping
stirring with teaspoon
tearing paper
tiptoeing
turning on computer
walking
whistling
writing on board
writing with a pencil

Lesson:
1. In this game, the children are challenged first to identify single sounds and then to identify each one of a sequence of sounds.
Here is Brooke listening to a clasp on a purpose

2. 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.
3. By listening carefully and without peeking, the children are to try to identify the noise.
4. 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 ____."
5. 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.
6. Remember give every child the opportunity to participate mentally in these games. If you are playing wiht more than I child, it is important to discourage children from calling out their answers until they are asked to do so.

Modifications:
1. 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.
2. Invite the children to make sounds for their classmates to guess.
3. 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.
4. Feel free to tape record some of the sounds and see if you child can hear the sounds on tape as well (it is often more difficult for a child wearing hearing aids to hear sounds on tape since the sound travels through 2 technology devices before being heard)