This is a simple rhyming sound. I like how it repeats the rhyme 3 times to allow the child to hear it over and over. We sing this little tune when we find words that rhyme during everyday life.

Hat....Cat....These words rhyme
Hat....Cat....These words rhyme
Hat....Cat....These words rhyme
So rhyme along with me

More rhymes:

bed/red
hat/cat/bat/rat/sat/mat
duck/truck/stuck
shoe/blue
hand/sand
frog/log
dad/sad
brother/mother

We find all sorts of simple words and go from there....sometimes when we take a walk the children will find things that rhyme and bust out in the song...I am so proud when that happens! I also do not discourage the nonsense words, as they are still rhyming; for example, Brooke always wants to rhyme the word tongue....so we just make up some non-sense words that rhyme with tongue.

More rhyming

Play a guessing game to introduce the concept of rhyming words. Have your child close her eyes and try to think of the animal that you’re describing. Give her several hints, ending with a word that the animal’s name rhymes with.

For example, you might say, “I’m thinking of an animal with whiskers and a long tail. This animal likes to catch mice. Its name rhymes with the word ‘pat'." Have your child say the animal name then stress the rhyming word: "That is right. 'cat' rhymes with 'pat'. cat...pat"

Another example would be, “I’m thinking of an animal who sleeps through the long winter. This animal is very large, and sometimes it likes to eat honey. Its name rhymes with the word ‘hair'." Have your child say the animal name then stress the rhyming word: "That is right. bear' rhymes with 'hair'. bear...hair"

Try this: " I am an animal who is a pet. It has four legs, a wagging tail, and likes to chew on a bone. Its name rhymes with 'log'." Have your child say the animal name and then stress the rhyming word.

Or: "I'm thinking of an animal that is an insect. It flies through the air and travels from flower to flower to collect nectar. It has a stinger so be careful. Its name rhymes with 'tree'.

Or these pairs:
fox-socks
mouse-house
bat-sat
frog-hog
cow-wow
snail-pail
bug-slug
whale-scale
fish-dish
snake-lake



Read more: http://www.brighthub.com/education/early-childhood/articles/42631.aspx#ixzz1ZeoLZPkK

Rhyming

Brooke is having a very difficult time grasping the concepts of rhyming. We have tried playing lots of rhyming games but the idea of rhyming is too complicated for her.
I decided to try this game to help her get the simple concept of rhyming so she will feel really successful.

Tell your child, "We are going to play a rhyming game. Rhyming words have the same sound endings. I'm going to point to something on my body, and say a word. You're going to say the body part that rhymes. Okay?"


Give her two examples: Point to my leg and say "This is my beg. You say no this is your leg."
Pointing to my nose I say "This is my rose and you say no this is your nose."


Here's a list of body parts and rhyming words:

deer-ear
pail-nail
sack-back go-toe
gum-thumb
put-foot bye-eye
deck-neck
see-knee bear-hair
fin-chin
band-hand peek-cheek
farm-arm
feel-heel

Reggie the Rhyming Rhino

Scholastic has a great website for practicing rhymes. There are topic choices for working with the rhymes such as words at a store, restaurant, zoo, or museum.

Once you choose your topic, the rhyming practice begins. Reggie, the rhyming Rhino, gives a word and 3 possible rhyming words. Nothing too hard.

This is how I use the site with Brooke:
1. I say, "This is a light. Does light rhyme with kite? Does light rhyme with bed? Does light rhyme with flower?"
2. If the answer is the first choice, I'll say, "Yep, light rhymes with kite. But let's check the other answers. Does light rhyme with bed? No. Does light rhyme with flower? No. Yep, you are right, light rhymes with kite.
3. Then I have Brooke repeat it by saying, "Light rhymes with kite."
4. I have control over the mouse and will then click on the answer. The site then says, "Light rhymes with kite." for another auditory reinforcement.

We only play for 5 or so minutes at a time but since the site is so easy to accesses, we can do it anytime she is ready to rhyme

Practice rhyming with Reggie.

Rhyming Cards

objective:
a. listen for rhyming words
b. pronounce each word correctly

Points to Remember:
1. I have read the books Cat in the Hat and Green Eggs and Ham with Brooke many times. Make sure your child is familiar with the books - it will make it easier to find the rhymes.
Lesson:
1. I found these cute Dr. Seuss Rhyming Cards at Activity Mom and we used them to play a matching game.
2. I put all 18 of the cards on the floor
3. I began the rhyme by saying, "I will not eat it with a goat, I will not eat it in a _____"
4. Your child will say boat and pick up the 2 cards
5. Reinforce the rhyme by saying "goat and boat rhyme"
6. Have your child say, goat and boat
7. Repeat, "I will not eat it in the rain, I will not eat it on a _____"


Modifications:
1. By saying the line from the book Green Eggs and Ham, it makes it easier for your child. Try having her match rhymes without the clue from the book.
2. Use the cards to play Go Fish

Apples

Objectives:
a) using apple-scented playdough, develop fine motor skills by forming balls (apples)
b) listen and follow directions in a song
c) counting 1-5 and basic subtraction by taking one away
d) learn more about apples

Points to Remember:
1. Make your playdough a few hours before you begin the lesson so it has time to cool
2. You do not have to make your own playdough, use store-bought playdough and add some spices if you'd like
3. Songs may be hard for a hearing impaired child, sing slowly!

Lesson:
1. Read a book about apples. We have a scholastic book called, Apples. It has very simple sentences that discuss how apples grow and the different ways we can enjoy apples.

2. Make apples from apple-scented playdough. I purchased some silk leaves to stick into the tops of the apples.

3. Sing an apple song such as:

"Five little apples lying on the floor, Brooke takes one and that leaves 4

Four little apples hanging on the tree, Brooke takes one and that leaves 3

Three little apples, I know what to do! Brooke puts on in her pocket and that leaves 2

Two little apples sitting in the sun, Brooke picks one and that leaves 1

One little apple waiting all alone, Brooke will pick it up and take it home."

Below is a video of the first time Brooke heard the song. I wanted to see if she could follow the directions in a song. She did great.

4. Spend the week, singing the apple song. Soon your child will be singing with you! You do not need to use the playdough each time you sing; try using real apples, plastic apples, or just your 5 fingers.

Modifications:

1. Try other apple songs. Do an internet search and you are sure to find some.

2. We used our foam apples to do some counting. Label 6 cups with the numbers 1-6. Show your child how to put one apple in the cup with the #1 on it; put 2 apples in the #2 cup, put 3 apples in the #3 cup, etc. This helps with one-to-one number correspondence.

3. Use this song with acorns, pinecones or other Fall-realted items.

/f/

In therapy we have been working on listening and saying the /f/ sound. When doing formal instruction, Brooke uses /f/ about 80%-90% of the time; but in casual conversation, she uses the /f/ sound about 50% of the time. For example, she will say the word "fish" correctly but when we end up at the pet store and she is excited about all the aquariums, it becomes "pish" or "bish". So we need some more practice.

Objective:
a. to produce the /f/ correctly 100% of the time
b. to have repeated exposure to the /f/
c. to practice recognizing the intial sound in rhyming words

Points to Remember:
1. Make sure the instruction is a fun as possible for your child
2. Use vocabulary your child knows but feal free to introduce a few new words
3. Remember not to make the /f/ louder when you speak, instead "drag out" the sound and whisper.....kids with hearing aids often can hear a whisper easier than loud speech.

Lesson:


1. We began by reviewing our letter Ff bag. We have used this before and Brooke is familiar with the objects. Inside we have a : fire, fox, fork, flamingo, french fries, flag, flashlight, flower, two fish and a frog.

2. Take one item out the bag at a time

3. I make a long /fffffffffffffff/ sound as Brooke reaches into the bag and then allow her to say the name of the object. Sometimes she will say another word for the object; such as call the frog a toad. I validate her answer and encourage her to think of another word for toad that begins with /f/.

4. I want to make sure she is hearing the /f/ sound in speech so we did a little rhyming activity with our /f/ objects

a. I started with only two objects and asked Brooke, without her seeing my mouth, "point to fish", then "point to dish". I didn't want Brooke to see the /f/ and /d/ sound on my lips so I covered my mouth from her view while being careful not to distrort the sound.
b.


We then worked with fox, box, rocks, blocks, and socks. I only put 3 objects out at a time. Brooke is capable of remembering 3 critical elements but using the rhyming objects was really, really hard for her. We really struggled with pointing to 2 objects. So....I would say one object at a time. Once she mastered pointing to one object at a time, I tried 2 objects. Often she would reverse the objects or just not realate them. For example, she would say "fox" while pointing to "socks". We finally got it in this video clip, but need lots more practice


We did some practice with tire, fire and wire from this set of rhyming objects


Here is a video that shows her frustration! Lessons are not always easy and I want you to see the good and the bad.



Here are a few other rhyming objects we used with /f/ objects


flashlight, kite, night, bite flag, bag and rag


Modifications
1. I began this lesson thinking Brooke could point and name 3 objects, then tried two and moved down to one object. It would have been much better for her frustration level to start with just one object and then move to 2 objects.
2. You can easily use any letter of the alphabet for this rhyming practive. Start with a letter sound, gather objects that start with the sound, then find things that rhyme.
3. Sing some funny songs to keep your child interested. For example,
"Have you ever seen a fish, a fish, a fish
Have you ever seen a fish eating from a dish."
or
"Have you ever seen a fox, a fox, a fox
Have you ever sen a fox wearing some socks."
Then let your child pick up the fish and make it eat from a dish or get the fox and put on the socks.
This helps to keep the lesson fun as you work on recognizind intital sounds with your child.