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Make the letters of the alphabet that are proving to be somewhat difficult for the student to learn.  Form these letters with masking tape on the floor. 

Tiptoe backwards around the outline of each letter. Repeatedly sing its name or sound as you tiptoe.

The student and supervisor take turns walking backwards around the letter, whispering.


The supervisor holds up a letter and says "Give me a ______!
(Vary the pitch and quality of voice from a whisper to a shout!)

The student repeats the name or the sound in the same tone of voice as that of the supervisor.
Then the student also says the name or sound of the letters which comes before and after the one spoken by the supervisor.


The letters of the alphabet are written on small pieces of paper about the size of one fourth of an index card.

These letters are mixed up and placed in a bucket.

The supervisor holds the bucket high enough that the student is unable to see inside it. Then the student reaches into the bucket to pull out a card.

If the student says the name or sound of the letter on the card correctly, he or she gets to put the card on a table nearby.
If the student is incorrect, he or she should be told what he or she should have said. Then the student should loudly sing out the answer five times before putting the card back into the bucket.
The game should be played until all the cards are put on the table and the bucket is empty.


For the following game, you will want to have individual alphabetic letters written on pieces of paper that can be tossed away.
The supervisor asks a question:

i.e.  "What comes before h?"  (The student makes the sound or says the name!)

i.e.  "What comes between c and e?"

When the student gives the correct answer, he or she can tear up the card.

When there are no more cards to tear, the game is finished.


The student is blindfolded. Then he or she is asked to put three dimensional letters that heor she can feel, but not see, into alphabetical order on a table.  (The letters may be made from rolled up aluminum foil, or constructed from clay, or cookie dough.)


The student is asked to say all the sounds of the alphabet by himself or herself.  If correct, he may swim in the alphabet pool.

The supervisor and student make splashing sounds and move arms all around as they pretend to swim in a pool with other alphabet letters. 


Designate certain letters as cars.  Say the alphabet. Whenever the cars are encountered, the student pretends to drive towards a preselected area. 

Designate certain letters as babies.  Say the alphabet.  Whenever the babies are encountered, the supervisor cries like a baby.

Once the goal is met, the supervisor helps the student walk on his or her hands back to the beginning point.


Make masks with a sack and a marker.
Use glue and yarn for hair. 

Cut out eyes or peakholes with a scissors. Cut out a nose. Use the marker to make facial drawings on the sack.

Use flash cards and when the student can say all the flash cards correctly let him or her play with the masks.


Some FELT letters (made or purchased by the supervisor) are put on a board covered with FELT.  The letters are put up in alphabetical order, but some are missing. The student must find the missing letters from a pile of other letters left on a table close to the board, until the entire alphabet is placed in correct order.

As the student looks for the missing letter he shouts "Give me a ___!"  When the letter is found the supervisor echoes the letter name or sound that the student just shouted out.

Then the student says the five letters which come before and after the one that he or she just shouted out.
When there are no missing letters, the teacher says "Give me an A!"  The student responds with "A!"  The supervisor says "Give me a B!"  The student responds "B!" etc.(all the way to Z!)  As the letters are shouted out, they are removed from the board.  Each time the supervisor gets to Z: "What did you say?"  The student responds in groups of three! "a, b, c, c, b, a d, e, f, f, e, d g, h, i, i, h, g" (all the way to Z!)


You will want to have cookies and juice or cola for this game.

Designate certain letters to be the kind that the student eats and drinks for. When the eating letter is said by the supervisor, it challenges the student to respond by taking a bite of a cookie.

When the drinking letter is said by the supervisor, it challenges the student to respond by taking a sip of juice or cola.


Copyright 1997 by Bill and Janae Cooksey, All rights reserved. No part of this material may be published in any form or by any means without permission in writing from the publisher.