Vera Perevoretseva
Proposed practical material –« audio tracks» - created for reinforcement of assigned sounds in children with dyslalia or dysarthria (4-5 years, to stimulate speech in speechless children(with alalia). Sound tracks focused on the active connection of prosodic components speeches: Change the rhythm, tempo and strength of the voice. In some cases, you can include work on intonation when consolidation isolated vowels sounds or consonants in syllables. All assignments must include game moments. Two stand out tasks:
Working out the given sound;
Formation of phrasal speech without taking into account the standard pronunciation practiced in audio tracks, sound.
« Sound tracks» - these are lines of different variations (from straight to wavy or broken, from continuous to intermittent, reflecting the duration of utterance sounds. Fundamental lines are: ___(long pronunciation without stops and pauses, ___ ___(with forced stops between segments of the trajectory - the duration of pronunciation corresponds to the segment tracks, _ _ _ (with more frequent forced stops between segments of the trajectory - the duration of the utterance corresponds to the segment tracks, O O – with a short pronunciation sounds. Using different thicknesses and lengths of trajectory lines will allow you to diversify game process. Swiping on finger paths, a child or an adult pronounces the practiced sound along the entire path of the track as follows:
At consolidation vowels – unmodulated, monotonous (straight continuous and intermittent trajectories) or modulated and intoned - with alternating voice strength, quietly or loudly (wavy, zigzag, spiral, etc.: upward trajectory - intonation, downward trajectory - intonation);
At consolidation consonants - changing the strength of the voice and the duration of pronunciation sound.
Afterwards, the child or adult draws the finger of one or two hands along the trajectory while simultaneously pronouncing sticky sound, moreover, not meaninglessly pronouncing the work being done sound, but by joining the game process, initially set by a specialist who focuses on pictures tracks. Walking, swimming, jumping with the appropriate practice sound by« paths» different trajectories, children not only train the correct articulatory posture in isolation, but also
Develop logical and associative thinking (finding logical connections, associations between pictures, putting them in pairs);
Contribute to concentration;
Develop or improve oculomotor function (tracking);
Develop fine motor skills (finger motor skills);
Improve coordination, accuracy and differentiation of finger movements (in the process of running a finger along paths of varying difficulty);
Develop or improve grapho-motor skills;
Develop switchability;
Contribute to stimulation of interhemispheric interactions;
Allow the child to study independently, i.e. develop independence;
And:
Fasten delivered isolated sound;
Improve the child’s diction;
Improve grammatical structure speeches;
Develop phrasal and coherent speech;
Enrich active and passive vocabulary;
They allow you to learn letters with enthusiasm and teach reading syllables;
Improve the arbitrariness of the respiratory act, form a long speech exhalation;
Help in solving differentiation problems sounds;
That is, they also solve correctional and developmental problems of speech therapy.
Publications on the topic:
SOUND CLOCK" Goal: - Development of the ability to determine the first sound in a word. - Development of the ability to determine the place of sound in a word. - Development.
“Sound Clock” In this manual, the teacher’s tasks are designed for children to perform various actions with words - listening to.
Phonemic hearing is the main component of speech perception. Phonemic awareness refers to a person’s ability to hear individual phonemes.
Didactic game guide for younger children preschool age"Multi-colored paths" Author of the work: teacher Tyrina Olga Nikolaevna.
With the aim of cognitive development A didactic manual “Colored Paths” was prepared for children. The set of teaching aids includes:.
Maria Vasilika
Formation of correct sound pronunciation (automation of sounds in isolation and syllables).
Formation of the skill of drawing up simple sentences on questions;
Developing the ability to listen attentively to spoken speech and answer questions with complete answers;
Development of tactile - kinesthetic sensitivity, memory;
Development of manual motor skills;
Development of visual perception;
Skill Development spatial orientation on surface;
Clarification of the existing vocabulary of nouns and its enrichment;
Practical use of simple prepositions in speech: on, in, for, at, to, with, on.
Promoting children's health.
GAMES USED WHEN WORKING WITH THE GUIDE.
The game "The kettle is boiling."
The child is asked to whistle like a kettle and at the same time run his finger along the path.
Game "Road to the Garage".
The child is asked to start the engine of the tractor and drive into the garage, while simultaneously running his finger along the path.
Game "Carlson's Flight".
The child is invited to fly with Carlson and hum like his little motor, while at the same time running his finger along the path. After the flight, the child names what Carlson was flying around.
Game "Boat".
The child is invited to sail on a boat to the port, pronouncing the sound L, and at the same time move his finger along the path.
Game "Poshipi".
The child is asked to hiss and at the same time run his finger along the path.
Game "Gust".
The child is asked to growl and at the same time run his finger along the path.
Game “Who sits where?”
The child is asked to run his finger along the path and say what the insect is sitting on.
Publications on the topic:
Didactic game– manual “Colorful paths” The manual is recommended for educators and teachers preschool institutions for working with children.
To prevent and correct dysgraphia and dyslexia, in my work I use games to form the syllabic structure of words and highlighting skills.
Didactic manual designed in such a way that it can be used for speech development, coordination of visual and tactile analyzers.
Tasks: -form phrasal speech; -expand and activate the vocabulary on the topic: “Wild animals”; - to form a generalizing concept of “wild.”
1. Photo of a self-made educational manual. Game guide includes: Set of chips different color: green, red,.
IMG]/upload/blogs/detsad-386189-1446512855.jpg Health paths for children. From buttons of different sizes and different colors. On the.
Lyubov Filina
I bring to your attention a didactic manual (the well-known “Sound Track”) in my own performance.
Goal: Automation of sounds
The manual is presented in large cards with paths depicting objects whose names contain the sound being practiced, diagrams of the place of the sound in a word, a cube with the number of dots on each side from 1 to 6, and chips.
The game can be played by 2 or more people.
Progress of the game:
The child, having thrown the dice, takes the same number of steps as the number of dots on the dice. Standing on a division of the track, the child names the picture, while trying to correctly pronounce the sound being practiced. Determines the place of a given sound in a word. If the chip is placed on a division depicting a diagram of the place of a sound in a word, then the child must choose a word for the sound being practiced in this position in the word (beginning, middle, end).
Didactic manual “Hedgehogs are looking for their mother”
Goal: sound automation [g]
Didactic manual “Meeting the Sun”
Purpose: sound automation [l]
Didactic manual “Help the student get to school”
Goal: sound automation [w]
Didactic manual "Caterpillar"
Goal: automation and differentiation of sounds [р], [р"]
Expand and activate the lexical vocabulary;
Automate the sounds assigned by the speech therapist;
Differentiate the sounds being practiced by softness and hardness;
Strengthen the ability to determine the place of sound in a word;
Practice selecting words with a given sound in different positions (beginning, middle, end) in a word;
Practice selecting words with practiced sounds with a given number of syllables (diagram of the syllabic structure of a word);
Practice composing sentences with a given number of words, using the name of any picture you like from the “sound track.”
Publications on the topic:
You can play with this toy in different ways. 1. Dry pool. ( Wonderful pouch) In directly educational activities: Children pull out.
It is unlikely that our caterpillar can compare with anyone in beauty. Like a fashion model, she is slim, full of fun and brightness. She's got a lot of mind, she'll suggest games.
Goal: development tactile sensations, fine motor skills; distinguishing primary colors; expansion of vocabulary. This tutorial will be interesting.
Didactic manual "Tree". The vase-tree is made using the papier-mâché technique. The filling is natural material, children's crafts (leaves,...
Purpose: development of cognitive and emotional spheres, spatial perception. The main purpose of the flannelograph is to conduct various.
Didactic manual "Matryoshka" Thematic plan for the project: “Matryoshka, favorite toy” 2 ml group. 1 Introduction to folk toy- matryoshka. Memorizing a poem.
The sun was made of cardboard covered with yellow satin fabric, for the dance “Come out soon, sunshine!”, but then we forgot about it. When.
The soft toy "Sun" is made of fabric with padding polyester inside. The rays are attached with Velcro. Each ray has a transparent pocket sewn onto it.
The benefit is used as final classes, as well as in everyday work. At the final matinees, each child takes a ray with a picture, the name of which contains a sound that he has learned to pronounce correctly, and attaches it to the common sun, the speech therapist attaches the last ray with the word “Well done!”
When working with sounds and sound pronunciation, pictures with the sound being studied are inserted into the pockets, and the rays are distributed to the children. The child names the word, determines the place of the sound in the word and attaches his ray to the sun.
When studying the topic “Prepositions”, the corresponding cards with prepositions are inserted into the pockets ( WITH boxes, ON box, IN box, etc.).
Work options: children come up with a sentence with their own preposition, look for sentences with a specific preposition in the text, etc. A visual representation of prepositions in this way contributes to their better memorization and study.
A guide for working on rhythms and syllable structure of words
When working with children who have severe speech impairments (alalia, speechless children), much attention is paid to working on rhythmic-melodic-intonation basis of language
, working on the syllabic structure of words(according to A.K. Markova). This is a long and painstaking work, which a speech therapist helps to diversify manual "Train".
Equipment: felt with sewn trains and tracks for laying out rhythmic rows, rhythm symbols (according to T.N. Novikova-Ivantsova’s manual), marbles, object pictures of different syllabic structures.
Additionally, for children of primary school age - name the colors of the droplets, the colors of the train, paths, flowers. You can come up with a story about trains that work so that children learn to correctly speak words of different syllable structures.
Exercise: 1) Using locks, clap the rhythm indicated in the picture-symbol “Cockatoo” (three syllables with a third stress). 2) Lay out the appropriate path: two small droplets, the third large. Find pictures or come up with words for this rhythm( boots, head, sieve, milk).
Similar work is carried out with the second track and with the “Whale” rhythm.
The initial stage of working on rhythm
(tasks for the youngest or for children with severe intellectual and speech impairments) - laying out a certain rhythmic sequence: fish-bead-fish-bead. The speech therapist lays out the first row, the child independently lays out the second. Additional task: count the fish (developing the skill of agreeing nouns with numerals: one fish, two fish, one blue bead, two blue beads (or make it more difficult: one blue fish, two blue fish), you can also work on the concept of left-right (at first the fish swim to the left- to the right, then vice versa). Talk with children of primary preschool age about where fish live, what they eat, etc. 
Fragment of a lesson on the syllabic structure of a word with 2nd grade student Karina K.
Aids for the formation of subject activity (sensory development)
(“Locks”, “Put a butterfly on your path”)
Most children with intellectual disabilities and speech impairments do not develop visual gnosis for a very long time, to school age Children do not distinguish between colors and their shades, and do not copy elements of letters.
Equipment : felt, lightning in spectrum colors.
Tasks: find the right color, open and close the right lock (working on verbal vocabulary, developing fine motor skills fingers).
When automating sounds, you can add the following task: open (close) a lock whose color name contains a sound, for example, R(red, orange) or sound and(yellow orange). You can ask the child to open (close) the fourth (second, fifth...) lock from the bottom (top), name the color, say that in nature there is the same color.
Equipment: felt, Velcro tape of different colors, sewn in stripes, butterflies cut out of it.
Exercise: plant a butterfly on your path (development of visual gnosis, fine motor skills of the fingers).
Additional task: plant the required number of butterflies on the path, count the butterflies (agreeing nouns with numerals: one blue butterfly, two blue butterflies, etc.).
Speech therapy mat, divided into squares, for working on semantics, sound pronunciation, development of subject activity
Equipment : felt, decorative buttons.
Exercise: Didactic game "Who moves how?"
The speech therapist asks to put those who fly in the first row (bird, butterfly, bee, dragonfly), those who crawls, to the second row (snail, worm, lizard, turtle), those , who jumps on third row ( monkey, hare, squirrel, frog). Next, the corresponding semantic work is carried out. Verb vocabulary is practiced in various exercises at each lesson with children with severe speech impairments, since the verb is necessary to construct a phrase or sentence.
If a lesson on sound pronunciation is being conducted, then the squares are filled with objects whose names contain the desired sound.
This manual is also often used to develop attention and thinking in games such as “Find a Pair” (all squares are filled, for example, with butterflies, two of which are the same and need to be found), “Odd Four”, etc.
Multifunctional speech therapy mat (for the development of subject activity, work on semantics)
Equipment: felt, decorative buttons.
Assignments and exercises:
2. Name the words that answer the question Who? ( fish, girl in a red dress, ladybug) , What? ( locomotive, cherry, car, poppy, fly agaric, strawberry, apple).
3. Name the transport ( locomotive, car- what kind of transport is this, water, land?), berries ( cherry, strawberry), fruits ( apple).What can be prepared from apples and fruits?
4. Listen and remember the chain of words, repeat: poppy, apple, strawberry(word order changes three times). The adult pronounces the word, the child finds the corresponding object on the rug, shows it with a “smart finger”, then pronounces the word (at subsequent stages he finds the objects only by looking and names them).
5. Guess the object by touch (the child closes his eyes, the speech therapist, if necessary, directs the child’s hand to the object).
6. Make a sentence with this subject (if a student, write the sentence in a notebook). Analyze the sentence (how many words, name the first, last, etc.).
7. Name the object that is located to the right of the poppy, above the strawberry, to the left of the fly agaric.
8. Remember what color objects you worked with? You can ask the child to name additional objects that may be red.
9. Name the red objects in the first row, second, third, fourth.
Similar work can be done when studying other colors..
When working on sound pronunciation, syllabic composition of a word and other speech therapy tasks, exercises are selected in accordance with the topic and goals of a particular lesson.
Speech therapy mats for automation of delivered sounds (in isolation, in syllables, words, sentences, connected speech)
When working on sound pronunciation, despite the fact that it is recommended to produce sounds (calling out) in syllables (as in ontogenesis), lingering very little at the stage of sound automation in isolation, you often have to deal with children with whom it is necessary to practice sounds in isolation. Especially if children have severe speech disorders. In the speech therapy literature there are not many manuals for practicing isolated pronunciation of sounds.
Equipment: felt, sewn paths of braid of different colors, decorative buttons - symbols of sounds (train [h], dog, motorcycle [r], bee [f], angry cat, burst balloon [w], boat [l]
Target: practicing isolated pronunciation of evoked (delivered) sounds [h, r, zh, sh, l]
Tasks and exercises:
Help the big engine get to the little engine. Move your “smart finger” along the path, pronouncing clearly: CH-CH-CH.
Other sounds are processed similarly. You can pronounce the desired sound while walking back, for example, from a balloon that has burst and makes the sound sh-sh-sh- to the cat.
You can pronounce the sound in two versions: long, short.
Additionally, you can come up with stories about “heroes”: about an angry cat, about a big bee that flew to a little one. ladybug etc. With children who do not distinguish colors, work with the color of the paths and the color of objects.
Target: practicing the pronunciation of evoked (placed) sounds in syllables and words .
Tasks and exercises:
The child independently chooses the path along which he will go. The speech therapist asks: who will visit whom today? Depending on what sound is being practiced, the child steps with his fingers along the flowers of the selected path, pronouncing, for example: RA-RY-RO-RU-RE (if there is a soft version of the pronunciation, then it is also practiced RI, if not, then the child only steps five flowers each). Pronunciation in reverse syllables is also practiced.
When working out pronunciation of sounds in words, the child names the word and presses the flower (you can use one index finger, you can use all five fingers in turn). As an option to complicate the task: the speech therapist names several words (depending on the child’s abilities and age), the child repeats the words by clicking on the flowers in order, from left to right, then the speech therapist asks to name what word was on the third, second flower. You can ask the child to come up with six words (or three or four, and the speech therapist will help with the rest) and then, for example, Mishka will end up in his house.
Fragment of the lesson "automation of the sound r in isolation and in syllables"
(using symbols from Fomicheva M.F.), Arthur L.. 3rd grade.
Automation of sounds [s], [s"]
Equipment : felt, decorative buttons.
List: pig, elephant, pacifier, rhinoceros, watch, plane, stroller, bicycle, footprints, snowman, dog, pineapple, board, paints, bag, globe, orange, octopus, heart, smiley.
Tasks and exercises:
1. Name the pictures, pointing to each object with your “smart finger”. Pronounce the sounds [s], [s"] clearly in words.
2. Name words of one, two, three, four syllables. Find words with a given rhythm (for example, a two-syllable word with a second stress: footprints).
3. Name the words in which the sound [s] is at the beginning of the word, in the middle, at the end of the word.
4. Listen and remember the chain of words, repeat the words in the same order.
6. Game "Fourth wheel". Name the extra item in each row:
the first row is a pacifier, since it is not an animal;
the second row is the clock, because not transport;
third row - pineapple, because the sound [s] is at the end of the word, not at the beginning;
the fourth row is a bag, because board, paints, globe- school supplies;
fifth row - smiley, because in other words the sound is [s"].
7. Exercise to develop spatial orientation: What is under the snowman? To the right of the bag? Above the stroller? (children's answers must be complete sentences).
8. Name the words that answer the question Who? What?
9. Name transport, school supplies, animals, fruits.
10. Close your eyes, remember what color the globe, bag, etc. are. Remember which object was last in the first row, first in the second row, etc.
11. "Guess by touch." The child closes his eyes, feels the object and guesses it. If necessary, the speech therapist helps and asks guiding questions.
12. Compose sentences with words, write them in a notebook. Analysis of proposals.
13. Work on semantics: explain the meaning of the words proposed by the speech therapist. For example, if the lesson is held in winter time, the speech therapist asks: Who (what) is a snowman? When is it made? What parts is it made from? Is it round or square? What happens to him in the spring? Why? etc.
Sound automation [H]
Equipment: felt, decorative buttons.
List: sheep, girls. textbook, turtle, blue ball, teapot, cup. clock, key, black ball, red ball, bee, bat, worm, yellow ball, butterflies.
Tasks and exercises:
1. Name the pictures by clicking on each item with your “smart finger”. Pronounce the sound [h] clearly in words.
2. If the syllable structure is violated, lock the words (o-vech-ka, de-voch-ki, u-cheb-nik). Name long words, short (butterfly, ball).
3. In the words teapot, clock, textbook, name only vowel sounds.
4. Find out the word by vowel sounds: the speech therapist pronounces only the vowel sounds in the word, for example, A, Y (in this case, you can highlight the stressed sound with your voice), the child guesses the word and pronounces it: clock.
5. Game "Riddles". The speech therapist begins the word, the child ends, for example, tea-....(nickname), key-...(chik).
6. If the child does not have any violations of the syllabic structure of the word, then you can play the games “Changes” and “Additions”.
"Shifters." The speech therapist swaps the syllables, and the children name the word correctly, for example, la-pche (bee), ka-chash (cup).
"Add-ons." The speech therapist adds one extra syllable, the child must name the word correctly, for example: pchemala (bee).
7. Name objects whose names have the sound [h] at the beginning, middle, or end of the word.
9. Carefully look (“photograph”) the objects in the second row and name them from memory (students can write down the words in a notebook).
10. Name objects that answer the questions: Who? What?
11. Come up with a sentence with one of the words, write it down in your notebook, and analyze it.
12. For children with dysgraphia (or for the purpose of preventing dysgraphia), draw up a diagram of words and then write them down in a notebook: teapot, cup, clock.
13. Recognize an object by touch.
Sound automation [P]
Equipment : felt, decorative buttons.
List: rose, ball, giraffe, camel, gift, crab, beaver, fish, crayfish, shells, rake, cake, ice cream, grapes, corn, watermelon, carrots, locomotive, pencil, rollers, fly agaric, chamomile, tomato, pear, monkey, heart. crocodile, ship.
Tasks and exercises:
1. The tasks can be similar to those used when working with speech therapy mats for other sounds.
2. Learn pure tongue twisters, tongue twisters, poems, show the subject in question:
a) a r-ar-ar- beautiful red ball
or-or-or- there’s a tomato in the garden
or-or-or-in the forest fly agaric
b) talk to the child at the beginning about who beavers, crayfish, crabs are, where they live, what they eat.
All beavers are kind to their own beavers.
The beaver has no hole,
Not a den, not a hole!
He is a worker, he is a creator!
The beaver has a palace in the river!
Once upon a time there were crayfish, bully crayfish.
The crayfish lived noisily and started fights.
The brave crab boasted for two days:
"There is no crab braver than me!"
On Mount Ararat
Varvara tears grapes.
I played from morning to evening,
Then I took the racket to bed!
After the dew the roses grew!
In the darkness, crayfish make noise in a fight.
Kirill bought a rake at the market.
3. Game "One-many". The speech therapist names one object, child, many: red rose - red roses, big ball - big balls, tall giraffe - tall giraffes, humpback camel - humpback camels, orange racket - orange rackets, interesting gift - interesting gifts etc.
What item cannot be said “one or many” (ice cream, rake).
4. Didactic game "Mine, mine, mine." The speech therapist asks about what objects you can say “Mine” (if addressing a girl): my rose, my fish, my carrots, my corn...
If a speech therapist turns to a boy, he asks: “What objects can you say “mine” about: my ship, my cake, my grapes, my crocodile...
The speech therapist asks all the children present at the lesson, which objects can be said to be “mine”? (my rollers, my rakes).
5. Work on semantics. The speech therapist asks: What do cancer and fish have in common? Between carrots and roses? Between cake and ice cream? Between a crocodile and a giraffe?
6. Guess the riddle, count the riddle item to 10:
Under dense leaves,
yellow stones,
Elastic, smooth,
They taste sweet! (corn)
7. Count objects using numbers, which are laid out in front of each row, for example, in front of the rose - 1, in front of the crab - 2, in front of the cake - 5, in front of the steam locomotive - 7, in front of the pear - 9 (the numbers change at each lesson) .
Counting in rows: for example, one rose, one ball, one giraffe, one camel, one racket, one gift.
Counting by columns: for example, one rose, two crabs, five cakes, seven locomotives, nine pears.
Counting items in order on cards (forward and reverse): one rose, two roses, five roses, seven roses, nine roses and vice versa.
8. Exercise to develop spatial orientation .
The speech therapist asks what object is under giraffe, above beaver, between fly agaric and tomato, to the left of ice cream, to the right of grapes, etc.
9. Game "Edible-inedible". The speech therapist asks which items are edible and which are not.
10.Sound-syllable analysis of words followed by writing in a notebook: rose, ball, fish, crayfish, rake, cake, corn, pencil, rollers, pear, monkey, shell.
11. Drawing up proposals with complete analysis.
12. Name objects that are red, yellow, brown, etc. You can additionally ask to name objects that may be of these colors.
Sound automation [P] using sound fields
Equipment: sheets, toys (dogs, tiger, car, motorcycle)
Sheet No. 1. Automation of sounds [р,р"] in isolated pronunciation (without supporting sounds t, d).
Game "Let's help the dogs collect all the bones."
The child chooses a dog that he will help collect all the bones in the booth and places it at the beginning of the path. Walking towards the “bone”, the dog growls [r-r-r], and rests near the bone. The exercise is performed on the long sound rrrr-rrrr and short sounds: rrrr.
You can play together using a game cube.
Sheet No. 2. Automation of sounds [р,р"] in isolated pronunciation and in reverse syllables (different tracks - straight, with stops).
Game "Visiting" (or the variant "Visiting with a song").
The child chooses which character (dog, tiger) will go to visit.
When pronouncing in isolation, moving toys around curly lines, the child pronounces an isolated sound depending on the figure on the sheet (short, abruptly, with stops or long, without stops).
When pronouncing the sounds [р,р"] in reverse syllables, "going to visit", we sing songs:
ar-or-ur (first track) - ar-or-ur
yr-er-ir-yur-er-yar (second track) - yr-er-ir-yur-er-yar
er-yar (third track) - er-yar
er-er-ir-yur-ur (sixth track) - er-er-ir-yur-ur
If it is difficult for a child to pronounce and remember different syllables, you can sing one or two songs. Monitor the correct pronunciation of sounds.
At the initial stage of establishing the sound [r], you can use the “Motor” exercise. The child pronounces the sound combinations tr, dr (t, d act as “helper” sounds). In this case, this sheet is used with car and motorcycle toys. The child “goes” to visit along the path-lines, performing the “Motor” exercise: long TR-R-R-R; briefly: TR-TR-TR-TR.
Game "Hide and Seek". Some dog is “sleeping” in the booth. If a speech therapist works together with a child, then he can have a toy dog if it is subgroup lesson, then the toy is “hidden” from another child.
Another dog came to the clearing to visit a dog who was “sleeping”, who walked around waking her up, calling her, pronouncing syllables or words, for example:
AR,OR,UR,ER,YR; YAR, YOR, YUR, ER, IR or soft variants of the sound [r] (each pair of syllables is repeated by the child in reflection after the speech therapist, if the sound pronunciation is clear and correct, the dog in the booth “wakes up” and the toy is given to the child.
The words for “Repeaters” are first taken with the sound at the end of the word, then in the stressed syllable in the middle of the word, then in the reverse unstressed one:
Bazaar, tan, mosquito, Makar, samovar, fire, yard, motor, fence, tomato, fly agaric, axe, cord, beaver, actor. carpet, boxer, fitter; carp, park, march, army, barge, velvet, map, stamp, desk, apron, food; watermelon, artist, badger, pocket, cardboard, wind, sugar etc.
All unfamiliar words must be explained to the child.
If we are practicing a soft version of pronouncing the sound [r"], then we first take the words with emphasis on the syllable ( row, seas, outfit, driftwood, order), then without stress on the syllable( storm, rowan, fried, boiled), then with a consonant cluster ( scream, mushroom, hot water bottle, cream etc.).
