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  4. L6: Swap-a-Rama

L6: Swap-a-Rama

  1. Overview
  2. Materials & Preparation
  3. Activity
  1. Small Groups
  2. Questions and Answers

1. Overview

Produce and then read three-sound words by swapping out various sounds (first, middle, and last) to make new words. This activity is a combination of First Sound Swap, Last Sound Swap, and Middle Sound Swap.
swaparama
L6: Swap-a-Rama
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2. Materials & Preparation

Print out the sound cards and the word work mat, preferably on sturdy card-stock paper, and cut apart the sound cards. For the word work mat, trim off the white edges and tape the pages together. Put the word work mat directly in front of your child. The word list is for the adult’s reference only. Do a quick review of the short vowel sounds with your child if necessary. ↑ Top

3. Activity

Video: How to play Swap-a-Rama
Have the child put the sound cards in their matching squares on the word work mat, giving the sound for each letter or digraph as he moves the card to its place. You will guide your child through building a three-sound word on his word work mat and then swapping various sounds (first, middle, last) within the word to make a series of new words. Using the provided word list, you will select a starting word and then move down and/or across the chart to give the child a mix of first sound swaps, last sound swaps, and middle sound swaps. In the example below, we will lead a child through several words, starting with hug.
Adult: You already learned how to swap sounds in a word to make a new word. Sometimes you can swap the first sound, sometimes the last sound, and sometimes the middle sound. We are going to do lots of sound swaps today. Get ready! I’ll say three sounds. You find each sound when I say it, and move the card to the boxes at the bottom of the mat. Start here. [Point to left box.]             Get ready: /h/ [child moves card] … /uuu/ [child moves card] … /g/ [child moves card]             Now say the sound on each card. Start here. [Point to left box.] Child: /h/ • /uuu/ • /g/. Adult: Say the sounds fast. What word? Child: /h/-/uuu/-/g/. h/u/g. Hug! Adult: Good job. Let’s swap the first sound in hug. Put the /h/ card back, and swap it for the /mmm/ card. Child: [Swaps cards.] Adult: Say the sound on each card. Get ready: Child: /mmm/ • /uuu/ • /g/. Adult: Say the sounds fast. What word? Child: /mmm/-/uuu/-/g/. m/u/g. Mug! Adult: Yes. You swapped the first sound to turn hug into mug. Now let’s swap the last sound in mug. Put the /g/ card back and find the /sh/ card. Child: [Swaps cards.] Adult: Say the sound on each card. Get ready: Child: /mmm/ • /uuu/ • /sh/. Adult: Say the sounds fast. What word? Child: /mmm/-/uuu/-/sh/. m/u/sh. Mush! Adult: Good job. You swapped the last sound to turn mug into mush. Let’s swap the last sound again. Put the /sh/ card back and find the /d/ card. Child: [Swaps cards.] Adult: Say the sound on each card. Get ready: Child: /mmm/ • /uuu/ • /d/. Adult: Say the sounds fast. What word? Child: /mmm/-/uuu/-/d/. m/u/d. Mud! Adult: Right. You swapped the last sound to turn mush into mud. Are you ready to swap the middle sound? Swap the /uuu/ card out and find the /aaa/ card. Child: [Swaps cards.] Adult: Say the sound on each card. Get ready: Child: /mmm/ • /aaa/ • /d/. Adult: Say the sounds fast. What word? Child: /mmm/-/aaa/-/d/. m/a/d. Mad! Adult: Yes. You swapped the middle sound to turn mud into mad.
In one round, you should do three to five first sound swaps (moving down or up within one box in second column of the word list). Then move across into the third column and do at least two to three last sound swaps. Then continue across into the last column and do the middle sound swaps. This progression should cover at least ten words. Once the child has done all those sound swaps correctly, reverse the order and go back through those same words, until you end up with your starting word. The words and word stems do not need to be presented in alphabetical order. It is also fine, especially if your child is struggling, to focus on just one word stem (for example, the -ug row of the word list) for several sessions. Just vary the starting word. NOTE: You do not have to cover every word in a word group or even every word group. We have provided a large variety of words from which you can choose. ↑ Top

4. Small Groups (2-5 children)

Lesson Objective: Using a word mat and lower-case alphabet sound cards as visual aids, children will hear three phonemes, use the appropriate letter cards to build a CVC word, then swap the initial, medial, or final sound letter card that corresponds to a dictated sound to build and read new words. GELDS (Georgia Early Learning & Development Standards): CLL6.4f (closest standard) Georgia Standards of Excellence: ELAGSEKRF3 Common Core State Standards: CCSS.ELA-LITERACY.RF.K.3 Additional Materials:
  • optional: extra sound cards
Adaptation: Read the main activity, watch the video, and follow the instructions above, with the following changes: Play the game together, saying the three phonemes for a word and calling on different group members to move the appropriate sound cards to the bottom of the chart. Let the children take turns choosing a sound to swap to create a new word. Have each child say the new sound and the new word. Then have the group in unison say the new sound and new word. Reinforcement: Place the work mat in a center. Use a limited number of words, frequently, to provide both group and individual practice. Make note of any children who may need extra help. Children who have a firm grasp of this skill will have a firm foundation for learning phonics and basic spelling! Use this Reinforcement at Home form to tell parents and guardians how they can reinforce lessons outside the classroom. ↑ Top

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