Card Features Card Front Card Back

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1 LipSync Moving Sound Formation Cards is an innovative teaching tool designed to help students learn the sounds of the English language. The set is ideal for young children, early readers, students with speech and language difficulties, and English language learners in short, anyone who needs practice in phonetics and speech. There are 42 full-color cards in the set. Each card features a sound associated with a letter or letter combination. These sounds include consonants, short and long vowels, digraphs (letter combinations that stand for one sound, such as sh), diphthongs (sounds made up of two vowel sounds, such as oi), and variant vowels (vowel sounds, such as au, that do not fit into other vowel categories). To help students form a particular sound, the front of each card presents a close-up view of a mouth. When students tilt the card, they can see the mouth move and watch the sound being formed!

2 Card Features Each card is specially designed to teach sound formation, auditory discrimination, and letter-sound relationships. Card Front Letter symbol corresponds to sound Moving mouth shows how the sound is formed Green dot indicates starting position of mouth; red dot indicates ending position Picture and word illustrate and reinforce the sound Card Back Explains in child-friendly language how to form the sound Describes distinguishing characteristics of the sound Includes word lists (with the sound in initial, medial, or final positions) for oral practice Indicates if there is a speech partner (another sound made with the same mouth formation) 2

3 The Sounds of English The sounds of the English language are divided into two major categories consonants and vowels. A consonant sound is one in which the airflow is blocked partially or completely when the sound is made. For example, the sounds of b and m are consonants. A vowel sound is one in which the airflow is not cut off when the sound is produced. The sounds of short a (as in apple) and long i (as in ice) are examples of vowels. The sounds of English are represented by a single letter or a letter combination. Some sounds may be represented by more than one letter or letter combination. For example, the long a sound may be represented by ai (rain), ay (day), or eigh (eight). Certain letters do not have a unique sound associated with them. The letter c, for example, generally stands for the k sound (cat) or the s sound (city). Linguists disagree on how many actual sounds there are in the English language. LipSync Moving Sound Formation Cards focuses on the sounds most commonly taught in preschool and elementary school programs. 3

4 Consonants Consonants are classified according to whether or not they are voiced, where they are produced in the mouth, and the manner in which they are produced. Voiced/Voiceless Sounds A voiced sound is one in which the vocal cords vibrate when the sound is made. A voiceless sound is one in which the vocal cords do not vibrate. When producing a voiced sound, you can place your hand on your throat and feel the vibration. Some pairs of consonants are called speech partners. That is because the sounds are formed in exactly the same way, except that one sound is voiced and the other is voiceless. For example, the sounds of d and t are speech partners. Both are made with the same mouth formation, but the d is voiced, and the t is not. Place of Articulation Consonants are classified according to where they are produced in the mouth. This is called the place of articulation. For example, the sound of h is described as a glottal because it is produced in the glottis, the opening between the vocal cords. The chart on the next page lists the terms that describe the place of articulation. 4

5 Place of Articulation alveolar (front of mouth) velar (back of mouth) palatal (roof of mouth) bilabial (lips) dental (teeth) labiodental (lips and teeth) glottal (glottis) Example d as in duck g as in gum j as in jug b as in ball th as in thin f as in fan h as in hat Manner of Articulation Consonants are also grouped according to how they are produced. This is called the manner of articulation. Manner of Articulation plosive airflow is cut off briefly, then a puff of air is released fricative air is forced through narrow oral opening, creating friction in mouth affricative airflow is blocked briefly before puff of air is forced through narrow oral opening, creating friction in mouth nasal mouth is closed, and air is forced through nose approximant there is little obstruction to airflow, so there is no audible friction lateral air is released through sides of mouth Example b as in ball s as in sun ch as in chick n as in no w as in wag l as in leaf 5

6 Vowels All vowels are voiced that is, the vocal cords vibrate in producing the sounds. Vowels are described according to where they are produced (in the front, central, or back part of the mouth), and by how high the tongue is raised (low, mid, or high). For example, the short a sound (as in apple) is made at the front of the mouth, with the tongue in a low position. However, the long oo sound (as in moon) is made at the back of the mouth, with the tongue in a high position. Using the LipSync Cards The LipSync cards may be used in teacher-directed activities with individuals or small groups. The following steps provide a general outline for using the cards. 1. Introduce a sound. Show the front of a card, and point out the letter (or letter combination) displayed at the top left corner. Say the name of the picture, and point out the sound that the letter makes. Exaggerate the sound, if necessary, as you say the word. 2. Point out the distinguishing features on the mouth. Have the students watch as you tilt the card to make the mouth move. Point out any features on the pictures that will help the students understand how the sound is made. (Examples: Are the teeth close together or far apart? Is the mouth stretched wide or is it rounded like an o?) 6

7 3. Have students practice making the sound with you. Refer to the How to Make the Sound section on the card. If you wish, read it aloud. Illustrate the steps for forming the sound by shaping your mouth appropriately. Then let the students practice making the sound with you. Note each child s oral cavity, and make any corrections if necessary. 4. Give oral practice with words. Choose words from the list on the back of the card to provide oral practice. Say one word at a time, pausing so that the students can repeat the word after you. 5. Let students practice independently. Leave the LipSync card at a center where students can practice the sound on their own: Provide a hand mirror. Let students practice forming the sound by making their mouths look like the mouth on the LipSync card. (Remind the students to hold the card so that they see the green dot in the picture first, and then tilt the card forward until they see the red dot.) Have the students check their mouths by looking in the mirror. Students who read can practice saying words from the word lists provided on the card. Let the students pair up and take turns reading the words aloud. Challenge students to make up sentences containing two or more words from the word lists on the card. Have the students say their sentences to one another. 7

8 LipSync Moving Sound Formation Cards CONTENT Card Sound Card Sound 1 Aa (as in apple) 2 Aa (as in apron) 3 Bb (as in ball) 4 Cc (as in cake) 5 Cc (as in celery) 6 Dd (as in duck) 7 Ee (as in eggs) 8 Ee (as in eagle) 9 Ff (as in fan) 10 Gg (as in gum) 11 Gg (as in giraffe) 12 Hh (as in hat) 13 Ii (as in ink) 14 Ii (as in ice cream) 15 Jj (as in jacks) 16 Kk (as in kite) 17 Ll (as in leaf) 18 Mm (as in milk) 19 Nn (as in numbers) 20 Oo (as in olive) 21 Oo (as in oatmeal) 22 Pp (as in pie) 23 Qq (as in quilt) 24 Rr (as in ring) 25 Ss (as in sun) 26 Tt (as in top) 27 Uu (as in umbrella) 28 Uu (as in uniform) 29 Vv (as in violin) 30 Ww (as in wagon) 31 Xx (as in fox) 32 Yy (as in yo-yo) 33 Zz (as in zebra) 34 ch (as in chick) 35 sh (as in shell) 36 th (as in feather) 37 th (as in thread) 38 oo (as in balloon) 39 oo (as in book) 40 oy/oi (as in toy coins) 41 ow/ou (as in brown mouse) 42 au/aw (as in auto, saw) 2003 Educational Insights, Inc. and its licensors. All rights reserved. Rancho Dominguez, CA (USA) Conforms to ASTM F 963. Made in China. Please retain this information. We welcome your comments or questions about our products or service. CALL: (800) toll-free Monday Friday 8:30 a.m. to 5:00 p.m. CST VISIT OUR WEBSITE: