Lesson 4: Following Sound Cues
Main Concept: ·
Children will learn to listen carefully and respond to different sounds.

Objectives:
Improve listening skills by following sound-based instructions.
Strengthen attention and response to auditory cues.
Develop fine motor coordination through cross (+) strokes.

Warm-Up Activity: Sound Freeze

• Play a simple version of freeze dance, but with a twist:
  • When you play or make a sound (clapping, tambourine, bell, etc.), the child responds by moving.
  • When the sound stops, they must freeze and hold that position.
• For example: 
  • Make a sound (clap, tap, or ring a bell) and say, “When you hear this sound, you can move any way you like!” (Encourage dancing, hopping, or wiggling.)
  • After a few seconds, stop the sound
  • The child should freeze and hold their position until the next sound cue.
• Gradually change the sounds. Make them louder or softer, faster or slower. Encourage the child to respond with different actions before freezing.

Main Activity: Simon Says

• Play a classic Simon Says game
  • Explain the game to the child: “When I say Simon says, you need to do what I say. But if I don’t say Simon says, don’t do it!”
  • Use different sounds paired with actions. For example:
    • “Simon says, clap your hands.”
    • “Simon says, stomp your feet.”
    • “Simon says, jump up and down!”
    • “Touch your nose!” (Don’t do it unless you say Simon says first.)
• Add complexity as the child gets the hang of it by giving two or even three step directions
  • “Simon says, clap three times and then spin around.”
  • “Simon says, make a sound like a dog and then hop!”
  • If the child makes a mistake (e.g., doing the action without hearing Simon says), gently encourage them and repeat the game to practice!

Story Time with Visual Thinking Strategies

• Book Recommendation: Last Stop on Market Street by Matt de la Peña
• Encourage children to act out or make sounds related to the story
• This is a great book to use the three questions known from “Visual Thinking Strategies”
  • 1. What's going on in this picture?
  • 2. What do you see that makes you say that?
  • 3. What else can you find?
• For more information about using visual thinking strategies, look at the Handouts for Parents and Caregivers at https://fosteringreaders.weebly.com/get-handouts-and-more.html 

Prewriting: Vertical Lines and Horizontal Lines

• Draw crosses in any way your child and you desire
• Activity Options:
  • Large Paper or Whiteboard: Have the child practice drawing crosses (+). Encourage them to make big, sweeping motions with their arm.
  • Movement: Use a ribbon or scarf to make cross shapes in the air.
  • Chalkboard: Draw crosses on a chalkboard with different colored chalk to make it more fun!
• Encourage left to right and top to bottom directionality

Extensions

Play Red ·Light, Green Light

• One person is the "traffic light" and stands at one end of the play area. The rest of the players stand at the other end. 
• When the "traffic light" says "Green Light!", everyone moves forward.
• When they say "Red Light!", everyone must stop immediately.
• If someone moves after "Red Light" is called, they go back to the starting line.
• The first player to reach the "traffic light" wins and gets to be the next caller.
• Variation: Let the kids make up their own light color. In my house, “purple light” always meant “go bonkers!”