Lesson 5: Sequencing Sounds I
Main Concept: 
Children will practice identifying which sound came first and which came last in a short sequence.

Objectives:

• Develop listening skills by recognizing the order of sounds.
• Strengthen auditory memory by recalling and sequencing sounds.
• Reinforce fine motor skills through prewriting activities focused on squares.

Warm-Up Activity: Clap & Tap Review

• Sing or recite a simple, familiar rhyme together (e.g., “Twinkle, Twinkle, Little Star” or “Row, Row, Row Your Boat”).
• As you sing, clap once for each word. (Example: “Twinkle [clap] Twinkle [clap] Little [clap] Star [clap]”)
• Now, switch to tapping for each word instead of clapping.
• Ask: “Which one did we do first: clapping or tapping?” to start reinforcing sequencing concepts.
• Variation: Let the child decide which action to do first and which to do next!

Main Activity: First and Last

• Introduce the idea that sounds happen in a sequence
• Create short sequences of two sounds and have the child recall their order.
  • Clap – Stomp → Ask: “What sound did you hear first? What came next?”
  • Bell – Snap → Ask: “Can you tell me the order of the sounds?”
• ·Make it interactive by letting the child create their own sound sequences for you to repeat!
• This activity was inspired by Sightword.Com’s Listening A4 https://sightwords.com/phonemic-awareness/listening/first-sound-last-sound/

Story Time with Predicting What Comes Next

• Recommended Book: The Book with No Pictures by B.J. Novak
• Read a book that follows a clear sequence.
• The Book With No Pictures has a clear sequence of silly words and phrases that build on each other, making it a fun way to reinforce the idea of recognizing patterns and predicting what comes next to connect it to sequencing:
  • Before reading, ask: “Do you think a book with no pictures can still tell a story?”
  • During reading, pause and ask: “What do you think the next silly word will be?”
  • After reading, discuss: “What was the first funny thing the book made me say? What came next? What was the last thing?”
• Other Suggestions: • If You Give a Mouse a Cookie by Laura Numeroff • The Napping House by Audrey Wood • There Was an Old Lady Who Swallowed a Fly by Simms Taback • Saturday by Oge Mora
  • As you read, pause and ask: “What do you think will happen next?” to reinforce sequencing skills.

Prewriting: Squares and Rectangles

• Go Big! Draw a simple, big square step by step.
• Building with manipulatives: Form squares using craft sticks or LEGO bricks, and then tracing them with a finger
• Take a brief moment to discuss the differences between squares and rectangles

Extensions

Sound Storytelling:

• Make up a short story using sound effects in sequence (e.g., “First, a door creaked open [creak sound], then a cat meowed [meow sound], and last, the wind blew [whoosh sound]. Can you put them in order?”)

DIY Sound Patterns:

• Use household objects to create sound sequences and have the child copy them.
• More Complicated Patterns
• Work more on patterns now that there are shapes to draw