State and model the objective 
Tell the children that they will stuff a cuff and hear and say words that rhyme with stuff (such as cuff, fluff, enough, and tough). 

Practice the skill within an activity 

Stuff the Cuff

• Put on a piece of clothing with cuffs and show the children how to stuff the cuffs full of fluffy stuff (e.g., cotton balls, dryer fuzz, ripped up tissues).
• Help the children create a "cuff" on a pant leg or sleeve by folding it up and paper clipping it in place.
• Allow the children to play with the fluffy stuff and stuff it in their cuffs.
• Encourage the children to play with phrases using different –uff words (i.e., "Fluff the stuff."  "Put it in your cuff." "That's enough stuff.")
• Have the children stuff “rough stuff” (e.g., sandpaper, nail files, rough corrugated cardboard) in their cuffs until the cuffs are full, then say "That's enough rough stuff in the cuff!" 
• Invite the children to stuff the fluffy stuff and the rough stuff in other things that can hold stuff (i.e., envelope, small box or tin).
• Ask the children which words they heard in the activity that rhyme with stuff.

Apply the skill

Practice rhyming

• Produce words that rhyme with stuff
  • Remind the children of the words they played with (stuff, cuff, rough). 
  • Tell them you can think of other words that rhyme with stuff (enough, tough). 
  • Ask each child to think of a word that rhymes with stuff.  
  • If a child doesn't respond in a few seconds, give him/her an option: 
    • "How about cuff? Does cuff rhyme with stuff?" (Nod your head yes to let the child know that they rhyme) 
    • "Does enough and tough rhyme?" (Nod your head yes) 
• Recognize rhyming words 
  • Have the children repeat a set of 2 words (e.g. stuff, cuff). 
  • Ask the children to put their thumbs up if the words rhyme and their thumbs down if the words do not rhyme. 
  • Repeat with other sets of words: (e.g., tough, zebra; fluff, cuff; enough, cookie; buff, rough; huff, roar). 
  • If children do not respond correctly, repeat the 2 words, emphasizing the ending sounds of the words. 
     

Practice blending and segmenting sounds in words  

• Tap out sounds in words 
  • Have children blend individual sounds into words by tapping their head (beginning), and toes (end) then clap to say the whole word (e.g. /st/ tap head, /uff/ tap toes = stuff clap hands)
    • /t/ /uff/ = tuff 
    • /c/ /uff/ = cuff 
    • /st/ /uff/ = stuff