Here is a resource I have for you to help put you in the LiveSpeakLove holiday spirit! Target /s/ in all positions of words with this cute printable activity I created. Santa’s hat contains practice words with /s/ in the initial position of CV and CVCV words. His beard contains /s/ in the initial, medial and final positions of one and two syllable words. This worksheet is perfect for speech therapy homework, practice folders, data collection probes, RTI and more.
Very excited to be moving into the festive holiday season…ready to decorate the LiveSpeakLove headquarters with my little (and not so little) ones! I love how memories flow as we unpack beloved ornaments, and blend them with new traditions. Wishing you all a wonderful start to your holiday season, and hope that you will enjoy some activities I have for you:
Target word class skills using this colorful holiday theme. Students will be delighted with this activity as they label categories, list items in a given category, sort picture vocabulary into categories, highlight critical attributes of given items, explore similarities and differences of related items, describe given picture vocabulary and more! Santa Claus Categories is a defnite must for your therapy room…great for literacy centers, too!
What you get:
18 pages total with text AND visuals for each category and item
Direction Page 12 Category Cards 36 Categorical Objects
Use “Santa Claus Categories” to support students in a variety of receptive and expressive language skills. This set can be used a stand-alone activity, or can be used as a “launchpad” for higher level skills. Simply remove visual choices or require students to provide additional examples to extend or differentiate the tasks.
Help students get in the holiday spirit as they practice later developing sounds in the initial, medial and final positions of words. The colorful
theme-based stimuli cards can be used with limitless activities…many suggestions are included in this resource set.
What you get:
17 pages total (6 target sounds stimulus card sets, duplicated for easy printing to created card pairs)
– Stimulus cards for consonant clusters, /s/, /s/ blends, /r/, /l/, “sh”, “ch” and “j”
– Instruction and idea page
-Cover Page – perfect for student notebooks or RTI packet covers
This activity is the perfect way to target Pragmatic/Social Communication Skills in small, large or whole classroom groups! The holiday “present” theme highlights the unique challenges associated with gift-giving, holiday shopping, seasonal celebrations and more. Discuss social commnunication strategies, themes of friendship, diversity and general safety in public situations with thought-provoking questions that will get students TALKING! Highlights general holiday giving, Christmas, Chanukah (Hannukah) and Kwanzaa.
What you get:
11 Pages Total
Cover Page (perfect for RTI packets, File Folder Covers, etc.)
32 orginal Pragmatic Presents questions
If you want to create your own resources to use, share or sell, my original Holiday clipart set is just what you need! You get 35 PNG files containing various images and colors (see above preview for a look at what is included.) Perfect for creating holiday activities using ActivInspire or other Smartboard program; or for creating interactive bulletin boards, file folder activities, literacy center activites, worksheets and more. This clipart is acceptable for educational, personal or commercial use (this last statement is VERY important if you want to create activities without any copyright violations! Trust me, you want to comply with copyright laws. To do so, you must use clipart and/or graphics that are ok to use —especially if you want to sell.)
Have you been thinking about creating your own activities, and possibly posting them in your own TeachersPayTeachers store? (If you haven’t ventured over to TeachersPayTeachers, I highly recommend it — an INCREDBLE resource for you…entire unit plans, lesson plans, literacy center activity sets, thematic units and MORE…all created by the people who KNOW about teaching children. I cannot express to you what a goldmine of credible, effective and affordable resources this site is! Want to find out more about sharing your own resources? GO HERE.
She compiled a list of over 50 SLPs who are now sharing resources on TpT. I love how Jenna comments that most of the reosurces “cost less than a cup 0f coffee!” Take a look at her list, complete with links to each SLP’s TpT store:
Finally, to spread some holiday cheer, I will be participating in TpT’s CYBER MONDAY and BONUS TUESDAY sale!! ALL LiveSpeakLove Resources will be 20% off! You can also enjoy an additional 10% TpT discount using the following code, for a total savings of up to 28%!! Take advantage of this holiday kick-off event:
THANK YOU for your support, and for visiting LiveSpeakLove!
Anyone else wondering just WHAT is going on with Mother Nature? A recent earthquake, a hurricane, a blizzard? Here in Maryland, it seems a bit odd and armageddon-ish to be seeing forecasts for both a massive hurricane and a stormy blizzard. I’ve been hosting a slumber party in my living room for the little people who live here — all of us excited to be home from school and work obligations, but still rather in awe of the storm’s potential and what the night may bring. Here is a glimpse of our Storm Headquarters, a camp that has evolved a bit throughout the day:
Children love to talk about the weather phenomena that we experience each year. With weather events opening the door for incredible conversations relating to science, social issues and language themes, I have used many weather-related games and activities to address a variety of skills in speech-language therapy. And so, as I wait for the modern-day privileges of electricity and the internet to end, I am sharing my year-round favorite — Weather Bingo. Here is a glimpse at the set I have created:
Use the picture vocabulary to increase knowledge of specific vocabulary, then target a variety of language skills as you play the Bingo game in small or large groups. Picture vocabulary can be used to target wh question comprehension, use and comprehension of descriptive vocabulary, visual discrimination skills,
formulation of phrases and sentences and more! What you get: 6 unique Bingo boards, all containing the same picture vocabulary; 1 page Bingo stimulus cards (can be printed twice to create instant memory/matching game!) I hope you enjoy using this activity to support important structured and conversational learning that can take place using a timely, relevant theme.
Thanks for checking it out!
~Lisa, reporting to you love from Hurricane Headquarters 🙂
I’m so glad people are enjoying my resources and taking advantage of my new, lower prices and the Pre-Halloween Sale. Being new to the TPT scene, it is hard to gauge what price is reasonable for the work behind the product, and the potential the product has in terms of its application in your classrooms/therapy rooms. Thank you for being patient while I made some initial adjustments! Keep looking for more resources — seasonal favorites as well as practice management/clinical tools. Also, don’t forget that my Pre-Halloween Sale ends TOMORROW!!! Don’t forget to take advantage of my FREE downloads, too. Thank you for your support!
It’s definitely that time of year! Hallways are filled with the hustle and bustle of end-of-the-school year excitement. In between closing sessions with students, team meetings, wrapping up special projects, prepping for summer private therapy and more, I have also been busy putting together summer speech-language packets for my public school students and their families.
The packets cover a variety of speech-language skills, incorporating theme-related content and activities that can be adapted for individual students. I included many of the popular activities found in my previous Summer Fun post. In addition, I also included information and tips/tricks for parents found in these handouts and in my previous Communication Temptations post. These speech-language Summer Fun packets are for both kids andtheir parents.
I have received a number of requests to post additional summer-themed activities. As always, I am happy to spread a little speech-language love and share resources I have developed. So, here you go! Additional activities straight from my Summer Fun Speech-Language Activity Packet…free for you to download for educational and/or personal use. Let me know if you are using them; I would love to hear your feedback!
Summer Speech/Language Activity Pages:
Stay tuned for more posts this summer including book, product and iPad app reviews. More free downloads for your summer themes in store as well. Thank you for visiting Live Speak Love, LLC…have a wonderful summer!
May is Better Hearing and Speech Month! In the LiveSpeakLove spirit of sharing resources, I have created some FREE printable information pages for you to distribute to parents, teachers and other educators. Please feel free to share with others for educational and/or personal use. Enjoy!
Find out more about Speech-Language Therapy and Better Speech and Hearing Month with the following resources:
Spring is definitely in full swing! Our Spring Break is now over, but there is certainly no shortage of seasonal fun for the speech-language therapy room. I have been asked by Heidi Kay of PediaStaff to write a post highlighting activities that could be used for Earth Day. Heidi has pinned many of my activities on Pediastaff’s incredible collection of Pinterest Pinboards, and she also recently wrote an article for ASHASphere highlighting this Live Speak Love blog as one of the “Best Speech-Language Blogs A-Z.“ Wow! I am both honored and excited to present to you this Earth Daypost that is featured on the PediaStaff blog.
Earth Day, in my opinion, is a wonderful opportunity to educate children of all ability levels about the importance of taking care of our world. As children develop an understanding of the vocabulary, themes and issues, there are many teachable moments and life-changing conversations that can develop as a result. Earth Day is a universal cause, and it often sparks something in the minds of young learners. My own children have shown particular interest in the Earth Day theme, causing me to make changes in our family’s recycling habits. Children of all ages and ability levels can begin learning what it means to “Go Green” and care for the world in which we live.
These fun activities can be used to target almost any speech-language goal or objective. In the past, I have used Earth Day activities during individual and small group sessions, and also during co-treatment sessions with classroom teachers, the occupational therapist and/or the school social worker.
Here is a printable social story mini-book (four pages total to be cut into quadrants) you can use to introduce what it means to “Go Green.” Students will learn how they can conserve energy and protect the environment. You can even print an Earth Day Certificate for each student who pledges to do their part. Just click on the images to download:
Earth Day Bingo Boards are another great way to introduce the Earth Day theme and relevant vocabulary. During your Bingo Game, you can target myriad speech-language objectives like answering wh questions, formulating sentences using target vocabulary, labeling objects or using descriptive words in phrases and/or sentences. I often give “Mystery Clues” about a Bingo Picture, and students individually locate the target words from the given verbal descriptions. There are six different boards I made for you to download:
To teach about Recycling, I have used a few different sorting activities. These activities can be used to target word class, categorization, picture identification or labeling, answering simple wh questions, expressive language and more. Probably the most popular activity I have tried is actually taking a group of students outside for a “walk” where we discover an area littered with trash (pre-planted by me, of course.) After some discussion, students pick up the trash and decide what to do with it. Put it in the trash can? Recycle? Or (perfect critical thinking opportunity here) could it be saved to use again or perhaps re-purposed? This real-world, action-oriented activity really hits home with my students, causing many of them to search for trash (or treasures) on the school grounds or in their neighborhoods. Students love to come and tell me what they have found, and the action that they took. To do this activity with any sized-group, all you need is a pile of carefully selected “litter.”
If you do not have the opportunity to conduct this real-word exercise (or if you want to send a follow-up activity home for students to complete) I made this cut-and-paste version you could use:
For those of you with smartboards, you can use this virtual litter sorting game. Students will love dragging each item to its proper destination. If you have ActivInspire or a compatible program, just click on the link below to download the interactive flipchart I created:
Another great activity to use on a smartboard is this Going Green interactive game board. Just pair this game with any stimulus cards or questions that you wish to target. Students are always very enthusiastic about “rolling” the virtual dice and moving their game piece around the board. I have used similar game boards with both small and large groups. For larger groups, I place students on teams to increase interaction and decrease any wait time.
If you do not have a smartboard, or if you wish to insert the gameboard image to create your own file, here is a version you can import or print:
Working on those tricky /r/ sounds? Here are stimulus cards to target -er in all positions of words. Just print and cut to use with any open-ended activity (like the game boards above!) Or, print double copies to use in matching/memory games with the Earth Day theme:I’ve also used craft activities to incorporate fine motor skills, often in co-treatment sessions with the occupational therapist. Here is an activity in which students can follow sequential directions to create an “Earth.” Descriptive words, sequential and ordinal concepts, following directions and other language skills can be targeted in this “Go Green” project:
Whatever activities you choose, students will almost certainly appreciate learning how they can personally make a difference in our world. Doesn’t everyone want to feel that their actions have impact and meaning? So, Go Green this Earth Day, and enjoy teaching your students how to make our world a better place.
We’ve been having a fun-filled, colorful time in speech-language therapy! Out of all the Spring activities I’ve tried, students have been most enthusiastic about using the colored, plastic eggs I purchased for a few dollars at my local craft store.
I’ve paired the eggs with other technology-based activities, like the virtual game-boardI featured in my last post. I used this activity in my therapy room, and also in the classroom setting as a co-treatment with the social worker. We used previously-posted pragmatic questionsinserts for the eggs, and each team got to pick an egg and answer the question when it was their turn. Because the pragmatic questions were a BIG hit out in blog-land (as judged by Pinterest pins and downloads,) and because I found I needed some lower-level questions for those students needing more concrete stimuli, I also created an additional set of pragmatic inserts for you to download:
I also co-treated with the occupational therapist in an adaptive classroom setting. We filled the eggs with these “Following Direction” inserts and “hid” the eggs around the room. Students got to hunt for eggs, then we answered the questions or followed the directions that were in the eggs. We did many of the directions as a whole group, and each student got to come to the front to demonstrate to the class when it was their turn. For directions requiring drawing, we used the classroom smartboard, but you could also use a chalkboard, dry erase board or easel.
Another fun activity I’ve used in large and small groups working on simple descriptive vocabulary is to pair the eggs with colored pom poms and colored objects. Students can pick a color/colored object, and then hunt for an egg that is the same color. Sentence formulation, use of color words in descriptive phrases, matching and answering simple what and where questions are all targeted in this active game.
I used the following visual for language support with students who needed the visual input to assist with formulation of sentences using the concepts:
I also paired the colored eggs with pacing board activities as an extra motivation for students working on length of utterance, fluency strategies and/or sequencing of sounds for multi-syllabic words. Students “stamped” on the pacing board with the egg, or tapped the top of each egg as they spoke to mark the sounds or syllables. The same materials could be used as a token reinforcement system where students earn each color for the trials they produce. Students working on matching activities could also use these tools.
I’ve recently been describedas often posting activities with a “seasonal bent,” and I’d say that is definitely true. I just can’t resist all of the holiday fun! Some of my best childhood memories revolve around the holidays, even seemingly insignificant ones.I like to think I am creating memorable experiences for students, using motivating activities that target goals and keep kids moving and smiling while they work.
After what seems like barely even a winter (not one single snow day or even a school delay for my county!) spring has officially arrived. I realized yesterday that there is very little time left before spring break, and I quickly began gathering my materials for the spring kickoff season. Some of my favorite activities revolve around spring themes — Easter eggs, baby chicks and bunnies, the switch to warm-weather clothing and spending more time outside. I am very excited to share with you some of the resources I have developed and will be using with my students. Let me know how you like them!
First, Easter Eggs!! What better way to excite students and incorporate movement than with a good old-fashioned Easter egg hunt? Finding the eggs is a perfect way to target “where” questions, prepositional words and descriptive concepts like color and size vocabulary. I plan on filling my colorful, plastic eggs with articulation pictures and language concepts to use in sentences. I am also going to use the Easter eggs for a pragmatic language activity by inserting these pragmatic questions (click to download your own copy!)
In addition to the plastic eggs, I have these colorful Easter egg printables to design your own artic/language cards, or to use as tokens for motivation and reinforcement:
I also have a few fun crafts/recipes for students to create. I often use visual directions to accompany these crafts, opening the door for language-based questions involving ordinal and sequential terms, wh questions, language memory and curricular vocabulary. See below and click to download what you like.
How cute is this baby chick?? Students will love making their own little pet to take home. Click on the image below for your own copy of the direction page:
Many books for this time of year involve new little critters –chicks and bunnies as the main characters. These loveable creature crafts are perfect for recreating and retelling those spring stories. Below is a bunny craft for students to make. In the past, I’ve had students glue their bunnies onto jumbo craft sticks to make their own story puppets. Just print out the direction sheet below — use the template I prepared as well, or you create your own to use.
The topic of Spring leads to lessons about new plants as well — buds on trees blossoming into flowers, and people working in their yards to grow flowers and vegetables. My students have especially loved these next couple of activities…I hope yours do too!
The 20 oz bottles wotk best for this stamping craft. The bottoms of these bottles are shaped like a flower–really, it works perfectly!
How about a yummy treat to make and eat? Worms and Dirt is a crowd pleaser that students will remember for a very long time. You can use gummy worms, snakes, licorice or other creature-like confections to crawl in your “dirt.”
I also have an open-ended game board I will be using on my ActivPanel smartboard, paired with articulation or language stimuli to target individual student objectives. You can download the ActivInspire flipchart version to play on your own smartboard, or use the game board imageto creat your own smartboard file. Otherwise, just print the hard copy version below:
And of course I have Spring Bingo Boards (a set of 6 for you to download!) As always, I use Bingo Boards to target myriad articulation and language goals including language formulation, descriptive concepts, wh questions, location terms, categories, similarities and differences…and the list goes on! Click on the sample board below to get to the set.
Working on /s/ sounds? Here is a Boardmaker file I created to use as stimulus cards for games, Easter egg inserts and homework practice. Print double copies to use for a matching/memory game.
I hope you enjoy these ideas…I have many more, but there are only NINE days until our Spring Break, so time is limited! Yes, I have counted the days. 🙂 Hope you enjoy this wonderful season!
I was recently asked to offer some advice about correcting for those tricky sound errors — lisps and lateralized productions of the sibilants /s/, /z/, /sh/ and /ch/. If you are an SLP, you can probably detect a lisp or a lateralized /s/ on every affected public speaker, casual acquaintance or celebrity you have ever had the pleasure to encounter. My husband makes fun of me for the way my ears perk up and how the expression on my face clearly changes whenever we are listening to someone with an /s/ distortion. I suddenly have the urge to offer these speakers nonverbal feedback as we interact. Sadly, I can’t help it; it’s an affliction. Even if you are not an SLP and have no desire to cure the world of lateralized airflow patterns, you may be able to detect that something is not quite right in the way a person says their /s/ and /z/ sounds— the words come out sounding “slushy,” “sloppy” or even “garbled.” I once had a teacher tell me that their student with a lateralized /s/ sounded like he was “pretending to be a ventriloquist.” This statement was actually not an off-target description.
Lateralized airflow sound distortions are unfortunately some of the hardest to correct. While I am an SLP, and therefore, an “expert,” I do not profess to have any secret knowledge or special talent in correcting these tricky sounds. I have struggled along with the rest of you in finding ways to train for correct sound production. I am happy, however, to share what has worked for me more often than not in the past fifteen years.
In my opinion, the issue of lateralized airflow distortions is two-fold, and requires training on both factors:
Students do not have a correct tongue position for these sounds (and often the tongue position at rest is incorrect as well.) These sounds must be produced with the tongue elevated to meet at the alveolar ridge or surrounding area.
Students do not have a correct frontal airflow stream (probably secondary to incorrect tongue position) . When the tongue is elevated at the alveolar ridge area, a slight groove is formed in which airflow is then directed in a stream out the front of the mouth. When the tongue remains low and flat, no slight groove in the center of the tongue is formed to direct the airflow out the front. The air escapes out the sides of the tongue and the distortion is produced.
Unfortunately, the tongue and airflow patterns are habitual and must be entirely retrained for correct sound production. Therapy on these sounds begins with ongoing student education for tongue position and airflow. I often begin with pure discussion and education using mouth diagrams, puppets, mirrors, and visuals. I then begin training with some oral motor tools or tricks like dots of icing on the alveolar ridge or other tactile feedback to elicit correct tongue placement. I have students practice in front of mirrors and watch me as well. My school recently purchased these mirrors for my therapy room so that each student has their own for practice (great for preventing “downtime” while I give individualized feedback to other students in the group):
Once the initial training and tactile feedback has been provided, I quickly move into practicing target sounds in isolation and then in syllables or words. I use a variety of methods including verbal, visual and tactile strategies to help students train for correct placement and airflow. I have visuals for each target sound that offer descriptions so students can more easily remember the placement and manner of the sounds. I usually start by targeting /s/ in isolation, though I do not believe that this sound is scientifically proven easier to produce than any of the others. I just personally find it easiest to elicit, especially when introduced as “the sneaky snake sound” and paired with different snake games/activities. Every therapy session I conduct is structured to include education, discrimination, direct training, and then practice (often using games or other motivating activities) to target sounds in isolation, syllables and words. These activities all include the following visuals (or similar.)
Below is a visual that introduces each sound and gives them all a “name” to represent sound attributes in some way. At the bottom of this visual is a three-step process chart that helps to elicit correct placement and airflow. I have had very good success using the cue “Teeth Together.” This cue is something much more concrete and outwardly visible than the more elusive “tongue elevation to the ‘bumpy spot’ behind the teeth.” For some reason, tongue placement seems to greatly improve and inhibit lateral airflow when the upper and lower central incisors meet in front (not in a smile, though, which tends to drop the tongue and foster lateral airflow. Think “show your teeth” in a Lady Gaga kind of way.) Students can see their teeth together; they can replicate it easily, and for whatever reason, it often works when it is done correctly. Students are also trained to hold their hand or finger in front of their lips and feel the airflow as they speak. Sometimes this trick is enough to elicit the frontal airflow pattern and progress is made quickly as the student has built-in cues and biofeedback wherever they go!
Another visual I like to use is this discrimination tool that can be used both with the student listening to modeled productions or when producing on their own. The clinician can provide the feedback using the visual, or the student can self-evaluate their own productions:
Students are encouraged to practice their sounds on their own using their hand as a self-cueing strategy for frontal airflow detection:
As we move into practice using syllables and words, I select the syllable or word targets to specifically shape and elicit correct tongue placement. I choose syllables and words using vowels that are produced higher in the mouth (usually /i/ and /u/) to move away from the low, flat tongue patterns used in /a/ or with a schwa. I also vary the position of the sound in the word or syllable:
Another way I elicit correct tongue position is to shape sounds across word boundaries using alveolar sounds that the student has already mastered. Here is a visual I use with students to shape the /s/ from /n/ across preceding and subsequent word boundaries:
As a student becomes more independent, the same pictures can be used to create sentences for practice at a higher level. My go-to games are often open-ended game boards, commercial games or interactive activities that can be paired with specific stimuli or picture cards using the currently targeted sound or sounds. I also use barrier games or student-led activities with a focus on peer feedback to encourage generalization to other settings. I often have peer partners that will develop their own nonverbal signal to prompt for correct placement or airflow.
Above all, a student needs to “buy in” to the training and practice their skills in other settings. This is why all of my speech therapy sessions incorporate the pieces of education, discrimination, targeted training and practice. If students are reluctant to practice or do not self-cue or self-monitor, then progress will likely be much slower. Systematic training in tongue placement, frontal airflow stream, how to self-cue and monitor, and how to practice are essential components of a treatment program for lateralized airflow sounds. The treatment program may seem endless some days as you train and educate, but eventually, most students “get it.” I consider my work with these students just as important as my work with nonverbal or language-delayed students and I applaud those of you who work tirelessly to improve communication skills on any level. Good luck with using these techniques, and I’d love to hear if there is something else that has worked for you. Please share — it’s exactly what I love about the internet!
Are you getting ready for St. Patrick’s Day yet? I’ve been working on introducing seasonal vocabulary as we target speech-language objectives. So far, my students are all loving the Animoto video I made to preview theme vocabulary, previously posted here. The bingo boards and four-leaf clover templates I posted previously seem to be a popular download, and people have asked if I have any more St. Patrick’s Day resources to share. Of course! Here are a few more goodies:
Here is a template to make your own cards — you can print the number of needed copies onto cardstock and add your own clip art and/or text to the back. The cards can be used for minimal pair articulation practice, or customized to target any grammatical structure or language content goals you need. The shamrocks can be used as token reinforcement coins as a motivator — kids love to collect the coins for each successful trial. Just click to download and print!
Here are a couple of open-ended game boards to use with any speech-language objective. The game can be paired with articulation cards, pragmatic question cards, pictures, or any stimuli you wish to use. Digital images of the boards can be used with interactive smartboards to incorporate technology into your game (seethis postfor an example of how I used another game board on my ActivPanel smartboard.)
For those people who liked the four-leaf clover templates I posted previously, here is another version that can be used to target story recall and sequential vocabulary. Students can have their own template to use as an individual storyboard, and a smartboard or enlarged template can be used as a follow-up during whole group review. Students can compare their individual versions to the whole-group storyboard to see if they match. The template can also simply be used as a graphic organizer for planning and organization assistance with students who struggle with the executive function component.
Happy St. Patrick’s Day to all — enjoy the downloads!
It’s a nice , three-day weekend for most school-based SLPs! If you are like me, weekends (especially long ones) are a time to relax, yes, but also a time to plan lessons, catch up on paperwork and reflect on students’ progress. Looking forward to the month of March, I have many St. Patrick’s Day activities planned to target a variety of speech-language goals. Feel free to download the resources; just leave a comment if you can. Thank you!
First, I made a quick, introduction video using Animoto to educate students about St. Patrick’s Day and related vocabulary. Animoto is a wonderful resource to create dynamic videos set to music that will engage students in learning activities. I created this multi-media resource using my own mp3 file and Google images. This video will be used in various flipcharts I will develop for use on my therapy room smartboard (ActivPanel.)These flipcharts can target a variety of levels and skills using a fun, St. Patrick’s Day theme. (Pre-made smartboard resources using a St. Patty’s Day theme can also be found at Smart Exchange.) Here is the short video I made:
If you are interested in using Animoto for yourself, clickhere.
Other activities planned for various groups include four-leaf clover templates to target word knowledge, wh question comprehension and story elements. Here are some examples:
Template (use an idea below, or adapt for your own activity):
Here is an example of how I used the template for brainstorming object attributes (very important foundation skill for teaching students to compare and contrast.)
Here is the same template used as a graphic organizer for wh questions. This activity could be used to discuss objects and object functions, etc., or it could be applied to stories to teach identification of story elements.
Here is a vocabulary page for introducing/reviewing simple vocabulary words related to the St. Patrick’s Day theme. This page could be used as a low-tech board for St. Patty’s Day games, or as a visual word bank for worksheets and activities:
A fun game that my students always love is Memory. Just print out duplicate copies of the Memory Card page onto cardstock, laminate and you are ready for an open-ended game that could be used to target a variety of speech and language skills. On each turn, students can practice sentence formulation using the vocabulary words, or they can identify similarities and differences using the picture vocabulary. Students can also give their peers “mystery clues” about their chosen cards and see if the rest of the group can guess what the pictures are. You can adapt this game into differentiated activities to address just about any objective:
And, if you are not yet tired of Bingo Boards, feel free to download the set I made using Boardmaker. Take a look at a previous post for a summary about how I use these board to target a variety of skills:
Well, Valentine’s Day was a hit in the speech room; now it’s time to move to the next theme-based holiday, President’s Day! (Does anyone else think the year is just flying??) Each year, I am surprised to hear how little my students know about the Presidents. Today I asked a group of students, “What does the President do?” Aside from saying generic statements like, “He’s the boss” or “He is in charge of things,” the students had great difficulty telling me more specifically what the President does, or even who he is ” bossing around.” As I prompted them with WH questions to elicit more details, the students responded with comments like, “He is in charge of Maryland” and “He is the boss of the whole world.” Granted, these students are language-delayed and have difficulty retaining information, but the conversation made me realize that I need a way to help them visualize the organization of our world. I plan on using this idea to give them a concrete representation of where they live (and who the President is in charge of bossing!):
I also plan on using some fun, educational vidoes in my ActivInspire flipcharts to give students some background knowledge of George Washington, Abraham Lincoln and related vocabulary. Here are some that I like:
A President’s Day Song:
And this video I’ve included about the 50 Nifty United States, mostly because it’s a really cool song that my oldest son learned and performed years ago when he was in Elementary school. He practiced it so often that our entire family learned to sing with him and can now list all the states in alphabetical order!
Along with the flipcharts and embedded videos, I have some materials prepared that can be inserted into the flipcharts and also printed to send home with students or to document their ideas and annotations. These activities can be used to elicit basic communication and higher-level language skills, as well as to practice articulation skills. Click to download if you liek them!
This open-ended game board can be used to target virtually any speech-language skill. Check out this postfor a glimpse at how I used a similar open-ended board on the ActivPanel:
I am looking forward to exploring vocabulary, discovering facts and having some genuine conversations with students about the President’s Day theme, incorporating these fun materials. Hope you enjoy them too! Leave a comment to let me know if/how you used the materials. Thanks!
Yes, it’s that time of year. I have been liberally doused with a sluice of sneezes, and my tissue supply is precipitously dwindling. My own family has been sick off and on for the past few weeks, including myself, an annual affliction that makes me yearn for spring’s fresh air and sunshine. I know, not yet.
While I am waiting for Spring, I often choose the month of February to remind students of important healthy habits. I’ve included a few favorite resources to share. If you like what you see, feel free to download — just click on the images and leave a comment under the post below to let me know. Thanks!
Given the popularity of the recent posting of my Valentine Bingo Boards, I thought I would share my ACHOO! Bingo boards as well, loaded with concept and theme-based vocabulary. I often spend time discussing the vocabulary words, and the steps necessary to maintain a healthy body. Extension activities include listing/sorting items in given categories (e.g., healthy foods vs. unhealthy foods, types of exercise, signs of being healthy vs. signs of being sick) asking and answering wh questions about vocabulary, “turn and talk” time with peers to discuss how being sick feels, etc. The Bingo boards are merely an entryway for language-rich activities and discussion. Enjoy!
I also take time to discuss proper hand washing to prevent germs from spreading. A website with lots of ideas for teaching K-3 kids about germs can be found here. I also like to use a handwashing picture sequence to illustrate our discussions. The images can be used as picture cues for students needing step-by-step prompting, and older students can place individual pictures onto a story board using the correct sequence. Sentence formulation skills can be addressed as students retell the picture sequence using ordinal and sequential vocabulary.
February is National Children’s Dental Health Month, so I often use this month as an opportunity to review dental hygiene themes and vocabulary. Kids love to make paint designs using toothbrushes, and I sometimes will co-teach with the occupational therapist in my school to create toothbrush crafts that target fine motor skills (snipping edges of paper to make toothbrush “bristles,” etc.) The American Dental Association has a database of resources to educate children about good dental habits, including downloadable worksheets and posters in English and Spanish.
Here is a picture vocabulary page I made to supplement lessons and discussions on dental health:
One of my favorite ideas is to use the book How Do Dinosaurs Get Well Soon? by Jane Yolen to create literacy-based activities using the “Staying Healthy” theme. The rhythm and rhyme of this endearing story target phonemic awareness and decoding skills. The themes of the book allow for discussion of content vocabulary and social skills like making good choices. Here is a picture vocabulary page I made using real images from Google Image search and Picture This photo software in Boardmaker:
To promote student engagement and active listening during the story presentation, I use pinch cards to target the “happy choices” vs. “sad choices” that the dinosaurs make (quick side note –I prefer the terms “happy” choice vs. “sad” choice because I just don’t like using the word “bad” with my students. Even if I am clear about saying it is the choice that is “bad,” I personally prefer not to highlight the negativity that many students hear all too often…and using happy/sad terminology focuses on how they might feel versus other people’s perceptions of who they are or what they do.) Using the happy/sad choice pinch cards, student can respond to “I wonder” statements and WH questions as the story events are revealed (e.g., “I wonder if the doctor thinks the dinosaur made a happy choice or a sad choice?” or “Oh no! The dinosaur is making a big mess! What kind of choice do you think he is making?”) Students “pinch” the correct picture and hold it up in the air…every student has a way of responding and answering the question at the same time using the basic concept vocabulary.
Thanks for checking out LiveSpeakLove! I am enjoying this format to share some things that have inspired me, and I appreciate the feedback from those who feel inspired as well. Stay Healthy!
I stopped at the store today to buy goodies and cards for my own kids to give their friends on Valentine’s Day. Our home is now equipped with pre-made cards and card-making supplies (for one child with a bit of artistic ambition,) treat bags and several kinds of candy doused with liberal amounts of pink and red. We are just days away from the holiday, and almost all of my kids are getting pretty excited. (Did you know that middle schoolers are now “too cool” for Valentine exchanges, even casual ones under the pretense of spontaneous candy-sharing?? Hmmmph.)
I am not necessarily a huge Valentine’s Day fan, but I do enjoy the chance to mark the swiftly passing days with entertaining, theme-related activities and the chance to celebrate with the people around me. I have popular, favorite Valentine’s Day activity set to share.
Valentine Bingo Boards – The term “Bingo” is used loosely, due to the fact that I use games like this to target almost every speech or language skill possible before we actually get to any of the “Bingo.” During a typical game, each student’s goals are addressed through differentiated activities involving speech production, identifying vocabulary given verbal descriptions, sentence formulation to respond to wh questions about vocabulary, or following simple and multi-step directions using unique ways to mark the square (no Bingo chips or dotters in my groups…we usually mark our squares by following directions like, “Draw a blue square next to the valentine card.”) We also use related vocabulary to highlight critical attributes and identify similarities and differences. Children often spontaneously share background experiences with the theme-related vocabulary and we take a few minutes to “turn and talk” to relate a past event or experience to a peer or peer group. What might look like a simple “game” to the casual observer is unquestionably a language-rich, engaging experience with opportunities for differentiated instruction tailored to meet multiple learning styles. Made with Boardmaker software, Bingo Boards are cinch to replicate for multiple versions using the “shuffle” tool. This 14 page set includes six unique Bingo Boards (all containing the same words, but in different positions). The set also includes 6 black and white Bingo Boards for students to color themselves, as well as a page of colored calling cards (I live to print two sets of the calling cards and then I also have an instant matching/memory game!). Enjoy this activity set, and feel free to let me know how you used them!
Most teachers, SLPs and parents know that the internet is packed with creative ideas for turning regular, ordinary items into useful tools and treasures. If you have spent any time on Pinterest, you may have a sense for just how crafty people can be in their DIY endeavors. Something I recently discovered. more than just clever or cute in its purpose–with aesthetically pleasing qualities, combining with elements of function and organization to create an invaluable visual aid– paint chips. The power of paint chips is pretty exciting to a visually programmed SLP like myself, with a love for all things crafty and colorful.
Using paint chips to create treasures is apparently as basic as scribing a single character with a magic marker, or as complex as combining mixed-media techniques to fashion an abstract expressionistic design. Etsy is filled with ideas for creating home decor, gifts and other designs using…yes, paint chips. Here are some of one crafter‘s clever projects:
PediaStaff explains the word family game that can be used in a variety of educational or therapeutic activities. Extending the idea they describe,articulation therapy tools could be created by changing the “word family” unit to target sounds in the initial or final positions of words (e.g., words that end in /k/ or words that start with /b/.)
Inspired by finds like these and others I’ve come across on the Internet, I decided to adapt helloliteracy‘s idea of using paint chips to increase vocabulary and word knowledge skills:
Teachers in my school have been reading and discussing a book, Donavan’s Word Jar, with students daily as part of a school-wide initiative to increase vocabulary use and comprehension. I have been working with many of the teachers by recommending developmentally appropriate words on which to focus, as they expose and incorporate higher-level synonyms into everyday classroom vocabulary. The paint chip idea clearly became the perfect tool to jump in on this initiative and reinforce word knowledge, word relationships, and synonym usage. I soon trekked eagerly to my nearest hardware store and made a slow, casual approach down their paint chip aisle. Seeing the spread before me, I wanted to grab handfuls of every luscious, vivid color. Unfortunately, frequent glances from the staff member at the paint counter, combined with the guilt I felt at the idea of taking items meant for customers actually buying paint…I chose only twelve strips and silently vowed to shop at that very store the next time I found myself in the market for paint.
Using the coveted, colorful strips and PECS symbols created with Boardmaker software, I created a visual display, a Synonym Word Wall which I titled, “Color Your Words With Shades of Meaning.” I hung the display outside my therapy room where students frequently pass while traveling through the building. I’ve seen and heard many students already reading the word wall and commenting on how the colors and words “match” as they “change a little.” Students who come to me for therapy are excited to arrive and label the pictures they see, identify colors, or list synonyms for basic words.
Reflections on paint chips and their many applications randomly appear in my mind throughout the day and, admittedly, the night (isn’t that what all busy moms do — lie awake at night and make mental lists of everything that deserves more attention?) I envisioned paint chips used as pacing board activities, phoneme segmentation , multi-syllabic word production, formulation of 3-4 word utterances, topic boards, visual process charts, graphic organizers for sequencing and story retell….can you SEE why I am so excited about rows of gradient, colored squares??? I also wondered (possibly out loud) if there are ways to obtain paint chips without feeling like a shoplifter. Obviously, asking the stores for old paint chip samples could work, or possibly scouring yard sales and second-hand stores in hopes of finding old paint chip books. With neither option really fulfilling my desire to use these paint chips -RIGHT NOW- I decided to make my own. You could easily make your own too, in whatever shades you desire using one of the many graphic programs available. I quickly made a sample using Boardmaker software tools, and converted the file to a PDF. You may download the sample for free and enjoy the technological advantage of digital paint chips. Add your own text, clipart, visual prompts, etc. to create the exact activity or tool you need:
Feel free to share your ideas for other ways to use this tool in your classroom, therapy room or home. I would love to hear how others are using re-purposed goods like paint chips. Thanks for checking out LiveSpeakLove!
Probably the best way to spread some SLP love is to introduce you to the wonderful resource known as Pinterest. For visual people like myself, Pinterest provides beautiful, engaging images of all things deemed clever, lovely and inspiring. I admit to being completely sucked in by the aesthetically and intellectually pleasing images, spending way too long on the computer “researching” things that I need/want/like/should remember for my house, wardrobe, dinner table or future holiday extravaganza. But did you know that Pinterest is a goldmine of speech therapy resources? Check out some of the resources I’ve discovered already: