Happy November from LiveSpeakLove! As we polish off the last of the Halloween candy, many of us are gearing up for the next big holiday…Thanksgiving! November is typically a blur for me with the ASHA convention, American Education Week and anticipation of the ever popular Christmas/Chanukah/Kwanzaa holiday season. But I always make it a point to very purposefully and carefully appreciate the moment that we have for Thanksgiving. I hope you do, too! To help get you get ready for Thanksgiving in the speech-language therapy room, here are a collection of Thanksgiving activities I made targeting comprehensive skill sets from the CCSS. These activity sets allow for differentiated instruction in individual, small group or whole class settings. Everything you need for this month in one spot…Enjoy!!
Many students on my caseload have language difficulties impacting their ability to answer simple questions — a deficit that has the potential for considerable effects on a student’s ability to perform successfully in their educational environment. Think about a typical classroom activity, and the types of things a teacher might say…odds are pretty good that a majority of a teacher’s utterances involve a simple or higher level wh question word (what, where, who, when, why, how, what if?) Reading comprehension is especially dependent on these powerful words (Who is the main character? What happened at the end of the story? Why did they make that decision? What do you think will happen next? Where did the story take place?) Math is also tied to these questions (What is the first step? When do you combine groups?) Because teachers continually elicit responses and assess skills, questions are routinely asked and answered in the classroom. Students with wh question difficulties need training on exactly what the individual words mean and appropriate referents that can be used as an answer. When asked a simple question like, “what did you eat for lunch?” a student with comprehension deficits might answer, “I eat my lunch.” Many times correct answers can be elicited with scaffolded supports such as yes/no questions or given choices. Systematic practice on these types of questions help students to more automatically comprehend the intended meaning and successfully respond. I often use visual supports to provide cues and structured practice on choosing appropriate referents. Here is a visual prompt that I use to prompt students in therapy activities and also to use in their classrooms as a resource during instruction:
Simple WH Questions
To help students differentiate between the types of simple questions, I often use a sorting activity (this activity works very well on my Promethean ActivPanel, where students can drag the pictures to the appropriate column. I also send home the hard copy for practice using verbal responses, or to use as a cut-and-paste activity):
And here are several practice activities I made to address simple wh questions:
I have had good success using simple, Boardmaker-created activities like these to provide structured training on wh question comprehension. As a student becomes more proficient at answering these types of questions, I extend this skill to simple picture scenes, story sequences, and eventually, story recall and comprehension in the classroom. I also spend time educating staff in using wh questions whenever possible, rather than simpler yes/no questions or even just plain directives. For example, instead of saying, “Put that paper in your folder please,” a teacher might instead present, “Ok, where do you think the paper should go?” Embedded opportunities to practice these comprehension skills throughout a student’s day help to reinforce the therapy activities and promote generalization of skills. Finding opportunity is really not a difficult task…questions are everywhere!
Enjoy the resources — click the images to download and thanks for visiting me at LiveSpeakLove!
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 a few favorite Valentine’s Day activities 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 button” tool. Enjoy these free downloads, and feel free to let me know how you used them.
Valentine Bingo Boards, created using Boardmaker software
Low-Tech Picture Boards: Another activity I’ve used with success is this simple language activity targeting WHO questions using low-tech picture boards as stimuli. Descriptive words (heart shape, color words) are highlighted at the sentence level, while categorical labeling skills are also featured. Extension activities can be created to target related skills such as comprehension of embedded clauses, asking wh questions, using color words in sentences to describe pictures, etc. I use this document (created in Boardmaker) on my ActivPanel smartboard with the “annotate desktop” feature that will allow students to circle, draw lines, manipulate objects and add text to supplement the pictures. Animal sounds inserted as mulit-media files next to each animal (easy to do if you have smartboard software like ActivInpire )complete this fun, engaging activity that my students love!
Another Valentine’s Day activity that could be adapted to meet any therapy objective — this open-ended Valentine’s Day game board. I pair boards like this with picture stimuli, articulation cards, pragmatic question cards, sequence cards…ANYTHING than can be used to elicit a response as students take turns to make their way to the “mailbox” in time to deliver their Valentine’s Day card. This game board was created in Boardmaker on a legal size grid and then converted to PDF. Enjoy!
Thank you for visiting, and Happy Valentine’s Day to you from LiveSpeakLove. <3