Pick 1 or 2 sounds your child is working on to target while reading a book. They can read to you and you can both listen for correct or incorrect productions of their sounds. If you are reading to them, listen for their correct or incorrect sound productions in their responses to questions or discussion about the book. If they make a mistake, have them correct the sounds. You could prompt them by saying the following: Oh I heard Tan I have a tard, let’s try can and card again with your good /k/ sound. Another prompt could be: Is it tan or can?
You can also look for words with their sounds in them while you are reading. When you come across one, model it for them and see if they can say it correctly. For younger students, this is a great activity to improve their ability to recognize letters and produce their sounds, also known as letter-sound correspondence.
Talk about the characters in the story.
Questions to ask: What makes them a good character, what makes them a bad character, what will the character do next, would you like to meet this character, what character are you most/least like, why or why not? etc.
Talk about the setting of the story.
Questions to ask: Would you like to visit that place, why or why not, have you ever seen __, what do you like/not like about the setting, etc.
Talk about the sequence of events.
Talk about the problem/conflict in the story.
Make predictions about the story.
Talk about new vocabulary your child doesn’t know.
Talk about the characters’ feelings throughout the story. Look at how they changed based on different events or situations. Talk about whether they expressed their feelings appropriately or inappropriately.
Talk about character traits in the story.
Questions to ask: would you want to be friends with this character, why or why not, what do you like/dislike about them, etc.
It might be easiest to read the book completely first. Then go back to look at the different grammar structures you can find in the book.
Verb Tenses: See if you can find examples of future, present, and past tense sentences.
Present tense: The princess is walking through the forest. Past tense: The evil queen sent her away. Future tense: The princess will find a friend to help her.
Possessives: Look through the story for examples of possessives. The princess’ crown, The queen’s mirror, her friend, etc.
Plurals: Look through the story for examples of plurals. The horses, the mice, the slippers, etc.
If your child stutters and has learned some strategies to produce more fluent speech, you could try to practice these strategies while they read the book. An easy one to practice is using slower speech. When your child is reading, have them use a pacing board by pointing to each circle while reading each word. Just practice using slower, more relaxed speech while reading. You can print pacing boards by searching the web or make one at home by drawing 5 or 6 shapes or using stickers on a piece of paper.
Examples of questions you can ask during the story:
Before you read the book you can ask:
What do you think the book will be about?
What do you think the book will be about based on the title?
Based on the cover artwork, what do you think the story will be about?
What do you already know about the topic? (Have you ever seen a horse, been to a farm, gone camping, etc.)
During the story you can ask:
Who are the people/characters in the story?
What is the setting of the story? Or Where does the story take place?
What is the problem/conflict in the story?
How do you think the characters could solve the problem/conflict?
Why did the character do that?
What would you do in this situation?
What do you think will happen next?
How do the characters feel on this page?
Why did the illustrator draw the artwork this way on this page?
If you were in the story, what would you hear, taste, see, or smell right now?
After reading the book you can ask:
Did you like the book? Why or why not?
What was your favorite part of the book? Why?
What character did you like the most? Why?
What character are you most like? Why?
What character are you least like? Why?
What surprised you the most in the book?
If this story had a sequel, what would it be about?
What do you think the author’s message is? What is the big idea from this book?
Do you have any questions for the author of the book?
Tell me the story in your own words.
Don’t feel like you have to do everything suggested here during one book reading. That would be a lot.The main goal is to make sure they understood the story and to help them think a little deeper about it. Happy Reading!
Describing objects can be a great way to practice naming adjectives, functions, locations, and category labels. Describing also encourages students to expand the length of their utterances or how much they speak. They practice thinking about an object as a whole. Students are asked to describe often in the classroom so let’s look at how you can encourage them to give a complete description of an object.
Describing an object can include:
What category is the object in?
What does the object do?
What does it look like?
What color is it?
What size is it?
What does it smell/taste like?
What sound does it make?
What is it made of?
What parts does it have?
What shape is it?
Where can you find it?
Anything else you know about it?
Let’s practice by describing an apple:
What category is the object in? It’s a food or fruit
What does the object do? We eat it, we cut it, we cook or bake with it
What does it look like?
What color is it? It can be red, green, or yellow
What is it made of? It has skin, a core
What does it taste like? It is sweet
What parts does it have? It has seeds, a stem
What shape is it? It is round
Where can you find it? It can be grown on a tree, in a store, in the produce section
Anything else you know about it? It is juicy, there are many varieties
Pick objects around the house and practice describing it to someone. You can say the attributes out loud OR write it down for practice.
Games are an excellent way to target MANY language skills. The bonus is kids often don’t realize they are even practicing anything. That’s the secret of many therapists! Here are some ways that you can target speech and language skills while playing any game.
Articulation/Speech Sounds: Pick 1 or 2 sounds your child is working on to target while playing (for this example /k/). When the child is talking, listen to how they are making these sounds. If they make a mistake, have them correct the sounds. You could prompt them by saying the following: Oh I heard Tan I have a tard, let’s try can and card again with your good /k/ sound. Another prompt could be: Is it tan or can?
Sequencing: talk about whose turn it is now, whose turn is next, who already went, etc.
Location words: talk about where the person moved, are they going forward, backward, up the ladder, down the slide, you landed on this space, you jumped over me, etc.
Vocabulary: Different games will use a different set of vocabulary. Talk about colors, numbers, game characters, places in the game (Ex. Candyland- you are moving to Grandma Nut’s house), and so much more! Again, each game has a different opportunity to target vocabulary so play often and switch up the games!
Asking and answering questions: How many did you get, Where did you land? Who is that, How many more to win, Who is in front of you, Who is behind you, Who is in the lead right now, Who is last right now, etc.
Verb Tenses: Games give a good opportunity to practice making complete sentences. You could target past, present, and future tenses in your sentences. For example, I moved 5 spaces, I am moving 5 spaces, I will move 5 spaces. I jumped over you, I am jumping over you, I will jump over you.
Possessives: When asking the question Who’s turn is it you could get a variety of responses such as:
Mine, yours, his, hers, ours (if playing on a team)
Have the child turn it into a sentence: It is my turn, it is your turn, it is his turn, etc.
It is Johnny’s turn, It is Sarah’s turn, etc.
Taking turns: Some kids have a hard time realizing that they have to take turns. Games are a natural way to practice this skill.
Good sportsmanship: Model being a good sport and practicing congratulating others when they win and comforting others when they lose. (Congratulations, good game, better luck next time, it doesn’t matter who wins because we all had fun, etc.)
Using social language- You can practice asking for things the child needs to take their turn. Instead of handing them the dice, pretend you don’t realize they need it. Force them to ask for what they need. Can I have the dice please, I need another card, Can you help me, etc.
Commenting: Each game will have different things to comment on. Many of my students like games where unexpected things happen. In Pop the Pig you don’t know when the pig will “pop” so they often talk about that while playing and say things like: Ahh you’re going to win, It’s going to pop, oh man I don’t get any burgers, etc.
Emotions: Some games elicit suspense like my Pop the Pig example. Some kids get scared when they don’t know what will happen, some get excited to see the action. You can talk about whatever emotions your child is feeling. If they have a hard time losing, this could be a natural way to talk it through and label the feeling for them and talk about how they can deal with that emotion. For example, It looks like you’re sad (or angry, upset, frustrated) that you lost. It’s ok to feel a little sad but sometimes we win and sometimes we don’t. What can we do to help you feel better? Let’s try taking a deep breath to feel better. You can model strategies for feeling calm.
Fluency: If your child stutters and has learned some strategies to produce more fluent speech, you could try to practice these strategies while playing the game. An easy one to practice is using slower speech. When it is the child’s turn, have them use a pacing board by pointing to each circle and say a simple sentence. It could be: it is my turn. Just practice using slower, more relaxed speech to decrease stuttering. You can print pacing boards by searching the web or make one at home by drawing 5 or 6 shapes or using stickers on a piece of paper.
This website has so much great information about Augmentative and Alternative Communication (AAC). AAC is all the ways we share ideas or feelings without talking. People with severe speech and language difficulties may need a form of AAC to help them communicate with others. https://praacticalaac.org/
This was taken from their website description:
“PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC.”
What is an idiom? Are they important? Do we even use them?
An idiom is a group of words that are used together but might not mean what it sounds like it means. Well, that’s confusing. Here are some examples:
I have a frog in my throat. Hopefully, not literally! I have a frog in my throat means that your voice is hoarse or cracking. Those are three common idioms that you’ve probably heard or maybe even used before.
Here are 25 more common idioms and their meanings. Try to use the idiom in a sentence. Look for idioms in books or movies. Look for pictures or draw a picture to explain the meaning. They are more common than you think and it can be a little confusing if you don’t understand the meaning.
A piece of cake- something is easy
A slap on the wrist- a mild punishment
A toss up- the decision could go either way
Actions speak louder than words- it’s better to do something than just talk about it
Backseat driver- people who criticize from the sidelines
Back to the drawing board- when an attempt fails, start over
Baker’s dozen- 13 items
Beat a dead horse- keep talking about something even after the topic has ended
Bend over backwards- do whatever it takes to help
Between a rock and a hard place- stuck between two bad options
Once in a blue moon- a rare occurrence
Iron stomach- someone who can eat anything without any problems/issues
Charley horse- a leg cramp
Chew someone out- verbally scold/yell at someone
Crack someone up- make someone laugh
Cut to the chase- leave out unnecessary details and get to the point
Devil’s advocate- someone takes a position for the sake of argument
Down to the wire- event ends at the last minute/seconds
Dropping like flies- a large number of people falling ill/dying
Every cloud has a silver lining- being optimistic that every bad situation has a positive side
Hit the nail on the head- do/say something exactly right
Icing on the cake- when something good gets even better
Kick the bucket- die
Loose cannon- someone unpredictable and can cause damage if not in check
Out of the blue- something unexpected happens
Get your head out of the clouds and go find some more idioms!
This website offers current events articles that are available at different reading levels. These reading passages could be used for articulation and fluency practice. Students can also practice self-monitoring their articulation when reading. You could also use the articles to practice answering questions and retelling stories in the correct sequence or with correct grammar!