Ms. Beckman's Blog

October 20-31, 2014 Peek at Speech: The Little Old Lady Who Was Not Afraid of Anything

Peek At Speech: The Little Old Lady Who Was Not Afraid of Anything

Theme: Pumpkins/Halloween

Book:  The Little Old Lady Who Was Not Afraid of Anything By: Linda Williams

Vocabulary: gloves, hear, scarecrow, hat, shoes, pants, little old lady, cottage, shirt, pumpkin head, afraid, forest

This week in speech we are reading The Little Old Lady Who Was Not Afraid of Anything by Linda Williams as part of our scarecrow theme.  We will be talking about what materials you need to make a scarecrow (shirt, pants, gloves, hat, shoes) and what the job of a scarecrow is which will incorporate nicely with our story.  This week we are working on retelling a story by combining words with motions.  We will also work on sequencing, discussing what came first, second, third, and so on.  Suggested activities to complete with your child to incorporate both language enhancing strategies and articulation practice include:

1. Here is a book entitled To Make a Scarecrow.  Read the story to your child.  Ask your child questions about the story, such as “What does the scarecrow wear on his feet?” Allow your child to tell the story back to you as well and allow them to ask you questions about the story- they love the opportunity to be the teacher. At the end, help your child sequence the materials that are needed to make the scarecrow.

 

2. Here is a worksheet that requires your child to match the clothing item/pumpkin head with its corresponding action.  Once again, use this activity to encourage retell and correct sequencing and identification of materials.  Also, ask wh questions along with this activity, such as “what did the pumpkin head do?” or “what did the shirt do?”

3. Make a scarecrow out of dress up clothes, worn out clothes, etc.  Use this experience to work on sequencing as you and your child decide what needs to be done first, what needs to be done next, etc.  Make this an interactive experience allowing your child to ask questions while you ask questions in return.  Talk through what you are doing as you are doing it to model good language skills.

4. Have fun practicing the actions with the items.

5. Here are the vocabulary words for the unit.  Practice expressing and identifying the words.

 

**Use these activities to practice articulation for target sounds and fluency skills.  If your child says his/her target sound incorrectly, take the opportunity to repeat back what your child said and over emphasize the target sounds.  Talk about how your child can HEAR the sounds produced and can LOOK in a mirror to watch their mouth produce the sounds. If your child has bumpy speech while completing an activity, practice with your child using smooth and slow, easy speech.  Remind them to slow down when expressing their ideas to help increase fluent speech.

 

 

 

It is my pleasure to serve your child, if you have any questions, please contact me at [email protected].

 

 

 

Sarah Beckman M.Ed., CCC-SLP

 

 

 

October 13-17, 2014 Peek at Speech: Little Red Riding Hood

Peek At Speech: Little Red Riding Hood

Theme: Forest

Book:  Little Red Riding Hood By: Mercer Mayer

Vocabulary: forest, sick, wolf, eyes, basket, red riding hood, ear, eat, grandma, teeth, ax

This week in speech we are reading Little Red Riding Hood as part of our forest theme.  We will be talking about what you can find in a forest and the adventures of Little Red Riding Hood.  We will work on describing the characters and setting in our story as well as talking about what we would put IN a basket for Little Red Riding Hood’s Grandmother.  In addition, we will continue to discuss the concepts of Who is in our story, Where our story takes place, and How do the characters in our story feel?  We will also talk about What the characters do (events) in our story.  Suggested activities to complete with your child to incorporate both language enhancing strategies and articulation practice include:

1. Below is a worksheet that will allow your child to "pack" a basket for Grandma.  Have your child color the pictures and with supervision, cut and glue the food items "in" the basket.  Practice increasing utterance length with spatial concepts with a model such as, "I see milk in the basket."  Go through each item and practice labeling the food items as well as using the spatial concept in. In addition, you can have your child practice describing.  For example, if your child colors the apple red, model the following, "I see a red apple in the basket."  

2. Here is a worksheet where your child must decide which items to color red.  Have your child color the pictures that should be red and have them practice describing what he/she colors.  For example, your child colors the rose red, model for them, "I see a red rose." Have your child repeat the model.  This activity will allow practice in describing, increasing utterance length, and sorting by color.  In addition, you can practice the use of negatives in utterances by having your child say, "The frog is NOT red.  He is green." 

3.  Practice retelling the story with these puppets!!!

4. Here are the vocabulary words for the unit.  Practice expressing and identifying the words.

**Use these activities to practice articulation for target sounds and fluency skills.  If your child says his/her target sound incorrectly, take the opportunity to repeat back what your child said and over emphasize the target sounds.  Talk about how your child can HEAR the sounds produced and can LOOK in a mirror to watch their mouth produce the sounds. If your child has bumpy speech while completing an activity, practice with your child using smooth and slow, easy speech.  Remind them to slow down when expressing their ideas to help increase fluent speech.

 

It is my pleasure to serve your child, if you have any questions, please contact me at [email protected].

 

Sarah Beckman M.Ed., CCC-SLP