activities to promote speech and language skills
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Activities to Promote Speech and Language Skills. August 16, 2012 Lori Ward, M.S., CCC-SLP Speech-Language Pathologist. Language Units Should Target. Receptive Language Skills Expressive Language Skills Integrative Thinking Skills Speech Production Fluency Voice Social Skills. - PowerPoint PPT PresentationTRANSCRIPT
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Activities to Promote Speech and Language Skills
August 16, 2012Lori Ward, M.S., CCC-SLP
Speech-Language Pathologist
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Language Units Should Target
• Receptive Language Skills• Expressive Language Skills• Integrative Thinking Skills• Speech Production• Fluency• Voice• Social Skills
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Receptive Language
• Vocabulary• Understanding Language Concepts• Processing messages of increasing length and
complexity• Critical Thinking
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Expressive Language Skills
• Vocabulary (nouns, verbs, adjectives, adverbs)• Answering concrete questions (Who, What,
When, Where)
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Integrative Thinking Skills
• Simple analogiesThe grasshopper is green and the snake is____
• Inferencing (Sarah is wearing gloves and a coat. What is it like outside?)
• Sorting objects by more than one attribute (SIZE and COLOR) or in more than one way (OUTSIDE ITEMS) by using the same set of objects.
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Speech Production/Awareness
• Sound formation• Phonemic awareness
Count syllablesRhymingBeginning SoundsEnding Sounds
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Social Skills, Fluency, and Voice
• Using appropriate social skills will enhance fluency and voice skillsAppropriate loudness levelGood eye contactAppropriate speaking rate (not rushing through
message)Not talking while others are talking to decrease
competition…Appropriate models provided by teachers
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Unit Activities Should Be Multi-Sensory
• Visual• Auditory• Tactile• Kinesthetic• Multi-Leveled to address all children –
example:– Vocabulary most children know– Vocabulary some children know– Vocabulary few children know
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Language Activities Should Be
Fun!
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A Very Limited List of Activities
• Dramatic Play with appropriate items provided• Book introductions• File Folder Games to match: color, shape, size,
function, place, feel . . .• Art Activities (Don’t forget 3D Art with Clay)• Bought Games to enhance unit (Hungry Hungry
Hippo for Zoo Unit, Buckaroo for Old West Unit, Hi Ho Cherrios for Farm Unit…)
• Sing Songs (Farmer in the Dell, Old MacDonald…)
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Make a Unit
• Themes are easy:– Transportation -Favorite Books– Household -Favorite Games– Farm -Body Parts– Zoo -Target Skills – Insects Same and
Different– Teddy Bear - The Pond– Clothes - My Senses– Community Helpers - Nursery Rhymes
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Steps
• Decide on Unit• Identify Target Vocabulary• Identify Target Goals OR Target Activity
THEN• Identify Corresponding Activity/Goal• Don’t forget to take jot notes on observations
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Help Me Make a Unit
The Little Mouse, The Red Ripe Strawberry, and THE BIG HUNGRY BEAR
DAY 1Activity 1: Large group activity. Picture read the book – explore and discuss the
pictures. Ask thinking questions – I wonder what…
Read the book without pause for an explanation.
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What skills did this activity address?
• Social skills• Visual observation• Critical thinking• Receptive vocabulary
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Day 1: Activity 2
• Small Group Activity or Individual Activity
• File Folder Games Possibilities:
Match strawberries based on color/sizeSort different items: Food vs AnimalsMatch Animals to Favored Foods
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Skills Addressed
• Matching • Categorizing• Associated Items
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Day 2: Activity 1
• Large Group Activity: • Reread The Little Mouse, The Red Ripe Strawberry,
and THE BIG HUNGRY BEAR but pause to discuss word meanings.• Words most children know: mouse, bear,
strawberry, smell, hungry, cut, eat, big• Words some children know: pick, red, forest, sniff,
hidden, quick, share• Words few children know: ripe, mile, tromp,
guarding, disguised, half, whole
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Day 2: Activity 2/3
• Smell, Sniff, Smell, Sniff: Large or small group activity to smell and identify items
• Hide and Seek: Hide a mouse and/or a bear.
Children seek and state WHERE they found it.
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Day 3
• Re read story • Ask thoughtful questions
Who is talking to the mouse?What would happen if the bear found the mouse?What would you do if you were the mouse?What would you do if you were the bear?
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Day 3: Activity 2
Art Activity:Clay Mouse – discuss shapes and body parts
Paper Plate Mask for a DISGUISE – teach word meaning and work on following directions and understanding parts of wholes.
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Retell the Story
• Have the group retell the story with your assistance and visual cues of the book.
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Day 4• Build a Bear or Build a Mouse
• Child gets to PICK animal, color, parts, expressions, heart. Keep choices limited:
• Do you want to make a bear or a mouse?• Do you want a red bear/mouse or a blue bear
mouse?• Do you want ___ eyes/nose/mouth or ___ eyes
nose mouth?• Do you want it to wear a hat or a coat?
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Describe Time
• After bear/mouse is made and appropriately marked for identification, put a set of 3 or 4 contrasting animals in a group. Describe the animal and have the owner get it and take it to his/her cubby to go home.
• You can also have students describe the next animal
Skill Focus: comprehension of expanded sentences/ double modification and expressive description.
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Now it is your turn!
• Each table try to divide into 2 groups• Choose a Unit:
Dinosaur Beach Time Transportation Forest Animals Pets Cartoon of Your Choice Other
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List Vocabulary
• Vocabulary Most Know:
• Vocabulary Some Know:
• Vocabulary Few Know:
– Try to use NOUNS, VERBS, and ADJECTIVES
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Activities or Skills
• List 2 activities OR• List 2 skills to target
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Corresponding
• List the corresponding Activities or Skills
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Possible Skills/Goals to Target
• Object use *Expanded Sentence• Spatial Concepts *Time (Night/Day)• Pronouns *Analogies• Part/whole Relationships• Adjectives *Categorization• 2-3 step commands *Inferencing• Quantity Concepts *Negatives
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Targets 2
• Answering WH Questions• -ing• Increasing sentence length and complexity• Quantity *Listing items in categories• Function *Rapid Naming• Analogies• Name objects described• Naming categories