1

Speech/Language 3-5 (Distribute to all Grade 3-5 students that receive

speech/language therapy)

Articulation K-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Airplane Make a paper airplane and fly it in each room of your home. Which

room does it fly the farthest? Say 5 words from your word list(s) or

use your words in a short phrase or sentence.

Spin the Bottle Lay 5 of your toys on the floor in a circle. Make sure that they are

on a flat and smooth surface. Spin a bottle around to see

which toy the bottle lands on. Say 3 words from your word list(s) or use your words in a short phrase or sentence for

each spin.

Sensory Fun Spray some shaving cream onto a large flat plan (add food coloring for variety). Draw anything with your

imagination (shapes, animals, letters etc.) Say 2

words from your word list(s) or use your words in a short phrase or sentence

for each thing that you draw.

How Much Money?

Have your parent put some loose change in a bag. Guess how much money is in the bag. You have 5 guesses. Say 4 words from your word list(s) for each day of the

week or use your words in a short phrase or sentence for each guess.

Barbecue Time You are the chef and get to

decide what you are going to serve your family for the next

barbecue. Create a list of items that you would need for a

barbecue. Say 3 words from your word list(s) or use your words in a short phrase or

sentence for each menu item.

Meteorologist You have taken over the meteorologist position at

the local news station. Predict what the weather will be for the next 7 days.

Say 3 words from your word list(s) for each day of

the week or use your words in a short phrase or

sentence.

Wish Jar Write down some of your wishes

on a small piece of paper and place them in a jar. Say 3 words

from your word list(s) or use your words in a short phrase or

sentence for each menu item.

Restaurant Manager Pretend that you are a

restaurant manager. Name 10 things that you would like to

include on your menu to eat or drink. Say 2 words from your

word list(s) or use your words in a short phrase or sentence for

each menu item.

I Dream of Genie A genie has decided to take you to five of your favorite

places (eg. park, store, vacation). Name 5 of your

favorite places. Say 4 words from your word

list(s) or use your words in a short phrase or sentence

for each location.

K-5 Fluency

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

---Sports---

Describing Use the attached questions to

answer how-to questions. Share at least three things for each

question. Then reflect on your descriptions and determine if you used smooth or bumpy

speech.

In the Kitchen Find foods that match the

colors of the Olympic rings and create a spread. With a partner ask and answer the following

questions with smooth speech: What is your favorite sport in

the Olympic games? Do you like summer or winter games

better? Who is your favorite Olympic athlete?

Advocacy George Springer is a

professional baseball player with a stutter. He is the 2017 World Series Champion and

MVP. What challenges do you think he may have faced as a

person who stutters? Use your fluency strategies to describe. Watch the attached video to

learn more. https://www.say.org/say-

spokesperson-george-springer/

Imagination Using the attached list of

imagination questions, read each sentence using smooth, easy speech. Then, fill in the blank with your own answer.

Go Outside Use empty bottles to create

your own bowling alley outside. After each roll, practice reading the attached sentences. First,

practice reading them with bumpy speech and

psuedostutters. Then, reread the sentence with smooth

speech. Think about how you are able to change your own

speech! For an extra challenge, rearrange the bowling pins in

different shapes.

Make a Call Interview a friend or family

member over the phone about their favorite sport to watch or their favrite sport to play. Ask a minimum of 5 questions using

smooth, slow speech.

Time Travel

Travel to the future and imagine a sports game based on the new futuristic lifestyle. Using smooth speech, explain the game. Is it a

team sport? How are points scored? What do you wear?

Play a Game Use the attached list of sports.

With a partner, take turns choosing a sport from the list.

Give clues using smooth speech to explain the sport. Remember

to slow your speech and stop between thoughts. For a bonus

round, act out the sports in a game of charades!

Create Create a jersey design for your

favorite sports team. After creating your final product, practice pitching the design

using smooth speech. Ease into your words while persuading

others to buy into your design. Make sure to take your time when speaking. Refer to the

attached reminder.

Supporting Materials

1. Describing

2. Imagination

If I were a pro player, I would play______

If I could meet a famous athlete, it would be ______

I would want to win championship tickets to a game of _______

I want to win a trophy in the sport of ________

If I could coach a sport, I would coach_________

If I created a sport, it would be called______

If I could play sports for a day with a celebrity, I would play with _______

If I went to the Olympics, I would medal in ________

3. Go Outside

4. Play a Game

Hockey, Dance, Track and Field, Football, Bowling, Fencing, Soccer, Baseball,

Karate, Tennis, Kickball, Golf, Ping Pong, Lacrosse, Rugby

5. Create

VOCABULARY: CATEGORIZATION, ANTONYMS, SYNONYMS 3-5

WEEK 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at

a later date.

Use the vocabulary words for your grade level, below. Pick your three favorite colors and answer the questions corresponding to those colors about each of five vocabulary words.

Purple: What is the meaning of the word?

Blue: What part of speech is the word?

Green: How many syllables does the word have?

Yellow: Use the word in a unique sentence.

Pink: Write the word twice without looking at it. Check your spelling for accuracy.

Use the vocabulary words for your grade level, below. Pick the color of your shirt, the color of your pants/shorts/skirt, and the color of your shoes. Answer the questions corresponding to those colors about each of five vocabulary words.

Purple: Does the word have multiple possible meanings? Explain.

Blue: Write another word in the same part of speech as the word. Explain how both words are that part of speech.

Green: Break the word into syllables.

Yellow: Write the word in two unique sentences. If the word has multiple meanings, use a different meaning each time.

Use the vocabulary words for your grade level, below. Pick the colors of your three favorite toys. Answer the questions corresponding to those colors about each of five vocabulary words.

Purple: Write the word in a declarative sentence, an interrogative sentence, and an exclamatory sentence.

Blue: Create an analogy with the word.

Green: Create a simile or metaphor with the word.

Yellow: Choose another word (can be from your list or not) and write features or characteristics of the words that are the same or similar.

Pink: Choose another word (can be from your list or not) and write features or characteristics of the words that are different.

Red: Give a synonym or antonym for the word.

Pink: Write the word accurately as many times as you can in a minute.

Red: Give a synonym or antonym for the word. Then, use both words in a sentence.

Red: Create 3-5 new words using some or all of the letters from your word.

Use the vocabulary words for your grade level, below, and the full-size Making Connections worksheet. Pick four numbers and answer the questions corresponding to those numbers about each of five vocabulary words.

First, separate family members into teams of 2 or 3 or 4 players. Write 5 or 10 categories on the board from the Late Elementary Categories list below.

Choose one letter from the alphabet, and then give the teams a set amount of time (usually 2 or 3 minutes) to come up with a word for each category that begins with the specified letter

After the time is up, ask each team for their answers for each category. Good answers result in one point. However, if two teams come up with the same answer for a certain category, neither team gets a point. This encourages creativity.

Repeat as many times as you want, using different letters of the alphabet.

"Simon Says" is a simple game of directions that can teach children new vocabulary in a fun way. Gather family members in a line and call out simple instructions for an alternative version of the game, where the instruction is called out but students are expected to do the opposite. For example, when “Simon” says "Simon Says stand up," family members should sit down.

Give each family member five words to look up in the dictionary from the vocabulary words below that are used for the child’s grade level (if a dictionary is not available, have the family members look the words up on dictionary.com or ask other family members until they find someone who knows a definition.)

• Have the family members write down the definitions. The first family member to find and write down all of the definitions wins.

1. Write three sentences on the board, each containing one new vocabulary word from the list for your child’s grade level below.

2. Read the definition for one of the words. 3. Have all players close their eyes. 4. Players can vote for which word they think

matches the definition by raising their hand when you read the sentence.

5. Keep track of the number of votes for each by writing the number under the sentence.

6. The whole group wins when more than half of them guessed the correct answer.

1. One person is the asker and the other is the answerer. 2. The answerer picks one vocabulary word from the list for

your child’s grade level below. 3. The asker can ask ten questions about the word. They

must be yes or no questions and some should be grammar questions such as, “Is it a noun?”

4. After each question, the answerer honestly answers either yes or no as it relates to the word he is thinking of.

5. After all ten questions have been asked and answered, the asker gets one guess of which vocabulary word the answerer was thinking of.

THIRD GRADE

Ability

Privilege

Process

Predator

Schedule

Solution

Climate

Vehicle

Continent

Individual

Globe

Disease

Signal

Region

Pastime

Journey

Device

Advantage

Volunteer

Coast

Enemy

Planet

Proof

Scholar

FOURTH GRADE

Experience

Tradition

Adaptation

Baggage

Column

Disaster

Orchard

Threat

Capital

Frontier

Passage

Arena

Reason

Example

Evidence

Deposit

Address

Variety

Request

Experiment

Portion

Entrance

Benefit

Response

FIFTH GRADE

Culture

Decade

Antonym

Synonym

Avalanche

Blizzard

Beverage

Strategy

Route

Talon

Wilderness

Protagonist

Argument

Source

Gist

Character

Solo

Summit

Context

Compassion

Document

Occasion

Challenge

Culture

CATEGORIES:

Late Elementary – abbreviations, abilities, adjectives, businesses, cities, consonants, countries, communication, continents, currency, exercises, habitats, hazards, mammals, materials, measure units, metals, nouns, oceans, odd/even numbers, parts of speech, presidents, punctuation, school subjects, seasonings, sizes, states, symbols, textures, trees, verb tenses, verbs, weather

Speech

K-5 Vocabulary/Categorization/Concept Development

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email

it to your therapist or save it in a folder to turn in at a later date.

Reading

Read If Give a Mouse a Cookie by Laura Numeroff. Invite child to examine the pictures inside the book for clues to answer your

questions. Take child on a picture walk, pausing to allow time for

student to discuss, inquire about, and infer from each illustration and

encouraging them to share what they think the pictures suggest.

Cause and Effect

After reading If Give a Mouse a Cookie by Laura Numeroff. Complete the cause and effect worksheet below.

Find 3 similarities and differences between a bear and a rabbit.

Sequence

Using worksheet below sequence the events of making cookies.

Compare

Find 2-3 items around the house (or outside), or have your child find 2-3 items. o Compare the items – how are

they the same? How are they different?

Describe a helmet. What does a helmet look like?

What are helmets used for? Where can you find a helmet?

Describe a glove. What does a glove look like?

What is a glove used for? Where can you find a glove?

Recipe Make Funfetti cookies using recipe below (You can make any cookie recipe). Have your child also help with clean up!

https://www.thekitchn.com/funfetti-cookies-264474

What can we bake….

List 10 items we can bake in an over.

Rough vs Smooth

State 5 rough items State 5 smooth items

Funfetti Cookies

YIELD: Makes about 18 cookies

PREP TIME: 5 minutes

COOK TIME: 10 minutes

INGREDIENTS

• 2 large eggs

• 1/2 cup vegetable oil

• 1 (15.25-ounce) package funfetti cake mix

• 1 cup rainbow sprinkles (optional)

INSTRUCTIONS

1. Arrange 2 racks to divide the oven into thirds and heat to 350°F. Line 2 baking sheets with parchment paper and set aside.

2. Place the eggs and vegetable oil in a large bowl and whisk until combined. Use a fine-mesh strainer to sift the cake mix into the egg mixture to break up any large lumps. Pour the sprinkles that do not pass through the strainer into the bowl with all the other ingredients. Using a spatula, stir until all of the dry ingredients are moistened and a dough forms.

3. Pour the sprinkles into a shallow bowl. Scoop the dough into 2 tablespoon portions and form into balls. Toss the balls gently in the sprinkles until completely and generously coated. Arrange on the prepared baking sheets, leaving 1 inch between each cookie, about 12 cookies per baking sheet.

4. Bake until the cookies are set and the edges are slightly browned, about 10 minutes. Let the cookies cool on the baking sheets for 2 minutes. Transfer the cookies to wire cooling racks and cool completely.

https://www.thekitchn.com/funfetti-cookies-264474

How to Make Cookies

1

4

2

6 5

3

Specially Designed Vocabulary.K-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at a later date.

Introduce the core word EAT and DRINK on AAC device/board or use the words EAT and DRINK in a sentence. We use the word EAT to make a statement. Practice making a statement.

Example: “I want to eat”

EAT song (optional): https://www.youtube.com/watch?v=yYf_UXoMvCQ

We use the word DRINK to make a statement. Practice making a statement. Example: “I want a DRINK.”

DRINK song (optional): https://www.youtube.com/watch?v=5df_RtAYEfQ

We use the word EAT to make a request. Example: “Can I eat crackers?”

Read the book “What animals EAT” by Cheryl Ryan (or any other book with the word EAT in it). When you get to the word “EAT” in the book, have your child say it with his/her words or on his/her device/board: https://www.youtube.com/watch?v=BG2496TqVJw

We can use the word DRINK to make a request. Example: “Can I drink water?”

Ask a question using the word DRINK. Can I DRINK __________

____?

Make a sentence using the word EAT. I want to EAT _________

______________

Review the words EAT and DRINK on AAC device or use the words EAT and DRINK in a sentence. Have your child use EAT and DRINK to make a request or ask a question.

Speech K-5 Following Directions

Week 5 School Year 2020-2021

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Twister Play twister at home! Use an old white

bedsheet to paint colored circles OR use color chalk outside on the pavement.

Direct your student to put “right foot”, “left foot”, “right leg” or “left leg” on a

color. Your student can also provide you directions!

Giving Directions on a Map Have your student use the map below to provide directions to different locations.

Origami Watch the tutorial to make an

origami tulip. You may also use the diagram below.

https://www.easypeasyandfun.com/origami-flower-tulip/

Picnic Time! Plan a picnic together! You can go

outdoors or have an indoor picnic. Direct your student what items are needed: blanket, plates, napkins, sandwiches,

drinks, etc.

Ants on a Log Make ants on a log! Choose a food item for the “log”. You can use a carrot, celery stick,

pretzel, or string cheese. Add peanut butter, dip, or spreadable cheese to the logs. Next

add raisins or nuts on top. Direct your student what to add.

How to…. Make a peanut butter and jelly sandwich together (or another

favorite type of sandwich). Have your student direct you what to do. First, get bread slices, next get PB, jelly,

and a knife. Spread PB on one slice, and jelly on another. Then close the sandwich and eat! Make sure your student tells you (or points) to the

items in the correct order.

The Gruffalo Listen to the Gruffalo story together.

After it is done, help your student draw pictures of the animals seen in the story. Use first, next, then, after, and last to put

the animals in order. Gruffalo Read Aloud

Color Scavenger Hunt Gather a white piece of paper and color

squares of 6-9 colors on it. Have your student go on a color-coded scavenger hunt

around the house.

Fun Movement Click the link below for several

movement videos. Do as many with your student as you like!

Movement Break

K-5 Grammar/Syntax

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Make a sentence using the word “school”. Can also practice

writing the sentence out with your parent.

Read a book with your parent. See if you can identify 5 nouns

(names, places, things)!

Are the following sentences written correctly? If not, fix

them! 1. The dog are hungry!

2. I love eat healthy foods. 3. Play outside is fun!

Pretend you did these activities yesterday and make a sentence

using the past tense! 1. Eat a sandwich.

2. I feel tired. 3. Get a haircut.

Hats wear people. Why is that

sentence silly? Say the sentence correctly so it

isn’t so silly.

Finish these sentences with more than one word.

1. I went to the doctor because…

2. I love to eat… 3. I didn’t like the…

Unscramble these sentences: 1. When I want to be a vet,

grow-up. 2. Sister drives my me crazy!

3. Again our dog out got.

Use the following adjectives (description words) to make

sentences. 1. Pretty 2. Fast 3. Red

4. Athletic 5. Smart

Make a sentence using the word “smile”. Can also practice writing the sentence out with

your parent.

This Photo by Unknown

This Photo by Unknown

Comprehension / Main Idea / Wh Questions – Grades 3-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Ask Questions Fill in each question with the correct “Wh” word. Then, ask

someone at home the questions. 1. ___ would you go if you could visit anywhere in the world? 2. ___ would you do if you could do any job in the world? 3. ___ would you like to talk to if you could meet anyone in the world?

Main Idea What could this paragraph be about? List 3 details that help you figure out

the main idea.

The secrets to survival are having a steady supply of food and staying safe from monsters. Luckily, building a shelter is easy. Your hand is your first mining tool, so use it to hit trees or dirt until they turn into blocks. These blocks will appear in your toolbar, and you can then place them right in front of you.

Listening Decide if the student is using good listening skills.

- Kayla is making silly faces at her neighbor who is working - Aaron is talking to a friend who is listening to directions - Kennedy is sitting still, hands in her lap, and eyes on the speaker during the assembly - While the teacher is giving instructions, Matt walks across the room to sharpen his pencil.

Comprehension Skills

Read the News for Kids article and answer the questions at the

bottom. Click Here: News For Kids

Guessing Game Think of a book or fairy tale you

have read with your family. See if they can guess the story when you

give them 3 details.

Story Time

https://youtu.be/rOGhV68_xn4

Answer these questions as you listen to the

video (7:00 minutes): What does Grace want to do?

What do the kids in class say? How does that make her feel?

Where does Grace go with her grandmother?

Answer Questions Think about your favorite book.

Who is the main character? Where does the book take place? When does the book take place?

What is your favorite part?

Story Snack Ask an adult to help you follow this

recipe:

Story Sequence After listening to the story,

“Amazing Grace,” sequence the story and tell you what

happened in the beginning, middle, and end.

Specially Designed Comprehension.K-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at a later date.

Name 3 Fruits and 3 Vegetables or find them on your AAC device or board

Strawberries, blueberries, and grapes all belong to what category?

a. Fruits

b. Vegetables

Strawberries, blueberries, and grapes are all fruits. Add 3 more

fruits to this category.

Jenny planted some strawberry plants in the

spring. In the summer she had bright red strawberries.

Find the correct cause/effect pair:

a. Jenny planted strawberry seeds/blueberries grew

b. Jenny planted strawberry seeds/strawberries grew

c. Jenny planted strawberry seeds/grapes grew

Compare/Contrast: How are strawberries and blueberries the same? How are they

different?

Same: a. Both are fruits b. Both are vegetables c. They are not healthy

Different: a. Strawberries are vegetables,

blueberries are fruits b. Strawberries fruits, blueberries

are vegetables c. Strawberries are red, blueberries

are purple/blue

Follow the steps to make strawberry shortcake (recipe

below).

Sequence the steps. What did you do first, second, and third?

a. Cut up strawberries,

put strawberries on cake, put whipped cream on strawberries

b. Cut up strawberries, put whipped cream on strawberries, put strawberries on cake

c. Put whipped cream on strawberries, cut up strawberries, put strawberries on cake

Are strawberries red?

Read the book “The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear” by Audrey Wood https://www.youtube.com/watch?v=JssVL-8BUHE

Describe a strawberry (include color, size, shape, taste, etc.)

Strawberry Shortcake Recipe

Core Words

Ingredients

Recipe

1. Cut up strawberries

2. Put strawberries in cake shell

3. Put whipped cream on strawberries

Speech-Language Therapy

Narrative Language 3-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Read the attached story, ‘Let Go of My Lego’ and answer the comprehension questions on the additional attached sheet. Review your answers with a

homework partner.

Do you play with Legos? What’s your favorite toy or

gadget? Write three complete sentences explaining why that toy/gadget

is your favorite.

Do you prefer Legos or wooden blocks?

Explain two reasons why you like your choice better.

If you could have any pet, what would it be?

Using complete sentences, tell why you would pick that pet

and describe what tricks would you teach your pet.

Read the attached poem, ‘What to Feed a Dragon’ and answer the comprehension questions

on the additional attached sheet. Review your responses

with a homework partner.

After reading the poem, “What to Feed a Dragon” complete a poem of your own by filling in

the blanks. (This is an additional attachment below.)

Make up a story with at least 3 sentences using these words:

LEGOS, BIGGEST, MESS, SNAPPED.

Tell your story to a parent/guardian.

Make up a story with at least 3 sentences using these words: DRAGON, PIZZA, DELICIOUS,

TABLE. Tell your story to a parent/guardian.

Make up a story with at least 3 sentences using these words: TENT, SMORES, STORM, RUN.

Tell your story to a parent/guardian.

Parents, you may be asking yourself, “What is this narrative language, anyways?” Narrative language skills help children tell stories. When we think about storytelling, we have several rules that we follow without even knowing it – we’re sequencing events, naming and describing characters and settings, and concluding our stories. We’re using lots of vocabulary and grammar! These skills are not only important to academics, but social language as well. For example, just think about the last time you were talking to one of your close friends or family members where you had to summarize something that happened to you … you painted a picture in sequential order with the people and places involved, and finally provided a conclusion to describe what happened. You may have elaborated more parts than others and you may have been very descriptive in your story. It’s important our students get the skills and practice they need to use their narrative language skills at school and when talking to their family or peers in various social situations.

Multiple Meanings & Figurative Language – Grades 3-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Define It Look up the definition for

homophone. Circle the bold words in the sentence to make the

definition correct:

Homophone are words that look / sound the same, but

have same / different meanings.

*How is a homophone different

from a homonym?*

Nouns & Verbs Sometimes the same word can be used as a noun in some sentences and a verb in other sentences. Read each sentence and determine whether the word is acting as a noun or a verb. (page 2)

They use the glue to glue the paper together.

Fill in the Joke

Choose the word that fits in both blanks.

a. met b. called c. saw d. knew

Figurative Language Elijah is a night owl. He sleeps

in all morning. He is always late for school and gets in trouble.

What does it mean to be a night owl? How is Elijah like an owl?

Get the Picture

Draw a picture of this idiom.

Idiom

I only see my friends once

in a blue moon.

What does this mean?

Watch this video to learn about this idiom. What is something you do

once in a blue moon?

Story Time Listen to the story

‘The World is Your Oyster” List 3 new idioms that you

learned.

Fill in the Blank Listen to the song “Roar” by Katy Perry and fill in the lyrics (page 3). https://youtu.be/UW5SMrURVbM

Idiom Origins Read about where these popular idioms came from. Write down your favorite,

its origin, and use it in a sentence. https://www.rd.com/list/idiom-origins/

Nouns and Verbs

Fill in the Lyrics

I used to bite and hold my breath

Scared to rock and make a

So I sat quietly, agreed politely

I guess that I forgot I had a choice

I let you push me past the

I stood for nothing, so I fell for everything

You held , but I got up (hey!)

Already brushing off the dust

You hear my voice, your hear that sound

Like thunder, gonna shake the ground

You held me down, but I got up

Get ready 'cause I had enough

I see it all, I see it now

I got the eye , a fighter

Dancing through the fire

'Cause I am a champion, and you're gonna hear me roar

Louder, louder than a lion

'Cause I am a champion, and you're gonna hear me roar!

Oh oh oh oh oh oh oh oh

…

You're gonna hear me roar!

Now I'm floating like

Stinging like a bee I earned

I went from , to my own hero

You held me down, but I got up (hey!)

…

Problem Solving/Perspective Taking/Conversation 3-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at a later date.

Identify Emotions We can tell how someone is feeling by looking at their eyes, mouth and body.

Look at the pictures. What are they

feeling? Answers are located at the end of this choice board.

Perspective taking is thinking about something the way someone else might

be thinking about it even if it is different than what you think.

For example: Your thoughts about homework may be different than your teacher’s thoughts about homework.

You need to be a detective!

Perspective Detective

Decide if each scenario is good

perspective taking or not good perspective taking.

1. Your friend’s dog just ran away.

Your friend is very sad about this. You start talking about your dog and how much you love to play with it.

2. Your teacher has been out sick for 3 days. When she came back you asked her how she was feeling.

3. Your friend’s cat ran away. You tell him that your cat ran away once too and that he came back after a few days.

4. Right before a spelling test your friend says she can’t find her pencil. You give her one of yours because you have 2.

5. Your brother is crying. You say “Stop crying! I can’t hear the tv!”.

Your friend has come to your house to swim in your pool. When your friend

arrives, he wants to play hide and seek but you want to swim in the pool. What is

the problem? How can you solve this problem?

You and your friend decide to go on a bike ride. You have been riding a long time and now you are tired. You want

to ride back home but your friend wants to keep riding. What is the problem? How can you solve this

problem?

You and your friend want to share a pizza. You want cheese pizza and your friend wants pepperoni pizza. You only have

enough money for one pizza. What is the problem? How can you solve this

problem?

Let’s Talk!

Let’s talk about…The Beach!

Talk to your homework helper, family members or friends about this topic. Ask

the questions below. Make sure you listen carefully to their responses.

1. Do you like going to the beach? 2. What is your favorite beach? 3. Who do you go to the beach

with? 4. What do you bring to the beach?

5. What are some beach rules?

To keep a conversation going we ask questions or make comments about a

topic. Your topic is:

PETS Use the question words below. Ask a family member at least two questions about pets. Then make one comment

about the pets. WHO WHAT WHEN WHERE

WHY DO

Conversation starters can help you learn about others and help you talk to them.

Start a conversation by asking the questions.

1. Do you have any pets? What kind of pet do you have?

2. What is your favorite dessert? 3. What do you like to do at recess? 4. What do you like to do when you

are at home? 5. Who is in your family?

6. Do you play any sports? What sports do you play?

Identify the Emotions

angry, scared, sick

surprised, happy, sad

Specially Designed Problem-Solving/Conversation.K-5

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at a later date.

Tell about your pet. What kind of pet do you have? What color is your pet? What does your pet sound like?

Tell about your family. Who is in your family? What do you like to do with your family? Where do you like to go?

Practice turn-taking by playing a game.

Give someone a compliment—say something nice about someone

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Ask a family member about their day.

Your brother/sister is bothering you. What can you say?

Your friend tells you about a new toy he/she got. Make a comment about the new toy.

Tell about your favorite toy or game. What does it do? How do you play with it?

You cannot find your favorite toy. Who can help? How do you ask?

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