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Speech/Language K-2 (Distribute to all Grade K-2 students that receive

speech/language therapy)

Articulation K-5

Week 3

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.

Clue Give your partner 3 clues about an item or object. Your partner must guess the correct answer.

Exchange roles and then you guess correctly. Each time you guess the correct answer say 3 words from your word list(s) or

use your words in a short phrase or sentence.

Did Someone Say yoga? It’s time for some fun and relaxation. Use 5 of your

favorite yoga poses or stretches to help you relax. Before you do

a stretch, say 5 words from your word list(s) or use your words in a short phrase or

sentence.

Nature Walk Go on a nature walk. List 10

things that you find in nature that you cannot find inside

your home (eg. xbox). Look at your list to see which words

have your sound in them and say each word. Use those words in a short phrase or

sentence.

Calendar Fun

Material Needed: A printed calendar. Place the calendar on

a table. Spin around 3 times then stop. While your eyes are closed point to anywhere on the calendar. Each time you point say a word from your

word list(s) or use that word in a short phrase or sentence.

To the Woods We Will Go Make a list of some things that you would need or like to take on a camping trip. Look at your

list to see which words have your sound in them and say

each word. Use those words in a short phrase or sentence.

Story Time Read your favorite book and

retell the events of the story in the correct sequence. Find 10 words from the story that has your sound in it and say them.

Use those words in a short phrase or sentence.

Board Game Play your favorite board game with a partner (eg. Candyland). Each time you take a turn say 2 words from your word list(s) or

use your words in a short phrase or sentence.

Hi, Ho Cherry O Draw a picture of a big tree on a piece of paper. Each time you

color in a cherry on your tree say 3 words from your word list(s) or use your words in a

short phrase or sentence.

Rhyming Words Name 5 words that rhyme with fun and 5 words than

rhyme with bake. After you name the rhyming words say

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

short phrase or sentence.

Please right click on the word hyperlink and select open hyperlink for access to the word lists.

K-5 Fluency

Week 3

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.

---Travel---

Describing Access the attached video to

learn about a country outside of the United States or look at the

attached pictures. Then, practice smooth speech to compare and contrast that country to your hometown.

Describe all that you see!

In the Kitchen Take a taste test! Try a new

food from a different country. Practice easing into your sounds to label what you eat and where it’s from. Do you like it? Not like

it? What does it taste like? (Ex: Croissants, Burritos, Naan,

Gelato)

Advocacy Research a celebrity who

stutters. Using smooth speech, share four facts that you learn

about them. Then, pretend you could take a trip and visit them. What question would you want to ask them after your travels?

Imagination Imagine that you won the

lottery! Yay! You decide to buy a ticket to travel somewhere

new. Use your smooth speech and ease into your words to

describe WHERE you go, HOW you get there, WHAT you do when you’re there, and WHO

you bring with you

Go Outside With chalk, mark off a start and finish line. (Make sure the path

is not in the way of cars!) Preform 6 ways to travel to the finish line (Walk, skip, scooter, etc.). Once you cross the finish

line, practice using smooth speech to explain what type of transportation you used. Then compare each travel method. Which one was your favorite?

Which one was the quickest/slowest?

Make a Call With your parent’s permission,

call the welcome center of a state you would like to travel to.

Practice using slow, smooth speech to ask about activites

and sights to see in your choosen state. Remember to

ease into words and make light touches on your sounds!

Time Travel If you could travel back in time, what time period would you go to? What would you see? What

would you do? Remember to use slow, smooth speech to tell

about your travels.

Play a Game With a partner, create a paper airplane. Using smooth speech, practice directing your partner on how to make his airplane. Then, have a contest to see

whose plane can fly the farthest, the fastest, and the

highest.

Create Create an advertisement for a

new type of transportation. Present your ad using smooth, slow speech to describe how it moves, where it can travel to,

what it looks like, and of course, what you named it!

This Photo by Unknown

Supporting Materials

1. Describing: Travel Video

https://www.bing.com/videos/search?q=nat+geo+europe+video&docid=608026979343336471

&mid=DA34771BADA3207E33EEDA34771BADA3207E33EE&view=detail&FORM=VIRE

Supporting Pictures:

Speech

K-5 Vocabulary/Categorization/Concept Development

Week 3

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 a book and discuss the characters and what happened in the beginning, middle,

and end.

List 5 words that contain the Greek or Latin root/affix.

aud – to hear or listen

Find 3 similarities and differences between the sun

and the moon.

Connect

Use the connect worksheet below.

Circle the pictures in each box that shows things connected.

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 cat. What do cats look like? What are cats used for?

Where can you find cats?

Describe a cup. What does a cup look like?

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

Recipe Make Blender Applesauce using recipe below. Have your child help with clean up! ▪ Targets: Language expansion (water, soap, dishes, etc.) ▪ Targets: Following directions (first, then, last)

Functions Use the worksheet below labeled Function of Objects and match objects to their functions.

Heavy vs light

State 5 heavy items State 5 light items

Function of Objects

1. You brush your teeth with a

2. You change the TV channel with a

3. You cut the grass with a

4. You take a picture with a

5. You sleep in a

6. You sit in a

7. You hang clothes on a

8. You cook on a

9. You bake with a

10. You put ice cream in a

11. You sweep the floor with a

12. You cut food with a

13. You cut paper with a

14. You eat soup with a

15. You unlock a lock with a

16. You turn on a light with a

17. You wash clothes with a

18. You dry your body with a

19. You wash your hands with

20. You carry money and credit cards in a

Specially Designed Vocabulary.K-5

Week 3

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 cores words STOP and GO on AAC device/board or use the words STOP and GO in a sentence

We use the word STOP to end or quit doing an action or activity. Example: STOP talking!

Fill in the blank

_______________________

We use the word GO to start an action or continue an activity. Example: GO play!

Fill in the blank

_______________

We can use STOP to ask a question

Ask a question using the word

STOP _________________________

Read the book “Don’t STOP” (or any other book with the word STOP in it). When you get to the word “STOP” in the book, have your child say it with his/her words or on his/her device/board:

https://www.youtube.com/watch?v=ya9I9vASJQU

We can use GO to ask a question

Ask a question using the word GO

_____________________

Ask your child “Where do you want to GO in the house/yard?” GO to that place. Example:

Listen to the core word song “Let’s GO.” Have your child participate in singing the song by saying the word GO or finding GO on their AAC device/board:

https://www.youtube.com/watch?v=vmaUAzatAFc&t=43s

Review the words STOP and GO on AAC device or use the words STOP and GO in a sentence. Have your child use STOP and GO to direct actions/ ask a question.

Speech K-5 Following Directions

Week 3 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.

Chore Race Set a timer for 5 minutes and give your child tasks/chores that they can complete. Put away non-breakable dishes, put items in trash, pick up

clothes on floor, clean room, etc. Give 1-2 step directions

and see how many your student can follow in 5

minutes!

Fun Run Have a race at home! Direct your student where to run to: kitchen, yard, couch, etc. Set a timer and see if they can beat their time!

Obstacle Course Set up a SAFE obstacle course

and direct your student through. Use pillows and small household items for them to avoid (empty trash cans, paper towel rolls). Set up your chosen obstacles

and tell your student where to go. Remind them to not knock

anything over!

Hip Hop Dance Follow the directions to learn

a simple hip hop dance! https://www.youtube.com/w

atch?v=JWTyO8npkOQ

Social Story Listen to the social story for

following directions from different people. Discuss why

directions will change depending on who gives them.

https://www.youtube.com/watch?v=KsaiSFMcwFM

Draw a Cupcake See the directions below to

draw a cupcake!

Read and Follow Look at the worksheet below to follow the directions. Print as able. Otherwise, just copy the drawing onto a piece of

paper to follow the directions.

Change the Rules Choose a simple card game such as UNO or Crazy 8’s and change

the rules! For UNO, you can make a rule that the oldest person gets

to draw twice, or if you get skipped on a turn, you can pass the skip card to someone else.

For Crazy 8’s, you can add another number to be wild! See below for detailed directions for

these games.

Play SNAP Get a deck of cards to play. Deal

cards. During turn, the player turns over the top card from their face-down pile. When

someone turns over a card that matches a card already face-up on another player's pile, players

race to be the first to call "Snap!" The player who calls

"Snap!" first wins both piles and adds them to the bottom of

their face-down pile.

Directions for UNO

At the beginning of the game, each player is dealt 7 cards. The remaining cards are put face down - this

is the deck. The top card from the deck is turned over, put next to and becomes the first card of the

"Discard" deck.

The game starts "clockwise". The first player is after the dealer (the dealer changes each round, usually clockwise). During their turn, the player has the right to lay one card on the "Discard" deck according to the following rules: same color or number card, or WILD card If the player does not have a card, they must draw and put down if able. Once you are down to 1 card, you MUST say UNO! Otherwise, you will need to draw cards. The game continues until one of the players discards all the cards.

Directions for Crazy 8’s

Use a standard deck of cards. All eights are wild and can be played on any card during a player's turn.

When a player discards an eight, he chooses which suit is now in play. The next player must play either a

card of that suit or another eight. The first player to discard all of his cards wins.

Comprehension/WhQ.K-2

Week 3

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 attached sheet to answer

wh- questions about each picture.

Answer wh- questions to make

smart guesses about what the

person in the picture will do next.

Color the picture and tell a helper

about each picture and the smart

guesses or predictions you made.

Plan a camping trip! Pretend you

are going camping. Think about

who will go with you, where you are

going, when you are going, and

what you will need to bring. What

will you sleep on? What will you

eat? Get a sheet of paper and

either draw or write out your plan.

Be sure to include at least 5 items

you would pack.

Use the attached

“Describe a Scene” page.

Answer all the wh- questions.

Check them off as you answer.

At the end, color the scene and

practice telling someone about

the picture. Does this look like

your bathroom at home? Tell

about how it is the same and

different.

Retell a story! With a helper, use the

attached page to retell the sequence

of making a pizza. Make sure to use

the words “first, next, then, and last”

while retelling the sequence. This is an

important skill for re-telling stories! You

can write your answers or say them

aloud and your helper can write them

for you.

Read the attached Rainbows story

aloud or have a helper read it to

you. Answer the wh- questions at

the bottom of the page to show

you understood the story. You can

write your answers or say them out

loud!

Pick a story from home or the

library. Either read the story or

have a helper read it to you. At

the end of the story, practice

talking about the problem in the

story. How did the character

solve the problem? Have you

ever had a problem like that

before? How did you solve it?

Talk to your helper about it.

Draw a picture to illustrate the

problem from the story you

read.

Have a helper read this to you:

Amanda and Hannah went camping.

Amanda made hot dogs for dinner and

Hannah made s’mores for dessert.

They swam in the cold river and then

slept in a cozy tent. They woke up in

the morning to go for a long hike.

Answer the following questions:

Who is the story about? Where did they

go? What did they eat for dinner?

What did Hannah make? Where did

they sleep? What did they do in the

morning?

Let’s review “where” questions.

Remember the answer to a

“where” question will usually be a

place. Pick your favorite book from

home to read with a helper. Your

helper should stop and ask at least

5 where questions while reading the

story. Ex: “Where did the story take

place? Where was the character in

the beginning of the story? Where

was the character at the end of the

story?”

Play “Guess Where?” with a

helper. Have your helper think

of a mystery place. Practice

asking what, who, and where

questions to guess the mystery

person. For example, ask your

helper “What is the weather

like?”, “Who likes to go there?”,

“What can you do there?”

Specially Designed Comprehension.K-5

Week 3

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.

Gather small toys and a box. Have your child identify prepositions based on where you move an object Example: “The car is behind the box.”

Bake cookies with your child or pretend play that you are baking cookies. Talk about the ingredients in and out of the bowl. If you bake cookies, take pictures of each step. https://www.youtube.com/watch?v=kGFqjhKajdM

Use the pictures or video from making cookies to sequence the steps.

On a blank sheet of paper draw a road with your child. Include a STOP sign and a traffic light. On a separate sheet of paper draw a car or use toy cars if you have them. Give your child directions as he/she moves the cars.

“Play Red Light, Green Light” with your child. Practice following directions with the words STOP

and GO

Compare/Contrast an apple and a banana. How are they the same? How are they different? Think about color, shape, taste, smell, category, etc.)

Read the sentence to your child and have him/her answer

the question: The girl played in the house on

Saturday.

Did the girl play on Friday?

Read this sentence to your child and have him/ her answer the question:

The girl played in the house on Saturday.

WHERE did the girl play?

Read the sentence to your child and have him/her answer the

question:

The girl played in the house on Saturday.

Did the girl play in the

house?

K-5 Grammar/Syntax

Week 3

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 “love”. Can also practice writing the sentence out with

your parent.

Correct the following sentences:

1. Peanut butter where is the? 2. We is friends.

3. We woned the game! 4. I helped mom cleaned the

house. 5. Can we go played outside?

Make a complete sentence for each of the following pronouns:

1. Myself 2. Our

Pretend you did these activities yesterday and make a sentence

using the past tense! 1. Eat a hotdog 2. Go to a river

3. Help with dishes

Adjectives are words that describe. What are the

adjectives in these sentences?

1.The lazy dog took a long nap on the comfy bed. 

2. My beautiful friend likes to put her long hair in a bun.

3. The cold, refreshing water tasted delicious!

Finish these sentences with more than one word. 1. My favorite game…

2. Can you please… 3. I love to…

4. On Saturday’s we always… 5. I don’t like…

What is the antonym (opposite) of the words listed below?

1. Hot 2. Rainy 3. Sleepy 4. Hungry

Use the following verbs (action words) to make sentences.

1. Jump 2. love 3. hug

4. watch 5. listen

Draw a picture of something you did today. Use complete

sentences to tell your parent about the picture.

This Photo by Unknown

Speech-Language Therapy

Narrative Language K-2

Week 3

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.

Listen to the story, Nugget and Fang. (Click or copy and paste the link)

https://www.youtube.com/watch?v=MrAxOFhK4TI

Discuss the main characters and the setting.

Review the story, Nugget and Fang.

Using the image below, pick a character from the story

to describe!

Write or draw the character

in the large box. Think of three ways to describe the character by using a short

sentence or draw a picture. When describing thing

about color, size, type of fish, what he looks like, etc.

We have discussed characters and setting,

another element is the plot or problem.

In the story, Nugget and Fang, what is the problem?

How does the story end,

what is the solution?

Make some popcorn!

Ask your parent to help you pop some

popcorn and talk about the steps you

need to take to have your delicious snack.

Pick a story to read at home, as you’re looking at the pictures talk about when the story is

taking place. (For example: morning,

afternoon, evening, night, day, season)

Watch one of your favorite TV shows with a

family member.

After it’s over, ask

yourself: What was the problem?

How was it fixed? On notecards or small paper, draw pictures of the steps involved in getting ready for school, and then put them in order of completion. Then have your partner ask before and after questions about the steps (ex: What do you do before you get dressed? What happens after you brush your teeth?).

Think of a time you went on vacation! Retell that

story to family member. (Tip – you may have to jog your

child’s memory just a bit by asking questions. After you discuss that,

have your child summarize is his/her own words).

Can you name all four seasons?

What’s your favorite season? Describe what your like to do best in your favorite season.

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 your 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.

Problem Solving/Perspective Taking/Conversation K-2

Week 3

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.

You see a student sitting alone at the lunch table. Why might she

be sitting alone?

Name 2 different reasons why this little boy is crying.

A girl in your class is packing up her backpack to leave school early. Why might she be

leaving early?

The person next to you is poking

you with a pencil. This is annoying you. What should you

say or do?

Your best friend has a new toy that you want to play with. He says no.

What should you say or do?

Someone in your class wants to be your partner. You do not want to be their partner. What should you say or do? Make sure not

hurt their feelings.

Pick a friend or family member. Practice using these good

listening rules.

To keep a conversation going we ask questions or make

comments about a topic. Your topic is:

Vacation Use the question words below.

Ask a family member one question about vacation. Then make one comment about the

vacation. WHO WHAT WHEN WHERE

WHY DO

Pick a friend or family member. Use the form below to practice telling about yourself.

Specially Designed Problem-Solving/Conversation.K-5

Week 3

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.

You are meeting someone for the first time. Ask personal

information. Ask a friend/family member/teacher the following:

What is your name?

How old are you?

You are meeting someone for the first time. Give personal

information. Tell a friend/family member/teacher the following:

My name is ______________ I am ____________________

You are getting to know a new friend. Ask some questions about

him/her:

When is your birthday? Do you have any pets?

A new friend is getting to know you. Answer personal questions:

My birthday is ________________

I have _______________ (pets)

Ask your friend about likes/dislikes

What do you like to do? What is your favorite TV show?

Tell a friend about your likes/dislikes

I like to ___________________ My favorite TV show is __________

You are at the grocery store and get lost. You find a Police Officer.

What do you do?

Give him your mom/dad’s cell phone number and have him call

your mom/dad:

A friend is coming to drop off cookies at your house but doesn’t

know where you live. What can you do?

Give him/her your address

Review your personal information.

Where do you live? What is your mom/dad’s phone

number?