Speech at Home

For this week, we can practice communication skills while preparing a meal at home. Try out a technique or two each day to easily and slowly build in skills to daily activities!

Ideas for practicing speech sounds:

• Have your child say one of his/her target words three times ( or one target sentence ) for every item placed on the table while setting the table
• Listen for target words that come up while discussing setting the table and making the meal. A student who is practicing /s/ in words could listen for and practice words such as 'spoon', 'salad', 'ice', 'glass', or 'salt'.

Fluency

• Use 'stretchy speech' techniques to describe the activity in sentences (ex. 'We need four plates, four spoons, and four napkins')
• List the steps in a recipe using fluent speech techniques
• Practice the tasks from 'Level 2 Language' using fluency techniques such as easy onset or chunking

Ideas for practicing language:

Level 1

• Practice modeling core words such as 'eat', 'drink', 'more', 'all done', 'want', and 'help' during meal time
• Reinforce number and quantity concepts by counting plates, utensils, etc. while setting the table
• Pronouns and possessives can be modeled while setting the table, for example 'here I have my cup and my plate. let's get out your cup and your plate'.
• Model expanded sentences; for example, if your child says 'juice', you could model 'Yes! Let's get out the apple juice. Who wants apple juice?'

Level 2

• Have your child help make a meal and set the table. If it's a familiar meal, have him/her give you the directions out loud.
• Ask questions to clarify or expand the steps, ex. 'Should I mix this before I put it in the bowl, or after?'
• Compare and contrast similar and different foods. Find a way two foods are alike, and a way that they are different
• Have your child create a menu and act out a restaurant scene with a waiter and customers!

For this week, we can use bubbles to facilitate communication at home!

A simple recipe I used since I didn't have any bubbles handy:

• 1 part dish soap
• 3 parts water
• 1 tsp sugar
• mix the above 3 ingredients in a cup and use a bread twist or a pipe cleaner as a bubble wand!

Ideas for practicing speech sounds:

• Have your child say one of his/her target words five times ( or target sentence twice) before taking a turn at blowing bubbles
• See what practice words you can think of related to the activity; for example, if practicing the 'r' sound, words like 'more', 'bigger', or 'round' could be practice words!

Fluency

• Use 'stretchy speech' techniques to describe the activity in sentences (I popped the bubbles; I caught this little one)
• Practice giving directions for blowing bubbles: "Let's blow more bubbles", "Let's pop them all"
• Practice the tasks from 'Level 2 Language' using fluency techniques such as easy onset or chunking

Ideas for practicing language:

Level 1

• Put the bubbles out of reach; when your child reaches for it, model, "Can I have some bubbles?" verbally or with AAC icons, and encourage your child to repeat the request.
• Either blow bubbles when your child requests, or take turns blowing bubbles and model 'my turn', 'your turn' between turns.
• Narrate the activity with basic concepts and core words such as 'more', 'big/little', 'up/down', 'pop/catch/blow' in phrases and short sentences,

Level 2

• Look up bubble recipes and see if there are any other recipes you could like to try.
• Gather and make your own bubble tools and wands - let your child be creative and experiment with different household items!
• Consider things like string, straws, mason jar lids, tops of water bottles, pipe cleaners,e tc.
• Decide what kind of container will work best to store the bubble solution.
• Make predictions about what will work best for making larger or smaller, more or fewer bubbles. Afterwards, discuss your observations about what worked and what didn't!

As we continue our Speech At Home series during school closure, your child's speech and language goals for improved communication can be targeted through simple activities. A little practice a day will go a long way!

Ideas for practicing speech sounds:

• Set a timer for a set amount of time and see how many items your child can find that contain their speech sound
• Practice writing a few words to see if the sound is in the beginning, middle or end of the word.
• Practice saying each word 5 times, in a sentence, or as a conversation topic.

Fluency

• Hide a chosen object in your house or yard. Modeling slow smooth speech, give directions using lots of describing words to see if your child can find the item based on your clues.
• Switch places and have your child give you clues using their smooth speech skills to where something is hidden, using positional words such as near/far, over/under, high/low.
• To make it more challenging, hide 3 or 4 clues that give directions to the next item, 'treasure hunt' style! Practice reading/saying the clues out loud.
• Draw a treasure map with clues on where to go and what to do at each step along the way! Describe your treasure map using smooth speech.

Ideas for practicing language:

Level 1

• Look for things around the house that are similar by color, size, or shape. For example, see how many things you can find that are yellow; things that are small; things that are round, etc.
• Practice short sentences: "Look at this!", "It is red", "This is soft", etc.
• Talk about items as you find them, for example "I found a spoon! What did you find?"
• As you find items, practice counting them and using basic concepts of 'many', 'few', 'more' and 'less'. For example, did you find more red things, or more blue things?
• Practice describing the things you find by naming the category, function, and appearance. For example, 'a banana is a fruit, you eat it, and it's long and yellow'.

Level 2

• Hide a chosen object in your house or yard. Give directions using lots of describing words to see if your child can find the item based on your clues.
• To make it more challenging, hide 3 or 4 clues that give directions to the next item, 'treasure hunt' style!
• Switch places and have your child give you clues to where something is hidden, using positional words such as near/far, over/under, high/low.
• Draw a treasure map with clues on where to go and what to do at each step along the way!

As we continue our Speech At Home series during school closure, your child's speech and language goals for improved communication can be targeted through simple activities. A little practice a day will go a long way!

Ideas for practicing speech sounds:

• Look at the cover of the book. See if you can guess what practice words might be in the book based on the title of the story.
• Practice discrimination skills: Listen to a parent read the story and listen for the target sound - is the sound at the beginning, middle, or end of the word?
• After reading the story, choose 5 words you heard that have your speech sound. See if you can say them all using your good speech. If you are working on sentences, use each word in a sentence!
• Practice asking and answering questions about the story using your good speech sounds!

Fluency

• Use the above techniques, listening for 'bumpy' or disfluent speech instead of sound errors.
• Think of 3 sentences that summarize the story. Think them in your head, and then try saying them out loud to retell the story.
• Act out what happened in the story using different voices for the different characters.
• Practice saying a word or sentence from the story silently in your head, then in a whisper, then in a normal speaking voice.

Ideas for practicing language:

Level 1

• Practice labeling the activity 'read' and using core words and concepts such as 'sit', 'go (start),' 'more' (turn page), 'all done'
• Model pointing to pictures and labeling the actions in short sentences.
• Ask simple 'what', 'where' and 'who' questions about the story
• Practice pronouns 'he, she, they' for labeling pictures of characters performing actions in the story
• Allow your child time to explore the book, hold it, and turn the pages. These are important pre-literacy skills!

Level 2

• Ask and answer comprehension questions about the story: what, who, where, when, why, how.
• Identify the main character, supporting characters, problem, solution for a fiction story, or main idea and supporting details for nonfiction.
• Describe what happens in the story and how you would act it out if you were in a play.
• Name 3 things that happened in the story and put them in order.
• What would you change about the story if you wrote it? Think of a different ending or solution to the problem. For nonfiction, what else would you want to know about the topic?

Ideas for practicing language:

Level 1

• Practice turn taking, modeling "my turn" and "your turn" while pulling items from the washer/dryer.
• Practice following directions and labeling basic actions like 'put in', 'close door', 'turn on', 'take out' and 'all done' while working on the laundry together.
• Match socks to reinforce 'same' and 'different' concepts
• Practice pronouns, for example "I have the ___. Do you want the ___?"
• Requesting: instead of handing items to your child, offer a choice of 2 or 3 items and encourage them to reach for, point to or verbally request the item.

Level 2

• Describe the items you're using; discuss the shape, size, color, and feel of each item.
• Compare/contrast: Pick two items and think of a way they are the same, and a way that they are different
• Play a guessing game: have one person describe the item they took out and give 2 or 3 clues. For example: "I found something that you wear when it's cold. It has long sleeves and a hood".
• List out the steps, in order, to doing the laundry using words like 'first, then, next, last'. See if you can name at least 5 steps.
• Think of questions you can ask about doing the laundry to find out more. How do you get out a stain? Why should you sort light colors and dark colors?

As described in your take home packet, your child's speech and language goals for improved communication can be targeted through simple activities. A little practice a day will go a long way!

If your child has goals for speech sounds:

• Say/Draw/Sculpt words that start with their target sound(s) - for example, if your child is working on the /s/ sound, they could call out, draw, or make words like 'sandwich', 'pencil', or 'house'.
• Listen to a parent say some words with the target sound - is the sound at the beginning, middle, or end of the word?
• Practice saying the sound correctly. How did it used to sound before you started speech therapy? Try saying your sound incorrectly and listen for the difference!
• Practice saying your practice words in sentences while tossing the ball, drawing your sentence, or acting out with play doh creations.
• If you don't have play doh at home, use some toys or household objects that have your sound. If you are practicing /r/, you could use a toy racecar, a rug for a racetrack, and a ribbon for a starting line. Use your imagination!
• You can also make your own 'cloud dough' with just 1 part vegetable oil and 8 parts flour. Or, you can practice while helping prepare a meal in the kitchen!

Fluency

• Use the above techniques, listening for 'bumpy' or disfluent speech instead of sound errors.
• Make up nonsense words and practice them 'bumpy' and 'smooth'
• Make up silly sentences, and practice them using different voices. How would a grandpa sound? How would a monster sound? How would a cow sound?
• Practice saying a word or sentence silently in your head, then in a whisper, then in a normal speaking voice before throwing the ball/ drawing the word or sentence/ making the word or sentence out of play doh.

If your child has goals for language:

Level 1

• Practice turn taking, modeling "my turn" and "your turn" while passing the ball, using one color at a time, or opening the play doh (or using a favorite toy)
• Practice pronouns, for example "I have the ___. Do you want the ___?"
• Requesting: instead of handing items to your child, offer a choice of 2 or 3 items and encourage them to reach for, point to or verbally request the item.
• Following directions: build receptive language skills by practicing 1-step directions! Here are some examples:
  • "Throw the ball to me"
  • "Toss the ball up!"
  • "Put the ball on your head"
  • "Give me the red crayon"
  • "Put ____ in the box"

Level 2

• Describe the items you're using; discuss the shape, size, color, and feel of each item.
• Compare/contrast: Pick two items and think of a way they are the same, and a way that they are different
• Play a guessing game while you toss the ball, draw a picture, or make something out a play doh. Give each other clues about what you are thinking of, drawing or making to help the other guess what the item is.
• Make up a silly sentence - say it, draw it or act it out. Count how many words are in your sentence, and see if you can make it longer.
• Make a mistake in your sentence and have your child correct it. For example, "I finded a purple hippo in my house" - "Oops! I FOUND a purple hippo in my house"