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Week 3-Monday March 30th, 2020
Week 3-Monday March 30th, 2020
Speech Sound Lessons
Speech Sound Lessons
Grab some scap pieces of paper or a white board and markers and set up 2 tic tac toe boards with your child. In each box of the tic-tac-toe board, write a word that has your sound in it. For example, if you are working on /l/, you can write the following words (lamp, Molly, ball). Please see the following link below to help your child think of words that have their sounds in them.
Expressive & Receptive Language Lesson-Level 1
Expressive & Receptive Language Lesson-Level 1
Please have your child click the link below and listen to the read aloud book on you tube called "Who's Awake in Spring?" by Phillis Girshator & Mim Green and Illustrated by Emilie Chollat
https://www.youtube.com/watch?v=Brn_GWUogmc
Then, see below "Expressive and Receptive Language-Level 1" for activities.
Expressive & Receptive Language Lesson-Level 2
Expressive & Receptive Language Lesson-Level 2
Please see "Expressive & Receptive Language Lessons-Level 2 below and have your child complete.
Stuttering Lesson
Stuttering Lesson
Have your child click on the following link below about the "easy onset" and "light contact" strategies.
https://www.youtube.com/watch?v=9ilZwu3SEL8&list=TLPQMjkwMzIwMjC7OG3RjQwirg&index=4
Then have your child practice reading or telling a story using these fluency shaping strategies.
**If you have extra time, grab some scrap paper and paint and demonstrate the "easy onset" on the paper with a painbrush (like they did in the video).
Social Language Lesson
Social Language Lesson
Watch the video below and answer the questions. You can email me your responses at manuellal@norwalktruckers.net
Answer the following questions using complete sentences:
Answer the following questions using complete sentences:
Do we say everything out loud that we think?
What was the problem in the video?
What is 1 solution that was talked about in the video?
Expressive & Receptive Language Lesson- Level 1
Expressive & Receptive Language Lesson- Level 1
Yes/No questions:
Yes/No questions:
Is the minnow (fish) asleep?
Are the ducks in the pond?
Are the birds laying in the grass?
Did the sheep go to sleep?
Did the little girl go to sleep?
WH Questions
WH Questions
Where were the minnow's (fish) in the story?
What do fish do?
Where were the ducks?
What do ducks do?
Where are the birds?
What do birds do?
Where are the cats?
What do cats do?
Where are the caterpillars?
What does a caterpillar turn into?
What were the sheep doing?
What did the little girl do at the end of the story?
Requesting Items/Following Directions
Requesting Items/Following Directions
To continue to work on requesting (using their voice or "talker", have your child draw a picture or complete a spring time craft. It can be simple! Show them a picture of whatever you want them to make and then have them request the items they need or want. (" I want red crayon please," "I want scissors please.")
Then, to work on following directions, give them 1-2 steps at a time to complete the craft/activity. If they need a model, you can give a model and then have them follow that model.
Expressive & Receptive Language Lesson-Level 2
Expressive & Receptive Language Lesson-Level 2
Grammar: Look at the following sentences below and find the grammar errors. Once you find the errors, read the sentence out loud with the correct grammar structures.
Grammar: Look at the following sentences below and find the grammar errors. Once you find the errors, read the sentence out loud with the correct grammar structures.
Him saw the red bird flying in the sky.
Her is the best ballerina in her class!
Them are my best friends from my class.
The bird flyed in the sky this morning.
I catched the ball that my brother threw to me.
I goed to the grocery store with my dad.
Yesterday, I weared my favorite blue sweatshirt.
Last month, my sister buyed me a birthday present.
I have lost 3 tooths so far!
I saw five mouses in my garage.
Expressive Language: Have your child describe the following "spring time" words by stating the category (group), function (what does it do?), and attriubutes (what does it look like, made of, parts?) of the given word.
Expressive Language: Have your child describe the following "spring time" words by stating the category (group), function (what does it do?), and attriubutes (what does it look like, made of, parts?) of the given word.
Flower (A flower is a ____________ that _____________. It can be _________________._)
Umbrella (An umbrella is a _________that______________. It can be _______________.)
Duck (A duck ia a _______________ that ______________. It is ____________________.)
Ladybug (A ladybug is a _____________that _________________. It is _________________.)
Spring (Spring is a _____________________. It is _________________).
Vocabulary Context Clues: Have your child read each sentence. Then, have them explain what the bold word means.
Vocabulary Context Clues: Have your child read each sentence. Then, have them explain what the bold word means.
I had to gather all of my materials I would need to complete my craft. Gather means___________________.
We observed the monkey's at the zoo for ten minutes because they were so funny! Observed means_____________.
When I was sick, I felt really drowsy so I layed in bed all day. Drowsy means ____________________.
I decided to walk on the sidewalk instead of the grass because the grass was damp. Damp means ________________.
I made two errors on my math test, but I still got an A! Error means _______________________.
Sequencing: Have your child grab a plain piece of paper and fold the paper in half twice so that there are 4 equal sections. Then, have them think of something they like to do in the Spring (ride a bicylcle, have a lemonade stand, play basketball, have a picnic, etc.) Next, have them draw each step to completing the activities in each box. When they are finished drawing, have them explain each step using complete sentences.
Sequencing: Have your child grab a plain piece of paper and fold the paper in half twice so that there are 4 equal sections. Then, have them think of something they like to do in the Spring (ride a bicylcle, have a lemonade stand, play basketball, have a picnic, etc.) Next, have them draw each step to completing the activities in each box. When they are finished drawing, have them explain each step using complete sentences.
Example for Lemonade Stand: First, I have to get all the materials I need for my stand. Next, I make the lemonade. Then, I set up my table and make a sign for people to buy lemonade. Last, I sit at my stand and wait for customers.
WH Questions:
WH Questions:
Have your child click on the link below to listen to "The Thing About Spring" by Daniel Dirk. The story is read aloud. During and after your child listens to the story, ask them WH-questions about the story (Who was the main character, Where did the story take place? When did the story take place? What do you think will happen next? ). Then you can have them retell the story.
Week 3-Wednesday April 1, 2020
Week 3-Wednesday April 1, 2020
Speech Sound Lesson
Speech Sound Lesson
Have your child see the "Speech Links for Websites" tab to find videos for how to produce their target speech sound as a visual reminder. Then, have them go to the following website below, find their target sound and try and practice their words or sentences 50x. The more practices your child can get the better! If they can make it to 100, that would be awesome!
https://mommyspeechtherapy.com/
Expressive & Receptive Language Lesson-Level 1
Expressive & Receptive Language Lesson-Level 1
Please see below "Expressive and Receptive Language Lesson-Level 1" for links that will guide you to the "Boom Learning" website for two language activities.
Expressive & Receptive Language Lesson-Level 1
Expressive & Receptive Language Lesson-Level 1
Have your child click on the link below to read "Hang on Little Koala"
https://kids.sandiegozoo.org/stories/hang-little-koala
After they have read the story or listened to it read aloud, scroll down to "Expressive and Receptive Language Lesson" for various activities centered around the reading.
Stuttering Lesson
Stuttering Lesson
Have your child click on the link below to read "Hang on Little Koala"
https://kids.sandiegozoo.org/stories/hang-little-koala
Have them read the various paragraphs using the following strategies when able: easy onset, slightly slower pace, and chunking/pausing in a natural way.
Social Skills Lesson
Social Skills Lesson
Have your child watch the video to the left and then have them answer the following questions:
Why is it important to make "connected comments"?
What happens when we do NOT make connected comments?
How does it make you feel when someone changes the topic of conversation suddenly?
What would your friends or family think if you always change the topic of conversation to what YOU want to talk about?
Expressive & Receptive Language Lesson-Level 1
Expressive & Receptive Language Lesson-Level 1
Have your child click on the links below from "Boom Learning.com" to complete the language activities.
This activity is targeting Object/Function. Have your child choose the correct picture choice for each question and then have your child repeat the sentence with the correct picture verbally or with their "talker". EXAMPLE: "Apple is for eating." Model it the first couple times and then have them attempt to complete on their own with a verbal and visual cue.
https://boom.cards/fastplay/t3wk
This activity is targeting expression of a a short/simple sentence using visuals. Your child can practice saying the sentence aloud and using their "talker" to continue consistentcy with the LAMP program during this closure.
https://wow.boomlearning.com/play/iDGvGZcHMDmrLGYqJ/teacher
**In addition, continue to work on having your children request items that they need either verbally or using their "talker" using complete sentences. We had been working on this skill A LOT in speech sessions and during whole group lessons a school all year, so we want to continue their ability to do so at home!
Expressive & Receptive Language Lesson-Level 2
Expressive & Receptive Language Lesson-Level 2
Click on the link below to take you to read about Koala's and then complete the following activities:
https://kids.sandiegozoo.org/stories/hang-little-koala
Grammar (Fix the following sentences and re-read them correctly with accurate use of irregular past tense verbs.
The zoo keepers beginned to feed the Koala when his mom passed away.
The little koala eated formula six times a day.
Omeo (the koala) first growed hair on his head and shoulders.
The zoo workers gived Omeo a stuffed koala that he could pracitce climbing on.
The zoo keepers feeded the koala.
Vocabulary Desscription (Have your child give a definition of each word in a complete sentence (stating 3 different components of the word).
(Category + Function + Attribute) EXAMPLE: A tree is a plant that grows and it is green and brown.
What is a koala?
What is a zoo?
What is formula?
Vocabulary Context Clues-Have your child read each sentence and determine and express the meanings of the bold words:
Omeo was too young to survive without a pouch, so zoo animal care experts began feeding and caring for the little marsupial. What does survive mean?
We gave Omeo a cloth pouch to snuggle in. What is a pouch?
Later, they used eucalyptus tree branches to make a mini-tree for him to practice climbing. What is a mini-tree?
Vocabulary Opposites-Have your child name the opposites of the given words below:
Strong---> ___________
Up--->__________
Warm--->___________
Survive--->__________
little--->______________
Vocabulary Compare/Contrast: State what is the same (similar, alike) and different about the following words:
-koala bear/grizzly bear
-zoo/forest
WH Questions-Please have your child answer the following questions regarding the Koala story:
Who is the story about?
Who is Omeo?
What kind of animal is Omeo?
Where does Omeo live?
How did Omeo get his name?
What happened to Omeo's mother?
Who takes care of Omeo?
Where did Omeo's fur start growing first?
What was the first step in helping Omeo develop strong muscles?
Week 3-Friday, April 3, 2020 --FUN FRIDAY!!
Week 3-Friday, April 3, 2020 --FUN FRIDAY!!
Let's have some fun today since it is Friday! First, click on the following link and practice your target speech sounds in words or sentences for 5 minutes. Try and get a lot of practice. Then, choose a game at home to play with someone an practice using your correct sound when speaking during the game! Make sure to use a good rate of speech (not too fast and not too slow). Try and make sure you are saying each sound of every word clearly!
https://mommyspeechtherapy.com/
*Parents, help cue your child and model the correct sound when needed!
It is Friday and we are going to have some fun today! Have your child click on the following link below from "Boom Learning" website.
This activity will allow your child to "make an underwater scene." Have your child do the following:
*Tell you where the ocean animals are (on top of the seaweed, next to the whale, under the octopus). Allow them to use their "talker" to help them communicate
https://boom.cards/fastplay/sgns
*Describe the animals (EX: An octopus is an animal, it has 8 legs, it lives in the ocean)
*Have them request which animal they want to move next ("I want the octopus please.")
*Ask them WH questions about their scene:
EX: What animal is green? Who has 8 legs? What does a shark do?
Have your child click on the link below. It will take you to the San Diego Zoo website where they have "live cameras" on the animals. Have your child watch 2 different animal videos and then "compare and contrast" what is the same and what is different about them.
*Make sure they use complete sentences with accurate grammar.
*Have them describe what each animal is like
Fun Friday! Have your child talk about how the week has went and how their talking has been.
Then, have your child choose a game to play with you. During the game, have your child practice using their fluency shaping strategies (easy onset, chunking/pausing, slightly slower rate). If you click on the link below, they can tally the amount of "bumpy" sentences and "smooth" sentences they have during the game to monitor.
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