Virtual Activities Page

Welcome to my Virtual Activities Page! Below you can find activities for students who receive speech/language services.


Students who practice articulation skills, check out these:

  • fun videos to help with common sound errors!

  • free downloads that include sound word cards, sentences and stories!

No materials need to be purchased, the videos and sites are for viewing purposes only.

Wednesday 3/8/2020

Indirect Speech Services

Tuesday 3/7/2020

Listen to the story, “How to Catch the Easter Bunny” by Adam Wallace. Once on Youtube, make sure the "autoplay" button on the screen is not clicked. This will allow you to only view the video in the link provided and not any additional videos.

Videos are for viewing purposes only. You do not need to subscribe, share or leave feedback on videos.

Language:

Answer the following questions using complete sentences. Use the "helper sheet" provided below and the story to help you answer questions. Go back to specific pages or click the pause button as needed.

  1. Who are the characters in the story?

  2. What is the setting of the story?

  3. What happened in the beginning of the story?

  4. What happened in the middle of the story?

  5. What happened in the end of the story?

Articulation:

Find words in the story that BEGIN with your speech sound(s).

1. Practice saying each word 5 times.

2. Practice saying each word in a sentence.

Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while using a slower rate/speed or while looking in the mirror!

Image from TPT website. No materials need to be purchased, the link is for credit purposes only.

Monday 3/6/2020

Listen to the story, “How to Catch the Easter Bunny” by Adam Wallace. Once on Youtube, make sure the "autoplay" button on the screen is not clicked. This will allow you to only view the video in the link provided and not any additional videos.

Videos are for viewing purposes only. You do not need to subscribe, share or leave feedback on videos.

Language:

Answer the following questions using complete sentences. Use the "helper sheet" provided below and the story to help you answer questions. Go back to specific pages or click the pause button as needed.

  1. Who is called E.B.?

  2. What is the first trap?

  3. Why is it hard to catch the Easter Bunny?

  4. Since when has the Easter Bunny been hiding Easter treats?

  5. Where did the Easter Bunny escape from?

  6. Did the Easter Bunny get caught? Yes or no? How do you know?

While listening to the story, pick out any tricky words you hear. Discuss these words with a partner at home.

Fluency:

Complete the above language activity. Answer the questions using complete sentences and smooth speech strategies:

1. Deep breath before speaking

2. Slow rate/speed (turtle talk)

Use thumbs up and thumbs down to judge your own speech. (Thumbs up= smooth speech, thumbs down= bumpy speech). If speech was judged to be thumbs down, try again while really focusing on smooth speech strategies.

Articulation:

Find words in the story that END with your speech sound(s).

1. Practice saying each word 5 times.

2. Practice saying each word in a sentence.

Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while using a slower rate/speed or while looking in the mirror!

Image from TPT website. No materials need to be purchased, the link is for credit purposes only.

Friday 4/3/2020

Language:

It’s raining springtime vocabulary!

Look at the "Spring Words" list below. Describe items: (a) butterfly, (b) robin, (c) umbrella, (d) snail, (e) daffodil by:

  1. Appearance- What does it look like? (color/size/shape)

  2. Function- What do you do with it? What does it do?

  3. Category- What group does it belong to?

Make sure to describe each item using complete sentences.

Articulation:

Think of 5 springtime words that have your speech sound(s) in ANY part of the word. Springtime words can be nouns (people, places, things) that you play with, see, and/or find during springtime, or verbs (action words) that you do and/or see during springtime. Be creative!

Describe each word to a partner using your best speech, focusing on your specific speech sound(s) while speaking. Do not tell your partner the word you are describing. Once your partner guesses the word, practice saying it 5 times. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while using a slower rate/speed or while looking in the mirror!

*Tip: you will have better speech productions if you think about your sentences before speaking and use a slower rate/speed while speaking.

Thursday 4/2/2020

Today is Autism Awareness Day. Wear blue to show your support!

Language:

It’s raining springtime vocabulary!

Look at the "Spring Words" list below. Describe items: (a) kite, (b) baseball, (c) bunny, (d) frog, (e) tulip by:

  1. Appearance- What does it look like? (color/size/shape)

  2. Function- What do you do with it? What does it do?

  3. Category- What group does it belong to?

Make sure to describe each item using complete sentences.

Fluency:

Complete the above language activity. Practice describing items using smooth speech strategies:

  1. Deep breath before speaking

  2. Slow rate/speed (turtle talk)

Use thumbs up and thumbs down to judge your own speech. (Thumbs up= smooth speech, thumbs down= bumpy speech). If speech was judged to be thumbs down, try again while REALLY focusing on smooth speech strategies.

Articulation:

Think of any springtime words that have your speech sound(s) in the MIDDLE. Springtime words can be nouns (people, places, things) that you play with, see, and/or find during springtime, or verbs (action words) that you do and/or see during springtime. Be creative!

  1. Practice saying each word 5 times.

  2. Practice saying each word in sentences.

Make sure to focus on the word containing your speech sound while producing sentences. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while looking in the mirror!

Wednesday 4/1/2020

Indirect Speech Services

Tuesday 3/31/2020

Language:

It’s raining springtime action words!

Complete the following sentences by putting the action words in the past. After you complete the sentences, think of your own sentence for each action word. Start your sentences with "Yesterday.." to help you.

Ex. (1) The boy is walking to his friend's house. Yesterday the boy walked to his friend's house.

(2) The girl is running in the field. Yesterday the girl ran in the field.

  1. The women are picking pretty flowers.. Yesterday the women _______ pretty flowers.

  2. The plants are sprouting from the ground. Yesterday the plants _______ from the ground.

  3. The children are jumping in the puddles. Yesterday the children _______ in the puddles.

  4. The bunnies are eating carrots. Yesterday the bunnies _______ carrots.

  5. The boy is blowing bubbles. Yesterday the boy _______ bubbles.

  6. The girl is flying her kite. Yesterday the girl _______ her kite.

Articulation:

Think of any springtime words that END with your speech sound(s). Springtime words can be nouns (people, places, things) that you play with, see, and/or find during springtime, or verbs (action words) that you do and/or see during springtime. Be creative!

  1. Practice saying each word 5 times.

  2. Practice saying each word in sentences.

Make sure to focus on the word containing your speech sound while producing sentences. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while looking in the mirror!


Monday 3/30/2020

Language:

It’s raining springtime action words!

Complete the following sentences by putting the action words in the past. After you complete the sentences, think of your own sentence for each action word. Start your sentences with "Yesterday.." to help you.

Ex. (1) The boy is walking to his friend's house. Yesterday the boy walked to his friend's house.

(2) The girl is running in the field. Yesterday the girl ran in the field.

  1. Today it is raining. Yesterday it _______.

  2. The dogs are splashing in the puddles. Yesterday the dogs _______ in the puddles.

  3. The children are playing at the park. Yesterday the children _______ at the park.

  4. The boys are throwing the ball. Yesterday the boys _______ the ball.

  5. The girl is riding her bike. Yesterday the girl _______ her bike.

  6. The boy is wearing his raincoat. Yesterday the boy _______ his raincoat.

Fluency:

Complete the above language activity. Practice saying each sentence using smooth speech strategies:

  1. Deep breath before speaking

  2. Slow rate/speed (turtle talk)

Use thumbs up and thumbs down to judge your own speech. (Thumbs up= smooth speech, thumbs down= bumpy speech). If speech was judged to be thumbs down, try again while REALLY focusing on smooth speech strategies.

Articulation:

Think of any springtime words that BEGIN with your speech sound(s). Springtime words can be nouns (people, places, things) that you play with, see, and/or find during springtime, or verbs (action words) that you do and/or see during springtime. Be creative!

  1. Practice saying each word 5 times.

  2. Practice saying each word in sentences.

Make sure to focus on the word containing your speech sound while producing sentences. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while looking in the mirror!

Friday 3/27/2020

Weehawken TSD SuperHero Day- March 27

Community helpers are people who live and work in a community (i.e. police officers, mail carriers, nurses, hairdressers, bakers, etc.). First responders are community helpers that have specialized training and respond in emergency situations (i.e. police officers, firefighters, doctors, teachers, etc.). Watch the video, “Community Helpers” from the beginning until 1:20. The community helpers reviewed in this portion of the video are also examples of first responders, as they work to help keep people safe during emergencies. Copy and paste the provided link into your web browser: https://www.youtube.com/watch?v=GwcvYv_Tu3o

We know about superheroes that we see in movies, such as Superman, Batman and Wonder Woman. A superhero is a person who has *superhuman powers and uses them to do good things and help people. However, there are also superheroes that live among us in our community everyday. These superheroes are different because they don’t wear capes or have *superhuman powers but they still work hard to help people in the community.

*Superhuman powers are powers that are beyond what a typical human can do (i.e. fly, invisibility, read minds, super speed/strength etc.).

Language:

After you watch the video, discuss the following questions using complete sentences:

  1. What do first responders and superheroes that you see in movies have in common?

*Think of all of the ways that they are the SAME.*

  1. Draw a picture of a first responder and/or superhero that you would like to be. Describe the picture using complete sentences:

(a) Who did you draw? (Who= a person)

(b) What does he/she look like? (What= a thing or action)

(c) What does he/she do? (What= a thing or action)

(d) Where do you see/find him/her? (Where= a place)

Articulation:

Complete the above language activity using your best speech, focusing on your specific speech sound(s) while answering the questions. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while using a slower rate/speed or while looking in the mirror!

*Tip: you will have better speech productions if you think about your sentences before speaking and use a slower rate/speed while speaking.

Thursday 3/26/2020

Weehawken TSD SuperHero Day- March 27

Community helpers are people who live and work in a community (i.e. police officers, mail carriers, nurses, hairdressers, bakers, etc.). First responders are community helpers that have specialized training and respond in emergency situations (i.e. police officers, firefighters, doctors, teachers, etc.). Watch the video, “Community Helpers” from the beginning until 1:20. The community helpers reviewed in this portion of the video are also examples of first responders, as they work to help keep people safe during emergencies. Copy and paste the provided link into your web browser: https://www.youtube.com/watch?v=GwcvYv_Tu3o

Language:

You should have learned about 5 community helpers that are also first responders. Discuss the following questions for each one in complete sentences:

(a) Who is the first responder? (Who= a person)

(b) What does the first responder do? (What= a thing or action)

(c) Where does the first responder work? (Where= a place)

(d) When does the first responder work? (When= a time)

Fluency:

Complete the above language activity. Discuss the questions using complete sentences and smooth speech strategies:

(1) Deep breath before speaking

(2) Slow rate (turtle talk)

Use thumbs up and thumbs down to judge your own speech. (Thumbs up= smooth speech, thumbs down= bumpy speech). If speech was judged to be thumbs down, try again while REALLY focusing on smooth speech strategies.

Articulation:

Are there any community helpers and/or first responders that have your sound(s) in their names? Think of as many as you can.

(a) Practice saying each name 5 times.

(b) Practice saying each name in sentences.

Make sure to focus on the word containing your speech sound while producing sentences. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while looking in the mirror!

Wednesday 3/25/2020

Tuesday 3/24/2020

Language:

Draw a picture of one of your favorite places. Describe the picture using complete sentences.

(a) WHEN do you go to this place? (When= a time)

(b) WHY do you go to this place? (Why= a reason)

(c) HOW do you get to this place? (How= a way something is done)

Discuss "wh" questions from Monday's assignment for extra practice: (a) WHO would be at this place? (Who= a person), (b) WHAT do you do at this place? (What= a thing or action), and (c) WHERE do you see/find this place? (Where= a place).

Fluency:

Complete the above language activity. Describe the picture using complete sentences and smooth speech strategies:

(1) Deep breath before speaking

(2) Slow rate (turtle talk)

Use thumbs up and thumbs down to judge your own speech. (Thumbs up= smooth speech, thumbs down= bumpy speech). If speech was judged to be thumbs down, try again while really focusing on smooth speech strategies.

Articulation:

Draw pictures of 5 items that END with your speech sound(s).

(a) Practice saying each word 5 times.

(b) Practice saying each word in sentences.

Make sure to focus on the word containing your speech sound while producing sentences. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while looking in the mirror!

Monday 3/23/2020

Language:

Draw a picture of one of your favorite places. Describe the picture using complete sentences.

(a) WHO would be at this place? (Who= a person)

(b) WHAT do you do at this place? (What= a thing or action)

(c) WHERE do you see/find this place? (Where= a place)

Fluency:

Complete the above language activity. Describe the picture using complete sentences and smooth speech strategies:

(1) Deep breath before speaking

(2) Slow rate (turtle talk)

Use thumbs up and thumbs down to judge your own speech. (Thumbs up= smooth speech, thumbs down= bumpy speech). If speech was judged to be thumbs down, try again while REALLY focusing on smooth speech strategies.

Articulation:

Draw pictures of 5 items that BEGIN with your speech sound(s).

(a) Practice saying each word 5 times.

(b) Practice saying each word in sentences.

Make sure to focus on the word containing your speech sound while producing sentences. Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while looking in the mirror!

Friday 3/20/2020

District Professional Day

Thursday 3/19/2020

Language:

Describe items: (1) book, (2) dog, (3) guitar, (4) shoe, (5) rose

(a) Category- What group does it belong to?

(b) Location- Where do you see/find it?

(c) Parts- What are the parts of the item?

Make sure to describe each item using complete sentences.

Ex. A (item) belongs to (category). I see (item) (discuss location). A (item) has (list the parts).

Fluency:

Complete the above language activity. Describe items using complete sentences and smooth speech strategies:

(1) Deep breath before speaking

(2) Slow rate (turtle talk)

Articulation:

Look around your home. Find 8-10 items beginning with your speech sound(s).

(a) Practice saying each word 5 times.

(b) Practice saying each word in sentences.

Make sure to focus on the word containing your speech sound, while producing sentences.

Ex. I see (item).

Use thumbs up and thumbs down to judge your own productions. If production was judged to be thumbs down, try again while looking in the mirror!

Wednesday 3/18/2020

Indirect Speech Services

Tuesday 3/17/2020

Happy St. Patrick's Day!

Listen to the story, “How to Catch a Leprechaun” by Adam Wallace. Copy and paste the provided link into your web browser.

https://www.youtube.com/watch?v=uyg32H5eBNk

Articulation:

Find 8-10 words in the story that contain your speech sound(s). Practice saying each word 5 times. Use thumbs up and thumbs down to judge your own productions.

Language:

Discuss:

(1) Characters and setting

(2) Beginning, middle, and end story events

Monday 3/16/2020

Language:

Describe items: (1) toothbrush, (2) pencil, (3) bus by:

(a) Color/size/shape- What does it look like?

(b) Function- What do you do with the item? What does the item do?

(c) Associated item- What other item goes with this item?

Articulation:

Look around your home. Find 8-10 items beginning with your speech sounds. Practice saying each word 5 times while looking in a mirror. Use thumbs up and thumbs down to judge your own productions.

Fluency:

Find 8-10 items in your home. Describe the *function of each item using complete sentences and smooth speech strategies:

(1) Deep breath before speaking

*function- what you do with the item or what the item does