Emotions Cue Card ~ by Kelley

First of all, I have to apologize for the long absence! One of my boys has been struggling with some medical issues this fall and I've been working hard to juggle everything. Unfortunately, blogging had to take a back seat to family for a while.

I do want to get back into the swing of things with a new emotions cue card. I'll admit that one of my pet peeves are emotions posters that are so exaggerated they don't help our students learn to read realistic non-verbal cues. I finally decided to make my own with a mixture of kids and adults with *hopefully!* more realistic expressions.  Feel free to download it for your own use! Click here to download.

Have a happy day ~ Kelley

https://drive.google.com/file/d/0B4qTMzRlgqGscThlS2QtVE1LcHM/view?usp=sharing

Simple Speech ~ "The Gingerbread Man" : Activities to Target Speech, Language and Literacy

Wow! This semester in school is flying by, we only have 7 more days until Winter Break! I feel like I have been drowning in paperwork and evaluations and my student caseload keeps growing! Thankfully, we are in one of my favorite times of year, the Holiday Season!

Because I work with such a diverse population of students and cultural backgrounds, I really have to focus on choosing diverse activities that allow us to celebrate the season in many different ways. My favorite book to read this time of year is "The Gingerbread Man". It's a fun story about something that we all enjoy: COOKIES! This year, I have collected MANY versions of this story to enjoy with my students!

The goals that I target during these activities include the following:
Articulation/phonology: multi-syllable words/phrases; final consonants; phonemes: "dge", /f/, /k/
Receptive language: Recognizing animals, actions, positions
Expressive Language:  Core Vocabulary--"In, Out, Go, Run, He, She, They"; Answer Who, What Doing, Where and Why Questions; Problem solving; Inference; Predicting; Story Grammar; Sequence; Re-telling stories, Compare/Contrast
Pragmatic Language: Feelings/emotions, Non-literal language/Metaphors ("Sly as a Fox")

I started by reading this version: "The Gingerbread Man". In this version, the fox tricks the gingerbread man by telling him, "Come closer, I can't hear you". The kids love this one because we all YELL together like the gingerbread man, "I have run away from . . . .!" and then we list all of the characters.

Then I read this version of the book:

I talked to the students about "folk tales" and why there are different versions of this story. The second version of the story has more details about the process for making gingerbread and has new vocabulary like "sugary glaze". This version also has different characters from the first version of the story.

While reading each story, we focused on the articulation and phonology goals using the repetitive text "Run, Run as fast as you can, you can't catch me, I'm the gingerbread man!" Then, after reading each story (usually during the second session), we retold the story using this visual that I created: Retell the Story. This is a great tool that we used to identify the Story Parts and practice Sequence skills. This is also helpful for identifying details and events from the a story.

After retelling each version of the story. We were worked on compare/contrast of the stories. I use a simple Venn diagram to compare/contrast the stories. I found a new idea on how to do this on Pinterest using paper plates. What a great idea! Here is the link to the post: Paper Plate Venn Diagrams

The kids have been so engaged that I sought out many more versions of this story and have them laid out. They ask every day which book we will read next! So, we also read these stories and completed the same kinds of activities. Here they are:

The kids have done such a great job and have been really engaged in pointing out similarities and differences while we have read the books. I have been using these activities with Pre-K through 2nd grade students. I even used the first version of this story in my youngest pre-school group. I found lots of Gingerbread Man activities on various websites, here are some of my favorites!

Sequence pictures and a mini book:

Gingerbread Man Sequence Pictures

Gingerbread Man sequencing

Gingerbread Man themed games and websites:

 Roll a Gingerbread Man

Gingerbread Man Websites

YouTube Links for Gingerbread Man story and How to Make Gingerbread cookies:

The Gingerbread Man (video)

Gingerbread Men Recipe Demonstration

I really like the video "Gingerbread Men Recipe Demonstration". It's kind of long, so I fast-forwarded many parts, but it was great for my students to see the process for making gingerbread cookies. Many of them thought that decorating and eating were the only steps! The last activity that I did with the kids was to make cookies with them. I had them list the steps for making the cookies and I purchased some Gingerbread Cookie Mix. We did this hands on activity to complete the recipe, bake the cookies, decorate, and EAT (everyone's favorite).

If you have students with diet restrictions or have limitations in making real cookies, we also had lots of fun using the Cookie Doodle app on the iPad. Using this app, you and your students can walk through the steps of mixing the ingredients, baking, and decorating. It's fun, too!

I hope you have fun using some of these Simple Speech "holiday themed" activities with your students! What are your favorite books or activities to use during the holiday season?

~Orlanda

Easy Lessons to Target Play Skills & Sharing

Orlanda and I have spent a considerable amount of time over the past 6 weeks in our collaborative speech/social thinking groups working with our "littles" on basic play skills and sharing. We have two small groups (4 kids each) that we needed to target these skills. One group is made up solely of Kinder students who have significant speech and language delays (both articulation and pragmatic language) and ADHD. The second group is made up of Kinder and 1st grade students who all have pragmatic language deficits, but are "higher" than the first group. The students in this group have Autism Spectrum Disorder and Speech Impairment.

We grouped the lessons in this unit into indoor play skills and outdoor play skills.
During the outdoor play lessons we listed different activities that the kids like to play outside and which were solitary activities vs activities they do with others. After choosing a few of the most common activities on the lists, we taught the explicit rules and defined the "hidden rules" for those activities. We read portions of The Social Skills Picture Book by Jed Baker, PhD that related to outdoor play.

We then took the kids outside to the Kinder playground when no other students were outside to practice taking turns with the balls and playing a simple game that required joint attention. The kids did a great job.

Next, we began to target indoor play skills. We specifically wanted to make sure to address the kinds of activities the kids engage in Kindergarten and 1st grade "centers". We again made lists of activities they did indoors and divided them into solitary vs activities done with others. We read applicable parts from The Social Skills Picture Book again and discussed "hidden rules" for playing with others during centers. We spent several sessions watching and discussing the lessons on sharing and taking turns from Playtime with Zeebu. The kids loved Zeebu and it provides a great anchor to remind students to share in the inclusion setting.

We spent a session reading a picture book on sharing. For the Kinder students with less language sophistication, we read Will Sheila Share? by Elivia Savadier. For the combo Kinder/1st grade group, we read I Am Extremely Absolutely Boiling by Lauren Child.

Finally, we spent several sessions practicing sharing and indoor play. During the first session, we used wooden trains and train tracks (which worked really well since there is an example of sharing/not sharing with trains in the Zeebu video). During the second session we used Legos. Before the first session we spent time teaching various phrases that could be used to initiate play and to help facilitate sharing using this visual.

When we played with train tracks I initially "controlled" access to the tracks handing out one or two to each child and then prompting them to use the scripts to ask for more from me or from a peer. When we did the Lego activity, Orlanda gave each child a small pile of Legos that they eagerly started building with individually. Sure enough, they soon wanted more. They were prompted to ask a friend for a piece. Ya gotta love a little sabotage! :) We do have a few students who we wanted to target accepting "no thanks" from their peer for an answer while we also had one particular student who tends to get run over by his peers and we wanted to help him know it was ok to say "no thanks" at times. This led to some interesting interactions!

I have worked on generalizing the skills from small group to the inclusion classroom by using this powerpoint social story. I just load it on one of the classroom computers in the specific classrooms and prompt the kids to read it (either independently or with me) before center time. Feel free to download it for your use!

Click here to download the "Playing with a Partner" Social Story

I hope that you will find the lesson ideas and tools to be useful with your students.  ~ Kelley

Welcome to the Vocabulary Parade!

I'll admit I've been in a bit of a funk this past month -- too many obligations, too little time. I know that is a universal feeling out there among educators at one point or another in the year.

Yesterday, however, we had a great activity at school that pumped my enthusiasm back up and I'm already brainstorming ideas about how to incorporate instruction in idioms and vocabulary next year with my students. Instead of the usual Halloween based events, our school hosted our first annual Vocabulary Parade. This idea was based on the book Miss Alaineus: A Vocabulary Disaster by Debra Frasier. Our students were asked to choose a vocabulary word and create a costume that would define that word. We then all gathered in front of the school and were led by the high school drum line in a parade. It was absolutely adorable!

I just thought I would share the costumes Orlanda and I came up with. Orlanda's word was "communicate" (of course!) and mind was "deduce" (a la You are a Social Detective by Michelle Garcia Winner & Pamela Crooke). Next year I'm on the hunt for a yellow trench coat!  ~ Kelley

"Halloween" Themed Books AND Core Vocabulary!

 

Halloween is one of my favorite holidays and it lends itself to so many great activities for speech and language learning and functional communication use. I have been working with several teachers (including my parnter, Kelley) to spread CORE vocabulary into many classrooms, and this week I have found a few books to help me combine these two FUN concepts.

 

The first story I used came from an OLD book, "Storytime: Holiday Fun" by Pati King-DeBaun (1993). The story I pulled from this book is called "Stirring the Brew". I have had this tool in my "toolbox" since my first year as an SLP (I actually found a note attached from my CF supervisor!--Thanks, Penny!) Unfortunately this book is now out of print, so I couldn't find it to share. I DID find a photo of it online though! Here it is:

 

 

 

The concept of this story is simple and REPETITIVE. Each page turn shows a witch stirring the brew and then adding various items such as cats, ghosts, bats, spider webs, pumpkins and goblins. This would be a fairly easy concept to make on your own. I LOVED this book for TWO reasons. . . 1)It is repetitive and by the 2nd page, even my kiddos with limited verbal skills were singing the carrier phrase "stirring and stirring the brew, P. U!" and 2) There were many opportunities to use the CORE word "in". While I read this story to my students, I also had a "cauldron" that I found on sale at Target (I found it near the traditional "pumpkin" buckets). I had pictures of each item from the story and a spoon for each student. I also had large picture symbols of the core word that I was working on with the students "in" and later we added "out".

I also found a pre-made board from Boardmakershare.com that depicts some images to pair with this story. Visit the link HERE .

 

Another book I used last week to incorporate CORE vocabulary was the story "Big Pumpkin" by Erica Silverman. Fortunately I was able to find MANY activities online to go with this book.

For this story, we focused on the CORE words "ON" and "OFF". I started by practicing ON and OFF using small objects and large blocks. I also made large picture cards to depict the "symbol" to associate with each word.

I love this story because it is repetitive with carrier phrases and adds a new character to each page. My kids especially loved when I would "change" my voice while reading each page. This story also leant itself to many great questions and vocabulary words, and of course, story elements. For my youngest students, I used picture symbols to help them focus on the the concept "ON". Our carrier phrase was "the (witch) pulled, the pumpkin stayed ON". I also found these awesome links with visuals to add to the story activities!

• Vocabulary cards HERE
• Literacy activities, coloring sheets, sequence cards, & craft activities HERE
• Poem, Story Re-tell, and Book report HERE
• Boardmaker Story board and picture symbols HERE

The last story that I have used this month to work on CORE vocabulary is "The Little Old Lady Who Wasn't Afraid of Anything" by Linda Williams.

I love this story for MANY reasons in addition to the CORE vocabulary that is targeted. The carrier phrase that I focused on with core words was "SHE said, I am not afraid of YOU". The anticipation in this book made it very exciting to read and re-tell many times! I created this visual to teach the core words "YOU", "I", "SHE" and "HE", all of which can be used with this book and it's repetitive text.

I also found many other amazing online activities to pair with this story!

• Literacy, Art, and Circle Time activities HERE
• Story board and picture symbols HERE
• Boardmaker Communication Board HERE

  

This school year, I have added many new students to my caseload and many new students with limited verbal skills and/or poor general intelligibility of speech. My "knee-jerk" response was to GO CORE with more students. If you have not yet gone "CORE", I encourage you to research this topic and you will see some pretty amazing results.

Thank you Gail Van Tatenhove for your amazing work in this area!

~Orlanda