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ANNE GOODMAN

SPEECH-LANGUAGE PATHOLOGIST

MCHARG ELEMENTARY SCHOOL

731-3652

 

 

Speech and Language Remote Therapy Plans

2022-23 School Year

This document provides information and activities that help support improving communication skills for students who receive speech-language therapy at McHarg.   It is provided for remote learning for the days that RCPS may be out of school due to emergencies, weather, etc.

 

Speech and Language Assignments/Opportunities 

Information for parents and students who receive speech-language therapy. 

Your child receives speech therapy for one or more of the following areas:

  • Language Skills: which allow us to organize and make sense of our world
    • Receptive language-the language that you comprehend or understand
    • Expressive Language- the language you use to express your wants, thoughts and ideas(usually verbally, but can be written, gestures, signs, or a communicative device)
    • Pragmatic language: the rules of how we listen and speak; also known as social language 
  • Articulation Skills: difficulty with the production of sounds
  • Fluency:  Dysfluent speech or stuttering is when the flow of speech is broken by repetitions, prolongations, hesitations or abnormal stoppages of speech.

Language:  TALK about the book.  Ask questions about the story.  Make predictions about what might happen next.  Talk about what would be different if the characters acted differently or made different choices.  Compare and Contrast characters. How are they the same/different.

Talk about the beginning, middle, and end of the story. Make up a different ending.  Talk about your learning, compare/contrast, make predictions, categorize information by making charts/lists, describe, and sequence material. Talk about the problem and solution to the story.

Articulation :  When talking, reading, and discussing your learning, remember to focus on those words with the sounds we are working on(sent by email).  Remember to use the cues we’ve discussed.

Fluency:  When talking, reading, and discussing your learning, remember to use the just right rate of speech, easy onset: relaxed voice when you start and throughout your thought, prolonging/stretching out the beginning of your thought.

 

 

Speech and Language Assignments/Opportunities 

Information for parents and students who receive speech-language therapy. 

Your child receives speech therapy for one or more of the following areas:

  • Language Skills: which allow us to organize and make sense of our world
    • Receptive language-the language that you comprehend or understand
    • Expressive Language- the language you use to express your wants, thoughts and ideas(usually verbally, but can be written, gestures, signs, or a communicative device)
    • Pragmatic language: the rules of how we listen and speak; also known as social language 
  • Articulation Skills: difficulty with the production of sounds
  • Fluency:  Dysfluent speech or stuttering is when the flow of speech is broken by repetitions, prolongations, hesitations or abnormal stoppages of speech.


Language:  TALK about the book.  Ask questions about the story.  Make predictions about what might happen next.  Talk about what would be different if the characters acted differently or made different choices.  Compare and Contrast characters. How are they the same/different.

Talk about the beginning, middle, and end of the story. Make up a different ending.  Talk about your learning, compare/contrast, make predictions, categorize information by making charts/lists, describe, and sequence material. Talk about the problem and solution to the story.

Articulation :  When talking, reading, and discussing your learning, remember to focus on those words with the sounds we are working on(sent by email).  Remember to use the cues we’ve discussed.

Fluency:  When talking, reading, and discussing your learning, remember to use the just right rate of speech, easy onset: relaxed voice when you start and throughout your thought, prolonging/stretching out the beginning of your thought.

Activities: Listed are activities you can complete as remote learning for the days that RCPS may be out of school due to emergencies, weather, etc.

ARTICULATION

Make a list of words with your speech sounds in it that you can use to practice! I have attached a link to word lists that has word lists for every sound.

https://www.home-speech-home.com/speech-therapy-word-lists.html  Find YOUR sounds, then open the list. You can either print this out IF you have a printer at home, OR you can write them down on a piece of paper.   

Now the fun begins:  There are so many fun ways to practice your sounds in words:

Remember your good strategies we talked about ALL year! 

Please see the General tips and ideas  for improving articulation skills at the bottom of this document.

 

Speech and Language Assignments/Opportunities 

Information for parents and students who receive speech-language therapy. 

Your child receives speech therapy for one or more of the following areas:

  • Language Skills: which allow us to organize and make sense of our world
    • Receptive language-the language that you comprehend or understand
    • Expressive Language- the language you use to express your wants, thoughts and ideas(usually verbally, but can be written, gestures, signs, or a communicative device)
    • Pragmatic language: the rules of how we listen and speak; also known as social language 
  • Articulation Skills: difficulty with the production of sounds
  • Fluency:  Dysfluent speech or stuttering is when the flow of speech is broken by repetitions, prolongations ,hesitations or abnormal stoppages of speech.


Language:  TALK about the book.  Ask questions about the story.  Make predictions about what might happen next.  Talk about what would be different if the characters acted differently or made different choices.  Compare and Contrast characters. How are they the same/different.

Talk about the beginning, middle, and end of the story. Make up a different ending.  Talk about your learning, compare/contrast, make predictions, categorize information by making charts/lists, describe, and sequence material. Talk about the problem and solution to the story.

Articulation :  When talking, reading, and discussing your learning, remember to focus on those words with the sounds we are working on(sent by email).  Remember to use the cues we’ve discussed.

Fluency:  When talking, reading, and discussing your learning, remember to use the just right rate of speech, easy onset: relaxed voice when you start and throughout your thought, prolonging/stretching out the beginning of your thought.

Activities: Listed are activities you can complete as remote learning for the days that RCPS may be out of school due to emergencies, weather, etc.

ARTICULATION

Make a list of words with your speech sounds in it that you can use to practice! I have attached a link to word lists that has word lists for every sound.

https://www.home-speech-home.com/speech-therapy-word-lists.html  Find YOUR sounds, then open the list. You can either print this out IF you have a printer at home, OR you can write them down on a piece of paper.   

Now the fun begins:  There are so many fun ways to practice your sounds in words:

Remember your good strategies we talked about ALL year! 

Please see the General tips and ideas  for improving articulation skills at the bottom of this document.

FLUENCY

Stuttering

Draw the parts of your body that you use during speech. We have talked about each part (brain, lungs, voice, mouth-lips, teeth, tongue). After you draw these, find someone in your house to teach about all of the different parts of the body you use during speech. What happens when your muscles get tight in one of those areas? Discuss. It is important to understand HOW your body works when talking about stuttering AND it is important to show your family as well!  Click here: https://www.pinterest.com/pin/36873290678354358/?nic_v1=1a0u%2BCCqrsvJlBiJ%2FRBKQvjKBZxNmrWmRdAtdRp1Fm%2FyEtARS64Hpt7vTm7RfiBWKM

Please see the information about improving fluency skills at the bottom of this document. 

PRAGMATICS (Social Language) 

Click here for some social situations. Identify the problem then at least 2 solutions to the problem. THEN identify which you think would be the BEST solution.

 Link: https://www.home-speech-home.com/social-scenarios.html

Please see the information about improving language skills at the bottom of this document. 

BASIC LANGUAGE/

COMMUNICATION 

Make something in the kitchen! Whether it is a sandwich or microwavable macaroni and cheese. Read the directions to your child and see if they can follow the directions. Of course help them (especially if working with something hot in the microwave). Talk out loud about what you are doing and ask them,  wh questions like: What do we need to make this?  What do you think we should do first? Where can we find _____? 

Please see the information about improving language skills at the bottom of this document. 

LANGUAGE

Antonyms are words that mean…… THE OPPOSITE.. Hot and…. Cold. You get the picture. These are important for expanding our vocabulary knowledge and to be able to use that vocabulary when reading AND writing.

Please see the information about improving language skills at the bottom of this document.  

 

General tips and Ideas for improving articulation skills(speech sounds)

Remember, practice is the key.  Please practice your sounds two to three times a week.  Listed below are some fun ways to practice.  You also will have activities listed on your monthly remote therapy plan.  You can use any of these ways or think up your own ways to practice your sounds.  Please reference your skills sheet for more specific information to how to make and practice your targeted sound/s.  

 

Fun activities you can use to practice speech sounds.

  • Games are always a fun way to practice sounds.  You can roll a dice and say the sound the number of times shown on the dice before you move the given number of spaces.
  • When reading, find and practice words with your sound
  • Hide and seek.  Have your child write 5 words with their sound.  Then you can hide them and have the child find them and practice saying the word when they find the card.
  • Make a game: see how many words they can think of that have their sound in it given a 1 minute timer- have them think of all of their words in that minute and then review any that they had trouble with during the timed session
  • With carryover- have them make up a silly story using at least 5 words that have their sound in it 
  • Go on a scavenger hunt and  see how many things you can find with your sound in it!   Practice saying the word with your sound!
  • Make a poster!  Cut out of a magazine or draw pictures of things with your sound in it.   Practice saying the word with your sound!
  • Make a book of words with your sound!  Practice saying your sounds correctly as your read the book.
  • Make flashcards(you can index cards at the dollar store)  with pictures of words with your sound.  Place them around the house and everytime you pass one, read it!  
  • Highlight word wall words with your sounds and practice reading them!

 You all are so creative, so I know you will come up with other ideas.    Please send me videos monthly of you practicing your sounds.  

Links to help with practice for articulation: 

https://www.home-speech-home.com/speech-therapy-word-lists.html

https://www.speechteammate.com/free-articulation-worksheets

 

Improving speech fluency skills:

 

Information about stuttering:

We all have times when we do not speak smoothly. We may add "uh" or "you know" to what we say. Or, we may say a sound or word more than once. These are called disfluencies.  People who stutter may have more disfluencies and different types of disfluencies. They may repeat parts of words (repetitions), stretch a sound out for a long time (prolongations), or have a hard time getting a word out (blocks). Stuttering is more than just disfluencies. Stuttering also may include tension and negative feelings about talking. It may get in the way of how you talk to others. You may want to hide your stuttering. So, you may avoid certain words or situations. For example, you may not want to talk on the phone if that makes you stutter more.  Stuttering can change from day to day. You may have times when you are fluent and times when you stutter more. Stress or excitement can lead to more stuttering.

Signs and Symptoms of Stuttering

The following typical disfluencies happen to many of us and are not stuttering:

  • Adding a sound or word, called an interjection – "I um need to go home."
  • Repeating whole words – "Well well, I don’t agree with you."
  • Repeating phrases – "He is–he is 4 years old."
  • Changing the words in a sentence, called revision – "I had–I lost my tooth."
  • Not finishing a thought – "His name is . . . I can't remember."

When children are learning a lot of words or new speech sounds, you may notice some of these typical disfluencies. This is normal.

The following types of disfluencies happen when someone stutters:

  • Part-word repetitions – "I w-w-w-want a drink."
  • One-syllable word repetitions – "Go-go-go away."
  • Prolonged sounds – "Ssssssssam is nice."
  • Blocks or stops – "I want a (pause) cookie."

You may also notice other behaviors like head nodding or eye blinking. Sometimes people who stutter use these behaviors to stop or keep from stuttering. They may also avoid using certain words or use different words to keep from stuttering.  Feelings and attitudes can affect stuttering. For example, frustration or tension can cause more disfluencies. Being excited or feeling rushed can also increase disfluencies. A person who stutters may also stutter more if others tease them or bring attention to their speech. Stuttering may cause a person to be embarrassed and make them feel nervous about talking. 

Causes of Stuttering

Stuttering usually starts between 2 and 6 years of age. Many children go through normal periods of disfluency lasting less than 6 months. Stuttering lasting longer than this may need treatment.

There is no one cause of stuttering. Possible causes include the following:

  • Family history. Many people who stutter have a family member who also stutters.
  • Brain differences. People who stutter may have small differences in the way their brain works during speech.

You cannot always know which children will continue to stutter, but the following factors may place them at risk:

  • Gender. Boys are more likely to continue stuttering than girls.  Data are currently limited to individuals who identify as male or female.
  • Age when stuttering began. Children who start stuttering at age 3½ or later are more likely to continue stuttering.
  • Family recovery patterns. Children with family members who continued to stutter are also more likely to continue.

Other resources:

Taken from:  https://www.asha.org/public/speech/disorders/stuttering/

 

Ways to help at home:  

  • Practice using  the strategies or techniques specified for your child
  • These may include:  slowing down the rate of speech
  • Using a easy onset of speech: easy  breathy voice
  • Using a prolongation when initiating speech
  • Identifying stuttering behaviors
  • Recognizing tension 

 

If you're the parent of a child who stutters, these tips may help:

  • Listen attentively to your child. Maintain natural eye contact when he or she speaks.
  • Wait for your child to say the word he or she is trying to say. Don't jump in to complete the sentence or thought.
  • Set aside time when you can talk to your child without distractions. Mealtimes can provide a good opportunity for conversation.
  • Speak slowly, in an unhurried way. If you speak in this way, your child will often do the same, which may help decrease stuttering.
  • Take turns talking. Encourage everyone in your family to be a good listener and to take turns talking.
  • Strive for calm. Do your best to create a relaxed, calm atmosphere at home in which your child feels comfortable speaking freely.
  • Don't focus on your child's stuttering. Try not to draw attention to the stuttering during daily interactions. Don't expose your child to situations that create a sense of urgency, pressure, or a need to rush or that require your child to speak in front of others.
  • Offer praise rather than criticism. It's better to praise your child for speaking clearly than to draw attention to stuttering. If you do correct your child's speech, do so in a gentle, positive way.
  • Accept your child just as he or she is. Don't react negatively or criticize or punish your child for stuttering. This can add to feelings of insecurity and self-consciousness. Support and encouragement can make a big difference.

Taken from:  https://www.mayoclinic.org/diseases-conditions/stuttering/diagnosis-treatment/drc-20353577

Improving language skills:

    • Enjoy reading to and with your child.  Books can be found online at these sites:
  • Websites With Free Online Books For Kids
  • Oxford Owl.
  • Storyline Online.
  • International Children's Digital Library.
  • Open Library.
  • Amazon's Free Kids Ebooks.
  • Barnes & Noble Free Nook Books for Kids.
  • Mrs. P's Magic Library
  • TALK about the book.  Ask questions about the story.  Make predictions about what might happen next.  Talk about what would be different if the characters acted differently or made different choices.  
  • Compare and Contrast characters. How are they the same/different
  • Talk about the beginning, middle, and end of the story.
  • Make up a different ending 
  • Explore different websites:

Here are some websites that have articles for students to read.  They have follow up questions and vocabulary instruction with each passage. 

    • TALK about your thinking while doing everyday life.  Examples:
      • When you are making dinner or doing laundry, talk to your child about what you’re doing!
        • Ask what silverware you should use for cereal,soup, eggs,etc.
        • Talk about sorting socks and clothes by color, shape and size
      • Play I spy.  Have them describe an object and guess what it is.
      • Play Categories:  
        • Name all the things you can think of that are: round, green, living, animals, desserts,etc.
        • Which thing doesn’t belong? Basketball, hotdog, baseball, golfball
      • Make Predictions:
        • What do you think will happen if…
          • It’s raining at playtime?
          • We are hungry?
  • Compare and Contrast:
      • Stop lights to stop signs
      • Animals
      • clothing(hats)
      • Etc.
    • Practice the skills of speaking and listening by:
      • Reminding your child to stay on topic.  When they are off topic, question: Are we talking about….?
      • Have them use appropriate volume and rate
      • Have them use good eye contact
      • Have them ask you questions about your day

 

Useful Language Links:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

COMMUNICATION

Letter to parents about school closures and virtual days for students who receive speech-language therapy 

______________________________________________________________________________

I hope this newsletter finds each of you healthy.  As your speech-language pathologist, I desire for you to continue to practice your communication skills while you are away from school.  As we enter the new school year, your child will be receiving a paper copy of The Remote Speech Therapy Plan(RSTP). Please use the information below and the RSTP to help guide communication practice at home. If there are virtual days during this school year, then your student will receive their services during the closure/virtual days by accessing the Remote Speech Therapy Plan.  Many of your children may have already brought a copy home.  If not, you can access the plan attached to the bottom of this newsletter. If we are virtual for an extended period of time, I will be getting in touch with you to discuss options for speech service delivery. There are two different RSTP plans, at the bottom of the newsletter. One is for k-2nd grade and the other for Preschool. Please scroll to the bottom to find both of these.

 

I know that you are going to be busy, so here is the good news: COMMUNICATION IS INTEGRATED in all we do!  So, what does that mean for you?  Simply, it means that while you are reading ,writing and doing math, you can practice your communication skills.  

  •  practicing your sounds
  • talking or writing about your thinking
  • using good slow speech or other strategies to help you be more fluent when you speak

Attached you will find some ideas and suggestions to help you continue to improve your communication skills.  These are just overall ideas that you can use all the time.  Enjoy communicating with your siblings, parents, and caregivers!  I look forward to seeing you soon and hearing all about the exciting things you’ve learned. I have also added some extra links for those who are wanting some more ideas for ways to engage your children.   If you have any questions, please feel free to email me. 

Anne L. Goodman                             

[email protected]    

540-267-3822     

 

Improving language skills:

    • Enjoy reading to and with your child.  Books can be found online at these sites:
  • Websites With Free Online Books For Kids
  • Oxford Owl.
  • Storyline Online.
  • International Children's Digital Library.
  • Open Library.
  • Amazon's Free Kids Ebooks.
  • Barnes & Noble Free Nook Books for Kids.
  • Mrs. P's Magic Library
  • TALK about the book.  Ask questions about the story.  Make predictions about what might happen next.  Talk about what would be different if the characters acted differently or made different choices.  
  • Compare and Contrast characters. How are they the same/different
  • Talk about the beginning, middle, and end of the story.
  • Make up a different ending 
  • Explore different websites:

Here are some websites that have articles for students to read.  They have follow up questions and vocabulary instruction with each passage. 

 

 

    • TALK about your thinking while doing everyday life.  Examples:
      • Ask what silverware you should use for cereal,soup, eggs,etc.
      • Talk about sorting socks and clothes by color, shape and size
      • Name all the things you can think of that are: round, green, living, animals, desserts,etc.
      • Which thing doesn’t belong? Basketball, hotdog, baseball, golfball
      • What do you think will happen if…
        • It’s raining at playtime?
        • We are hungry?
      • When you are making dinner or doing laundry, talk to your child about what you’re doing!
      • Play I spy.  Have them describe an object and guess what it is.
      • Play Categories:  
      • Make Predictions:
  • Compare and Contrast:
      • Stop lights to stop signs
      • Animals
      • clothing(hats)
      • Etc.
    • Practice the skills of speaking and listening by:
      • Reminding your child to stay on topic.  When they are off topic, question: Are we talking about….?
      • Have them use appropriate volume and rate
      • Have them use good eye contact
      • Have them ask you questions about your day

 

Useful Language Links:

 

Improving articulation skills:  

(for students who receive speech-language therapy)

  • Have your child practice making the sounds they are working on to improve.  Most of them should be able to tell you what sounds they are working on and what cues they use to improve the sounds.  If you have questions on want resources, Pinterest usually has videos on how to make/produce most sounds.  Make sure you preview it first to ensure it is age appropriate.  
    • Games are always a fun way to practice sounds.  You can roll a dice and say the sound the number of times shown on the dice before you move the given number of spaces.
    • When reading, find and practice words with your sound
    • Hide and seek.  Have your child write 5 words with their sound.  Then you can hide them and have the child find them and practice saying the word when they find the card.
    • Make a game: see how many words they can think of that have their sound in it given a 1 minute timer- have them think of all of their words in that minute and then review any that they had trouble with during the timed session
    • With carryover- have them make up a silly story using at least 5 words that have their sound in it 

Links to help with practice for articulation: 

https://www.home-speech-home.com/speech-therapy-word-lists.html

https://www.speechteammate.com/free-articulation-worksheets

 

Improving speech fluency skills:

(for students who receive fluency/stuttering therapy)

  • It’s important for your child to continue to practice the skills they have been working on to improve their fluency of speech during this break from school.  Remind them to use:
    • Appropriate rate(speed of speech).  For the McHarg students, we talk about turtle talk.
    • Ask them to use their prolongation strategy when the initiate conversation
    • For Belle Heth, Middle, and High School students, you can have your student identify the types of stuttering, strategies used, and practice “psuedo” stuttering- or fake stuttering and have them show you how to use their strategies they know. They can also identify the parts of your body they use for speech (something we’ve been practicing on). Having them be the teacher and educating the family about stuttering is a great way to have them practice at home! 
    • Here is a great resource to explore if you want more educational information:  Stuttering Foundation, National Stuttering Association 
 
 
FOR K-2ND GRADE:

REMOTE SPEECH THERAPY PLAN 

FOR THE  1ST  QUARTER

BELOW YOU WILL FIND ACTIVITIES THAT HELP AID, SUPPORT, AND INSTRUCT YOUR CHILD’S INDIVIDUAL EDUCATION PROGRAM’s GOALS/OBJECTIVES.  YOU HAVE BEEN PROVIDED AN INDIVIDUALIZED SPEECH PLAN AT A GLANCE THAT DESCRIBES YOUR CHILD’S NEEDS, SERVICES, AND GOALS AT A GLANCE.  PLEASE REFERENCE THE TARGETED SKILLS LISTED ON THAT PLAN WHEN COMPLETING THE ACTIVITIES.  YOU ARE WELCOME TO COMPLETE ANY OF THE ACTIVITIES LISTED  FOCUSING ON THE TARGETED AREAS SPECIFIC FOR YOUR CHILD AND/or  COME UP WITH ONES OF YOUR OWN.

HOW TO USE THE REMOTE LEARNING PLAN

FOR SPEECH-LANGUAGE development

  • PLEASE REFER TO THE INDIVIDUALIZED SPEECH EDUCATIONAL PLAN FOR SPECIFIC SKILLS TO FOCUS ON.  
  • PLEASE COMPLETE THE ACTIVITIES LISTED BELOW WHILE FOCUSING ON YOUR CHILD’S SPECIFIC TARGETED SKILLS.  See the table below for specific ways to work on the targeted AREAS OF COMMUNICATION.
  • IF A SPECIFIC SKILLS SHEET WAS PROVIDED, PLEASE USE THE IDEAS AND SUGGESTIONS GIVEN WHEN WORKING ON THE SKILLS.

WAYS TO WORK ON TARGETED AREAS OF COMMUNICATION

Language:  TALK about your thinking when completing the activity.  Talk about colors, shapes, sizes of things.  Talk about how they feel: soft,hard,rough,etc.  Describe what they may be used for, example:  What do you do with an apple,  Eat it.  Talk about how things are the same and different:  How is an apple like a banana?  How are they different?  Categorize things ex: Name all the foods you can think of.  When you are reading books, talk about the story and the pictures.  Relate It to your life.  Ask how, when ,why, and what questions.  Predict what might happen next before you turn the page.  Ask questions, like what’s going to happen now?  Why do you think that?  What clues helped you figure that out?  Talk about your daily life:  what should we do when we spill the milk, just don’t rush to clean it up, ask what should we do?  Put things in order: discuss the steps when you put things in order.  

Social or pragmatic skills are the use of appropriate communication in social situations (knowing what to say, how to say it, and when to say it).  Practice these skills when talking with friends and family.

Articulation :  When completing the activities below, talking, reading, and/or discussing your learning, remember to focus on the sounds we are working on.  Please have your student practice words with the targeted sound( 5 times for each word) or have them put the word in a phrase.  Remember to use the cues we’ve discussed.  Please reference THE SKILLS STRATEGY GUIDE that was sent home or provided by email.   Also remember to cue your child demonstrating the mouth placements we discussed.  

Fluency:  When talking about the activities below, reading, and discussing your learning remember to use the just right rate of speech, easy onset: relaxed voice when you start and throughout your thought, prolonging/stretching out the beginning of your thought.  Remember to use cues such as turtle talk.

Communicating verbally or through other methods: If your child has specific needs in this area, please refer to your child’s Plan at A Glance for details on how to work on those skills.  You can incorporate those in your everyday life, giving your child a voice about choices and things they want to share.  You can also use the specific skills we are targeting  when completing the activities below.

REMOTE LEARNING ACTIVITIES

 THESE ACTIVITIES ARE PROVIDED TO INCREASE DEVELOPMENTAL SKILLS IN THE AREAS DESCRIBED IN YOUR CHILD’S INDIVIDUAL PLAN AT A GLANCE DOCUMENT.  PLEASE USE THE PLAN AND THE  INFORMATION IN THE AREAS ABOVE TO TARGET YOUR CHILD’S SKILLS WHEN COMPLETED THE ACTIVITIES PROVIDED BELOW.

*MAKE SURE YOU HAVE A TRUSTED ADULT WITH YOU WHEN YOU ARE WATCHING THE VIDEO OR BOOK ONLINE.  WE LIKE TO BE SAFE ON THE INTERNET!

1ST QUARTER:  OUR THEME FOR THIS QUARTER IS WHERE WE LIVE.  WE WILL BE LEARNING ABOUT DIFFERENT TYPES OF HOMES WHERE PEOPLE LIVE.  AS WE DISCUSS  OUR THINKING,WE WILL FOCUS ON THE FOLLOWING STRATEGIES THROUGHOUT THE YEAR: DESCRIBE, RETELL, SEQUENCE, CATEGORIZE, COMPARE, AND CONTRAST.

ACTIVITY 1

Explore yards around the neighborhood.  Take a walk with your parent/s or trusted adult and look at the yards in your neighborhood. Talk about... do backyards and front yards look the same?  What are some of the things you see in people’s yards?  Do you see any animals or decorations or play equipment?

ACTIVITY 2

Make a chart about things you see in people's yards.  Compare and contrast, describe and discuss.


Example:



     
     
     
     

Play equipment/toys

dogs

trees

Was there more play equipment or trees?  Which one was the most common?  Which one was the least?

ACTIVITY 3

Watch and discuss the video  HOW DO SEEDS GROW

ACTIVITY 4

Take a walk with an adult and talk about the plants you see.  How are they the same or different?  Describe the color, shapes, and sizes.   Does it look alive or dead?  Tell why.

ACTIVITY 5

Talk about the coming of Spring.  Predict what you think will happen to the plants in your yard.  Pick a plant and watch it each week and talk about how it is changing.




PRESCHOOL REMOTE SPEECH THERAPY PLAN:

3rd nine weeks    THEME:  Nursery Rhymes 

BELOW YOU WILL FIND ACTIVITIES THAT HELP AID, SUPPORT, AND INSTRUCT YOUR CHILD’S INDIVIDUAL EDUCATION PROGRAM’s GOALS/OBJECTIVES.  YOU HAVE BEEN PROVIDED AN INDIVIDUALIZED SPEECH PLAN AT A GLANCE THAT DESCRIBES YOUR CHILD’S NEEDS, SERVICES, AND GOALS AT A GLANCE.  PLEASE REFERENCE THE TARGETED SKILLS LISTED ON THAT PLAN WHEN COMPLETING THE ACTIVITIES.  YOU ARE WELCOME TO COMPLETE ANY OF THE ACTIVITIES LISTED  FOCUSING ON THE TARGETED AREAS SPECIFIC FOR YOUR CHILD AND/or  COME UP WITH ONES OF YOUR OWN.

HOW TO USE THE REMOTE LEARNING PLAN

FOR SPEECH-LANGUAGE development 

  • PLEASE COMPLETE THE ACTIVITIES LISTED BELOW WHILE FOCUSING ON YOUR CHILD’S SPECIFIC TARGETED SKILLS.  See the table below for specific ways to work on the targeted AREAS OF COMMUNICATION.
  • IF A SPECIFIC SKILLS SHEET WAS PROVIDED, PLEASE USE THE IDEAS AND SUGGESTIONS GIVEN WHEN WORKING ON THE SKILLS.

 

WAYS TO WORK ON TARGETED AREAS OF COMMUNICATION

Language:  TALK about your thinking when completing the activity.  Talk about colors, shapes, sizes of things.  Talk about how they feel: soft,hard,rough,etc.  Describe what they may be used for, example:  What do you do with an apple,  Eat it.  Talk about how things are the same and different:  How is an apple like a banana?  How are they different?  Categorize things ex: Name all the foods you can think of.  When you are reading books, talk about the story and the pictures.  Relate It to your life.  Ask how, when ,why, and what questions.  Predict what might happen next before you turn the page.  Ask questions, like what’s going to happen now?  Why do you think that?  What clues helped you figure that out?  Talk about your daily life:  what should we do when we spill the milk, just don’t rush to clean it up, ask what should we do?  Put things in order: discuss the steps when you put things in order.  

Social or pragmatic skills are the use of appropriate communication in social situations (knowing what to say, how to say it, and when to say it).  Practice these skills when talking with friends and family.

Articulation :  When completing the activities below, talking, reading, and/or discussing your learning, remember to focus on the sounds we are working on.  Please have your student practice words with the targeted sound( 5 times for each word) or have them put the word in a phrase.  Remember to use the cues we’ve discussed.  Please reference THE SKILLS STRATEGY GUIDE that was sent home or provided by email.   Also remember to cue your child demonstrating the mouth placements we discussed.  

Fluency:  When talking about the activities below, reading, and discussing your learning remember to use the just right rate of speech, easy onset: relaxed voice when you start and throughout your thought, prolonging/stretching out the beginning of your thought.  Remember to use cues such as turtle talk.

Communicating verbally or through other methods: If your child has specific needs in this area, please refer to your child’s Plan at A Glance for details on how to work on those skills.  You can incorporate those in your everyday life, giving your child a voice about choices and things they want to share.  You can also use the specific skills we are targeting  when completing the activities below.




REMOTE LEARNING ACTIVITIES

 THESE ACTIVITIES ARE PROVIDED TO INCREASE DEVELOPMENTAL SKILLS IN THE AREAS DESCRIBED IN YOUR CHILD’S INDIVIDUAL PLAN AT A GLANCE DOCUMENT.  PLEASE USE THE PLAN AND THE  INFORMATION IN THE AREAS ABOVE TO TARGET YOUR CHILD’S SKILLS WHEN COMPLETED THE ACTIVITIES PROVIDED BELOW




3rd Nine Weeks: Nursery Rhymes

Activities: 
  1. Read Humpty Dumpty.  Talk about that Humpty Dumpty was an egg.  What happens to eggs if they fall or are dropped?  If you would like you can conduct an experiment with an egg.  Find a wall, porch, or ledge outside to set Humpty Dumpty(the egg) on. Predict what will happen next?   Have your child recite the poem.  Then have the egg fall off.  Do you think the egg can really be put back together again?
  2. Draw a big oval on white paper.  Have your child cut out the oval?  Then talk about what would the oval need to make it a face:  eyes, mouth, nose, etc.  Have your child draw these on the paper oval.  Talk about you are making a Humpty Dumpty.  Recite the Rhyme.  As     you say the rhyme, have your child cut the oval into three or four large pieces when he falls off the wall.   Have them use the band aids to put Humpty Dumpty back together again.
  3.  Sort the plastic eggs by color.  Talk about which color has the most, which has the least.  Talk about which one is your favorite color.  Then have an egg hunt for fun, even though it’s not Easter.  
  4. Read the book Hickory Dickory Dock. Have fun learning the Nursery Rhyme. Have your child say the Nursery rhyme to other members of the family stuffed animals.
  5.  Use a paper plate to make a clock.  Write the numbers around the paper plate.  Use construction paper to make 2 hands for the clock(one short and one long).  Use the brad to attach the hands to the middle of  the clock.  Use the paper mouse template to cut out and attach to the popsicle stick.  Act out the nursery rhyme while reciting it. 
    1. Work on concepts: up ,down, top, bottom, in front of, behind, and beside by having your child place the mouse in those positions on the clock.