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Muncha Muncha Muncha.

24 Apr

I mentioned that one of my Spring favorites is Muncha Muncha Muncha by Candace Fleming. I just think it’s fabulous for sequencing, making predictions, identifying emotions, labeling veggies, etc. In the artic arena, this week I’ve made it work for targeting /k/ and /g/ primarily, but of course could use it for /m/, “ch”, whatever you can find in the story to emphasize!

Click on the pictures below for the following downloads.

1) Images from the book for sequencing. Sadly, the copy machine at work scans these in b&w, so I’d certainly recommend just copying your own, but here they are just in case you’re in a pinch! I laminated 6 scenes from the book and have been using them for sequencing tasks.

2) /k/ & /g/. Very simple visual to send home/use during sessions. Carrot & garden are two targets that can be elicited frequently in the story.

3) Retelling the story. Visuals to help students retell the story. Used with students targeting sequencing/expanding utterances and also with some artic students for carryover tasks.

4) Garden visuals. I can’t find mine right now (grr), but previously had printed these and laminated/velcro-ed them to target spatial concepts and following directions. Includes veggies all discussed in the story, a fence, etc. Included different sizes so directions could be made more complex if needed (e.g. Put the smallest bunny next to the big lettuce, etc).

Hope you enjoy! Could pair this story with the bunny books I shared previously or medial “ch” visuals. I also used it with this fruit/veggie SMARTBoard activity with some of my students.



6 Mar

I’ll keep it short and sweet today. Just thought I’d share the visual I made yesterday to go with today’s Lego activity. The students I had in mind are working on /g/ in the middle of words, but could also be used for students targeting /l/ at the beginning of words (or s-blends for “I spy”). No re-inventing the wheel here—-we just practiced “spying” Legos using the sentence strip and then built whatever the students wanted. I kept the box of Legos behind me and each student had to request the Legos to get more materials for their creations (I want three green Legos, I need a big blue Lego). Could also certainly be used to target expanding utterances, using attributes (big/little, long/short, color, quantity, etc), pronouns (He wants 2 red legos. I want a blue one). Always eager to hear play-based activities for articulation—-would love to hear yours!