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Scattergories, Jr.

11 Apr

Today I was all about Scattergories, Jr. with my older kids. My mom, an occupational therapist, recently retired, and I’ve been scooping up her games and materials (score!). I was perhaps the most excited about Scattergories. I used it with two of my language groups today (4th and 6th grade), both of which contain students working on both word finding and vocabulary building. With one of my 5th grade artic groups we just took away the rolling-of-the-letters component and said you got 2 points if you wrote down a word with the /r/ (in any position), their target sound. My last group of the day is composed of 1st/2nd graders, and our sounds of the day were /s/ and /z/. For them I just turned it into a bit of a round-table game show, presenting the items verbally (Your category is “THINGS I’D TAKE ON A PICNIC”. What’s something that has your /s/ or /z/ sound?). They were actually really great at coming up with appropriate responses, and it just made targeting their sounds a little more fun. Here’s the (very simple) worksheet I sent home with some of my kids.

From around the web:

-I liked this quote from an SLP on Scattergories.

-Now I want to try Scattergories Categories

Great take-home worksheet from Heard in Speech. Would definitely work with this activity!


Free downloads I’m loving today?

Sheets to send home to parents: information on “sh”, “ch”, “th”, /s/, etc. Nice descriptions of strategies to try at home/what is being targeted at school.

Pronouns activity. Many printable sheets with a camping theme targeting he/she/they. Nice visuals—I’m so used to Boardmaker ones!

Step by step drawing visuals. Nice for following directions!

A Fly Eatin’ Old Lady.

5 Apr

This week’s book was “There Was An Old Lady Who Swallowed a Fly.” In our large group, we read the story (having the kids predict what animal she would eat next and practice sequencing—-which animal did she eat first? next? last?) and then retold it using a felt board/props. During the story we had each kid hold a prop (animal) and, when they heard theirs, come up and feed it to the Old Lady puppet we had (similar to this). With the felt board, we had the kids try to remember all the animals in order with no visuals. They were actually pretty darn awesome at this (especially for it being the first day after break!). We also took away an animal or two and checked to see if they could tell us which one was missing. Question of the day: Which animal from the story was your favorite (no visuals, though of course would’ve provided if needed)? Snack: apple slices + marshmallows (count out 5!) to make a mouth & teeth. We also have some great Scholastic DVDs and had the chance to watch the story at the end of our group. Highly recommend these!

In the artic arena, the repetitious nature of the story made targeting sw- (swallowed)/sp- (spider), /k/ (cow, cat) —or plenty of other sounds— easy! And here are a couple materials I made: a sheet with all the animals from the story for cutting them out/sequencing them, a sheet with the animals and “She ate _____” visual (which I sent home with all of my classroom kids).

P.S. Stumbled across Consonantly Speaking’s resource page yesterday and am excited to look through the many, many SLP blogs listed! If you’re loving any blogs (or have started your own), would love to hear about them!

Spring Has Sprung!

4 Apr

Well, the “snowman” materials have finally been put away. This week I’ve been about all-things-Spring! Will share a few simple things I’ve made so far along with some of my favorite materials from around the web.

You can click on the pictures below to download a pronoun/expanding utterance worksheet I made up along with the visuals to go in the blank spaces (He wants four bunnies! They want six Easter eggs). Also thought I’d share a Boardmaker activity I made last year (sorry, for this one you’d need the program as it’s interactive)—lets the kids make their own silly spring/garden story up on the SMARTboard (or on the computer).

Last night I downloaded a bunch of the Easter/Spring apps that Jenna recommended over on Speech Room News. I let some of my artic kids take a shot at “whack-an-egg” after practicing their target words (it was a hit!). I used this “bunnies everywhere” book from Chapel Hill Snippets earlier this week and will probably use it again tomorrow with one of my kids working on basic concepts/expanding utterances. I think I’ll have to use this “Very Hungry Bunny” book from Playing With Words 365, too!

I think I borrowed it from the school’s library for most of last year (oops), but finally put in an order for my favorite spring book: Muncha, Muncha, Muncha by Candace Fleming. Will have to do a post on it soon, but for now I’ll just highly recommend it (for fruits/veggies, making predictions, sequencing events, etc)! What are your favorite “spring” children’s books?

More “Lunch”.

21 Mar

A couple of busy lunch-breaks later, and here are a few more things to share! Just thought I’d post a few photos of some of the previously shared materials in action (I decided to laminate/velcro the printable book I had made to go with Lunch—worked really well with my kids who are working on answering questions/expanding utterances with attributes). And here are a couple of pages I made for a student to target pronouns & word retrieval (page 1, page 2). We brainstormed all the red/yellow/green etc things that he/she/they could eat. In need of more inspiration? Denise Fleming’s website is nice—check out her ideas/downloads for LunchI like the lift-the-flap mouse. Could have students recall different fruits/vegetables from the story to complete the project.

Wednesday’s my day with K-8th graders, which today means: printing/sending progress reports home & seeing a lot of artic groups, a couple of language groups, and having an Annual Review IEP meeting over lunch. Still quite a few meetings on the books before Spring break starts Friday afternoon—feeling the time crunch and I’d guess I’m not alone, school SLPs! We can do it, one day at a time. 🙂

Bear Wants More.

15 Mar

Karma Wilson is another one of our main authors for the year, so we’ve read most of the “Bear” books already. This week’s pick? The spring-themed Bear Wants More, in which the bear just can’t stop eating, and eventually can’t fit back into his own cave.

This week in our speech/motor group we read the story (great opportunities for recall/sequencing: what did bear already eat? what did he eat next?) and then split the class into two groups: one went to work with our OT on their “fishing” skills, the other group stayed with me. I set out a bunch of different-colored “baskets” along with a corresponding sentence strip (e.g. “I put the yellow ____ in the yellow basket”). Each child picked a picture of a fruit or vegetable out of the “mystery bag” , labeled it, and decided which color basket to place it in (most of our kids can easily match colors, but it’s a nice review of a mastered skill!). Then I asked them what they put in the basket—they used the sentence strip to help them if needed. After each child had a turn, I had them brainstorm what other fruits/vegetables could go in the red/blue/green, etc baskets. Visuals made by Kristin.

For our “question of the day” the kids had to vote on which fruit was their favorite (strawberry/orange/grapes) and then had a chance to work on those fine motor skills/attributes by drawing their fruit of choice. We ate granola bars for snack, equating them to the honey cakes from the story.

I made up a simple worksheet (“He wants more _____”) and used it with both my artic and language kids—–for my artic kids, I let them pick any of their target words (e.g. initial /k/: car, cat, kangaroo) and glue them in the empty box to create silly sentences of their choosing (use any Bingo-esque printouts you have or make your own visuals). With my language kids, I made up visuals to go with all the foods from the story. It was also nice pronoun practice/use of third person singular -s. This morning I whipped up a SMARTBoard activity in the same vein to use with my large group—-the kids got to choose which items the bear would want to eat (a mixture of things he actually did eat in the story and the fruits/vegetables we put in baskets) and tell me what bear wanted.

Hope you enjoy! More on the other “Bear books” soon.

If You Give a Pig a Pancake.

5 Mar

This week’s preK book is If You Give a Pig a Pancake by Laura Numeroff. Thought I’d just run through what we did for our motor/speech/language group! We started off by reading the story (targeted answering wh- questions and making predictions while reading). After that, we played a game my co-worker Kristin made: “Who stole the syrup from the pancake stack?” Each child gets a card (we put them, closed, behind the kids until it’s their turn) with either pancakes or syrup on it. We go around the circle chanting “Max stole/took the syrup from the pancake stack! Max stole the syrup from the pancake stack! Who, me? Yes, you! Couldn’t be! Then…who?” We always try to save at least one child with a syrup card for the end. We have made versions of this game to go with quite a few books/units (e.g. Who stole the cookie from the cookie jar? Who stole the apple from the apple tree? Who stole the Chicken McNugget from the Happy Meal? Who stole the acorn from the squirrel?).

Our occupational therapist’s fine motor activity involved a great game from Lakeshore (a teacher store): Flapjack Math. I put some pancakes on the griddle and had each child flip a couple over and tell us how many blueberries were on each pancake. We pretended to eat our pancakes when we were done.

After we’d mixed up our pancake batter (just mix/water/oil), with each child getting a chance to stir it up, we headed out to the SMARTBoard, where we targeted wet vs. dry (the pig is wet & sticky quite a bit in the story). Each student labeled an item of their choosing and told us whether it was wet or dry. Of course this can be modified for students who need more assistance: ask them to find a certain item, give them verbal prompts/choices, have them complete a sentence (This towel isn’t wet! It’s ____).

When we came back for snack, each child either requested syrup or said “no, thank you” and started scarfing down an animal-shaped pancake. We also always have a “question of the day”. Usually the kids vote on something, but as we’ve been doing this for a long time, today we mostly cut out the visual prompts and just asked what their favorite part of the book was. I offered up visuals from the story if any of the students needed help.

And…there you have it! Our hour-long group. Screenshot of the newsletter we send home for parents is also below. With my itinerant speech students I’ll be using the book this week to target a myriad of speech sounds (medial and final /k/or initial /p/ in pancake, initial /p/ or final /g/ in pig, etc) depending on their goals (click to download visuals). And here is a visual to use pancakes to target pronouns (I plan to practice with the first three visuals and then to use visuals of people from the iPad to elicit more utterances). All these books are great for working on “if/then”, cause/effect (easy visual here).


P.S. Just stumbled across this blog post, which also has ideas for If You Give a Mouse a Cookie and If You Give a Moose a Muffin. Great minds—-they mention some of the same games/activities! Love all the ideas.