Friday, March 27, 2015

Week in Review: 03/27/2015

Old School Speech

I started this linky so that SLPs could go to 1 place to get ideas for therapy. Write a post about either what you did this week, or what you have planned for next week. All I ask is that you share a link back to my blog in your post.
(This post includes direct links to the products. Free products are indicated.) 

me of the week:  Easter

5 Minute Day:
Instead of using this as a "bump", the students rolled 2 dice after saying their targets, added the dots, and put a chip on the number of dots they rolled. (From the **Freebie**Easter Board Games Pack by Sweet Integrations)

School –Aged Language:
When I asked one of my students if he knew any jokes, he proceeded to tell me one...the whole thing. There was no waiting to see if I knew the answer, he just barreled right into the answer. I was planning on using  Joke Dominoes (Old School Speech...that's me!!), which was perfect for this student . I also used it with a fluency student. Another language student explained the multiple meaning words that are included.
Some other students used my Bunny Grammar Dice (Lessonpix). The picture below shows a student who rolled each cube, then wrote his sentence. I wrote his sentence on a page protector, and he decided if the sentence was grammatically correct, and, if not, what he needed to do to make it correct. I didn't have him correct anything on his sheet; he took it home for homework.
In addition to Joke Dominoes, my older language students are getting ready for state testing. This week, I had them read a passage (slowly), then read & answer the questions. Following that, they went back through the passage and found the clues for the answers. Hopefully (fingers crossed!) this will help them when it comes time to take the test "for real".

Game Day:
Bunny Hop (another game from the **Freebie**Easter Board Games Pack by Sweet Integrations) was a hit during "Game Day"! The game includes jelly beans to cut out, but I used real jelly beans. When a student landed on a jelly bean, I gave him a real one to put in his snack bag. As always, his direction was to put the bag in his backpack until he gets home.
I just didn't have my act together enough to get a craftivity together for my little one, so I pulled out a page from my No Prep Bunny Daub/Homework. After she said each word, she daubed the bunny's belly. She took the sheet home to work on.
I also used this for homework for most of my other kids.

What did you do this week, or what do you have planned for next week? 

Monday, March 23, 2015

Monday Re-Post: Artic Old School

This post was originally published on 19 November, 2013:

You've administered an articulation test and have decided which sounds to work on.  Now what? I mentioned before that I'm very "Van Riperish" when it comes to articulation therapy.   I am a firm believer in the student being able to produce the sound in isolation before working on the target sound in words.  Sometimes it's pretty simple and the student is very stimulable for it.  Other times:  not so much.  
Through the years, I've tweaked my artic therapy to progress the student a little faster through the hierarchy so that they will correct their sound faster.  In a nutshell, here's my hierarchy:
1) Isolation
2) Syllables
3) Words
     a) following my model
     b) spontaneously
4) Sentences 
    a) Making up his own sentences
    b) Repeating "tongue twisters" after me
5)  Conversation
I will pair sounds together:  for example, /k/ and /g/ are worked on together, as are /s, z/.  I generally don't separate the sounds into the different positions; I will mix up initial, medial, and final positions and work with them at the same time.  There are exceptions, however.  From time to time, I will have preschool students who have major problems with their sound in one or two positions, but will have some success with the other position.   In that case, I will separate the sound into positions, until I think he's ready to have them mixed up. 
The only time I do oral motor exercises is for the /r/, or if the student isn't stimulable for the sound at all.  The latter very rarely happens, but when it does, it's usually with the /k, g/.  
Most of my students must achieve 80% accuracy for 2 consecutive data collection sessions for the isolation and syllable levels, and 90% accuracy for 2 consecutive data collection sessions for the remaining levels.
Materials:  At one of my schools, I use the Super Duper Fun Decks.  At my other school, I use some cards that I made when I first started working.   I had 2 of the Dr. Seuss Dictionaries, so I cut the pictures out, mounted them on index cards, and laminated them.  Over 25 years later, and they're still in fairly good shape.  I have the Articulate It! app on my iPad, and when I first got it I used it quite a bit.  I forgot my iPad at home one day, and the kids were ecstatic to get to use cards again.  Since then, I mainly use the cards.
For reinforcement, we play a lot of games.  Every now and then, I'll mix it up and we'll do something a little different, like pick out their sounds while we read a book.  The student will usually say 3 cards (or his sound 3 times, or 3 syllables) before taking a turn.  While one student takes his turn, I'm listening to the next student, so the sessions flows pretty well.  I make sure they know that they're in there to work on their sound, and that it's not about who wins the game, it's about having fun while we're working on their sounds.  If a student gloats, I will remind them to be a good winner.  If they continue, I will threaten them with not being able to play a game next time.  That usually takes care of the gloating! 
How does this compare with how you conduct artic therapy?  

Wednesday, March 18, 2015


Success doesn't seem to come along often enough. There are times when we get discouraged because it seems that things are status quo with our students. Then, out of nowhere, a light will come on.

I have a 5th grader who has been working extremely hard on idioms this year. Her mom told me they were talking, and her daughter said, "Hey, that's an idiom!" A couple of days after that, this student said that "under the weather" was on a test, and she knew what it meant. She was so excited & so proud of herself!

One of "younger" SLPs in the system where I work sent this email:

I had a great session this morning with my social skills groups! A fellow teacher in XXXXX County gave me an idea a couple of weeks ago. There is a book called “Have you filled a bucket today?” by Carol McCloud. It is amazing! It is illustrated for little kids and talks about being a “Bucket Filler” or a “Bucket Dipper.” The book gives lots of examples on how to be a good “Bucket Filler.” I read the book to them this morning and made a poster to hang in the class with lots of examples that the students can look at throughout the day. Then my CDC teacher and I acted out skits and the students had to tell us whether we were being “Bucket Fillers” or “Bucket Dippers.” I also had worksheets for the students to sort “fillers” and “dippers” into buckets. My CDC teacher and I decided to make each student a bucket that they have to fill up every day. They have to get 10 warm fuzzies to get a prize. The students are responsible for putting the fuzzies in their buckets when their teacher tells them they did something nice or did well on their work. At the end of the day, they have to count them and tell their teacher. If they have 10, they get a sticker, 15 for candy, and 20 for a big prize or Ipad time. After we finished today, the kids were walking around saying nice things to each other and throwing away trash. One student came up to me and said “I’m going to be a bucket filler, not a bucket dipper.” I was so proud! The teacher implemented it today and so far, it is going well! A couple of students have been dippers, so they had to take out a warm fuzzy.

Funny story- Ms. Teacher just came in and said one of her students was cheating on his test. She asked him if that was something a “bucket filler” or “bucket dipper” would do. He said he was being a “bucket dipper” and another student starting saying “Dipper, dipper, you’re a dipper. Ha ha!” Then Ms. Teacher asked him what HE was doing and he said “oops. Sorry” and went to take out a fuzzyJ  It’s working!
Thanks, Megan, for sharing this with all of us!!!

What successes have you had lately?

Tuesday, March 17, 2015

Quick Tip Tuesday #9

 Kim at School SLP usually hosts "Quick Tip Tuesday", but work is getting in the way. She's taking a bit of a break, so I'm carrying on! 
As I'm planning for the upcoming month, I put the materials I'm going to use in a basket. I put them in order (with a small sticky note with the date written on it) so all I have to do is just grab the materials when I come in to the room in the morning. This has saved me a whole lot of time. It also keeps me from running around my room like a chicken with its head cut off!

Do you have a system for organizing your materials for the week?

Friday, March 13, 2015

Week in Review: 03/13/2015

I started this linky so that SLPs could go to 1 place to get ideas for therapy. Write a post about either what you did this week, or what you have planned for next week. All I ask is that you share a link back to my blog in your post.
(This post includes direct links to the products. Free products are indicated.) 

To see larger pictures, just click on one & scroll through.)

Theme of the week: St. Patrick's Day

5 Minute Day:

For the independent station, I used Lucky Speech Reinforcement Game (Free from Lauren LaCour).
I thought I was being smart by printing out 2 of the pages on 1 sheet, but it made the leprechaun cards with the writing a little hard to read. Otherwise, it worked great!

Preschool Language:
I'm getting a lot of use out of Crazy Speech World's St. Patrick's Day No Prep Speech Therapy Activities:
Daubing after an activity
I also used the "Shamrock Scenes Cut & Glue" (no picture) to work on following directions using "on" and "under" as well as vocabulary.
I used part of my "St. Patrick's Grammar Dice" (You can find these free from LessonPix) to work on making complete sentences.

School –Aged Language:
I paired my first attempt at making materials (FREE!) with the story included in Speechy's On Topic Packet!  I've gotta admit: I had no idea how to work with this goal with one of my students, and this is the perfect thing!
 I started using Nicole Allison's Leveled Grammar Activities with some of my students. This is worth Every. Single. Penny.
 My St. Patrick's Grammar Dice (Lessonpix) made several appearances in various ways. In the picture below, the student rolled the dice and made up a sentence using the pictures. I wrote down, word for word, what he said, then had him read it and decide if it was grammatically correct. (I have some Easter dice in the Sharing Center.)
Game Day:
I could not wait to play this game with my 2nd & up students:
Make a Rainbow Stick Game  by Mia McDaniel (a.k.a. Putting Words in Your Mouth) is a freebie that my kids absolutely loved! One of my kids even suggested that we also add up the points on the sticks to see who had the most so there could be more than one winner. Instead of using "regular" popsicle sticks or tongue depressors, I used colored craft sticks (from the dollar store) and wrote numbers with Sharpies.
Simply Speech's Articulation Necklaces was the inspiration for the activity my Kinders & 1st Graders enjoyed:
She has /r/ and /r/ blends and /k/ and /g/ available for purchase.

I took the craftivity from Nicole J at Teaching's a Hoot. I modified it so that my student put a cotton ball on the cloud  every time she said a word. I used Lessonpix to make pictures of words she missed to put on the different colors. You can find the free activity here.
My preschool/kinder language kids sequenced the activity.

There won't be a "Week in Review" next week since I'll be on Spring Break. Hope everyone has a good week!

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