• Link to Tamanend's Distance Learning Page: https://www.cbsd.org/Page/47852 

    The following resources will assit in maintaing your student's speech/language skills via distance learning.  Please refer to your student's individualized education program (IEP) to reference skills that are worked on in speech/language therapy. This will help you select activities that best meet your student's needs.  Remember, anything you do to foster communication in the home will benefit your student! If you have specific questions about materials for your student, please do not hesitate to email me.

     

    LANGUAGE RESOUrCES:Following Directions  Problems & Solutions  Problems & Solutions  Making Predictions    

    Where & When  WHO & WHAT questions  WHY questions   HOW questions

    Idioms pg 1   Idioms pg 2  Idioms pg 3  Inferences pg 1   Inferences pg 2  

    Multiple Meaning Words pg 1  Multiple Meaning Words pg 2  Multiple Meaning Words 3   

    Articulation Resources:Articulation Calendar   Articulation 2  L articulation

    SOCIAL SKILLS & CONVERSATION RESOURCES:Perspective Taking Understanding Sarcasm Commenting  

    Conversation Part 1  Conversation Part 2  Conversation Part 3   Conversation Part 4 

    CBI RESOURCES:CBI 1  CBI 2  CBI 3 

     

    Resources Obtained from: LoGiudice, C. M. (2004)  Room 28: A Social Language Program. LinguiSystems, Inc.; Noel, K & Hoskins, B.  (2011).  Conversations Framework: A Program for Adolescents and Young AdultsBowers, L &  Huisingh, R.  (2003).  No Glamour: Language & Reasoning; Truman, B. & Whiskeyman, L. (2003). 50 Quick-Play Articulation Games.; Help for Language: Idioms (2004) LinguiSystems, Inc.

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    FOR LANGUAGE:

    Overview: WH QUESTIONS

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week's WH questions will focus on basic Where and When questions as well as higher-level How.  Please choose the appropriate question sheet based on your student's IEP goals.

    Where & When Questions

    How Questions

    Quick things to know:

        * Feel free to assist students by provide multiple choice options or verbal/visual cues if needed

    Targeted Skills:

        * WH question comprehension

        * Inferences

    Tasks:

        * Choose a variety of WH questions to ask based on the student's IEP goals and needs

        * Ask questions with intermittent reward breaks for about 30 minutes (about 1/3 of the questions)

        * Provide visual or verbal prompts as necessary

    -Materials retreived from  Bowers, L &  Huisingh, R.  (2003).  No Glamour: Language & Reasoning

    FOR HIGHER LEVEL LANGUAGE:

    Overview: PROBLEMS & SOLUTIONS

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week'shigher level language will focus on identifying problems in social and functional scenarios and determining an appropriate solution

    Problems & Solutions

     Quick things to know:

        * Feel free to assist students by provide multiple choice options or verbal/visual cues if needed

    Targeted Skills:

        * Identification of Problems

        * Formulation of Soltuions to Problems

    Tasks:

        * Review worksheet and questions together

        * Have student complete worksheet

        * Review and discuss answers together

    -Materials retrieved from  LoGiudice, C. M. (2004)  Room 28: A Social Language Program. LinguiSystems, Inc.

    FOR CONVERSATION:

    Overview: Maintaining a Conversation

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week's conversational task will focus on the next stages of a conversation: maintaining a conversation

    Maintaining Conversation

    Quick things to know:

        * Feel free to assist students as necessary

    Targeted Skills:

        * How to maintain a topic of conversation

    Tasks:

        * Review worksheet and questions together

        * Have student complete worksheet with assistance

        * Review and discuss answers together

        * Practice the worksheet by having student create relevant topics

        * Hold a conversation with the student based on the chosen topic

    -Materials retrieved from Noel, K & Hoskins, B.  (2011).  Conversations Framework: A Program for Adolescents and Young Adults

     

    Overview: Cooking with Visual Recipes- Breakfast Time!

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        Students should be able to complete the receipe (with support as needed from parents/caregivers) using the visual pictures and answer WH

        (who, what, where, when) or HOW/WHY questions asked by parents/caregivers using the recipe visuals.

    Scrambled Eggs- Page 1  Scrambled Eggs- Page 2

    Bagel-Page 1 Bagel-Page 2

    Quick things to know:

        * Please choose one or both of the recipes depending on the time it takes to complete the first recipe!  Please spend at least 30 minutes cooking and conversing together!

    Targeted Skills:

        * WH question comprehension

        * Inferences

        * Following Multistep Directions

        * Communication/Conversation

    Tasks:

        * Review the recipe together 

        * Assist student in gathering ingredients (please feel free to eliminate anything you do not have or substitute for diet restrictions)

        * Follow instructions to complete recipe

        * Ask student WH questions or inference questions based on recipe

        * Enjoy the recipe together!

    -Materials retreived from Orth, T.  (2006). Visual recipes: A cookbook for non-readers. AAPC Publishing; Kansas City.

    FOR LANGUAGE:

    Overview: WH QUESTIONS cont.

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week's WH questions will continue to focus on basic What and Who questions as well as higher-level Why.  Please choose the appropriate question sheet based on your student's IEP goals.  Choose the second half of questions (ones that you did not choose on Wednesday 3/18/2020) to ask the student.

    WHO/WHAT questions

    WHY questions

    Quick things to know:

        * Feel free to assist students by provide multiple choice options or verbal/visual cues if needed

    Targeted Skills:

        * WH question comprehension

        * Inferences

    Tasks:

        * Choose a variety of WH questions to ask based on the student's IEP goals and needs

        * Ask questions with intermittent reward breaks for about 30 minutes

        * Provide visual or verbal prompts as necessary

        * IF APPROPRIATE FOR YOUR STUDENT: have the student ask you WH questions based on information from the sheets

    -Materials retreived from  Bowers, L &  Huisingh, R.  (2003).  No Glamour: Language & Reasoning

    FOR ARTICULATION:

    Overview: Articulation of /l/ sound

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week's art wiculation exercises will focus on the use of /l/ in single words. 

    /l/ articulation worksheet

     Quick things to know:

        * Feel free to assist students by provide multiple choice options or verbal/visual cues if needed

    Targeted Skills:

        * /l/ articulation

    Tasks:

        * Review worksheet together, complete the first two pages of the workseet packet

        * Have student say each word on the workseet two times focusing on /l/ sound

        * After student has said each word, make a short phrase containing the word for the student to repeat

             ** i.e. If the word is lemon, you could have the student repeat "the yellow lemon"

    -Materials retrieved from Truman, B. & Whiskeyman, L. (2003). 50 Quick-Play Articulation Games.

     

     

    FOR LANGUAGE:

    Overview: WH QUESTIONS

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week's WH questions will focus on basic What and Who questions as well as higher-level Why.  Please choose the appropriate question sheet based on your student's IEP goals.

    WHO/WHAT questions

    WHY questions

    Quick things to know:

        * Feel free to assist students by provide multiple choice options or verbal/visual cues if needed

    Targeted Skills:

        * WH question comprehension

        * Inferences

    Tasks:

        * Choose a variety of WH questions to ask based on the student's IEP goals and needs

        * Ask questions with intermittent reward breaks for about 30 minutes

        * Provide visual or verbal prompts as necessary

    -Materials retreived from  Bowers, L &  Huisingh, R.  (2003).  No Glamour: Language & Reasoning

    FOR FIGURATIVE LANGUAGE:

    Overview: IDIOMS

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week's figurative language will focus on the use of idioms and common expressions in isolation and in sentences. 

    Idioms

     Quick things to know:

        * Feel free to assist students by provide multiple choice options or verbal/visual cues if needed

    Targeted Skills:

        * Idioms

    Tasks:

        * Review worksheet and questions together

        * Have student complete worksheet

        * Review and discuss answers together

    -Materials retrieved from  Help for Language: Idioms (2004) LinguiSystems, Inc.

    FOR CONVERSATION:

    Overview: Starting a Conversation

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        This week's xconversational task will focus on the beginning stages of initiating a conversation

    Conversations

    Quick things to know:

        * Feel free to assist students as necessary

    Targeted Skills:

        * Dos/Donts for interacting with a Speaker

        * Choosing appropriate topics of conversation

    Tasks:

        * Review worksheet and questions together

        * Have student complete worksheet with assistance

        * Review and discuss answers together

        * Practice the worksheet by having student create relevant topics

        * Hold a conversation with the student based on the chosen topic

    -Materials retrieved from Noel, K & Hoskins, B.  (2011).  Conversations Framework: A Program for Adolescents and Young Adults

     --------------

    Overview: St. Patrick's Day Shamrock Shakes! Happy St. Patrick's Day 

    Estimated Time: 30 minutes 

    Explanation of Activity/Assignment:

        Students should be able to complete the receipe (with support as needed from parents/caregivers) using the visual pictures and answer WH

        (who, what, where, when) or HOW/WHY questions asked by parents/caregivers using the recipe visuals.

    Quick things to know:

        * Students should be familiar with this recipe! We have done this and we made it without the peppermint extract

    Targeted Skills:

        * WH question comprehension

        * Inferences

        * Following Multistep Directions

        * Communication/Conversation

    Tasks:

        * Review the recipe together (Level I for nonreaders, Level II for readers) Shamrock Shakes

        * Assisnt student in gathering ingredients (please feel free to eliminate anything you do not have or substitute for diet restrictions)

        * Follow instructions to complete recipe

        * Ask student WH questions based on recipe

        * Enjoy the recipe together!

    Method of Communication:

         * If you have any questions, please feel free to contact me at tcaton@cbsd.org