• DISTANCE LEARNING OVERVIEW FOR SPEECH & LANGUAGE STUDENTS
    On this page you will find ways to maintain your child's speech/language skills via distance learning. These ideas will provide a general guide as to how to target your child's specific speech/language goals. Please refer to your child's individualized education program (IEP) to familiarize yourself with the exact goals that are being worked on in speech/language therapy. This will help you select activities that best meet your child's needs. Some general tips for embedding speech and language practice into your every-day lives through conversation, books, and play can be found here. Remember, anything you do to foster communication in the home will benefit your child! If you have specific questions about work for your child, please do not hesitate to email me.

    Hanna Fili

    hmfili@cbsd.org
    Groveland Elementary: https://www.cbsd.org/Page/47792
    Tamanend Middle School: 
    https://www.cbsd.org/Page/47852

    IF YOUR CHILD IS WORKING ON ARTICULATION OF SPEECH SOUNDS...

    • What we usually focus on in speech-language therapy is increasing awareness of the target sound in words and getting a high number of correct productions
    • You could use these pre-made word lists for extra practice; these word lists provide examples for any speech sound your child may be working on.
    • You can make things fun by using some of the ideas provided in link provided in the above distance learning overview.
    • This articulation calendar gives ideas of ways to practice your speech sounds for each day of the week in which we are not in school. 
    • Sounds can be targeted while reading and creating silly stories created by your child by visiting Wacky Web Tales

     

    IF YOUR CHILD IS WORKING ON RECEPTIVE / EXPRESSIVE LANGUAGE...

    • Exact language skills targeted in your child’s IEP will vary, but may include things like increasing overall understanding & use of vocabulary words, answering & asking WH questions, understanding how items go together in categories, understanding how two things are similar and different, using correct verb tenses, expanding the length of sentences, describing, figurative language and more.
    • You can embed language skills into daily activities like reading, conversation and games (see the link provided in the speech and language overview above).
    • This level 1 language calendar gives ways to practice receptive and language skills for each day of the week for which we are not in school. 
    • This level 2 language calendar gives ways to practice receptive and language skills for each day of the week for which we are not in school. 
    • This higher level March language calendar gives ways to practice receptive and language skills for each day of the week for which we are not in school. 
    • This free online website, readworks.com allows your child to create an account and read stories related to topics of their chioce.  As reading, children should be encouraged to answer wh questions, make inferences, discuss characters, use context clues to define vocabulary words, etc.   
    • Additional language resources:
      answering wh questions
      categories
      object function
      https://www.quia.com/pages/worldowords.html
      http://www.readwritethink.org/files/resources/interactives/idioms/idiom_1.html

    IF YOUR CHILD IS WORKING ON FLUENCY...

    • Times of change, excitement or lack of structure can be especially trying on people who stutter. You may notice an increase in disfluency during this school closure. The most important thing to do over this time of distance learning is provide your child a fluency-enhancing environment. This includes reducing your own rate of speech, providing wait-time to allow your child to think and communicate his or her thoughts, maintain eye contact with your child- even through a moment of stuttering, and establish conversational turn-taking for your child, especially if he or she has siblings who compete for speaking time.
    • Allow your child the opportunity to practice his or her fluency skills using their strategies (easy onset, strethcy speech, light contacts, pausing, slow rate) once per day. You can have them summarize a book movie or tv show, talk about their day, or read aloud from a book of choice. 
    • This fluency calendar provides an activity to practice fluency skills for each day of the month. 
    • Additional Stuttering Resources: 
      https://www.quia.com/pages/cc1346/page1
      https://www.mnsu.edu/comdis/kuster/kids/kids.html
      https://www.mnsu.edu/comdis/kuster/kids/teens.html

     

    IF YOUR CHILD IS WORKING ON PRAGMATIC (SOCIAL) LANGUAGE...

    • Pragmatic language skills typically focus on asking and answering questions, topic maintenance, taking turns in conversation, making predictions, and inferring others' thoughts and feelings.
    • You can use books from your own home library, or can even find books on epic youtube! When reading wordless books or playing wordless videos, pause and direct your child's attention to the character's body language and facial expressions. Ask him or her what they think the character may be feeling. Describe what their body and face is doing that helps lead you to that conclusion. Ask your child to make a prediction about why the character feels that way, or what they think the character may do next. 
    • This social communication activity calendar also provides daily ideas to foster social communication throughout the month. 
    • Additional Pragmatic Resources: 
      http://www.readwritethink.org/files/resources/interactives/idioms/idiom_1.html

     

    If your child communicates using augmentative & alternative communication (AAC)...

    • Core vocabulary words are words used frequently during daily communication that can be used in multiple situations and have multiple meanings.
    • You can implement/model a variety of core vocabulary words throughout daily routines using this core board. Some words include: go, all done, like, I, you, help, in, stop, again, more, want 
    • You can use songs, books, and motivatating toys to provide communication temptations as well as frequent modeling opportunities.
    • You can practice while listening to core vocabulary songs and singing along with your child as you model 
    • You can use books from your own home library or ones found onine. When reading, emphasize or model core vocabulary found frequently throughout the book.  Some suggestions include: Green Eggs & Ham (targeted core words: want and don't), Bear Wants More (targeted core words: more and done), Go, Dog, Go! (targeted core words: stop and go), and Go Away Big Green Monster (targeted core words: stop and go)
    • Additional AAC Resources: 
      https://www.assistiveware.com/blog/assistiveware-core-word-classroom
      https://sites.google.com/view/escdaac/week-1


      The resources on this page are either free resources to the public or were provided with permission by:

      @Speech Rocks

      @SpeechiePeep

      @Miss V's Speech World

      @Natalie Snyders

      http://www.home-speech-home.com