• DISTANCE LEARNING PHASE 2 EXPECTATIONS

    For Phase 2 of speech/language support, students will receive direct therapy services through weekly live virtual meetings on Microsoft Teams. Seesaw will still be utilized for some students as needed to provide additional activities and feedback. Please email me with any questions at lbacalles@cbsd.org.

    TEAMS control bar

    Joining a TEAMS call

    Find a link to this infographic here

     

    Phase 1 Distance Learning Overview for Speech and 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 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 everyday 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. 

    Lindsay Bacalles, LBacalles@cbsd.org

     

    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 can use the worksheets in your child's speech/language folder for extra practice of speech sound production, or you could use these pre-made word lists 
    • You can make things fun by using some of the ideas provided in link above under the distance learning overview.
    • This articulation calendar gives ideas of ways to practice your speech sounds for each day of the week for which we are not in school. Articulation Calendar

     

    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, and more.
    • You can use the worksheets in your child's speech/language folder for extra practice or review of language skills. 
    • 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 language calendar (geared toward k-3rd grade students) gives ways to practice receptive and language skills for each day of the week for which we are not in school.
    • K-3rd Language Calendar 
    • This language calendar (geared toward grade 3rd-6th students) gives ways to practice receptive and language skills for each day of the week for which we are not in school. 
    • 3rd-6th Language Calendar

     

    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 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. The specific strategies that your child is learning about in speech therapy may be found in his or her speech folder.  
    • This fluency calendar provides an activity to practice fluency skills for each day of the month. Fluency Calendar

     

    IF YOUR CHILD IS WORKING ON PRAGMATIC/SOCIAL LANGUAGE SKILLS...

    • Pragmatic language skills typically focus on asking and answering questions, topic maintenance, taking turns in conversation, making predictions, and inferring others' thoughts and feelings.
    • Some of my favorite ways to target social language skills is through the use of wordless books and movies. Check out these silent Simon's Cat videos, or this list of wordless pictures books. You can also use books from your own home library, or can even find books on epic or 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. Social Communication Activity Calendar

     

    FUN ONLINE GAMES THAT CAN TARGET SPEECH/LANGUAGE...

    National Geographic Funny Fill-In

    Vooks.com - this website/app offers a one month free trial and a ton of animated books! View the storybook with your child, but make it conversational. Comment and question aloud to model reading strategies for your child. Make predictions, and see if you can get your child to guess what could happen next! When you are finished, talk about what happened in the story. What was thier favorite part? Why?

    Storyline Online - popular children's books, read by celebrities

    Scholastic Learn At Home - Scholastic is providing 20 days worth of activities, articles, stories, and videos for children to complete at home. Activities are grouped into four levels (PreK-K, 1-2, 3-5, and 6+). Each day pairs a book/article and activities to accompany what your child has read. When looking at the activities, look for opportunities to compare/contrast, define vocabulary, talk about the sequence, etc. 

    Quia: Name that category game

             What two things go together (a matching activity)

             Wh Questions

             Go Sledding: 6 Step Sequences

             How to Make Pizza: 9 Step Sequence

             Choose the correct pronoun

    Epic! - a digital library with educational books and videos. You can get a free 30 day trial. 

    NewsELA - An educational website that provides articles on current news events at different reading levels

     

    LANGUAGE PRACTICE IN THE BACALLES HOME...

    My goal over the next two weeks is to find activities in our home where I can embed speech and language practice with my daughers (4 years and 20 months). This may be the Scholastic Website, reading a book, playing Play Doh, or whatever we find ourselves doing each day. I would love to share videos or photos of these interactions, post them to my website, and provide parents with a model for simple ways to encourage speech and language development for parents. I will also ask you to please bear with me, as toddlers can be unpredictable and we are in a time of transition in our household :) Stay tuned...

     3/17/20 - 

     St. Patrick's Day Cling Ons

    Today we decorated for St. Patrick's Day, and praciticed spatial concepts while doing so. We put the unicorn "over" the rainbow, the horseshoe "between" the two "small" clovers, etc. If you do not have cling ons at home, you can use these coloring sheets from Crayola and add the following items: a pot of gold, big shamrock, little shamrock, horseshoe, leprechaun hat. Try to use the concepts: between, above, below, next to, near/far. Have fun!

     

    3/24/20

    Trains

     My girls have been keeping busy with this train set. When playing with the set, we label which train is "first, middle, last." We also practice concepts such as "fast" and "slow" by changing the speed we drive the train. A number of my students have been focusing on the concepts "over" and "under" in therapy. These concepts can be practiced by making the trains drive "over" or "under" the bridge. You can get creative in play, keep in mind your child's speech and language goals and you will find ways to encourage practice! For my students working on sentence formulation or expansion, model target sentences for them ("The train is driving under the bridge" or "The people are riding") and you will soon her your child using those sentences in thier play!

     

    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