Articulation · Grammar · Language Comprehension · Pragmatics and Social Skills · Summer Speech · Vocabulary

And If We Gain Our Independence: Fourth of July Speech and Language Activities

Hey all! I hope all of my readers are enjoying the beginnings of their summer. I just got back from vacation and will shortly begin doing summer speech. This post will be on the shorter side, but I thought I’d share some Fourth of July themed speech activities involving little to no prep, and can be some solid family fun, not just summer practice.

  • Descriptive day journal

    This is a fun activity that engages all of the senses, encourages language expansion, and some writing practice. In a notebook or on a piece of paper, write about your experiences through sensory experience. For example, “I saw bright, sparkly blue fireworks. I heard loud music and booming fireworks. I felt the soft grass under my blanket. I tasted sweet red, white, and blue popsicles. I smelled hot dogs cooking on the grill.” This is an activity that can be adjusted to fit your day and allow for more details and encourage family discussion and sharing, turn taking, and active listening skills.

  • Menu sequencing

    Planning for a special meal on this holiday? Ask your child what could be included on the menu. After you’ve done that, have the child explain why that food should be included, and how to prepare it. This allows for asking and answering questions to be practiced, sequencing of food prep, and for the child to take on a leadership role in helping plan the meal. Going to a party instead? Ask for predictions of what will be on the menu, and why your child thinks that way.

  • Research the day

    Why not dig deeper and do some investigating on the founding of the United States? I like to do this with my younger students, and it’s a good break inside on a hot day. Using books or the computer, I have the student answer who, what, when, where, why, and how questions for the day by using kid-friendly research sites. After that, I let them research whatever they’re interested in learning about regarding the holiday. This works on asking and answering questions, language comprehension, expanding utterance length and turn taking skills.

  • Patriotic I Spy

    What can you spot that’s red white and blue? Can you spot something patriotic using your speech sound? This is an easy game to play anywhere to target articulation, expressive language and pragmatic language. You can use the holiday as your theme, or play the game as originally intended.

What are your go-to Fourth of July activities? Are there any in this list you’ll be trying? Let me know in comments–sharing your ideas expands everyone’s activity toolbox. This week, I challenge you to spend time with others, unplugged from technology. That’s how I intend to spend my holiday, and I hope you have a great week!

Keep playing with words and see what your message creates!
–Stef the StageSLP

Articulation · Grammar · Lesson Plans · Pragmatics and Social Skills · The Human Connection · Vocabulary

How Lucky Can You Get: St. Patrick’s Day Speech

Happy St. Patrick’s Day! I hope everyone is wearing their green and having plenty of family fun. This holiday was celebrated in the speech room a little early this year, since it fell on a Sunday. Here are a few of my activities.

  • Write your own limerick
    This activity can get as silly as you want. First I teach the structure and rhyme scheme of the limerick and have my students repeat it back to demonstrate comprehension. From here, they can choose their own topic, and I target the writing process to what they’re working on. Is it vocabulary? Then they have to use content specific vocabulary. Describing, as many different adjectives as will fit. Articulation? Use as many words with you speech sound as possible.
  • Design your own leprechaun
    For this one, I print out a picture of a leprechaun, after explaining its sneaky characteristics. I then pose the question to my students: If you could make your own leprechaun, what would it be like? How would they act? Why would they act that way? Would they have powers? What would they look like? This activity is great for expanding utterances, answering WH questions, describing and explaining.
  • Sequencing a story
    I like to use the story, There Was an Old Lady Who Swallowed A Clover to teach sequencing. While reading the story, I have my students retell the sequence as we read, and again after we read. I have a companion worksheet for them to sequence the events in the book, using the book to check their own work.
  • Holiday hypotheticals
    Hypothetical questions are a great way to get at abstract thinking. I like to ask my students what they’d do if they found a pot of gold. What would you do with it? Who would you tell? Where would you hide it?I also like to do this with the question, “What would you do with a four-leafed clover?” This speaks to language comprehension and expression, length of utterance and can be a great conversational topic for social skills work.
  • Describe your own traditions
    Not everyone celebrates this holiday. After using St. Patrick’s Day as an example, ask the students to describe or explain a tradition they have in their family. I use the example of having a family game night, complete with junk food and everyone choosing a favorite game. This gives the kids insight into the lives of their peers and allows them to appreciate the differences of those around them. You can also choose to talk about holiday traditions.

These are a few of my go-to activities. I challenge you to find a new way to incorporate different cultures into your speech work this week, and see what you learn about others.

Keep playing with words and see what your message creates!
–Stef the StageSLP

Articulation · Broadway · Inclusion · Interview · The Human Connection · Wise Words

Can Your Friends Do This: A Conversation With James Monroe Iglehart

Have you ever seen a performance in which you’re completely blown away by one specific performer? The performances that really make you pay attention to what they say and do and track them onstage. When it’s over, the only thought your brain can come up with is “How did they do that?” That’s what it’s like to watch James Monroe Iglehart shine onstage. I have been fortunate enough to see him in both Memphis and Aladdin. He is currently starring in Hamilton as Lafayette/Jefferson, and from what I hear, he is nailing this role. When he’s not busy onstage, he sharing onstage mishaps and jokes with his friends on social media. His energy is infectious, and we got to chat about work/play balance, the theatre community, staying intelligible and maintaining vocal health in some of the most vocally and physically challenging roles on Broadway. Enjoy

S: I have to start by asking, did Susan Egan call to congratulate you when you won the Tony for playing the Genie in Aladdin?

JMI: She did. She sure did. She was right, and she did call me.

S: My dad and I came to see that show the week it opened, and we loved it. She and I were there on the same night. There is nothing about that show that I didn’t love. It’s still my favorite Disney movie. There was so much Disney royalty in that theatre.

JMI: It was such a trip for her to come see the show and to talk to her. I’m such a fan. because not only is she Broadway’s Belle, but she’s Megara from Hercules. She is amazing.

S: She and I were talking and she started reciting some of Meg’s lines and I had to remind myself, in that moment of “I can’t believe this is happening,” that I can’t lose my mind over this, because we had only just started talking. It was an extremely cool thing to hear.

JMI: I get it. That’s exactly what it’s like. To hear my favorite Disney legends talk is such a trip. To hear Jonathan Freeman as Jafar and to get to work with him was something else. I would impersonate him to him, which was crazy! I would tease him, it was great!

S: It was amazing to see my childhood nightmare-inducing villain onstage. He IS Jafar. Just him.

S: I am just going to jump in on “Guns and Ships”, which you get to perform every night in Hamilton. Every speech-language pathologist wants to know how this song works. This is what we go to school for, and if we can understand it, we can teach are kids who have a difficult time speaking clearly how you all do it. How did you learn it?

JMI: Well the first thing I learned is that, with the French accent, they roll their Rs and they don’t use Hs. I learned the lyrics first. I had to go over the whole script and take out the Hs and the Rs, I didn’t realize how many Rs and Hs I was saying. Then I went back and put the French accent on it. I’ve had people who are native French speakers tell me that my French accent is really good. I’m very proud of it. Daveed Diggs and I talked about it for a long time.

S: I’m serious, if you knew how many of us were trying to dissect this, because it really should make sense to us. We can’t turn off speech brain, it doesn’t happen.

JMI: Once you get the rap, then add the accent, it’s about being understood. I ran it by my wife multiple times asking her, “Can you understand me? Can you understand me because it’s clear or because you know what I’m saying?” You have to have that feedback.

S: Yeah, I record my kids and ask them if they can understand themselves or if they just remember what they said. That’s their feedback.

S: Everything I’ve seen you in, and in your current role in Hamilton, you have always had such an infectious personality. How much of that is you, and how much of that’s what’s written?

JMI: It’s my personality. That’s what I enjoy doing, bringing as much of myself to the show as possible. With Hamilton, I knew I couldn’t do what Daveed does. Our styles are different. Daveed told me to do my thing. And it works. This is the second time I’ve stepped into a role people have called “iconic,” and both times I’ve been given the space to bring myself to both roles.

S: What’s it like being told repeatedly how big these roles are?

JMI: The fun part is people telling you, as if you don’t know what you signed up for, but the challenge is, “What can I bring to this?” The Genie and Goofy are my favorite Disney characters. I had to do that role. With Hamilton, I wanted a challenge. I auditioned the way I would do it, and if they liked it, great. And they did. What I get to bring is my baritone voice, where all the other male leads are tenors. So Jefferson now sounds very different. And it’s so much fun to play both roles every night.

S: My students and I want to ask you about Burr’s Corner. They’re so impressed that you’d share a mistake and own them on social media. They want to know how you build that confidence.

JMI: We find it hysterical. We know Hamilton has a strong social media presence. We enjoy people knowing how the show works, because people want to know what the onstage mishaps look like. It was created by Brandon Victor Dixon while playing Aaron Burr. We all went with it. Other shows do it too to explain mishaps now. When someone messes up, most of the time the audience doesn’t know it, but if they do catch it, we can explain it in our own comical way. We know exactly what was supposed to happen. It’s our way of explaining it. Messing up is a part of life. You’re gonna make mistakes. You may as well learn from them and laugh at them as well. So, you got up in class and said the wrong thing; it’s fine, it’s funny. Be able to laugh at yourself. We enjoy laughing at ourselves because it’s funny. Enjoy it and have fun with it.

S: The rule in the speech room is that you have to be able to laugh at yourself. We don’t take ourselves seriously.

S: I feel like I’d be able to recognize your voice anywhere after Memphis and Aladdin. How do you take care of it, especially in these shows with these big performance numbers, or Hamilton which is just going a mile a minute for over 2 hours?

JMI: I learned that one of the best things for your voice is sleep. I’ve realized that with microphones, you don’t have to project too much. I can belt with the best of them, and I can be loud, but the reason Jefferson speaks in a lower register is partially to protect my voice. I make sure I warm up before and after the show, and I’m pretty chill once I’m home for the night. I also have a wonderful voice teacher who helps me.

S: What is the work/play balance between you all—we’ve seen the pranks and scaring each other on social media! Especially with scaring Nik Walker.

JMI: We play for a living. It’s recess for a living, but we have to take it seriously. Have fun with the job. In high school, I scared people for fun. That was what I did. Now keep in mind, I’m scared of everyone. I watch horror movies only in my own home where I can scream at whatever happens because I’m loud and it’s scary. I’m so aware, because I’m looking for it, of people trying to scare me. The fun part is, Nik has been trying to get me back since the forst time. I have now scared him officially on social media seven times. The best part about last night was he saw me, he caught me, and he made the fatal mistake of turning his back on me. I’m fully expecting to get it back, though. And I think Don Daryl Rivera will help Nik. Because I scared Don Daryl Rivera for three years over at Aladdin.

S: Was it you who inspired LJ to do it?

JMI: Yes. That was my doing. Because once I left, DDR didn’t have anyone to scare. And you have to have fun in your job. Especially when you’re doing a serious show like Hamilton, you have to have some levity. Did you hear about the fly incident?

S: Yes, you told that story on The Hamilcast.

JMI: It happened again! Same scene, this time with Daniel Breaker. He said the same thing happened in Chicago. Same audience reaction. We did our best not to break, and we didn’t stop rapping. Turns out, flies are attracted to shiny things, and when you’re bald, the light reflects off of your head. Same scene, same place.

S: Since I’m already talking about The Hamilcast, you brought this up when you spoke with Gillian. I didn’t know how much I needed you and Lesli Margherita to do something together. Can that please happen?

JMI: We want it to happen. We’d have to be onstage together. We wouldn’t be able to follow each other. I don’t know what it’s going to be, but it’s going to be fun.

S: You guys were onstage at different times at BroadwayCon.

JMI: BroadwayCon was the best time. That is something that’s just gonna keep getting better and bigger every year, because everyone is going to want to be a part of it if they’re not already.

S: Have you always been really good at rebounding from onstage mishaps or was that learned?

JMI: I’d been doing that since I was a kid. I did improv and you have to be able to bounce back since I was a little kid. With freestyling too, you can pretty much get out of any situation if you’re thinking fast on your feet. That’s what improv and freestyling is.

S: Every week I challenge my readers and students to get outside of their comfort zone. What would you have them do?

JMI: I’d challenge them to do what they’re procrastinating doing. What they want to do, but they say they don’t have time to do. Make the time and see what happens. After they try the thing, they’ll actually know how they feel about whatever they’re putting off to later.

S: I can’t wait to share that with my kids. They’ll all learn something from it, especially the kids who don’t love hearing “no.” I’m so grateful I was raised being told no.

JMI: What’s interesting is the real world doesn’t say “yes” all the time. And I’ve also learned your parents aren’t intelligent until you get older. When you’re a kid you know everything. The older you get the smarter your parents get. And your feelings as a kid are certainly valid, because they’re yours, but we all learn as we grow up that our parents know what they’re talking about.
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I had so much fun with this conversation, and a lot of it reminded me of how I found my love for theatre initially and why I continue to love it. It’s the people who make you lean in, take note, and take action on what you really believe in. I am eager to see what my students stop procrastinating on, what I myself stop procrastinating…that’s a never-ending list, and what you all decide to do next. I will be here cheering you on every step of the way.

Keep playing with words and see what your message creates!
–Stef the StageSLP

 

 

Articulation · Fluency · Inclusion · Language Comprehension · Pragmatics and Social Skills · The Human Connection · Vocabulary

Superboy and the Invisible Girl: Lessons for All

As we all grow up, most of us realize that most superheroes don’t wear capes. True as it may be, it’s still fun to pretend! Over the summer, I developed some themes to support the mentality in my district: All Means All. My first venture in lesson theming was superheroes. Best part–if I have a group of kids working on a variety of skills, I can use the same theme for all of the students.

Superhero Articulation:

Have the kids write down a list of as many words as they can think of containing their speech sound and set a timer. When the timer goes off, pencils down.  Each child is now a superhero whose name includes their target sound or sounds. Using the lists they made, go around the table and have each child describe their superhero using the words they generated. At the end of the session, have the students act out a skit working together using their sounds to save the world–or the speech room, whichever comes first! This was a real hit with my students, and it works for all ages. Let them be silly and have fun with it while they give their best effort practicing their targets. Bonus points if you also take on a sound of your own!

Superhero Sequencing:

In this activity, the student is in charge! Let them make up a superhero for you or another student to portray, and a story to go along with your character. The student must tell your story using sequential and transition words (first, next, then, after, finally) as you act out the story. Here’s the catch: the student has to use the sequence correctly and appropriately in order for the other person to act the action out. Don’t stop the story, or you have to start over from the beginning! See how many times you can get from beginning to end!

Superhero Language Comprehension:

Have the students choose a superhero and give them some time to write down what they know about this character. When they’re done, they share what they’ve written with the other students in the group. The student sharing is given 3 index cards with the following questions written on them: “What is the main idea?” “What are three key details?” “What do you think will happen next?” The reader asks these questions of the other students, and is responsible for the correct answer. Give them creative liberties to make it multiple choice, use a lifeline, etc. This encourages teamwork, which leads me to….

Superhero Social Skills:

Have two students at a time act out superheroes they’ve made up. It’s up to them to figure out how to work together to save the speech room/school/world. Let their imaginations run wild and see how many different ways the students can work together. If your students are up for some healthy competition, see who can come up with the most examples of teamwork.

Superhero Grammar:

Let the students create their own superheroes, and one at a time, tell you their stories. Depending on your target, these stories can happen in the past, present or future. Similar to sequencing, don’t stop the story! Keep it going with correct subject-verb-object structure, noun-verb agreement, and appropriate sentence length. Get creative and have fun!

My challenge for my readers and students is twofold this week. Part 1. See how many of these superhero themed activities you can complete. Part 2. Accept yourself for the superhero that you already are. You don’t need a cape to be super, and it costs nothing to be kind, collaborative, or creative. Let me know which activities worked for you, and if you’d like to see more of my thematic series. Do you have any suggestions or additions? I’d love to hear them in comments or by email!

Keep playing with words and see what your message creates!
–Stef the StageSLP

Articulation · Fluency · Inclusion · Interview · Language Comprehension · The Human Connection · Vocabulary · Wise Words

Why We Tell the Story: A Conversation with Shockwave

As a speech pathologist, I am very fortunate to work with a vast array of students, all of whom have unique abilities that set them apart from the rest of the student body. Because of this, I also get to help them achieve their goals both within and outside the realm of speech. A large portion of my caseload are students working on their articulation skills, be they fluency, oral-motor function, or speech sound production. Because these goals can take some time to accomplish, I am always looking for ways to motivate my students and keep them engaged. One of the tools I’ve used in my speech room is beatboxing—no I don’t personally beatbox, but I do use videos to show my students all that they are capable of.  It occurred to me during planning that I always go back to what’s age and grade appropriate, that I was going back to  Chris “Shockwave” Sullivan’s work, especially from hos work with The Electric Company and his live shows for kids. While I was getting ready for this academic year to begin, I thought it would be fun to talk to someone who came from the world of beatboxing, and Shockwave was generous enough to speak with me about his experience as a beatboxer, what the culture is about, and how he incorporated it into educational programming with the reboot of The Electric Company.

S: Beatboxing seems like a solo act, but you’ve done it with other performers. How do you take something so individualized and make it into a collaborative effort?

S: There’s a solo element to beatboxing, and there’s a collaborative element. I’ve performed with both soloist beatboxers and musicians who are beatboxers. Keep in mind, beatboxing has its roots in hip-hop, and there’s a sense of competition in that that’s just inherent, and that can lend itself to beatboxing. If you’re performing with someone who’s more of a soloist, it can be more challenging because they could choose to zero in on skills they know are impressive. I’d like to consider myself more of a musician in terms of coming up with my own material. My goal is to find the fit somewhere in between being the soloist and being the musician. There are thousands of videos online where I could learn how to do sounds, but I would rather improvise and create something that feels natural to me than learn that way. I’m more interested in telling a story and the theatrics of beatboxing. To me, that’s more exciting.

S: In order to do what you do, you really have to think outside the box. How do you come up with new sounds to add to your repertoire?

S: Truthfully, a lot of it is from improvisation. My first real job as a beatboxer was as a house band  for a variety show for performers and comedians, so I did the music for their entrance and exit. Every show I got  a chance to perform, and that was based on a word from the audience. Say the word was snowstorm. I’d get up there and act out what it would look like and sound like if I were going through a snowstorm from walking outside to opening the door to coming inside and warm up. So it really is storytelling. The sound I’d make for the door opening would come from the back of the throat, and other sounds come from here as well, like a baby crying, and some of this I didn’t realize until I was improvising on the spot.

S: For the majority of my students working on speech sound production R is the most difficult to produce because it’s not visible like /p/ or /b/. Is there a sound that’s difficult for you in beatboxing?

S: I always thought /th/ was the hardest sound.

S: Really? Harder than vowel sounds? I teach that one as if you’re biting your tongue, but that’s probably too over-exaggerated to perform. Are vowels or consonants more difficult?

S: Well, in beatboxing it’s different. There are sounds I hear other people make, for example really deep bass sounds, that don’t feel like they fit with my personal style. What I like to do are more drum-like sounds, keeping a rhythm, knowing when to become quieter or just a sound that’s crazy. To me, that can be a distraction and takes you out of the performance, especially because I like to accompany others rather than be that soloist. I’d rather keep the focus on whoever I’m working with; that’s just my style. I like to save the sound effects for storytelling elements.

S: Do you have any tips for maintaining speed and rhythm and staying intelligible. This is something a lot of my kids are working on.

S: The Electric Company is a wonderful thing. We made a bunch of lessons on everything you could think of, including how-to’s and explanations. There is a skit out there themed around taking your time, and it’s not really any different when you’re speaking or beatboxing. This video was actually for reading comprehension purposes with a focus on breaking the reading wall where learning to read turns into reading to learn. It explains that it is not only acceptable but necessary to slow down and take your time.

S: We say that all day, every day in school.

S: Another thing they can do is break the words into chunks. Break the words into chunks and then put them together chunk by chunk until it sounds like a word, and then the kid will never forget the word.

S: What about getting frustrated?

S: My first instinct would be to take a break so you don’t have a negative outlook on the task. Go do something you know you can do, and come back to it with a fresh take. And this is for anything, really.

S: Yeah, my go-to is usually going back to a sound the student has mastered to build confidence back up, and come back later or maybe even in a future session. Do you ever get frustrated when you’re trying to add something new to your skill set?

S: When I was practicing music, I’d have moments of frustration. Honestly, I’m not practicing beatboxing an hour a day anymore. I really like for it to be natural, and I guess with that there are fewer opportunities for frustration. I could go online and learn from other people, but I like this part of my talent to remain as pure as it can. I work with what I have and prefer to discover that in my own way.

S: To completely shift gears on you, like everyone else I am a big fan of Hamilton. What was it like for you to record your part of “An Open Letter” for The Hamilton Mixtape?

S: I got a demo version of the song, and it was just lyrics. It was what Watsky recorded as a raw data file. Figuring out what the beat should be for that track took some time. It then occurred to me to contact Bill Sherman, who is the Musical Director for Sesame Street, and worked on In The Heights and I worked with him on The Electric Company and we figured it out together. I started with a sample that became more complicated as the song went on, and it only got better by working with Bill and getting his input.

S: I love that you weren’t afraid to ask someone else’s opinion. That doesn’t come naturally to everyone.

S: Yeah, that’s important.

S: I challenge my students and readers every week to get outside of their comfort zone. What would you challenge them to do?

S: I’d challenge the students to think of their own character or alter-ego who also is working on what they’re working on. This way they accept the character, accept their challenges, and identify the steps the character takes to work on that skill. So, if it’s R, they accept that it’s okay not to get it right all the time, and they set their own goals as to how the student can work towards making it their superpower. It shows them it’s okay not to figure the skill out immediately, they just need to be determined. They can draw the character, write their story, and really get invested in the character they’ve created. And if these kids are friends with each other, maybe they can find ways to intertwine the story, so they interact and help each other. This way it becomes more lighthearted and engaging.
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I hope you all got as much as I did out of this conversation. Coming from the speech world, I thought this would be a conversation that focused on articulation and the mechanics of beatboxing. I was pleasantly surprised to learn about Shockwave’s approach to the medium, and using it in comedy and storytelling. Our conversation gave me some exciting ideas for lessons for all of my students, and I cannot wait to watch my students embody the alter-egos they’ll create with this challenge. It gives my kids a sense of ownership over their skills and their goals, and provides a visual component to assist them as they continue their work in speech, in the classroom, and in the community. I’m taking it on myself for some of my professional growth goals. I linked through the videos we mentioned throughout the article–do yourself a favor and go check them out. To learn more about Shockwave and his work, please visit his website at www.shockwavebeatbox.com.

Keep playing with words (and sounds) and see what your message creates!
–Stef the StageSLP

Articulation · Fluency · Inclusion · Language Comprehension · The Human Connection · Vocabulary

Today’s Gonna Be A Good Day and Here’s Why: A Letter to My Students

Dear Students,

There aren’t enough words in the English language for me to express how excited I am to start a brand new year with you. There’s something special about the start of the school year; you get a new teacher, a new classroom, and all new supplies. You’re reunited with your friends and get to see all of your previous teachers. For my Kindergartners, everything is new for you, and how exciting that must be! I’m here to tell you that this year is going to be a good year. How do I know this? Well…

We are going to learn about each other and really make connections this year. I have worked hard this summer to learn new strategies to help all of you, and cannot wait to teach you. I was so excited, in fact, I even redecorated my classroom! Why is it covered in stars, now? So you know to shoot for your highest potential, and I will lift you to make sure you reach them. You are all speech stars, and you shine so bright, you’re out of this world!

Speaking of potential, we are going to work together this year to create and accomplish goals. That’s right, I said “we.” You teach me just as much if not more than I teach you every day. I’ve set some goals for myself that I can only accomplish by doing my absolute best with you. You are capable of so much, and I can’t wait to watch you have those breakthrough moments.

This year, we’re getting outside of our comfort zones. We’re going to complete every challenge the people on this blog have given us. We’re going to laugh and play and learn. We’re going to work hard, and it might get frustrating for us both, but we’ll get through it together, and we’ll be better for it. If you’re feeling a little anxious about this year, that’s okay. I feel that way too. Why? Because new things come with the feeling of uncertainty, but we should both remember that excitement is just nerves mixed with optimism. And I’m optimistic about this year.

I can’t promise you I’ll have all the answers, but I can promise I’ll do my best. I can’t promise it’ll be all fun and games, but I can promise we’ll be silly while we work. No matter what, I can promise beyond a shadow of a doubt that i will always be in your corner, that my door will always be open, and that you can always come and talk to me. Whether I know you as one of my speech students or a student in the building, you all matter to me, and I will make myself available to you. I may not tell you what you want to hear, but I can give you the tools and strategies that fit you. I cannot wait to see how your amazing personalities have developed over the summer, and to encourage your growth all year long. Welcome to the new school year!

Sincerely Me,

–Stef the StageSLP

Articulation · Language Comprehension · Summer Speech · The Human Connection · Vocabulary

Too Darn Hot

Now that it’s summer, I’ve had many parents ask me about what kids can do over the summer for speech maintenance. Personally, unless the student will regress, I don’t encourage speech during summer break, or any break. I come from the school of “let kids be kids.” They’re in such a rush to grow up, and this is the time of year when no academic demands are placed on them. That said, speech can be practiced without explicit therapeutic instruction during this time. This is what I would recommend.

  • Play pretend
    Every time a child plays pretend, they learn how to take the perspective of another. They learn to switch between being themselves and taking on the mindset of another. Kids do this without realizing it–careful, don’t tell them it’s speech or they’ll run back to the iPad. Bonus points if they’re creating their own characters and world and backstory–we’re raising the next generation of thespians.
  • I spy with my speech sound
    For my articulation kiddos, a game of “I Spy” always does the trick. To give them a clue as it gets more difficult, tell them the ir speech sound is somewhere in the item you’ve spied. When they pick the item, have them choose one wit their speech sound. As you play, let the child focus on the production of the target sound. This is a speech room favorite.
  • Tongue Twisters
    Also great for my articulation students. This gives them practice without having to be correct. They can get the rhyme and words wrong, because they’re still practicing their sound! Pick your favorites and have a great time!
  • Summer reading
    I am a bookworm, and I know most schools assign summer reading. In addition to completing the reading assignment, ask about the book. Favorite part, what was boring, which character is most like the student? This is a great check-in for language comprehension.
  • Make up your own games with your friends
    This exercises the creativity muscles in your brain! How do you teach kids to be flexible and follow the rules? Games. Especially when they have the freedom to create it around their interests with their family and friends. This also teaches temporal sequencing, and encourages retelling when the game is over.
  • Write a letter
    I spent many summers at camps, and we wrote letters home. Have your child write a letter or email to his teacher, a friend, a family member. This is a great way for your child to share what the highlights of the school year were, or the excitement only summer can hold has in the future. This is also a great way to look at sentence length and structure, grammar and subject-verb agreement, as well as verb tense.

I hope these tips for summer speech are useful to you. My challenge for you this week is to implement one of these tips or one of your own in place of screen time for the family. Summer memories are often the sweetest–make the most of them.

Keep playing with words and see what your message creates!
–Stef the StageSLP