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

The World Turned Upside Down: Activities You Can Do At Home

Hi readers. I’m writing this post without a clear theme. I know we’re all feeling so much, and we want what we consider to be normal back. We’re going through a lot of change quickly, and honestly, I’m feeling stuck and confused.  As Andrea Koehler of Broadway Makers Alliance and Coloring Broadway has been tagging her posts, #CreativityIsTheCure. I knew I needed help for ideas with this post, and I’m so glad I have friends like Andrea and Alisa Hurwitz to give me some ideas.

I know that home schooling right now is hard on everyone and is testing everyone’s patience. As an educator, I miss my staff and students so much and hope they are all well. So instead of work, I am going to share some activities that are more relaxed and easy to do. Anyone can join in on any of these activities, and I hope you enjoy them.

  • Taboo
    Write down a bunch of nouns on slips of paper and put them into a cup.  Set a timer for 60 seconds. One player chooses a slip of paper and has to describe it without saying the name of the object. The person or team who gets the most right during the allotted time, wins.  If you’re working on expressive language, describing is great practice, as the listener has to clearly understand your message. If you’re working on language comprehension, this activity focuses on your ability to consume all of that auditory information and turn it into a response. For pragmatic language, this helps inform turn-taking skills. For articulation, use your best speech sound and use nouns that have your speech sounds in them. Divide yourselves into teams, or just play against each other.
  • Listening to your favorite song
    This activity is similar to the Your Song project I started. Listen to your favorite song. Tell others why you like it and how it makes you feel. Make sure you’re patient and listen to everyone else’s favorite songs too. This encourages explaining, describing, speaking clearly, and conversational turn taking. The best part is having a dance party while you listen, moving around and dancing will make you feel better than sitting on your couch. Bonus creativity points if you make up your own choreography to go with your song.
  • Story time
    Reading is a great way to work on practicing speech sounds and asking and answering questions. Grab your favorite book, and take turns being the reader. The reader chooses where and when to stop and ask questions. After the story is done, The reader gets to ask a listener to summarize the main idea in their won words. This works on summarizing, paraphrasing, asking and answering questions, and turn taking. This can also be done with movies or online videos.
  • Articulation I Spy
    Go around your house and play I Spy with your family only using words that have your speech sound in them. Clues my students like to give are “The sound is at the beginning/middle/end of the word. Whoever guesses the right answer, wins. You get lots of practice with your sound this way. This also gets you up and moving around your house, which is always a plus.

I hope you’re all using the time we have at home to connect with your families and yourselves. Be kind and patient with each other. This is new to all of us. I hope these activities are useful to you. Do you have activities of your own you can share? I’d love to hear all about them in comments.

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

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

The Season For Dreaming: Making Speech Activities More Abstract

One of my favorite lyrics in all of musical theatre comes from the show, Spring Awakening. “This is the season for dreaming” taken from the song The Guilty Ones, has always felt fitting in January. It reminds me of getting creative and dreaming of beginning again. It has been stuck in my head for a few weeks, and I’ve figured out why it’s been sticking in my brain–it’s telling me to get more creative. I created a few fun lessons out of this lyric while it has been comfortably settled in my brain.

  • Describe Your Dream

    This is a fun descriptive language activity. I have my students describe their dream from the night before, or one they remember. I give them a bank of adjectives and let them tell the group what happened in their dream. Here’s the catch: you can only use each adjective once. It tests the students’ use of vocabulary, knowledge of synonyms, sentence length, and grammatical structure. My students love engaging in this activity because they get to share about themselves and be creative and silly at the same time. This is also a great fluency activity to practice generalization skills for smooth speech.

  • Draw A Dream

    This is a narrative task, best done in groups for expressive and receptive language targets. I do this activity in pairs whenever possible. I assign one student a noun, and they have to create a narrative around it, beginning with the sentence starter “Last night, I dreamt about _________.” The dream can be as logical or abstract as they’d like. The other student listening to the narrative is tasked with drawing the dream in a flow chart I’ve provided them. They’re listening for main idea and key details. After the narrative is complete, they share their drawing while retelling the narrative. The students switch roles after sharing. This can also be modified to target a student’s articulation goal by making sure the noun contains their articulation target. This ensures multiple repetitions for the target sound while I take data on speech sound production.

  • My Dream Day

    This is a great community builder, and gives insight into my students’ interests and communities. I ask my students to walk me through their dream day from the second they wake up in the morning to the second they go to bed at night. These can be as logical as if they’ve already happened or as wild as their imaginations can roam. My only rule is that they must keep the day in order, making this a great progress check for verb tense, grammatical structure, sentence expansion, and sequential vocabulary. After the student shares, the task becomes about pragmatic language. The students who listened must ask three or more different questions about the dream day, or comment on something specific. This makes the experience more communal and the kids get to see what interests and dreams they share.

I am still playing around with this lyric to see what else I can derive from it, and have passed it on to my students as well. After all, I’m always challenging them to get creative, and what better way than designing their own speech lesson? This week, I challenge my readers to choose a favorite lyric of theirs and see how they can apply it to a daily activity to make it more fun. I look forward to hearing all about it in comments.

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

Inclusion · Language Comprehension · Lesson Plans · Pragmatics and Social Skills · The Human Connection · Vocabulary

Grand Knowing You: World Kindness Day 2019

If you’ve been following along for a while now, you know that kindness and inclusion are important in everything I do with my speech students. Wednesday was World Kindness Day, so naturally, my speech students have been celebrating throughout the week. This post will focus on the kindness lessons I employed with my speech groups this week.Let me share with you what I’ve learned from my students, and the activities we used.
  • Kindness conversations
My social skills groups participated in kindness conversations. We used questions such as “Why is it important to be kind?” and “What does social media teach us about talking to others?” as conversation starters. I let my students lead the discussion. I learned that it’s important to be polite because it shows your conversational partner that you appreciate them and signals that you really listened to what they had to say. I learned many ways we can be kind without involving money. We also talked about how to be kind across settings and with friends, family, teachers, and others with whom we interact.
  • Kindness vocabulary
After discussing what it means to be kind, we discussed synonyms and antonyms for the words. From there, we provided examples of how those vocabulary words may present. This also lead to a great discussion of what misunderstanding someone’s act of kindness could look like,and how to repair that communication breakdown. I am more and more impressed by my students’ compassion and empathy after every session.
  • Kindness Compliments
My students and I discussed compliments, both superficial and deep. We practiced giving each other superficial and meaningful compliments, and then spread them into the students’ respective classroom. It was amazing to watch kindness radiate out of my students, to their peers, and across classrooms and recess sessions alike.
These are only three of the activities I employed in my speech lessons this week. How did you celebrate World Kindness Day? What should I do to celebrate in my speech room? My challenge to you, dear reader, is to find a creative way to show kindness to others even when it is challenging. I can’t wait to hear how you showed others that anyone and everyone can be kind.
Keep playing with words and see what your message creates!
–Stef the StageSLP
Grammar · Improv · Inclusion · Language Comprehension · Lesson Plans · Pragmatics and Social Skills · Vocabulary

Time to Play: How I Use Tatro

Hey there, readers! I cannot tell you how excited I am about this post. It’s been in the making for some time now. I’ve spoken to Will Barrios of Tatro previously on this blog (you can read more here), and I couldn’t wait to get his playset into my speech sessions. The featured image is one of my students’ creations from a recent session. This might be one of the most versatile speech therapy tools I have in my arsenal, and I am so excited to share how I use it with you. In addition, I’ll be sharing what my students thought of the activities and the playset. Spoiler alert: it was a hit and my students did not want to do anything else in speech.

Activity one: Playset building means team building!
Tatro is a playset with a pretty straightforward design. I can say that as someone who has seen the product finished. This playset was new to all of my students, so I decided to try it with a fourth grade group working on pragmatic skills. I laid out all the pieces on the table with a visual of the final product. I asked them how they thought it should be built, and had them work as a team to build the playset. They had to give each other directions–bonus following directions task!–and problem solve their way out of disagreements. The students got to work together until arriving at the correct assembly of the playset. As one can imagine, this took quite a bit of time, so the remainder of the speech session was spent with free play and exploration of the playset.

Activity two: Prepositions Practice!
For those who aren’t familiar, the playset is mostly magnetic. My students were fascinated with this because ” Nothing rolls onto the floor! It’s so easy to play with!” There are a variety of themes to choose from with this playset. At the moment, I own the Matinee Time, Fairytale Village and Castles, and Spellbound Forest Magnet Packs. My students chose to use the latter two packs together to first design a scene, with many magnetic pieces left over. Using the target concepts “on,” “next to,” “above,” “below,” “over,” and “under,” I gave my students directions for how to continue to decorate their scene. This allowed them to demonstrate their knowledge of these concepts through play. Later on in the session, they got to give their peers directions and feedback.

Tatro2

Photo: tatrotoy.com

Activity Three: Playing through Problem and Solution!
Using the Matinee Time magnets and the two characters and movers, I tried a different pragmatic language task. I paired my students up, interchanging partners each turn, and read them a scenario in which they would have to solve a problem. For example, I would say “Pretend it’s recess. You want to play tag, but your friend wants to play kickball. Ready, set, solve!” The students would then create their own mini play and act out possible solutions to the problems I generated. There are plenty of such problem solving activities available on TeachersPayTeachers.com. After this, my students and I talked through how this could be used in their classrooms without the toy. Next steps will be to work on generalizing this into situations they’re already encountering throughout their day.

Activity Four: Recreate and Retell!
Many of my students are working on summarizing and retelling, and this is a great tool for that! I read my students a story–choose whatever is appropriate for your student, and had them use the playset and all of its accessories to retell the story. After this, the students get to create their own story, demonstrating their knowledge of beginning, middle and end. They also have to tell me the main idea of both the story they retell and the story they create through play.

This is only what I’ve used Tatro for so far, and the possibilities are endless. I’m hoping to bring some new magnet packs to speech soon. My students were obsessed with the fact that the toy is magnetic. “We can’t lose toys this way!” “I didn’t know magnets could be so much fun!” “Where can I get one of these for home?” The answer to that last question is Tatrotoy.com. I know I’ll be heading there soon to look at some other magnet packs for my students. Will, my students and I can’t thank you enough for creating this new speech room staple! My challenge to my readers is to create the thing you’re thinking about. Draw, paint, write, choreograph, build—it’s up to you! Make something new and see how many ways you can enjoy it!

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

Inclusion · Lesson Plans · The Human Connection

How Do You Measure A Year: One Year Active, and One Active Year!

1B7CF3B5-FFAB-4CAE-8769-CFBB90464A0ETwo years ago today, I saw a show called Hamilton: An American Musical, and left the theatre wondering what I would create as a legacy to leave behind. I knew I was reaching my students and their families, but I wanted to do more. I felt incredibly limited. I spent a lot of my time wondering what else I could do? Who else could I reach? And how would I do it?

In January of 2017, I attended the second annual BroadwayCon in New York City and got to see what so many artists were creating. I heard so many messages of encouragement, almost as if it was the mantra of the convention. Create what’s in your head, and you’ll figure it out. I had been sitting on the idea of this blog for a year at that point, and needed something new to focus my creative energy on. After seeking the advice of a few key people immediately following that weekend, I knew I had to create this space.

On March 29th, 2017, I acted. I took to my computer and decided to expand my speech community the only way I knew how: through theatre. Theatre has always been my home, my family, no matter where I’ve been in life. I had no clue what I was doing. I didn’t care, either. I knew I was going to share my ideas and lessons, and if I did it right, I’d reach families beyond the four walls of my speech room. I’d reach educators and families and other children and give them the community I had always loved. Initially, it would be my take on everything within my practice as an SLP, with spotlights on lesson plans and my therapeutic approach. I was even ambitious enough to post twice weekly, though I quickly learned with my caseload that just wasn’t manageable, and went back to my weekly posts.

This year on the blog has been a rollercoaster for me. I’d go from great feelings of accomplishment, to many moments of doubt, reminding my students along the way that adults don’t always have it all figured out. Most of those moments included wondering why anyone I was reaching out to would want to talk with me. Never EVER doubt the theatre community–they will ALWAYS surprise you. I have gotten to talk to heroes of mine, many people I admire, and have had some of the most kind and honest conversations I’ve ever been fortunate enough to participate in. I adore this community and every time I edit an interview, I’m reminded even more of why that holds true. Thank you to all of you who have been so generous with your time. My gratitude is truly beyond words.

My students and I have gained so much from all of your knowledge, and I hope, dear readers, that this is also true for you. It is my wish that you’ve learned something, challenged yourself, or just become more open to hearing someone’s story. If you’re anything like me, you;ve learned to throw your mental script out the window and just listen. Thank you for joining me, sticking with me, and supporting me.

Cheers to an amazing first year, and my challenge to you is to create that idea that’s in your head. You never know where it’ll take you.

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

Grammar · Language Comprehension · Lesson Plans · Pragmatics and Social Skills · Vocabulary

I Wish I Could Rewrite This Story: Intersections in Spoken and Written Language

If it isn’t obvious by now, I am fascinated with storytelling. Many of my upcoming guests and I will be discussing this particular topic. Once upon a time, I thought I’d write–most likely become an author. At the tender age of seventeen I believed I wouldn’t be creative enough, despite teachers encouraging me in the opposite direction. Little did I know I’d enter into a profession that requires more writing than I can handle some days!

That is not the reason I write this post. I chose to write this post to discuss the translation of spoken language into written language. This is a complicated subject for many of my students, since most people write the way they speak. Their formal writing pieces may be less formal because they’re children, with vocabularies to match. This is not at all a negative, it’s wonderful. Have you ever read a child’s writing? It is straight to the point and you feel exactly what that child was thinking in that moment. Their writing is magical. Through speech therapy, it’s my job to stretch it. Below, I’ve bulleted what my students and I work on to enhance their writing without ever picking up a pencil–thank you, Occupational Therapists!

  • Vocabulary
    It really amazes me how influential vocabulary can be. it takes “good” to “excellent” and “mad” to “furious.” Through teaching with shades of meaning, and emoji images, I’ve taught vocabulary beyond the basics. My students know I have an expectation for their individual vocabulary skills. Usually, I’ll say, “We all know that word, can you give us a new ____th grade word for us to learn?” This gives them the opportunity to expand, practice, and show off their vocabulary. It makes the student feel like a vocabulary rock star.
  • Grammar and syntax
    This is how I teach perspective and pronouns. Are you telling me something that happened to you or your friends? When did it happen? Did you cook breakfast or did your dad? How do you think he liked waking up early to do so? The students know this is where pronouns come into play as well. We explore verb tense and the use of complete, compound, and complex sentences. There is an entire world to explore here that could be another post entirely.
  • Main idea/key details
    I usually get into this when we talk about our weekends in our first session of the week. Each student tells me about one event that occurred during their weekend. I ask them what the most important part of the story was. If they tell me instead their favorite part of the story, I ask if that’s what the whole story was about. Frequently, I’m met with “Oh! No, the story was about how I won my soccer game by scoring the final goal. The goal was just my favorite part.” The trickiest part is differentiation between the two “I”s: Important and Interesting. Important refers to the main idea and Interesting to the details. Once they get this concept, it’s wondrous what the students can unlock in their minds and the stories that come pouring out!
  • Sequencing/Thought Organization
    Every story has a beginning, middle and end. It’s very difficult to teach this skill. I should know, my own stories as a child used to be all over the place with muddled transitions, so this is my favorite area to work on. This is where the students decide how they want their characters to feel and act. We do this with the “Somebody Wanted But So Finally” model of sequencing. There are so many wonderful graphic organizers for this model, and I can always find one accessible to my students. We also get to delve into their intentions, how they want the piece to make its reader feel, how the characters feel, and how we ride that emotion from one wave to the next, and why their emotions change. This is a great opportunity to work in a social skills lesson.
  • Retelling
    I love hearing my students share their final drafts–or any drafts–with me. I get to hear how they want their story presented, including its tone and the structure they’ve assigned it. This lets me peek into my students’ brains and see where their creativity leads them, which is always a magical moment for me. It also gives me a moment to evaluate their strengths and areas of difficulty in the above mentioned areas, which is great for goal-building later on.

I love it when areas of what I love overlap,like in this instance. I hope you enjoy the posts coming your way from some truly amazing and kind guests. My challenge to you this week is to target your biggest challenge currently–in writing, in work, in life–and find a strategy that works for you to help you with it. Mine will be keeping my house clean, just keeping it real.

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