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

My Gift Is My Song: Finding Anthems in Speech

Music makes up so much of our lives. Songs are tied to memories, people, and places, and can transport us to any of those in an instant. Growing up in a big performing arts home, I’ve had song for every feeling, thought, big event and small moment. I was probably always living in my own mental music video, but it wasn’t until my junior year in college that I decided on an anthem.

It was my GRE tutor’s idea; to choose a song that would ease my anxiety and boost my confidence. That was a really big ask of a piece of music. I’d had songs I’ve related to over the years but I don’t remember having one serve such a purpose. I went through every song I knew. I had to find something that would really resonate with me. At the end of the day, I chose Katy Perry’s Firework. It simultaneously acknowledged my current overwhelmed state and reassured me that I was capable of big accomplishments. I had forgotten about my attachment to this song until being reunited with it at Moulin Rouge on Broadway, and it has been back in regular rotation since.

It goes without saying that this time of year is hard on all educators. Sometimes we forget that it can also be tough on our students. For this reason, I’ve started the Your Song project with my students, tackling all of speech and language goals at the same time. They get to use music to relax while working on speech and language at this buy point in the school year. I do this with my students in all grades, adjusting it to the age I’m working with. Yes, a Kindergartner can tell you why they like a song as easily as a high schooler, just not in the same words. I’m going to break it down for you here.

  1. Ask your students what kind of music they like.

    Is it pop? Broadway? Hip hop? Country? Is it fast or slow? How does it make them feel? By going over this, you’re validating your students’ opinions and tastes while they’re describing, explaining, and providing supporting details. At this point, we listen to different types of music and describe as we listen.

  2. Talk about the words.

    What kind of lyrics do they enjoy? Angsty? Spirited? Goofy? Are there words in their genre of choice? Why? Again they’re explaining and making text to self connections. Bonus points for learning about their peers in this exercise and encouraging conversations (and thus conversational skills).

  3. Choose the song.

    This is the most difficult part for the student. Settling on one song when they enjoy so many different varieties of music can be tough. I’ve found it helps if you let them know this isn’t permanent, and that it’s for this activity or for fun. The only stipulation I put on this project is that the song has to be appropriate for school. Other than that, it’s all up to my students.

  4. Have a listening party.

    This last bit I do the speech session before winter break. My students get to share their music. This involves recall (the memory connected with the song) expressing opinion and supporting reasons (why the song was chosen) engaging in conversation around each other’s music and preferences.

I love getting to learn about my students through music, and I always make sure to share my music, too. It shows them that you’re just as much of a person as they are. You could do this project any time of year, but I like to do it as a reflective project during the holidays. It lasts over a few sessions, and is universally liked by all ages. Readers, I’d love to know which songs resonate with you–please share in the comments. My challenge this week is to really get into someone else’s perspective by listening to music they love. I can’t wait to hear what you learn about your loved ones this way.

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

Inclusion · Pragmatics and Social Skills · The Human Connection

Together Wherever We Go: Social Skills and Friendships

One of the things I love most about a new school year is watching students reconnect with friends. Sure, it may have only been a day or two since they last saw each other, but it could’ve been months. Even sweeter than watching these reunions is witnessing the forming of new friendships.

While this seems like a simple skill, it isn’t easy for everyone. Some kids can bond over the design on their backpacks, but others have a harder time making connections with their peers. Maybe they’re shy, anxious, or maybe this is a new experience for them. Collaborative work and interactive classroom activities certainly help, as do social periods in the day, like lunch and recess. I’m fortunate enough to work in an environment that promotes inclusivity and making new friends. Of course, there’s always the inevitable (typically short-lived) drama that results in friends distancing themselves. Frequently, I am called upon to help resolve these issues among my students, and like any other speech activity, we talk through it. So far, my students’ friendships have not been a concern, and we spent a session talking about what keeps a friendship strong. Here’s what they had to say.

  • Listen to your friends.
    My students have shared they feel closest with their friends when they feel like they’re being heard. A conversation involves two people, but you can’t both talk at the same time. Make sure you’re listening to and really hearing your friends during conversations.
  • Understand the other person’s interests.
    You don’t have to like everything your friend does, but showing an interest goes a long way. If your friends like football but you don’t know anything about it, ask about the rules of the game. This way, when it comes up in conversation, you don’t feel left out and can follow the conversation going on between your group of friends.
  • You don’t have to do everything together.
    As mentioned above, separate interests are not a problem. These interests allow for personal growth as well as growth and cultivation of new friendships. They also allow for time to recharge and family connections. I am constantly explaining to my students that you can be friends and give each other space at the time.
  • Make time to be together outside of school.
    School is definitely a social environment, but it’s an academic setting first. There is a time and place to be social, but it shouldn’t take away from school work. Spending time together with less structure, such as a play date or family get together not only form lasting memories and inside jokes but teach kids how to navigate social situations with other people involved and in alternative settings.
  • Your friends will annoy you, just let it go.
    No one is perfect, and even your best friend will annoy you. Maybe they did something that didn’t sit well with you. If you find it really uncomfortable, you can tell an adult or tell the friend how their actions made you feel. If it was something small, my students think it’s best to let the little things go and move on.

My challenge to you this week is to implement one of these strategies within your friendships, old or new. Please share your own friendship advice in comments, this is an area in which we can all learn from each other. I hope you found my students’ tips helpful, I know I’m looking forward to seeing yours!

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

Improv · Inclusion · Performances · Pragmatics and Social Skills · Summer Speech · The Human Connection

Comedy Tonight: Freestyle Love Supreme

Hi readers! If you follow me on Twitter, you know that I had the opportunity to see the unbelievable improv musical comedy crew Freestyle Love Supreme in DC. If you’re not familiar with Freestyle Love Supreme, here’s how their website describes them:

FLS is a freestyle (hence the name), improvisational, hip-hop comedy show. Every night the performers take suggestions from the audience and spin them into instantaneous riffs and full-length musical numbers. Every night is different: no two shows are the same. We don’t know what we’re rapping about until YOU tell us!”

The crew has a rotating cast of characters, but I was fortunate enough to see Anthony Veneziale aka Two-Touch, Chris Sullivan aka Shockwave (whom I have interviewed about beatboxing here), Andrew Bancroft aka Jelly Donut, Ian Weinberger aka Burger Time, and Chris Jackson aka C-Jack.

FLS
Photo Credit: FreestyleLoveSupreme.com

You might be wondering why a blog with a focus on speech pathology and Broadway is writing about her night at an improv comedy show. This group of talented performers put together an experience that is founded on trust, the power of yes, and open communication. If I could take my students working on social pragmatics to see anything, it would be this. The performers were entertaining each other as much as they were making the audience laugh. The audience was as much a part of the show as the people on stage.

If you’re familiar with this group you know that the entire evening is built on the relationship between the performers and the audience members. How is that different from any other performance I’ve seen? Great question reader–this show only works if the audience and performers can work together. It was the coolest experience I’ve had of an audience being fully present and actively engaging with the folks onstage. There was no fourth wall, everyone was there to have a good time, especially the performers, and it was such a relaxed atmosphere, you felt like you were in a room full of people you already knew. Unlike a scripted show, each performance in completely unique to its audience.

This got me thinking about conversational speech and pragmatics, and how they are unique to the people participating in them. Sure, you can tell someone about a conversation you had with a friends, but it’s never the same as being there. That was exemplified by the friendship between the performers and by how inclusive they were with the audience and between one another. The exchanges are quick but meaningful, funny without picking on anyone, and easy to follow but entertaining. This is what I want all of my students to know about interpersonal skills and conversing with one another. There is no room for ego in this group, and all topics and ideas get treated equally, the same way they should in any conversation. The transitions were logical and smooth, which many of my students are also working towards. I couldn’t help but notice all of these parallels and had to share them with my readers.

The best news I can share with you? Freestyle Love Supreme is going to broadway for 16 weeks beginning September 13, 2019, and you can get tickets at FreestyleLoveSupreme.com. I cannot encourage you to see this enough if you’re able. If not, there are some episodes of this crew doing what they do best on Amazon Prime, but be in that room and feel a part of the community of the audience if you can–there’s nothing like it. This week, I challenge you to engage in a conversation and stay in it–no distractions, no tech, no interruptions. Stay as in tune and present with your conversational partner as possible, and just have fun.

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

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

Grammar · Language Comprehension · Pragmatics and Social Skills · Summer Speech · The Human Connection · Vocabulary

Summertime And The Livin’ Is Easy

As you amazing readers are viewing this post, I am enjoying my summer break. It was my first year juggling multiple schools, learning new age groups and programs, and learning to respect and be educated by new students and colleagues. It certainly wasn’t an easy year, but definitely one that was worthwhile.
My students are beyond ready and excited for summer, whether they have no plans or a packed summer schedule. Some are attending camps, both recreational and academic, others are enjoying time with their families. While I don’t send home structured homework or practice for my students over the summer, I always recommend a few things to my students and my families. I’ll be sharing those with you today.
  • Keep Reading!
There is a clear connection between language and literacy, language comprehension, vocabulary, grammatical knowledge, etc. I encourage my students to complete whatever summer reading they may be required to do in addition to reading for pleasure. I still learn all sorts of new vocabulary and turns of phrase from the books I read year-round. I encourage them to ask questions about what they’re reading to enrich their understanding and encourage advocacy on their part.
  • Speak Up!
Talk to your family and friends. Engage in conversation on subjects you find interesting and subjects that are new to you. Educate others on what you know, and ask questions about what’s new to you. Learn and understand new perspectives, and share your own. Involve your families, friends, and folks in your lives across generations. The more you ask of people outside of your immediate perspective, the broader your worldview will become. Participating in these conversations increases length of utterance, encourages clarity in asking questions and increasing language comprehension, involves vocabulary building, and social skills interactions.
  • Go Play! 
Make your own games. Get creative. Learn your friends and family member’s favorite games. Pretend play is a great way to practice expressive language, turn-taking, social skills, perspective taking, language comprehension, and individual creativity.I loved making up my own dramatic play as a kid and have used such strategies in my own therapeutic sessions when appropriate. This also encourages the human connection and allows for so much interpersonal growth.
Those are some of my summer recommendations. I’m sure I’ll be expanding on these as the summer goes on. Let me know which you plan to try and what your summer plans are in comments.
Keep playing with words and see what your message creates!
–Stef the StageSLP