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

Inclusion · Interview · Performances · Pragmatics and Social Skills · Vocal Health

We’re All Connected in Emojiland: A Conversation with Laura Schein

A few weeks ago, I had the opportunity to take myself to the theatre and see Emojiland the Musical. It was a show I had wanted to see for a while, but when friend of the blog Andrea Koehler of Coloring Broadway told me I needed to see it, I made sure I did. Ever since, I have not been able to get this show out of my head. From concept to casting, score to scenery, I cannot remember the last time I felt like I was truly a part of the world in which the show took place. It is currently playing at The Duke on 42nd Street and I can’t encourage everyone to see this show enough. After the show, I went to the stage door because I had to thank the actors for the performance I just saw onstage. I got to thank Laura Schein (whom I had asked about vocal health during an eight-show-week, because my job is never far from mind), for her performance and later learned that she also co-created the entire production. Based on that information alone, I knew I had to learn more about the work she’s done and how Emojiland came to be. I was already trying to find social skills lessons to base of the cast album when I learned she was also a health coach and beginning to co-host a podcast on functional health. At this point, I was so inspired by the amount of work one person is doing at once across so many different platforms and professions that I had to reach out to her. I am so, so grateful that Laura was as enthusiastic as I was to have this conversation.

Stef The Stage SLP: I am so inspired by everything you’re doing right now, thank you so much for chatting with me.

Laura Schein: No problem, I’m so happy to talk to you! And yes, I enjoy wearing a lot of different hats. I’m a hat lover.

S: I can barely do one thing at a time, but I’m trying to get better at multitasking.

LS: It’s tricky, but I like the challenge of it.

S: You do so much! What came first for you; acting or creating or being a health coach?

LS: Dancing, actually. I started when I was 2. I saw a production of The Wiz when I was 3 and at intermission I turned to my mom and said, “I want to do this.” I did children’s theater and community theater, and through a summer camp I was chosen to go audition for a professional Equity production of The Secret Garden and I got to play Mary. From there, I got an agent and I was also in the Chicago sit-down company of the first national tour of Ragtime for a year and a half. It was a really amazing experience. I kept doing theater all throughout childhood and went to Northwestern University, and that’s where I started writing, directing and choreographing, becoming more interested in those areas as well.

After college, I moved to Los Angeles and kept acting, but also started writing more with my writing partner Keith Harrison. We wrote stand-alone songs, music videos, we were always creating something. Eventually, we were asked ‘Where’s your big musical?’ We spent some time thinking about it and one night at dinner in 2014 a Google Trends alert came up on our phones that said the most searched word that day was “emoji.” It dawned on us at dinner that these are characters in an alphabet but also characters with potential stories we could tell. That’s where Emojiland began. It’s been a six-year journey since then.  We’ve probably written over 50 songs for the show and developed so many characters over different versions of the show. A lot of the characters that are in the show now didn’t exist when we first started writing—Nerd Face didn’t exist—so the show has changed along with the emoji alphabet.

S: I didn’t even think of characters evolving along with actual emojis evolving in our phones.

L: Very much so. And that’s been the biggest challenge with this show. The source material is not narrative, so deciding on which characters we wanted to focus on and the stories we wanted to tell was always a topic of discussion.

S: And you’re a health coach, too?

LS: Yes, the health coach side of things is a whole other aspect of my life. I’ve always been passionate about health. My mom is a psychologist and nutritionist and actually raised me vegan. She started a school to train health coaches, The Functional Medicine Coaching Academy, and I was in the beta class. This lead me to become the co-host of this podcast, What The Func, with my friend Clayton Farris. We became friends doing a play together, and he was essentially my first client. We’re exploring functional health and talking to all sorts of professionals and delving deeper into that world.

S: I discovered the functional health world through my students and their unique diet needs. The impact of nutrition on behavior and overall functioning didn’t occur to me until I had families of my students telling me how certain diet changes affected their student’s mood or behavior. This led me to go on my own functional health journey. My older students can actually tell me, I need to eat healthy foods today or I won’t be able to focus on my exam.”

LS: Oh yeah, it’s amazing how nutrition and health absolutely affect mood and behavior. That’s wonderful that your students are so in tune with their bodies. A lot of people have yet to make the connection that what they eat affects their mental health.

S: Changing topics, I am clearly in love with your show. You play Smiling Face with Smiling Eyes and she goes through a lot of emotions over the course of the show. How do you mentally and emotionally prepare for a role like that eight shows a week?

LS: I have always been interested in pursuing the depths of emotion that I possess. The first play I ever did was called Kindertransport and it was very intense. I really learned how to access all of those emotions, and I love being able to tell the story as a character and then put it aside at the end of the play and go back to my life. There’s always some of me onstage, and in a way, it helps me process my own emotions too. Everyone’s going through so much every day, and I feel lucky that I get to share some of that on stage with people, and hopefully help them feel less alone.

S: Your answer made me feel a lot more normal. Those are the same parts of acting and performing that I enjoy, and grew up being asked why I didn’t just want to see or do happier and lighter shows. All of your characters have such a range of emotions and real depth to them. How do you create such well-rounded characters beyond the superficial images the audience knows emojis to be?

LS: That’s what I try to do in life, see all sides of a person. I try to see what drives them, what’s their history, and not take anyone at face value. I would never want to create a one-dimensional character, because that’s not interesting to me. We’re all so multi-dimensional and multifaceted, and those are the types of characters I want to create.

S: Students of mine actually shared with me that they thought it would be easier to just create the characters exactly as they are and how people would expect them. And I guess you could do that, but there’s not much story in that.

LS: When we had the idea, we very quickly connected with the idea that emojis have a fixed, coded identity. But what happens when you are who you are and everyone sees you one way, but you feel differently? We knew we wanted to tell a story about that duality, and we thought that emojis were a wonderful way to represent that idea.

S: Has working on this show changed how you use technology and emojis?

LS: Definitely. Ever since we started working on the show, I get so excited for updates because that leads to new character and prop possibilities. And no surprise, I love using emojis when texting. You know how in musicals ‘when you can no longer talk, you sing’? With emojis, when you can’t convey something by text, you use emojis. We thought there was a wonderful parallel there between how music is used and how emojis are used.;

S: I have actually used emojis with my students who are nonverbal. All of my students are extremely tech-motivated, and I’ve taught some students to use emojis on an iPad to express their wants and needs. When I don’t have access to a dedicated device, they’re actually a great method of communication. And with the space that you’re in and how your show is staged, you feel like you’re such a part of Emojiland.

LS: It really does feel that way. I love the intimacy of the space. We’re all connected in Emojiland.

S: I noticed wile I was watching the show, there is only one instance in which a gender-specific pronoun is used. I really like that choice. Was it intentional, or did it just kind of happen that way?

LS: It was intentional. There are no pronouns in the script because the emoji code isn’t inherently gender or racially specific. We were really excited about that from the beginning. And we’re excited about future productions having wildly different casting because these roles can be played by anyone.

S: That would be really exciting to see this show with different casting, I hadn’t thought of that. I love the casting in the show, I think it’s great. I love your performance in this show, but I am curious about how you take care of your voice as a performer. In this show specifically, you’re also putting on a bit of a voice. How do you prepare for that?

LS: It actually feels, as the run goes on, that my voice becomes more comfortable. It feels like my voice now sits healthfully where it should. Obviously, as a health coach, I’m really health-conscious. I eat very well; I drink so much water. And ginger shots. I’m obsessed with them. There are some nights when non-theater friends will ask me to go out to a loud bar with them post-show, but with 8 shows a week I have to be really careful. I try to get my rest and not be somewhere where I have to yell over music. It’s tough because I want to hang out, but I also have to be careful and protect myself. My castmates are the same way. When we want to go out post-show we go to a quiet diner and have pancakes and tea.

S: I get that, but there was a moment when Nerd Face’s reaction was to scream and I thought to myself, ‘I know he’s using a microphone, and I know my seat is really close, but that has to hurt eight shows a week.’ I felt the same way about whatever crazy note Skull has to hit in his songs.

LS: I guess your voice just adjusts to it. And it fluctuates. Some days feel much harder than others.

S: I have to ask; how do you wear so many hats in this production without becoming exhausted?

LS: I’m just trying to enjoy the ride. I’m so grateful for this run. One of the first lyrics in the show is “Stay in the present, the future’s unknown,” and I am really trying to just be present and focus on one thing at a time. Once I start thinking about everything at once, I get overwhelmed.

S: See, that was fascinating to me as a lyric in the show since Emojiland takes place in a phone. Most of the time we’re on our phones, we’re using it to escape and not be present. How does that work?

LS: I think we all have love-hate relationships with our phones. Phones connect us to each other. Even now, we met briefly in person, and then you reached out to me online. I’m thankful for how our phones have expanded our world and our reach, but I do have to make myself put it down and be present with the people physically around me. You need to look up. I’m also a perfectionist when it comes to responding to every message I get, and I’m working on waiting before responding to people so that I don’t miss out on connecting with someone I’m physically with in the moment.

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

LS: I would challenge people to go through one full day without complaining about anything. Try to see if it’s possible to find the positive side of every situation throughout the day, to maintain a sense of gratitude and emanate that positivity despite whatever challenges you may experience.

***********************************************************************************

Very much like my first experience with Emojiland the Musical and Laura, I thoroughly enjoyed this conversation. For context, we spoke at the end of a school week while Laura was in between teaching a masterclass and a meeting before her Friday evening performance. As busy as we both were, this was certainly the highlight of my day. I can’t wait to hear how you do with Laura’s challenge, please share the results in comments.

 

You can find Laura on social media at @thelillaura on Twitter and Instagram and Emojiland the Musical at @emojimusical on FacebookTwitter and Instagram as well. You can catch Emojiland at The Duke Theater on 42nd Street through March 19th, and tickets are available here. This show has something for everyone, and is the most relatable show I’ve seen in a while. I can’t recommend this show enough. The cast album is available on streaming, as well as physically and digitally.

 

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

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

Let’s Make A Resolution: A New Year’s Speech Activity!

Happy New Year, readers! This week, the Earth took another trip around the sun, and everyone seems to be making resolutions. While I decided on what I wanted as my own New Year’s resolutions, I was trying to find a fun way to bring this into my speech room.

I was looking for activities and came across this one from Addie Williams. Teachers Pay Teachers is always full of great resources, but none as universally enjoyed as this one by Addie. With her permission, I am sharing how I completed her activity, as well as how to make it work for multiple speech-language targets.

First, let me show you the page I completed as the example (please excuse my spelling errors).

Addie

While my artistic skills are a work in progress, it really helped my students to see the final product before they took on completing the worksheet themselves. It was easily differentiated for each group. Instead of writing goals down, which would be great for older students, I decided to have my students get creative and really use the full extent of their imaginations.

Target: Receptive Language 

I turned this into a following directions activity. I sequenced the events like this:

  1. Read the question.
  2.  Share your response.
  3. Choose a crayon.
  4. Draw.
  5. Answer a question about a peer’s response.
  6. Provide a follow up comment or question.

This was repeated for each item. As students got a grasp on the routine the questions and comments about peer’s choices became more detailed.

Target: Expressive Language

This was similar to how I conducted it for receptive language with a few modifications. All responses had to be shared in complete, grammatically correct sentences. They could only use one crayon at a time so they had to ask peers for materials as needed. In addition to answering peers’ questions, they had to ask them as well as ask and answer questions of mine. They also included sentences with their drawings and/or had to read the prompt and fill in their response.

Target: Articulation

For this, I asked my students to try and choose items for their resolutions that included their speech sounds. After sharing their answer initially and drawing them, they were asked to practice the words in their resolutions containing their speech sounds while I kept track of correct productions and errors.

Target: Pragmatic Language

As my students completed each item, I had them engage in conversation about each other’s goals. What made them choose a goal, why was it important to them, how did they want to work towards it, etc. I also had them ask each other if they could share advice on how to complete the goals the others were setting. This fostered some great conversations between my students.

I absolutely adored this activity and my students loved this method of practicing their skills while thinking about the next year. in hearing their discussions, I learned a lot about my students. I learned that some wanted to imagine ways to change their grades, some to help the planet, some to design video games. I learned about my students favorite book series’, hobbies, and what they found interesting in school. In return, they learned about my interests and goals moving forward, providing me with suggestions on how to accomplish my resolutions. My challenge to my readers this week is to examine your own resolutions complexly, if you have them. What did you learn about yourself in this process? Bonus points if you took the extra step to engage with someone else about their goals. I can’t wait to hear what you have to say in comments.

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

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