My favourite Things – The Speech Meadow

Using Woven Books in Speech Therapy

Collette — Mon, 18 Jun 2018 02:09:00 +0000

I wish that I could take credit inventing this little gem, but I can’t. An Educational Assistant/Speech-Language Pathology Assistant showed me how to make these about ten years ago when I was just starting my journey as an SLP. I thought I would pass this along to you by showing how to make and use woven books in speech therapy.

This has been an invaluable tool not only for speech therapy but for language therapy as well. I have used these books in preschool; however, they are best for kindergarteners and older.

How to Use a Woven Book:

1. As a craftivity: I will have the children make them on their own. They have to follow directions on how to fold, cut and weave the books. Then in one or maybe two sessions, they will decorate the book with images related to their goals. For example, If they are working on the “ch” sound, then they would either draw pictures of “ch” words, write them out or glue pictures onto the book, all the while having them practicing their sounds.

2. As a homework book: If the children are working on pronunciation goals, after each session, have students add one word to the book at the end of the session. I typically allow them to pick from a few words that they have been using successfully. At home, they practice all the words in their book. Sometimes I don’t send them home. I have students take them back to class and have their teacher or another staff member go through the book with them and practice their sounds/words/sentences throughout the week. I have done the same with vocabulary and grammar goals.

3. Vocabulary Dictionary: I have the children add the vocabulary words they have been working on to their book. If they have are able to, I have them add the definition of the word. This can be helpful if you are working on classroom vocabulary. The students can then refer back to the meaning of the word while in class. If they are working on language processing type goals, say similarities and differences, they put the words down and then write down they the are the same or different.

4. Grammar book: This is great for pronouns and verbing/tense type goals. If you are working on “he” and “she,” have the children draw or write out the pronouns at the top of the woven pages. Then have objects, verbs, etc… on the remainder of the pages. When practicing they will pick a word/picture and make a sentence using the correct pronoun.

5. Demonstration of progress: I will date the words, sentences, etc… that they add to the book. This way if they were working on artic goals, you could show them, parents, or school staff how they have progressed during therapy.

6. Help the children understand their goals: I have the children write out, or I will transcribe what they are working on the book. This allows us to talk about their goals.

How to Make the Woven Books:

1. Get two pieces of paper. You can print off the template if you like, you can find it here. You will need both pages to make a book. The second page will make enough strips for two books. I like to use two different colours. It makes the book pop.

2. Fold the first page in half with the writing on the outside.

3. Fold along the dotted lines inwards towards the middle.

4. Unfold the page and then fold it in half again.

5. Cut along the solid lines. The middle of your book should look like piano keys

6. Cut out the strips from the second page. You will need only two pieces to make a book.

7. Weave the strips from the second page into the middle of the book. You will need to weave each side of the book in opposite directions (i.e., one side of the book is woven out then in, and the other side of the book is woven in then out). This will allow the book to bend and split.

8. Refold all the book. Fold the middle seam both ways. This will allow the book to bend and split more easily. Do not glue the strips of paper together, you will not be able to fold the book correctly.

9. Have the children write out their goals and start adding to the book. For children who are older, have them write it out. For younger children, I will have them glue on pictures. I have used picture lists from Speech Therapy Plans. If you have students who like stickers, you can print these off on sticker paper and cut them out. That way they have functional stickers.

Here is a video on how to make woven books.

Would you make woven books in speech and what goals would you target? If you would like more speech therapy ideas, go here.

Four Activities for Parents to do in the Summer to Help with Speech and Language Skills

Collette — Sun, 20 May 2018 14:22:00 +0000

It’s that time of year when many students are either finished, or school is wrapping up. Parents start to ask, “What can we do over the summer?” While sending home a packet of worksheets is one option, I prefer to give parents some concrete suggestions that they can do with their child that are low cost or free and that don’t require a significant amount of prep. Here are four ideas:

1. Read books and check out your local library. Reading books is a great way to work on speech and language skills. Local libraries often have great programs for preschoolers and older children and they are often free. Even if you don’t go to the library programs, you are able to pick out a wide variety of books. Even better, have your child pick out books they might like. Look for books that contain your child’s goals. For example, books on spiders are a great way to work on s-blends. There are many excellent books that talk about emotions. For a link to a post on the benefits of reading go here. If you want suggestions on how to read to children, go here.

2. Make memory books. Children love to read books with themselves as the main character. Take pictures or have your child take pictures of your outings over the summer. This can be during a vacation, camping trip, going to the zoo/science centre/amusement park, visiting family or even just going to the park or the grocery store. Take pictures based on what your child is working on. If your child is working on increasing the number of verbs they use, then take pictures of them sliding, climbing, eating, chasing, leaping, etc… Memory books are also a great way to work on personal narratives, such as being able to answer, “What did you do over the summer?” If your child is working on their pronunciation, take pictures with objects that contain their sounds.

Make a small book by printing off the pictures and write sentences or have your child write sentences under the pictures. If you have access to Powerpoint or Keynote, put the pictures in the Powerpoint file along with typing out the sentences and print off the book. If you make it into a PDF, then your child can look at on a smartphone or tablet. Read the book with your child and show it to other adults in their life.

3. Cook with your child. Cooking can work on so many language skills such as sequencing, building vocabulary, and describing. You can also work in pronunciation goals while cooking too. Find a recipe that has your child’s sound in them. For example, if you are working on “ch,” then find a recipe with chocolate. If you are working on s-blends, then use words such as “spatula,” “stir,” and “spread.” Make sure that you do any steps of the recipe that you deem to be unsafe for your child. Cooking with your child also teaches essential life skills.

4. Draw with your child. Draw with your child, have them tell you about their drawing and you talk about what you drew. It can be as simple as them scribbling on the page or making a face/person. It can be as complicated as drawing a whole scene. If your child needs help with deciding what to draw, start with a character and talk about the adventures they may go on. If your child is working on pronunciation, then have them draw pictures with their words in them.

If you would like more ideas for preschoolers through to grade one on what to do over the summer, here is a freebie that you can download. I would like to thank the Frenzied Speechies for hosting this linky party that shares amazing ideas for speech and language carry over for the summer.

Using Songs in Speech Therapy – “Ducks Like Rain”

Collette — Sun, 26 Mar 2017 18:14:00 +0000

When I’m in a preschool class, I sing ALL. THE. TIME. The running joke is that we are professional singers even though we are not great singers by any means. Yes, I have been shushed more than once. For example, we sing to teach new concepts. We sing during transitions, and we sing to help children calm down. For more information on how I use songs in speech therapy check out this blog post (click here).

A teacher, who I used to work with, taught me one of my favourite songs, “Ducks Like Rain.” It is perfect for spring or farm themes with preschoolers, but kindergarten children also like it. It works well one-on-one and in groups. Children who are hard to engage frequently respond to this song. As well, it’s perfect for children who are just starting to talk and/or are using some form of AAC for communication.

The only props you need for this song is a spray bottle full of water and any communication systems you may be using. To get a copy of the lyrics, you can click here.. How I use this is that I will sing most of the song and then pause when we get to the “quacks.” I then wait until the child(ren) responds with “quack” and then I spray them with water.

I usually get lots of giggles but some kids don’t like to get sprayed. That is okay, and it’s a great teaching moment. This is again a great time to model words and phrases such as “stop,” “don’t like,” and “no!” I will immediately stop. If I do this song with this song again with children I know don’t like to be sprayed, I always ask if they want to be sprayed. Most say no but sometimes they will want to try it again. Here is me singing the song (eek!).

If the children want to hear it again, then I wait for “sing again,” or “more ducks” or some such response. One reason I like this is that it doesn’t take long to sing. Many children sing or do the actions during the song, so they become active participants.

Let me know how it goes if you try it out! If you would like a copy of the lyrics, click here to get a copy.

Using the Game “Tummy Ache” in Therapy

Collette — Mon, 20 Feb 2017 19:13:00 +0000

As you have seen, I love using Orchard Toys in therapy. They have great, educational games that children seem to love playing (as usual, no affiliate links). This time I thought I would talk about the game that boys (aged 4-8) request the most, Tummy Ache. The idea is to gather a full dinner by picking up different cards. Some of the cards have the usual foods you would see at dinner (e.g. rice) and some cards have food but they are covered in creepy crawlies (e.g. maggots on a pizza). If you play the game as it is supposed to be played, the first person with a complete meal wins. I never play it this way. I continue to play it until everyone has a full meal. Here are how I use it in therapy.

1. Building Vocabulary: This game contains a wide variety of foods from steak to chicken, from rice to beans and juice to smoothies. If the children are not familiar with some of the food, I will sometimes bring them it for them to taste test. The game also includes a wide variety of bugs that I have used to build up vocabulary.

2. Categorization: I have used this game to sort food or the creepy crawlies. I have also had children name the category of the food that they have picked up.

3. Describing: The children have to describe the food and/or creature that they have picked up.

4. Expanding sentences and pronoun use: It is great for practicing longer sentences such as, “I have _________.” “I like __________.” “I don’t like _________.” “You have _____.” “Yuck, I have _____.” or “The _________ goes in the garbage.”

5. Commenting: This is a great game for teaching social language skills. Often conversations are started around what food they like and don’t like. It is a great way to talk about appropriately responding to comments when you agree or disagree what the other person has said. It is also a great way to ask why a person likes/dislikes a particular kind of food.

6. Learning about others: Everyone has food they like or dislike. This game naturally brings about discussion regarding favourite kinds of foods. It is a great way to work on initiating a conversation.

7. Teach about trading, sharing and negotiation: I will often play the game that if they don’t like the food they have picked up, they could ask another person to trade with them. This can sometimes get a little heated as some foods are more desirable then others. Some children will say yes or no right away but others will start negotiating by offering to trade another food or will want another piece of food thrown into the deal. This is also a great way of having children work on asking questions.

8. Lastly we work on some play skills as we pretend to eat the food when everyone has a full plate.

This is a game that children request again and again. It is a great motivator and reward for the children’s hard work. If you are interested in some of the other Orchard Toys I use, check out this blog post. Do you use this game in therapy?

Ten Ways to Use the Post Box Game in Therapy

Collette — Sun, 29 Jan 2017 14:42:00 +0000

With Valentine’s Day approaching, many SLPs are looking for theme related ideas. One game that I bring out often, is Orchard Toys Post Box Game. Here are ten ways to use the post box game in therapy.

Children as young as three can play it and children as old as five and six frequently ask for it. The idea of the game is pick up an envelop and see the colour, the put it in the correct mailbox.

Language Activities

1. Building vocabulary. For younger children, it’s great for learning colours and animals. Most of the animals are common (e.g. pig, rabbit, dog, rhino) and great for teaching colours.

2. Expanding Sentences. Because the letters are four different colours (red, green, blue, yellow) you can start to use those colours to increase the length of sentences (E.g. “I have a red letter.”)

3. Prepositions. This is great for teaching in for those younger children. It can also be used to teach in front and behind (the cards fall behind the mailbox). I will ask where a certain card and have the children answer. A version of this is to hide the letters in various places in your therapy room. Either tell the children where they could find a letter or have the children tell you where they found the letter.

4. Following directions. This can be work on one-step directions (e.g. “Put a red letter in the mailbox.” or “Put the duck’s and the cat’s letters in the mailboxes.”). You can also work on two-step directions (e.g. “First put a red letter in the mailbox, then put a green letter in.” or “Before you put the rhino’s letter in, put the duck’s letter in.”)

5. Pronouns. I will put out pictures (a boy, a girl and a group) and divide the letters among them. The children will pick out a letter from one of the piles and have the children say who is mailing the letter. I will also put out pictures of the different animals. The children then deliver the letters that were mailed. They can then say, “She/he/they get a letter.” or “Here is your letter.” or “You get a letter” etc…

6. Possessive Nouns. The children pick a letter and look at the animal on the letter. The child then would say, “It’s the ________’s letter.”

7. Categorization. One activity, is to flip the letters colour side up. Then name a category and have a child pick out that animal’s letter. (E.g. Find an animal that lives on a farm) or I will ask for the all the animals in that category. Another version is for the child to pick a letter then say the animal’s category (e.g. A child picks up a letter with a rhino. The child says, “The rhino is a zoo animal.”). I will sometimes ask them to name another animal in the group.

8. Describing. Have the children play clue by either describing the animal or guessing what animal is being described. This is a great activity for small groups.

9. Similarities and Differences. Take two letters and say how the animals are the same or different.

Speech Therapy

The obvious sound to target is “L” by saying letter. I frequently incorporate the possessive noun activities into therapy which is great if you are working with mixed group. I will also take smaller artic cards I have and use removable glue dots to put them on the letter. Then have the child choose a card and then say the word. As well sometimes I will just have the children put artic cards in the mailboxes.

Lastly, I have the children help me set up the game. This is another way of targeting following directions. It is also great for working on sequencing as you have to set up the game in specific way. It can also work on some problem solving skills because the triangle supports that keep the mailbox up must be in a specific direction or the mailboxes are very wobbly and tend to fall over. As always this post does not contain affiliate links. If you are interested in other Orchard Toys that I use in therapy go here. Overall the children really enjoy playing this game and I’m able to target a wide variety of goals which is a win for all.

5 Reasons I Like to Change it Up and Use Flubber

Collette — Sun, 11 Sep 2016 16:33:00 +0000

There are lots of posts about using play dough in therapy so I thought I would write about using flubber instead. You can use flubber for many of the same functions as play dough such as using them for smash mats. Here are some reasons I like to change it up and use flubber every once in a while.

1. It is a nice change from using play dough. I love play dough but using it all the time can make it feel stale (I work with 2-4 year olds, so I use play dough/flubber a lot). Keeping the same toys but changing the medium from play dough to flubber often changes how the children interact with the toys.

2. Flubber has a different texture than play dough and allows people to talk about it being “cold,””slimy,” and “slippery” to name a few. It is also a great way to use a variety of verbs including: “rip”, “squish”, “growing”, “sink” and “pull.”

3. If you have children who are sensitive to textures this is a great way to incorporate some OT therapy goals into yours. As well it is great for cutting, another way of incorporating OT goals into therapy.

4. Kids who like to explore play dough by eating it or licking it, tend to do that a lot less with flubber.

5. Before last year, I would have said that it was easier to clean up than play dough. It generally is. Flubber tends not to get ground into shoes, carpet etc… It is also a bit easier to pull out of toys, when a child has stuffed it into a hole. Last year, a group of children liked to “shred” it and the little balls were found all over the floor. You could not really sweep them up so I was on my hands and knees picking up little bits of flubber.

Here is the recipe I use to make flubber. There are other recipes that use liquid starch. I haven’t tried them as you can’t get liquid starch easily in Canada.

Do you use flubber in therapy?

Why I like to use cooperative games in therapy

Collette — Sun, 21 Aug 2016 22:19:00 +0000

I frequently use cooperative games when working with 4, 5, 6 and 7 year olds. Here is why I find them valuable.

They reduce the stress some children feel when they are losing. We have all had those children where the game becomes more important than the therapy because they are sooo concerned about losing. Most co-operative games (at least the ones I’ve played) still have winners and losers but you win or lose as a group. This group mentality seems to ease the fear that children have about losing.

They help teach children how to behave when they lose. There seems to be less temper tantrums and bursts of anger when you lose as a group. I think it has something to do with working as a group. Losing provides an opportunity to talk about how you don’t always win, what could you do differently next time, and did you try your hardest? If they lost, I will almost always have them play that game again the next time I see them and talk about what they would try differently this time.

They are good for teaching children how to behave when they win. We probably have all had a child who goes over the top when they win and makes the other students feel bad (e.g. “Oh yeah! I’m a winner and you’re a loser!”) Winning as a team eliminates the taunting. When they win, I talk about and show what winning should look like (e.g. high fives, talking about good teamwork). If a child is learning about how to win gracefully then they play these games before they play more traditional one player wins type games.

They “force” children to work together. For the most part, you can’t win without working together. Children are motivated by winning and with some guidance they start working together. If they lose and did not work together then odds are they will try to work together next time.

They help with problem solving. Most of the games I have played have a strong strategy component to them. Which character are you going to move on the game board? Which road piece are you going to put down? Are you going to give a card to another player? It also fosters communication between the players. They will often come up with plans (e.g. “If this happens we should do this…”) and negotiate what they should do. It is also a great teaching moment to help children realize that no everyone is going to follow their plan.

They are great for teaching social skills. These games are great for helping children learn taking turns, negotiating which strategy they should use at a turn, when should they suggest a strategy, how to give compliments, and how not to hurt a team members feelings. These are just a few skills targeted with co-operative games.

They have some games geared more towards girls’ interests. Now I don’t believe in “girl” toys and “boy” toys. The girls I work with don’t mind the games that are a little more geared towards boys but their faces light up with utter joy when I pull out a game about mermaids or fairies. Funny side note: The biggest argument I had last school year was when I brought in a mermaid game for the girls in the class. The boys were all up in arms that they couldn’t play it first. The game ended up in the classroom for a week and was played multiple times a day.

I have found that using co-operative games to be invaluable in therapy. They are fun, the children really really like to play them and they are learning how to become better friends.

Using Orchard Toys in Speech and Language Therapy

Collette — Sun, 05 Apr 2015 02:11:00 +0000

First off I’m not benefitting financially in anyway from this post. I just love Orchard Toys. These games are some of my “go to” games when doing therapy. Many of them are co-operative games which can eliminate the need many children have to be the winner and the subsequent tears, disappointment or anger when they don’t win. You can work on a number of goals at one time which is very helpful when you are doing therapy in groups.

The kids I work with love to play them. Now don’t get me wrong, I have a ton of classic SLP games that get used regularly such as Pop Up Pirate, Crocodile Dentist and Guess Who but the Orchard Toys games are usually my top requested games to play. The following are just some of their games I have. Many of my fellow speechies have borrowed them and if I included them all this would be a very long post!

This is currently the most requested game I own. It works well for children four to eight years old. The object is to put supper on your plate and avoid getting food full of bugs. This works well for expanding sentences, food and “bug” vocabulary (not all are bugs), describing, and turn taking. I have also used it to teach trading and as conversation starters. For more information on how I use it, check out this blog post.

It works well for children three to six years old. Children try to get all the body parts named in the song. This works well for expanding sentences, as well as colour and body parts vocabulary. I have also used it for a general artic game.

This game was in the preschool room last week and the kids couldn’t get enough of it. I played it for hours. It works well for children three to seven years old. One side of the spout has blank squares and the other side has shapes. The games comes with a spinner and two kinds of dice so there are many ways to play. I most often play with the spinner. It is a great game to work on shapes vocabulary and the words “up” and “down.” It is also great for working on sp-blends or as a general artic game.

Another fan favourite, it works well for children three to seven years old. Children sort letters into mailboxes depending on the colour of the letter. It works well for expanding sentences, possessive nouns, animal vocabulary, and working on initial “L” in sentences. For more ideas on using this game check out this blog post.

This a board game where you are trying to make it home without getting eaten by a crocodile. No one ever gets eaten by a crocodile. I use it to work on negation, expanding sentences, colour vocabulary, and as a general artic game. It’s also a challenging puzzle for the kids to put together.

There are two challenges though with this company. The first is that you can’t find them in major toy stores but many independent toy stores, at least here, carry them. Also you can order them from Amazon. The second problem is that they don’t seem to produce their games for very long. Many of their games are in production for a year or two and then they are gone. This makes it difficult when your game is soo well loved that you need a new one!

Do you use Orchard Toys in therapy? What are your favourite ones and how do you use them?