Fiery Tales in My Speech Therapy Room

"Goldilocks and The Three Bears"

I often use fairy tales in my speech room. And guess what? My kids love it.

Albert Einstein once said: 

“If you want your children to be intelligent, read them fairy tales. 

If you want them to be more intelligent, read them more fairy tales.”

In short:

• Storytelling plays an important role in Early Literacy Development. 
• The stories teach children positive problem-solving skills.
• Fairy tales can help children develop emotional resiliency.
• Fairy tales give emphasis to various cross-cultural values and behaviors.
• Fairy tales teach the basics of a story.

"The Three Little Pigs"

Fairy tales are predictable!

• They follow a similar pattern, easy for children to remember and replicate:
• Once Upon a Time
• Royalty (The king and queen…)
• Towers, Castles, Forests on my…(There in the forest stood a tower…)
• Mistreated Characters (Goldilocks, Snow White, Rapunzel, etc.)
• Villans and Heroes
• Magical Characters (Witches, Fairies, etc.)
• Evil Spells
• Acts of Bravery and Heroism
• Happy Endings

"Litlle Red Ridinghood"

There are many goals to target with fairy tales:

• Reading and Listening Comprehension Questions
• Story Sequencing
• Vocabulary Knowledge and Use
• Compound and Complex Sentences
• Story Grammar Elements
• Semantic Flexibility Skills (e.g., Synonyms, Antonyms, Multiple Meaning Words) 
• Verbal Reasoning (Inferencing, Predicting, Negative Questions, etc.)
• Social Cognition Elements (Perspective Taking, Pragmatics, Socioemotional Vocabulary, etc.)

"An Old Lady Who Swallowed A Fly"

There are plenty of FREEmaterials on the Teachers Pay Teachers website.

Go to https://www.teacherspayteachers.com/ and register. Materials-wise, the sky is the limit!

https://www.teacherspayteachers.com/Browse/Search:fractured%20fairy%20tales%20/Price-Range/Free

"Seven Blide Mice"

Also check the resources organized by Whitney, an SLP from South, GA

http://whitneyslp.com/fairy-tale-activities-for-speech-therapy/

http://whitneyslp.com/using-twisted-fairy-tales-in-speech-therapy/ http://whitneyslp.com/fairy-tale-books-for-speech-therapy/

Phonological Awareness in Early Speech Intervention

"oo"

I would like to share a great PowerPoint presentation about “Early Speech Intervention in the Kindergarten Classroom” prepared by Renee Roark, MA, CCC-SLP 

See a link to the PowerPoint presentation

https://www.wvsha.org/wp-content/uploads/events-manager-uploads/session-handouts/Handout%20Early%20Speech%20Hero_1553722196.pdf 

I also think it’s a must to have “Creative Teaching Press Phonemic Awareness Book” by Jo Fitzpatrick https://www.amazon.com/Phonemic-Awareness-Playing-Strengthen-Beginning/dp/1574712314

A snick pick on some activities:

Rhyme-Away Story https://www.reyn.org/Downloads/rhymeawaystory.pdf 

Check:

Teaching Phonemic Awareness - Video https://youtu.be/U_Byg6oork8

Phonemic Awareness Practice - Video https://youtu.be/Gxcc9RBrF4Y

SODA Speech - Way to Assess a Child's Speech Errors

“The oldest and most common way to assess a child's speech errors is SODA: Substitution, Omission, Distortion, and Addition. This articulatory approach describes the types of sound errors produced by the child.” 

Read more visit MEDBRIDGE

https://www.medbridgeeducation.com/blog/2019/
10/sound-advice-assessing-speech-sound-disorders/

The Process of Articulation Therapy

 Hello Friends,

This time I would like to share a great article “The Process of Articulation Therapy” by Heidi Hanks. To read it go to “Mommy Speech Therapy”

http://mommyspeechtherapy.com/?p=687

And if you are interested there are much more information and resources; just visit the website.

http://mommyspeechtherapy.com/

Happy reading!

Regards,

Urszula

SPEECH-LANGUAGE GOALS AND OBJECTIVES LANGUAGE

SPEECH-LANGUAGE GOALS AND OBJECTIVES LANGUAGE

Student’s Name:	Medicaid Number:
Speech-Language Therapist:	Testing Date:	IEP Meeting Date:
Type of Speech-Language Service:	Location of Speech-Language Service:

 

LANGUAGE	Diagnosis Code:  315.31
Initial Evaluation             Annual Reevaluation                Three-Year Reevaluation  [Next 3-Year Reeval Date:        ]        (see attached SP6b)              (see description below)                  (see description below)

 

LONG TERM GOAL:  The student will exhibit  language skills in educational and social settings with   prompting, modifications, and/or assistance by completing ____ of ____ objectives.

EVAL. METHOD(S) A = Response Evaluation B = Criterion Testing C = Checklist/Rating Scale D = Observation E = Self-Report F = Other

 

SHORT TERM OBJECTIVES The student will . . .	CRITERION	CORRELATIONS WITH LANGUAGE ARTS STANDARDS
5.01 demonstrate listening comprehension (understanding) skills by                following directions of increasing length and complexity                retelling familiar stories                giving details about stories                paraphrasing what has been said                sequencing stories and events                answering questions                other:	80%	Communication I PK-2, 3-5, 9-12; Communication II PK-2, 3-5, 6-8. 9-12; Communication III 1-2, 3-5; Reading I 3-5, 6-8; Research  I 3-5; Research V 3-5
5.02 demonstrate appropriate semantic (vocabulary) skills by                identifying and using targeted vocabulary words                identifying and using relational/basic concepts (spatial, attribute, quantity, time,                       comparisons)                classifying words by function/category/attribute                making word associations                making comparisons and exclusions                identifying and using multiple meaning words                defining words                identifying synonyms and antonyms                other:	80%	Communication I 3-5, 6-8; Communication II PK-2, 4-5; Communication III 6-8, 9-12; Research III Pk-2; Research V 1-2, 3-5; Research VI 6-8; Reading I PK-2; Reading II 3-5, 6-8. 9-12
5.03 demonstrate appropriate linguistic reasoning/processing skills in terms of               predicting outcomes               identifying cause and effect               solving problems               making inferences               evaluating               clarifying               stating reasons and opinions               understanding and using multiple meaning words               understanding and using idioms, analogies, humor, and figurative language               applying metalinguistic skills (the ability to talk about/analyze language)               other:	80%	Communication I 9-12; Communication II PK-2, 3-5, 6-8, 9-12; Communication III 6-8. 9-12; Communication IV 6-8, 9-12; Reading I 6-8, 9-12; Reading II 3-5; Research I 6-8; Research II 6-8; Research IV 6-8. 9-12; Research V 6-8, 9-12; R
5.04 demonstrate appropriate discourse skills in terms of               conversations               classroom communication               narratives (show & tell, oral reports, relating events, etc.)               expository speaking (procedures, directions, explanations, etc.)               other:	80%	Communication I 3-5, 6-8, 9-12; Communication II 3-5, 6-8; Communication III PK-2, 3-5, 6-8, 9-12; Research VI K-2, 3-5, 9-12; Research VII 6-8
5.05 demonstrate appropriate pragmatic (functional language) skills in terms of               speech acts (reasons for communicating)               discourse management (topic control, turn-taking, word choice, stylistic variations,                    nonverbal communication)               contextual (situational) variations               other:	80%	Communication I PK-2, 9-12; Communication II PK-2, 3-5, 6-8; Communication III 1-2, 3-5, 9-12; Research VI 3-5
5.06 use standard English grammar, as appropriate to the speaking context, in terms of                sentence structure                question forms                parts of speech (nouns, pronouns, verbs, determiners, adjectives, adverbs,                     prepositions, conjunctions, interjections)                agreement of sentence parts                other:	80%	Communication I PK-2, 9-12; Communication III 9-12; Reading I K-2; Reading II 2, 9-12; Research I 9-12Research II 3-5; Research IV 9-12
5.07 apply targeted language skills across educational and social settings.	80%	Communication I 6-8, 9-12; Communication III 9-12; Research VI 3-5
5.08 Other:	80%

Form No. SP 06c5 (Rev. 03-00)

 

 

SPEECH-LANGUAGE GOALS AND OBJECTIVES FOR DEVELOPMENTAL COMMUNICATION

SPEECH-LANGUAGE GOALS AND OBJECTIVES FOR 

DEVELOPMENTAL COMMUNICATION 

Student’s Name:	Medicaid Number:
Speech-Language Therapist:	Testing Date:	IEP Meeting Date:
Type of Speech-Language Service:	Location of Speech-Language Service:

 

DEVELOPMENTAL COMMUNICATION	Diagnosis Code:  315.31
Initial Evaluation             Annual Reevaluation                Three-Year Reevaluation  [Next 3-Year Reeval Date:        ]        (see attached SP6b)              (see description below)                  (see description below)

 

LONG TERM GOAL:  The student will exhibit  developmental communication skills in educational and social settings with   prompting, modifications, and/or assistance by completing ____ of ____ objectives.

EVAL. METHOD(S) A = Response Evaluation B = Criterion Testing C = Checklist/Rating Scale D = Observation E = Self-Report F = Other

 

SHORT TERM OBJECTIVES The student will . . .	CRITERION	CORRELATIONS WITH LANGUAGE ARTS STANDARDS
4.01 use the following conventional (typical) gestures to communicate purposefully:                pointing                eye contact                vocalizations	80%
4.02 maintain joint (shared) attention.	80%
4.03 engage in symbolic (pretend) play.	80%
4.04 take turns               during reciprocal play activities               during social interactions	80%	Communication I PK
4.05 use conventional (typical) language for a variety of purposes:               to gain attention               to protest/reject               to request (ask)               to inform (tell)               to respond (answer)               to label (name)               other:	80%	Research I PK; Research II PK-1; Research III PK; Communication I PK-K; Communication II PK - K
4.06 increase length, complexity, and intelligibility of meaningful utterances (sentences).	80%	Communication I PK
4.07 Other:	80%

Form No. SP 06c4 (Rev. 03-00)