Hey everyone! Please click on the link and read the information regarding applications for the GSRP program.

https://docs.google.com/document/d/1l1fbU067UVinPlaahVflaGXLBGhDhmxBtHEnYaxX9iA/edit?ts=5eaaeeeb

Hello parents and students! Some of you have expressed feeling overwhelmed with trying to keep up with all of the school work at home–especially when having multiple school aged children. You are not alone!!! Here are 16 activities that are considered learning. Remember that your health–both physical AND mental are the most important.

DPS has set up an emotional support hotline in order to support families and students who may be experiencing significant stress, anxiety, depression, or fear during these unprecedented times. If you are in need of assistance, please call 313-827-8500 or email dss@dearbornschools.org

The “Peachie Speechie” is an SLP who I follow on Instagram. She also has a great website, and has posted videos about how to produce specific speech sounds. Check them out! I will also link this in the “Articulation & Phonology” section for future use. https://peachiespeechie.com/pages/peachie-speechie-videos

WEBSITES 

www.speechtx.com/articulation.htm www.quia.com/pages/havemorefun.html www.quia.com/pages/speechersclass.html www.quia.com/pages/havefun.html www.quia.com/pages/worldowords.html www.quia.com/pages/grammarcrackers.html www.quia.com/pages/sls.html www.funbrain.com/grammar/index.html www.funbrain.com/vocab/index.html www.funbrain.com/whichword/index.html www.funbrain.com/verb/index.html www.funbrain.com/wacky/index.html www.funbrain.com/plurals/index.html www.speechtx.com/language/htm www.meddybemps.com www.earobics.com Then click on game goo www.chompchomp.com www.gamequarium.com www.kidspsych.org www.timeforkids.com www.usevisualstrategies.com www.starfall.com www.bridges4kids.org www.enchantedlearning.com www.speech-language-therapy.com www.speakingofspeech.com www.michiganhistorymagazine.com/kids/index.html (ages 9-12) www.odysseymagazine.com (science age10-16) www.funforkidzmagazines.com (age5-13) www.sikids.com (age 8-12) www.speechtherapygames.com TEXTBOOK website www.macmillanmh.com/science/2005/student MORE www.angelfire.com www.puzzlemaker.school.discovery.com Www.speechfun.com www.billybear4kids.com/index.html www.kidsedge.com www.internet4classrooms.com/ www.classicfairytales.com/en/main www/funschool.com/games.php www.bogglesworld.com 

Dear Parents,

Here is a list of ideas to help your children develop their speech and language skills while we are off:

Speech and Language Home Suggestions for Emergencies Handout

• Play a game where you hide something and give your child specific directions on how to find it (i.e. Go up the stairs.  Turn right and walk to 10 steps. Look behind the pillow.) Then have your child take a turn hiding something and giving you specific directions.
• Play a game where you describe an item and have your child guess what you are talking about.  Then have your child take a turn describing an item for you to guess.
• Write a sentence, cut the words apart, mix up the words, and have your child put the words in order.
• Have your child name all the items they can think of that fit in a category (i.e. fruits, vegetables, etc)
• Ask your child imagination questions (i.e. if you were a bird, what would you see when you are flying)
• Have your child make up a story.
• Have your child tell you how two things are alike and how two things are different (i.e. an apple & a banana; a fork & spoon; a car and a motorcycle)
• Simon Says
• Headbandz game (use it for describing items together, turn-taking, predictions – you can write down what the other person says to help you find out what item you have on your head)
• Make a treasure hunt for the kids to find fun toys or snacks
• Name a shape and have your child go around the house and find things that are that shape
• Place objects from around the house (i.e.: spoon, crayon)  in a pillow case or bag and have your child describe to you what each object is using specific characteristics (i.e. size, shape, color, parts, location, group it belongs to)
• Have your child follow directions to work on prepositions (i.e.: in, on, over, under) with your child’s favorite toy.  Tell your child to place the toy “under” the chair or “in” the box. After, have them work on their expressive language by having them create the direction using a preposition.  
• https://whatmomslove.com/kids/active-indoor-games-activities-for-kids-to-burn-energy/
• Wall Bop – Put each alphabet letter on a sticky note and put them on a wall or door.  Have the kids throw a beanbag at them. Whatever letter they get, they have to name the letter and something that starts with that letter.
• HearBuilder Online Free Trial   Hear Builder is a great way for your child to work on following directions, phonological awareness, auditory memory, and sequencing.
• https://busybeespeech.com/

ASHA: language and speech defined

Language is made up of socially shared rules that include the following:

• What words mean (e.g., “star” can refer to a bright object in the night sky or a celebrity)
• How to make new words (e.g., friend, friendly, unfriendly)
• How to put words together (e.g., “Peg walked to the new store” rather than “Peg walk store new”)
• What word combinations are best in what situations (“Would you mind moving your foot?” could quickly change to “Get off my foot, please!” if the first request did not produce results)

Speech is the verbal means of communicating. Speech consists of the following:

Articulation

How speech sounds are made (e.g., children must learn how to produce the “r” sound in order to say “rabbit” instead of “wabbit”).

Voice

Use of the vocal folds and breathing to produce sound (e.g., the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice).

Fluency

The rhythm of speech (e.g., hesitations or stuttering can affect fluency).

When a person has trouble understanding others (receptive language), or sharing thoughts, ideas, and feelings completely (expressive language), then he or she has a language disorder.

When a person is unable to produce speech sounds correctly or fluently, or has problems with his or her voice, then he or she has a speech disorder.