Many of your students are working on pragmatics (this is our social use of language such as: turn taking, initiating conversation, maintaining conversation, appropriate eye contact, etc.). This post will focus on specific skills that fall under the category of pragmatics.
Turn Taking: One way to focus on turn-taking is through play. You and your child can each take turns while building something or playing with playdough. You can also practice turn-taking while completing a craft. Once your child is able to take turns during play, and if you feel they have enough language, you can begin to build their turn-taking skills by reading stories. Take turns telling each other about what you see on each page, or asking each other questions about the story. Use the resource below to help your child self-monitor their turn taking skills and to help your child use turn-taking during conversation.
Attached is a packet with many activities to work on your child’s speech and language skills without the use of technology! Just open the packet and scroll down to the appropriate grade level. As always, if you have any questions or concerns, feel free to email me firstname.lastname@example.org
Prepositions are words that tell us where things are. Many of your students are working on learning this skill. In the video below, Chester the cat will help us learn the following prepositions: in, on, under, next to, in front of, between. To help your student learn these terms, pause the video while you are watching and ask your student to repeat where Chester is. For example, pause the video when you see that Chester is in the box and ask, “Where is Chester?” Give your student some wait time, and if they don’t answer correctly, model the answer by saying “Chester is in the box.”
Additional ways to practice would be playing a hide and seek game, where you hide items throughout the house. Have your child find the items and tell you where the item is using a preposition term. If your child is just beginning to learn these terms, only start with a few items.
You can also practice this skill using play dough or any other object you have at home. Put the play-dough behind you, in front of you, under a table, on the table, in a box, etc. While you do so, tell your child where the play dough/toy is (e.g., “The play dough is in front of me, you try!”). Have your child repeat the action that you are modeling and tell you where the play dough is. When your child becomes more familiar with these terms, you can model only the action and your child can tell you where the toy/play dough is.
Please feel free to contact me if you have any questions! Thank you all for all of the work that you are doing with your students during this time!
1. Present Progressive Verbs (-ing): these are words we use when an action is currently happening. For example, “She is sleeping.” Many of your students are working on using these types of verbs. One way to practice is to ask your student about what someone is doing in a show, book, or picture. An additional way to practice is to perform an action as ask your child about what you are doing (e.g., Pretend to sleep and ask your child “What am I doing?”). If your child does not use the correct “-ing” form of the word, model it for them by saying, “I am sleeping.” https://www.youtube.com/watch?v=896NibRambw
2. Past Tense Verbs (-ed): these are words we use when talking about things that happened in the past. For example, “I walked to the store.” There are two main types of past tense verbs regular past tense and irregular past tense. Regular past tense verbs end in -ed (e.g., walked, skipped, hiked, etc.). Irregular past tense verbs do not end in -ed. You can find a list of the most common irregular past tense verbs here: https://www.esl-lounge.com/reference/grammar-reference-most-common-irregular-verb-list.php. To practice, ask questions about what happened in a show, picture, or book, and model the correct grammar. For example, if you ask your student “What did he do?” and your student replies “He fall,” model the correct grammar by saying “You’re right, he fell down” and have your child repeat the phrase, “He fell down.”
This post is all about pronouns, which are words that take the place of a noun (i.e., a person, place, or thing). The two pronouns that we will be talking about today are subjective pronouns and objective pronouns.
Subjective Pronouns: words such as I, he, she, they, and we act as the subject of a sentence. This means that they perform the action. For example: “He went outside.”
Objective Pronouns: words such as him, her, them, us, and you act as the object of a sentence. This means they receive the action of the verb. For example: “Give it to him.”
In conversation, we often use many different sentence types. Your students may be working on identifying and expressing different sentence types when speaking and writing. These sentence types include: simple, compound, and complex. Therefore, I wanted to share the resources we have used during therapy to help learn about sentence types.
Below are the resources I previously attached in an email, so that your students can practice their speech/language skills at home. If you have any questions about your student specifically, or if the resources are not downloading, please email me at email@example.com.
Welcome to Miss Check’s speech blog. I plan to post resources to this site throughout the next few weeks. I will also be adding materials to previous posts – so be sure to check the post with your student’s age group or area of language (e.g., language, speech sounds (articulation), fluency). In the meantime, please see the post Resources One for the first set of documents. Additionally, please feel free to contact me at firstname.lastname@example.org if I can be of support in any way.
I hope these activities keep learning speech and language fun for all!