Using “AlphaTots” App for Speech Therapy

As I am exploring the world of apps, I am finding there is a pattern in my behavior. In much the same way that I am drawn to outstanding toys, books and games for the mass market versus products marketed to “therapists,” I also enjoy taking a look at general apps in education and seeing how I can use them to spark up a speech therapy session.

I was sent “AlphaTots” by Spinlight Studios and started out just enjoying playing it myself! Oh dear, I am becoming a preschooler. It’s simplicity is what makes this app adaptable to therapy. Choose your letter and it flies by as the audio says the letter and the sound it represents. Each sound’s activity is a verb acted out in various clever ways. You can “Zap” the spaceships for Z, build a robot for B,  or my personal favorite which somehow makes me laugh every time is “vacuum” for V where an elephant’s trunk sucks up peanuts. The trick is teaching your little clients to pause before moving ahead on a task and using the images to:

  • practice verbs
  • repeat articulation sentences
  • describe what they are doing.
Let me know if you’ve found some other ways to use “AlphaTots” in your speech therapy sessions.
“AlphaTots” was provided by Spinlight Studios for review.
Posted in 3-6 year-olds, Apps, Strategies to Encourange Language Development | Leave a comment

“Splish Splash Splat” Wins PAL Award for Language Learning Fun

Splat was enjoying the perfect dream as candy fish swam by when mom interrupted his sleep, declaring it was time to get up. And oh, by the way, his arch enemy, Spike was coming over for a playdate after school. Splat’s day began to unravel as was ordered to take a bath, was taunted by Spike and learned of impending swimming lessons at school. As the class lined up to jump in the pool, two classmates couldn’t quite get up the nerve to enter–Spike and Splat. Soon their fear of the water united them and friendship was born. This latest addition to the Splat series offers teachers and parents the opportunity to tackle such subjects as bullying, facing your fears, sharing, getting along and building friendships. Each subject is a little language lesson in itself, asking a child to relate their world to Splat’s as he navigates his “not a good day at all!”

Here’s how I’ve used Splish Splash Splat in speech therapy:

  • Have children “read” the character’s expressions and tell why they label them as content, happy or frustrated and scared. Contrast Splat dreaming and awakening to the notion that Spike is coming for a playdate, or contrast Plank’s reaction with Spike’s as the swimming lessons are announced.
  • Describe how Splat takes a bath. I got some interesting language describing his holding on to the sides of the tub!
  • What made it a bad day for Splat?
  • Describe what Spike did on the way to school to bully Splat. It isn’t that easy for a language delayed child to describe Spike riding through the puddle in front of Splat and spraying him with water.
  • Answer wh-questions like Why did Spike say her forgot something? What did he got get?
  • Discuss inferences such as explaining how Splat got Spike into the water. (This gets complicated for kids but is a good challenge)
  • How did the playdate go? What changes from the beginning of the story to the end?
  • Predict what will happen next, especially at the end–what present is Spike going to give Splat?

 

Posted in 3-6 year-olds, 6-8 year-olds, Books, Language, Strategies to Encourange Language Development | Leave a comment

Using Visual Images to Enhance Speech Therapy

Many of my students are visual learners, and are weak in the auditory realm. I have to say, I am a visual learner too, so I naturally start making pictures with my hands, ask for paper and markers, look for props to use around the room and search “google images” to strengthen my language lessons.

I love working with 13 year-old Catlyn, partly because she is a break from my preschoolers, I can dive into seventh grade math, science and social studies, but also because she is a sweetheart who I have known and whose progress I have followed for 10 years.

It occurred to me today when I was working with her, that much of her success in learning is due to visualizing the language content. Today we were discussing the make-up of DNA, how it divides and how RNA works.  (Who says speech therapists aren’t versatile?) As we learned about how DNA divides or “unzips” we used a zipper to understand combining pairs of complementary bases, ripped paper apart down the middle of our diagram and joined our fingers to represent the new alignment. I have used whatever I can find at the dining room table where we work–candles, votives, bowls and placemats have helped describe land formations, weather, and mitosis.

Good readers construct mental images as they read a text. Children with language learning difficulties need help in building those images to support the content they are learning. Giving them reinforcing images and 3 dimentional props to help explain material aides learning.

Finally, after we have learned new vocabulary and processes, I record Catlyn on my iPhone, as she explains the steps in each process. I’ve also used the “Showme” app so she can illustrate the steps and explain them to me. Today she told how DNA is replicated or copied, how chromatin leads to dividing chromosomes and what the role of RNA is. Not only was she learning the content of her science lesson, but she was practicing verbalizing and explaining how one step affects and relates to another.

Posted in 10 and up, 12 years and up, 6-8 year-olds, 8 years and up, Speech and Language Delay, Strategies to Encourange Language Development | Leave a comment

Best New Games for Speech Therapy

I have always used toys and games in my speech therapy sessions that are designed for all kids, meaning the fun factor comes first. It has been my passion to find outstanding products marketed for the general population, that have the DNA to build speech and language skills. I want to share some of my Best New Games for Speech Therapy:

1. Buzz Blast by Discovery Bay Games

I knew “Buzz Blast” was a favorite when kids begged to go first to share their answers as soon as a new challenge card was presented. Kids delighted in the timed task of coming up with original answers to four challenges: describing the differences between two pictures in “Check and Double Check,” filling in the blanks on “Silly Sentences,” answering abstract questions in “Brain Play” or blurting out their “Tongue Twisters.” Kids fed on each other’s creativity as they gave an answer, passed the Buzz Blast timer to the next player, and continued generating original answers until the buzzer went off—oops, you have to talk fast so you’re not left holding that buzzing buzzer! “My perfect picnic would include____ but no____, called up favorite foods, games and people, and even “making a new friend” to be perfect. Kids need to think in categories, describe, “How is a window different than a mirror?” use abstract reasoning, “Name a way you are like a pencil” and compare. You get the most for your money with this set of 4 games. Buzz Blast gets the conversation moving while building critical language skills:

  • categories
  • association
  • similarities and differences
  • abstract thinking
  • can be used in later stages of carryover for articulation therapy

Recommended age: 7 and up

2. Chuggington’s Traintastic Cargo Game by I Can Do That! Games

Hang on to your conductor’s hat for a clever, multi-leveled, game of fun, strategy and learning. Drive your favorite Chuggington train into the depot to load up your boxcars, making sure your cargo is in the proper order. Spin to determine what boxcar to open and select tiny cargo pieces based on their color, shape or number. Faced with several options, players must decide what category to pursue to sequence their cargo pieces, matching a chosen Vee card. Ensuring that different ages can play together, the Vee cards are as simple as a sequence of five colors, or as difficult as ordering a combination of 5 numbers, shapes and colors. Kids loved opening the game board boxcars to retrieve their cargo, requiring an element of memory as players try to remember what car holds which cargo. All bets are off when a player spins “Move the Train,” and the circular board rotates to mix up the boxcars and their loot. Language is strengthened while kids learn early categories of color, shapes and numbers, as well as use the words to sequence their cargo–first, second, third, last–and pick up some emergent literacy skills while matching and ordering game pieces.  This high quality game is enhanced by the packaging, providing a detailed town around the inside of the box to create more opportunities for talk. Language learning:

  • vocabulary: colors, shapes, numbers, first/next/last
  • learning sequences
  • can be used as a reinforcing game for articulation therapy

Suggested Age: 3 years and up

3. I Built It! Memory Match+Tic Tac Toe by I Built It! Games

The possibilities are endless with Memory Match+Tic Tac Toe as kids create and customize their game before playing. Continually under construction, this set of games is flexible for endless fun and learning. Unscrew the 18 game pieces and insert your personalized pictures, drawings or stickers to set up for play. If you want to play Memory, be sure to draw in duplicate! A sample sheet is provided to jump-start your play. Extra free drawings–including 3-D Shapes and Numbers– are easily downloaded from their website or simply create your own. My kids started out coloring the pictures provided but wanted to customize the second round along their favorite theme. I used this game to teach what insects do to prepare for winter by having a child draw the insects in duplicate and giving facts about their survival when they made a match. The language learning potential is unlimited:

  • vocabulary
  • concepts
  • emotions, facial expressions
  • opposites
  • sounds for specific articulation practice
  • word-finding

Age 3 and up

Who Am I? by HABA Toys

Who am I? An astronaut? Rain boots? Or a fried egg? Ask the right questions and you’ll discover the answer. The “Guesser” straps on the headband, while the rest of the players select a picture card and attach it to his forehead with a cute question magnet. Through a series of yes and no questions, the child determines what picture is on his forehead. Guess your picture card before you use up your 10 tokens from “no” answers.  All the pieces fit into a small cartooned tin which makes this game ideal for travelling in a speech therapist’s bag!  This game is a great language building experience which is a load of fun:

  • Asking and answering questions
  • Thinking in categories
  • Deductive reasoning

Recommended Age: 5 years and up

Mermaid Beach By Gamewright

Intrigued that a girl their age actually created this game, kids jump right into “Mermaid Beach” and love this beachy-Go Fish card game. There is no lying around on Mermaid Beach because you have to be on your toes to craftily play the right cards to empty your hand and possess the most high scoring shell cards at the end of the game. The colorful cast of undersea characters include Priscilla Pearls,  Swirly Shirley, and Mussels Mark–a speech tongue twister in itself! Play your cards to win some shells, but watch out for Sneaker Waves who laps up an opponent’s shell card, or the yucky Seaweed that adds another card to your hand. Don’t be left with The Sea Monster or your tally will diminish. I’ve seen parents pick right up on teaching their child vocabulary of who has “more” or “less” shell points. Language lessons:

  • beach vocabulary
  • math vocabulary of more and less, 2 more than you, etc
  • if/then discussing options and strategy
  • articulation practice

Ages: 6 and up

What’s In the Cat’s Hat? by I Can Do That Games

Wait a minute, The cat  just left his hat behind with a little surprise inside. It’s our job to guess what it is. Kids love being the Hat Master who selects an item from around the room, hides it in the hat and waits for you to guess. Each turn you choose two cards to ask questions of the Master –Is it round? Does it come apart? or carry out a clue–Lift the hat by the brim, or Feel the hat with your elbows. Little flaps open on the hat to give a smell, a peek (you only see shadows), or a feel of the object hidden inside. A language building game of deduction, “What’s In the Cat’s Hat?” gives kids lots of practice combining information, asking questions and describing the hidden object. After the clue to “Jiggle the hat,” my little friend said, “That gave me a clue, it’s heavy!” or after poking his finger in the hole he said, “It’s definitely hard.” Your therapy room provides all the variety for many rounds of this game. Kids selected a train car, remote control, cotton ball and scotch tape dispenser. Children had so much fun with this game, after an hour of play, one said, “Do we have enough time for another round? Of course! Language learning:

  • Asking questions (kids are given some help with picture cards depicting the question
  • Answering questions
  • Descriptive vocabulary by category (how it feels, looks smells)
  • Deductive reasoning
  • Auditory memory

Recommended age: 3 years and up

Disclosure: The above products were provided for review by their companies

 

 

 

 

 

 

Posted in 3-6 year-olds, 6-8 year-olds, 8 years and up, Elementary School Age, Games, Language, Strategies to Encourange Language Development | Leave a comment

Lessons for Description, Association, Inference for Speech Therapy

When I find a good book to use with several of my clients in speech therapy, it is truly a gift. So it is exciting to share a gem I found at one of my scouting missions at my public library,“The Gift” by Gabriela Keselman and illustrated by Pep Montserrat.

Mr. and Mrs. Goodparents are in a quandary about what to get little Mikie for his birthday. They brainstorm in their Thinking Chair to no avail so finally ask their little sweetheart what he wants. The author cleverly reveals one characteristic at a time that would make the best gift. He wants it to be….very BIG, strong, soft, warm, sweet, and it has to rock him back and forth, make him fly, laugh, and last a loooong time.  A pause at each page gives the child an opportunity to list possible gifts with that characteristic. Our grand total today was 44 for the whole book!

What is big? What is strong? I used this book with kids I have autism as well as word-finding difficulties to build up vocabulary, association and inference skills. Their answers were so varied. What will rock him back and forth? A swing, yoyo, boat or rocking chair were some answers. What would help him fly? A bird, a plane, helicopter, cloud and flying squirrel! What would make him laugh? A silly monkey, tickles, a cartoon, Sponge Bob and here is my favorite, “Turning on Grandpa’s bidet!” Apparently that child actually did that and still remembers how funny it was:) When we came to the “sweet” requirement, one of the typical peers in our group said to me, “The cool sweet or the yummy sweet?” Great question.

Each page handles one descriptive word and an illustration of that word showing the parents pinching their cheeks for “warm” or grabbing their hands for “strong.” These pictures provide an opportunity to explain the concept implied in the illustration.  the corresponding fold-out page shows what the parents have suggested Mikie wants–a big elephant or a sweet candy.

What are your favorite books to use with a variety of kids and speech and language goals?

Posted in 6-8 year-olds, 8 years and up, Language, Strategies to Encourange Language Development, Word Finding | 1 Comment

Best Speech Therapy Apps, Conversation Builder

It is my pleasure to introduce guest blogger,  Katie Kelley, a speech language pathologist whose insightful reviews of the best apps for use in therapy give a fresh perspective on how we can optimize our work with children with special needs. See her full bio below.

Conversation Builder has made my list of top autism apps for sure.  I am currently using the Basic Conversation Builder with my students with autism ranging in age from kindergarten to 5th grade.   When using this app a picture of a social situation is presented followed by a verbal prompt, “How would you start this conversation?”  The user is then either asked to record an independent response or select from 3 possible written responses and record, depending on settings you choose.  Conversations can target initiating or responding, can be 4 or 8 exchanges and group or individual conversations.  Conversations are recorded and can be played back, emailed and saved.  This is a great way of sharing with parents!  Another great feature is that you can create user profiles with names, ages and interests.   Those details are then included in written prompts during the conversation.  This targets the difficulties many students with autism have with refraining from talking about preferred topics.  For example, for a student who loves Kirby, one of the written choices might state,  ”I like Kirby.”   If a student selects this choice, the app will prompt them that this was not an appropriate response.

I have been using this app in small groups of 2-4 students.  I have students each take a turn and then pass the iPad along.  This requires them to follow along with the conversation as the iPad is passed.  If a student selects an inappropriate response or initiation, we stop and discuss why that response might have been unexpected.

PROS:

  • Great pictures with a lot of variety in social situations
  • Creative prompts that target very appropriate difficulties for students with autism (fact sharing, perseveration on specific topics, off topic remarks and difficulty asking questions)
  • Naturally flowing conversations are created
  • Settings allow for use with students with varying abilities (more support/less support)
  • Allows user to target initiating and responding
  • Recording features allows students to listen to themselves and others model appropriate conversational turn taking.
  • Email feature allows parents to be involved with therapy.
  • Affordable at $5.99

CONS:

  • I wish I could scroll through pictures more easily in order to pick specific ones.

RECOMMENDED: YES

Last year Katie received a grant to purchase an iPad for use with students with speech, language and social communication delays.  Outcomes have shown that when using the iPad students show not only a significant increase in their attention and engagement during therapy but also demonstrate measurable increases in their progress towards language and social communication goals.  She currently reviews iPad apps and offers tips on how to use those apps to maximize language development with kids with communication disorders at peachyspeech.com

 

 

Posted in 10 and up, 6-8 year-olds, 8 years and up, Apps, Autism, Elementary School Age, Language, Speech and Language Delay, Strategies to Encourange Language Development | Leave a comment

Pediatric Speech Therapy, Parents’ To Do List

I was asked to compile a list of “Do’s and Don’ts” for parents of children with whom I work–what I’d really like to tell them to make pediatric speech therapy a successful, collaborative venture.

So many things came to mind from tips that I am constantly repeating (such as practice the suggestions I leave with you) to wanting to pull back and give the parents a breather. I have to laugh at all the “homework” I gave parents before I had kids! Then I realized that I was overloading them and being impractical, especially to parents of a child with special needs whose schedule is jam packed for just one of their children. As I get older and wiser–I hope–I try to tell parents that it is all about balance and enjoying your child between rushing them to all the therapy, school, social skills sessions and dance and karate classes. So I begin and end with the points that I feel are the most important.

Do go on vacation–don’t feel guilty, you and your child need a break too.

Don’t ask your child, “What did you do in school today?” That question is very abstract and hard to answer. Instead, find a take-home  paper or object in his backpack, pull it out and start talking about it such as, “I like how you colored this yellow bird and he’s_____.” See if your child will fill in the blank as you start a sentence for him. It is much easier for a child with speech and language delays to have the thought started for them to complete than to call up all the events of the day and formulate them into sentences. Your child feels successful and so do you because you’ve heard a little nugget about their day.

Do practice the suggestions I have left you after my therapy session with your child. Give me feedback on how it went. Often parents will tell me it is too hard to fit in the practice or their child was resistive. Let me help you work through that and find a motivator for your child or easy and fun way to practice.

Do model language for your child as you go through your everyday experiences, whether it’s on a trip to New York or making dinner.  Children take in more language when it relates to what they are doing, experiencing, and seeing. For a child with speech and language delays you might say, “I’m getting out the big pot to fill it with water. Let’s open the end of the pasta box and empty it,” demonstrating words like open and end as you say them. Multi-sensory experiences reinforce learning–seeing, describing, feeling, smelling the pasta–in kids who may be weak in an area such as auditory skills. Work with your speech language pathologist to know what level of language you should be using with your child, according to their current abilities.

Don’t ask too many questions. Never “test” a child by saying, “What’s this?” or “What’s that?” Kids have to stop their train of thought , process the question and then formulate an answer. Questions are fine when used naturally in a situation such as “Do you want pancakes or cereal for breakfast?”

Do pause when you talk or read to your child with speech and language delays. Many children need extra time to process the language as well as formulate a reaction or response to what you are saying. I like to “hang out” on a page of a picture book, commenting on the illustrations or what I might like about that part of the story and then pause for the child to offer her thoughts as I did.

Do enjoy your precious child and take time out from all the “To Do” lists!

Posted in 3-6 year-olds, 6-8 year-olds, Birth-3 year-olds, Elementary School Age, Language, Preschool, Speech and Language Delay, Strategies to Encourange Language Development | 2 Comments

E-Books vs Print Books for Children?

With the influx of technology into the world of children’s books, it is interesting to watch the reaction of new parents to the options available to them–read a paper book and turn the pages or pull out your tablet and scroll through the book with your child?

A recent article in the New York Times, “For Their Children, Many E-Book Fans Insist on Paper,” discusses the many reasons that adult techie parents are insisting on reading the old fashioned paper books to their kids. According to the article, they love the cuddle factor of holding a book and turning the pages, the multi-sensory experience of holding, smelling and viewing different sized shapes and sizes of books and having them in abundance, available to their kids. Parents seem to be slower to adopt the digital versions of their child’s books, even though Mom and Dad prefer to read on their tablets versus a paper book. Maybe it’s a link to their childhood or just a hard phenomenon to explain but somehow a paper book seems warm and fuzzier to share with their child.

According to the article, there is something lost in converting a paper book to it’s digital counterpart:…” is anything lost by taking a picture book and converting it to an e-book? Junko Yokota, a professor and director of the Center for Teaching Through Children’s Books at National Louis University in Chicago, thinks the answer is yes, because the shape and size of the book are often part of the reading experience. Wider pages might be used to convey broad landscapes, or a taller format might be chosen for stories about skyscrapers.”

For the other side of the story, Jerry Greenfield’s article, “For Reading and Learning Kids Prefer E-Books to Print Books,” sites a quick study of children (small sample size and short duration) that “showed that most of the children preferred reading an e-book to a print book and comprehension between the two formats were the same.”Interestingly enough, children comprehended more from a simple e-book format than enhanced versions with interactive features of the same book. That makes sense because kids can get distracted by all the moving parts and sound effects and lose the story line.

I’ve watched with interest as new parents who have grown up in the digital world, get the latest iSomething and download their books and reading materials, start using their tablet with the kids and then step back to return to paper books. Parents seems to return to some sort of balance, enjoying but limiting iPad books, while loving the time to cuddle up and open the hard covers of a picture book, turning the pages with their little one.

“For Reading and Learning Kids Prefer E-Books to Print Books”

“For Their Children Many E-Book Fans Insist on Paper”

 

 

 

Posted in 3-6 year-olds, 6-8 year-olds, 8 years and up, Books, Language, Reading | Leave a comment

How to Choose and Use the Best Games for Children with Special Needs

I want to write a series of blogs on how to choose and use the best games, toys and books for children with special needs, since that is where my passion, experience and expertise in speech language therapy and great children’s toys converge.

In my 35 years of experience as a speech language pathologist, I have pursued great commercial toys, games and books to engage and excite kids while serving as a structure to teach language skills. I see children improve in their understanding and use of concepts, syntax, critical thinking skills and social pragmatic language while playing a game.

While gathering my list of best games to use to build language, I observed a child with whom I work, who is on the autism spectrum. We had been playing board games with his peers and siblings during our sessions to encourage social language and build language skills. During an observation at his preschool, I watched free play, as he joined his peers in a game of  “Froggy Boogie” by Blue Orange Games. James knew the rules and appropriate reactions since we had played the game many times in therapy. He was one of the gang with his typical peers! He was taking turns, reacting with appropriate surprise, delight and discouragement over the results of his play, using appropriate facial expressions and eye contact and giving background information to friends who didn’t know how to play the game. If my little friend James improved his language skills while having fun playing a game, why not show other parents and therapists of children with special needs a method for addressing language goals and building skills while enjoying a game? Look for:

  • Specific language structures emphasized such as asking and answering questions, moving markers to different positions to describe, or listing items in categories and naming, such as “S’Match” by ThinkFun where kids play a memory game by category or HABA’s “Who Am I?”
  • Language required to negotiate with other players to move ahead in the game such as using strategy to trade, discard or save cards while conversing such as “Mermaid Beach” by Gamewright.
  • Multi-sensory design such as “What’s in the Cat’s Hat? by The WonderForge where kids have to guess an object by feeling, seeing and moving it.
  • Social language emphasized where players work as a team and advise and encourage one another to progress through the game such as “Richard Scarry’s Busytown” by I Can Do That! Games.
  • Add on games that involve story -telling such as Gamewright’s “Rory’s Story Cubes.”
  • Flexibility to change the game such as “Memory Match + Tic Tac Toe” by I Built It Games where the game disks unscrew and the players draw new content for the next round.
  • Great illustrations and packaging that provide opportunities to learn vocabulary and description associated with the theme of the game such as eeBoo’s “Mystery in the Forest Matching Game.”
  • Props that lend themselves to pretend play such as “Diggity Dog” by International Playthings.
  • Word-building games such as “What’s GNU?” by ThinkFun or “Dabble” by INI

Here’s a language lesson for “Froggy Boogie” to demonstrate all the aspects of language learning that can be captured while having fun with a game. The parent or therapist can model the different concepts and vocabulary for extra learning:

Froggy Boogie by Blue Orange Games

Recommended age: 4-6 years

Review: Grab your kiddy frog for a boogie around the lily pads. The trick is that you can’t be “seen” by the googly eyes of the adult frogs or your froggy is frozen in place, unable to advance toward the finish. What kid doesn’t enjoy sneaking past his parents’ watchful eyes? Each adult frog, painted two delightful colors, lies waiting in the middle of the pond. Roll the colored dice, match the two colors that come up to the adult frog and pick up one of his bulbous eyes to reveal if he has “seen” you–a green frog stamp says “yes” and a blank means “no.” Let’s hope it is blank and you can sneak on past the adults around the lily pads to the finish.

Concepts: 

  • Temporal: Verbalize the order of turns taken by players as you progress through the game, “Ryan is first, I am second and Zoe is third.” “Ryan goes before me.” Use before/after, first/next, second/last. Kids always forget whose turn it is so take the opportunity to say, “Wait,” or “You go later, after Ryan.
  • Spatial: Pause throughout the game to talk about the position of your frogs in relation to the others. Check the child’s understanding of concepts by asking, “What frog is first, second, third?” or at the “beginning, middle and end?” Who is nearest the big lily pad to win? “I’m catching up and coming next to your yellow frog.” “We’ll be together on the same lily pad.” “I’m behind, beside, or in front of you!”
  • Quantitative: Counting lily pads, verbalizing how many left to win—“just one, or a few.” Compare positions in the game, “We each have 2 more spaces to win.” “We both have a lot more, or just one space left.”

Grammar:

  • Verb tense: Describe your frog’s position in the game before making a move to practice present tense verbs. “My orange frog is in front of Hailey’s purple frog.” After  your move, use past tense verbs, “I jumped to the next lily pad.” For future tense, describe your next move, “I will come next to you on the next lily pad.”
  • Noun-verb agreement: Model sentences using one frog
  • Wh-questions: Who? What? Where?
  • If-then: “If I get the blank eyeball, then I will move ahead.
  • Conjunctions: Because, so: “I picked the eyeball with the green frog, so I can’t move.”
  • Prepositions: in front, in back, behind, over, under, around,
  • Negatives: “I can’t go.” “I didn’t get the right one.”

Social/Pragmatic Language:

  • Setting up the game is an opportunity for following directions. Often kids will make a mistake and put two of the same eyes in a frog, instead of one of each or use a pattern that they can remember later, like all the plain eyes are on the left. (That would be called cheating!) This gives you an opportunity to look surprised and accuse them……
  • Read and name facial expressions. As we start playing, I make an exaggerated face to show my pleasure or frustration in choosing a frog’s eye. I model my feeling and give the language to explain it, “Yes! I’m happy (or excited) I got the eye without the frog on it so I can move my frog.”
  • Have some fun conversations with the frog markers. As I advanced my frog on the lilypad path, I joined a child’s frog marker and I talked for my frog and said, “Hi, I’m coming on your lilypad.” Later her returned the conversation. “Do you remember?” Sometimes you can generate collaboration if you have generous opponents.
  • Model commenting as you talk through deciding which eye to peek under. “Hmm, let me see.” “I can’t remember which one it is!” “Do you remember?” Sometimes you can generate collaboration if you have generous opponents. Pausing during this time of reflection can invite nice conversation.
  • Talk about position on the game board—who is in first place, who is winning, and how this changes as the game progresses. As it changes, point this out to the child. “Who is first now? She is______(winning).”  Start the child off with the statement as a prompt to help them comment about the status of the game.
  • Let the child be in charge, telling players when it is their turn, and modeling language such as “See what you get,”  “Your turn,” or  “You go next.”

Non-language skills strengthened: visual memory, (remembering 2 colors on the frog), counting, fine motor skills, visual discrimination, color matching, and requires no reading.

Links to Literacy:

Have fun with a book about frogs!

“A Frog in the Bog” by Karma Wilson

“Its Mine!” By Leo Lioni

“Frog and Toad are Friends” by Arnold Lobel

“Foggy Learns to Swim” by Jonathan London

“A Frog Thing” by Eric

 

Posted in 3-6 year-olds, 6-8 year-olds, Games, Language, Preschool, Preschool Class, Speech and Language Delay, Strategies to Encourange Language Development | Leave a comment

Best Educational Apps for Language Learning, “ShowMe”

My iPad had it’s first official day at work with me today. I was armed with some new apps to try out with the kids I work with and want to share an exciting app for use with all kids but also with kids with special needs–”ShowMe.”

My iPad became a white board with voice over so the applications were endless. Many teachers are using “ShowMe” as a tutorial with demonstrations and  their explanation recorded in association with their teaching. I used it today with two children on the autism spectrum who are in kindergarten. Simply choose a color and begin to move your fingertip to draw whatever you want, narrating your drawing as you go. I read “Splish Splash Splat,” the latest Spat the Cat book and asked my clients to choose a favorite part of the story to illustrate. They selected the hardest part conceptually, when Splat was trying to get his peer, Spike to overcome his fear of entering the swimming pool, so Splat dangled a gummy fish in front of him as he waded in unknowingly. It is hard to draw and explain at the same time so we rehearsed and then the kids couldn’t wait to start illustrating. When they were through, we simply played back the action with the audio in real time and  a live demonstration of their re-telling the story. They narrated the detail as they added “shoulders” and a “snorkel” and drew the water line through the figure, indicating he was partially under water! Drawing brings out language learning and “ShowMe” can reinforce story concepts and critical thinking.

 

Posted in Apps, Strategies to Encourange Language Development | Leave a comment