Tuesday, November 4, 2014

How to tell others that it's time for speech...

Hilarious...I'm sure many of you are familiar with this scenario. You ask so and so to get so and so from Mrs. Smith's classroom. He goes to the door, opens it up, and yells into the classroom, "We need xxx to come to speech now!" Here is a video model of what NOT to do:

And here is a video model of what would be better:

I had so much fun making these! I hope you can use these with your students to help them understand the polite way to interrupt class!

More to come soon!

Friday, October 31, 2014

Pragmatic Skills & Video Modeling

My coworker and I have started making videos of various pragmatic language skills. I can't wait to share these with you! First of all, they make me laugh. For all of them, we will show a model of what to do and what not to do. The first one (see above) shows you how NOT to initiate conversation when someone is working. Notice, my coworker doesn't even say my name to gain my attention. She's essentially talking to the back of my head.

In this next video, her initiation is a little bit better. She at least addresses me by name to gain my attention.

In this video, she provides a good model of how to initiate conversation....

I can't wait to use these with my students to show them what this looks like. I rarely have another adult in the room or a good peer model, so this is the next best thing! I hope you can use these too!

More to come...
*How to tell others to come to speech/language
*How to maintain conversation
*How to terminate conversation
*Turn taking
*How to change topics
*Making relevant comments
*Expected versus unexpected responses to questions
*Body language
*Eye contact
*Gaining attention of others
*Watching the listener to gauge their reaction
*Polite refusal
*Good sportsmanship
*Joining a conversation
*Using an appropriate voice for the message


Monday, September 1, 2014

Teacher Evaluations and the SLP

In my state (Missouri), we SLPs are evaluated as teachers. We have to develop SMART goals and timelines about how we are going to address various indicators of teacher effectiveness. This is how I'm writing my goals. I hope I can help others that are struggling to write these and apply them to our jobs. I've also linked to some resources for addressing these goals.

Indicator #1: Based on Assessment Data to Improve Learning

Goal: All my students will track their data on 1 goal (speech, language, or otherwise) and chart this data at least one time per month by the end of the 1st semester.

Resources to address this goal:

  1. http://www.home-speech-home.com/put-a-smile-on.html (Free! Page of blank faces so that students can draw smiley faces for correct responses and sad faces for incorrect responses)

Speech Therapy Ideas - Meet the Words
2. http://kcummingsslp.blogspot.com/2012_07_01_archive.html (Free! Student goal setting and charting sheet- see student data sheet)

Indicator #2 Classroom Management Techniques

Goal: I will use Kagan structures with all my students to improve engagement, motivation, and social skills during group lessons. 

Resources to address this goal:

1. Kagan training materials

Indicator #3 Lessons for diverse learners

Goal: I will conscientiously vary activities with auditory, visual, and moto-kinesthetic learners in mind and explicitly explain my reasoning for an activity. 

Resources to address this goal:

I hope this gives you some ideas for goals to set! What are you doing for teacher evaluations?

Saturday, August 23, 2014

Puppy Chow Recipe FREEBIE!

This week, I'm going to be "cooking" with my students from our transition rooms. Such an important life skill! We don't have access to a stove, so I'm limited to what I can do. This is the second time I will be cooking with them. Last year, we made ice cream in a bag and the kids LOVED it! I can't wait to try another recipe!

I decided to go with Puppy Chow this time- another easy recipe to attempt that doesn't involve a stove. You can get the free directions with visuals and communication board here: http://www.teacherspayteachers.com/Product/Easy-and-Fun-Puppy-Chow-Recipe-with-Visuals-and-Communication-Board-1410525.

A little prep work is involved:

1. Measure out the ingredients if you think this will be too difficult for your students.
2. Melt the chocolate in the microwave beforehand.
3. Put the confectioners' sugar in the Ziploc bag beforehand.

I used Boardmaker to make some simple visuals to increase student's comprehension. I'll be targeting following written and oral directions, verbs, answering questions, and commenting on topic.

Here's some preview images from my computer (sorry for the low quality):

Go to my TPT store and grab this FREEBIE now!

Tuesday, August 19, 2014

Back to School Lesson Plan Ideas!

My creative juices are flowing right now! I'm so glad I'm not staring at my cursor with no idea what to do with my groups. It's been great to get that part of my brain going again!

I wanted to give you an idea of what I'm doing with my groups this first week back to school.

Here's what my lessons have been covering this week:

5 Minute Artic 1:1 Sessions:
We've been talking about summer (i.e. collected conversational baseline data on their targets) and also reading The Very Lonely Firefly by Eric Carle. I found this freebie on TPT for sequencing so we'll be doing that once we've finished reading it: http://www.teacherspayteachers.com/Product/The-Very-Lonely-Firefly-991038  Right now, I'm taking data on productions while reading, answering questions, and conversation. Once we've finished, we'll sequence the events of the story and I'll have the students retell it using their best speech.

Speech & Language Groups:
We've been reviewing rules, procedures, and routines of the classroom. Then, we're having fun getting to know one another! I found these great (FREE) "getting to know you" cards on TPT (http://www.teacherspayteachers.com/Product/Quiz-Quiz-Trade-Beginning-of-the-Year-Activity-1273409).  The questions are easy enough for even my language-impaired kindergartners to answer! I'm trying out Kagan Structures in my room this year and these cards were perfect for that! Here's how I did it (completely ignored the directions that came with it):

1. I gave each of the kids a number (1-4) written on an index card.

2. I asked one of the questions from the packet and gave some think time (3-5 seconds).

3. I spun a spinner (numbered 1-4). If it landed on number 3, number 3 went first. If it landed on number 2, number 2 went first (etc.).
4. They were getting a little antsy by this time so when it was their turn to answer the question, I had them stand up. Get the blood flowing!
5. We did a RoundRobin, so every one had a chance to answer the same questions and we all learned a bit about one another! I answered the questions too! They all thought it was funny that I was 31 years old!

We did that until our 30 minutes was up and I heard no complaints!

Autism Classroom:
We've been reviewing school supply vocabulary with this fun freebie on TPT: http://www.teacherspayteachers.com/Product/Whats-In-My-Backpack-Adapted-Book-for-SPED-FREEBIE-1356100
I brought in a backpack from home and filling the backpack with actual school supplies and pictures as well. We've been answering function questions (What school supply do you use for writing?), following oral and written directions (put the X in the backpack, put the X under the backpack), answering "where" questions with and without PECS visuals (positional PECS), answering objective Y/N questions (Is there a pencil in my backpack?), asking questions (Do you have scissors in your backpack?), and using possessives (What's in John's backpack?). I love bringing in actual objects paired with pictures and drawings to help these students generalize skills across settings. Tomorrow, I'm taking this group on a scavenger hunt around the classroom to find various school supplies. You can grab a copy of my scavenger hunt for school supplies here: http://www.teacherspayteachers.com/Product/Back-to-School-Scavenger-Hunt-for-School-Supplies-1402132

I'm excited to be back with my students! I love my job!

How do SLPs make their schedules?

Scheduling is hard, really hard. The first year I was an SLP, our reading specialist came in and helped me organize all my groups and figure out how to do it. It was a blessing! I don't think I would have figured it out without her! I want to share with you how I do it now (independently!).

First, print out or write out a paper copy of your caseload that includes the child's name, their grade, their teacher, and their minutes divided into 4 columns: articulation/phonology, semantics, syntax, and pragmatics.

So I would write out/print out:
                                                                           Artic          Semantics          Syntax          Pragmatics
Johnny Smith      K      Mrs. Alligator                    60                  30                   30
Mary Mellow     K       Mrs. Alligator                    30                 30  


Group all kindergarten together, all 1st grade together, etc.

Second, see what kind of groups you can make. I try to group 3-4 students together, all with the same goal area (semantics, syntax, etc.), all in the same grade. If they're in the same classroom, that's even better. If same grade isn't possible, I usually group K and 1st, 2nd and 3rd, and so on.

Third, block out times in your schedule over which you have no control (i.e. duties). I have morning duty, lunch duty, and dismissal duty.

Fourth, grab your school's master schedule and try to get schedules from every teacher as well. I try my best to pull from science and social studies. Our school does not allow us to pull from gym, art, music, recess, etc. Sometimes, I end up pulling from reading or math and that stinks. Sometimes, there are no other options. It's okay!

Fifth, make an excel spreadsheet. Across the top, I put days (we use an A-E schedule, but Monday-Friday would also work for some). Down the left-hand column, I write times. Our day starts at 9:00 and I usually have 30 minute groups. So I have 9:00-9:30, 9:30-10:00, and so on.

Sixth, start plugging groups in, cross-checking with the master schedule, the special education teacher's schedule, and the teacher's schedule to make sure there are no conflicts. I like to color code the groups as well- orange for speech, red for language, yellow for mixed groups, blue for plan time, evaluation time, and lunch, and green for supervision duties. I'm also very lucky because our special education teacher often works around my schedule.

You will inevitably have groups that have to start at odd times (2:20, 1:35). You will inevitably have to change it once it's written. You will inevitably have to have mixed groups. It's okay! You are creative and you will be able to address every one's goals!!

Good luck to everyone who has yet to start the year!!! Welcome back to all who have already started!

Back-to-School Scavenger Hunt!

My newest product is posted on TPT. I'm actually really excited to do this activity with some of my students tomorrow. I work in a room with several students with autism and some of them really struggle with category, function, and vocabulary. Tomorrow, we will be doing a scavenger hunt in the special education room to find various school supplies that they will be using throughout the year! I made two sets of clues, with both using "wh" function questions as hints. Here's a sneak peak at what it looks like:
I included clues without visuals for readers/higher-level kiddos.

I also included visual cues for those that need a helping hand to answer Wh function questions.
Check it out at my store! http://www.teacherspayteachers.com/Product/Back-to-School-Scavenger-Hunt-for-School-Supplies-1402132 

Tomorrow my store will be on sale (20% off)! Plus, use the code BOOST and get 28% off all your purchases!

For those who have started back, I hope your year is going well!