Speech/Language K-1 (Distribute to all Grade K-1 students that

receive speech/language therapy)

1

Articulation.K-1

Week 29

Choose five target words. Have your child jump up and down

five times as he says each of his words five times.

Complete one activity per

day.

Think of 5 foods that have your child’s sound and have him say each word five times. Do this

activity twice.

Using a magazine, help your child cut out pictures that have his sound. He is to then glue the pictures on paper, and say each

word 5 times.

Help your child search his room for five items with his target

sound. Have him tell you what he found. Have him say each

word 5 times.

Take a walk through your neighborhood. Find five items with your child’s target sound.

Have him say the names of each item three times.

Following Directions K-1

Week 29

Bunny Memory

Using the “Bunny Matching Game” included in your bundle

(see above), cut both sheets apart and play a memory game with your child Ask your child to

follow your directions to turn over two bunnies at a time. Ask your child if the bunnies are the

same or different. .

Complete one

activity per day.

I Can Find Shapes!

Use both “I can find shapes!”

sheets included in your bundle (see above). Cut one of the

sheets apart. Ask your child to follow your directions to match

the shapes. Ask your child to name each shape or point to

the shapes as you name them.

Simon Says with Shapes

Play “Simon Says” with your child using the bunny shape

sheets included in your bundle (see above). First ask your child to follow your directions (e.g.

“Simon says touch the heart.”), then ask your child to be the teacher and lead the activity. Keep these shapes after you play this game for another

activity.

Outdoor Scavenger Hunt

Create a list of items for your child to find outside. For

example: Two sticks, three red items, five pebbles and four green items. Help your child find the items on the list and review the list together upon

completion. To expand, ask your child to count all the items with

one to one correspondence.

Tactile Bunny Fun

Use the bunny shapes included in your bundle (see above) and

cereal, goldfish crackers, playdoh, Lego blocks or any

small items from your home. Ask your child to follow your directions. Ask your child to place the small items on the

bolded lines of the shape. Ask your child to identify the

shapes. To expand, ask your child to trace the shapes.

Grammar/Syntax.K-1

Week 29

VERBS Help your child to name four actions that you can do with a toy car and use each in a sentence. Ex. You can roll a

car.

Complete one activity per

day.

COMPLETE SENTENCES Play “What’s green?” with your child. Take turns stating items that are green and put them in sentences. Ex. Grass is green.

PLURALS Gather objects in sets of three. Place one item to the left and a pair of the same items on the right. Point to the single item and say “This is a pencil.” Then point to the pair and say “These are pencils.” Continue in this manner with each set of items. Have your child repeat after you as you say the sentences.

pencil

pencils

PRONOUNS Ask your child to answer your

questions using HE or SHE. Explain that he is to answer

the sentences using the word HE or SHE. Ex. Who is a

farmer? SHE is a farmer. Use the activity sheet below to

facilitate this task.

PREPOSITIONS Have your child help you set the table for lunch and dinner. Talk

about each item (plate, cup, napkin, fork) you place on the table (e.g., “You put a plate on the table.”) Talk about putting food/beverages on or in while

preparing the plates (e.g., “I put potatoes on your plate.” “I

poured juice in your cup.”) You can also have them help you with

clean-up after the meal. Talk about where the items are being

placed. Dishes go in the sink. Leftovers are

put in containers. Dirty dishes are placed in the dishwasher.

Pronouns Activity Sheet-He/She

He is a leprechaun

She is a dancer.

He is a farmer.

He is a policeman.

She is a lawyer.

She is a nurse.

Fluency.K-1

Week 29

Using the attached worksheet, have

your child talk about subjects they like

and Why. Remind them to use smooth

speech.

Complete one

activity per

day.

Paint a picture. Be very careful not to make a mess. What did

you make? Tell someone about it. Explain the colors that you

used and why. Use your smooth speech!

It’s dinner time! Set the table for your family. Ask for all of the items that you will need using your smooth speech and be sure to speak slowly. Don’t forget the napkins!

Go clean your room and make your bed! Tell your parent/caregiver what you did. I bet they will be very happy. Tell them everything you did. Did you find anything that you have been looking for?

What is your favorite food? What ingredients does it

take to make it? Tell someone all about it using your smooth

speech.

Narrative Language K-1

Week 29

Spring is thought to be a time of new beginnings. Talk about a time when you started something new. Include at least 3 details and tell the story in order.

Complete one activity per

day.

Cooking Time! How to…

Take time to make something with you child. As you are

making it using sequence words (first, next, then, last). Have

your child repeat the sequence.

Ask your child to think of a time that was fun and exciting for them (ex: a play date, a trip to the park, trip to the beach, etc). On a piece of paper, vertically write the words “who”, “what happened”, “where”, “when”, “why”, and “final outcome/ending”. Have your child tell about the event, making sure to include all the critical parts of the story.

Give an ending to the following silly story starters:

1. You wake up to discover you are a grown-up/adult! What do you do? 2. You look down and see that you have frog legs! What do you do?

Animals come out after hibernation in the spring. What

if you were one of those animals? Which one would you

be and why? What would be the first thing you would do after

hibernation? What would do for fun?

Vocabulary/Categorization/Antonyms/Synonyms K-1

Week 29

Use the link to watch The Tiny Seed on You Tube (see link in bottom middle box) After you watch the read aloud, talk about the descriptive words or adjectives from the story. Take a sheet of paper and write them down as you discuss what happened in the story. Examples: hot, dry, soft, tiny

Complete one activity per day.

Here are some action words from the The Tiny Seed: Drop Stop Blow Reach Bend Act out each action and ask your child to guess the action. Then have your child act out the verbs and see how many you can get right.

Synonyms and Verbs: Synonyms are words that have the same or almost the same meaning as each other. For example, twirling and spinning. Both mean rotating in a circle. Describe other synonyms with your child. Talk about tiny and small. Giant and big. Fast and quick. Have you child provide synonyms for these words: happy cold soaked sniff hop

https://www.youtube.com/watch?v=I_A_e6h-DhU

Watch the read aloud of The Tiny Seed by Eric Carle. Use the link below to access it. When listening to the story, listen for action words. Use a piece of paper to

write the action words your child finds.

Antonyms: words that have different or opposite meanings. Use the vocabulary from previous. Tell the antonyms for the following vocabulary from The Tiny Seed (use a sheet of paper to write them if you’d like): Hot Soft Fast Tall Giant High Warm Dry

Problem Solving, Perspective Taking, & Conversation K-1

Week 29

Read or watch the story “The Little Mouse, The Red Ripe Strawberry, and The Big Hungry Bear” and

work through the following questions.

https://www.youtube.com/watch?v=JssVL-8BUHE

That is a big red, ripe strawberry and it is up very high. How is the

mouse going to reach the strawberry?

Complete one activity per

day.

How does the mouse feel when they hear about the big hungry

bear?

Uh oh! The mouse needs to

hide the strawberry from the bear. Where would be a good

hiding place?

How does the mouse feel about sharing half of the strawberry?

Where do you think the bear is? Ask the person who read along with you where they think the

bear is too.