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Speech/Language K-2 (Distribute to all Grade K-2 students that receive

speech/language therapy)

Articulation K-5

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Farmer Dell Pretend that you are farmer Dell. You must decide what

fruits and vegetables that you are going to plant this year. Sort by which items grow on

trees and which ones grow on vines. Say 2 words from your

word lists(s) or use your words in a short phrase or sentence.

Sleepy Time What is your bedtime routine?

Sequence the events of your bedtime routine on a piece of paper. Say 3 words from your

word list(s) or use your words in a short phrase or sentence for

each routine.

FaceTime Facetime a friend or

grandparent and tell them about your summer (eg. a trip,

dinner at your favorite restaurant). Practice saying

words from your word list(s) with them.

Charades

Act out 5 actions for your partner and see if they can guess the correction action

(eg. swimming, running). Make them fun and silly. If any of the actions have your sound in the

word say the word 2 times.

Invisible Ink You can create invisible ink with

a mixture of lemon juice and water. Write a message on a blank sheet of white paper.

When it dries you can hold the paper up to the light to see the

message. Say 5 words from your word list(s) or use your words in

a short phrase or sentence.

Use Your Imagination You and a partner will take

turns making up a story. Write the story down on a piece of

paper and find words that have your sound in them. Say those

words 2 times for practice.

Dance Instructor You are the dance instructor for a new music video. Make up 5 cool dance moves and

practice with a partner. Say 3 words from your word list(s) or use your words in a short phrase or sentence for each

dance move.

Oil and Water Do oil and water mix? Let’s find

out if oil and water mix by filling a clear glass halfway with

water. Then place 4 tablespoons of oil in the glass. What did you observe? Share

your findings with your parents. Say 10 of your words from your word list(s) or use your words in

a short phrase or sentence.

Pillow Fort Make a pillow fort out of

several pillows in your home. Once you’re cozy read your favorite book. Find words in

the story that have your sound in them and practice the word

2 times.

K-5 Fluency

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

---Wild Card---

Describing Your turn to pick a topic!

Describe your favorite thing- a video game, a sport, a place,

anything! Tell 5 things about it using psuedostutters. Then,

retell your five things using your fluency strategies. Describe

how you were able to change your speech? Did it change the way your breathing and mouth

felt when talking? How?

In the Kitchen .Help make dinner. Choose a

side dish or main course to help cook. Practice using smooth

speech as you read the directions to the recipe. Ease into your words to support

smooth speech.

Advocacy Listen to a podcast on

https://stuttertalk.com/ Compare the thoughts shared on the podcast to things you feel about your speech. Then brainstorm ways to support

yourself in disfluent moments. Share your brainstorming list

with a partner while practicing fluency strategies.

Imagination Imagine that you had one

superpower for a single day. What would it be? Practice

smooth speech to describe your superpower, your uniform, and why you chose it. Then, ask a

partner what superpower they would want.

Go Outside Create your own scavenger

hunt. Pick a theme and list 10 things to look for outside.

Present your list to a partner using your fluency strategies.

Once an item is found, make a sentence about it using smooth

speech.

Make a Call Your turn to pick a topic! Call a friend or family member and

discuss the topic using smooth speech. Remember to pause between sentences and ease

into your sounds.

This Photo by

This Photo by Unknown

This Photo by Unknown

Time Travel You could go back to any

moment of your life and relive it. What would it be? Practice

slow, steady speech to describe what the moment is- where are you, what are you doing, who

are you with- and why you chose that moment.

Play a Game Play the attached spot it game. In every set of two cards, there is one and only one picture that is repeated. Try to be the first one to spot it! When you find the repeated item, use it in a

sentence while using your fluency strategies.

Create Create a presentation about

stuttering. Use a poster, a PowerPoint, or create a speech. Share what stuttering means in your own words and how you are working towards smooth

speech.

Supporting Materials

1. Play a Game: Spot it

Supporting Materials

1. Time Travel

https://www.bing.com/videos/search?q=cooking+in+the+1800s&&view=detail&mid=D5EAE

30950C582956942D5EAE30950C582956942&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%

3Fq%3Dcooking%2520in%2520the%25201800s%26qs%3Dn%26form%3DQBVR%26sp%3D-

1%26pq%3Dcooking%2520in%2520the%25201800s%26sc%3D3-

20%26sk%3D%26cvid%3DD7B78641930345FD9DC4F3E9391AC2D1

2. Play a Game: Would you rather??

Would you rather eat pizza for breakfast for pancakes for dinner?

Would you rather only be able to eat dessert, or never eat dessert

again?

Would you rather drink a vegetable smoothie or eat a vegetable

soup?

Would you rather eat with chopsticks or with a fork?

Would you rather eat grilled chicken or fried chicken?

Would you rather have ketchup flavored ice cream or mustard

flavored ice cream?

Would you rather eat at McDonald’s or Chick-Fil-A?

Would you rather learn to make sushi or learn to make tiramisu?

Would you rather own a candy store or an ice cream store?

Would you rather eat pizza with broccoli toppings or with mushroom

toppings?

Speech

K-5 Vocabulary/Categorization/Concept Development

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email

it to your therapist or save it in a folder to turn in at a later date.

Antonyms

For each of the words below, write an antonym, then write a sentence with the antonym.

• Early

• Hot

• Tall

• Closed • Brave

Antonyms Cut out pictures from a magazine to

make a magazine collage. Find the

antonyms of these words in picture

form.

1. Rainy

2. Huge

3. Male

4. Sad

5. Slow

Categories

Throw a ball for each category group name listed: (Furniture, Animals, Weather, Transportation, Fruits) Name 3 more words for each category while throwing the ball. See how many throws it takes you to name the 3 words per category group. Keep count 1 point per throw. Try for your lowest total count score!

.

Find 3 similarities and differences between a fork and a spoon.

Reading

Read a book and discuss the characters and what happened in the beginning, middle, and end.

Name 5 animals that you see at the aquarium.

Recipe

Talk about the actions that you are doing while making it (e.g.

washing your hands, pouring, opening, cutting, stirring,

spreading, eating, drinking, etc.).

Antonyms and Synonyms

Complete the worksheet below Synonyms and Antonyms.

sour vs sweet

State 5 sour items State 5 sweet items

Synonyms and Antonyms

Write a synonym and antonym or each word.

Use the words from the word box.

Synonym Antonym

1. Damp

2. Cry

3. Brave

4. Wealthy

5. True

6. Build

7. Alike

8. Hard

9. Hungry

10. Sick

Laugh ill easy similar construct destroy poor

False different cowardly dry rich daring

Difficult healthy sob famished moist full factual

lar construct destroy poor

False different cowardly dry rich daring

Difficult healthy sob famished moist full factual

Specially Designed Vocabulary.K-5

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at a later date.

Introduce the core word LIKE on AAC device/board or use the word in a sentence:

We use the word LIKE to make a comment. Example: “I LIKE it.”

Use the word LIKE to make a comment: “I LIKE_________.”

“I LIKE—I do not LIKE” song (optional): https://www.youtube.com/watch?v=DJvZq5CzAUo

We can use the word LIKE to ask a question. Example: “Do you LIKE it?”

Practice asking a question using the word LIKE:

________

We use the word LIKE to make a request. Example: “I would like pizza.”

Practice requesting using the word LIKE:

____________

Read the book “A Dog’s Life” (or any other book with the word LIKE in it). When you get to the word “LIKE” in the book, have your child say it with his/her words or on his/her device/board: https://www.youtube.com/watch?v=6bDQJXKflzU

Play your child’s favorite song. Stop the song every few minutes. Ask/model “Do you LIKE it?” Have child say “I LIKE it” or “I don’t like it” on his/her AAC device:

Have a snack. Have your child comment on if they LIKE it/don’t LIKE it

Watch this video targeting the core word LIKE with you child. When you get to the word “LIKE” in the video, have your child say it with his/her words or on his/her device/board: https://www.youtube.com/watch?v=sNzRvmZabJY

Review the word LIKE on AAC device/board or use the word LIKE in a sentence. Have your child use LIKE to make a comment or ask a question.

Speech K-5 Following Directions

Week 6 School Year 2020-2021

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to

your therapist or save it in a folder to turn in at a later date.

Robot Directions Grab a bunch of popsicle sticks and write commands on them such as “walk in a rectangle” and “take 3

steps forward”. Show your student how to move stiffly and jerkily like a

robot.

Robot Rumpus Listen to the book and discuss the steps

needed to get your student ready for bed. Help them make a list or draw pictures of their bedtime routine.

Robot Rumpus

Build Your Own Robot Watch the video below to learn how to

make a robot using at home items. Build A Robot

Robot Dance Follow the directions and imitate the

actions to dance like a robot. How to Dance Like a Robot

Robot Stop and Questions Watch the story below and answer the

questions. What directions does the robot follow? What directions does the

robot NOT follow? Robot Stop

Design a Robot See the diagram below to design your own robot. Provide directions for your student to follow such as “add 2 arms”

or “make a face”. .

Label a Robot

See the diagram below and label the different parts of a robot.

how a computer helps a robot to follow directions.

Venn Diagram Go to https://robots.ieee.org/ Click on the free activity sheets and follow the directions to compare and contrast the features of humans vs. robots.

Robot Jobs Go to https://robots.ieee.org/

Click on the free activity sheets and follow the directions to match the

robots below with the jobs they do. Discuss how following directions makes

robots good at their jobs.

Label the Robot using the Following Parts:

Computer Camera Wheels

Motor Arm Gripper

Comprehension/WhQ.K-2

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email

it to your therapist or save it in a folder to turn in at a later date.

Read the story Going to the

Pumpkin Patch out loud or

have a helper read it out loud

to you. Answer the wh-

questions at the bottom of the

page. You can write your

answers or have a helper write

the answers after you say them

out loud.

Plan a trip! Pretend you are going to a

fun amusement park like Disney World.

Think about who will go with you, where

you are going, when you are going,

and what you will need to bring. What

will you wear? What will you do when

you are there? Get a sheet of paper

and either draw or write your packing

list. Be sure to include at least 5 items

you would pack.

Use the attached winter

scene. With a helper, answer

the wh- questions at the bottom

of the page. Check them off as

you answer. Practice telling

someone about the picture.

When do you think this picture

was taken? Why are the kids

wearing hats and jackets?

Pick a story to read or have a

helper read you a story. With a

helper, complete the attached

Narrative Organizer page to

talk about the setting,

characters, and the problem

and solution in the story. If you

don’t have access to a printer,

draw or write your answers on a

blank page!

Read the attached Making New

Friends story aloud or have a helper

read it to you. Answer the wh-

questions on the right side of the page

to show you understood the story. You

can write your answers or say them out

loud for a helper to write down for you.

Look at the attached picture

scene. Have a helper read the

directions out loud to you.

Follow the directions as they are

read aloud. Answer the wh-

questions at the bottom of the

page. Practice describing the

picture scene to your helper!

Have a helper read this out loud to

you:

Harper and Molly went to the

county fair on a Saturday morning.

They rode rides all day. Molly’s

favorite ride was the ferris wheel.

Harper liked the giant slide. They

ate funnel cakes for a treat before

going home. It was a great day!

Answer the following questions:

Who is the story about? Where did

they go? When did they go? What

was Molly’s favorite ride? What did

they eat at the fair?

Let’s review all the wh- question words!

Remember, “what” answers should be

an object or action, “who” answers

should be a person, “where” answers

should be a place, “when” answers

should be a time or date, and “why”

answers should be a reason. Read a

book and have a helper ask you at

least one of each type of question

while you read the story.

Read the attached story Winter

Clothes or have a helper read it

to you. Color and cut the

pictures at the bottom. Glue

the pictures at the bottom to

retell the story in the correct

order. Practice retelling the

story out loud.

Speech-Language Therapy

Narrative Language K-2

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Listen to the story, Goodybye Summer, Hello Autumn

https://www.youtube.com/watch?v=SEuyPEgUNdk

Talk about the main character and all the

places (settings) she visits. You can even talk about when the story happens, which is also

part of the setting.

Review the story Goodbye Summer, Hello Autumn again.

In the story it appears the animals are getting ready for

something. Do you know what it means

to hibernate? Discuss what it means for

animals to hibernate during the winter and what they

have to do to prepare.

Discuss how the things change while we transition

from summer to fall. (You can talk about the

weather, trees, things we see, activities we do or do not do anymore, length of

the day, etc.)

Autumn is around the corner. We have been learning about settings and when things take place. Have a discussion about what months

autumn falls in.

(Bonus! Can you think of any special holidays

or occasions you celebrate in autumn?)

Use the pictures below to sequence activities we may

do in the fall. Cut out the pictures, mix them up and put them in

the correct order from beginning to end.

(Hint: I like to look at each picture first and talk about what’s happening – it helps me put them in the correct

order.)

What’s your favorite fall time activity? Tell your

parent or partner and ask them about theirs.

Do you like to do the same thing or something

different?

Draw a line down the middle of a piece of paper. On one side, draw a picture of a summer day, on the other side, draw a picture of a fall day. Describe how they look different.

Talk about how the clothes you wear start to change as we transition from summer

to fall.

Scavenger Hunt! Can you find a book that

takes place in the summer? Can you find a book that

takes place in the fall? (Parents if you can’t find one

at home, see if you can Google some ideas!)

Parents, you may be asking yourself, “What is this narrative language, anyways?” Narrative language skills help children tell stories. When we think about storytelling, we have several rules that we follow without even knowing it – we’re sequencing events, naming and describing characters and settings, and concluding our stories. We’re using lots of vocabulary and grammar! These skills are not only important to academics, but social language as well. For example, just think about the last time your were talking to one of your close friends or family members where you had to summarize something that happened to you … you painted a picture in sequential order with the people and places involved, and finally provided a conclusion to describe what happened. You may have elaborated more parts than others and you may have been very descriptive in your story. It’s important our students get the skills and practice they need to use their narrative language skills at school and when talking to their family or peers in various social situations.

Use this visual to help with storytelling/sequencing

K-5 Grammar/Syntax

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the

sheet and email it to your therapist or save it in a folder to turn in at a later date.

Make a sentence using the word “cold”. Can also practice writing the sentence out with

your parent.

Correct the following sentences: 1. We wined the game!

2. This show are very sad. 3. Dad and I gotten some ice

cream.

Make a complete sentence for each of the following pronouns:

1. Her 2. Him

Pretend you did these activities yesterday and make a sentence

using the past tense! 1. Watch your favorite movie.

2. Play a game of hide and seek. 3. Eat pizza with mommy!

Make a complete sentence for each of the following pronouns:

1. Myself 2. Ours 3. Yours

Finish these sentences with more than one word.

1. I like to watch… 2. My favorite place…

3. I don’t like…

Unscramble these sentences: 1. We cereal for had breakfast.

2. Dog is the barking. 3.I tripped banana peel on.

Use the following verbs (action words) to make sentences.

1. Hug 2. Run 3. Ride

Make a sentence using the word “hope”. Can also practice writing the sentence out with

your parent.

This Photo by

Problem Solving/Perspective Taking/Conversation K-2

Week 5

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email

it to your therapist or save it in a folder to turn in at a later date.

Identify Emotions We can tell how someone is feeling by looking at their eyes, mouth and body.

Look at the pictures. What are they

feeling? Answers are located at the end of this choice board.

Perspective taking is thinking about something the way someone else might

be thinking about it even if it is different than what you think.

For example: Your thoughts about homework may be different than your teacher’s thoughts about homework.

You need to be a detective!

Perspective Detective

Decide if each scenario is good

perspective taking or not good perspective taking.

1. Your friend didn’t get any hits at

the baseball game. You hit a home run. You say to your friend “It’s ok. You can try again next time.”

2. Your friend invited you to his birthday party. You do not want to go. You say “I don’t want to go to your party!”

3. Your friend did not do well on the math test. You say “ I did great! I got all of the answers correct!”

4. Your friend is sad because her dad is away on a business trip. You say “It’s ok. You will see him soon.”

5. Your brother fell off his bike and cut his knee. You say “Let me help you. I’ll get you a band aid.”

You and your friend decide to watch a movie. You want to watch a Disney movie

and your friend wants to watch a show about animals. What is the problem?

How can you solve this problem?

Your friend let you borrow his favorite scooter for the weekend. You take it to the park, and it gets stolen. What is the problem. How can you

solve this problem?

Your friend invites you to the beach. You want to jump in the waves and your friend

wants to look for seashells. What is the problem? How can you solve this

problem?

Let’s Talk!

Let’s talk about…pizza!

Talk to your homework helper, family members or friends about this topic. Ask

the questions below. Make sure you listen carefully to their responses.

1. Do you like pizza? 2. What is your favorite kind of

pizza? 3. Where do you buy your pizza?

4. When do you usually get pizza?

To keep a conversation going we ask questions or make comments about a

topic. Your topic is: Board game

Use the question words below. Ask a family member at least two questions

about the board game. Then make one comment about the board game.

WHO WHAT WHEN WHERE

WHY DO

Conversation starters can help you learn about others and help you talk to them.

Start a conversation by asking the questions.

1. What do you like to do on the weekend?

2. Do you do any after school activities? What do you do? 3. Where do you live?

4. Do you have any pets? If yes, what kind of pet do you have?

5. When is your birthday? 6. How old are you?

Identify the Emotions

Happy, sad, scared, angry

Specially Designed Problem-Solving/Conversation.K-5

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at a later date.

Tell about a vacation you took. Where did you go? What did you do? Who did you see?

Describe your favorite toy. What does it do or what can you do with it? What color is it? What size is it?

Ask and answer: What color you like?

My favorite color is __________

You want to show your mom or dad something. What can you

say?

You are grocery shopping with your mom or dad and you can’t reach

your favorite cereal. What can you say?

Your mom made your favorite food for dinner. What is your favorite

food? What can you say?

You have been doing your work for a long time. You are tired. What can say?

You want your brother/sister to play a game with you. What can you ask?

You want to tell your mom or dad about a movie you saw but she is talking to someone on the phone. What can you do? What can you say?

Specially Designed Comprehension.K-5

Week 6

Please choose one activity per day to complete. Circle the activity when complete. If possible, print the sheet and email it to your therapist or save it in a folder to turn in at a later date.

Watch a movie with you child.

Who or What is the movie about?

Where does the movie take place?

When does the movie take place?

How did the main character feel?

What do you like to eat and drink when you watch a movie?

Did you like the movie?

How did the movie make you feel?

Play music from the movie. Did you like the song?