•  2nd Graders

     

    Language

    1.) Have your child choose something they see while on a walk or while playing outside in the backyard to describe.  Have them use complete sentences and the expanding expression tool visual to provide details about what they've chosen to describe.  You can help them get started with each detail by giving them sentence starters such as these:

    It goes in the ______group/category.  You ______ with it.  It looks __________.  It is made of ________.  It's parts are ______. You can find it ______. I know that _______. 

     

    2.) Go to ClassLink and select Brain Pop Jr. --> word--> tenses, then A.) watch the video ' B.) Select 'games' C.) Complete 'easy quiz' 
     
     
    3.) Have students either print this verb tense document out and complete or pull up on a computer/tablet/phone and complete questions orally 

     

    Articulation

    ***Students should know which target sounds to work on.  If you have any questions about which articulation activities your child should work on, please e-mail me, refer to their last IEP report, or MTSS letter listing goals. 

     

    For students working on the "th" sound in the initial position of words in sentences:

    1.) Have your child practice saying 5 different sentences from THIS visual 5 times each or more (for a total of practicing at least 25 times).  Remind them to keep their tongue between their teeth and blow air out.  It will also be helpful if you model the sentence first and tell them to pay attention to where you are putting your tongue. If they struggle with saying the whole sentence, focus on just saying the word or the word in a phrase (e.g., his thread, her thermometer, etc.).

     

    2.) Here is a great video you can watch to help your child practice saying their /s/ sound correctly.  /s/ sound production tips

     

    3.) Have the student choose 10 words from page 2 of the "s blends bingo" document attached.  They should practice saying each word in a sentence (e.g., The store is closed.) 5-10 times for a total of 50-100 total productions

    /s/ blends

     

    4.) For students who are working on initial /r/ words in sentences, have them slowly read the attached story. 

    You can give them the following cues if needed: A. Keep tongue tensed toward the back of their mouth so they can lightly "bite" on the sides of their tongue with their molars  B. Make sure lips are almost smiling and not rounded like a circle 

    Initial /r/ sentences in story

  • 1st Graders

     

    Language

    1.) Have your child work on prepositional phrases.  You can have them watch the following video: Prepositional Phrases and then work on identifying (e.g., "show me the bear under the chair") or expressing prepositional phrases (e.g., tell me, where is the bear?) and help them say, "The bear is ___". 

    Practice Prepositional Phrases

     

    2.) Have your child work on answering "when" questions and making the connection that these questions ask about time or times throughout the week/month/year.

    "When" Question Activity    

     

    3.) Have your child work on naming categories of things when you're making lists of what you need to buy at the store or online.  You can ask them, "What group or category does ice cream go in?" (i.e., food, dessert).  You can reference THIS visual for examples of categories to ask about.

     

    4.) Play "I spy" when going on a walk or playing outside in your backyard to work on providing details of things in the environment. Include physical characteristics like color, size, shape, and also the function of the item/thing (e.g., "I spy something that is little, gray, eats worms, and flies"... "Yes, a bird!").  Have your child do the same.

     

    5.) Ask the student to review what they did the previous day or to tell a story about something that happened to them recently using the Personal Narrative Hand Organizer.  You can either print this visual or pull it up on a computer/tablet/phone.  If they forget to include a detail or two, you can point to the specific pictures around the hand (i.e., calendar=when, people=who, shape of house=where, numbers=what, facial expressions=how or why) to prompt them to tell you more. 

     

    6.) Have the student watch WH Questions Song to review what various questions ask for.  Refer back to this when you ask them various questions throughout the day or when reading a book together.  

     

    Articulation 

    ***Students should know which target sounds to work on.  If you have any questions about which articulation activities your child should work on, please e-mail me, refer to their last IEP report, or MTSS letter listing goals.      

    1.) Here is a great video you can watch to help your child practice saying their /s/ sound correctly.  /s/ sound production tips

    For students working /s/ in the initial and medial positions of words, print out or pull the following visuals up on a computer/tablet/phone. 

    A. Choose 5 words from the initial /s/ document and practice each one 10 times.  You can tell the student to remember to smile and hide their tongue when producing the /s/ sound.  It will also be helpful if you tell them to watch your mouth and listen to how you say the words.   

    B. Choose 5 words from the medial /s/ document and practice each one 10 times.  You can tell the student the same verbal cues as above in addition to informing them that /s/ is in the middle of these words.

    ^If the student does well producing these words, the next step would be to have them practice using them in phrases (e.g., bright sun, police car, etc.)

     

    2.) Students working on /s/ blends in the initial position of words:  Play "I spy" focusing on correctly producing the /s/ and /p/ sounds together.  Have them hold the /s/ sound a little longer to put emphasis on it. Also, for this version of "I spy", have them name what they see so they can work on producing /sp/ in simple sentences.  (e.g., "I ssssspy an airplane"). 

     

    3.) Students working on /r/ in the initial and final positions of words:

    Pick 2 or 3 of your child's favorite books and tell them to search for words that start with /r/ as they read through them.  Have them practice saying the word by itself 5 times or the whole sentence it's used in within the book.  Remind them to keep their lips pulled back like they are smiling and to keep their tongue bunched and pulled toward the back of their mouth.   

    *Print out bingo sheets attached below or pull them up on a computer/tablet/phone for the  

    A. Choose 1 bingo sheet with initial /r/ (e.g., read) and 5 words from the sheet to practice 10 times each.

    B. Choose 1 bingo sheet with final /er/ (e.g., river) and 5 words from the sheet to practice 10 times each.

    ^If the student does well producing these words, the next step would be to have them practice using them in phrases (e.g., read fast, cold river, etc.)

  • Kindergarteners

     

    Language

    1.) Have your child work on pointing to the correct picture in this squirrel activity when you give them directions using various prepositions. This is a receptive language task.  For example, "touch the squirrel that is next to the tree".  You can work on the following prepositions/prepositional phrases: next to, behind, in front of, in, on top of, and under.  You can also point to one of the squirrels and have them tell you where the squirrel is hiding. This is an expressive language task.  For example, you would ask "Where is this squirrel hiding?" and your child would say, "the squirrel is/is hiding next to the tree".  Try and prompt them to use complete sentences.  If they don't say anything or don't know what to say after your question, you can help get them started by saying "The squirrel is ...".     

    More practice:

    You can have them watch the following video: Prepositional Phrases and then work on identifying (e.g., "show me the bear under the chair") or expressing prepositional phrases (e.g., tell me, where is the bear?) and help them say, "The bear is ___". If you don't have access to a printer, you can show them the visuals on a computer/tablet/phone. 

    Practice Prepositional Phrases 

     

    2.) Have your child work on using plural -s in their language by describing how many things they see when they go on a walk or while playing in the back yard.  For example, "I see one dog"; "I see three trees", "I see four blue cars", "I see a/one slide".  Make sure they add an -s at the end of the word when appropriate and help correct them if they say it incorrectly.  If they don't use plural -s or use it incorrectly such as "I see peoples" or "I see two dog", you can tell them "Oh, you can say 'I see people'" or "you meant to say 'I see two dogs" and explain the difference.    

     

    3.) Have the student watch the following video to review "wh" questions and what they each ask for.

    WH Questions Song

     

    4.) Print out or pull up the attachment below on a computer/tablet/phone.  Talk about where the animals are in relation to the objects using either "behind" or "in front of".  This is a focus on prepositions. Go over the first two pages together and then have the student try telling you where each animal is on the third page.  If they are struggling you can give them a verbal prompt or cue (i.e., The lion is ____, The lion is be...).  You can also work on these skills throughout the day using household objects.   

    Animal Prepositions - behind and in front of