Winter will be hitting us soon!  Check out what I will be using for therapy starting in December.

RESOURCES for MIXED GROUPS DURING WINTER:

https://www.teacherspayteachers.com/Product/Find-Articulation-and-Follow-Directions-Speech-and-Language-Winter-3529473
Find Articulation and Follow Directions: Winter
FIND ARTICULATION and FOLLOW DIRECTIONS: WINTER is perfect for working with students with articulation, language, and fluency goals. This resource has hidden articulation words scattered around the picture that students look for using a magnifying glass. It also has 2-step temporal following directions, and lists of wh-questions for each picture scene.  Other suggestions on how you can use the pictured scenes to cover other goals is included.

NO PREP SPEECH & LANGUAGE: WINTER is a definite GO TO resource!  I appreciate No Prep resources.  It makes planning so much easier. I can open up the PDF on my device or so that I do not even have to print it out or I can print out the pages that I need and go.  I use this resource to address articulation, language, and fluency goals. This resource and the next are great to incorporate into Speech & Language Stations!  Read more about Speech & Language Stations here!


ARTICULATION RESOURCES FOR WINTER:
https://www.teacherspayteachers.com/Product/Articulation-to-A-Maze-Winter-Edition-2255143
Articulation to A-MAZE: Winter
One articulation resource that my students enjoy and that helps them with their fine motor skills is my Articulation to A-MAZE: Winter.  The Occupational Therapists that I have worked with have appreciated having a resource that helps reinforce what they have been working on in therapy (pencil grip, manipulation, writing pressure, etc..)

Check out my ARTICULATION QUILTS: WINTER if you are looking for an articulation project that not only addresses student' goals but that you can also post as a Speech Room bulletin board.

FLUENCY RESOURCE FOR WINTER:
My NO PRINT FLUENCY TASKS: WINTER resource targets goals for identifying facts vs. myths about stuttering, identifying bumpy vs. smooth speech, identify/explain/demonstrate different disfluent speech patterns and fluency shaping techniques and stuttering modification techniques, using techniques and strategies at all levels (word, phrase, sentence, spontaneous speech), and response to social situations.  I use the sentence and spontaneous speech level tasks with my students working on language.

LANGUAGE RESOURCES FOR WINTER:
https://www.teacherspayteachers.com/Product/Language-Builder-Winter-2176761
Language Builders: Winter
My LANGUAGE BUILDER: WINTER is a comprehensive packet covering so many different language needs! My language builder packs target basic vocabulary building, answering and asking questions, using inference skills, recalling sentences and details, describing, sentence building, and narrative building skills with barrier games!

My NO PRINT LANGUAGE TASKS: WINTER uses colorful graphics and real pictures to target receptive identification in a field of three, answering yes/no and wh-questions, describing, inference, compare/contrast, and narrative building skills.

PHONOLOGY RESOURCE FOR WINTER:
My students love my NO PRINT PHONOLOGY TASKS: WINTER resource!  This comprehensive no print covers a variety of phonological processing errors using auditory bombardment list, auditory discrimination with minimal pairs, rhyming task, wh-questions, and creating a winter scene! This resource covers the following phonological processing error patterns: Postvocalic Voicing, Postvocalic Devoicing, Final Consonant Deletion, Fronting, Initial Consonant Deletion, Stopping of Affricates, Deaffrication, Consonant Cluster Reduction, and Gliding.

You can see some of the books that I plan to use this season for literacy-based therapy too on my lesson plan. You can grab a copy of my Winter Lesson Plans by completing the information below!


Books are magical!  They can teach new things and/or transport you to another time and place for an adventure. By the time students reach 3rd grade they have transitioned from learning to read to reading to learn.  Unfortunately, some students are at a disadvantage when it comes to reading to learn possibly due to a reading or language disorder or lack of exposure to books and opportunities to engage with literature. This is one of the many reasons that I love using literacy-based therapy! Using literacy-based therapy not only provides early and multiple opportunities to provide exposure to stories to our students but you can also save time with planning and target multiple goals!  Check out what areas you can target with literacy-based therapy.

ARTICULATION:
  • phonemic awareness (play with rhyming, sound discrimination, initial/medial/final word placement)
  • phoneme production (isolation level)
  • word production level
  • sentence production level
  • reading level
  • spontaneous speech level (story recall, narrative for what happens next, answering/asking questions, etc..)
TIP: Have extra copies of the book so students can read along with you and write down the words with their sound.  You can also provide students with a list of words with their sound from the story that they have to write on a separate piece of paper to take home and practice.  I encourage you to have them practice writing their own word list instead of handing them an already made list to take home. I have included some helpful planning sheets and a word list for your student.  Grab your free packet below.

CHILDHOOD APRAXIA OF SPEECH:
Use repetitive books to target specific sounds, syllable structures, and to empower students to communicate more frequently. Check out these blog posts for lists of repetitive books:

LANGUAGE:
  • receptive identification and expressive labeling for basic semantics (nouns, verbs, pronouns, prepositions, etc..) and semantic features (function, location, description, category, etc..)
  • vocabulary building for antonyms, synonyms, homonyms, homophones
  • asking and answering yes/no and who, what, where, when, why, and how questions
  • auditory comprehension and following directions
  • inference skills and compare/contrast skills
  • sequencing and story retell, and building narration

FLUENCY:
  • identification of fluent vs. disfluent speech
  • identification of different types of disfluent speech 
  • teaching and practicing fluency shaping strategies and stuttering modification techniques

PRAGMATIC LANGUAGE:
  • identifying/determining inappropriate vs. appropriate actions
  • emotions
  • identifying and expressing body language, facial cues, and tone of voice
  • perspective taking for others
  • problem solving
  • identifying/determining appropriate social responses to situations

Initial planning can take time in the beginning dependent upon how familiar you are with the story since you will need to spend time with each book to break down word lists, concepts covered, etc...  However, once you create a plan and file it away, you can use it year after year without any further planning.

If you would like the literacy-based therapy planning pack, fill out the information below to grab your free copy.  The pack includes some helpful planning pages, links to find additional resources, and an articulation word list page for your students!



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