3/9/2017
THERAPY
IDEAS
365
A Year of
Articulation
and
Phonology
Intervention
Thursday, April 27, 2017
10:15 am – 12:15 pm
Lisa C. Holland,
MS, CCC-SLP
Disclosure Statement
Relevant financial relationship(s), no relevant
nonfinancial relationship(s)
I have the following relevant financial relationship(s)
in the products or services described, reviewed,
evaluated or compared in this presentation.
*Owner of Language and Literacy Links (copyright material):
Alliteration Sound Cards [$20.00 per set]
K-PSI Curriculum [$40.00]
I have no relevant nonfinancial relationship(s) to
disclose.
Learner Outcomes
}LESSON PLANS and THERAPY IDEAS for:
} Addressing multiple IEP goals for a variety of
students
} Making therapy applicable/meaningful to the
students
} Incorporating literacy with articulation/
language/fluency/social skills
} List favorite children’s authors and their best
books
} Give new and more experienced clinicians alike
some great ideas for the year ahead
} Inspire students to make connections to build on
their skills at home, school, and in their own minds
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Therapy Intervention Areas
ARTICULATION
} Alliteration
Sound Cards - developed and copy written
with RtI data by Lisa Holland
} Artic
Lab - Super Duper $209.95
minute Kids - www.5minutekids.com
} Drill - flashcards, iPad, ‘drive-by’, etc.
} Picture Books - highlight target sounds/words
} Original Sentences - use target phonemes/words to
}5
generate their own original sentences
Alliteration Sound Cards
[email protected]
text – (806)570-8807
Copyright - 2011
Lisa Holland, M.S., CCC-SLP
Amanda Schaumburg, M.S., CCC-SLP
SAMPLE OF “O” back:
“honest Ollie ostrich is ordering an olive
omelet”
o- /a / ɔ / - o (pot), a (swat), au (fraud), aw (lawn),
al (walk), ough (fought), aught (taught)
/o/- o (most), o-e (note), oa (boat), oe (toe), ow
(bow), ough (though), ou (soul)
/ ʊ / - oo (look), oul (would), u (put)
/u/ - oo (boot), ue (blue), ew (new), u (super), ui (suit)
u-e (flute), ou (soup), oe (shoe), o (do), ough
(through)
/ɑʊ / - ow (cow), ou (out ), ough (drought )
/ɔ ɪ / -oy (boy), oi (soil)
The sound cards use a visual with an
alliterated phrase to reinforce soundsymbol association for all of the
phonemes, vowels, digraphs and their
corresponding grapheme.
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3/9/2017
Alliteration Sound Cards – to be used with
preschool children, struggling readers and
speech impaired students to teach early
phoneme production and sound-symbol
association. These cards have digitally colored
illustrations and a consistent “is verb+ing”
alliterative phrase. They demonstrate a strong
language structure and introduce new
vocabulary. There are 31 sound cards (5.5X8.5cardstock) including rationale and instructions.
The card backs have the phrase and spelling
patterns for each phoneme.
Rationale
*The goal of Alliteration Sound Cards is to teach the sounds
(phonemes) of all letters (consonants, short vowels and digraphs)
through sound-symbol correspondence utilizing visuals, alliterative
phrases and isolated phoneme production. The Alliteration Sound
Cards can be used for any age students (2yrs-17yrs) who have not
yet mastered their phonological awareness/pre-reading
benchmarks. They are also helpful for students with articulation
errors to use as warm-up exercises for therapy.
*The proof for the Alliteration Sound Cards is in the statistics. After
just one year of PSI (phonological sensitivity integration) lessons
using the Alliteration Sound Cards, I compared our district bi-annual
Universal Screening/AIMSweb data for our kindergarten
students. The 2009-10 class (No PSI) had 14% that scored in the RED
(at risk) on letter sound identification. The 2010-11 class (Did have
PSI) only had 9% to score in the RED on letter sounds. Statistically this
was a large improvement. The alliteration sound cards reinforce
the sound-symbol correlation that our students (especially speech
impaired students) need to improve their phonological awareness
and reading abilities.
Order of Presentation
}
DAILY – for the first 2-3 months
}
}
}
}
}
ONCE STUDENTS ARE PROFICIENT – for next 2-3 months or so
}
}
}
present them with the alliterativ e prompt dropped, so the student just sees
the card and says “/æ/, /æ/, /æ/ “
as mastered, mix up the order of the cards and continue with student
producing appropriate sound
MASTERY }
}
Work in alphabetical order with diagraphs at the end.
Hold up the “A” card, say the alliterativ e phrases, ending with a model (short
v owel)- “say/æ/, /æ/, /æ/”
the students then repeat : “/æ/, /æ/, /æ/ ”
mov e on to the next card and continue until all sounds are presented
mov e on to simple letter/alphabet cards that do not hav e a picture clue or
alliterativ e phrases presented. The student would then see the letter only
and giv e you the phoneme/sound
EXTENSION –
}
use the original Alliteration Sound cards to ‘build’ words, practice spelling
pattern(CVC, CVCV, CCVC) words, etc.
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What makes English difficult
LANGUAGE
English
• French
• German
• Spanish
• Italian
•
•
PHONEME
44
32
34
28
25
SPELLING
1200
250
39
32
29
Example: /sh/ =
shoe, action, sure, ocean, chef
in drill/sentences…
in alliteration…
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in picture books…
The very best way to encourage a child to produce
sounds correctly is to expose him to these speech
sounds before he can even talk by READING BOOKS
aloud to him! Reading books and telling stories help
develop good language as well.
These books are packed full of early developing
sounds so read them to your children:
*Alexander and the Terrible, Horrible, No Good,
Very Bad Day by Judith Viorst
p-25, b- 29, m-22, k-50, g-8, t-59, d-40
* Cat in the Hat by Dr. Seuss
p-19, b-15, m-20, k-32, g-7, t-50, d-25
* Fish is Fish by Leo Lionni
p-17, b-11, m-22, k-23, g-13, t-44, d-37
What makes learning to read difficult:
} Skills
needed: ability to group words by rhyme
or common sounds, manipulate the sounds in
words, delete sounds from words
} Children who lack this awareness are likely to
be poor readers
} Explicit training of phonological awareness is
invaluable, before children have a chance to
fail
} Research shows: the most critical insight to
reading success is the awareness that spoken
words can be segmented into phonemes!
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What We Can Do to Help Kids
Language &READING!!!
* Phonological Awareness – the ability to identify and manipulate
parts of spoken words and how the sounds work together to make
words. *most critical skill affecting later reading success*
* Phonics – understanding there is a relationship between phonemes
and graphemes in WRITTEN language. Directly teach letter-sound
relationships.
* Fluency – reading correctly and quickly. Bridge between word
recognition and comprehension
* Vocabulary Instruction –
Indirectly-oral language use, listening to adults, reading
Directly – teach new words
* Comprehension –
monitor what they do/don’t understand about the story
able to answer questions about the story
able to ask questions about the story
story structure- SGM
summarize the story
-National Reading Panel
PSI: PHONOLOGICAL
SENSITIVITY INTEGRATION
} Research
based from Dr. Michaela Ritter, PhD
at Baylor University
} The CONSCIOUS ability to manipulate the
individual speech sounds (phonemes) of one’s
language
} Key element for developing strong reading
skills:
} Syllable
} Rhyme
} phoneme
Phonological Awareness Elements:
} SYLLABLES
- counting & understanding syllables
* clap for each part you hear in-‘television’
blend* blend parts: what word is ‘pan –da’
delete* say ‘strawberry’ without ‘straw’
} RHYME - recognizing and producing rhyming words
recognize* do ‘shoe’ and ‘cat’ rhyme?
produce* what rhymes with ‘key’?
} PHONEMES -hearing & learning phonemes/sounds
identify* what sound do you hear at end of ‘hot’
blend* put these sounds together ‘ d- oo- r’
segment* what sounds do you hear in ‘cat’
delete* say ‘chair’ without ‘ch’
segment
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Sample lessons for K-PSI
} Silly syllable
} Alligator
animals (syllable)
book (rhyme)
} Rhyming name
} Dust
train (rhyme)
bunnies (rhyme)
} Dr.
Seuss and Fly Guys books
(phoneme)
‘See You Later Alligator’ Book
See you later, alligator
After while, Crocodile
Not too soon, Baboon
Okee dokee, Artichoke
Take care, Teddy bear
Chop-chop, Lollipop
Bye-bye, French fry
Time to squirm, Wiggle worm
Give a hug, ladybug
In a shake, Snake
Let’s scat, Alley cat
Hit the road, Toad
Know what I mean, Jelly bean?
Sure do, tennis shoe
Better skadoodle, Poodle
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Out the door, Dinosaur
Toodaloo, Kangaroo
Wave goodbye, Butterfly
So long, King Kong
Let’s go, Armadillo
Gotta bail, blue whale
Gotta go, Buffalo
Take care, black bear
Bye for now, brown cow
In an hour, sunflower
Adios, hippos
See you later, Alligator
After while, Crocodile
And that’s THE END, My friend
[pic of class]
Kindergarten PSI : Parent Letter
Important Factors in Learning to READ:
Supportive, print rich home
Joint book reading experiences
Letter knowledge
Language and conceptual knowledge
Phonological awareness/sensitivity
Ability to notice and remember orthographic (spelling) patterns
How to Successfully Teach Children to Read (National Reading Panel
report – 2000)
Phonemic Awareness - understanding that the sounds of spoken
language work together to make words.
Phonics - understanding the relationship between phonemes and
graphemes in written language.
Fluency - reading accurately and quickly.
Vocabulary Instruction - learned indirectly and directly.
Comprehension activities - understanding, questioning, summarizing.
Playing with the Sounds in Language
Children must be able to hear the sounds that make up words, hear the
relationship between sounds in oral language, and rearrange those
sounds to make new words. Things to do:
* play a clapping game with names/words- clap the syllables
* when you find a compound word talk about its parts ( baseball- base
ball)
* read books with rhyming words
* play “first sound” games (see how many things you can find that start
with an /s/)
Read, Read, Read!
* Reading with your child daily is probably the most important thing you
can do to help.
* set the example - let them see you reading
* keep lots of books in the house
* teach familiarity with books- front, back, title, author, etc.
* discuss the pictures on the page
* point to the words as you read
* take your child to libraries and bookstores
* reread favorite stories
* stop if your child is too tired
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Mon Feb 22, 2016 at 11:48 AM
x
from Jan Thomas
Rhyming Dust Bunnies
Dear Lisa,
Thank you for using my books! It really means a LOT to get such great feedback. I'm going to tack
your message to my bulletin board where I can look at it often . . . :) Thank you again!!!
All the best,
Jan
February 10, 2016 at 11:16 AM
Princess
x
from Robert Munsch
The Paper Bag
Hi Lisa:
Thanks for writing and for sharing my books with the kids. I really appreciate it. The best kid’s
book in the world still needs adults to make them available to kids. Thank you for being one of the
“guides” that introduce children to my books and to the world of reading.
Bob Munsch
Wed. Feb 10, 2016 5:03 PM
x
from David Milgrim
Young McDonald
Hi Lisa,
Thanks so much for your kind email! That book never got a lot of traction so it's especially nice to
hear it found good use.
Warm wishes,
David
other Phonological Awareness
materials
} LINGUISYSTEMS:
} Silly
Sounds at the Playground
DUPER:
} Sounds Abound
} Working Out with Phonological Awareness
} HearBuilder PA Software
} START-IN
} SCHOLASTIC: Word Ladders – T. Rasinski
} SUPER
Sample PSI for IEP
Speech Students
LEVEL I: WORD LEVEL
ID number of words in monosyllabic words
1.
everyone wash their hands
2.
reading this book
3.
never leaves his nut tree
4.
into the unknown
5.
can be a scary place
6.
he’s perfectly happy
7.
right where he is
8.
all under control
9.
the squirrel is prepared
10.
germs are everywhere
11.
until one day
12.
not part of the plan
13.
changes to his life
4
3
5
3
5
3
4
3
4
3
3
5
4
Complete the words in a sentence
1. everyone wash their ______ (hands)
2. reading this _____
(book)
3. never leave his nut _____
(tree)
4. can be a scary _____
(place)
5. all under _____
(control)
6. germs are every _____
(where)
7. until one _____
(day)
8. changes to his _____
(life)
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Put words of sentence in correct order
1.
their hands wash everyone
2.
reading book this
3.
tree nut leave never his
4.
unknown the into
5.
scary place a can be
6.
happy perfectly he’s
7.
where is he right
8.
under all control
9.
everywhere germs are
10.
plan not part the of
Rhyme-judge rhyming words
1.
never
feather
2.
nut
hut
3.
tree
bee
4.
stay
lake
5.
place
face
6.
bees
cheese
7.
happy
hoppy
8.
right
sight
9.
same
tame
10.
under
upper
11.
sleep
jeep
12.
rest
best
13.
kit
fit
14.
plan
plate
15.
one
fun
no
yes
yes
no
yes
yes
no
yes
yes
no
yes
yes
yes
no
yes
Identify word that does not rhyme from 3
1.
never
clever
potter
2.
nut
scrape
cut
3.
three
tree
try
4.
stay
sap
play
5.
place
face
farm
6.
bun
bees
trees
7.
happy
hoppy
sappy
8.
right
tight
lamp
9.
sand
same
fame
10.
under
thunder runner
11.
sleep
creep
slow
12.
rat
rest
best
13.
kit
fit
kite
14.
plan
tan
park
15.
one
two
sun
Generate a rhyming word
1. it
9. pick
2. jump
10. nut
3. look
11. play
4. tree
12. life
5. catch
13. part
6. out
14. case
7. shark
15. wake
8. sleep
LEVEL II: SYLLABLE LEVEL
BLEND SYLLABLES into Words [2 Syllable Compound words]
1.
every
day
3 syllable words
2.
every
thing
1.
fam
3.
some
thing
2.
ven
4.
every
one
3.
per
5.
every
where
4.
ex
6.
in
to
5.
par
6.
cal
2 Syllable Words
7.
a
1.
scare
dy
8.
re
2.
be
fore
9.
re
3.
read
ing
10.
hor
4.
ne
ver
11.
hap
5.
un
known
6.
ra
ther
4-5 syllable
7.
a
fraid
1. tar
an
8.
mar
tian
2. an
ti
9.
poi
son
3. ad
van
10.
leav
ing
4. un
a
11.
plen
ty
5. pre
dic
6. un
ex
7. e
mer
8. ab
so
9. de
fin
10. or
din
Manipulate Syllables by DELETING a Syllable
2 syllable Compound words
“say--- without ---”
1.
everyday
day
2.
everythinge
very
3.
something
thing
4.
everyone
one
5.
everywhere
every
6.
unknown
un
7.
into
in
2 syllable words
1.
before
2.
reading
3.
never
4.
rather
5.
squirrel
6.
afraid
7.
killer
8.
Martian
multisyllabic words
1.
2.
3.
4.
5.
6.
7.
8.
parachute
ordinary
example
disadvantage
tarantula
horrible
absolutely
antibiotic
fore
ing
er
rath
el
a
er
tian
chute
ary
ple
dis
tu
ri
ly
ti
il
tur
fect
amp
a
a
ccord
mem
al
ri
pen
iar
ing
ly
le
chute
mine
ing
ber
ize
ble
ing
tu
bi
tag
void
ta
pec
gen
lute
ite
ar
las
ot
es
a
ble
ted
cy
ly
ly
y
ic
ble
(every)
(thing)
(some)
(every)
(where)
(known)
(to)
(be)
(read)
(nev)
(er)
(squirr)
(fraid)
(kill)
(Mar)
(para)
(ordin)
(exam)
(advantage)
(taranla)
(horble)
(absolute)
(anbiotic)
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Manipulate syllables in words by SUBSTITUTING a syllable
2 syllable Compound words
“say---. now say---instead of ---“
1.
everyone
thing/one
everything
2.
into
un/in
unto
3.
something
one/thing
someone
4.
everything
day/thing
everyday
5.
everywhere
some/every
somewhere
6.
unknown
happy/known
unhappy
2 syllable words
1.
2.
3.
5.
6.
7.
8.
9.
10.
11.
12.
scaredy
before
reading
never
unknown
rather
afraid
martian
poison
leaving
plenty
est/y
hind/fore
er/ing
fev/nev
happy/known
la/ra
head/frai
por/mar
rea/poi
fall/leav
par/plen
scaredest
behind
reader
fever
unhappy
lather
ahead
portion
reason
falling
party
LEVEL III: PHONEME LEVEL
Identify INITIAL phoneme
judge initial sound “do – and— start with the same sound?”
1. warning
water
yes
2. that
they
yes
3. hands
hour
no
4. soap
rope
no
5. reading
rain
yes
6. book
bank
yes
7. never
feather
no
8. leave
love
yes
9. tree
preach
no
10. familiar
four
yes
Identify the sound that is different “which does not have
the same sound at beginning?”
1. rather
runner
punt
2. risk
bark
rake
3. out
ape
ouch
4. scary
scarf
tree
5. place
plant
day
6. poison
under
porch
7. shark
shake
wake
8. bees
look
bows
9. happy
hairy
sleep
10. right
wrong
just
ID FINAL phoneme:
say
play
for
score
did
at
that
flat
rest
beast
can
car
soap
stone
net
pest
case
space
self
sheet
judge final sound
yes
yes
no
yes
yes
no
no
yes
yes
no
identify the final sound that is different
watch
patch
shark
after
bee
laughter
hand
ivy
pond
jump
stomp
forget
panic
toxic
alive
out
not
bush
plan
germ
mention
catch
touch
green
happen about
lotion
glide
hide
forget
ID MEDIAL phoneme: judge medial sound
about
cow
yes
green
clean
yes
alive
alone
no
date
dark
no
nut
punk
yes
his
hers
no
that
catch
yes
life
time
yes
wake
work
no
jump
tuck
yes
match medial sounds: “which has same sound
in middle?”
about
cow
nut
green
view
clean
alive
time
look
date
place
home
nut
punk
dead
his
jump
thick
that
kit
catch
life
time
hurry
wake
pick
tame
jump
tuck
yet
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Blend sounds to form a word beginning with sounds
CV and V C
i-n t-o th-e n-o d-o y-ou b-e i-s s-o h-e d-ay g-o s-ay o-f b-ee
a-ll ea-t u-p a-t ou-t a-n i-f hou-r u-se
CV C
b-u-t
h-i-s n-u-t s-a-fe th-a-n c-a-n f-o-r r-igh-t wh-e-re w-a-ke b-u-t
th-i-s c-a-se r-u-n b-ee-s n-o-t d-ea-d th-a-t w-a-sh th-ei-r w-i-th
s-oa-p b-oo-k s-a-me l-oo-k d-i-d k-i-t b-u-g g-e-t n-o-te b-u-sh l-i-fe
CCVC
p-l-a-ce g-r-ea-t s-l-ee-p g-l-o-ve p-l-a-n g-l-i-de p-l-ay-s
CV CC
h-a-n-d n-e-v-er l-ea-v-es r-i-v-er r-a-th-er w-a-t-ch g-e-r-m s-e-l-f
sh-a-r-k l-a-n-d j-u-s-t c-a-t-ch h-a-pp-en f-ee-l-s r-e-s-t l-a-t-er m-a-sk
CCVCC
s-t-a-r-t
Segment sounds from a word
CV and V C (use words above)
CV C
CCVC
CV CC
CCVCC
mix word shapes
Manipulate targeted phonemes
By deleting phonemes
initial
final
CCVC
CV CC
CCVCC
Substitute phonemes
initial
final
medial
Reverse Phonemes to form new words
This
sith
Leave
veal
Nut
ton
Safe
face
Can
knack
Nuts
stun
Kit
tick
Net
ten
Keep
peek
Note
tone
Life
file
Eat
tea
Pick
kip
} Children with
speech and language disorders
are four times more likely to develop reading
disorders than their typical peers.
} If a child is not reading ON grade level by 3rd
grade, they never will be able to catch up.
} The use of phonetics and a multisensory,
structured language education program are
effective components of intervention for these
students
} Add
a written language component [visual to
auditory and auditory to visual]
} By 4th grade it takes 2 hours of specialized daily
instruction to make the same gains that would
have resulted from only 30 minutes of daily
instruction if it had begun in Kindergarten
12
3/9/2017
Research Shows…
* Phonological awareness/sensitivity, Vocabulary
knowledge, story comprehension, and story
sequencing are the language skills with the strongest
relationship to improved reading outcomes
* Children with communication disorders often have
poor phonological awareness and are at much
greater risk for reading disabilities
* 40-65% of children with language impairments may
be diagnosed in the early grades with a reading
disability
* Phonological awareness can be improved through
instruction and intervention which improves word
decoding
(Catts, et al., 2002; Snow, Tabors, Nicholson & Kurland, 1994)
iPad Use
•
•
•
Artic - Articulate It, R Intensive, Articulation Pro, I Dare You
Board Games - Uno, Life, Heads Up, Charade Kids, Jenga, Hasbro
Books - Animalia, Even Monsters Get Sick, Monster at the End of this
Book, Miss Spiders Tea Party, Imag.N.O.Tron, Curious George, Don’t
Let the Pigeon Run this App
• Language Game - Toca, Idiom Stories, Brain Pop, Toontastic
• Preschool - Dr. Panda, Milo, Wood Maze, Endless ABC
• Reading/Spelling - One Minute Reader, Rocket Speller
• Sensory/Social - Carl, Social Skill Builders, The Social Express
• Writing Stories - My Story, Story Lines for Schools, SGM Star Reporter
• Resources:
* Digital Storytime - http://digital-storytime.com/sale.php books/games that are on sale or FREE
* AppShopper - can make a “wish list”
* Apps Gone Free - daily deals - on device
* Speech Techie - http://speechtechie.com/ - email
* Smart Apps for Kids - www.smartappsforkids.com - email
13
3/9/2017
App Favorites
}
Books
* Don’t Let the Pigeon Run this App * the Dot
* Oh the Places You Will Go
* Animalia
* Go Away Big Green Monster
* Brush of Truth
* Even Monsters Get Sick
* Imag-n-o-tron
* Miss Spider’s Tea Party
* Douglas
* The Monster at the End of this Book
}
}
}
Games
* Lego Juniors
* Brain Pop Jr
* Heads Up/Charades
* Pictureka
* The Game of Life
* Jenga
* Tic Tac Toe Phonics
* Sound Sorting
* Endless ABCs
* Sight Word Hangman
* Goofy Mad Libs
* Rocket Speller
* Futaba
* Jambalaya
Phonics
Words
apps continued…
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Artic * Articulate It
* I Dare You
* Wacky Selfie Articulation * R Intensive
* Speech Tutor
* Open Ended Articulation
AU
* Social Skill Builder
* Social Express
Writing
* Book Creator
* My Story
* Storylines for Schools
Language
* Toontastic
* Sentopiary
* Toca Boca
* Paint with Time
* Cookie Doodle
* Language Adventurer Quiz Game Show
Resources
* Apps gone free * App Shopper * SmartApps for Kids
(Top 50 Totally FREE Educational Apps on iTunes)
Classroom Best Practices
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Children are frequently read to
Oral language experiences are valued
Basic concepts about print are developed
The function of reading and writing are emphasized
Opportunities are given to talk and write about experiences
Create thinking problems to be solved
Encourage pretend play
Allow children to direct, request, take-turns
Add writing activities to promote literacy
Interact at the child’s eye level
Provide positive feedback often
Structure activities to require peer interaction
Slow your rate of speech
Give the children time to talk and respond
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3/9/2017
Lisa C. Holland, MS, CCC-SLP
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[email protected]
http://languageandliterac.wixsite.com/languageandliteracy
[email protected]
Certified Story Grammar Marker Trainer -Mind Wing Concepts- 2013
Trainer - Speech Interventions - Aug ’08 - present
Publications- Communicologist - Vol. 41, No. 4. Aug 2014
Communicologist - Vol. 34, No. 1. Feb 2008
Speaker- ASHA Convention -’15, ‘16
TSHA Convention - ‘08,‘11,‘13,’15, ‘16
Grants-Amarillo Education Foundation -’05 - Literacy Program
’11 - iPad Therapy
Panhandle Clinician of the Year - PRSHA 2006
Panhandle Literacy Institute/EC - ‘11, ‘12,’13
http://www.aisdnewswire.org/news/speech-therapy-at-puckett
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