Expressing Sequences Worksheets and Activities!

Have fun working on expressing sequences with this 3-in-1 activity pack!!

What does this pack include!?

Graphic organizers!  A graphic organizer has been provided for 3, 4, 5, AND 6 step sequences!!  Use these organizers with the activities in this pack or with others!  Makes it easy to carry over to other activities!

Visual Aid:  It has transition words ready to go!  It helps students use them while expressing sequences to make their stories flow!  

Scenario Cards:  Students can select a card (or you can select it for them) and they can draw/write using the graphic organizers to plan their thoughts.  Then, they can express how to complete the activities provided!  Common games, school activities, and activities of daily living have been included.

Spin and Say Worksheets:  Just grab a pencil and paper clip.  Poke a hole using the pencil and have students spin the paper clip to act as a spinner.  Students can take turns spinning and expressing the scenario they select.  I even included some key transition words right there on the worksheet!  Great way to send home as home practice.  THREE versions are included!

Sequencing Chutes and Ladders-Like Game:  Just print, laminate, grab a dice/spinner and game pieces.  Students can have fun playing this game.  They can go around the board and express the sequence they land on.

You can access this activity pack in my TpT store by clicking HERE!!

Collecting Data Tips and Tricks!

I have seen a lot of discussion lately in Facebook groups about data collection.  I decided to do a little blog post with some tips and ideas that have worked well for me.

I often use data sheets to collect data.  I recently blogged and shared a FREEBIE with a form I use to collect data during group speech sessions.  Click HERE to check it out.

I have also shared in the past my data binder and form that I use for each student in a binder.  At the end of the day, after collecting data using my group form, I track each students' progress on their own individual data form.  This way, I can maintain how that student is performing towards his or her own personal goals.  Click HERE to learn more about this binder and form.

There has been chatter about collecting data with prompts/cueing.  This is a method that has worked well for me.  I take whatever form I am using and I use + and - to indicate if the student responded accurately during that task at hand.  If I mark an - I then circle it to indicate how many prompts it took until they were able to achieve the skill.

This way, I can easily monitor if there is a pattern or if a student is requiring less and less prompting as the session goes on.  I may also jot down underneath it what types of prompts I used (choices, repetition, phonemic cues, etc.).  I tend to use a hierarchy of cueing but it also depends on the task and that individual child.  I may learn over time that Johnny requires choices during auditory comprehension tasks to help him with retrieval.  I may then create a visual aid or graphic organizer for a future lesson to eliminate that need for choices.

What about working on more than one goal at a time?

I just make extra columns!  Now, this Post-It method is great if you need a quick piece of paper to jot down data.  Note above that I have my - and + and the circles to indicate the amount of prompting?  Student "C" needed 2 prompts in order to respond accurately during a vocabulary task.

Another question I get often, "Do your students know you are collecting data?" or "How do you not let the data collection take over the session?"  I will be honest, I may not collect data the whole time.  While I am introducing a skill or reviewing, I may leave my pencil and paper down.  However, if I am using a task card activity (and if you notice in my TpT store I have TONS because I love using them to collect data and students love them too), it is a great way to drill and take data.  I may hide my Post-It or data sheet  in a pile of worksheets or behind a clip board or planner.  I like to tell my students that I am keeping score but they aren't allowed to see the score.  I will tell them the score at the end (I may or may not tell them the actual scores achieved!).  I have tons of task card games that have point values on each card.  Instead of letting the students hold onto their cards, I tell them that I will track their points so they don't fiddle with their cards and get distracted.  This way, they think I'm keeping score, but in reality, I am tracking data (and maybe marking their scores too).

How do you collect data?  How do you mark prompts?  Do you tell your students that you are collecting data?

Cause & Effect Castle! QR Code Fun!

You asked, I answered!  You requested a cause/effect activity to be added to the QR code product family in my TpT store.  It is ready and available!!

Work on answering questions using cause/effect skills based on passages provided with this fun task card activity.

Students will read short passages and answer cause/effect questions.

Students can check their work using the QR code provided on each card.

Use with any QR scanning app on your device (iPad, iPhone, or iPod Touch).  I suggest the ‘Scan’ app for the iPad.

Once the students respond correctly, they can hold onto their card.

Watch out for the “lose a turn” cards.  The student with the most cards, once all of the cards have been used, is the winner!

♕Visual aid provided.  Encourage your students to listen/read for those key words and to use key phrases provided while answering the questions!

♕Graphic organizer provided.  I like to have the whole group complete this for each card, even if it is not their turn.  This way all students are held responsible and kept a part of the activity.  You can photocopy this double sided or you can laminate and use with a dry erase marker!  Students just love using them, so why not!

♕Review worksheet included.

You can access this activity in my TpT store by clicking HERE!

This activity has also been added to my money saving, GROWING bundle!!!

Top 10 Things SLPs Can Live Without Hearing!

As back to school season approaches (and arrives), I cannot help but hear some common comments from teacher friends.  So....I figured I would share them!

In NO particular order...

1.  "You don't see kids the first few days of school?  You are SO lucky!"  Yes.  I am lucky, I am lucky to have to schedule 60+ students, make all of the teachers I work with happy, please my administrators and not take kids during certain times, make sure I meet all IEP mandates, and attend ridiculous meetings.  I barely sit down, let alone breathe the first few days of school.  Trust me, I'd rather see kids.

2.  "What supplies do you need?  Don't you just need games?"  Yes, I have lots of games.  But I do need other things too!!  I need dry erase markers, Post Its, pencils, stickers, index cards, laminating paper, Velcro, binder rings, folders, notebooks, and crayons just to name a few.

3.  "You don't  have to do report cards, you are so lucky!"  No, instead I have to do IEP progress notes on 60+ kids, write progress reports and evaluation reports on all of them as well.  Trust me, I'd rather just do report cards 4x a year on 30 kids.

4.  "You only have 5 students, you are so lucky!"  Yes, I only have up to 5 students at a time, but they each have their own individual goals and needs and I need to find a way to target each one for each student.  I also have students with ADHD, Autism, and other disabilities which can impact their ability to attend, sit still, communicate with others, or even transition to and from the therapy room.

5.  "You only see kids for 30 minutes and then send them back, you are so lucky!"  Yes, I only have them for 30 minutes, but in that time I am responsible for making progress on their IEP goals and teach them how to carry it over so when they are with you in the classroom you see the progress as well.  Not easy, especially when you forget to send them to me on time.

6.  "You don't have to follow a curriculum, you are so lucky!"  No, I don't have a curriculum or a script to read from each day.  I have to come up with my own activities and materials to target the specific needs of each student.  This can  be different each year too!  Even though this is not my first year working in this school, with this population, with this age group, I still need to create new lessons and activities.  I have no curriculum map telling me which direction to go and what materials I should be using.  I have to make that judgement call on my own.

7.  "Why do you sign your name with CCC-SLP next to it?"  I worked hard for those credentials.  Do you expect your doctor to not sign his/her name with Dr. so and so?  I also have to show my credentials for medicaid billing and to prove to the state that a licensed professional is meeting the needs of that student's as per their IEP.  So let me brag for a bit, I worked hard for it.

8.  "You didn't pick up your student today.  Where were you?"  Yes, I was having a coffee break.  No, I was stuck in CSE meeting, probably dealing with a difficult parent, or fighting for services that a student deserves.  I did not plan to take that long, I would have gotten your student if I could, trust me.

9.  "You work on THAT?"  Yes, I work on listening comprehension and language.  That means yes, I do work on vocabulary, comprehension of passages, how to answer questions, and following directions.  I don't work on "reading" but I work on the same skills and strategies.  I don't work on "writing" but I do teach how to develop complete sentences, grammatical structures, and even how to narrate stories.

and last, but certainly not least...

10.  "That kid can talk, why does he go to speech?" or "I can hear all his sounds, why is he going to speech?"  Yes, you may call me the "speech teacher" (which BUGS me by the way!)  but I am a speech-LANGUAGE pathologist.  That means yes, I do work with articulation disorders but I also work on language, you know vocabulary, sentences, auditory comprehension, social skills, and more.  So just because a kid in your class is going to "speech" that doesn't mean that is the only thing I work on.  I do more than teach the /r/ sound all day!  Trust me, see the IEP goals I work with, I work on more, much more all day long!

I hope I have answered all of your questions, dear teacher colleague, now, let's work together to have a great school year!

Dear Summer 2015,

The new school year is around the corner (and for many of you around the country, it is already here).  Makes me reflect on the time that I had off and away from work.

Thank you summer for giving me time to spend with my daughter.  It was amazing being a part of her day, all day, every day.  I got to take her to classes, play all day, and go to the pool and beach with her.  I feel so fortunate to have this time to spend with her.  There are so many women that do not get a summer off to do this.

Thank you summer for giving me time to refresh and step away from the stresses of working in a school environment.  Let's be honest, working in a field with 90% women can be stressful and challenging.  It can also be stressful working with difficult parents or students.  I feel refreshed from time away and I got to reflect on past experiences and made some plans on how to change things for next year.

Thank you for the amazing weather.  I love flip flops.  I love spending time outside.  I love sunglasses.  I love the sun.  It did not rain that much this summer so I got to take full advantage of the nice weather all day every day.  Park, beach, walks on the boardwalk, wine tasting at the vineyards, pool, backyard BBQs, and so much more.  Loved every single second.

Thank you summer for giving me time to be creative and create more for my TpT store.  I loved that I was able to be productive and have time to do something that I love to do.  I had time to read TONS of tutorials and learn some new tricks and tips.  I gave makeovers to TONS of my old products.  I am so proud of what I accomplished.

Thank you summer for giving me time to organize my home and my life!  I got to go through my closets/drawers and refold and take clothes out that are older and I no longer wear.  I got to go through my daughter's closet and pack up her clothes that are too small.  I even got to start buying her fall wardrobe!  I organized my home filing cabinet.  I got to look a new cars.  I even got to plan and book a trip to ASHA 2015!

I have one more full week left and I am going to soak in all of the sun, fun, and time with my daughter I can! xoxo

Diary of an SLP Mommy: Being Amazed!

Have you been following my new blog series, diary of an SLP mommy?  It has been fun sharing with you my highs, my lows, my observations, and my thoughts as a bring a child into this world and watch her develop and grow!

Today's blog post is how I am often just AMAZED!  I love watching my daughter learn and develop new skills.  It is so fascinating to watch!  I know all mothers think this way, not just SLP moms but for some reason I feel like it is different for us.  We know so much!  We know what skills we want them to learn right away and what it might indicate if they do not develop them.  Yes, we will love our children unconditionally, but still.

I watch my daughter learn to love puzzles and books and babydolls.  It is so much fun to watch!  I love taking toys I know are great for eliciting language, and using them with my daughter.  I have been asked which books I love to use the most with my daughter.  Below are just some of my favorites.  I am always learning about new fun ones, but ones that are interactive, repetitive, and predictable are great.  I don't always read the words on the pages.  I like to simplify them and make it more sing-song.  It has been amazing to watch my daughter look at me in anticipation!

Below are some Amazon links of my favorite books:

I just smile when my daughter walks up to me with one of her books and has that look like she wants me to read to her.  I have a floor book holder so she can easily help herself to her books.  I have books in her bedroom, play area, and every room in my house!

Which books are your favorites?!  I would love to hear so I know which to add to our collection!!

Speech & Language Behavior Modification Visual!

Are you sick of stickers, tokens, or any other behavior modification system that takes of wall space?  Are you like me and have a teeny tiny therapy room?!  Do you have students that can benefit from a reward system that will reward/reinforce at the end of each therapy session?  Are you sick and tired of verbally reminding students of rules/expectations!? OK...keep reading because you are like me!!

I have a HUGE caseload and seeing students back to back.  I don't have time to tally, count, and distribute a "token" each session.  I did it for years, and my students would "steal" from others...yes!  Steal!!  I could not be in control of 60+ stickers/tokens/etc.  NO MORE!

I created a visual sign that I can hang in my therapy room.  I can clip it onto my dry erase board, or pin it onto my mini bulletin board.  (I have yet to set up my room so I don't know where exactly it is going, but it will be going in there!)

This visual has 2 signs - reward and reminder.  Just laminate and punch two holes on the top and bottom of both. Create a loop on the top to hang...I used fun ribbon I found at Michaels.  Then, I attached the two pieces using string I got at the dollar store.  I measure two pieces the same length, then inserted on piece into the holes on the top and bottom sign, then tied to create a loop.  I did that on the right and left sides.

Students are LOVING Emojis so I used fun smiley images of different colors.  I made large smileys to attach to the back of the student chairs in my therapy room.  Why the back?!  This way they don't touch and get distracted!

I have the same smileys in a smaller version to attach to clothes pins.  Then, when students enter the room, the seat they sit in represents their smiley for the day.  Start all students on the top sign since that represents appropriate behavior.  If they need a reminder, instead of constantly giving verbal cues/prompts/reminders, just move their clothes pin to the bottom sign.  As they improve, move them back.  At the end of the session, all students at the top sign can be rewarded whichever way you feel appropriate.  I provided 6 different choices in smiley face images!!!

You can access this visual system in my TpT store by clicking HERE!!

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