• You’ve Got This!

    What you are already doing at home is great

    for your child with speech and language IEP goals.

     

    Reading to your child

    It’s important for kids to practice reading on their own, but being read to is so great for kids in so many ways!

    1. They get to hear your great speech sound model and inflection.
    2. They get to hear good grammar.

    While there are a few books that include incorrect sentence structure, MOST are correct.

    1. They will learn about ‘story grammar’ which is the basic structure used to tell stories in written and verbal form.

    More on this later – it is super important!

    1. You are building vocabulary.

    Take a minute to talk about little things and activities you see in the illustrations – Have you seen anything like that? Do you know what it’s called?  Do you think you would like it?  Why/why not?

    These are just off the top of my head.  There are so many other benefits!  Check out this link to an article that lists even more.

     

    Cooking together:

    What a great way to practice:

    1. Following directions
    2. Build vocabulary

    Flour  Stir  Blend  Bake  Broil  Measure  Pour…

    1. Do some problem solving What would happen if we got the salt and sugar mixed up? What do you think will happen if we make small cookies and cook them as long as great big cookies?  Is it important to do the steps in order?  Why?
    2. Talk about multiple meaning words (one spelling, more than one meaning – blend, pitcher, spoon…), homophones (sound the same, but have different spellings and meanings – pear/pair, meat/meet, flour/flower…) for an exercise in flexible thinking.

    Again… there are so many more!

     

    Setting the table:

    1. Great for working on concepts like left and right side of the plate, including yourself when counting how many cups you need, problem solving what utensils are needed. My grandkids insisted that we needed spoons for spaghetti yesterday… ok… next time they may listen to me and my logic, but it was ok!  We had something to talk about before, during, and after lunch.
    2. Talk about choices: Why do you like that bowl?  Do we need small or large plates? 
    3. Ask and answer questions: Would you like a big or little spoon?  What do you like to put on your hamburger? 

     

    Looking at family photos or magazines:

    1. Talk about emotions and how we can guess how someone is feeling by looking at them – their eye brows, eyes, mouth, shoulders.
    2. Work on past tense verbs. What happened in that picture? What was Grandpa doing?
    3. Work on noun-verb agreement. The girls are kicking the ball and the boy is jumping. 
    4. Talk about where people are and how you can tell. It looks they are eating in a restaurant and not at home because there are menus on the table.

    Practicing reflective listening:

             This is when you try to understand what is being said and then say it back to the speaker to confirm.  It’s especially helpful with people who struggle with clear communication.  It’s easier to understand with examples:

    Child, “I ball sad lost ball sad…ball…”  Adult, “ohhh. You lost your ball and you’re sad?”  Kids know when you are saying, “OK, got it.” and you don’t understand.  If you can echo even one word to let them know you are really listening and trying to understand, it will go a long way. 

    For children that struggle saying sounds correctly, research shows that it’s a super helpful tool in helping them learn correct production.  For example:  Child, “I wan ta-i ti tootie!”  Adult, “Mmmm … a Chocolate Chip Cookie… yum! I think I want one too!

                I wouldn’t advise doing it for every utterance – it would be exhausting!  But for something that a child is really trying to communicate, especially with a lot of emotion… Give it a whirl!

     

     

    I will keep adding to this list – there are really so many more everyday activities that you are already doing that are helping your child.

     

    You are awesome!  Keep up the good work!