![]() ![]() Students enjoy these activities while still knowing that they are learning. I designed my speech club curriculum to entail daily word games that also work on articulation sounds. Win! My lesson plans always include crafts to do with students, in addition to the plethora of crafts you can find on Pinterest (please follow me here for tons of organized pins and ideas!). Crafts are also perfect for taking home and re-explaining the entire process again and again. They work on so many direction-following skills in addition to providing hands-on experiences. Use crafts to engage speech and language.Sometimes, I make my students get out of their chairs to demonstrate a new vocabulary word that we are working on, or to act out a scene for a story. Use ridiculous mad libs, puppets, acting, or jokes to lighten the mood while remaining true to the speech goals. There is nothing like making students laugh to make speech enjoyable. How can we make speech enjoyable and still accomplish our goals? Here are some ideas: *If you know me in real life, please do not let the rest of the world know the extent to which I exaggerate my character traits. In none of these scenarios is speech equivalent to a game room. For all of my students, I hope that my caring, fantastic personality* will make students feel special. For my students that will likely be in speech for many years, I hope they think of speech as a safe learning space. For my articulation students that could graduate in a few years, I hope they will see graduating from speech as a great accomplishment and not a punishment. But I do not want them to think that speech is just where we have fun and play games. I hope that they will tell their parents and teachers that they enjoy speech time. I want students to like coming to speech. Today, my students don’t even realize that I have a treasure trove of games next to my desk collecting dust. Although my students that year continued to beg for their favorites, by the next year the games had been mostly forgotten. ![]() I found a cabinet with closing doors, put half my games into it and gave away the other half. I accomplished less than ten trials/data points during the entire session. My students had spent five minutes negotiating whether or not they should play “Candyland” or “Sequence” then five additional minutes deciding who was going to be “red” then three minutes deciding who would be going first. The next player has to come up with the same for the next letter: "I went to Alaska and brought an ax, an atlas, and an anteater." "I went to Boston, and I brought books, bottles, and band-aids." "I went to Cancun, and I brought carrots, cupcakes, and cola.Several years ago, I decided that I had had enough. To focus on the alphabet, change the destination each round and come up with a place and three items that start with the same letter.To focus on articulation, pick a sound to target and then make the destination and every one of the added items all start with that sound: "I went to the supermarket, and I bought soda, celery, sandwiches, steak, strawberries.To focus on phonics, have the destination and all of the added items start with the same sound: "I went to Kansas, and I brought candy, Christmas cards, kittens, catalogs.To focus on memory, have the child recite the long string of items while you provide the next selection. ![]()
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