Remember poor Jack and Jill? What about the whimsical rhyme about the cat who played the fiddle and the cow who jumped into outer space? These nursery rhymes may seem like silly non-sense, but they actually serve a purpose.

Rhyming helps children notice the sounds that make up words (phonological awareness), which is important to reading acquisition. Because children with speech and/or language disorders are at a higher risk for reading problems, it is even more important that we make sure they are exposed to activities that promote sound awareness.

Do we really have time?
While we can’t possibly cover everything children need to learn during our sessions, we can make sure that they are at least exposed to some of them, including rhymes. Here are some ideas to make this happen…

Encourage caregivers to read nursery rhymes to their child. They can also sing or play songs that contain rhymes. Let them know that it isn’t just a silly activity, but serves a real purpose.

Use nursery rhymes in your sessions. Find rhymes that go with your goals and use them in your session. Sing the songs, say the rhymes, use felt storyboards, or act it out with puppets to make the stories come to life. Here are some examples…

If you are working on…You could use this rhyme.
Over…………Jack be Nimble
Up/down……Hickory Dickory Dock
Body parts…The Hokey Pokey
Weather…….It’s Raining It’s Pouring

For the words and origins of many common (and some not so common) nursery rhymes, visit
http://www.zelo.com/family/nursery/index.asp

Becky Wanca

Welcome autumn!  If you’re like me, you’re ready for some cooler weather and fun, fall activities.  I love to use the changing of seasons to introduce new vocabulary, games, and activities into my sessions.  It’s also a great time to reinforce previously learned skills from a different angle.  Try some of these apple activities or create some of your own.

Apple activities
Materials:  6 apples (2 each of red, yellow, and green), preferably in varying sizes

Matching – Have the children match the apples by color (then by size, if appropriate).

Comparatives – Pick 2-3 apples that are different enough in size and do receptive and expressive language tasks for big/little, big/bigger/biggest, and small/smaller/smallest.

Describing – Have the children describe the similarities and differences between the different types of apples.

Vocabulary/Parts of a whole – Discuss the parts of an apple, using the terms stem, skin, flesh, core, and seeds.  Cut an apple in half and show them the parts.
There are definitions for each of these parts at
http://www.manatee.k12.fl.us/sites/elementary/samoset/gr2appleparts.htm

and an illustration of an apple with the parts labeled at
http://www.manatee.k12.fl.us/sites/elementary/samoset/gr2applecutawaypopup.htm

Various speech and language skills – Print out this apple game board to use for a variety of skills.

To my friends in the Southern Hemisphere…I hope you are enjoying the beginning of spring.  You can use many of the ideas above using flowers instead of apples.  Silk flowers last longer and may be more consistent in size and color, but you can also just gather up a few from outside.

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Becky Wanca

Why are bubbles so great?

They’re cheap, fascinating, low-tech, and a wonderful therapy tool – a must have for Speech-language Pathologists working with young children.  The effect bubbles can have on a child is amazing!  By blowing bubbles, you can quickly gain and hold a child’s attention or calm a fussy child.  You can work on early words and concepts, practice turn taking, and work on things such as air flow and lip rounding – while having fun!  They are also very portable and can be used in any setting.

How do you use them for language therapy?

When working on requests for action, I use bubbles to teach the child to sign or say:  bubbles, blow, more, my turn, and all done.  I also use them to work on basic concepts such as up, down, big, little, wet, dry, and body parts.  For up and down, big and little, I model these by commenting on bubbles I’ve blown.  They can, however, become requests by the child on how to blow the next bubbles. 

For the concept of wet, we feel the table after blowing some bubbles on it, then wipe it off and feel “dry”.  Practicing body parts with bubbles begins with commenting on where the bubbles are landing (e.g., head, hand, finger, foot) and can become requests for where to blow bubbles.  Of course, be careful not to blow them in the child’s face.

Hints:

I recommend getting a no-spill bubble container so that you can hand the bubbles off to a young child without worrying about a big mess.  They are available for a few dollars at many stores and are refillable. 

If caregivers are present for therapy sessions, have them take turns with you.  This is an enjoyable activity that can easily be part of a home program.

Have fun!

Organization

When things are organized, you can find what you need quickly and know where things go once you’ve obtained them.  The same is true for linguistic organization.  Understanding how things go together allows us to better learn and recall new concepts and vocabulary words.  Knowing the names of categories can also increase our ability to describe.  For my clients with limited vocabularies, I work on categorization to help them see how things fit together and to give them a basis on which to build new concepts.

Step by step

Like with any new skill, it is important to progress in a sequential, step by step manner. Take the child from what he knows and build up to the next level.  You may want to first check if the child can already identify categories by skipping to step 3.  If he can do this, progress from there.  If not, begin at step 1.

The steps for teaching categories:
1. match
2. sort
3. identify (receptive)
4. name (expressive)

Use pictures of items that belong in various categories.  First, teach the child to match a picture to its group.  When that is achieved, give the child the stack of mixed up pictures and have him sort them into their categories.  After that, have him identify the categories as you name them.  Once receptive skills are mastered, teach the child to name the categories as you point to them.

Additional ideas

For a tougher task, remove the pictures.  Verbally give three items and have the child name the category, or give him the category and have him name items that belong in it. 

Group game- Give one student a secret category and have him name items in it.  The rest of the group then tries to guess the category.  For a bit more competition, play this with teams and points.

Free materials

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Making the cards

Grab some index cards and some stickers, making sure most of the stickers have an identical match.  Cut the index cards in half.  Place one sticker on each index card half.  It is helpful if the stickers are varied in theme and/or style (e.g., not all underwater animals). 

Using the cards

When working receptively with the cards, start with matching ones and ask, “Are these the same?”  If the child answers correctly, give positive feedback.  If the child answers incorrectly or not at all, model, “Yes, these are the same.” Then say what the pictures are while pointing to them.  For example, say, “Fish.  Fish.  They are the same.”  After a few matching pairs, hold up two cards that do not match and ask, “Are these the same?”  If the child answers incorrectly, model, “No.  These are not the same.”  Then you can label the pictures while pointing them and say something like, “Fish.  Car.  These are not the same.  These are different.” 

Once the child has the concept of “same” vs. “different” (or “not the same”), you can work on having the child expressively tell you if two pictures are the same or different.  Hold up two cards and give an open ended sentence such as, “These pictures are ___.”

After the child has mastered this concept, teaching other basic language concepts such as color, shape, size, or quantity will be much easier.