Showing posts with label Great Books SLPs Will Love. Show all posts
Showing posts with label Great Books SLPs Will Love. Show all posts

Great Books SLPs will Love to Read: Therapy Tips for Any Book

There are so many great books! How does an SLP choose? When you are at the beginning of your SLP journey, it is probably easiest to build up your book stash one book at a time. Why?

Build Your Skills for Adapting Materials
It isn’t just a matter of buying the books, it is also learning how to adapt materials to meet varied needs and come up with associated materials. 

Tips for how to build your skills for mixed groups using books in speech therapy from Looks Like Language.
Read the book first and challenge yourself

How many different goals that you are currently working on can be elicited while reading the book?  Write a sticky note for each of these and place them in the correct spot in the book.

Provide Repetition for Student Learning
What follow up activity will you do after the book that elicits the same vocabulary and goals you just addressed? This is important! All of your students need additional practice during the session to solidify the growth.

Current practice says that students with articulation goals should make 100 productions during the session. This can be done with any book theme by making a light photocopy of one of the illustrations and having the students daub or color in small circles for each production. 

Just print this free dauber page on clear plastic and then use it as an overlay on the book illustration. 

It is easy to make a dauber page from the book's illustration! Get the free download.
Voila! A book themed dauber page that can also be used for grammar, vocabulary, and WH? Practice, to name a few.

Use the book for a week as research shows that children retain vocabulary better through repeated readings. Plus, kids love to re-read favorite books and we are only using great books!

How to Use One Book for a Week
First reading:
👀 Explain vocabulary in context as you read.
👀 Make inferences from the illustrations.
👀 Make predictions about what will happen next.
👀 Discuss the characters’ emotions.
👀 Summarize the beginning, middle, and end.

Post reading:
👀 Collect additional data while filling out an organizer related to the goals. Students can write, draw, or discuss it together while you fill it out from their responses.
👀 Check story comprehension during a quick drill activity, an open-ended game, or craft activity based on the sticky notes you wrote for each goal.

Second + readings:

Students answer questions related to the post-it notes you took data on during the previous session to check their retention rate before reading.
Have students summarize what they remember of the plot. This is great for quick language samples, too!

Re-read the story:
👀 Answer WH? for each page, noticing details in the illustrations that support the text.
👀 Use a look back strategy when students are not able to answer the question, modeling how to look for the pictures or skim for the words to be able to find out the answers by themselves. Don’t just say the correct answer and move on!

Individualize by the questions you ask.
Vocabulary: What does ‘this word’ mean? Find the __.
Articulation: What is this? What word means __? Say it 5 times.
Sentences: Tell me what happened. What will happen next?
Social skills: How does the character feel?  What could the character be thinking in this picture? Do character1 and character 2 feel/see this the same way? 

Post reading:
Concentrate more on how well students are able to express the ideas from the book based on their specific goals. Use a different follow-up activity than you did in the previous session.

Additional ideas include:
👀 Have students take turns telling the story while drawing a picture for their part.
👀 Watch a YouTube video of the book with the sound off to retell the plot.
👀 Have the students role-play the parts of the different characters to see which of the targets are spontaneously used.

Get a free download and lots of tips for using books in speech therapy!

But what about students with limited literacy skills or other needs?

These students function at varying levels, so you need to individualize to their current needs, not the disability.

Nonverbal students may have appropriate literacy skills, but still need to be able to communicate during the book discussions. This involves programming their AAC device to be able to communicate about books in general. Their devices should only include vocabulary they will want to use again.

Symbol communication boards are best for vocabulary and concepts specific to one book. While they do take time to make, they are part of your materials to support each book and can be re-used, so it is worth your time.  These boards are also helpful for verbal, language limited students to expand their communication skills, too.

Students with limited reading skills can still increase their reading and verbal comprehension when stories are read to them. As they grow older, it is a good idea to support more independent reading skills. For example, you can read online using various dictation and text to speech options.

Students with very limited literacy skills may need to use adapted books, where the words are supported by visual symbols and the text may be shortened. Simple repetitive refrain books are great to do this with, whether you are using trade picture books or creating your own.

 What is your best tip for using great books in therapy?

Great Books SLPs will Love to Read: Leonardo the Terrible Monster

 Mo Willems writes amazing books, and Leonardo the Terrible Monsteris no exception! On the surface, the story is about a monster who is different. He doesn’t do what is expected and scare people.

Ideas for how to use 'Leonardo the Terrible Monster' in speech therapy.
How to Use this Book?

     📒 Discuss what is expected of monsters (scaring people) and why Leonardo was different.
     📒 What did Sam do when Leonardo tried to scare him?
     📒 What did Leonardo think happened? Was his perspective correct?
     📒 What did Sam say he was crying about?

Answering How & Why Questions
📘 Why was Tony scary?
📘 Why was Eleanor scary?
📘 Why was Hector scary?
📘 How did Leonardo try to scare Sam?
📘 Why did Leonardo think he succeeded in scaring Sam?
📘 How did Leonardo decide to change?
📘 Was this a change for the better or a change for the worse? Why?

Mo Willems writes great books that SLPs will love to read!

📕 Retell the story with a beginning, middle and end.
📕 Summarize a whole page of Sam’s complaints in one sentence.

Looking for a fun, no prep, no print follow-up activity?


Related Posts Plugin for WordPress, Blogger...