junior high & high school for language & articulation and high school homework.pdf ·...

Junior High & High School

for Language & Articulation

*Includes articulation score card to help you explain to students and parents what level they should be practicing* In my book, it doesn’t count as practice if you are not working at your current level ;)

Word level = 1 word repetitions (practice your target word 5 times before going to the next target word). Phrase level = 2-3 words. Phrases do not have to include verbs. (Make up 2-3 word phrases that include your target word. Say each phrase 5 times). Sentence level = A complete thought with a subject and verb. (Make up sentences that include your target words. Say each sentence 5 times).

By: Autumn Bryant, M.A., CCC-SLP/L Autumn Bryant – Speech Language Investigator, ! 2013 http://www.teacherspayteachers.com/Store/Autumn-Bryant

30 Final /s/ probes

Task Circle Appropriate Level(s) for Practice 1 – 5 words that rhyme with “ace.” Say them 5 times each at the following level: Word Phrase Sentence _______ 2 - 5 words that rhyme with “ice.” Say them 5 times each at the following level: Word Phrase Sentence _______ 3 – 5 words that end with –ouse. Say them 5 times each at the following level: Word Phrase Sentence _______ 4 – 5 words that rhyme with “us.” Say them 5 times each at the following level: Word Phrase Sentence _______ 5 – 5 words that rhyme with “hiss.” Say them 5 times each at the following level: Word Phrase Sentence _______ 6 – 5 words that rhyme with “peace.” Say them 5 times each at the following level: Word Phrase Sentence _______ 7 – 5 words that rhyme with “goose.” Say them 5 times each at the following level: Word Phrase Sentence _______ 8 – 5 words that end with –ous. Say them 5 times each at the following level: Word Phrase Sentence _______ 9 – 5 more words that end with –ous. Say them 5 times each at the following level: Word Phrase Sentence _______ 10 – 5 words that end with –ess. Say them 5 times each at the following level: Word Phrase Sentence _______ 11 – 5 words that end with – ce. Say them 5 times each at the following level: Word Phrase Sentence _______ 12 – 5 more words that end with –ce. Say them 5 times each at the following level: Word Phrase Sentence _______ 13 – 5 words that end with –se. Say them 5 times each at the following level: Word Phrase Sentence _______ 14 – 5 more words that end with –se. Say them 5 times each at the following level: Word Phrase Sentence _______ 15 – 5 words that rhyme with “apps.” Say them 5 times each at the following level: Word Phrase Sentence _______ 16 – 5 words that rhyme with “hats.” Say them 5 times each at the following level: Word Phrase Sentence _______ 17 – 5 words that end with “x.” Say them 5 times each at the following level: Word Phrase Sentence _______ 18 – 5 more words that end with “x.” Say them 5 times each at the following level: Word Phrase Sentence _______ 19 – 5 words that end with -cks. Say them 5 times each at the following level: Word Phrase Sentence _______ 20 – 5 more words that end with -cks. Say them 5 times each at the following level: Word Phrase Sentence _______ 21 – 5 words that end with -nce. Say them 5 times each at the following level: Word Phrase Sentence _______ 22 – 5 words that end with -nse. Say them 5 times each at the following level: Word Phrase Sentence _______ 23 – 5 names that end with an /s/ sound. Say them 5 times each at the following level: Word Phrase Sentence _______ 24 – 5 words that rhyme with “boss.” Say them 5 times each at the following level: Word Phrase Sentence _______ 25 – 5 things you like that end with an /s/ sound. Say them 5 times each at the following level: Word Phrase Sentence _______ 26 – 5 words that end with -urse. Say them 5 times each at the following level: Word Phrase Sentence _______ 27 – 5 words that that rhyme with “pass.” Say them 5 times each at the following level: Word Phrase Sentence _______ 28 – 5 words that end with -oughs. Say them 5 times each at the following level: Word Phrase Sentence _______ 29 – 5 words that end with -ikes. Say them 5 times each at the following level: Word Phrase Sentence _______ 30 – 5 words that end with -eaks. Say them 5 times each at the following level: Word Phrase Sentence _______ Autumn Bryant – Speech Language Investigator, ! 2013 http://www.teacherspayteachers.com/Store/Autumn-Bryant

30 Final /z/ probes

Task Circle Appropriate Level(s) for Practice 1 – 5 words that rhyme with “ease.” Say them 5 times each at the following level: Word Phrase Sentence _______ 2 – 5 words that rhyme with “ooze.” Say them 5 times each at the following level: Word Phrase Sentence _______ 3 – 5 words that rhyme with “bows.” Say them 5 times each at the following level: Word Phrase Sentence _______ 4 – 5 words that rhyme with “is.” Say them 5 times each at the following level: Word Phrase Sentence _______ 5 – 5 words that rhyme with “ways.” Say them 5 times each at the following level: Word Phrase Sentence _______ 6 – 5 words that rhyme with “eyes.” Say them 5 times each at the following level: Word Phrase Sentence _______ 7 – 5 words that rhyme with “balls.” Say them 5 times each at the following level: Word Phrase Sentence _______ 8 – 5 words that rhyme with “fuzz.” Say them 5 times each at the following level: Word Phrase Sentence _______ 9 – 5 words that end with –ds. Say them 5 times each at the following level: Word Phrase Sentence _______ 10 – 5 words that end with –bs. Say them 5 times each at the following level: Word Phrase Sentence _______ 11 – 5 words that end with –gs. Say them 5 times each at the following level: Word Phrase Sentence _______ 12 – 5 words that end with –vs. Say them 5 times each at the following level: Word Phrase Sentence _______ 13 – 5 words that end with –ges (pronounced “jez”). Say them 5 times ea. at the following level: Word Phrase Sentence _______ 14 – 5 words that end with –ms. Say them 5 times each at the following level: Word Phrase Sentence _______ 15 – 5 words that end with –ns. Say them 5 times each at the following level: Word Phrase Sentence _______ 16 – 5 words that end with –ches. Say them 5 times each at the following level: Word Phrase Sentence _______ 17 – 5 words that end with –ies. Say them 5 times each at the following level: Word Phrase Sentence _______ 18 – 5 more words that rhyme with “ease.” Say them 5 times each at the following level: Word Phrase Sentence _______ 19 – 5 words that rhyme with “tools.” Say them 5 times each at the following level: Word Phrase Sentence _______ 20 – 5 words that rhyme with “doors.” Say them 5 times each at the following level: Word Phrase Sentence _______ 21 – 5 words that rhyme with “ears.” Say them 5 times each at the following level: Word Phrase Sentence _______ 22 – 5 words that rhyme with “airs.” Say them 5 times each at the following level: Word Phrase Sentence _______ 23 – 5 words that rhyme with “mars.” Say them 5 times each at the following level: Word Phrase Sentence _______ 24 – 5 words that end with -sses. Say them 5 times each at the following level: Word Phrase Sentence _______ 25 – 5 words that rhyme with “girls.” Say them 5 times each at the following level: Word Phrase Sentence _______ 26 – 5 words that rhyme with “boys.” Say them 5 times each at the following level: Word Phrase Sentence _______ 27 – 5 words that end with –ise. Say them 5 times each at the following level: Word Phrase Sentence _______ 28 – 5 words that rhyme with “hands.” Say them 5 times each at the following level: Word Phrase Sentence _______ 29 – 5 words that rhyme with “sells” or “sales.” Say them 5 times each at the following level: Word Phrase Sentence _______ 30 – 5 words that end with –ines. Say them 5 times each at the following level: Word Phrase Sentence _______ Autumn Bryant – Speech Language Investigator, ! 2013 http://www.teacherspayteachers.com/Store/Autumn-Bryant

Rhyme-Finder Autumn Bryant ! 2013

B D K F G H J L

M N P

Qu R S T V W Y Z

Th Ch Sh St Tr Br Fr Gr Sl Kr Bl Dr Pr Kl


B D K F G H J L

M N P

Qu R S T V W Y Z



B D K F G H J L

M N P

Qu R S T V W Y Z



B D K F G H J L

M N P

Qu R S T V W Y Z


Practice with word-final speech sounds – “Rhyme-Finder” Bookmarks

Numi-Finder Autumn Bryant ! 2013

Ambi Bi

Cent Deca Deci

Demi Di

Duo Equ

Extra Hemi Hepta

Sept(i) Octa

Nona Hexa Holo Kilo

Mega Mili Mon

Mono Multi

Pan Penta Poly Prim

Second Semi

Sex(ti) Terti

Tri Uni

Prefix-Finder Autumn Bryant ! 2013

A Anti

Be Com

Contra Counter

De En

Em Ex

Extra Fore

In Im

Il Ir

Inter Mid

Mis Non

Over Post Pre Pro Re

Semi Sub

Super Syn

Trans Ultra

Un Under

Root-Finder Autumn Bryant ! 2013

cap(t) dic(t) duc(e) duc(t) fact geo graph gress ject lect leg mar meter mob mut nym path ped pend port scend scent sec(t) sens serv simil spec(t) spir(e) ten vac voc vene vent

Suffix-Finder Autumn Bryant ! 2013

able ade ance ant al ate ial ed en er est ful ic ing ion tion ation ition ity ty ive ative itive less ly ment ness ous eous ious s es y

Practice with word-initial, medial & final speech sounds – Finder Bookmarks

Name:_Sample Student____________________

POSITION INITIAL MEDIAL FINALLEVELisolation /s/

syllable /sa/, /se/,/so/, /si/…

/esa/, /osa/,/eso/, /isee/

/oos/, /aas/, /us/, /ees/…

word Sunday, soda seven, Santa

Mister, boxer, mask, facing

house, cats,remotes

phrase Seven cans,Sunday night

Mister Doe,Hulk mask

large house,fuzzy cats

sentence I have seven cans.

Mister Doe is my teacher.

He lives in a large house.

paragraph The little mermaid lived under the sea. She wanted to live on land. So she asked a witch to trade her voice for legs.

The little mermaid lived under the sea. She wanted to live on land. So she asked a witch to trade her voice for legs.

The little mermaid lived under the sea. She wanted to live on land. So she asked a witch to trade her voice for legs.

reading texts (a few paragraphs)

(a few paragraphs)

(a few paragraphs)

structured speech (Retelling a story that someone else told them, OR…

Describing a picture, OR…

Explaining the steps to complete a task)

conversation (Talking about whatever…

topic happens to come up…

while using the sound correctly)

carryover (Engaging in… conversationsoutside of…

the therapy room)

TARGET SOUND: ___S____

*Write date level completed (80% accuracy or higher) in the appropriate cell and have your student check off that

level.

Name:_____________________

POSITION INITIAL MEDIAL FINALLEVELisolation !1/3/13syllable !1/7/13 !1/9/13 !1/7/13word !1/30/13phrase !2/14/13sentence !3/8/13paragraphreading textsstructured speechconversationcarryover

EXAMPLES

TARGET SOUND:

___S____


level.

Name:_____________________

POSITION INITIAL MEDIAL FINALLEVELisolationsyllablewordphrasesentenceparagraphreading textsstructured speechconversationcarryover

EXAMPLES

TARGET SOUND:

_______


level.

Rhyme-Finder, Prefix-Finder, Root-Finder, & Suffix-Finder Bookmarks Print (preferably on cardstock), laminate and cut out. Rhyme-Finder Bookmark Instructions: Write down the word you want rhyme on a separate sheet of paper. If the word begins with a consonant (or consonant cluster), place the “Rhyme-Finder” bookmark over the first letter(s) of the word. For example, if your word is drum, place the ruler on top of the “dr.” If your word is dad, place your bookmark on top of the “d.” If the word begins with a vowel, place the “Rhyme-finder” bookmark in front of the first letter of the word. For example if your word is east, place the ruler in front of the “e.” Then, slide the bookmark to different letters and say the words that are formed by the consonant on the bookmark being added to the ending sounds of the words you wrote down. Use this tool to target speech sounds in the word final position. Then have students practice at their articulation levels (i.e., word, phrase, sentence). Prefix-Finder, Root-Finder, & Suffix-Finder Bookmark Instructions: Write down a word or root or use the root finder bookmark. Place your pre-fix finder bookmark in front of the word/root or place your suffix finder behind the word/root. Then slide the bookmarks to different prefixes or suffixes to find additional words that have the same root! Use these tools to target word initial, medial, or final speech sounds. Then have students practice at their articulation levels (i.e., word, phrase, sentence). Numi-Finder Bookmark Instructions: Write down a word that starts with one of the numeric prefixes listed on the numi-finder bookmark. Place the bookmark over that entire prefix. Slide the bookmark up and down to find other words that have the same ending but start with different numeric prefixes (e.g,, bicycle, tricycle, unicycle). Autumn Bryant – Speech Language Investigator, ! 2013 http://www.teacherspayteachers.com/Store/Autumn-Bryant

Name:________________________

Summer Speech/Language Homework

JUNE

Week 1: Listening Comprehension - Watch a sitcom with your parents each day. Parents, as you

are watching, continuously explain what you are seeing, how you think the characters feel about the situations they are in, and what you think will happen next. This will show your son/daughter your thought process as you take in information from the show (as we do from books or lectures).

Date completed X Parent’s Signature

Week 2: Vocabulary - Read a magazine article, internet article, or pages from a

book each day. Write down 3 words you don’t know how to pronounce. Write down 3 words you don’t know the meaning of. Ask your parents about the pronunciation and meaning of each of these words.


Week 3: Categorization - Play a game of beat the clock. With your parents, choose 10

categories (e.g., vehicles, furniture, restaurants, etc.). Set a timer for 1 minute and write down as many items in that category as you can before the buzzer goes off. Who will have more items in their category, you or your parents?


Week 4: Multiple meaning words - Read 1 page from newspaper or magazine that you own.

Circle all of the words that could mean two or more things. Have your parents look it over to see if they can find any additional words. Discuss the meanings. Can you think of a sentence that would be confusing if someone was thinking of the words’ other meanings? For example:

“There are two days in which I’ll be out of town” “Their R too daze witch aisle bee out of town”


Summer Speech/Language Homework Autumn Bryant, M.A., CCC-SLP/L, © 2013

http://www.teacherspayteachers.com/Store/Autumn-Bryant

JULY

Week 1: Descriptive language - Play I-spy in various locations with your parents or siblings.

Pick out an item that you can see but don’t tell anyone what it is. Then say, “I spy something….” and describe the item to your family. See how fast they can guess what you are talking about. The better your description, the faster they can guess! Try to get faster and faster. Remember, when describing nouns, it is best to start with category the item belongs to and then tell some other details about it. For example,

Me: I spy something that’s an appliance. It keeps things cold. Family: Refrigerator!


Week 2: Listening Comprehension – take II - Watch a sitcom with your parents each day. This time, you

be the narrator. Describe what you see the characters doing, how you think they are feeling, and what you think will happen next. Ask your parents if they agree with your predictions of what will happen next, or if they have other ideas!


Week 3: Vocabulary – part II - On the first day of the week, read a magazine article, internet

article, or pages from a book. Write down 5 words you don’t know the meanings for. Ask your parents the meanings of these words. Then, ask your parents to use these words when they are speaking all week! I wonder how many times they will say them. I wonder if you will hear other people using these words too ;)


Week 4: Parts of Speech - Make your own mad libs! Pick 1 or 2 paragraphs from a

story. Pick out 8 words from the story to take out. Write them down and number them in the order they appeared in the story. Then identify what part of speech they are (nouns: person/place/thing, verbs: action words, adjectives: words that describe a person place or thing, adverbs: words that describe an action word). Finally, ask your parents/siblings/friends, to give you a word representing each of those parts of speech. Now read the story aloud to them using the words they chose in place of the words that you took out of the story. HaHa, this should be funny!


Autumn Bryant, M.A., CCC-SLP/L, © 2013

http://www.teacherspayteachers.com/Store/Autumn-Bryant

AUGUST

Week 1: Listening for figurative language - Figurative language happens when we use words or phrases

to exaggerate the meaning of their literal definitions (as in idioms like “It’s raining cats and dogs” or in similes and metaphors like “He is as slow as a turtle”). For 30 minutes of conversation, reading, or TV, write down how many examples of figurative language you found. Was it more than 5?


Week 2: Express yourself - Tell your parents about something you did over the summer

on your own or with friends. Have your parents try to draw the scene you are describing to them. The drawing skills don’t matter, but did they include everything they should have? Keep telling them more details until the scene looks like what you remember.


Week 3: Predictions - Watch a sitcom with your parents each day. Make at least 4

predictions during the show. Explain to each other why you think each prediction is likely to happen next. Then keep watching and see if your prediction was correct. Whose guesses came true more often, yours or your parents?


Week 4: Recall - Build your memory skills in preparation for the school year.

Play the recall game in which each person takes a turn saying what item they will bring. List the items in alphabetical order. Start with the phrase, “I am going to ___th grade, and I am going to bring…” The first person adds an item that starts with an “A,” the second person says the same phrase and item and then adds something that starts with letter “B,” the third person says both the A and B items and adds one that starts with “C,” etc. Keep taking turns until you’ve gone through all 26 letters! For example:

Mom: I am going to 8th grade and I am going to bring an abacus. Dad: I am going to 8th grade and I am going to bring an abacus and a book bag. You: I am going to 8th grade and I am going to bring abacus, a book bag, and a calculator. Mom: I am going to 8th grade and I am going to bring an abacus, a book bag, a calculator, and donuts…


Autumn Bryant, M.A., CCC-SLP/L, © 2013 http://www.teacherspayteachers.com/Store/Autumn-Bryant

Autumn Bryant Speech Language Investigator

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H o t P r o d u c t s

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junior high & high school for language & articulation and high school homework.pdf ·...

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