sh home packet… · jenna rayburn, ma, ccc-slp jenna rayburn kirk, m.a. ccc-slp home packet....

CARRYOVER

Jenna Rayburn, MA, CCC-SLPJenna Rayburn Kirk, M.A. CCC-SLP

Home Packet

Author

TERMS OF USE: : Copyright ©2019, Jenna Rayburn, MA, CCC-SLP, Speech Room News, LLCwww.TheSpeechRoomNews.com

Copyright remains with Jenna Rayburn and Speech Room News, LLC. Purchaser of this product has purchased ONE LICENSE to utilize this item with the purchaser’s classroom/caseload. You may make copies of this resource as needed to meet the needs of your own caseload/classroom. This item is bound by copyright laws . You may not edit, redistribute, sell, or post this item online or in another location. Expressed written permission is required to share, edit, or post this item. Violators of copyright are subject to the penalties of the Digital Millennium Copyright Act.

Copyright FAQThere are 3 SLPs in my building. Can we share one download?

You can share one download as long as you purchase two additional licenses from my store. Go to ”My Purchases” and select ”purchase additional licenses”.

The item was free. Can I post it on my school website for homework? No, you may not post the item or part of the item for download online. This applies to both free and paid items.

My district SLPs post resources in a shared Google Drive account. Is this allowed to go there?No. It is a copyright violation to share the download through an online server. If you want to share the resource as a recommendation, share a link to the download.

Can I make copies and send this resource home with my students?Yes! You may make as many copies for your caseload/classroom as needed.

I purchased an RtI packet. Can I share it with all the teachers in my school?Yes! The RtI packets are okay to share with other staff in your building. If there are multiple SLPs, please purchase an additional license for each SLP.

I love this resource! Can I share about it on my website?Yes! You can post the cover image and direct link to ShopSpeechRoomNews.com on your website. I’d love to know if you post, so email me [email protected].

I’m still not sure how I can use this resource. Who can I ask?Email me [email protected]

Thank you for your purchase!

Jenna

Graphics &Fonts from:

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Carryover Home Packet Therapist Instructions

This packet was created to be sent home to a family for practice of a single sound. The packet can be used as an intervention, as homework, or given after dismissal for extra practice. Please include or exclude whichever pages you wish.

Page 4 is a tracking page to create a list of home packets you have sent. Pages 5-23 are the parent packet.

The packet includes: • Cover• Parent Letter (editable)• Quick guide to therapy• Self-monitoring / tracking page• All about “sh” info page• General intervention strategies for articulation• Parent script and student activity sheet• Flashcards (8 initial, 8 medial, 8 final)• Carryover strategies for conversational speech practice• Worksheets for practice (8 included)

Student Home PacketClinician Tracking Page

Student Teacher Sound Packet

Sent

Date Sent Follow Up(s)

© 2019, Speech Room News, LLC

Created by Jenna Rayburn Kirk, MA, CCC-SLP

Home Packet

TheSpeechRoomNews.com

Quick Guide to Speech Sound Disorders

ArticulationSpeech sound errors

(substitutions or distortions) on specific sounds. Most common for elementary-aged

students.

PhonologySound error patterns that children use to

simplify speech. Most common for preschool-

aged students.

ApraxiaSpeech sound errors

caused by neurological motor planning

disorder. Less common disorder.


sylla

ble

s

isola

tion

word

s

sente

nce

s

phra

ses

readin

g

conve

rsati

on

Speech sounds are taught in a specific hierarchy based on difficulty. First, soundsare taught in isolation, then words, and phrases. The highest level of production isspontaneous conversation. Once a student can do this, we consider their carryoverof the sound mastered.

c – a - t

When we target speech sounds, we need to work on the sounds in the beginning,middle, and end of words. Sometimes we use a visual like three blocks on the tableor a train to understand the different parts of a word.

Self-Monitoring Check In


Date Targeted Practice %accuracyExample:1/5/19 SH initialposition 20%correct

Speech Room News

I can say my “sh” sound.

All about “sh”Verbal cues: Voice offLong sound

Name it: Quiet SoundBaby Sound

Tips: Sometimes kids can make this sound in isolation if you cue them to make the quiet sound with their finger up to his/her lips. If not, cue him/her to keep the teeth together and push out the lips. Blow ”fat” air out as opposed to “skinny” air like /s/.


©Speech Room News

SH

General Intervention Strategies for Articulation

• Use auditory bombardment for targeted sounds. (You read a list of words or book with the sound in

it lots of times to draw attention to the sound.)

• Modeling with slow, clear speech

• Direct instruction of phonetic placement cues (showing the child where to put his tongue, lips, jaw,

etc.) or shaping cues (showing him how to move from a sound he can say to the target sound)

• Specific direct feedback (I see your tongue is up. Your lips are rounded.)

• Repeated practice (Daily for a short period of time.)

• Visual feedback (mirror – try practicing when you brush teeth)

• Tactile Prompts (arm slide, touching neck, etc.)

• Name the sound instead of calling it by an associated letter. (Call i t a snake sound instead of the “s”

sound.)

• Facili tating Contexts (Choose words that don’t have contrasting sounds. For example, if the child says

“t” for “c”, don’t give him the word “cat” to practice.)

• Record and play back to let student hear themselves. (Use tablet or phone.)

• Avoid frustration. Make activities fun and keep practicing in short bursts. Don’t practice too long,

especially if he/she isn’t producing it correctly.


SH Sound Parent Script

Today we’re going to practice this sound: ‘sh’-like the quiet sound. Let’s call it our quiet sound. Watch my mouth and say “sh”.

To say my quiet sound, I push my lips out a little bit. I keep my tongue right behind my front teeth in the middle so it doesn’t touch anything. Watch me. “sh”. Now you try it.

Good trying. I see your lips are (out/in). Keep your lips pushed out. Try again. Look in the mirror this time. Push your lips out.

Now put your finger on each baby and say “sh”. Good work. Now try it again!

(Second strategy if needed).

Your sound and my sound are different. Let’s try another sound. Say /s/. This time, while you hold out the /s/ sound, push your lips forward until they pucker. This will change your sound to “sh”.

© 2016, Speech Room News

SH SoundStudent Worksheet

© 2016, Speech Room News


Ideas to Use Articulation Cards

• Print two copies and play Memory or Go Fish. • Hide the cards in your house and do a scavenger hunt. Turn off the

lights and add a flashlight for extra fun! • Pull the cards out of a sensory bin (beans, sand, etc.) and practice.• Tape them on your mirror and practice before/after brushing teeth. • Car hunt: Pick a card and talk about it. Look for that thing when

you’re in the car. Who can be the first to find it?

Carryover Strategies for Conversational Speech


Once your child can say his/her sound in isolation, words, and sentences, you can start working on conversational speech. The following list includes ideas for carryover. It’s a hard habit to change and self-monitoring for incorrect productions can be especially hard for children.

• Pick a special word (with the speech sound included) for dinner and see who in the family can incorporate it the most in conversation. Winner gets dessert!

• Read a recipe and help bake something! Watch for your sounds. • Play with Play-Doh and make some shapes that include your sounds. • Make a collage from pictures that have your sounds. • Draw your words with chalk on the sidewalk. Talk about it! • Narrate a wordless picture book or just make up the story for any

picture book. • Look at family pictures and talk about who’s in the photos and what

they are doing. • Put on a play for your family members and pick character names or

settings with your speech sound. • Play “I Spy” on a road trip and hunt for your sounds. • Tell some jokes! • Find a person with a name that has the targeted speech sound and

have a conversation about him/her!• If your child can read, print an interesting article and highlight all the

words that have his/her sound.

BUILD & SAY SHsh

ower

shar

k

shoe

s

shee

p

shel

l

brus

h

blus

h

fish

tras

h

eyel

ash

©2019 Speech Room News

Spin AND

Smash“SH”

www.TheSpeechRoomNews.comTarget Words: shell, ship, shark, sheep, shovel, shadow

initial

Use a paperclip to make a spinner. Roll a small dough ball

and cover the picture you spin. After you cover all the

pictures, smash the dough balls with your fist.

Spin AND

Smash

www.TheSpeechRoomNews.comTarget Words: fish, cash, splash, trash, polish, eyelash

“SH”

final

Use a paperclip to make a spinner. Roll a small dough ball

and cover the picture you spin. After you cover all the

pictures, smash the dough balls with your fist.

sh home packet… · jenna rayburn, ma, ccc-slp jenna rayburn kirk, m.a. ccc-slp home packet....

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