This Week's Strategies

Using Context Cues, Forming Sentences, and Questioning

This week many of the speech and language groups at Prairieview reviewed target vocabulary from a story they had read. They used context cues to infer meaning of unfamiliar verbs and adverbs and then made up their own sentences with the new vocabulary. Mrs. DeYoung gave examples to help students think of original sentences. For homework the children will be thinking of other descriptive words to use to write scary stories.

Students at Lakeview continued to practice the questioning strategy while reading from a novel. They thought of questions to anticipate characters' feelings and predict events. The sixth and seventh graders were encouraged to think about themes in the story as well as the plot. An author may use a narrative to teach a lesson while telling the story.

This Week's Strategy

Asking Questions



This week Mrs. DeYoung's language groups have focused on asking questions while they read to check comprehension. We read a ghost story and used the questioning strategy to predict outcomes and learn meanings of unfamiliar words. Students practicing articulation skills read orally to self-monitor their speech. Many of the students received a word search to review new vocabulary from the story. Next week we will review the vocabulary and brainstorm other descriptive words to write scary sentences.

This Week's Language Strategy

Paraphrasing

This week students in language groups have been practicing paraphrasing as a strategy to check comprehension. When we paraphrase we retell the story or information in our own words. It is a great way to make sure that we remember what we read or understand directions. When students aren't able to recall information, they can reread or ask the teacher to repeat what was said. Speech/language groups have been challenged to paraphrase silly directions or explain social studies text in their own words. Try it at home!

Oral Motor Activities for Tongue Movement

1. Bite on a toothbrush as you move your tongue to different places in the mouth. Do not drop the toothbrush.
2. Practice licking popsicles or pretzel sticks. Move your tongue, not the stick!
3. Put peanut butter on the roof of the mouth and try to lick it off
4. Put a small piece of food (cheerio, raisin, etc) on the tongue. Hold it there for 5-10 seconds. Lift the item to the hard palate (roof of the mouth).
5. Click your tongue 5 times.
6. Say “kkk” “ggg” a few times. Watch the back of the tongue go up.
7. Brush the sides of the tongue with a toothbrush. Then raise your tongue so the sides of your tongue are spread along the top teeth. Slide your tongue back and forth against the teeth.
   

Communication Strategies

Listen
Take Turns Talking
Look at the other person
Stay on topic
Use body language...... and facial epressions

To Share Your Message!.

Responding to RTI

This is an exciting year in District 66 as we begin to adapt our programs to meet federal guidelines and transition to the Response to Intervention model of instruction. It is especially exciting for me as a speech language pathologist (SLP) to reflect on how to best serve students and incorporate RTI in the speech and language therapy program at Praireview and Lakeview.
The intent of RTI is to benefit all children who struggle with reading and provide appropriate proven interventions that will increase their school performance. As a SLP, my job is to use my knowledge of speech and language development, and a language-based, diagnostic perspective to facilitate learning. Since reading is a language-based skill, it is logical that I become involved in the RTI process.
Therefore, my goal for this year is to make a conscious effort to utilize the RTI model while continuing to provide quality services . Since research supports curriculum-based assessment and intervention, I will thoughtfully consider the classroom context when evaluating students' speech and language skills. I have adjusted my schedule to allow more time to go into the classrooms to work with students. Intervention will emphasize evidence-based language strategies that apply directly to content students are learning in school. Finally, the focus of the speech and language program will begin to shift to include prevention of handicaps rather than just remediation.
Our students enrolled in speech and language therapy for 2008-2009 will continue to receive services outlined in their IEP's. Children with receptive, expressive, and pragmatic language goals will be taught strategies during their pull-out therapy sessions. Students with articulation goals will continue to attend speech groups. In addition, I will be going into the language arts classes of many students who are performing below state standards to assist in improving target skills in the classroom setting. Anyone referred for an initial speech evaluation will be invited to participate in a 9-12 week diagnostic group to provide short-term speech intervention and assess the need for further direct instruction.
For more information please contact Marilyn DeYoung at (630)783-5157 or email mdeyoung@ccsd66.org.

Speech Therapy Groups

It has been a busy week. Mrs. DeYoung has begun to see children who have IEP goals for speech and language therapy services. Students should bring notes home from Mrs. DeYoung telling when they are scheduled for speech class. All speech therapy students are required to bring their binders to Speech. They will receive a binder pocket to store their speech work. As part of RTI (Response to Intervention), Mrs. DeYoung will also be going into many classrooms throughout the week to assist students with language difficulties. Parents who have questions about speech and language therapy services may contact Mrs. DeYoung at (630)783-5157 or email her at mdeyoung@ccsd66.org.