Children with repetitive
language problems
·
Do
not over enunciate words, while making sure to use a regular pace and speed.
·
Speak
clearly and at regular loudness
·
For
children who are dysphasic make sure to speak at a slower speed as to enhance
their comprehension, as quick
sound changes may cause issues in comprehension of consonants
·
Give
the child time to answer questions or to relay information Asking
questions and responding should be direct and always make the interaction
meaningful
·
Focus
on the correctness of the child’s response instead of how they are responding
grammatically
Children with speech
problems in expression
·
Do
not make the child feel pressured to use oral language
·
Children
feel more comfortable speaking to or with the barrier of a puppet when they may
be more apt to make language mistakes
·
Keep
strong communication with the child’s speech therapist and create situations
where the child can actively work on the areas suggested by the therapist
·
Formal
positive reinforcement such as stickers or praise can be used to recognize the
child’s use of correct language
·
Remember
that new word meanings are learned most effectively through interaction as well
as through conversation with adults
·
There
is only a 5- 20% chance that a child will learn the correct meaning of a new
word after one encounter with that word, therefore produce interactions with
this new word as often as possible
·
(Think, pair,
share) introduce a question to the class, partner the students up and request
that they make eye contact, share their own responses to the question already
posed and ask them to remember their partners response
For children learning
English as a second language
·
Be
familiar with the stages of second language acquisition
·
Be
familiar with the differences in diverse cultures regarding behaviours and
learning styles
·
Be
aware of the forms of the students dialects in order to be able to distinguish
the differences between mistakes and miscues
·
Try
to get assistants who speak the students dialect
·
Focus
on improving oral skills before moving to reading and writing
·
Change
English instruction to become more multisensory and contextual
·
Keep
goals realistic, and work on students strengths with in their language skills
·
Students
will learn oral language skills when the instruction is 50% discussion
· ·Include parents in the
support and development programs working towards goals that are still
meaningful to local culture
Strategies
PRIMARY
Use
a Naturalistic Approach with Primary Students
For
children with speech and language exceptionalities in the primary level it is
very important to promote communication skills, social emotional skills, and to
practice the phonetic sounds of words that can be difficult to them such as sh,
ch, In a natural setting instead of being forced. One of the most helpful
strategies to children in the primary level can be to encourage children to
feel comfortable with expressing themselves through speech and language. When
children can do these things in a natural setting they will be more successful
in all aspects of their academic future even if their specific exceptionality
is a physiological impairment.
Strategy One
For students with speech and language exceptionalities one of the most
important focuses is social emotional strategies in order to get children
involved with, and actively interacting together orally. Making children feel
comfortable in their speech and language production with their peers will help
students to become confident and more successful. Creating situations in a
natural environment for students to interact with each other in a comfortable
one on one situation while the spot light is not of them can be a very useful
tool.
-divide
the class in half
-ask the first half of the students to form a circle, facing out.
-get the second half of the students to form a circle around the other students
each facing a partner
-give the students a question to discuss
-ask them to discuss the question with their partner at your signal, then to
stop their discussion upon your second signal
-then ask the students on the inner circle to rotate two partners to the left
-ask the students to now discuss their conclusions with their new partners
Conclusion
This
strategy can involve students with oral interaction with their peers. Often students
with speech and language exceptionalities can be most uncomfortable interacting
with their peers for fear of being teased or bullied. It is important to
minimize this fear and to create a positive environment for students to
heighten their social emotional skills. This strategy can also be used into a
number of ways.
Strategy Two
![](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKCgawulRIhY2C0rUiKWA_-7F4ewZdeP25yD7kZJ4TNExn-vnKxcM-MalFW8biyJFZyyXfXvGc52xKLnTQKPZv08Z1kv6uEoIgGe9xkIBqioKBW0I2ln5XEqohQu9WKu08o2cPwZPAVBTU/s320/hands+up.png)
Primary students love to learn with music and rhyme. Both music
and rhyme can be used to help children interact as a group and to make them
feel comfortable with their peers as well as learning skills such as:
- Oral communication
-Social emotional skills
-Phonetic pronunciations
I did, what did
you do? -Start off the
rhythm by telling the class yesterday in the park I saw, give example (a
squirrel chasing a dog). Say it to a tune or rhythm and make it as silly as you
like to get the children involved in sharing silly stories, instead of making
them feel put on the spot to tell about real experiences of their own.
-Then address one of the students by name and ask them what did you see. They
can add their own silly ideas.
-Next add the ideas together and have the whole class sing them together.
-Then have the first student address the next student over and ask them the
same question.
-Continue this sequence through the whole class adding together all the ideas
and having the whole class say them out loud together.
This is an example of the interactive word game I did what did you
do:
http://www.literacyconnections.com/LAWhatDidYouDo.php
Conclusion
This
activity can be used in a number of ways changing the question or the rhythm,
or asking the students to come up with the questions and start the rhythm. This
activity encourages students to be interactive with their peers, and
comfortable sharing their ideas in a positive way in front of the class. The
teacher can focus on certain phonetic sounds while putting the rhythm together.
This will create a natural setting where the students may improve their oral
communication skills as well as become comfortable with their own oral output
with others.
JUNIORS
WEBSITES
PICTURES
In the first paint is entering the ice
traces, second putting food colour with the paint, third starts painting on the
paper and fourth is finish. This shows each colour can make of clolours by
mixing them together. In this step by step activate the teacher would write out a
sentence and the student would draw what it means to the student. In this one the students would have to match the pictures
with the words. Example, the word is “Farm” so what pictures would go with a
farm, chicken, horses, farmer or mud.
This activity can help students with speech and
language exceptionalities with their written output.
SECONDARY
Ask students open ended questions requiring more than a
yes or no answer. For instance, rather
than
asking the student if they had a nice weekend, ask what the best part of their
weekend was, to
evoke
a more in depth response.
Paraphrase statements with a
correct response. For example, if a student were to say “Lunch now.”,
restate
the students point by saying “You want to eat your lunch now. I am hungry too.”
Use visual cues in conjunction with
speech to further demonstrate your idea. Visual cues include
hand
gestures, facial expression, picture symbols
Activities
Favourites Alphabet
Socialization
is one of the best ways to practice speech and language.
1.
Write the alphabet on the board and choose a topic (ie music,
movies,
television, magazines.)
2.
Ask each student to come up to the board an write down their
favourite,
assist as needed
3.
Encourage the students to talk about their choices with their
classmates.
Same Song, New Lyrics
Students
are more likely to participate in and benefit from
activities
based on topics that interest them.
1.
Create a cd of the students favourite songs, without lyrics. (or
have someone accompany the class on a guitar)
2.
Make up new lyrics to the songs, related to the interests of the
students in the class.
3.
Talk about syllables, using the clapping technique to
demonstrate
4.
Create a music video, if you like!
*you
could make a “Favourites Alphabet” of songs to get you started!
Holiday Bazaar
Creating
a holiday bazaar is an ongoing activity, presents students
with
a number of social opportunities to work as a group. Before
you
start, meet as a class and decide who would like to do what
job,
leaving as much of the discussion and planning to the
students
as possible. Encourage students to get involved in more
than
one aspect of the bazaar, if they wish. Some of the different
- tasks may include:
- baking as a team
- set up- arrange tables,
chairs, merchandise in a group
- crafting team- work
together making art and crafts to sell
- sales people to handle
money at the bazaar
- advertisers- develop and
hang signs to advertise what is offered at the bazaar, *students could
- advertise during the am
announcements
Did you know???
Language is a social behaviour?
Adult- child interaction is the most
important aspect in language development?
Infants who lack adult language
interaction will not acquire language as successfully?
Infants use echolalic speech for
practice?