My mind just wasn’t focusing on a report during my planning today so I decided to take a “brain break” and made an activity that I can use with the majority of my caseload next week and for future end of school years. I thought I’d share in case anyone can use an idea for next week or the rest of this week.
During the end of the year when many classes have movies on, push-in therapy can be challenging. This is inspired by a similar “Happy New Year letter” activity that Kelly Williams (Miklosh) shared with me in January that I believe she found on teacherspayteachers.com. I did a quick search on TPT to see if I could find something similar for the end of the year with no luck. This is a letter for either the last week of school (pages 2-3) or the end of the year (pages 4-5), depending on what wording you like best. I plan to print pages 1 and 2 front and back and use page 3 for visual supports for language. All I need are several copies, scissors, and glue sticks, and my students and I will be good to go (after they express what they want to say in their letter we will glue their choices on). For the “Dear __,” part, I’m going to have them tell me who they want to write the letter to or give choices verbally or with devices as needed (mom, Mrs. (teacher name), etc.). I’ll use some OT/teacher tricks to help them address and sign the letter as needed (highlighted visual to be traced and/or name stamp). With what time we have left we will practice their letter orally as best as we can depending on ability and share it with their teacher, even if they decided to write to their mom because any talking is good talking.
Thanks, Kelly, for the inspiration!
Also, I’m attaching the rest of my CBI visual maps if anyone wants them.
Stony Brook Meijer
Stony Brook Kroger Map
Middletown WalMart Map
Carrie Kaelin shares:
Hi everyone! I’d like to share the app that I use most often…. Voice Recorder…..free from the App Store. I’ve tried a few recording apps, and this is my favorite thus far.
This app is very easy to use. Handy features: 1. Keeps the recordings in chronological order. 2. Very easy to label the recording. 3. You can create folders. 4. My favorite feature…you can ‘rewind’ by 15 second intervals and ‘fast forward’ by 15 second intervals. Nice! Trying to listen to a speech sample and the dog starts barking? Or your co-worker starts talking to you about how awesome their spouse is? Is your hearing acuity not quite what it used to be? No worries….. just ‘rewind’ a bit to listen again.
- Another nice feature….. when listening to the recording you can slow it to ½ time (push the 1X at the bottom of the screen). I have used it to listen closely to certain segments of speech and language samples. But honestly, it is more entertaining than anything else. All parties sound like they have been celebrating with a glass of something refreshing….i.e. the speech is slurred. I have never been more aware of my Kentucky accent!
Here’s a picture of what the screen looks like when you are playing the recording…….
Notice the little advertisement bar at the top. That does pop up, but it is not overly annoying.
I not only use this app for recording speech & language samples, but I also frequently record my students during therapy, to target auditory discrimination and self-evaluation. They enjoy hearing themselves and think it’s so funny when they hear Ms. Carrie chime in!
James Dendy shares:
I really enjoy using my iPad for therapy. I use it in a number of different ways, for language, fluency, and articulation. One of the best things about having the iPad is one of the most obvious. It eliminates having to carry around lots of materials. This is especially important when you have more than one building you travel to. Everyone knows that when you are doing articulation therapy, it is important to have as many cue cards, words, etc. as possible. The iPad eliminates having to haul these materials from one placement to another. You have all you words for each phoneme built in right there on you iPad. I had already been using an iPad for therapy prior to receiving my new one from our grant. So I transferred my apps that I had already purchased from my cloud to my iPad. I use several different artic apps such as photo artic, speech sounds, speech cards, and quick artic. I especially like Webber Photo Artic Castle because it allows you to to track progress as you go by giving an positive or negative response and at the end you automatically get a percentage for the student with whom you are working with. But again, having the iPad eliminates having to carry cue cards and other items from building to building. It’s pretty obvious but really helpful.
Visual Map of Target (Stonybrook)
Candra Grether shares-
I made this because I wanted our kids to have more independence with problem solving where to find items in the store (versus adults leading them straight there) but it is also good for language skills of following directions, categories, and as a visual to use when answering WH questions about the store or even as a visual when asking an associate for help locating an item. I used the “go” symbol for the exit because of already established core vocabulary routines with my AAC users. One of my Teachers of the Visually Impaired has blown up a copy of the map to half-poster size for one of our shared students and is getting good use out of this for her goals as well. I also have one for Middletown Walmart and am working on Stony Brook Kroger and Stony Brook Meijer– e-mail me if interested. Also, this is probably common knowledge but in case anyone could benefit from knowing this, I use the “add to” feature on Boardmaker to add multiple pictures to a symbol to resize and make custom buttons (e.g., “woman” + “clothes” for “women’s clothes”). I left this file as a PowerPoint file in case anyone wants to customize it for the Target that their students go to. I think the original print size is set to legal paper size but that can be modified of course.
Angela Vanwinkle shares:
I just received my iPad in the Spring, so I haven’t had much time to explore it with my students. I also know I have barely scratched the surface of available apps because I only investigated free apps at this time. I used the iPad at this time as a method of reinforcement and engagement with my pre-school students. With all of that being said, I found that even my youngest students with the lowest language skills quickly learned how to use the apps and responded to them immediately. Students that did not regularly interact with peers in a small group setting became more engaged and interactive with the use of the iPad. I was able to use the engagement/interest generated by iPad activities into follow up Speech classes to improve the interactions of those students in other group activities. I controlled the interactions with the iPad, because I wanted the games to be interactive in the group and I wanted the students to involve each other in the games. They loved them and were respectful of turn-taking opportunities (with training) and involved each other in the games.
One app my pre-schools students loved was Learning Games for Kids-Toddlers. The app included a variety of concepts for pre-schoolers to work on (including sorting, shapes, etc.) and they particularly enjoyed the “Funny eggs” game in the app. I found it to be a great motivator to encourage attention when it was used at the end of class as a reward for hard work! We also enjoyed Preschool First Words Baby Toddler Games, which focused on matching pictures, completing pictures and choosing named items in groups. It was great for naming vocabulary. Again, all of the apps I found had more extensive information to be purchased, which I might consider for my own iPad in the future.
I am looking forward to spending more time this summer investigating apps and games that I might want to use with my pre-schoolers in the fall!
I really appreciate the Crusade for Children’s Grant that allowed me to use this iPad with my youngest students!