Home Practice Ideas for Speech and Language
Blow bubbles. As long as the bubbles stay up in the air, say words with your sound. OR Say a word with your speech sound as you pop each bubble.
Get a bucket of water and a paint brush. On a hot day, “paint” a word or letter on the sidewalk, your driveway, or your fence. Before it evaporates (“disappears”), say the word or sound as often as you can.
Write a letter or word in the snow. Say 5 times before doing a different one.
Read a favorite book or magazine. Find 3 words on each page that have your sound. Write them on a paper and practice them when you take your bath.
Look on a map and list all the cities you would like to visit that have your sound.
If you are shopping list as many things as you can see that have your sound.
If you are in a car, look around for things that have your sound, including road signs.
Follow the leader: Give the follower one direction to follow without giving a model. When that is easy give two directions and
Speech and Language Ideas Continued
then three. All directions must be said before the follower does the directions.
Play Simon Says
Using similar directions to above add “SIMON SAYS” to some of the directions. They should only follow the direct if “SIMON SAYS”.
READ BOOKS and talk about the characters in the book, what they are doing, what comes next, how they feel about what happens in the story. Have your child retell the story in their own words. If the story is long
Ask the child to recall what happened last when you read the story and what might happen next.
Have the child make up his/her own story. Give three objects that must be in the story and a place for it to be. Take turns adding to the story.
Talk about objects, what they do, what they go with, what group they might be in (Food, transportation, jobs, animals, tools, etc)
Play “What is it?” Describe an object and have the child guess what it is. Have the child describe an object and you tell what it is.
If it is hard to name things try these word finding strategies
1. Increased wait time for response.
2. Picture the object in your mind
3. Use a gesture to assist in recall (i.e. use a hammering motion with your hand to recall the word ‘hammer’).
4. Circumlocution or describe what you are trying to name.
5. Rehearse for all orally presented projects and have a word list in view to aid any word finding deficits.
A child may benefit from increased time for responding to a question, being given binary choice or fill in the blank questions, being given the first sound of the word the student is searching for, having a word bank and using synonyms.
Use any or all of these ideas and create some of your own.