Sidewalk Chalk and Speech Therapy: Taking your session outdoors

Some days (aka every day), a girl just needs some fresh air and sunshine.

While I'm fortunate that even though my room is on the small size with no cabinets for hidden storage, I DO have two windows in my room. You win some, you lose some...Who needs more storage when you've got sunlight, am I right?

Even if you're lucky enough to a) have a therapy room/office that's not a former closet or bathroom and b) have windows (I know, we're reaching for the stars for some of you here), sometimes those windows just aren't enough. There are days when my body is CRAVING fresh air and the feeling of sunshine on my skin. When I get to that point, I'm pretty sure my students are feeling that x10, so on nice days, when the patio off the PreK/K pod or the blacktop are open, I'll sometimes take therapy outside of the confining 4 walls of the therapy room. 

Cue: sidewalk chalk

My students LOVE switching it up (I'll never forget the time I told one of my preschoolers we were doing therapy outside with chalk-- his response was "YES! YES! YES! This is the best day EVER!!"  I mean, who am I to deny a child that kind of happiness?), and there are so many goals that can be targeted just using sidewalk chalk!

1.  Grammar:
a) Possessives: We draw a picture of a boy and a girl and draw objects around them (the girl's ___, the boy's ____, his ___, her ____).

b) Pronouns:  We use "he" and "she" in carrier phrases (ie "She has a..." "He has a....").  We draw clothing items/accessories on the stick people, or draw objects around them.

2.  Associations/Go Togethers:  I say or draw a picture of an object, and the student(s) I'm working with have to tell me something that goes with it, and then draw a picture of their answer (ie I say or draw "web," and they'd draw a spider).  I work on associations a lot with my 4 year olds going to kindergarten the following year!

3. Articulation: We draw pictures of words with their target speech sounds while we practice!

4. WH questions:  I ask a WH question, and the kids draw a picture of the correct answer.  For example, if I ask, "What does a bird build?" then they would draw a nest.

Sometimes I'll get the "I don't know how to draw it!" response, but I just encourage them to try their best and let them know that I don't care what it looks like, just as long as they try! Most of them are good with this response :)

What other ways do you target speech and language activities with chalk?? 



PS- If you're looking for handouts with more great ideas for chalk play (and lots of other outdoor play ideas!) to give to parents, check out this great "Summer Play" packet from SpeechRoomNews.  Shortly after I purchased it last May, I had a parent of a newly-evaluated student ask what he could do to work on communication skills over the summer.  Pulled this packet up on TpT, downloaded, hit "print" and off he went! 

For the Love of Speech: Valentine's Blog Hop!

Welcome to your next (or maybe first!) stop of the "For The Love Of Speech" blog hop organized by Lyndsey over at Speech to the Core and Elizabeth over at Speech Owl! You're in for some sweet treats!

I am SO very thankful for each and every one of you who take time to read this blog, follow me on Facebook, Instagram, and Pinterest, and those of you who download freebies & paid items from my TpT store.  I wanted to share the love that I've been feeling! :)

Hop through each blog and download a Valentine's Day freebie-- we each have a different component to make up a full lesson plan to target a variety of activities!  Mine is a little pronoun-themed activity:

You can grab it HERE.

After you've downloaded my freebie, hop on over to Speech Sprouts (by clicking the image above) to check out what fabulous activity she has for you!

How can I use that to target language? - Letter Tiles -

“How can I use THAT to target my student’s language goals?”

It’s a question I’ve thought to myself more than once going into the preschool rooms to do push-in therapy with my language students.  When I push in to the classrooms to provide therapy, I often times just follow the child’s/teacher’s lead and take whatever they are working on or playing with & figure out how to put a speech/language twist on it.  At this point, with it being my 4th year in preschool, I've become pretty good at making just about anything a language activity, but it definitely takes some creative thinking at times-- for instance, using letter tiles to target pronouns & spatial concepts!

The other day, I walked into a classroom at centers & the student I was going to work with was playing with letter tiles.  One of his language goals is for subject pronoun usage-- “he” “she” and “they.”  We started spelling out names of people who are important to him-- his brother, his mom, and his teacher.  I modeled sentences for him like, “HE starts with an A” or “SHE has ‘T.’  SHE has an ‘I’” etc… as we put each letter in the sequence.  After we were done with a couple different names, we compared.. “THEY both have an ‘A’”  “THEY start with different letters.”  After we were done, I heard his teacher modeling for him, too, emphasizing pronouns-- “Were you working with Miss Kari? SHE’S the best, isn’t she?” -- Double bonus! :)

You could also use the tiles to target spatial concepts..

-”Put the “A” on top of the “K””

-”Put the “C” next to the “D”

-”Put an ‘M’ above the ‘N’ etc...

-After putting a sequence of letters together, you could ask which letter is first/last in the row.

It’s an easy way to hit spatial concepts for your goal, while also working on letter recognition, which the ECSE teacher is likely working on, too!  If they are not at the level of letter recognition yet, you could step it down & do it by colors-- Put a blue letter under a green letter, etc… while still modeling the letter names afterwards.. “You’re right! the blue N is UNDER the green M”  

I know letter ID isn’t necessarily a goal we work on as SLPs, but my teachers try to work on language goals for me, so I try to model academic concepts for them, too!

WH questions is another potential area to target.  It depends on whether your student needs visual supports or not, but you could ask questions about what you just spelled with letter tiles-- ie, if you spelled “hat” you could ask “Where does a hat go?”   If you spell “sky” you could ask “What do you see up in the sky?” etc...

What other ways can you think of to use letter tiles to target language goals?