SLPs care for Oklahoma

There are numerous efforts by tons of generous SLPs to help replenish the materials libraries of therapists affected by the tornadoes in Oklahoma.  I will be participating by donating 2 products to bundles that will be for sale. 

We were also asked to print and laminate our best selling TpT product and send it to the 4 SLPs we know of in Moore that were affected, including Amy Minor of Major Speech Pathology Fun with a Side of Gluten Free. I will be sending four copies of my best selling “Listening Comprehension Pack – Differentiated with Visuals”, along with a postcard from my area.  The postcards will allow the recipients to see just how many places and from how far these gifts have come.  How fun!?

I took this opportunity of writing postcards to do an activity with my students.  I found this great postcard template on  Since it’s an image, I saved it and printed a bunch of copies on cardstock in 5×7 sizes.  This ensures enough room for kids to draw and write.

I had my second grade /r/ & /th/ group brainstorm some ideas for what to draw and write.  I told them they could draw anything on the front that had to do with Virginia or Washington DC (our nearest city).  Then, we talked about the words that we’d be writing that had their sounds in it: Moore, tornado, postcard, etc. 

Here is how the fronts of them turned out:

Washington Monuments and Virginia Beach are what everyone picked.

Here are the messages:

I assure you our “tornado” was nothing, just unusual for our area so it made the news…

He is hoping for a response by asking “What is your name?”
If you are the receiving SLP, I’d be forever indebted to you if you responded! 😉

I will send their postcards along with the activities I’m printing.  Hopefully the SLPs in Moore will enjoy seeing some work from my Speech kids, too 🙂

Stay tuned to this and other blogs to see where you can purchase SLP bundles whose proceeds benefit the people devasted by the tornadoes.


Memorial Day craft

Today the OT and I did a Memorial Day craft with our intellectually disabled students.  We made flags!  This activity helped target colors, concepts (big & little and top, bottom, & middle), patterns, shapes (star, square, rectangle), nouns (flag, paper, glue), and verbs (squeeze, glue, touch, pick up, put on).

I used sheets of white construction paper then pre-cut strips of red paper into long and short pieces.  I also cut a blue square and used the Ellison press to cut a star.  **I would have used a bunch of little stars, but our Ellison press only had a big star.

our materials
First, we glued two “small rectangles” to the top right side.  We receptively identified which ones were “small”, which were “red” and then labeled red.

gluing the big rectangles

Next, we added two big rectangles to the bottom of the flag.  Lots of great language!

The next step was to add the blue square to the top left (which was blank at this point).  Everything fit perfectly together!  Last, we added one big star to the middle of the blue square.

Voila!  There we have our flags!

Hope those of you who are not yet out of school can use this activity.  Being in an area with a large military population, I know parents will appreciate this Memorial Day activity!

Father’s Day craft

Last week we did a Father’s Day craft a little early.  I found it on Pinterest.  It wasn’t originally made to be a Father’s Day project, but I spun it into one!  Take a look!

We used sharpies to draw the stem and the eraser end of a pencil to stamp our dandelions.  I originally used a circle cut into a paper plate as a stencil.  It worked somewhat in keeping the cirlce shape, but I eventually scrapped that idea.  It also worked when I “drew” a cicle with the white paint and had the students “color” it in with the stamp.

In order to make it in the Father’s Day card, I made this quick heading in Word.  I used a bunch of fun handwriting fonts to make it look cute. 🙂

You can download my version of the heading here!

I hope you enjoy this craft – for those of you still in school like I am… 😦

Review: Narrative Assessment of Preschool & School Aged Children

I recently had the chance to take a look at the product “Narrative Assessments of Preschool and School Aged Children” by Tatyana from Smart Speech Therapy.  A parent recently consulted with me on her son’s reading abilities so this presentation certainly came in handy!

First, Tatyana explains why narrative assessment is so important.  My favorite point was this:
That you can tap into multiple language features and organiatzational abilities simultaneously.

Then, she explains all of the different types of narratives.  I know that I sometimes forget just how many different types of narratives we can elicit!  I love how Tatyana describes whether or not the listener is a participant in the narrative (by prompting with questions, etc.).


Next, Tatyana lists and describes all of the different types of standardized tests there are to assess narratives.  I’m sorry to admit that I’d never heard of most of them.  Tatyana does a great job of succinctly describing all of the elements of each.  My favorite part is the pros and cons.  Some of these pieces of information are the things you just might not think of!

This product goes into great detail about all of the elements of language that we can observe while looking at narratives: sequencing, grammar, memory, word retrieval, pragmatics, and more!

Another great feature is a list of behaviors that we can expect to see from language impaired students, like fewer words total and failure to use many elements of story grammar.

There’s even a hidden gem – a description of each type of word finding error!  I know I always have to look these up.  Here they are in one great slide!  Also included are the implications on the student’s narrative with respect to word retrieval difficulties.

Perhaps the most valuable slides, in my opinion, are at the end of the presentation.  Each “level” of narrative ability is described and broken up according to age.  There are also sample goals included – Who doesn’t love that?!  It’s all well and good to do a narrative assessment, but now what?  Well, these slides will help with this dilemma tremendously!

An appendix is also included, with short little snippets of the key information presented in an easy to read chart.

If you’re interested in adding this great product to your assessment toolbox, find it here!

Tatyana also did a review of one of my book companions: “If You Give a Pig a Pancake”.  Check out her review here.

In honor of out product swap, we are doing a giveaway of each product on our respective blogs.  Eneter to win a copy of my companion to “If You Give a Pig a Pancake” using the Rafflecopter below.  And head over to the Smart Speech Therapy blog to win a copy of “Narrative Assessments of Preschool and School Aged Children”.

a Rafflecopter giveaway

The wonder of the Dollar Store

Aside from Target, the dollar store is probably my favorite place to shop.  Granted, Target also has a “Dollar Spot” – I sense a theme developing.

My mom found me these at (I believe) a Dollar Tree in New York.  Today I graduated a student and couldn’t wait to deliver this certificate!  How cute is it?!  And there are a BUNCH in the pack!

Stop what you’re doing now and head to your nearest Dollar Tree, because even if your room isn’t pirate themed, these would be perfect when an /r/ kid is dismissed!

I also found these gems at the Target Dollar Spot.  They’re actually coasters!  Although, they were more than $1; they were $3.  I only bought 2 sets, but each comes with 2 halves of the bun, a hamburger patty, lettuce, tomato, and cheese.  If they had been $1, I would have bought all they had!  I haven’t done anything in particular with them yet, but I think it would be fun to make a reinforcing game out of collecting all the necessary pieces to make a cheeseburger (a la Pretty Pretty Princess, circa 1993.  Who’s with me?).  There’s also the obvious sequencing aspect of the coasters.

What would you use these for???  I’d love to hear your ideas!  Please comment below.  If I like your idea and end up using it, you will get to choose any product from my TpT store!

A colleague of mine found these frames at the dollar store.  They are magnetic.  In them, she puts symbols or small manipulatives (i.e. coins) so they can be used for cummunication and participation with her intellectually disabled students, who might bend/tear cards or are unable to grasp something as small as a coin.  How great are they?!


I got these at the dollar store just the other day.  They are coordinating sets.  I plan to use them for activities that involve matching (synonyms, irregular past vs. present verbs, go-togethers, etc.)  I laminated them and will put Velcro on them.  That way, I can switch out the targets easily!  I will also use a dry erase marker to write the targets of the students who can read.  Aren’t they adorable?!  I got one of each design they had!

 What have you found at the dollar store?!


I have… Who has?

I’ve been so anxious to use the game “I have… Who has?” in therapy for months, but I didn’t know how to do it since I usually have no more than 4 students in a group.  I couldn’t bombard the students with 5 cards each; that just didn’t seem productive.  Besides the obvious target of the game (whatever each student “has”) it’s also great for sentence structure, have/has, question formulation, expanding utterance, and social interaction.

I developed this version of the game for my small groups.  It works on features of objects (things that have feathers, wheels, zippers, etc.).  It comes with 16 “I have” cards and includes both words and pictures.  The letters (A-D) in the bottom left corner of the cards will help in keeping the cards in order.  This is important when you are only giving each student one (or two) cards at a time and the order of the cards needs to be maintained so the game works.

I also included some supplemental cards to expand on these vocabulary skills. 

Since I played with Kindergarteners, I only gave them one card at a time.  As they “used” one, I took it and gave them another.  (This method of play can obviously be used with any “I have… Who has?” game.)

I really loved the results of playing this game, even with those as young as Kindergarten.  It took some modeling of the way to read the sentences and how to respond if your item was called, but the overall goal of the game was met. 

Check out this product here!  What other types of “I have… Who has?” would you like to see???

Fly by the seat of your pants

Every Monday morning, my co-SLP and I run an hour long session with a group of 7 language delayed students.  They have a variety of disabilities, including intellectual disability and autism.  They are in a self-contained class, but they are all verbal and very fun! We normally take turns talking about what we did over the weekend, listening, asking questions, and relating to each other.

Well today, there were only 4 students.  Our discussion went very quickly – even with mother’s day being yesterday!  Most just “made/gave cards” (haha). 

With about ten minutes left, no time to start a game, and nothing at the ready otherwise, we decided to show them a picture.  I had actually just gotten my engagement pictures back from the photographer, and my colleague had just seen them on Saturday.  I involved my dog in them (of course!) so I thought the students would love the photos with him.

You’ve probably seen it before (on Pinterest, like I did).  We used this as sort of a barrier game – I sat in front of the computer with all of the students while Nina, my co-SLP, was behind the computer and “not able to see”.  I had the students describe to her what they saw.  We got SO. MUCH. LANGUAGE. out of them!

student: “3 hands…”
SLP: “Are they all hands?”

SLP: “Where are the hands?”
student: “on top…..?”
SLP: “Yes, they are on top of each other.  You can call that ‘stacked’.”

student: “a paw.”
SLP: “Is it a lion’s paw? How do you know?”

We also showed them these two:

It says “HE asked”, not “me”.  It’s just a bad angle…

By the way, Justin proposed using Georgetown Cupcakes (red velvet!) so that’s why we included them here. 

(to try and get her to describe to Nina that only our legs were visible):
SLP:  “Is Miss Polley smiling?”
student: “Yes.”
SLP: “Oh, yeah?  How do you know?”
student: “because she’s happy!”
(Can’t really fault her on that one.  How sweet?!)

SLP: “Where’s the dog?”
student: “On the ground.”
SLP: “On the ground behind Miss Polley?”
student: “in the grass”
***I didn’t know this student didn’t know “between”.  Now I do!

student: “Cupcakes!”
SLP: “Is that all?”
student: “and hands.”
SLP: “4 hands?”
student: “no, 2!”
SLP: “Where are the hands?  On top of the cupcakes?”
student: “No, in front of the cupcakes!”

What have you done in a pinch that turned out great???