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Journal Entry 1: Week 9/7/15

During my first meeting with my mentor, she had 3 appointments for speech class.
The first little girl was 3 years old and not quite in preK yet. She comes from a Bilingual family and her mom only spoke Spanish to her. She was a walk-in
appointment and did private work with both my mentor, Mrs. Crain, and the Bilingual speech clerk who works in the classroom with Mrs. Crain. (Mrs. Mejia) She
was given cards with a series of pictures on them at the lowest level which is 3
cards per set. She was told to say what the cards were saying in the series and as
she would speak, she was given assistance by Mrs. Crain on certain words.
The second group was 3 second graders who came in as a group. As a group they
worked on properly pronouncing specific sounds such as the sh sound or the ch
sound. Mrs. Crain at one point pulled out a mirror and told the kids to look in the
mirror and watch her lips as she pronounced certain sounds. Within the session the
three kids also played the card game, only they had card sequences of 4 cards.
They were told to tell, in order, what was happening in the sequence first, second,
third, and last. Within the meeting, when Mrs. Crain was working specifically with
one student and the others began to act up, she had a check yourself card which
she would slide by the childrens attention and tell them to be nice for others.
Her third appointment was a little boy preK and has trouble saying the letter f and
finishing up his words. (Ex: bit-e) he wouldnt pronounce the t sound at the end.
Mrs. Crain always starts her speech class with every kid by shaking their hand and
saying either good morning or good afternoon, and the child would do the same
Certain cards lessons mean certain things

There are Articulation card games which help kids at certain developmental
ages learn and pronounce certain sounds.
Other games focus on language skills and help children communicate clearly
in complete sentences or answer questions.

Articulation development chart:

Met with Mrs. Crain on Thursday and continued work with her groups. Discussed
topic of final product and was given a program that makes curriculum cards for
articulation and made a 20 card set for the letter K. Children who cannot say a K
usually have trouble fronting their speech and tongue. The sound the K makes
in the back of their mouth is then turned into a T sound. (ex. Cat would be
pronounced <TAT>). The second group was the 3 second graders. I was able to
experience walking them to class and picking them up from their classes. Once in
the classroom we played a board game which focused on sentence development
and language communication. They progressively got less shy since the previous
meeting and were very open to try and make conversations with me. To check his
current progress we gave an articulation screener to determine what sounds he
needed to focus on at his age. I was given a copy of a test to keep for an artifact.
After all the appts. I was given more time to complete my project cards and was told
I can make a few different types of articulation sounds.

The second group which is the three second graders was after her. One of the
students did very well and scored high scores on her "SH" sound and has improved
a lot since three weeks ago at her first meeting. Mrs. Crain would use positive
reinforcement to address group behaviors. The third session was the same little boy
who was working on his "F" sound and tucking in his lip and the other little girl who
works on the fronting her sounds. She would change a "K" sound to a "T" sound. The
little boy last week was incapable of even tucking in his lip on his own to create the
"F" sound and Mrs. Crain even put on a glove and was trying to show him how to
tuck in his lip. This week he was soooo close to getting it but was not quite there.
He has however learned to tuck his lip. The little girl was able to pronounce her "K"
sounds well. After all the sessions I was given a screening example to duplicate to
begin creating my own topic and brainstormed some other artifacts for later on in
the week. I received an ARD form and second developmental chart for bi-lingual