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CONNECT

Growing smiles, mending spirits, engaging children in their lives
Adventure: It is time to use our magical telescope to see what is happening in our world today! Tell me all about who and what you see! How to Play: Choose a mini-movie. Use the buttons to watch clips of the sequence or the entire length. Name the characters. Model what you would like your students to say. Let them have a turn at commentating! Target Skills: Answering “What is he/she doing?” describing “what is happening?”, using pronouns (he, she, they), & growing sentences and reasoning skills. Note from the Editor
Thank you all so much for your feedback on our first edition of Connect. We have made some adjustments to reflect your comments. We have also included access to a backpack that will allow you to try out our feature games. Username: Backpack Password: Backpack1 Please let us know your thoughts! Joanne@tinyeye.com

Try PTR as described on page two!

Topic: Brick, Today’s Topic: Language – Marnee Brick, SLP
English is a funny language; that explains why we park our car on the driveway and drive our car on the parkway. ~Author Unknown

"Remember there's no such thing as a small act of kindness. Every act creates a ripple with no logical end." ~Scott Adams

Our newsletters will focus, in part, on how to help develop language skills. Today, we want to offer you a quick overview of what language is. When you stand before your class, you are surrounded by language. Your students need receptive language skills to understand what they are hearing and reading. Therefore, when you give directions, share information, or ask questions, you are requiring the children to use their receptive language skills. Alternatively, your students need expressive language skills to talk and write about their experiences and ideas. For example, when they use words to name objects or actions, combine words into sentences to offer an idea, and combine sentences into stories to describe experiences, your students are using expressive language. Language is different from speech, because speech relates to how we use our mouth, nose, and air stream to make specific speech sounds, such as “buh!” for “B”. Language is more about the meaning of the words; rather than how clearly words are produced. To use our expressive and receptive language well, we need to develop skills in the three key areas of language. Form – Sentence formulation (i.e. The-ball-is-bouncing); word creation (i.e. prefixes: incomplete and unhappy; suffixes: cats and jumping) Content – Word meanings (i.e. What does ‘cat’ or ‘fluffy’ mean?); relationships between words (i.e. a CAT is a kind of animal, and a tiger is a kind of CAT). Use – Social language: greetings, turn taking and maintaining topics, interacting or playing with friends, engaging in activities in a respectful manner, appropriate (non verbal ) use eye contact and body language.

Telepractice Tidbit
Assessment via Telerepractice Anne Jane Hill; Deborah Theodoros; Trevor Russell; and Elizabeth Ward published a study published in the International Journal of Language & Communication Disorders. Their aim was to determine if the assessment of apraxia of speech using a standardized assessment tool was feasible via telerehabilitation. The results indicated that there were no significant differences between the scores of the test obtained in telerehabilitation and in face-to-face test environments. http://www.informaworld.com/s mpp/content~content=a9030655 37~db=all~jumptype=rss

Fluff and Stuff

Classroom Tips – Marnee Brick, SLP
PTR: Enriching Multiple Language Skills with One Trick When trying to support children who have language delays, how can you possibly address grammar, sentence structure, verb tenses, pronouns, concepts and other skills all at once – while teaching an entire class? A good place to start is to integrate PRE-TELLING; TELLING, and RE-TELLING (PTR) into your activities. Use PTR for any classroom or academic activity. Just for fun, I will explain the concept using the experience for making snow (sand) angels. I will also incorporate the sequencing words: First, then/next, last. A tip is to set up an adventure about what is going to be interesting about this activity. Demonstrate or use gestures, props, or pictures to give the children more visual information. Enrich language by making statements like, “I wonder what …? Involve multiple senses. For instance, talk about what the snow might look/feel/taste/sound like. Watch what happens to the verb “wave” as each step occurs below:

“When my snow angel melts, it will become a dandelion.” ~Taylor, age 7

such as “this” or “there”. What can I do at home? Bonus: Have the children draw their angel making “story” and retell it A: to you! Now you are addressing literacy, too! o Be a gentle, clear model. Say what the child would say if he or she could. For example Around the Water Cooler child: “Him goed home”; adult: “She went “Strength does not come from winning. Your struggles develop your home? Ok!”. strength. When you go through hardships and decide not to surrender, that o Give choices, too. Child: “juice please”; is strength.” adult: “Do you want a ORANGE or GRAPE ~ Arnold Schwarzenegger juice o Use gestures, or demonstrations to give meaning to the words. o Sum up your child’s ‘story’ in a concise way so the child can start to learn the structure of sharing an idea. o Talk out loud about how you feel or what you are doing. TinyEYE won an award of excellence for health innovation. Being recognized for o Be routine and repetitive with your innovation is heartening since it implies that something of value was created comments and directions. because of an idea, blended in with all the factors that transcend a dream.

Pre telling – do this inside before you start (demonstrate): FIRST, we will lie down on the snow. NEXT, we will wave our arms and legs across the ground. LAST, we will stand up. Q: My child has a small vocabulary and has Crunch crunch crunch across the snow we go! difficulty labelling objects (i.e. crayons), actions Tell – do this during the task: FIRST, we are lying down on the snow. (i.e. colouring) and concepts (i.e. sizes, colours, NEXT, we are waving our arms and legs across the ground. LAST, we shapes, position, describing words). It is also are standing up! hard for him to organize and share his ideas. He Retell – do this after you are done: FIRST, we lied down on the snow. speaks in short sentences and uses vague terms NEXT we waved our arms and legs across the snow. LAST, we stood up!

Question and Answer

November 2009 ● Volume 1, Issue 2 ● TinyEYE Therapy Services ● (306) 955-1911