Use books in speech therapy to target many goals!
Featured book: Caps for Sale by Esphyr Slobodkina
I love using books in speech therapy, and I use them for all of my groups: language (of course!), articulation and fluency. You name the speech impairment, and I’ve got a book (or 10) for it. Twice a week, I see 4 kindergarteners for an articulation and fluency group. All of the students are working on their /k/ and /g/ sounds, and one student is working on fluency.
This week I used Caps for Sale, a tale of a multi-cap-wearing-peddler trying to sell caps. After a slow day, he takes a nap and runs into some mayhem with monkeys.
I must be honest. I admit that I never play turn-taking games in speech.
So, here is how I do it:
- Hand out counters to each student. I have already modeled appropriate use of the tool. They are stoked to be able to track their own progress. Remember, students need to be able to self-monitor their sound production prior to using this tool.
- Review goal(s) for the day. I do this through a “goal rap”. Each student knows his/her specific sound. “We work (clap, clap)! We work (clap, clap)! We work on our sounds!”
- Begin reading Caps for Sale.
- Each time I come to a word containing the /k/ or /g/ sound, I stop. “I found our sound! Now, let’s say it 20 times!” I differentiate this task for each student. Here’s what I have for my group:
- Student A & C: All positions at sentence level: “Say, ‘The man is selling caps!’”
- Student B: All positions at the word level: “Say, ‘Caps.’”
- Student D: Fluency: “Say, ‘The man is selling caps.’ Track what kind of a bump you just had.”
Here is a video of how Student A tracked his own production at the sentence level while reading books in speech therapy.
I document the words used in the book. Here are a few: caps, walk, monkey, carried, back, checked, gray and called. I also write down words that were challenging for each specific student.
By the end of the 30 minute session, students had approximately 100 repetitions of their target sound and opportunities to self-identify disfluencies.
I send a quick email to their teachers to let them know what we worked on. Do I do this after every session? No. However, reinforcement and generalization is important! I let them know about the books in speech therapy that we are practicing with, and also find out what books are being read in class and try to reinforce /k/ and /g/ words used in the classroom.
And that is how I used Caps for Sale in therapy. In this case, monkeying around, definitely has great speech benefits.
Literacy-Based Speech and Language Therapy Activities includes great ways to help your students develop story grammar components. And (there’s more!), check out our favorite books for speech therapy. You will discover some of our favorites for intervention. We love big books, and we cannot lie!