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Story book  (10-15 minutes)

                                              Each unit includes two stories.  These stories can be read to a large
                                              group or a small group depending on the students’ a8en onal,
                                              behavioral, and cogni ve abili es.  A story board is also included as

                                              an accompaniment to each story.  Story boards can be used to
                                              increase aOenFon during story reading and also to encourage
                                              par cipa on for students who are nonverbal.  Story boards can also
                    be used to  help students increase their mean length of u8erance and/or improve syntac c
                    structures (Bolderson, Dosanjh, Milligan, Pring, & Chiat, 2011).

                    While reading the book, use scaffolding techniques to engage the student and check
                    understanding. Clinicians commonly use scaffolding techniques in order to help students learn

                    target skills.  Specific scaffolding techniques are presented in the story-reading sec on. They
                    are effec ve during pre- and post-reading ac vi es as well.








                Comprehension QuesFons (5-10 minutes)


                                            How can we assess comprehension?  We ask ques ons. Each lesson
                                            includes suggested ques ons complete with visual modifica ons to

                                            be asked aTer each story.  This allows us to use the visuals to assess

                                            a student’s recep ve language skills.  You may also choose not to

                                            include visuals so that students are less likely to answer non-
                                            verbally.  This allows for assessment of expressive language skills,

                   such as the ability to formulate phrases or sentences appropriately, in addi on to recep ve

                   language skills.  Again, we have inten onally provided materials that can be manipulated to

                   meet the student’s individual needs and allow speech therapists to target a number of
                   communica ve goals.


                   While siAng at a table in a small group, students can complete a worksheet with ques ons

                   about the story recently read. There are worksheets with mul ple choice answers and
                   worksheets that are open-ended.  These worksheets are modified to meet the students’

                   linguis c needs.  Use language scaffolding techniques to enhance language skills when

                   reviewing the answers to the ques ons.  Allow students who have mastered a task to

                   demonstrate the task for their classmates.

         Life Skills Speech and Language Enrichment Ac vi es Vol 1   20    Copyright © 2016 www.bilinguis cs.com.  All Rights Reserved
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