Airplane learning

objective:
a. listen for two critical elements: a color and an object
b. practice drawing

Points to Remember:
1. We will be using this activity on the plane. I cut the squares and made it a little booklet. I took out the binocular square since Brooke doesn't know what binoculars are.
2. Make sure your child knows all the objects first.
3. Remember your crayons

Lesson:
1. Print the page.
2. Read the sentence to you child and they will draw the object.
3. Make sure she picks the correct color and stop her if she doesn't. Repeat as necessary.

Modifications:

1. Use the words throughout your trip. Have your child read the book to any family members on vacation with you.

/f/

In therapy we have been working on listening and saying the /f/ sound. When doing formal instruction, Brooke uses /f/ about 80%-90% of the time; but in casual conversation, she uses the /f/ sound about 50% of the time. For example, she will say the word "fish" correctly but when we end up at the pet store and she is excited about all the aquariums, it becomes "pish" or "bish". So we need some more practice.

Objective:
a. to produce the /f/ correctly 100% of the time
b. to have repeated exposure to the /f/
c. to practice recognizing the intial sound in rhyming words

Points to Remember:
1. Make sure the instruction is a fun as possible for your child
2. Use vocabulary your child knows but feal free to introduce a few new words
3. Remember not to make the /f/ louder when you speak, instead "drag out" the sound and whisper.....kids with hearing aids often can hear a whisper easier than loud speech.

Lesson:


1. We began by reviewing our letter Ff bag. We have used this before and Brooke is familiar with the objects. Inside we have a : fire, fox, fork, flamingo, french fries, flag, flashlight, flower, two fish and a frog.

2. Take one item out the bag at a time

3. I make a long /fffffffffffffff/ sound as Brooke reaches into the bag and then allow her to say the name of the object. Sometimes she will say another word for the object; such as call the frog a toad. I validate her answer and encourage her to think of another word for toad that begins with /f/.

4. I want to make sure she is hearing the /f/ sound in speech so we did a little rhyming activity with our /f/ objects

a. I started with only two objects and asked Brooke, without her seeing my mouth, "point to fish", then "point to dish". I didn't want Brooke to see the /f/ and /d/ sound on my lips so I covered my mouth from her view while being careful not to distrort the sound.
b.


We then worked with fox, box, rocks, blocks, and socks. I only put 3 objects out at a time. Brooke is capable of remembering 3 critical elements but using the rhyming objects was really, really hard for her. We really struggled with pointing to 2 objects. So....I would say one object at a time. Once she mastered pointing to one object at a time, I tried 2 objects. Often she would reverse the objects or just not realate them. For example, she would say "fox" while pointing to "socks". We finally got it in this video clip, but need lots more practice


We did some practice with tire, fire and wire from this set of rhyming objects


Here is a video that shows her frustration! Lessons are not always easy and I want you to see the good and the bad.



Here are a few other rhyming objects we used with /f/ objects


flashlight, kite, night, bite flag, bag and rag


Modifications
1. I began this lesson thinking Brooke could point and name 3 objects, then tried two and moved down to one object. It would have been much better for her frustration level to start with just one object and then move to 2 objects.
2. You can easily use any letter of the alphabet for this rhyming practive. Start with a letter sound, gather objects that start with the sound, then find things that rhyme.
3. Sing some funny songs to keep your child interested. For example,
"Have you ever seen a fish, a fish, a fish
Have you ever seen a fish eating from a dish."
or
"Have you ever seen a fox, a fox, a fox
Have you ever sen a fox wearing some socks."
Then let your child pick up the fish and make it eat from a dish or get the fox and put on the socks.
This helps to keep the lesson fun as you work on recognizind intital sounds with your child.

Objective: To teach your child to
a) listen and understand a sentence with at least 5-6 words
b) listen and understand to at least three critical elements


Points to Remember:
1. Always use longer sentences that use vocabulary the child knows
2. Remember to model the sentences and allow the child to engage in the conversation
3. Make sure the child is "talking" about the pictures and not "showing" the pictures.


Lesson:
1. There should be two players; each player should have the circle with the two hands.
2. I started as the Speaker and keep my circle hidden as I move red hand to a character and the yellow hand to an object on the right. Then I say a sentence, "The boy with the water wings is swimming with the flippers."
3. Brooke (the Listener), in clear view, should move the arrows to match the sentence she just heard.
4. When I see that Brooke has listened successfully, we do a "Match Up!"
5. I say, "1,2,3, Match Up!" and we show our circle boards and make sure they match.
6. After modeling a few times, Brooke is the Speaker and I am the Listener.



A few more sentences:
1. The girl with the blue bathing suit and swim wings wants to build a sand castle.
2. The girl with the green hat with a flower on it goes for a ride in the row boat.
3. The boy with the green hat needs to put on his suntan lotion.



Modifications:
1. Play this game with a friend as the parent observes and helps with vocabulary and sentence structure.
2. Don't worry about the color of the arrows; as long as one arrow is on a character and one arrow is on an object, the color doesn't really matter.
3. Start your sentence with the object and then the character such as, "The beach ball belongs to the boy with the green bathing suit."
4. This can be an activity that you do between turns in a quick turn game like Kerplunk or a dice board game. Have the player listen and move his arrows correclty before he gets a turn.
5. In everyday life, remember to make your sentences longer so they include more details and lists. Having a child remember a list with 3-4 critical elements is an important auditory skill needed for success in school. For example, instead of saying, "Get your shoes on." say "Get on your pink sandals and then stand next to the door." This gives your child more practice with remembering critical elements.

A video of Brooke as the Speaker and me as the Listener