Below are some links to books on www.youtube.com
that can be used to help your child practice his or her speech sounds. Listen to each story at least once, but preferably two or three times. Below are some ways you can practice the speech sound in the context of the book. Don't think you have to let the video read the story. You can turn off the volume and read it yourself. Pause the video as needed to ask questions and discuss the story and the pictures.
Ask your child to tell you each time he or she hears a word with their sound.
After each page is read, talk about that part of the story.
Ask questions that will require them to use a word containing their target sound. After your child is familiar with the story, have them act the story out. You can even make sock or paper bag puppets for them to use to act out the story.
Also included are extension activities and videos that you can discuss with your child to help them practice their sounds in more realistic contexts.
Several of the books below are full of great vocabulary words. Have your child identify the words he or she doesn't know, and then explain each word to them on their level. Pick one or two words per day from the story and use them several times in different sentences so they can see how they are used. You can make a game of seeing how many times during the day they can correctly use a new word they learned. Be sure you use the word too, throughout the day when talking with them. For even more practice, you can have your child complete pages 4, 5, 6 or 7 (one only) of this pdf PDF
to help with learning each word.
WH QUESTIONS AND STORY GRAMMAR
For each story, also ask plenty of "wh" questions (who, what, where, when and why) to make sure they are comprehending the story. Ask about who the characters are, the setting (time and place) of the story, what the problem in the story is, how do the characters feel about the problem, how are the characters planning on solving the problem, did their plan work, and how did the story end. These kinds of activities will help expand their language skills greatly. If your child struggles with understanding what each type of "wh" is asking, you can use the visual cues here
to help. Just scroll down the page a little to get to the graphic. You can talk about how "who" questions require a person or character as the answer, "where" questions require a place as the answer, etc. If this is still really difficult, consider only focusing on one type of "wh" question while discussing the story.
The books listed below can be a great jumping-off point for teaching students using an AAC device new vocabulary to access on their device. The key for beginning AAC users is for the adults to model using the device while answering their own questions about the story. Before reading the book together, read through the book yourself and pick three to four words you would like to teach your child. Find those words on your child's device. Think of questions you can ask while reading the story whose answer will be the target word, then ask those questions while reading the story with your child. After asking the question, model how to find the answer on the device. The next day, re-read the story and ask similar questions and see if they can answer with the device. If not, continue modeling until they can answer on their own. Be patient. It may take several times before they learn where the word is. Watch Me Throw the Ball
is a great book to start with. There are only a few words on each page and the story is simple yet engaging.
INCREASING SENTENCE LENGTH AND COMPLEXITY
Books that are very repetitive can be helpful in helping students learn to increase the length of their sentences and to improve their grammar. The Grouchy Ladybug, Watch Me Throw the Ball, and Today I Will Fly are some examples of such books. Read the book through the first time, without asking any questions or requiring any response. The next day, read through the first few pages and then start reading the majority of one of the repetitious sentences, but stop one or two words short of reading the whole sentence, and wait expectantly to see if your child will finish the sentence. Once you see they are successful with this task, gradually increase the words you leave out and see if they can finish the sentence. If they try, but leave out words or make other errors, repeat the sentence correctly as a model. If they offer no response after waiting a second or two, you can complete the sentence yourself and then move on with the story, but continue to pause with expectation to give your child a chance to finish the sentence.
The book, Goldilocks and the Three Dinosaurs
is a wonderful book to read with students with social skills issues. The book is full of inferences both in the text and the pictures, sarcasm, and other concepts that can be difficult. Be sure to go through the story several times by yourself before reading it with the student. Look for social mistakes made by Goldilocks, areas where the student will need to make inferences to understand the story (double check the pictures for clues as well), and uses of figurative language that will need to be explained. After you and your child have reviewed the story several times and they appear to understand the story you can do some compare and contrast with the story Goldilocks and the Three Bears and/or have them make up their own story of Goldilocks and three other characters. The inside covers of the book are full of ideas for this. They can illustrate the book as well. You can also use this activity to discuss the parts of a story such as characters, setting, time, place, problem in the story, how the characters feel about the problem, the characters' solution for the problem, how does their plan to solve the problem work, and the conclusion of the story.
FLUENCYThe Stuttering Foundation
has a lot of great resources to learn about stuttering.
Here is a list of things you as a parent can do to help your child's fluency. Use them as you read and discuss the books below.Watch 7 Tips for Talking with the Child Who Stutters
Experts agree that most children who stutter benefit from taking time to speak at a rate that promotes fluency. These guidelines represent a number of ways that adults around that child can help promote the child’s fluency.
1. Reduce the pace. Speak with your child in an unhurried way, pausing frequently. Wait a few seconds after your child finishes before you begin to speak. Your own easy relaxed speech will be far more effective than any advice such as “slow down” or “try it again slowly. For some children, it is also helpful to introduce a more relaxed pace of life for a while.
2. Full listening. Try to increase those times that you give your child your undivided attention and are really listening. This does not mean dropping everything every time she speaks.
3. Asking questions. Asking questions is a normal part of life – but try to resist asking one after the other. Sometimes it is more helpful to comment on what your child has said and wait.
4. Turn taking. Help all members of the family take turns talking and listening. Children find it much easier to talk when there are fewer interruptions.
5. Building confidence. Use descriptive praise to build confidence. An example would be “I like the way you picked up your toys. You’re so helpful,” instead of “that’s great.” Praise strengths unrelated to talking as well such as athletic skills, being organized, independent, or careful.
6. Special times. Set aside a few minutes at a regular time each day when you can give your undivided attention to your child. This quiet calm time – no TV, iPad or phones - can be a confidence builder for young children. As little as five minutes a day can make a difference.
7. Normal rules apply. Discipline the child who stutters just as you do your other children and just as you would if he didn’t stutter.
Last of all, don't feel like you have to do all of the activities for a particular book in one day. One small activity per day can make a huge impact on your child's communication skills. If you have any questions, please feel free to contact your child's speech language pathologist.
Online BooksSquish RabbitBrave Squish RabbitA Squash and a Squeeze
Games/ Activities (see how many times you can use the word in bold during the activity. Can you think out any other words containing the /skw/ sound?)
1. Squeezing frosting on cookies
2. Squishing/ squeezing plush toys
VideosSesame Street: Squid Says the AlphabetSquid Brian Williams
Online BooksGoldilocks and the Three DinosaursThe True Story of the Three Little PigsWatch Me Throw the Ball
Games/ Activities - make sure to ask questions that require him or her to use thr words.
Throwing a basketball through a hoop- (throw, threw, through)
Pushing cars through cardboard tube (through)
Kids climbing through a collapsible tunnel (through)
Throw bean bag on cards (throw high, throw low, etc)
Looking through binoculars for cards (through)
Bean bag toss (through, threw)
Thread beads (thread, through, three)
VideosCount Counting SheepNumber of the Day (Number of the Day)Globe Trotters (Globe Trotters)
Online BooksSplat the CatSplat the Cat Sings Flat
Games/Activities- (see how many times you can use the word in bold during the activity. Can you think out any other words containing the /spl/ sound?)Splish, Splash! game
Splat things with a fly swatter
Make play banana split
VideosClassic Sesame Street - "Splashing Around"Sesame Place Count's Splash Castle
Online BooksThe Red Eyed Tree FrogMy FriendsThe Umbrella
VideosSesame Street – fragileFragranceFrameFriendFroggy jumps
Freeze tag "(I froze you!", "You are free!")
Draw types of fruit or make with play dough. (Say, "A banana is a fruit", etc)
"FR" word scavenger hunt
Online BooksMr. StrongA Bad Case of Stripes
Games/ Activities- (see how many times you can use the word in bold during the activity. Can you think out any other words containing the /str/ sound?)
Blowing with straws
Picking things up ("I am strong!")
Make chain garland (strips)
VideosStreet SweepersSesame Strategy
Online BooksThe Grouchy LadybugCows Can't FlyToday I Will Fly!
Games/ ActivitiesJumping Monkeys (flip, fling, flop, fly, flew)
Make paper airplanes
Pretend you are flying on airplane (flip, fling, flop, fly, flew)
VideosSesame Street - FloatSesame Street: There's a Fly in the Soup | Waiter GroverGrover Flies
Online BooksChicka Chicka Boom Boom
Itchy Itchy Chicken Pox
Videosch | Fun Phonics | How to Read | Made by Kids vs PhonicsDigraphs | Let's Learn About the Digraph ch | Phonics Song for Kids | Jack Hartmann
Online BooksThe Gingerbread ManThe Foot BookThe Rainbow Fish
VideosSesame Street Letter of the Day FF is For FoxSesame Street The Number of the Day 5
Online BooksWhen the Goose Got LooseThree Billy Goats GruffGo Away, Big Green Monster
VideosSesame Street: Song - Super Grover with a "G"Sesame Street G
Online BooksThe Very Hungry CaterpillarHave You Seen My Cat?Three Little Kittens
You can make various crafts using scissors and glue.Click here
for a cat craft. During the activity, have your child ask for their supplies (scissors, glue, crayons etc). Ask why they need scissors ("So I can cut paper.") Think of other questions you can use to elicit the /k/ sound during the activity. When they are finished, have them describe how they made their craft.
VideosLearn How to Say KLetter of the Day KThings That Start with KSesame Street: Cookie Monster Sings C is for Cookie
Online BooksThe Grouchy LadybugIs Your Mama a Llama?The Wee Little Woman
VideosLearn How to Say LSesame Street Letter of the Day LSesame Street Cookie's Letter of the Day L
Online BooksSilly SallyBrown Bear, Brown Bear, What Do You See?The Day the Goose Got Loose
VideosLearn How to Say SSesame Street Letter of the Day SSesame Street The Number of the Day 7
Online BooksShoo Fly!The Shape of Me and Other StuffThe Rainbow Fish
VideosLet's Learn About the Digraph shThe SH Sound | Phonics Video | Scratch GardenLearn How to Say SH
TH SoundDownloadable Articulation Sheets for TH
Print the TH articulation sheet above to make articulation cards. Print and make two copies to play Go Fish or Memory while practicing the sound. You can also hide the cards and have your child hunt them and say the picture that is shown on each card as the cards are found.