What is the clock drawing test and what does it tell us about cognition?
who are you?
Contingency maps are a cognitive-behavioral method for helping an individual to understand the consequences of behavioral choices. They are particularly useful for teaching individuals to use functionally equivalent behaviors as alternatives to problem behavior.
Practice recognizing
I have many kids who can't answer personal questions (even when they know the answer). With some of my clients who are less intelligible, I am working on answering these questions using an AAC device such as a DynaVox or an iPad with Proloquo2Go. With others who are not motivated to talk, I am simply working on getting a response the first time I ask the question. With others, I simply want them to be able to recite their last name and phone number in case of an emergency. I make it a goal for my kids to answer at least 8 out of these 10 questions within 5 seconds, the first time they are asked. I also teach my kids to say something like "Hmm" or "Let me think" if they need additional time. When they give a blank stare instead, it's unclear whether they understood the question, whether they are still thinking, or whether they are ignoring me. Do you have any other "must know" personal questions that you want your kids to be able to answer? Click here to download!
The Draw My Picture Game is a fun way to get children to practice their speaking and listening skills.
Clothesline Clues to Jobs People Do [Heling, Kathryn, Hembrook, Deborah, Davies, Andy Robert] on Amazon.com. *FREE* shipping on qualifying offers. Clothesline Clues to Jobs People Do
Roll out the newest Rory’s Story Cubes set and get the action going. Each of the 9 cubes has 54 illustrated everyday verbs–listen, jump, draw, take, light, or press–to move the story to a new place in the plot. Similar to the original set of Rory’s Story Cubes including nouns, this set can be viewed […]
Vocabulary instruction is so critical in today’s classroom! A vast vocabulary will help students to become better readers and writers. Vocabulary is also essential to their performance on standardized tests. Helping kids to develop their vocabulary is time that is well spent in a busy classroom. I have developed a routine to teach new vocabulary
Help your beginning reader boost her reading comprehension by figuring out what happened next in three different story lines. Download to complete online or as a printable!
подготовка к школе, дошкольное образование, детский клуб, развитие детей
Example for teachers of how to do a picture dictation activity.
Letnie zabawy logorytmiczne
Goal Ideas Read more about my goals here. Teaching Story Elements + Story Grammar Story grammar gives structure to the flow of stories. It builds on and draws from foundational narrative skills including Sentence Formulation, WH Questions, and Sequencing. The use of different story elements can increase the complexity of stories including an initiating event, […]
One struggling parent recently described her son’s speech to me as sounding “like nothing more than a robot.” This description spoke volumes about what it must be like as a parent…
How do you explain prepositions? For kids, keeping it visual and fun helps. Try this!
Listening and following verbal or oral directions is an important skill that many students lack. You may relate to Charlie Brown's teacher after going over step-by-step directions. Students often hear the sound the teacher's voice is making, but fail to tune into the meaning of the words. When students aren't actively listening, they miss important information that can impact their academic AND behavior in the classroom. One way you can help your students practice active listening so they will follow directions is with a fun activity called Listen and Draw. Listen and Draw is a great activity to do with your class at the beginning of the year when you are teaching class procedures. Include these with your plans after breaks as a warmup plus a good reminder about practicing listening and following directions. Grab a free copy of FREE Listen & Draw - Following Directions Activity. Sources to make my blog post graphics can be found HERE. Click HERE to read my blog's disclosure statement.
Transverse arytenoid: attach opposite posterior surface of the arytenoid cartilage. It draws arythenoid nearer to each other and adduct the vocal folds. Oblique arytenoid: pass from muscular process of one to the apex of the opposite arytenoid. Crosses each other on the posterior surface of the transverse arythenoid. It has the same action as the transverse. Some fibres continue from the arytenoid to the epiglottis which is the aryepiglottic muscle. Posterior cricoarytenoid: arise from concavity
As Early Childhood Educators would agree, observing and documenting children’s learning and development makes up a large part of the job. Too much paper work and documentation is one complain…
These picture cards and visual cues will help your students learn how to ask and answer wh-questions correctly! You can help them build a concrete understanding of the 5 types of wh-questions and how to answer and ask them. This packet contains: 60 individual picture cards for teaching WH Questions in both receptive and expressive skill areas 5 cue cards for teaching what each individual question is asking with visual cues. 2 cue cards containing all 5 question forms (you can print more of this pdf page if you need more than 2) PRO TIPS: Visuals are very effective at helping children visualize and differentiate between the questions words of who, what, where, when, why. The cue cards can be used for different levels in the same group! How to Use Scaffolding is used throughout this resource. ★ Level One will teach the meaning of each WH word with visual cues. You students will learn not only their given word but learn the other words through incidental learning as you use the activity. If they answer their question appropriately they earn the picture card. They try to collect more cards than the other students. There are no preset questions in this activity. You, as the SLP, have the freedom to make up questions you deem appropriate for your individual students and their needs. ★ Level Two will require the student to answer all 5 WH question forms to earn the card. It is completed the same as above with the instructor creating the questions for the pictures drawn. Use the mats with all 5 WH words on them. ★ Level Three- REVERSE the tasks and allow the student to formulate the questions for the pictures drawn. LOW PREP! Print, cut and laminate then use year after year! How are buyers are using these? "This has been SO helpful for teaching my Kindergarten English Learners how to form a question, and how to respond to different types of questions. I have them write the question word and draw the rest of their question, and they love the picture support. Thank you so much!" Lisa "This activity was great for my students with language impairments that need scaffolding to produce question structures. I used this with my younger students in K-1. The pictures are clear and was an easy no prep activity." Marissa "I use this every time I am teaching or working on "wh" questions. The kids love the visuals. Thank you for this resource!" Brittany Try one of these other great activities: Labels and Functions Game Set (teaches object naming and stating functions) Synonym Antonym Puzzles (two piece) Slap It Describing Words No Prep Search and Find Articulation Don't forget to leave feedback to earn credits for your future purchases! Also, don't forget to click that little green star by my name to follow me, so you'll know first when I have updated a product or created something new. Copyright ©Dean Trout's Little Shop of SLP All rights reserved by author. Permission to copy for single classroom use only.
The students follow the instructions to draw the objects (the language focus is prepositions). Then they compare their final version with a partner and talk about any differences they find. Then they write a description of the rooms, including saying where the objects are. So, this is a reading, speaking and writing exercise - ESL worksheets
Gain a deeper understanding of accented syllables with Brainspring. Explore the meaning and examples to improve your language skills effortlessly.
Children read six short passages and draw a conclusion about each one based on context clues.
A high resolution digital download of this Journey to Wellness cartoon You will recieve 2 downloads 1 in a square shape 3000 x 3000 9mpx 1 rectangular (better for A4, A3 printing into posters etc) Print it out and plaster it on your wall Save it as your phone or laptop background Use it with clients as a resource if you are a counsellor, therapist or life coach Use it as an educational tool in school.... Whatever you need! **Not for commercial use
783 original hands-on activities for kids (as well as a compiled archive of ideas from all over the web) with a strong focus on inquiry, design thinking, problem-solving skills, imaginative / creative thinking, nature, drama, learning with movement, music, arts integration and PLAY! - Creative Genius Kids! - for teachers and homeschoolers
Whew...it' s been a crazy 5 months since my last post. Glad to be back! Inferencing has always been a challenge for me and for my students. This year it has particuarly challenging due to the make up of my class. I have very diverse levels in my class and am having to find ways to meet the needs of these students on many different levels. Believe it or not, I think in the end it has helped me think more deeply about each lesson I teach, and how to intervene when the students do not get it. I digress...Inferencing is a challenge no matter who you are or the students you have due to the fact that it is not stated right in the story and the children have to actually think through the "why" something is happening. As we started inferencing this year...my kids were all over the place. Part due to the concept being new to them; part due to lack of connection. I did not know this at the time though. I found this great anchor chart a few weeks ago...and printed it for my kids to put in their reader's notebook...and the real teaching began! We went back and had a discussion about personal experience and how those tie into inferencing. One of my students used the word "schema"--I was so proud considering we had been talking about schema all year and no child had ever used it correctly in a sentence. First time for everything right? I was beaming! I did not create this anchor chart but I did use a file folder as an example for their brain. They are always commenting on the fact that I use file folders for everything...I thought this fit quite nicely. Of course, I had to tie inferencing back into their schema so we began to talk--just talk about personal experiences and how those help us answer questions. The kids responses were amazing. The children may not have that many personal experiences...but they have enough to make connections. Once we talked about how our schema helps us infer...we had to talk about text evidence. In 3rd grade we really stress the importance of going back in the story to find text evidence (proof) of their answer. The common misconception is inferring has no text evidence...well you can see why I like the anchor chart I posted above. There is always text evidence with inferring...it may not be directly stated but there are clues to lead you to the correct answer. Finding the clues is the key! On to the final piece of our inferencing puzzle! Our 3rd grade team has been focusing less on multiple choice answers this year, and more about getting the kids to think through their answers and WRITE!! We have been getting the students to do what we call "I know" statements. The students have a question (that would typically be a multiple choice question) but instead of ABCD...they have to write the following after answering the question: I know this because the text says... I also know this because when I... We have the students find the text to support their answer and then they have to make a personal connection to their answer. (Meaning, many times we answer a question because of a certain experience we've had...we can relate to a character because we have also felt that way...we can infer because we know we would do that same thing if we were that character...etc.) Here is an example of the template the students have. We are doing this activity this week on Wednesday...it is inferencing for non-fiction! (Obviously it has a story that goes along with it.) Now the students may have never experienced an Earthquake...but they know that broken glass hurts--there is their the personal connection. These "I know" statements work with almost any skill but they are amazing for inferencing! Since inferencing does not give you the text evidence directly...the students are forced to think more about personal experiences and they way the author worded the story. Having the students write down their text evidence (or clues) and their personal connection leads to an almost full-proof solution to inferencing; besides it actually makes the kids think and write instead of just marking an answer. There are great ways to modify or do Tier I interventions for inferring. On the "I know" statements...I give them an answer to choose from (smiliar to a multiple choice answer) but then they have to tell me why by providing text evidence and a personal connection. I believe this helps the students focus more on the thinking of "why" rather than "what is the right answer..." with any hope, you can eventually remove this option and the students that are struggling will be able to do the complete "I know" statement. I am still doing this intervention in my room...and will continue for a while I am sure, but at least they are getting the thought process in... I also bought this set of inferencing task cards that are on a lower level. I needed these desperately for my class this year...they have done wonders! I only use them for small group instruction, not for an actual assignment since they are not on grade level, but they do help with getting the kids thinking...we always tie back to their personal connections! The kids love these! Another way to do modifications or Tier I interventions for inferring is to have the students practice looking at pictures and inferring from the pictures what is happening. We obviously want more reading and writing going on...but this is great for just focusing on thinking...and observing. I also put this graphic organizer in stations...it is very simliar to the "I know" statement but does not have a specific question on it. The students can make their own inferences from a story they read during stations. I will usually pick a character or certain section of the story and then let them make their own inference. I would reserve this for the kids that are not struggling...or peer partner with this graphic organizer. If the students are struggling forming their own thoughts on inferencing...they will struggle with this; otherwise it is great for your group that doesn't need as much help. I believe the bottom line to teaching this difficult skill is to remember these are children. Hounding on them to find the clues in the story isn't the only way. Dive into their personal experiences and the connections they can make. Make the kids think, and push them to connect...it will help!
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Last week I posted some Common Core English Language Arts ideas. I've come back for more! :) When I get to unit 3, in a few short weeks {according to my district's pacing guide} I should start to teach my kiddos narrative writing. I wanted to see how ready they were so I started it a little bit. I've started to make some things to help them understand the sequence. I also use the who, what, when, where cards I posted about before {here}. We started talking about narrative stories because we were reading them everyday! After we read a book, I would ask what happened in the beginning, middle, and end. When they mastered that, we moved on to first, next, then, last. Then, I told them we are going to write our own narrative! AH! Or perhaps you need these: Oh narrative writing. Why do you hate me? By the end of the year, they should be able to:Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. *NOTE: I DID A LOT OF MODELING AND SHARED WRITING BEFORE I LET THEM GO OFF AND TRY THEMSELVES!!!! It's all about modeling! For this activity. I just read a book about a haunted house {you can do any topic} and I had my kids pretend they knocked on the door of a haunted house {sorry, I forgot to take pictures}. They drew a picture of what would happen: Then, they took what they drew and wrote one or two sentences {rough draft} to go along with the picture: Finally, they wrote a final draft after I had a mini-conference with them about their rough draft. They will finish up the "writing process" by publishing their work in the classroom! :) My kiddos did ok on this, but we were all exhausted by the end! I get exhausted by narrative writing! What do you do that WORKS for teaching narrative writing? Do you do writers workshop??? Frames by: KPM Doodles Paper Pixels
This drawing activity will have your students practice giving directions for a drawing activity. Enlighten them on how important it is to be specific!
29 Feelings in detailed posters, cards, chart, and worksheets that help students learn to identify feelings and emotions. This CASEL-aligned SEL resource guides students to recognize, name, and understand their feelings and the feelings they see in others. What's Included? Feelings Posters and Cards 29 unique feelings in poster and card format with facial expressions and body language notations. Formats: Print in color or BW. Feelings Chart 29 feelings in a full-page and quarter-page chart. Formats: Print in color or BW. Detailed Worksheets for 29 Feelings Explore each feeling in detail. Page 1: Features an easy-to-understand definition, lists similar feelings, potential situations that might evoke the emotion, and a visual representation showcasing body language and facial expressions. Page 2: Engaging exercise that prompts students to find the cues that show how someone is feeling. Page 3: Reflective exercise helping students recognize when they personally experience the emotion and what they can do. Page 4 (Google Slides): An interactive exercise where students capture and insert a photo of themselves portraying the emotion. Step-by-step instructions are provided. Page 4 (Print): Creative exercise where students craft a simile for the emotion and illustrate it. For instance, "anger is like a volcano" or "happiness is like a flower basking in the sun." Format: Print in color or BW, and in Google Slides. Simplified Feelings Worksheet Focused on facial expressions and body language associated with each emotion. Format: Print in BW. Blank Face Worksheet Allows students to explore their own feelings and what they look like Format: Print in BW. Equip your students with the tools they need to understand, express, and navigate their feelings. Perfect for teachers, school counselors, and SLPs aiming to build self-awareness and a feelings vocabulary. Emotions Included Alert, Angry, Annoyed, Bored, Brave, Calm, Confused, Curious, Disappointed, Disgusted, Distracted, Embarrassed, Excited, Focused, Frustrated, Furious, Happy, Jealous, Lonely, Nervous, Proud, Sad, Scared, Shocked, Shy, Sick, Silly, Surprised, Tired
