Summer Carry Over Activities for Your Students

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In the next three weeks most school programs are closing for the summer unless districts run on a year-round basis. May and June are busy months as IEPs need to be updated. In addition, parent conferences are held for students who have reached their goals and for those who need to move on to a different campus.

Typically, students who have more severe language/learning difficulties have the option of attending summer school. But, for the vast majority of students seen by the SLP this is not possible. Providing some basic ideas for follow-up during the summer months is a helpful avenue to ensure that some carryover and at least maintenance of skills will be accomplished.

Naturally, the suggestions offered by the SLP need to be tailored to the age and ability of the student as well as availability of the family and caregivers to assist in the process. The http://www.cromwellschools.com/ecs/Speech website lists several activities that may be helpful to a student of any age such as, taking daily trips, visiting the library and museums, playing board games, writing journals and many more ideas.

Activities

To ensure that students continue maintaining and developing their speech, language and communication skills without making it “sound like a burden”, it is important to offer the students and their families ideas that can be easily implemented.

A list of resources and materials available on the Internet follows. The clinician may wish to select activities depending on the students’ needs and the family’s access to the Internet. I found a number of sites in searching the Web, but the most comprehensive is described below:

http://www.mnsu.edu/comdis/kuster2/sptherapy.html includes a twenty-five-page list of resources compiled by Dr. Judith Maginnis Kuster Professor at Minnesota University, Mankato.

The references are categorized by “interactive” sites; reproducible and activities that can be adapted for therapy; examples of books, stories, newspapers, and magazines that can provide materials for therapy; clinical materials available on the Internet, and many more.

For the Spanish-speaking students – some specific available materials include:

  1. To practice and reinforce various aspects of speech sound production in Spanish. http://www.agsnet.com/Group.asp?nMarketInfoID=31&nCategoryInfoID=2657&nGroupInfoID=a11515
  2. For families from predominantly Mexican backgrounds I have found that suggesting the use of the familiar Loteria Mexicana can serve many purposes.
    1. Vocabulary development: Categorization (people, animals, foods, instruments)
    2. Grapheme-phoneme correspondence. For example, identification of words that begin with a certain sound. For example. the sound may be :/p/ for pera (pear)-pescado (fish)-payaso (clown); or /g/ for gallo (rooster)-garza (flamenco).
    3. Gender differentiation – What are the words that are preceded by “el” vs. “ la”.
    4. Alphabetizing-What are words that begin with a certain letter/sound?
    5. What are the words that have two, three or more syllables? http://www.zonezero.com/exposiciones/fotografos/loteria/loteria2.html or http://www.zonezero.com/exposiciones/fotografos/loteria/2images.html
  3. For other Hispanic groups encourage development of vocabulary by listing various words that have been collected from literature books, various therapy sessions and follow a similar strategy as suggested above.

Tailoring Activities to the Age of the Student

For a preschool and young child consider making up a daily calendar. Refer to ideas or simply duplicate the calendars listed below in English (Appendix 1) or Spanish (Appendix 2). Ask parents or caregivers to mark each day and write the date, and also request the child to bring the completed calendar back to you in the fall. The student will receive a prize and will participate in a drawing to have lunch with the SLP.

For all other students suggest keeping a journal. The older student may be able to complete this activity independently, but the younger elementary school-age student will need to dictate instead of writing about most personally salient events that happened each week and state why those events were important. For example, the student may have enjoyed the trip to the library because he/she found a book on trains and the family just took a train trip to visit relatives in a different location. Or, the student may be excited about finding a book on wild animals and have enjoyed watching how the lions were fed when the family went to the zoo the previous weekend. In addition, specific goals might be suggested for a student who has fluency difficulties, or for another who has articulation and/or challenging oral/ written language. For example, for the student who has problems pronouncing a particular sound, lists of words that include that sound may be provided. The student may be asked to illustrate a few of the words each week and write a favorite sentence using that word. In addition, variations may occur because some students may or may not have access to the Internet.

For each student, a total of 8 entries may be required (once a week, When the journal is brought back to the SLP, the entries can be used as review in the first two or three sessions with the student during therapy. In return, the student will receive a prize and participate in a drawing to have lunch with the SLP.

The calendar can be duplicated and/or modified for each month of the summer.

Please be sure to read the July ¿Qué Tal? column:
Ideas for Professional Growth

As always, I do welcome your comments.

Henriette W. Langdon, Ed.D., F-CCC-SLP
Professor
Communicative Disorders & Sciences
College of Education
San José State University
San José, CA 95192-0079
408-924-4019 voice
408-924-3641 fax

hlangdon@email.sjsu.edu

Gracias – Thank you.

Calendar of Activities with the Younger Child

Appendix 1 – ENGLISH VERSION – JULY-AUGUST 2005
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Count the number of doors and windows in your house. Name the colors on your outfit and that of your friends or siblings Count the number of times you can bounce a ball. Do this five times. Ask an adult to draw something for you and color it. Go the library and pick up a book or a tape with songs.Read/listen to it. Help an adult with a chore like washing the car or preparing a meal, setting the table. Go out with your family to the park and help set up a picnic.
Cut out all the foods you can find in a magazine or newspaper. Paste them on cardboard. Go shopping and help an adult pick up the fruits and vegetables.Count the number; tell their color and shape. Pick up the book you took from the library and tell an adult about the pictures. When you have breakfast see if you can recognize some of the letters on the box. Do the same with what you eat at lunch. Do the same as above. Ask your mother or an adult to write the titles of books and tapes you have read and listened to. Same as above. Tell your dad how you like to help best. If your family has time, go to the zoo or a museum for the day.Tell your family what you liked best when you come back home.
Pick up a word and try to say as many words as you can that rhyme like ball, call, fall. Ride your bike from school to your home and tell your mom five different things you saw. While you ride with an adult, tell him/her the colors of the cars and trucks.Try to read the plates. Look inside the refrigerator name and count how many different things there are in the first shelf. Do the same you have done the past two Fridays. Invite a friend over and play a game of lotto, or a board game. Ask your family to take you out to a restaurant.When you get back ask an adult to help you draw and write what you ate.
Water the flowers inside and/or outside your house. Say their names and their colors. If it is warm, ask an adult to take you swimming. If not go to an amusement park. Cut out all the pictures of clothes you can find in magazines or newspapers. Paste them on cardboard. Name all the objects you can see in a corner of a room. Try to see if you can make a rhyme with some of them, Like bed and red, or chair and bear. Go along with your Friday activity to the library. Help your mother or father with a chore like putting the laundry away, or cleaning the house. Go to a movie with your family and talk about what you saw.
Appendix 2 – VERSION ESPAÑOLA – JULIO-AGOSTO 2005
Lunes Martes Miércoles Jueves Viernes Sábado Domingo
Cuenta el número de puertas y ventanas que hay en tu casa. Dile el nombre de los colores de lo que tienes puesto y lo que tienen puestos tus amigos o tus hermanos a tu mamá o tu papá. Cuenta el número de veces que puedes botar una pelota. Repítelo cinco veces. Pídele a una persona adulta que te dibuje algo que tú quieras y tú lo coloreas. Ve a la biblioteca y saca un libro o una cassette/CD de canciones. Lee el libro o escucha las canciones. Ayúdale a una persona adulta en tu casa a hacer un quehacer como lavar el carro , preparar una comida o poner la mesa.. Ve al parque con tu familia y preparen todo lo que se necesita para almorzar allí.
Corta todas las fotos de cosas que se pueden comer que encuentres en una revista y pégalas en una cartulina. Ve de compras con una persona adulta. Ayúdale a escoger frutas y verduras, cuenta cuántos compran de cada uno y di su color. . Toma el libro que sacaste de la biblioteca y cuéntale a tu mamá o tu papá de las fotos que ves en el libro.. En la mañana cuando tomas tu desayuno mira la caja de cereal y ve qué letras puedes reconocer. Haz lo mismo con cosas que comas para el almuerzo. Haz lo mismo este día que la semana anterior. Pídele a tu mama o a un adulto que haga una lista de los títulos de libros y cassettes/CDs que hayas sacado de la biblioteca. . Haz lo mismo este día que la semana anterior. Dile a un adulto lo que más te gustó hacer ese día.. Si tu familia tiene tiempo vayan al zoológico o a un museo. Cuando regresen a la casa dile a tu familia lo que mas te gustó.
Escoge una palabra y trata de pensar en palabras que pueden rimar como: foco- poco- toco- roto- moto- boto Date una vuelta en tu bicicleta cerca de tu casa y luego dile a tu mamá cinco cosas que viste durante tu paseo. Cuando estés en el carro o en autobús, dile a tu mamá o papá el color de los carros o camiones que ves. Trata de leer las letras y números de las placas.. Mira lo que hay adentro del refrigerador y nombra todas las cosas que puedes ver en el primer estante. Haz lo mismo que hiciste los dos viernes anteriores. Invita a un amigo o una amiga  y jueguen a la lotería u otro juego parecido como “serpientes y escaleras.”. Pídele a tu familia que te lleven afuera a comer. Cuando llegues a la casa, pídele a un adulto o que te ayude a dibujar y escribir lo que comiste.
Riega  o cámbiale el agua a las flores que estén adentro o afuera de tu casa. Di su nombre y su color Si hace calor pídele a tu mamá o a tu papá que te lleven a un lado donde puedes nadar. Si no, que te lleven a un parque con juegos. Recorta todas las cosas que son ropa de una revista y pégalas en una cartulina. Nombra todas las cosas que puedes ver en un lado de un cuarto, Trata de encontrar palabras que riman con  algunas de ellas. Por ejemplo: cama- dama- ramamesa- reza- besa Ve a la biblioteca como lo has hecho cada viernes. Ayúdale a tu mama o tu papa a hacer algunos de los quehaceres como lavar y doblar la ropa, o limpiar la casa. Ve al cine con tu familia y hablen de lo que mira
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