Teach with endearing, favorite children's stories and build a variety of speech and language skills. Ready-to-use lesson plans, picture cards, and word definition cards make this set indispensable.
- Improve receptive and expressive vocabulary
- Comprehend story elements, main idea, questions, and inferences
- Expand expressive and written language
- Develop proficiency in grammar and syntax
- Articulate target phonemes in storytelling
Each story-based unit includes 16 activity sheets, 10 picture cards, 10 definition cards, instructions, and teaching suggestions. You supply the easy-to-find story books.
Target these skill areas:
- Vocabulary—define words, use context clues, learn antonyms, synonyms, categories, associations, and multiple meaning words
- Comprehension—make predictions and inferences, describe story elements, sequence the story, determine the main idea, and answer wh- questions; learning is supported with story prediction charts, story maps, and sequencing templates
- Narrative Language—retell a story and write narratives; prompts help students organize story events and convey their thoughts
- Figurative Language—comprehend and use idioms, similes, and metaphors
- Grammar & Syntax—identify grammar forms, judge grammar for correctness, and use different grammar forms in sentences
- Articulation/Phonology—create humorous stories by inserting words with target phonemes into the story
- Enrichment—reward students with a fun activity using words and concepts from the unit
Copy the student activity pages or print them from the FREE CD. Units are based on these books:
|Amazing Grace||Miss Rumphius|
|Caps for Sale||Stega Nona|
|Cloudy With a Chance of Meatballs||The Hat|
|Corduroy||The Wednesday Surprise|
|Hey, Al||Where the Wild Things Are|
Copyright © 2011
- Treatment of spoken and written language should reflect their reciprocal relationship. Problems in spoken language can impact written language and vice versa (ASHA, 2001a).
- Children who become poor readers may exhibit deficits in vocabulary, knowledge of word relationships, comprehension, morphology, and syntax. Thus, the building blocks for reading readiness can occur in the form of spoken language therapy (ASHA, 2001b).
- Successful reading and literacy comprehension is the result of multiple strategies used simultaneously. Students use the strategies of prediction, monitoring, inference, and summation in order to understand and manipulate a text (Block & Duffy, 2008).
- Explicit instruction in vocabulary and narrative text structure may improve reading comprehension. Students need sufficient foundational knowledge (e.g., prior knowledge of vocabulary and text structure) in order to comprehend new knowledge. SLPs have the knowledge and skills necessary to convey essential background knowledge to students with language impairment (Catts, 2009).
- Storybooks can be an effective way to expose students to novel, high-frequency vocabulary words. New vocabulary words need to be taught in an elaborative manner for maximum benefit. This includes activities such as defining words, listening for words in context, and generative tasks (e.g., student-generated sentences) (Justice, Meier, & Walpole, 2005).
Speech & Language Activities for Grades 1-3 incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001a). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position statement]. Retrieved on December 20, 2010 from http://www.asha.org/docs/html/PS2001-00104.html
American Speech-Language-Hearing Association (ASHA). (2001b). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Technical report]. Retrieved on December 20, 2010 from http://www.asha.org/docs/html/TR2001-00148.html
Block, C.C., & Duffy, G.G. (2008). Research on teaching comprehension: Where we've been and where we're going. In C.C. Block and S.R. Parris (Eds.), Comprehension instruction: Research-based best practices (2nd ed., pp. 9-18). New York, NY: Guilford Press.
Catts, H.W. (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in Schools, 40, 178-183.
Justice, L.M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36, 17-32.