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Funny faces (have your child imitate the funny faces yo

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Title: Funny faces (have your child imitate the funny faces yo


1
Parent Workshop
  • Presented by Amy Stevens
  • Fall Semester, 2002

2
About the workshop
  • Product Title
  • Parent Workshop
  • Intended audience
  • Parents of hearing impaired children and deaf
    educators.
  • Product Goals and Objectives
  • To educate and aid the parents of hearing
    impaired children in the practice and teaching of
    speech.

3
Abstract
  • The Parent Workshop was designed to educate
    parents in the area of speech therapy/work. This
    workshop will cover
  • Oral Motor Activities
  • Listening Activities (including word/minimal
    pairs)
  • Teaching Strategies
  • Syllable Sequence Drills
  • Games that can be used at home to emphasize
    speech production
  • Ideas for practicing speech in the home
  • NOTE This particular workshop focuses on the
    target sound /ch/ however, similar workshops can
    be created in accordance with which ever target
    sound is being worked on at the time.

4
Before the workshop
  • An informative letter should be sent or given to
    the parents notifying them of the workshop. An
    example of such a letter is below.




November
20, 2002 Dear Parents, We are nearing the
end of another busy semester! All semester your
child has been bringing home their Speech
Books. I hope that you have had the chance to
flip through these binders and look at the
worksheets that your child and I have been
working on. We have had a lot of fun this
semester together, and now its your turn!
On December 4, I will be holding a parent
workshop. My hope is that this workshop will not
only give you a more in depth look at what we do
during our speech therapy and lessons, but also
give you the opportunity to ask questions, voice
concerns, provide feedback, and network with
other classroom parents. In addition, I will be
providing some fun ideas and activities that you
can take home with you in order to help further
develop your childs speech abilities. Things
are really moving along, and I cant do it
without all of you! I realize that time is a
luxury for all of us, so below Ive included a
couple of time options. I would greatly
appreciate your feedback on what time(s) work
best for you. You can detach the bottom portion
and send it with your child to school. Or if you
prefer, you may call or e-mail me with your best
time. I am really looking forward to
meeting with all of you! Your kids are so much
fun and like them, Im anxious to share with you
all that we do! Sincerely, Amy Stevens
NOTE Childcare and refreshments will be
provided.
_____________ can attend the parent
workshop Name ___ 330-400 ___
530-600 ___ 700-730 ___ I will be unable to
attend.
5
Oral Motor Activities
  • Before each speech session or lesson, we practice
    several different oral motor techniques in order
    to exercise our mouths and get the ready for
    speech. This usually involves exercises for the
    tongue, jaw, lips, cheeks, and breath control.
    We also use oral motor activities to help
    simulate the placement and manner of sounds.

6
Simple Activities
  • Patting the cheeks (Pat, pat, pat, pat, pat)
  • Pinching the cheeks (Pinch, pinch, pinch, pinch,
    pinch)
  • Using a finger as chapstick and tapping around
    the lips (tap, tap, tap, tap, tap)
  • Wag your tailhave the child stick his/her
    tongue out and move it side to side, then up and
    down. This helps stretch the tongue.
  • Funny faces (have your child imitate the funny
    faces you make by taking turns, then have them
    come up with their own funny face.)

7
Fun with Propsother activities that stimulate
the mouth and breath
  • Licking (Handisnacks, Fun dip, frosting on graham
    crackers, suckers)the goal is to have the child
    lick with the tip of their tongue without moving
    their head.
  • Bubblegumthis is great for exercising the jaw
    muscles, as well as stimulating the tongue and
    saliva glands. Blowing bubbles with the gum is
    also great for working the muscles of the mouth,
    as well as breath control.
  • Breath controlblow bubbles, or use balloons to
    help with breath control.

8
Sequence Mouth Movements
  • Blow kisses and then smile
  • Smile and frown
  • Surprise and smile

9
To Emphasize the /ch/ Sound
  • Place some peanut butter or frosting behind the
    upper front teeth this is the alveolar ridge.
  • Next, have your child bite down on a popsicle
    stick or tongue depressor.
  • Finally, tell your child to lick off the peanut
    butter/frosting, while still biting the stick.
  • This helps simulate what /ch/ feels like in the
    mouth it also helps build the strength of the
    tongue.

10
Listening Activities
  • Helpful Hints
  • Speech is primarily learned through listening.
  • Developing listening skills goes hand in hand
    with developing speech skills it is important to
    provide as many opportunities as possible to
    develop these listening skills.
  • A great way to develop both listening and speech
    skills is to help show your child that when a
    sound is changed in a word, the meaning of that
    word is also changed (CHEW vs. SHOE) we call
    these minimal pairs.
  • Understanding minimal pairs will help your child
    understand the importance of listening and
    producing these words correctly.

11
Listening Activities
  • The speech books usually contain a minimal pair
    activity for sounds. Go over these worksheets
    with your child by pointing to each picture and
    saying the word. Your child should watch and
    listen, and imitate each word as you say it and
    point to it.
  • Go through the worksheet again, this time without
    pointing to the picture. Have your child point
    to the correct picture that matches what you
    said. If your child does not point to the
    correct picture, have them listen to your model
    again.

12
Word Pairs
  • /ch/ vs. /sh/
  • chew vs. shoe
  • chalk vs. shock
  • cheap vs. sheep
  • chin vs. shin
  • vs.
  • vs.
  • /ch/ vs. /t/
  • chew vs. two
  • chalk vs. talk
  • beach vs. beat
  • chime vs. time

2
13
Minimal Pair/Word Pair Worksheets from Speech
that Works
Used with permission of Elizabeth M. Wilkes,
author of Speech that Works
14
Teaching Strategies
15
Three Steps
  • Show em how its done!
  • Rememberin order to produce speech, we must
    listen to it first. Model the sound (or syllable
    or word) for your child first and have them
    imitate your model.
  • Good try, but
  • Your child put forth their best effort, but
    didnt quite produce the sound. If at first you
    dont succeed, try, try again!
  • Model the sound (syllable, word) for your child
    again, but this time try slowing down and putting
    more emphasis on the target sound.
  • Still not quite
  • If your child is still unable to produce the
    sound, try again with a visual cue. Sometimes it
    even helps for the child to imitate the cue as
    well as the sound. It helps remind them where
    the sound is in their mouth.
  • If your child is having lots of difficulty
    producing the target sound, try going back to
    something easier.

16
Encouragement is the key!
  • If your child is able to produce the target
    sound, be sure to make a big deal of it! Speech
    can be very hard work!
  • If your child is unable to produce the target
    sound, dont get frustrated and dont let them
    get frustrated. Speech IS hard work, and just
    like math or reading, takes lots of time and
    practice.

17
Teaching Strategies (for the /ch/ sound)
  • Listen
  • Practice sneezing
  • Have your child whisper the word shoot over and
    over again. (This should produce a /ch/ if done
    correctly move from shoot, shoot, shoot, shoot
    to choo, choo, choo, choo,).
  • Watch
  • Try using a Kleenex or tissue paperhold the
    tissue in front of your mouth so your child sees
    the way the breath shoots forward.
  • Use a visual cue (thumb and pointer finger on
    sides of mouth)this helps the child understand
    the placement of the sound.
  • Feel
  • Have your child place the back of their hand near
    your mouth and produce the /ch/ sound so they can
    feel the breathstream then have him/her hold
    their hand to their own mouth and produce the
    /ch/ sound.

18
Syllable Sequence Drills
  • Building your childs fluency

19
Why use syllable drills?
  • Syllable drills give your child the opportunity
    to practice
  • Production of consonant/vowel (CV) combinations
  • Increasing the rate of speech
  • Familiarizing your child with certain sounds and
    CV combinations in order to internalize them
  • Improve the rhythm of speech
  • Improve breath support and thus improve the
    production of strings of sound.

20
Why are syllable drills important?
  • Unlike children born with normal hearing, hearing
    impaired children do not practice babbling as
    babies. This is largely due to the fact that
    they are not receiving the auditory stimuli that
    normal hearing babies receive.
  • Syllable drills give the hearing impaired child
    the opportunity to practice the babbling that
    they missed out on in their early development.

21
What are syllable drills?
  • Syllable drills can be made up of either a string
    of nonsense syllables or words.

22
Nonsense Syllables
  • A good way to practice nonsense syllables using
    syllable drills is to make a table which consists
    of different vowels. Using a magnet, stencils,
    or any other tool, show your child how to place
    the consonant (in this case, /ch/) in front of
    each vowel. After a few run throughs, encourage
    your child to speed up the repetition of the
    syllables.

23
Example of Nonsense Syllable Drill
ch
24
Words
  • You can work on syllable drills using words the
    same way you work on nonsense syllables.
    Worksheets are provided in the speech notebooks.
    Once a drill has been practiced and learned, have
    your child see how many rows he or she can
    complete in one breathstream.

25
Example of Word Syllable Drill
26
Sample Syllable Drill Worksheet from Speech that
Works /ch/ in the final position.
Used with permission of Elizabeth M. Wilkes,
author of Speech that Works
27
Sample Syllable Drill Worksheet from Speech that
Works /ch/ in the initial position.
Used with permission of Elizabeth M. Wilkes,
author of Speech that Works
28
What is for lunch?
  • Goals
  • The main goal is to provide a fun way for your
    child to practice the /ch/ sound not only in
    speech, but in language as well.
  • In addition
  • To produce as much language as possible.
  • To work on the production of the /ch/ sound.
  • Ask and answer what questions.
  • Ask and answer yes/no questions.

29
Materials you will need
  • Pictures and word cards for
  • Kitchen
  • Chicken
  • Sandwich
  • Ketchup
  • Chips
  • Cherries
  • Chocolate milk

30
How to Play
  • Place the game board (picture of kitchen) and
    playing pieces (pictures of food) in a bag or
    box. This makes is a surprise for your child.
  • Tell your child, I have a game for us to play
    together!
  • Lay out the game board and pieces. Ask your
    child, What is for lunch? and let them pick a
    piece they want to place on the board (NOTE You
    can put Velcro or magnets on the board if you
    want for the pieces to stay in place.)
  • When your child picks a piece for lunch, prompt
    a response by asking, What is that? What will
    you do with the (chicken, sandwich, etc.)?
  • The idea is to have your child respond with, The
    (chicken, sandwich, etc.) is for lunch!
  • Practice over and over again, trying to come up
    with new combinations. (ex. Ketchup on the
    sandwich, chicken sandwich, etc.)

31
Something to Think About
  • If you want to, you can make this more
    interactive by making lunch together. Have your
    child pull the food out of the refrigerator and
    say, The (chocolate milk, etc.) is for lunch!
    Finish up by eating lunch or packing lunch
    together.
  • As your child works on new sounds (other than
    /ch/), you can find different types of food and
    drink to use for practice. (For example, if /p/
    is being practiced, you can use popcorn, pop,
    peas, etc.)

32
chips
cherries
ketchup
chicken
Chocolate milk
sandwich
KITCHEN
33
What else can you do?
  • Weaving speech into your daily routine

34
Practice the sound (through modeling and
imitation) by using the Firstthen method
  • Before a snack
  • Before playtime
  • Before T.V. time
  • Before videogames
  • Before going outside

then
CH
First
35
Practice the sound through play
  • When the sound is correctly produced, let the
    child place a block in the bucket, a ring on the
    stick, or any toy that can be added to several
    times.
  • Especially with /ch/--move a toy train around a
    track each time the sound is correctly produced.

36
Practice the sound through helping
  • Bake some cookies together. When your child
    correctly produces the sound, allow them to add
    another ingredient.
  • Allow your child to lick the stamps for all those
    holiday cards! Before they can lick the stamp,
    model the sound for them and have them repeat it.
    When they produce the sound, they can lick the
    stamps.

37
Other ways to practice
  • Practice saying the sound/syllable/word into a
    pretend telephone or microphone.
  • Practice saying the sound/syllable/word at bath
    time or bed time.
  • Practice saying the sound/syllable/word while
    getting ready for school.
  • Practice saying the sound/syllable/word while
    driving in the car.
  • Practice saying the sound/syllable/word by
    playing peek-a-boo (and substitute peek-a-boo
    with the sound.)
  • Practice saying the sound/syllable/word while
    walking up the stairs.

38
In addition
  • Words to think about
  • Shopping
  • How much?
  • Cheap
  • Such a deal!
  • Too much!
  • Mealtime
  • Kitchen
  • Lunch
  • Brunch
  • Crunch(y)
  • Munch
  • Chocolate
  • Cherry
  • Chips
  • Ketchup
  • Chicken
  • Sandwich
  • Every day
  • Chore
  • Change (clothes, socks, shoes)
  • Teacher
  • Porch
  • Books to consider
  • Chicken Little Retold/illustrated by Steven
    Kellogg
  • Guess How Much I Love You By Sam McBratney,
    Illustrated by Anita Jeram
  • Elmo says Achoo! By Sarah Albee, Illustrated
    by Tom Brannon

39
Words of Wisdom
  • That is what learning is.
  • You suddenly understand something youve
    understood your whole life, but in a new way.
  • Doris Lessing
  • Speech is something we take for granted every
    day, but its something your children have to
    work very hard at, and they do. I hope that you
    have learned something new about speech, how we
    work with and teach it, and how you can use it at
    home.

40
And never forget
  • Every production of genius must be the production
    of enthusiasm.
  • Benjamin Disraeli
  • Get excited about your kids because they are
    excited about you!
  • Thank you for coming!

41
References
  • Parent Workshops developed by Linda Nylund MS
    CCC/SLP, L.
  • Tactile Kinesthetic Phonetics, developed by Lori
    Hahm and Linda Nylund MS CCC/SLP, L.
  • A Speech Guide for Teachers and Clinicians of
    Hearing Impaired Children, Sandra Waling and
    Wayne Harrison (1987), Texas Pro-Ed
  • Bringing Sound to Life Principles and Practices
    of Cochlear Implant Rehabilitation, Mary E. Koch,
    MA, CED A project of The Listening Center at
    John Hopkins and The Advisory Board Foundation
  • Speech that Works, developed by Elizabeth M.
    Wilkes, Ph.D., C.E.D., CCC-SLP, Sunshine Cottage
    School for Deaf Children 103 Tuleta San Antonio,
    TX, 78212
  • Worksheets borrowed from Speech that Works
    (permission given by Elizabeth M. Wilkes, Ph.D.,
    C.E.D., CCC-SLP)
  • Quotes borrowed from http//www.chalkdust-online.c
    om/
  • Additional pictures borrowed from
    http//expressit.broderbund.com/default.asp
  • Childrens Books
  • Chicken Little Retold/illustrated by Steven
    Kellogg
  • Guess How Much I Love You By Sam McBratney,
    Illustrated by Anita Jeram
  • Elmo says Achoo! By Sarah Albee, Illustrated
    by Tom Brannon
  • Microsoft Office XP for Students and Teachers
  • Clipart
  • Microsoft PowerPoint
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