Basic Concepts are essential for success in school. Early concept development begins as young as six to nine months with “more juice” and “all gone.” For school age children, basic concept knowledge is needed for following directions and participation in every aspect of the classroom. Here is a list of basic concept categories that students need to comprehend and use in the classroom. Most concepts should be well developed by first grade (age 7-8 years).
The Grouchy Ladybug: Speech Therapy Activities for Mixed IEP Groups
Do you need some new ideas for mixed groups?
Grouchy Ladybug by Eric Carle is an all-time favorite with early elementary
teachers for introducing and teaching elapsed time. There are many different
speech and language goals that can be targeted using this picture book during a
shared reading activity and follow up extension activities. I typically use
this book with students in second through fourth grade. It can also be adapted
for older students in alternative curriculum classes with comprehension skills
at this level. The Grouchy Ladybug
is a fun and interactive book for mixed IEP groups.
I’ve listed some possible IEP goals that you can target
during reading and extension activities. Tier
2 Vocabulary: Aphids, stinger, eerily, “happened
upon,” encountered, tusks, flippers, arrived, claws, horn, insist, screeched.
and Associate: Students associate animal with their
characteristics (yellow jacket/stinger, elephant/tusk, lobster/claws, rhinoceros/horn,
Students answer “Who, What, When, Where,” and “Why” questions to show
comprehension with visual support using my Wh-Anchor Charts FREEBIE. Sequencing
and Story Retell: Students have the opportunity to
retell using the vocabulary, “first, next, then, last.” Compare
and Contrast: Students can compare and contrast
the two ladybugs, the lobster and whale, the elephant and rhino, or the stag
beetle and praying mantis using a Venn Diagram from my Mega Graphic Organizer Bundle FREEBIE or list Similarities and Differences
using a T-Chart on chart paper.
THE GROUCHY LADYBUG: EXTENSION ACTIVITIES
Using text support, students identified story
elements, including: character, setting, problem, solution. Students then completed
a story map graphic organizer.Students can work cooperatively to complete a group story
map on chart paper or fill in individual story maps by differentiating the
activity based on their ability to write and illustrate their ideas.
Students identified the time day and made
text-to-self connection. “It was five 'o-clock in the morning when the ladybug
woke up. Why do you think he was grouchy?” Students made inferences that the
ladybug was still sleepy or was hungry for breakfast. Another inference can
be discussed towards the end of the story.
Based on what we know about a ladybug, “Why do you think the ladybug was
so tired at the end of the day?” Finally, “How did the ladybug change at the
end of the story and why? These Inference
skills can be targeted through discussion, turn-taking comprehension games, task
cards, or with a character
change graphic organizer. We used theLadybug Comprehension and Inferring Graphic Organizers FREEBIE from my Teachers Pay Teachers Store.
Students created their own ladybugs by using the
supplies of their choice. This was an opportunity for students to cooperatively
plan, sequence and problem-solve an activity.
Author's Purpose and Theme
My campus is one of 289 Leader in Me Lighthouse campuses in the world. Teachers and staff help students connect the 7 Habits with
classroom content. My students were able to practice Habit 2: Begin with the End in Mind by knowing their goal for the
session, as well as Habit 5: Seek first
to understand then to be understood by discussing the Grouchy Ladybug’s
treatment towards his friends.
The Grouchy Ladybug is an Eric Carle Favorite that
students may have already read in class during a math lesson. With prior
knowledge of this story, students readily engaged in activities and were eager
to expand and share their experiences with this story.
What books do you use to target story
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Have you ever had one of those days when you felt
like that thirty-minute therapy session was a “total waste of time?” Be honest,
we’ve all felt that way. Do you remember that session where little “Johnny”
just couldn’t sit still? He couldn’t follow directions, stay on task, sit in a
chair, stop making noises, and a sticker just would not motivate him. There are
some days I feel like we don’t get anything accomplished in our therapy groups.
Those are the days I am ready to just take those little friends back to class
and hand them off.
One thing you should know about me is that I love to shop at thrift stores. I am not careless in buying just anything, but I do like to find some hidden treasures. That is where I find the BEST books to adapt for my therapy sessions.
Next time you drive by your local thrift store or Goodwill, turn around, go back, and check out their children’s book section. Most thrift stores in my area sell children’s books for 25 to 50 cents each. Hardback children’s books are typically 75 cents.
So why should you shop at the thrift store? Children’s books donated to thrift stores are often gently used, high interest, and may even be donated from home-school parents or classroom teachers thinning out their book bins. I have found Dr. Seuss books, Tomie DePaola, David Shannon, and Kevin Henke sets at Good Will in the past. Of course, I snatched them up!
Do you need a motivating articulation activity that results in a high number of repetitions? Plastic eggs are enticing to children and only come out of our speech closet for one to two weeks out of the year. There are so many different ways to use plastic eggs in language therapy and play-based therapy. I want to give a few fun examples of how plastic eggs can be used in articulation therapy that results in up to 100 repetitions in a session.
First, put small picture cards with the target sounds inside the eggs. Students choose an egg and say the target word, phrase or sentence. I often have students roll a die and produce the number of repetitions shown on the die. For older students have them multiply the number times two or three. If the student rolls a four, multiply it times two and the student produces eight repetitions of the target.
I have an amazing group of PreK students that I serve on my campus. One group in particular, my group of 4-four year old boys. Taught me all about being flexible this week. Like so many other days, I had a specific lesson planned, the book picked out, manipulatives ready and my outline of my IEP-driven lesson planned out. When those boys, however, walked in my room, they quickly reminded me that they had already done "work" in the classroom and wanted to PLAY. I heard the words, "Can we play instead?" Who am I to argue with the requests of 4 year olds to play?
Happy Spring everyone! It is raining and chilly in Texas. But just wait, it will be warming up tomorrow. That's how often the weather changes in the Texas Panhandle. As I sit and work on my lessons for the month of April, I realize I keep changing my mind about themes, books and activities as much as the weather is changing. There are so many exciting and wonderful Spring themes, and it can be a little overwhelming to plan thematic units and literacy units for mixed IEP groups, mixed grade levels,andmixed ability level groups.The one theme all my students absolutely LOVE is FROGS. Fiction or Non-fiction, kids (and adults) love frogs. I want to share with you some of my ideas on using frogs in therapy. There are some amazing books, activities, and media that you can use in your therapy this month, and it's all about FROGS.