Fourth, FIfth and Sixth Grade Language is the foundation of reading and writing. In order for Speech and Language skills to improve, practice needs to be continuous and ongoing.
4th 5th 6th grades begin to require our students to
get academic information through reading and demonstrate their learning through written forms.
LAnguage vocabulary, grammar and more
here is web site that may Provide information or resources for practice
Language Comprehension strategies http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
The SOCIAL experience/concepts - A REAL CONNECTION TO LEARNING. (The following information is from the SOcial thinking curriculum and theory of M. Winner* ) Social COgnition involves the ability to understand the abstract, interpret and take perspective. It is required to assist with tasks such as: reading comprehension of socially abstract concepts (literature), math word problems, written expression, interpreting non-literal directions. It is required for participation as part of a group in the classroom, participation with peers or family members during unstructured time, organizational skills both within the classroom and during homework assignments and working together with peers on class projects. Social thinking is also required for success as adults on college campuses, holding jobs and maintaining a healthy home environment. plays into our academic world, requiring us to think about the motives and intentions of people we read about in literature and history Social thinking is what we do when we interact with people: we think about them. THIS WEB SITE PROVIDES ACCESS TO THE IDEAS OF SOCIAL THINKING THEORY, MATERIALS, RESOURCES AND RESOURCES, HTTPS://WWW.SOCIALTHINKING.COM/WHAT-IS-SOCIAL-THINKING TO READ MORE ON THE CORE CONCEPT AND CONFOUNDING VARIABLES TO DEVELOPING SOCIAL THINKING SERVICES FOR STUDENTS, PLEASE SEE THE PRODUCTS: A POLITICALLY INCORRECT LOOK AT EVIDENCE BASED PRACTICES AND TEACHING SOCIAL SKILLS (WINNER, 2008) (WE HAVE IT) ; INSIDE OUT: WHAT MAKES A PERSON WITH SOCIAL COGNITIVE DEFICITS TICK (WINNER, 2000) (WE HAVE IT) ; THINKING ABOUT YOU THINKING ABOUT ME, 2ND EDITION (WINNER, 2007) AND/OR THE DVDS: GROWING UP SOCIAL (WINNER, 2007); IMPLEMENTING SOCIAL THINKING ACROSS THE HOME AND SCHOOL DAY (2005) AND YOU ARE A SOCIAL DETECTIVE.
ARTICULATION - information 1st Auditory Bombardment Read words to your child that have their sound or read a book with lots of your child’s sound. Emphasize the sound (say it a little bit longer and louder). 2nd Practice the Sound First just have him/her make the sound appropriately. You can have your child say the sound 20 times as soon as you get in the car, while your setting the table (each utensil say the sound), while you are playing a game (ex. have your child say the sound 3 times before it’s his/her turn). 3rd Practice the Sound Within Syllables Then have him/her say the sound in syllables (ex. see, say, sow, sigh, ees, ais, oos if you were working on the /s/ sound) and you can do this during any of the same activities/games above. 4th Practice the Sound Within Words Have your child say the sound in words (ex. sing, glasses, pass). Many activities/cards are included in the packet for this step. You can incorporate the use of these cards at any time (again, in the car, during games (monopoly, uno etc.), while waiting for a doctors appointment, before dinner). 5th Practice the Sound Within Phrases At this level your child is supposed to say a word with the sound in a phrase (shorter sentence) (Ex. I see the sign, I see the glasses if you were working on the /s/ sound). 6th Practice the Sound Within Sentences Have your say the sound in words within a longer sentence. You can have him/her make up his/her own sentences with good sounds or you can have your child repeat sentences after you. (ex. The sun is really bright today. If you were working on the /s/ sound). Lastly, Practice the Sound in Everyday Conversational Speech At this point in time your child is working on carrying over his/her good speech sounds into everyday speech. Your child should have someone take a listen to him/her when s/he is talking about his/her day or anything for that matter. If someone hears or notices that your child is not saying his/her good sounds have him/her repeat that sentence with an improved production. Here is another web site that may be helpful HTTP://SPEECHLANGUAGESTUFF.WEEBLY.COM/LEVELS-OF-ARTICULATION.HTML