Makayla and Darius are working together on receptive and expressive language skills via short stories and pictures. In this exercise the students were provided with two pictures, and they were asked to explain what they thought might happen next. Makayla is sharing her ideas with Darius. This exercise proved to generate lots of expressive language through discussion; as well as great teamwork!
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We have been using the iPad to further engage our students and motivate them to practice accurate production of sounds. Logan and CaMyra are working together on the same target sounds. They were able to hear the target sounds from each other and from the iPad, providing additional exposures to allow them to identify both accurate and inaccurate productions. Synonyms are an important part of understanding vocabulary concepts. Synonyms are words that have the same meaning. Gavyn was given ice cream cones that each had a word on them. He then had to top the cones with scoops of ice cream containing synonyms for the given word. He did an excellent job finding some difficult synonyms!! He even found some that Miss Weyandt couldn't!
Every now and then, Miss Weyandt tries to do something crafty and cutesy for the holidays. This year, some of our groups made Valentine's Wreaths. Miss Weyandt gave them paper hearts and they were responsible for writing their target words on each of the hearts. We then glued the hearts to the paper plate and they were allowed to decorate if they wished. The kindergarten reading groups wrote consonant-vowel-consonant words on their hearts. Miss Weyandt gave them a word and they were responsible for sounding it out and writing the letters for the sounds that they heard. Some of the words were real words and some of the words were nonsense words. In our kindergarten speech group, Mathew and Ava decorated their hearts with words containing their speech sounds. Ava wrote words with /s/ and Mathew wrote words with 'th'. Kevin has been working on positional words such as beside, between, above, and below. He was shown cards and had to describe where the snowflake was positioned. He then wrote each position word on a heart. Some of the first grade reading groups have been working on long a words. We have talked about the sound pictures that represent the long a sound. The most common sound pictures include a-e, ai, ay, ea, ey, and eigh. Miss Weyandt gave the students words and told them the sound pictures for the long a sound. They then had to sound out the words and write them by using the correct sound picture to help them spell.
Sophia, Kyjuan, and Jersey have been working very hard on correctly answering questions about the passages that we read. When they are choosing the best answer, Miss Weyandt makes them go back into the passage and underline where they found the answer (literal questions) or where they found the clues that helped them with the answer (inferential questions). If they can not find the exact answer or the supportive clues, they are expected to re-think their answer choice. This activity served a dual purpose- to increase reading fluency and address accurate articulation during running speech. The students were given the opportunity to read portions of the text and show off their articulation skills as well. Nathan is doing a great job of reading AND articulating all of his sounds accurately. First grade reading groups were focused on learning a new vowel code for the 'long a' sound. The students generated dozens of words with the /ae/ sound with all of the "Sound Pictures" we will be covering over the next couple of weeks. Eight, great, straight, play, steak, hey, bait, face, & vein were just a few of the words the students generated. Antonio and Kaaliyah are highlighting the Sound Pictures that make the 'long a' sound within our words. Tyler is using the iPad to move and arrange images that can be paired with one another by function, category, etc. Once he was able to match up the items that belonged together, he would practice expanding his expressive language skills by explaining why or how the items went together. Tyler put on quite a display as he operated the iPad with two hands at once! Efficiency at its finest. He did a great job of pairing the objects and his explanations were excellent. Ava and Mathew are using the iPad to practice their speech sounds. The app they are using is programmed for their specific speech sounds. A picture pops up and tells them the word and they practice saying it. They love working with the iPad! Kevin is using the iPad to follow multiple step directions. Miss Weyandt gives him directions such as "place the ball beside the heart." He then manipulates the objects on the iPad and moves them according to the positions indicated in the directions. |
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