Cut 'N Color Language Development Activity Book

Cut 'N Color Language Development Activity Book
Cut 'N Color Language Development Activity Book
Cut 'N Color Language Development Activity Book
Cut 'N Color Language Development Activity Book
Cut 'N Color Language Development Activity Book
Cut 'N Color Language Development Activity Book
Cut 'N Color Language Development Activity Book
Cut 'N Color Language Development Activity Book
Common Core Standards
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3 MB|102 pages
Product Description
No Prep Language Therapy Lessons for Most of Your SLI Caseload. Suggested goals for language ages 2½ to 9. Research-based Strategies for Using the Materials. All in one material.

Cut N Color Language Development Activity Book
A Legacy SLP material*, first published in 1991, this versatile set of language activities was a top seller for publisher ECL Publications, and a Main Selection for The Library of Speech Pathology. Now that the rights have reverted to the author, it can be offered in digital form at a fraction of the original price.

This handy no prep material offers 33 Language Development Activities, ready to print and use. Language therapy can be quick to plan, and to document. Students ages 2 ½ – 9 engage in conversations that build skill in syntax, semantics, and pragmatics. Each delightful drawing includes suggestions for using experience-based, child directed language building interactions. Activities are divided into 4 sections, each with research-based strategies for language learning interactions.

Use for.
Child-directed language therapy
Articulation carryover materials
Diagnostic interactions
SLP and SLPA lesson plans
Parent Education
Language Therapy Homework

• Data sheets for each activity
• Clear instructions for use by SLPs or SLPAs.
• Ideas for extending the activity.
• Background information on each of the 4 levels of activities.
• Goals aligned with Common Core of Standards

Section One: Encoding Experiences. Ages 2½ – 4.
This section has eight large black line objects designed to invite a child to use crayons, stamps, or stickers as the therapist engages in parallel talk (Muma, 1998) by describing self or child actions. Clear data sheets for groups of up to 5 students, plus suggestions for extended use of the material support development of goals from single words through simple sentences (language age 2 to 4). Materials in this section present opportunities for teaching these language skills:

Words indicating recurrence: more and again.
Words for location: here, there, on, to, with, up, at, for, down, of, off, like, under, through, over, by, near.
Words for actions: push, put, draw, cut, make, fit, use.
Words for objects: crayon, balloon, building, van, T­ shirt, ribbon, bow, present (gift), movie, easel.
Well­ formed simple sentences that contain:
 noun determiners (the, a)
 copulas (is, are)
 modals, including: want (wanna), can, will, should
 the future. progressive (-ing), and regular past tense of verbs
 personal and possessive pronouns, including: I, my, it, me, your, you, hers, his.
 demonstrative pronouns including: this, that, these, those
 -s to indicate plural nouns

Section Two: Concepts and Conversations. Ages 3 – 5.
Ten reproducible black line drawings focus students on sorting, classification and the development of modifiers. The primary recommended strategy of scaffolding (Tharp & Gallimore, 1991; Tough, 1977), using Muma’s intervention principle of communicative payoff (Muma, 1998), creates the interactive environment in which students can learn these language skills:
Words for positions, quality and quantity, including: numbers, colors, size, distance and relative placement.
Words for actions, including: burst, select, exchange, decide, create.
Well-formed sentences that contain:
 Singular and plural forms of verbs, including copulas, and nouns
 Adverbs and adverbial clauses including: before, after, because.
 Auxiliary verb forms used in questions and negative sentences: Does he like to…? They do not want to…
 Well-formed sentences that demonstrate:
 Topic maintenance with utterances related to what the speaker said.
 Emerging narrative abilities.

Section Three: Sequences and Scenarios. Ages 4 – 6.
Eleven reproducible black line drawings invite narrative skills, including extended conversations, role play, and use of complex sentences. Materials in this section present opportunities for teaching these language goals:
Relating events in a sequenced series of sentences.
Connecting information sequentially with words such as during, since and while.
Ordering events by using words such as first, next and last.
Keeping questions and comments on topic
Retelling a story, giving main characters, major events and important details.
Telling a story that has a beginning, a middle and an end.
Describing two ways that objects are similar.
Providing a reasonable response to the question, “What do you think will happen next?”
Using relative pronouns and indefinite pronouns.

Section Four: Developing Decontextualization. Ages 5 – Adult.
Four clever barrier games help students to develop the abstract language associated with school success. Materials in this section offer the opportunity for students to learn these critical communication skills:
Providing complete, factual information.
Reporting critical attributes of a message
Using listener's feedback as the basis for modifying future information.
Evaluating the completeness of a message.

*About the Legacy SLP Materials
We all have favorites that are no longer available because they have gone out of print. Authors whose copyrights have reverted to them can post these dear and effective materials for a portion of the original price. I encourage other authors of out-of-print SLP materials to review their contracts to determine if they hold the copyright, then to post, using the phrase, “Legacy SLP Material.” Of greatest interest are those published more than 15 years ago that have been recognized for excellence. Cut ‘N Color Language Development Activities was a Library of Speech Pathology Main Selection. It continues to be available online through Amazon and in the University of Victoria Library.

Muma, J. R. (1998). Effective speech-language pathology: A cognitive socialization approach. Mahwah, NJ: Lawrence Erlbaum.
Tharp, R. G., & Gallimore, R. (1991). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge University Press.
Tough, J. (1977). Talking and learning: A guide to fostering communication skills in nursery and infant schools. London: Ward Lock.
Total Pages
102 pages
Answer Key
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