Dr. Seuss (NO PREP) Speech & Language

Grade Levels
PreK - 6th
Formats Included
  • PDF
45 pages
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A new and improved unit for all times of year - with this in your tool bag, you've nothing to fear!

With games like "Guess Who" where targets are lurking - students will barely know that they're working!

14+ activities, 20+ targets, 45 pages of fun - this NO PREP unit will sure get the job done!

With Dr. Seuss ingenuity and a speech path's insight - this unit may change your whole life, it just might!

Directions and previews of the activities are listed below as well as target goals. ENJOY :)

Activity Instructions:

1. Articulation Trials: Grab your articulation cards and take turns rolling dice. Students produce
the number of targets rolled, then cross out/color that many hats/eggs and ham. The first to color
all their items wins! Target: articulation, phonology, turn taking
2. Artic Scenes: Use the picture scenes to have students search for items of their target. Have them say the target out loud in either a word, phrase using the sentence stem (e.g., “I spy a star”), sentence, or conversation (e.g,. “There are some funny things on this beach like a stop sign.”) Target: artic, phonology, language, /s/ clusters, /k/ and /g/, /l/ & clusters, /r/ & clusters, & final sounds

3. Thing 1 vs Thing 2: Using page 11 as a scaffold, find a similarity and difference in each square on page 12 (e.g., “They are both fish. One is red and the other is blue.”) For further scaffolding, cover pictures not being targeted. Target: comparison, expressive/receptive language, sentence structure, opposites
4. CVC & CVCV Coloring: Print out the CVC and CVCV words (pgs 13-14) and the coloring page support (pg 15). Have students produce the words as they color the picture, requesting colors and utensils along the way. Target: CVC and CVCV words, final sounds, vocabulary, requesting

5. Coloring Page Requesting: Using the same support from page 15, let students request their preferred color and utensil to color in the characters on page 16. Have them describe the picture to you. Target: requesting, sentence structure, expressive language
6. Note Quotes: Print pg 17, fold on the middle line, and have students pick someone to write a note to. Use the rhyme examples on pg 18 or draw a picture inside the card. Talk about who might deserve the card and why. Act out giving the card to said person. Target: pragmatic language, written expression
7. 3 Story Sequences: There are six 3-part scenarios. For inferencing/advanced goals, have students independently cut and paste the pictures in order on a blank page OR have them write the order # in the small boxes provided. For receptive language goals, read the stories provided on page 21, then sequence the pictures from memory. They can then retell the story to you using their pictures. Target: sequencing, inferencing, receptive/expressive language, story retell
8. 3 Story Sequence WH Questions: After reading and sequencing the stories, have students answer the Wh questions on pages 22/23. Target: Wh questions, story comprehension, written expression

9. Guess Who: Give each student a Guess Who page (24-26). First, pick & circle a character on the right to be their character. Then using the supports on pg 27, have students ask each other questions to eliminate the characters on their playing board (left grid). Cross off characters after each question has been answered until only one character remains. First one to guess another player’s character correctly wins. Targets: receptive/expressive language, asking/answering questions, inferencing

10. WH Pages: Pages 28-31 are designed to get students thinking about what type of answers pair with which type of WH word (e.g., WHO gives the clue to be looking for a person). To scaffold, have students label each picture in advance. Then ask them to circle all the “who’s,” “what’s,” etc on the page. For more support, the questions on page 32 can guide students to find each correct picture and practice question answering. Target: WH words, WH questions, inferencing, expressive/receptive language

11. Father of Authors: Read the mini biography of Dr. Seuss on page 33. Then ask students the Wh- questions on page 34. Older students can write their answers on the page. For more support, use the multiple-choice pictures on page 35 providing 3 picture options for each question (e.g., “who did he meet?” students would choose the friends). Target: Wh questions, story comprehension, inferencing, writing
Penguin Random House, L. (2020, June 10). About Dr. Seuss. Retrieved February 04, 2021, from https://www.seussville.com/dr-seuss/

12. Story Charting: There are so many Dr. Seuss books I can’t choose just 1! Hence why pages 36 & 37 are blank and to be used with any of them. After reading the story of your choice, write/draw parts of the story in order in boxes 1-4. Then discuss and write/draw story elements (character, setting, problem, resolution) in each quadrant on page 37. You could do an example of this with the biography story. Target: reading, expressive language, receptive language, sequencing, story elements, Wh-questions

13. Phonological Awareness: Pgs 39-42 targets rhyming, blending, and segmenting (answer key pg 38)
Rhyming: after saying the 1st word in the row, students circle the picture from the set that rhymes
Blending: say each separated sound one at a time and have students circle the picture that depicts those sounds if they were blended together
Segmenting: give students the whole word and have them segment it into sounds using the blue circles for the # of sounds
Target: rhyming, blending, segmenting, phonological awareness

14. ABC: This activity correlates with the Dr. Seuss ABC book. Have younger students draw a line from the letter to the item that begins with that letter (e.g., A – alligator). Older students can practice writing the word on the line next to that letter. If you are unsure which letter corresponds (aka alligator vs crocodile), refer to the book. Target: letter recognition, spelling, phoneme isolation, graphemes

Total Pages
45 pages
Answer Key
Teaching Duration
1 month
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