Early Grammar Markers for Children with Apraxia or Speech Sound Disorders

Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
Early Grammar Markers for Children with Apraxia or Speech Sound Disorders
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This packet is designed to help children with apraxia or severe phonological disorders practice using early grammar structures in highly structured activities. The grammar structures targeted in this packet are: 1) verb+ing 2) plural –s 3) possessive –s

I often find that as my students with apraxia or phonological disorders make progress on producing speech sounds, they need a little extra help constructing sentences and learning to use grammatical markers. I try to choose my target words very carefully for this population because if the target words are phonemically too complex, it’s hard to determine if children are having difficulty with the grammar structure because of language delays or because of disordered speech. I also find that it’s easier for children to focus on using the grammatical marker if the target words contain sounds that they have already mastered. The targets in this packet only contain the early-developing consonant sounds /b, p, m, h, w, t, d, n, k, g/ with the exception of the words “is” and “see” as well as the grammatical markers themselves. The flashcards and sentence strips in this packet are very simply designed so that they aren’t visually distracting.

1) Verb + ing: There are 20 different flashcards that contain a picture and the simple sentence “A boy is verb+ing.” All of the target verbs only contain the early-developing consonant sounds /b, p, m, h, w, t, d, n, k, g/. There is also a sentence strip activity where students choose a subject for their sentences (Mommy, Daddy, Boy, etc). The same 20 verbs are used in the sentence strips.

2) Plural- s: There are 20 different sets of flashcards with the form “one noun” and “two nouns.” The nouns only contain the consonant sounds /b, p, m, h, t, d, n, k, g/. In addition, all of the target nouns are CV or CVCV words so that children don’t have to produce consonant blends when the plural –s is added. The sentence strip activity contains the sentence “I see _____ _______.” Students complete the sentence by adding the number “one” or “two” as well as a noun picture. The same 20 nouns are used in the sentence strips.

3) Possessive-s: There are 20 flashcards with the form “A boy’s object,” “My mommy’s object,” or “My daddy’s object.” The objects are all CVC words that contain the consonant sounds /b, p, m, h, t, d, n, k, g/. You could also use this activity to practice producing CVC words in phrases. The sentence strip activity uses the form “It is _________’s object.” Students can chose who each object belongs to and complete the sentence. The same 20 objects are used in the flashcards and sentence strips.

All of the sentence strips and pieces are color-coded. I included blank pieces for the sentence strips so that you can add your own words.

This document was created using Smarty Symbols™ © 2010-2014. Smarty Symbols© is a registered trademark and copyright of Smarty Ears, 2013. All rights reserved to Smarty Ears. Used with permission. License #TPT013. ©2014 Smarty Ears.

Graphics are also from www.mycutegraphics.com and http://www.teacherspayteachers.com/Store/Klaire-Pearson

Activity created by Lauren Laur, CCC-SLP
Total Pages
45 pages
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N/A
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