Language & Listening Stories: Olivia Goes to the Library

Language & Listening Stories: Olivia Goes to the Library
Language & Listening Stories: Olivia Goes to the Library
Language & Listening Stories: Olivia Goes to the Library
Language & Listening Stories: Olivia Goes to the Library
Language & Listening Stories: Olivia Goes to the Library
Language & Listening Stories: Olivia Goes to the Library
Language & Listening Stories: Olivia Goes to the Library
Language & Listening Stories: Olivia Goes to the Library
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Have you ever used my "Listening Stories" products? If you haven't, here is the link to them:

Listening Stories Bundle

Language and Listening Stories are very similar to "Listening Stories" in that the child must listen to the story and color in the pictures to match the text; however, the difference is, instead of being a one picture story, it is a multiple picture story and at the end, the pages can be cut out and stapled together to create a book. ALSO, there are additional language activities!

These include:

Comprehension Questions
Story Sequencing
Category Filling
Phonological Awareness-Phonemic Level
Vocabulary Webs
Grammar/Morphology (ed, ing and plural s)

I hope you enjoy this newest edition. Be sure to leave feedback to earn your TPT credits!

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Why I have found Language and Listening Stories beneficial in my own therapy room:

Children with Auditory Processing difficulties often present with some or all of the following difficulties:

*Poor listening skills
*Poor auditory memory for commands and sequences
*Tend to recall the last part of a sequence and forget what is said soon after
*Tend to give slow or delayed responses to verbal stimuli
*Poor attention and focusing
*Receptive language difficulties due to limited auditory memory, reauthorization and temporal sequencing deficits, linguistic processing deficits, with poor interpretation of ambiguous sentences, idioms, puns, jokes, analogies.
*Word finding difficulties
*Sequencing difficulties
*Poor organization of thought
*Produce less organized narratives

Children with Specific Language Impairment often present with some or all of the following difficulties:

*Semantic problems such as delayed acquisition of first words and increased vocabulary growth
*Naming
*Difficulties with abstract and figurative language
*Morphology
*Limited syntactic structure and variety

Children with Language-Learning Disabilities often present with some or all of the following difficulties:

Phonology:
*Complex phonological production

Syntax:
*Difficulty comprehending complex syntax, particularly those with relative clauses, passive voice or negation

Semantics:
*Smaller vocabularies
*Difficulties with word meanings
*Word associations
*Categorization by semantic classes
*Multiple meaning words
*Relational and abstract words
*Word retrieval
*Understanding complex oral directions
*Understanding and using figurative language
*Integrating meaning across sentences

Phonological Awareness
*Phonological awareness is a foundational skill required for reading acquisition and development.

-Areas of phonological awareness include:
*Rhyming
*Syllable Segmentation and blending
*Phoneme Segmentation and blending
*Phoneme manipulation

The National Early Literacy Panel in 2004 identified these key emergent literacy skills as the best predictors of later reading and spelling achievement:

*Oral language, including vocabulary and inferential language
*Phonological Awareness
*Print Awareness
*Alphabet Knowledge
*Emergent Writing

Ross-Swain, D. & Geffner, D. (2013) Auditory Processing Disorders: Assessment and Management, and Treatment- Second Edition. San Diego, CA: Plural Publishing

Goldsworthy, C. & Lambert, K. (2010) Linking the Strands of Language and Literacy: A Resource Manual. San Diego, CA: Plural Publishing

Goldsworthy, C. & Pieretti, R. (2012) Sourcebook of Phonological Awareness Activities Volume 3: Children’s Core Literature Grades 3 through 5 Clifton Park, NY: Delmar, Cengage Learning
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