Quick Speech/OT Centers (RtI, Phonics, Articulation, therapy) - M,P,B,T,D COMBO

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5.07 MB   |   78 pages

PRODUCT DESCRIPTION

Preview includes /M/ only.

Quick Speech/OT Center Activities and RtI: Combo M,P,B,T,D

This program includes articulation, language, phonics, movement, social, and transitioning focus in a quick 10-15 minute center, whole group, small group, or therapy group focus. The program is in a PPT format, to be shown directly to students with visuals and directions on each slide. Each 10-15 minute program is 8 slides long.

This program is intended for the following:

1. Speech and language therapy for students requiring additional language and articulation exposure and practice.
2. Speech and language whole/small group exposure within a general education classroom as a
response to intervention (RtI) additional support.
3. General Education RtI interventions focusing on language, movement, articulation, vocabulary,
muscle coordination, pre-writing skills, phonics, transitioning, and whole group routine.

This is the first completed combo pack. I am eager for review and critique where needed before polishing and uploading the entire program of the following presentation packs:

1. Early Developing Sounds (M,P,B,T,D)
2. Early Developing Sounds 2 (K,G,H,W,N)
3. Early Developing Sounds 3 (F,V,L,S)
4. Language Concepts (categories, more/less, opposites, adjectives, pragmatics)
5. Seasons (Seasons, Holidays, Themes)

The goal of the program is:

- To hear and use the sound M as many times as possible.
- To hear and use the key vocabulary words as many times as possible.
- To follow as many verbal directions as possible.
- To hear and use as many words including M as possible with phonics.
- To model and use as much structured movement as possible.
- To model and use as much appropriate social communication and actions as possible.
- To provide visual supports to increase transitioning.

Many programs include significant opportunities for students to hear and see modeled language. These include being read to, items being labeled, songs sung to them, and instructions. This program’s goal is to increase student participation in activities as much as possible to increase long term remembering, recall, and use of presented material.

This program was created by a speech pathologist, with the consultation of additional speech pathologists, teachers, occupational therapists, and special education providers. The program was specifically targeting the following areas:

- Articulation –in the order of sound acquisition by the age of 5 y years old. The program was designed for additional exposure to sounds modeled, as well as extensive opportunities to say sounds and words verbally. Many typical classroom curriculum's/activities involve more receptive ability with less expressive opportunities to articulate sounds.
- Language – The program includes vocabulary words and concepts emerging before and at the age of 5. These include receptive understanding and expressive labeling of vocabulary words such as body parts, analogies, locations, prepositions, community items, school supplies, seasons, adjectives, verbs, etc. Additionally, the program focuses on following verbal directions with the assistance of visual models and visual cues.
- Phonics – On top of articulating sounds, the program focuses on connecting phoneme sounds with written letters, in both receptive identification and production. The program includes initial sound vocabulary to increase phonic repetition.
- Movement – The program includes multiple movement opportunities, including letter formation, oral motor movements, drawing, handwriting, coordination, balance, body awareness, and sensory diet activities.
- Social – The program can be utilized individually, in small group, or whole group instruction and practice. During group instruction, students are expected to wait their turn, respond to questions asked, and interact with their classmates appropriately.
- Transitioning – By providing visual supports for all activities (including an initial visual schedule), students have a reference for the length and expectations of the activity. Many student thrive in structure and knowing what is coming next.
- Repetition – By providing the same presentation multiple times for students, students have increase repetition of correctly modeled words and actions as well as additional student practice, use, and experience.


Testimonial

A parent of a GSRP student came in for November conferences and indicated concerns because their student only recognized and labeled M,P,B,T, and D. At that time, the students had only been exposed to the first 5 Quick Speech/OT Center weekly activities. The parent was eager to have the program continue with additional sounds as the year progressed.

Personally, I implemented this program into 16 classrooms (14 sections of Headstart and 2 GSRP classrooms within my own elementary building). I modeled the first 2-3 weeks of activities to demonstrate the amount of student interaction and number of responses I was hoping for. This also allowed me to universally listen to all the students within the classroom quickly and efficiently, which allowed for me to provide additional strategies for students of concern. Teachers than used the program as an RtI additional center or circle time within their classroom setting. I have also used the program students who have qualified and are struggling with sounds and language. The program includes movement, responses, and maximum repetition.

Please let me know if you have any comments or questions!
Total Pages
78
Answer Key
N/A
Teaching Duration
N/A

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Quick Speech/OT Centers (RtI, Phonics, Articulation, thera
Quick Speech/OT Centers (RtI, Phonics, Articulation, thera
Quick Speech/OT Centers (RtI, Phonics, Articulation, thera
Quick Speech/OT Centers (RtI, Phonics, Articulation, thera