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Speech and Language Brag Tags

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In an effort to stop using a treasure chest (expensive and not always appreciated!), I jumped on the brag tag wagon! This is something that my district encourages as part of PBIS (positive behavioral interventions and supports).

If you've never heard of brag tags, you can easily find out more information by searching in your browser. It seems like many teachers and specialists are using these as a form of classroom management. I plan to use necklaces (purchased mine from Imagestuff.com) and hang them on the wall for all of the children to see. I am using these brag tags in conjunction with the brag tags from Lucky Little Learners (https://www.teacherspayteachers.com/Store/Lucky-Little-Learners). I used the brag tags of hers that I found I could apply during speech and language therapy. I also wanted additional tags focused on what we work on in the speech room. I recommend checking hers out in addition to these because they are GREAT!

I am also planning on using various beads for when students meet an objective, complete a 100 word speech production challenge, use fluency strategies, etc.

This resource includes 15 different brag tags to use in the Speech room. Below is a list of the included brag tags as well as a description of how I intended on using them:

-"Drill Master" (great attitude and effort during articulation drill practice)
-"I Can Take My Turn Talking' (this is so important and a frequent objective for speech therapy to target social skills)
-"Bear-y Good Strategies" (students have learned and use their strategies independently)
-"Caught using my speech and language skills" (teachers and staff members throughout the school are encouraged to let the speech pathologist know when strategies or skills have been observed outside of the speech therapy room)
-"Good Sport" (In speech therapy, we often incorporate games. It's important for students to learn to be a good sport whether they win or lose)
-"Only need to ask me once!" (Follows directions quickly and as stated, only needs to be asked the first time)
-"I can tell someone what I'm doing" (I believe it's important that each student knows what their goals are and what they are working on when they come to speech therapy. I often see if the students are able to describe to another peer or staff member what they are working on in speech therapy)
-"I can DESCRIBE" (We use the EET in my speech room. This rewards increased description skills)
-"Slithering into great language skills" (I'm planning to give this out when student's show hard work during therapy while working on their language skills)
-"My vocabulary keeps on GROWING" (I'm planning on using this when I see gains in curricular vocabulary, synonyms, antonyms, and multiple meaning words)
-"I don't give up! (Even when it's hard for me)"
-"Hear my roar! My grammar skills are unstoppable"
-"Earned my stripes! I can retell a story with all important elements"
-"Spotted! My teacher sees big improvements"
-"I encourage my peers"

Thanks for stopping by! From my speech family to yours,
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Amy Paul




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