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During your time home due to COVID-19 I have provided suggestions and resources to help with articulation and language skills.  I will also send an activity to students on Tuesday and follow-up on Thursday with an email or phone call.  On Tuesdays and Thursdays from 11:00 to 11:30 I will be available LIVE on Google Meet starting Tuesday April 28, 2020.  Check your email for a link to join me during this time.  This will be an opportunity for us to check-in with one another and for me to answer any questions you may have. 
Please see the list of activities and suggestions below.  Stay safe and have some speech fun!

Speech and Language Resources for Home

School is not in session… 

How can your student work on his/her speech & language skills?

There are millions of children in the United States who have a speech, language, and/or hearing disorder. Right now many of these children are not in school and thus are receiving their typical speech and language services. I’ve compiled a list of resources for you to use at home. Your student may qualify for speech and language services formally (with an IEP) or informally (through RtI) and may qualify in the area of speech sounds or language. If you’re not sure what I am currently working on with your student, please feel free to email my back and I can answer any questions you may have.

If your child is working on SPEECH SOUNDS

Speech sound disorders include problems with articulation (pronouncing sounds). What we usually focus on in therapy is increasing awareness of the target sound in words, and getting a high number of correct productions. 

  • First, check your child’s IEP or other paperwork to make sure you know which sounds or patterns your child is working on, and what position or level (ex: L in the beginning of words & short sentences, S at the end of words, or final consonants in words). Keep in mind that you will want to practice one sound or pattern at a time.

  • Make (or search online) for a list of words with your child’s sound(s) in the right spot. Try to find a list of at least 10-20 words that are fairly common and write them down. You can have your child draw a picture next to each one – you will use this list to practice later! (You can also use index cards to create your own flashcards.) 

  • Tips & Suggestions

    • Spending 5 minutes a day (or every other day) practicing your child’s sounds can be very effective! You can have your child say each word on your list 5 times each correctly, make up a simple or silly sentence for each word, or incorporate some of the following activities to make it more fun!

    • Pull out a board game (checkers, Sorry, etc.) or a puzzle, and have your child say a target word 5 times before taking a turn or adding a piece to the puzzle. You can also create your own memory game or go-fish game with index cards or cut-up paper by writing words with your child's target speech sounds two times each. 

    • Find some dice, and take turns saying a target word the number of times that comes up on the dice. Each person then receives that many ”points” – keep a tally and declare a winner at the end!

    • Read a book together, and listen for words with your child’s target sounds. Practice the words on each page.

    • You may need to remind your child how to make the sound; say, “Look at my mouth! See how I do X to make this sound? Let’s look in a mirror together. Now you try!”

If your child is working on LANGUAGE SKILLS…

Language disorders may include:

  • Receptive Language - difficulty understanding language 

  • Expressive Language - difficulty using oral language 

  • Pragmatic Language - difficulty with social communication; interpretation of non-verbal/verbal language 

The exact language skills targeted in your child’s IEP will vary, but may include things like increasing overall understanding and use of vocabulary words, understanding and following directions with basic concepts, answering and asking WH questions, understanding how items go together in categories, understanding how two things are similar and different, using correct verb tenses, expanding the length of sentences, describing, and more.


  • GAMES- Playing simple games such as Memory, Go-Fish, Headbanz,  Blurt and Uno can provide great opportunities to practice turn taking skills, following directions, asking and answering questions, using full sentences, and building vocabulary knowledge

  • BOOKS- Reading books together is one of the best ways to build language skills!

    • Point out details you notice, and try to guess together what might happen next (ex: “Look, she has a raincoat and rain boots. What kind of weather do you think it is outside? What season is it?”). 

    • Connect details from the book to your life experiences.

    • Talk about how the characters might be feeling.

    • Describe settings and makes predictions.

  • VIDEOS/MOVIES- Watch short videos together. Have your child identify the different characters, and retell what happened, using whole sentences (which can target summarizing, main idea, past tense verbs, and sequencing). You can also do this for longer shows or movies.

  • WEATHER- Talk about what the weather is like today, and think about keeping a chart for the week or month. For younger students, you might use more simple terms like rainy or sunny, and compare/contrast the different types of weather with a Venn diagram. For older students, you can look together at the probability of precipitation (ex” “Is it more likely to be cloudy or sunny at 4:00 pm today?”) and look up more complex weather terms (humidity and what it means, cloud types, etc.)

  • BOOKS- Choose a book to read together; consider reading one chapter or section at a time. As you read, or after you finish a section, talk about things like: 

    • Who is the main character? How would you describe him/her (appearance, personality, etc.)? Do you have anything in common?

    • What problems do the characters face? How did they (or how could you) solve them? How are they feeling? 

    • What is the setting? (where the story takes place) 

    • Were there any words you didn’t recognize in this part? Let’s go back and see if we can figure out what it means using the words around it (or the context). 

    • Did you notice any multiple meaning words? What do they mean? (Examples: trunk, club, fly, last, check, handle) • What do you think will happen in the next chapter or section?

  • GAMES- Many board and card games work on valuable language skills like turn taking, using complete sentences, describing, comparing/contrasting (telling how things are the same and different), perspective taking, & more. Games such as Guess Who, Apples to Apples, Monopoly Jr., Scrabble Jr., Clue, and Uno are some of my favorites.


  • Here is a great link for Practical Speech Therapy Activities for Home Practice →

  • Many of my therapy materials that I use at school are from Super Duper® Publications. This company’s website also provides free handouts on a variety of topics. You can search different topics that you would like to learn more about and there are also some handouts that may provide tips and ideas to work on at home. 

YouTube Channel Suggestion

Here is a link to a great channel that provides support and teaching tips from a Speech-Language Pathologist and mother. You can look over her playlists and find topics that relate to your child.→

iPad apps

This link provides a comprehensive list of speech and language apps.

  • Articulation (Speech) I use Phonics Studio which is free and includes a majority of the sounds. My favorite is Articulation Station which can be downloaded for free, but doesn’t include all speech sounds.

  • Language I use Sort It Out, Sorter, Where Do I Go?, and Fun with Directions often which are all free. Many of the other apps I use are Super Duper apps that I have purchased.