•            PPG Family Letter for the December 4, 2017

     

                     Auditory Bombardment

    Sip                sand       soap       sew         see         sad         sail          saw

    Salt               sauce     song       surf         silk          seed       side        sell

    Sun               sack        safe        say          seal        serve      sign        seat

    Six                sing        soil          size         soft          sent        sink         saddle

     

    Dear Family,

    This week we will be working on the initial “S” sound and will target the word “see” “sea” and “saw”.  These are frequently used words in a child’s vocabulary and can be used to increase your expectation of your child’s communication.  When practicing homework, have your child say “I see…” sentences.

     

    Sound Cue: Skinny Sound; teeth together.

    Tactile cue: move finger down the arm shoulder to wrist.

     

    Helpful Homework Hint:

    Provide your child with different oral sensations as often as possible.  Encouraging your child to experience different tastes, textures, and temperatures helps them to balance their oral sensory system.  For example you can offer foods with different flavors and textures and asks them how each one feels and tastes in their mouth (lemons, limes, pickles, sour candy, pop rocks candy, cinnamon gum, bubble gum, popsicles, crushed ice, chips, crunchy foods, etc.)

     

    Mrs. Lisa Mims   lmims@dentonisd.org  Voicemail Only: 940-369-0553

    Adkins:  Mon/Wed/ Fri   940-369-1315 (no voicemail)

    Wilson:  T/Th/Fri            940-369-4597 (no voicemail)

     

    Book List

    I Went Walking by Sue Williams

    Baby Bear, Baby Bear  What do you See?  by Bill Martin

    Brown Bear, Brown Bear, What Do You See?  by Bill Martin Jr.

    Panda Bear, Panda Bear, What Do You See?  by Bill Martin Jr.

    Can You See What I See? by Walter Wick

    The Deep Blue Sea by Audrey Wood

     

    Activities

    • Take a walk and talk about what you can “see”.

    • Later, talk about what you “saw” on your walk.

    • Make a silly sock puppet or a silly sack mask.

    • Hide objects that begin with s in a sand box and find them.

             

     

     

     

     

     

     

     

     

     

     PPG Family Letter Initial F November 27, 2017                                                                                                      

     

    Focused Auditory Stimulation/Auditory Bombardment

    Food         fun        fan        face      fur        field      fern       fog       

    Fig            fight      fire        faucet   fort       fox        fish       first

    Farm         fork       fudge    four       furry      fence    foil        film      

    Found        fall        five       fancy    fairy      feet       fix         family  

     

    Dear Family,

    This week we will target the initial /f/ sound. We will read books and enjoy activities targeting “foot” and “feet”. If this is a difficult sound for your child, say the word very slowly “f ….a…ce  or segment the word:  say /f/ - “ace”. If your child can make the /f/ sound in words, have them make sentences with words with the /f/ sound at the beginning. 

    Sound Cue:  /f/ is the “lip cooler” sound.  Teeth placed lightly on the lower lips sending air against the lower lip to “cool” it. (additional cue: “bite and blow”)

    Helpful Homework Hint:  While driving, tell your child "I'm thinking of..." and describe a target word until your child guesses it.

     

    Mrs. Lisa Mims  lmims@dentonisd.org  Voicemail Only: 940-369-0553

    Adkins:  Mon/Wed/ Fri   940-369-1315 (no voicemail)

    Wilson:  T/Th/Fri            940-369-4597 (no voicemail)

     

    Book List

    What has These Feet? by Kira Freed     The Foot Book by Dr. Seuss

    How Many Feet in the Bed by Diane Johnston Hamm

    Whose Feet are These? by Peg Hall

    Who Has these Feet? By Laura Hulbert

    Fantastic Feet Up Close by Melissa Stewart

     

    Activities

    • Trace everyone’s feet in the family and see whose feet are the longest, shortest, and widest.

    • Count the feet in your family and in the room you are in.

    • Look at your pet’s feet. Compare animals’ feet to other animals’ feet.

    • What animals don’t have feet?

    • Hide the target words and have your child find them and say "I found a   ______!”

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    PPG Family Letter Final “r”

    November 13, 2017                                                                                  

     

    Focused Auditory Stimulation/ Auditory Bombardment

    Bear       deer        car          roar         pair         door        stir           chair

    Four       hair         clear       sour        choir       snore      fire          star

    Store      our          pour        fur           jar           more       wire        floor

    Her         stair        far           oar          your        tire          wear       square

     

    Dear Family,

    This week we will target the final “r” sound.  Our books and activities will

    focus on “bear”.  The “r” sound can be a later developing sound. If this is a

    difficult sound for your child, remember we are establishing the foundation for later development. Be sure to praise any attempts your child makes with the

    tongue elevated in the back of the mouth.  As always, please continue to do the Auditory Bombardment and practice target words with your child daily.

    Sound Cue:  /r/ is another “lifter”:  tongue is retracted; the back of the tongue is humped toward the soft plate; voice is on as air is released.

    Helpful Homework Hint

    During everyday conversation, you can use modeling as immediate feedback for your child’s incorrect production of sounds.   For example, child says “-top sign”, parent says, “yes, I see the sss-top sign” and leave it at that.  This kind of modeling can also be used for grammatical errors. For example, child says “her going to the store?” parent says “Is she going to the store?... yes, she is going to the store.”

    Contact Information:

    Lisa Mims M.S. CCC-SLP          Email: lmims@dentonisd.org    

    Adkins: Mon/Wed/Fri     940-369-1315 (no voicemail)     

    Wilson: T/Th/Fri             940-369-4597 (no voicemail)
    Voicemail only:              940-369-0553

     

    Book List

    Bear Wants More by Karma Wilson

    We're Going on a Bear Hunt / retold by Michael Rosen ; illustrated by Helen Oxenbury

    Bear Says Thanks by Karma Wilson

    Polar Bear, Polar Bear, What Do You Hear? By Bill Martin Jr.

    The Ear Book by Al Perkins

    Jesse Bear, What Will You Wear? By Nancy White Carlstrom

     

    Activities

    • Act out the actions from We're Going on a Bear Hunt!

    • Growl like a Bear by saying GRRRRRR!

    • Sing “Twinkle, Twinkle, Little Star” or “The More We Get Together”.

    • Play Red Rover

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

               PPG Family Letter Initial L November 6, 2017                                                                                                  

                             Auditory Bombardment

    Like           learn     loop     large     lace      lime      list        lunch

    Lie left       late       light      leg        luck      leave    lap

    Lady         love      leap      leaf       log       less      laugh    look

    Lion          lung      little      last       lamp     lift        loose    ladder

     

    Dear Family,

    This week we will target the initial L sound with books about a llama.

    Remember that developing speech sounds is a “process” and verbally reward any positive efforts your child makes in raising the tongue up in homework activities.  “Wow, I saw your tongue go up! Great job!”

    The L is a “lifter”:  the tongue is lifted up to make contact with the gum ridge behind the upper front teeth and a voiced airstream is released over the sides of the tongue.

    Sound Production Tip: If your child is having difficulty with the target words, you can segment the target word and have your child repeat it after you (for example you can say “l—amp, l—ike. Then blend the word to Laaamp  and Liiiike in slow producitons.

     

    Contact Information:

    Lisa Mims M.S. CCC-SLP  lmims@dentonisd.org

    Adkins: Mon/Wed/Fri          940-369-1315 (no voicemail)     

    Wilson: T/Th/Fri                 940-369-4597 (no voicemail)
    Voicemail only:                  940-369-0553

     

    Book List

    Is Your Mama a Llama? By Deborah Guarino

    Llama Llama Red Pajama by Anna Dewdney

    Llama Lama Mad at Mama by Anna Dewdney

    Llama Lama Time to Share by Anna Dewdney

    I am a Leaf by Jean Marzollo

    Red Leaf, Yellow Leaf  by Lois Ehlert

     

    Activities

    • Make L and l out of play dough. Have your child run their finger along the letter and make the l sound

    • Say “Look” when you are taking a walk or riding in the car.

    • Make a leaf collection and sort them by size (little or large) or by color.

    • Sing “Mary Had a Little Lamb” or a different version called “Mary Had a Little Llama”. Here are the words:

    Mary had a little llama, little llama, little llama.

    Mary had a little llama that followed her each day.

    And everywhere that Mary went, Mary went, Mary went.

         And everywhere that Mary went, the llama was sure to go.         

    It went with her to the library, library, library.

    It went with her to the library to read a book or two.

                  

     

     

     

     

     

     

     

    PPG Family Letter October 30, 2017                                                       

     

    Focused Auditory Stimulation/Auditory Bombardment

    Coat         cane    cage    kick     camp   kite      cup      cut

    Cab          card     cone    king     key      kiss      calf      kid

    Corn         cow     keep    call       cape    cough  cave    cook   

    Cane        car       come   cub      case    couch  coin     comb

     

    Dear Family,

    This week we will target the initial k sound that is represented by the letters K and C. Using the theme “candy”, we will be sorting, matching, and painting pictures of candy. Homework each day is an essential part to your child’s progress.  Three to five minutes a day of auditory bombardment, target word production and highlighting the target sound while reading books in everyday activities will provide the practice opportunities necessary for the development of your child’s speech sounds and early literacy skills.

    Sound cue:  K is the Scraper sound. Cue with a finger under the chin at the beginning of the neck.

     

    Lisa Mims M.S. CCC-SLP lmims@dentonisd.org    

    Adkins: Mon/Wed/Fri    940-369-1315 (no voicemail)           

    Wilson: T/Th/Fri             940-369-4597 (no voicemail)
    Voicemail only:              940-369-0553

     

    Book List

    Julius’s Candy Corn by Kevin Henkes

    Harriet’s Halloween Candy by Nancy Carlson

    How It Happens at the Candy Company by Jenna Anderson

    Won’t You be My Kissaroo? by Joanne Ryder

    If You give a Cat a Cupcake by Laura Numeroff

     

    Activity

    • Play Kick the Can- we use a plastic coffee can!

    • Play Kick ball and say “Kick” each time.

    • Catch a ball or other objects and talk about what

    •        is easy to catch and hard to catch. 

    • Sort and count candy wrappers from Halloween

    • Talk about the candy that they like and don’t like

    • Make candy shapes with play dough. Talk about

    •       the different candy shapes and sizes.

                                                        

      

     

     

     

     

     

     

     

    PPG Family Letter Final “ts” October 23, 2017

                                                            

    Focused Auditory Stimulation / Auditory Bombardment

    bats              carts       hats        notes      plates     rats         boats      sheets

    suits              pants      mitts        kites        skates    ants        dots        cuts

    bites             mats       oats        pits          seats      hearts     knots      eats

    cats               boots      tickets     pets        paints     tents       coats      goats

     

    Dear Family,

    This week our target sound is the final ts blend.  We will focus on the words “dots”, “bats” and “cats”.  If this is an easy sound for your child, have them make a sentence or ask a question using the target words.

    Practice Activity: Hide the target word cards around the house and have your child name the target words as they find the cards (you can make a copy of the original so you can match them too!)

    Sound Cue: “t” is a Tip Tapper (the tip of the tongue taps the roof of the mouth right behind the upper front teeth); the “s” is the skinny sound (made with teeth together (top front teeth touch on top of the bottom front teeth) with skinny air flow (tongue is behind the teeth but not touching the teeth).

     

    Lisa Mims   lmims@dentonisd.org     Voicemail Only:  940-369-0553

    Adkins:  Mon/Wed/ Fri   940-369-1315 (no voicemail)

    Wilson:  T/Th/Fri            940-369-4597 (no voicemail)

     

    Book List

    Cats, Cats, Cats! by Leslea Newman   Bat Jamboree by Kathi Appelt

    10 Black Dots by Donald Crews    Hats Hats Hats by Ann Morris

    Squeaking Bats by Ruth Berman  Non fiction books about Cats and Bats

     

    Activities

    • With the final ts sound you can make a counting game of anything that ends in the t sound. Ex.- “How many hats do you have?” “I have 5 hats.”

    • When reading or talking to your child, point to something and ask “what’s

    • that?” Have your child answer “It’s___.”     

    • Here is a song that you can sing with your child:

    The bats go flying one by one, hurrah, hurrah.

    The bats go flying one by one, hurrah, hurrah.

    The bats go flying one by one,

    The little one stops to hide from the sun,

    And they all go flying down to the cave to get out of the rain.

    Boom! Boom! Boom!  (continues: two by two, three by three, to ten by ten)

     

     

     

     

     

     

     

     

    Notice:  No PPG Classes at Wilson on Thursday 10/19/2017

    PPG Family Letter October 16, 2017   

                                                     

    Focused Auditory Stimulation/Auditory Bombardment

    wish         mash   hush    dish     fresh    crash   wash   goldfish

    push         fish      radish  sash     rush     ash      brush  mustache

    leash        smash cash    finish    polish   flush    trash   hairbrush

    bush         rash     flash    relish    lash      licorice squash  starfish

     

    Dear Family,

    This week we will continue to work on the final sh sound.  Our books and activities will focus on the word “wish”.  Please continue your daily practice at home even if your child is already able to make this sound.  One sound process can facilitate the development of other sound processes.  Your daily practice with your child is critical to your child’s success.  Have fun talking with your child about “wish”!

    Sound Cue: “Sh” is the Fat Sound = scooped-forward “fat” lips and smooth fat air.

    Lisa Mims M.S. CCC-SLP

    lmims@dentonisd.org       Voicemail only: 940-369-0553

    Adkins: Mon/Wed/Fri 940-369-1315  Wilson: T/Th/Fri 940-369-4597

     

    Book List

    I Wish I Had a Monster by Judy Waite   Splash! by Ann Jonas

    I Wish that I had Duck Feet by Theo. LeSieg

    Wish, Change, Friend by Ian Whybrow

    I Wish You More by Amy Krouse Rosenthal

    Splash! by Ann Jonas

     

     

    Activity

    • Teach your child the “Star Light Star Bright” rhyme.

    Star light star bright,

    First star I see tonight

    I wish I may, I wish I might

    Have the wish I wish tonight

    • Make a Wish List with your child.

    • Find objects your child can push (books in a box make

    “heavy work” to calm the body and brain) and say “Push!”

    • Take turns using a “push broom” to clear the porch or driveway.

     

     

     

     

     

     

    Notice:  No PPG class at Adkins Monday 10/16/17

    PPG Family Letter October 9, 2017     

                                                     

    Auditory Bombardment

    wash        mash   hush    dish     fresh    crash   wash   goldfish

    push         fish      radish  sash     rush     ash      brush  mustache

    leash        smash cash    finish    polish   flush    trash   hairbrush

    bush         rash     flash    relish    lash      licorice squash  starfish

     

    Dear Family,

    This week we will work on the final sh sound.  Our books and activities will focus on the word “wash”.  Please continue your daily practice at home even if your child is already able to make this sound.  One sound process can facilitate the development of other sound processes.  Your daily practice with your child is critical to your child’s success.  Have fun talking with your child about all the things we can “wash”!

    Sound Cue: “Sh” is the Fat Sound = scooped-forward “fat” lips and smooth fat air.

    Lisa Mims M.S. CCC-SLP

    lmims@dentonisd.org       Voicemail only: 940-369-0553

    Adkins: Mon/Wed/Fri 940-369-1315  Wilson: T/Th/Fri 940-369-4597

     

    Book List

    Mrs. McNosh Hangs Up Her Wash by Sarah Weeks

    The Pet Wash by Gwendolyn Hooks

    The Day Jimmy's Boa Ate the Wash by Trinka Hakes Noble 

    Car Wash by Sandra and Susan Steen

    Five Little Monkeys Wash the Car by Eileen Christelow

    Three Little Kittens by Galdone

     

    Activity

    • At bath time have your child say as he does: “I wash my

           hand; I wash my arm; I wash my leg, etc.

    • Practice saying “wash” or “I wash” each time your child washes their hands.

    • Sing “This is the way we wash our clothes”. Add other verses such as brush our teeth, wash our face, and brush our hair.

    • Wash toys in the tub or sink and say, “wash.”

    • Let your child “mash”, smash and “squish” play-doh.

    • Have your child help wash the car or go on an adventure or go

           to the Car Wash like the story Car Wash on the reading list.

     

     

     

     

    PPG Family Letter Initial SN October 2, 2017

    Focused Auditory Stimulation

    snow      snail       snatch    snap       sneak     snip        snitch

    snag       snare      snob       snuggle snug       snooze   sniffle

    snake     snarl       sneeze   sniff         snoop     snout      snorkel

    snicker   snack     sneak     sneaker snort       snore      snowball

    snowman              snowflake              snowsuit snapshot

     

    Dear Family,

    This week we will target the initial sn sound. Our books and activities will focus on the target word “snake”. Please continue to have your child quietly listen to the auditory bombardment word list and then say each target word card included in their weekly packet. If your child is able to say the target word successfully, practice the target word in a simple sentence (i.e. “I see a (target word).” or “It’s a (target word).” Remember, daily practice is essential to your child’s progress.

    Target sound cue: S is the “skinny sound”; teeth together with a slight smile, trace finger on arm from shoulder to hand and say “s” then point to the upper lip, indicating tongue tip up, and say the “n” sound.

    Lisa Mims M.S. CCC-SLP   lmims@dentonisd.org    Voicemail only: 940-369-0553

    Adkins: Mon/Wed/Fri 940-369-1315             Wilson: T/Th/Fri 940-369-4597

     

    Book List:

    Hide and Snake by Keith Baker         Green Snake by David M. Schwartz

    Slinky Scaly Snakes by Jennifer Dussling      

    All About Pets: Snakes by Martha E. H. Rustad

    National Geographic Kids: Snakes! by Melissa Stewart

    *Check out simple nonfiction books on snakes!

     

    Activities:

      • Make play dough snakes and snip them with child appropriate scissors

      • Throw a ball, bean bag, or koosh ball back and forth while saying sn words

      • Play “Duck, duck, goose” with the words “Snake, snake, snail”

     

    • Flip over for a finger play chant to practice with your child:

     

     

     

     

     

     

     

     

     

     

    PPG Family Letter September 25, 2017

     

    Focused Auditory Stimulation

     

    Stack        stamp   stand    stay      steal     steer     stitch    still

    Steam       stone    stop     stem     state     stick     sting     store

    Stage        stain     star       step      steak    stew     stork     stove

    Start          stir        storm    stuck    stair      sticker  story     statue  

     

    Dear Family,

     

    This week we continue to target “S” Blends and focus on the “st”

    sound at the beginning of the word.  Our books and activities will target the words “step” and “star”. DailyFocused Auditory Stimulation” as well as reading books to target each week’s “sound” is a critical component to your child’s speech sound progress.  This is the “brain training” that paves the way for speech sound development.  Practice target words and praise your child for each attempt as you model the correct target word.

    Sound Cue: S is the “skinny sound”, teeth together with a slight smile.

    “St” visual cue: drag a finger from shoulder to wrist, while saying the “S” sound; then tap the wrist for the “T” sound.

     

    Lisa Mims M.S., CCC-SLP lmims@dentonisd.org

    Voicemail only: 940-369-0553       

    Adkins: Mon/Wed/Fri 940-369-1315 Wilson: T/Th/Fri 940-369-4597

     

    Book List

    How to Catch a Star by Oliver Jeffers     

    Six Little Twinkly Stars by Louise Martin

    Twinkle, Twinkle, Little Star by Jane Cabrera

    Pete the Cat Twinkle, Twinkle, Little Star by James Dean

    The Sun is My Favorite Star by Frank Asch    Stars by Martha Rustad

     

    Activities

    • Give your child a sticker for each correct “st” target words to make a sticker page.

    • Have a star shaped snack.

    • Look up at the stars in the evening

    • Have your child “earn” start stickers to put them on a sticker chart to earn a reward of a special activity.

    • Look for star shapes in your home.

    • Make play dough stars.

    • Practice drawing stars

     

     

     

     

     

     

     

    PPG Family Letter for Initial “Sp” September 18, 2017

     

    Auditory Bombardment

    Spill                speck       spy           spare       sponge    sparkle     speak       spear

    Spend            spin          spine        spade      spoon      sport        space       spinach

    Spell              spa          spark       speed      spot         speech     spice        spent

    Spanish         span        spider      spool        spud        sparrow   special     spaghetti 

     

    Dear Family,

    This week we will target the initial sp sound and will focus on the theme “spot” and “spy”.

    We will enjoy books about “Spot” the dog and animals with spots. We will focus on producing correct tongue placement and air flow for the target sp sound in words and sentences. 

    Remember:  Have your child: “spot” things around your home; “Spot” the “sp” letters in books while you read aloud; have your child say the words printed on their art project by saying the sentence “Spot spies a _____.”, you can also place their art project “Spot the dog” around the house and say “Spot is on (or in, under, in front of, behind, or beside) objects in the house.”

    Target sound cue: S is the “skinny sound”: teeth together with a slight smile, trace finger on arm from shoulder to hand and say “s.”  P is the “lip popper”: lips together and feel the air pop out on the hand.

     

    Mrs. Lisa Mims    Voicemail: 940-369-0553      lmims@dentonisd.org

    Adkins Mon/Wed/Fri                  940-369-1315 (no voicemail)

    Wilson: T/Th/Fri                          940-369-4597 (no voicemail)

     

    Book List

    Where’s Spot? by Eric Hill                     I Spy Pirate Treasure by Dan Marzollo

    Spot Goes to the Park by Eric Hill         I Spy books by Jean Marzollo

    Spot Goes to School by Eric Hill           Spots by Carolyn Lesser

    Put Me in the Zoo by Robert Lopshire    Whose Spots are These? by Sarah Wohlrabe

     

     

    Activities

    • Play I Spy with your child.

      • Choose a category “Things I spy in the kitchen”, “Things I spy when in the car”, “Things I spy in my bedroom.”

      • Spy “Spot” the Dog and put him on; in; under; in front of; and behind.

    • Play a game that has a spinner. Each time your child spins have them say “spin”.

    • Help your child make an animal out of play dough and have them add spots with more play dough or a toothpick (pushing it into the play dough to make a spot). Have them say spot each time they add a spot

    • Spin with your child and chant

    Spin around, spin around, spin so fast!

    Spin around, spin around, will you last?

    Spin around, spin around, Oh! No More!

    Spin around, fall down on the floor!

     

     

     

     

     

     

     

     

    PPG Family Letter  September 11, 2017                                                                                                                       

     

    Focused Auditory Stimulation

    Oak           snack   tack      luck      bike      took      cook     sack    

    Quick        bark      stick     chalk    break    soak     neck     back

    Book         smoke  click     joke      snake   week    trick      lake     

    Kick          flake     like       rake      hook     knock   walk     poke

     

    Dear Family,

    This week we will target the final k sound using the words “book” and “look”. We will practice the “Dinosaur Stomp” and make the “K” sound! Be sure to practice this at home as well.  We will make a book for you to use with your child as home practice for the final k sound.

    Sound cue:  K is the Scraper sound. Cue with a finger under the chin at the beginning of the neck.

    Homework hint: Instead of automatically correcting your child, repeat what your child said and ask if they can hear what is missing or wrong. For example: “you said loo” (instead of look) “What did you forget?” This will raise your child’s sound awareness and help them to self-correct. Follow up with praise to instill confidence in their speech.

    Lisa Mims  lmims@dentonisd.org  Voicemail only: 940-369-0553

    Adkins: Mon/Wed/Fri 940-369-1315 Wilson: T/Th/Fri 940-369-4597

     

    Book List

    Yuck! Stuck in the Muck by Corinne Demas           I Like…. By Jillian Cutting

    How Do Dinosaurs Get Well Soon? By Jane Yolen & Mark Teague

    Who’s Sick Today? By Lynne Cherry            Bear Feels Sick by Karma Wilson

    Little Quack’s Hide and Seek by Lauren Thompson

    The Cake that Mack Ate by Rose Robart

    Cold Little Duck, Duck, Duck By Lisa Westberg Peters

     

    Activities

    • Use the art activity to practice the target words: book, look, like.

    • Go on a rock hunt and let your child tell you about the rocks.

    • Look at the clouds in the sky and ask your child what each one looks like.

    • Go to the park and talk with your child about what you see at the park. “I see the swings at the park” or “I like the slide at the park”.

    • Put drops of paint on a sheet of paper and have your child fold and press the sheet together. Open the paper and ask your child what the paint smear looks like. Have them say “It looks like…”.

     

     

     

     

     

     

    PPG Family Letter week of September 4, 2017                                           

     

    Focused Auditory Stimulation

    white jet    hat   note  put   cat   wet   foot  rat  

    write eat   goat  gate  boat hot   bat   flat  eight

    spot  out   shut  skate mat  sit    plate bite  hut

    tight pat   boot light jet    bought      dot

     

    Sound cue:  “T” is a “tip tapper”, tongue tip touches and taps the area behind the front, top teeth

     

    Dear Family,

    This week the target sound is the final “t”. The books and activities target “eat” “cut” and “hot”.  Homework practice is essential for your child’s progress and development (even if this is an easy sound for your child).  Additional activities and ideas are at the bottom of the letter and will provide you and your child opportunities to practice. Please feel free to contact me with any questions and concerns. Thank you for the generous donations of supplies for our classroom!

     

    Lisa Mims, M.S., CCC-SLP    lmims@dentonisd.org  

    Voice Mail only:  940-369-0553

    Adkins: Mon/Wed/Fri:  940-369-1315   Wilson: T/Th/Fri 940-369-4597

     

    Books

    Hot Dog by Molly Coxe               Up Went the Goat by Barbara Gregorich

    Eat Your Peas by Kes Gray        I Eat Leaves  by JoAnn Vandine

    How do Dinosaurs Eat Their Food by Jane Yolen and Mark Teague; Sheep Out to Eat by Nancy Shaw

     

    Activities:

    • “I eat” and “I don’t eat” activity
    • Pick out foods that are good to eat. Make a healthy snack to eat.
    • Have your child cut a banana (with a plastic knife or spoon) and say “Cut” and “eat”; cut Play-Doh and say “cut” and “I don’t eat!”
    • Ask your child these “wh” questions and have them respond by saying the word and pointing to the attached picture.

     

    What floats on the water? (boat)    What do you wear on your head? (hat)

    What flies? (bat)                        What do your shoes go on? (feet/foot)

    Who says “meow”? (cat)              What do you wear on your foot? (boot)  

    What do you use to hit a baseball? (bat)       

    What do you do with a knife? (cut)

    (Pictures on the back)

     

     

     

     

     

     

     

     

     

     

     

    Family Letter for the week of August 28, 2017

    Focused Auditory Stimulation

    top       zip      up     keep     map   hop   dip      lap

    wipe     deep   nap   tape      pup   cape  hope   ship    

    hope     tap     step   group  skip   sleep  tulip   flip    

    stripe   shape  cap     mop   chip   ripe    peep   tip



    Sound cues Initial and Final P: “lip popper”, feel the air pop out on the hand, “lips together and pop”



    Dear Family,

    The target sound for this week is the initial and final “p” sound. Your child will participate in many activities with up, pop, pup, hop, and top. Homework each day is an essential part of your child’s progress. Three to five minutes a day of focused auditory stimulation and target word production as well as highlighting the target sound while reading books and during everyday activities will provide the practice opportunities necessary for the development of your child’s speech sounds and early literacy skills. If at any time during the school year you have questions, need more information, or need strategies to use at home, etc., I will be happy to schedule an individual conference.

    Thank you to each of you that donated supplies for the PPG room. All items will help our year go smooth!



    Lisa Mims M.S. CCC-SLP lmims@dentonisd.org

    Voicemail only: 940-369-0553
    Adkins: Mon/Wed/Fri 940-369-1315 (no voicemail)
    Wilson: T/Th/Fri 940-369-4597 (no voicemail)



    Book List

    Ten Apples Up on Top by Dr. Seuss            Who Hops? By Katie Davis

    Great Day for Up by Dr. Seuss                   Drip, Drop by Sarah Weeks

    In the Tall, Tall Grass by Denise Fleming    Who Hops? By Katie Davis

    Sheep in a Jeep by Nancy Shaw                  Beep, Beep by Barbara Gregorich

    Berenstain Bears’ New Pup by Stand & Jan Berenstain



    Activities

    · Stack objects on “top” and have your child say “top” or “up”

    · Blow bubbles with your child. Have your child practice saying “pop” each time he/she pops a bubble.

    · Let your child pop bubble wrap with their finger. Say “pop” each

    time.

    · Hop, Stomp, Clap your way on a walk with your child.

     

     

     

     

     

     

     

    PPG 

     
     
     
     
     
     
     

    PPG Family Letter Week of August 21, 2017                                                                           

    Focused Auditory Stimulation

    Man    mop     most     me        mud      mouth   milk      mitten

    Mow    more     mark     melon   middle  mad      mask    monkey

    Mom   mop     mine     mail      moon    mat       mile      money

    Mob    meal     meat     menu    maid     mash    move    mouse

     

    Dear Family,

     

    I am very excited to be working with your child this year. Each week your child will receive a parent letter containing the Focused Auditory Stimulation list, a book list, and additional activity ideas for home practice. This week we will target the initial m sound, mouth awareness, and classroom training. We will focus our activities on the target words “me, my, mouth, monkey, mom”. Your child will be making an “All About Me” book to take home. Reviewing the book with your child creates opportunities to reinforce the speech sound target of initial M as well as setting the routine of home practice.  During the “Meet and Greet” session, you received information regarding PPG homework and expectations. Please complete 3-5 minutes of daily practice even if your child can produce the target sound. This daily practice facilitates production of other sounds, increases sound awareness, and promotes early literacy skills.

     

    Thank you for sharing your child with me!

     

    Lisa Mims M. S. CCC-SLP   lmims@dentonisd.org

    Voice mail only:  940-369-0553

    Book list:

    I Like Myself by Nancy Carlson

    Whose Sound is This? By Nancy Kelly Allen

    My Cat Muffin by Marjory Gardner

    Goodnight Moon by Margaret Wise Brown

    Monkey See, Monkey Do by Marc Gave

    Song: Sing the song along with your child using the picture of the monkey

     

    Do You Have a Brown Monkey?          (Tune: “Muffin Man”)

    Do you have a brown monkey, a brown monkey, a brown monkey?

    Do you have a brown monkey on your lap today?

    Yes I have a brown monkey, a brown monkey, a brown monkey.

    Yes I have a brown monkey, on my lap today!

    Additional Verses:

    ...on your head today!

    ...on your nose today!

    ...on your hand today!

    ...on your knee today!

    ...on your foot today

     

     

     

    Activity: Along with your child, say the chant while practicing the oral activity in a mirror.

     

    Chant: This is my mouth. It is part of me. I can smack my lips. Watch and see.

    Additional Verses: …click my tongue

                                     …open and close it

                                     …make a fish face

     

     

     

     

     

     

     

     

     
     
     
Last Modified on November 30, 2017