10 April - 13 April

Welcome back from spring break! This week, we are focusing on the following vocabulary words:

broccoli, green beans, beans, tomato, carrot, zucchini, garden hoe, rake, shovel, flower 

 

This unit's vocabulary is from story called Vegetable Soup.   Use these words as you cook together, are at the grocery store, or as you work in your yard. 

This week, focus on the concepts "big" and "little."  Use these words often and in a variety of contexts.  For example, use the words when you are playing with toys, when you are grocery shopping, when you are outside.  There are endless opportunities to find things that are big and little.  After you have used "big" and "little" a lot and shown examples to your child, you can then begin to use fill-in-the-blank sentences to give your child the opportunity to use the word.  For example, you could say "my hand is big, your hand is....." and let them say the word "little." If your child does not fill-in-the-blank, no worries.  You just supply the word, then say the whole sentence for them again. 

This week we are reviewing the letters "E" and "H." Whenever you see these letters, point them out to your child and talk about their name, what sound they make, and how to write them.  

13 March - 23 March

Hello friends! During this unit, we are working on the following vocabulary words:

Goldilocks/Girl, Bed, Forest, Big Bear, Small Bear, Porridge, Bowl, Cave, Sleeping, Chair.

 

This unit's vocabulary is from story of Goldilocks and the 3 Bears.  You can teach these words by either reading or telling the story to your child using the vocabulary provided.  You can also point out these vocabulary words when you see them in other places, such as in other books or pictures. 

You could use this opportunity to expose your child to "who" questions by asking questions about the story as you tell it.  For example, you could ask "who ate the porridge, who sat in the chair, who slept in the bed, whose house is it?" Don't be afraid to model the answer at first.  That is how your child will learn how to answer "who" questions.  You can also use "who" questions in other contexts, such as, "who is coming over today?" and "who is that?"

During the first week of this unit we are working on the letter "E"  and the following week (March 20 - March 23)  will be letter "Z." When you are reading books, or signs, or labels, point out the letters and help your child write and trace those letters and talk about what sound each letter makes, and practice making its sound.

27 Feb - 9 March

Hello friends! During this unit, we are working on the following vocabulary words:

Frog, Tadpole, Muskrat, Minnow, Goose, Goslings, Crawdad, Pond, Dragonfly, Turtle, Racoon, Water Beetle, Heron, Swallows

 

IMG_0268.jpg

This unit's vocabulary is from the story of "Goldilocks and The Three Bears."   You can teach these words by looking up different pictures of these animals on the internet and looking at them together and talking about them.   You could use this opportunity to expose your child to the descriptive words "fast" and "slow" by talking about which animals might be fast and which animals might be slow.  Teach your children the meaning of  "fast" and "slow" in other contexts as well, such as when driving, while playing, or going on a walk.  The best way children can learn vocabulary words is by hearing the word often and seeing/doing what the word means.  

During the first week of this unit we are working on the letter "X"  and the following week (March 6- March 9)  will be letter "Y." When you are reading books, or signs, or labels, point out the letters and help your child write and trace those letters and talk about what sound each letter makes, and practice making its sound.

13 Feb - 23 Feb

Hello friends! During this unit, we are working on the following vocabulary words:

Airplane, Boat, Helicopter, Car, Train, Bus, Bike, Truck, Signs, Tires

 

This unit's vocabulary is really fun because these are things we see nearly every day! They are easy to learn because of how much exposure we get to them.  You can help your children learn these words by pointing out and labeling these different things when you see them throughout the day. 

During this unit, you can focus on using a technic called "language extension." When you extend your child's language, you repeat what the child says, but say it with correct grammar and then add new information.  For example, if the child says "airplane fly" you can say "The airplane is flying! It is flying high in the sky!" or if the child says "cracker" you can say "I want a cracker. I want the fish cracker please." This will model appropriate grammar for your child and also expose them to more vocabulary than they would otherwise hear.  When you make a conscious effort to expand on what they say, it makes a big difference in the number of words they learn. 

This past week, the letter of the week was "V".  Next week (Feb 20 - Feb 23) we will be working on the letter "W." When you are reading books, or signs, or labels, point out the letters and help your child write and trace those letters and talk about what sound each letter makes, and practice making its sound.

30 Jan - 9 Feb

Hello friends! During this unit, we are working on the following vocabulary words:

in/out, up/down, day/night, wet/dry, cold/hot, big/little, light/heavy, over/under

To teach these words to your child, use the words frequently during your daily routines and book-reading. These words are opposites and can be used in many different contexts throughout the day.  You can use both words in the pair to show that they are opposites.  Just use the words frequently as you provide examples of their meanings.  For example, while putting toys in their container, you could say "IN! we are putting it IN!....this toy is OUT, and this one is IN!" After you have exposed your child to the vocabulary, you can use fill-in-the-blank sentences to help your child use the new words they have learned.  If they are not able to use the correct word, that's ok.  Give them 3 seconds to answer, then say the word you were looking for, then say the whole sentence again so they hear the whole thing.

During this unit, you can focus on using a technic called "parallel talk" that will help facilitate increased language exposure. Parallel talk means providing language for what the child is doing.  It's like narrating the child's actions.  And it is helpful because it provides a lot of vocabulary and language for the child and it is in context so the child can understand the meaning easier.  For example, while the child is playing with legos, you might say: "you got the big one! Oh, you're putting the big red one on top.  Oh no, it's falling! You are building a tower! it's getting so tall!"  There are almost always opportunities to use parallel talk to increase your child's exposure to language. You just describe to your child what he or she is doing.  You could even throw in the vocabulary words for this unit (in/out, up/down, day/night, wet/dry, cold/hot, big/little, light/heavy, over/under).

During the first week of this unit we are working on the letter "P". The following week (Feb 6 - Feb 9) we will be working on the letter "U." When you are reading books, or signs, or labels, point out the letters and help your child write and trace those letters and talk about what sound each letter makes, and practice making its sound.

17 Jan - 26 Jan

Hello friends! During this unit, we are working on the following vocabulary words:

Oven, Stir, Pour, Pan, Spoon, Muffin, Cake, Bowl, Cookies, Bread

To teach these words to your child, use the words frequently during your daily routines.  These words revolve around baking, cooking, and mealtime, so those are great times to let your little one be involved as you describe the steps involved in preparing and eating meals. Use the vocabulary words frequently and let your child gain personal experience with the meaning of each word. After you have exposed your child to the vocabulary, you can use fill-in-the-blank sentences to help your child use the new words they have learned.  For example, you could say "I'm putting the sugar in the  _____"  and "Now we have to ______!" If they are not able to use the correct word, that's ok.  Give them 3 seconds to answer, then say the word you were looking for, then say the whole sentence again so they hear the whole thing.

Here are the pictures we are also using to teach the vocabulary:

During this unit, you can focus on prepositions 'behind' and 'in front'.  Look for opportunities to use these descriptive words as often as possible.  When playing, eating, cooking, or any time during the day, you can use these words to talk about he location of different objects you are using, i.e. "the car is BEHIND me!" or "your cup was IN FRONT of the milk!"  Bring these words to your child's attention by saying them a little louder and a little slower than the other words in the sentence. Repeat sentences like these often throughout your daily routines. 

During the first week of this unit we are working on the letter "R". The following week (Jan 23-26) we will be working on the letter "H."  When you are reading books, or signs, or labels, point out the letters and help your child write and trace those letters and talk about what sound each letter makes, and practice making its sound.

3 Jan - 12 Jan

Welcome back from Winter Break! During this unit, we are working on the following vocabulary words:

Socks, Hot Chocolate, Gloves, Mittens, Boots, Hat, Scarf, Coat, Sweater, Cold, Snowman

These words were chosen to go with the book "The Hat" by Jan Brett. To teach these words to your child, use the words frequently during your daily routines, such as getting dressed, going out, and reading books.  Label the items for your child often, then ask your child to point to the item/picture as you label them. Guide their hand to the correct item if they are not able to locate it on their own.  

Here are the pictures we are also using to teach the vocabulary:

IMG_0084.jpg

During this unit, you can focus on the language concept of "Where" questions.  Model how to ask and answer "where" questions by saying things like "Where is the milk?....it's in the fridge!"  or "Where is your shoe?.....Here it is on your foot!" or "Where are you?.....You are in the kitchen!" You can pause after asking the question, but it's ok of your child doesn't answer.  You can answer your own questions, and that will teach your child how we ask and answer questions.  Eventually your child will figure out how to answer.  But they need to be shown first with lots and lots of examples.  You can model this all day long for them! 

During the first week of this unit we are reviewing previously learned letters (0,A,C,D,G,S,F,L,I,T,J,B,K,M). The following week (Jan 9-12) we will be working on the letter "N."  When you are reading books, or signs, or labels, point out the letters and help your child write and trace those letters and talk about what sound each letter makes, and practice making its sound.

 

 

 

12 Dec - 21 Dec

Here are the vocabulary words we are working on for the next two weeks:

Fingers, Feel, See, Eyes, Hear, Ears, Mouth, Taste, Nose, Smell

Try to use these words during your daily conversations to reinforce the word and its meaning.  Here are some examples of what you could do:

  • Talk about how different things feel as you and your child touch it with your fingers: i.e.: "this blanket feels soft," "this ball feels bumpy," "the snow feels cold." "My fingers can feel!"
  • Show your child how to sniff with his/her nose to smell things. Find different things to smell - A Christmas tree, an air freshener, something baking in the oven, pickles, etc. Say "my nose can smell the _____!"
  • Play "I see with my little eye" and name things that you can see with your eyes.
  • At home and when you are out with your child and you hear an interesting sound - birds, airplane, heater, car starting, dishwasher running, etc, stop and put your hand on your ear and say "do you hear that?" "My ears can hear the  ______!" 
  • While eating, use the word "taste" a lot. i.e. "did you taste the bread?" "the cookie tastes good." Model how you taste something by taking a small bite or lick and say "my mouth can taste!" Encourage the child to taste like you.

Here are the pictures we are also using to teach the vocabulary:

 

 

During this unit, you can focus on the language concept of "what" questions.  Model how to ask and answer "what" questions by saying things like "what is that smell?....it's popcorn!"  or "what is that sound I hear?....it's music!" or "What are you eating?...a cracker! You're eating a cracker!" You can pause after asking the question, but it's ok of your child doesn't answer.  You can answer your own questions, and that will teach your child how we ask and answer questions.  Eventually your child will figure out how to answer.  But they need to be shown first with lots and lots of examples.  You can model this all day long for them! 

This week we are focusing on the letter "K" and next week will be letter "M."  When you are reading books, or signs, or labels, point out the letters "K" and "M," help your child write and trace those letters and talk about the sound "K" makes and the sound "M" makes. Talk about words that start with "K" and "M" and help your child try to make the those sounds correctly.

28 November - 8 Dec 2016

Here are the vocabulary words we are working on for the next two weeks:

"one, some, most, all, more, none, numbers, shapes, letters," and "first."

Try to use these words during your daily conversations to reinforce the word and its meaning.  Here are some examples of what you could do:

  • during lunchtime, you could point out who has "more" apple piece, or who has the "most" crackers.
  • When reading a book, point out the "letters."  
  • While playing, you could line up the toys and talk about which one is "first" in line
  • talk about who has "all" the toys and who has "none."
  • Try to figure out what "shape" a plate is, a book is, a wheel is, etc.

Here are the pictures we are also using to teach the vocabulary:

 

 

 

Numbers

Numbers

Letters

Letters

Shapes

Shapes

During this unit, you can focus on the language concept of sequencing.  This means that when you are going about your day, try to use words like "first, second, next," and "last," to talk about your daily activities.  This will help your child understand the concepts of those words as well as build their comprehension and story-telling skills. You can use these words to describe what you are doing when you are making a meal, or when talking about what order you will do errands in. When reading a book, you can talk about what happened first, next, and last in the story.  This is a great way to build sequencing skills.

For this unit, we are focusing on the letter "J."  When you are reading books, or signs, or labels, point out the letter "J", help your child write and trace the letter "J," and talk about the sound "J" makes. Talk about words that start with "J" and help your child try to make the "J" sound correctly.

Riverside Preschool Speech and Language

Hi! Thanks for checking out our blog! Our goal is to help our students communicate - with peers, teachers, and family members.   Everyone deserves to have a voice.  We have created this blog to empower parents and caregivers with tools that can be used to promote language development  in children and also as a way to bridge the gap between school and home so that the skills we are teaching at school can be reinforced at home.  

Every two weeks we will post the new vocabulary unit, a letter/sound to focus on, and a language concept to work on during the two-week unit. 

We feel honored to work with your children and hope these tips will give you confidence in what you are doing at home to promote speech and language development.

Sincerely,

Riverside Speech Staff