Tuesday, January 8, 2013

Groundhog Day 1 to 3- Step Direction Following With Language & Literacy Concepts with freebies!




Question #1: Will winter be six weeks longer this year?

Question #2: Are you looking for a speech and language unit for Groundhogs Day?


Answer: This treatment packet will be perfect for working with a wide variety of students so we have you covered! Plus, we think that you and your students will find it engaging and fun too!


We have included a tremendous amount of direction following tasks for working on receptive language goals, and some other wonderful literacy and concept worksheets. Please see the directions and contents for details.

Enjoy your Groundhogs Day!

*update 1/27/2013: We are having a Groundhog Day theme this week. As I was getting it ready I noticed I needed something for our door. I usually try to have a poster introducing the weeks theme and an activity on the door to talk about as the kiddos first arrive. So, I made these welcome posters and thought others may like to use them too:) Follow the link below to get the posters and for two freebie pages from our unit too!









Here's a link through google docs to the posters and two pages from the packet:)



DIRECTIONS AND CONTENTS:

Page 4: THE IMPORTANCE OF HAVING STRONG AUDITORY COMPREHENSION SKILLS.

Page 5: CAN YOU DRAW A LINE TO THE GROUNDHOG MATCHES?

Page 6: CAN YOU FIND, CIRCLE AND NAME THE SHAPES?

Page 7: CAN YOU COUNT AND WRITE THE TOTAL AMOUNT OF GROUNDHOGS?

Pages 8 & 9: CAN YOU MATCH THE UPPERCASE LETTER TO IT’S LOWERCASE?

Pages 10 &11: CIRCLE WORDS THAT RHYME WITH DAY AND HOG.

Pages 12 &13: CUT OUT AND PASTE/PLACE THE GROUNDHOGS ON THE SIZE SORTING MAT.

Page 14: MATCH THE NUMBER TO IT’S GROUP.

Page 15: READ/LISTEN TO COLOR THE PICTURE.

Page 16: WHAT COMES NEXT?

Pages 17-20: CUT OUT THE PICTURES, LISTEN OR READ THE DIRECTIONS AND GLUE (OR USE VELCRO DOTS) ON THE PICTURE FOLLOWING.

Page 21: GROUNDHOG DAY LISTENING AND FOLLOWING DIRECTIONS PAGE.

Pages 22-29: LISTEN AND FOLLOW THE 1-STEP, 2-STEP AND/OR 3-STEP DIRECTIONS WHILE COLORING THE PICTURES.

Page 30: CUT OUT THE GROUNDHOG AND HAVE THE STUDENT USE IT TO FOLLOW THE BODY PART ID DIRECTIONS.

Pages 31-34: HAVE THE STUDENT LISTEN TO THE DIRECTION (S). DEPENDING ON THEIR GOAL LEVEL SAY 1, 2 OR 3 STEPS. AFTER THEY COMPLETE THEM THEY CAN PLACE A TOKEN ON THEIR GROUNDHOG PAGE OR THEY CAN USE A PAINT DAUBER TO FILL IN THE CIRCLES.

Pages 35-40: PRINT , CUT OUT AND LAMINATE THE 1 TO 3 - STEP PUNXSUTAWNEY SAYS CARDS.
PUNXSUTAWNEY SAYS RULES: THE TEACHER IS PUNXSUTAWNEY AND THE STUDENT(S) STANDS AND FACES THE TEACHER. A CARD IS CHOSEN, AND THE TEACHER CALLS OUT THE INSTRUCTIONS ON THE CARD LIKE THIS, “PUNXSUTAWNEY SAYS TOUCH YOUR NOSE." THE STUDENT HAS TO TOUCH THEIR NOSE. IF ‘PUNXSUTAWNEY CALLS OUT AN INSTRUCTION WITHOUT SAYING “PUNXSUTAWNEY SAYS" THEN THE STUDENT SHOULD IGNORE THE INSTRUCTION. IF THEY DIDN’T FOLLOW A PUNXSUTAWNEY SAYS INSTRUCTION, THAN THEY ARE OUT OF THE GAME. IF THEY DIDN’T FOLLOW AN INSTRUCTION THAT DOESN'T HAVE PUNXSUTAWNEY SAYS ON IT THEY ARE ALSO OUT. HAVE FUN!

Page 41: CAN YOU PUT THE GROUNDHOGS FROM SMALLEST TO BIGGEST?

Pages 41 & 42: LISTEN OR READ AND TRY TO ANSWER THE QUESTIONS ABOUT THE GROUNDHOG PASSAGE.

 
THE IMPORTANCE OF HAVING STRONG AUDITORY COMPREHENSION SKILLS

Children are asked to follow directions from an early age.  We start by giving them one-step directions often during the day when they are under the age of two .  For example, we ask them to, “stand up so we can help them put on their pants”, to “take their cup so they can have a drink”, and “to put their toys in the box” to help with clean up. Even when they play, children are constantly in the need of the ability to follow directions, e.g., “throw the ball”, “move your train”, “go down the slide now”.  The ability to follow directions is helpful for increased understanding of day -  to - day information that is given from caregiver to child.

As children grow older and become emerged into the preschool and grade school environments, the need for strong auditory comprehension skills become even more evident. It is in the school environment where they are constantly given the demands of needing to follow multi-step directions such as those at the two and three-step levels. Almost every day in school the children are asked to do more than one task at a time. For instance, they may be asked to put a finished art project in their desks after they are done signing their name on the project, and to go find their paper and coloring supplies in order to start their next project.  They are also given instructions like, “ Go to your lockers, put on your boots and coats, and than line up for recess”.

Children must listen to each step, process each step, and than act accordingly.  If they fail to hear or to understand a step they will be unable to follow through on the instructions given.  This inability to respond to the directions given will make the child look like one whom is unable and/or unwilling to  listen well to the teacher.  The child will not be able to keep pace with the rest of the children in their classroom and will appear to be one step behind the group.

Strong auditory comprehension / direction following skills =  a more successful student!

Sincerely,

Manda & Shanda, SLP's



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