Here is a FREE download of a Consonant-Vowel-Consonant Rhyming Unit I wrote. There are 17 worksheets!
The unit teaches/reviews beginning CVC and sight words, and rhyming. (I think the monkey theme is really cute too!)
Click for free download: MonkeyRhymingUnit
I have been feeling the need to add a little inspiration and beauty to my blog. As such, I am going to begin doing a weekly Monday morning post with quotes, proverbs, etc.
Children and students need this as well.
Don’t you do better with encouraging words?
I looked out my window and saw these sweet birds in the tree. It made me so happy; I had to grab my camera. Life can be tough at times, but there is still so much beauty…
Children may or may not have speech delays and be on the autism spectrum; however, most all children/students on the autism spectrum have language delays, and many receive services for language development.
As educators, co-workers, and friends (people in general), it is important to understand language as relates to autism.
Students on the spectrum may or may not:
- understand body language, understand turn-taking/social skills, understand similes, metaphors, personification, hyperbole, understatements, clichés, and idioms
- use the correct word/put their words in the correct order, or use correct grammar
- have processing delays and need extra wait time
- be interested in only their topics of choice and perseverate (e.g. only want to discuss Thomas the Train), think from detail to big picture, have difficulty generalizing concepts and using their imagination
These are generalities, and it is important to always keep the individual in mind before any generalization.
Many of the skills and concepts above must be taught directly.
Speech and Language are not the same thing. Your child or student(s) may be receiving services for speech, language, or both.
- deals with articulation, fluency, and voice
- deals with communication (including spoken and unspoken),
- deals with syntax and pragmatics, including figurative language
- deals with the processing of receptive and expressive language
articulation, fluency, and voice– refers to pronunciation/enunciation, quality of voice/tone, and rhythm (e.g. is the student a stutterer?)
communication– the process of conveying a message or meaning with a shared understanding with another
syntax– grammar, sentence structure, word order, and phrases
pragmatics– language in its social context (how the language is used including the inferred intents of the speaker)
receptive and expressive language– the ability to understand verbal and nonverbal language and the ability to express thoughts, ideas, and feelings
Studies have shown that doing “mini-lessons” are very effective in teaching phonics and reading. A mini-lesson should last about 5 minutes. In it, your child or student reviews a concept that has been previously taught.
For example, if you have recently taught CVC words and CVCe words (consonant-vowel-consonant and consonant-vowel-consonant-silent e words), then you do a mini-lesson: “When you see an e at the end of the word, it is a silent e, and that makes the previous vowel in the word a long vowel sound.” Then have the students practice.
For CVC and CVCe words, I really like using letter tiles and adding the silent e onto CVC words to make a new word. Letter tiles are a great visual and kinesthetic tool. For example, spell the word “hop,” and then add the e to make “hope.” Have the students practice moving the e tile to make and read new words.
Flashcards, one page worksheets, using small whiteboards, etc. are all excellent ways to do a mini-lesson.
Remember, keep mini-lessons short and do them frequently!