New article and Happy Thanksgiving!

Many of the preschool children on my caseload have sensory issues when it comes to food. This is a tongue-in-cheek story of what may happen at your Thanksgiving table if you have a guest with food sensory challenges. Lighten up this year and be willing to put that ketchup bottle on your beautifully decorated table.  Here is another great article from Melanie Potock, M.A., CCC-SLP.  Click on the title below to be directed to the article.

If You Give My Picky Eater Some Turkey...

Article: Planning for Holiday Meals With A Picky Eater

A great article by Melanie Potock M.A. CCC-SLP from the American Speech-Language-Hearing Association on navigating your holiday meal with a picky eater.  Click here.

November: Week 4 - Yummy, Yucky

Subject:  T is for TURKEY (discussion of food)

Phoneme: /t/

Transition song: Gobble Gobble (The Thanksgiving Song) by Nooshi

Concept:  What is food and what is not.  Good food to eat.  New food to try.

Materials:  8x10 Laminated page with large letter T, book (see below), song (see below)



Follow the previous November large group format with transition song, and pre-literacy phoneme and writing skills for letter T.



This week, we're talking about food.  Thanksgiving is a time where children may be overwhelmed due to all the new foods on the table.  All month, we've sung about turkey, stuffing, and pumpkin pie while showing pictures.  This week we're talking about what is good to eat and what is not.

Yummy Yucky is a great book to talk about what is good or not.  This is preschool - we have children who eat crayons, who put toys in their mouths, and yes, even boogers (gross!).  This book addresses the crayons and boogers as well as sand, mud and a whole host of other nonfoods.  The book also addresses what foods your child may not eat but are yummy - great for picky eaters!  Leslie Patricelli has a series of wonderful books to consider.  I particularly like that the sentences are short and allow the children to practice their pre-literacy skills in supplying the repetitive words.



Expand the yummy, yucky concept.  I'm using photos of foods and items found around the classroom that we've had problems with:  crayons, paint, playdough, etc, that some of our orally-seeking children will put in their mouths.  The group then decides to label that food (or nonfood) YUMMY or YUCKY.  There will be printed YUMMY and YUCKY on the board so the children can then attach the picture under the voted upon title.



Below is the song (technically choral speaking) we're adding to our unit of yummy foods to eat.  Rachel Arntson's recordings are targeted to encourage greater speech and language.  She includes children in her recordings, so it become an extension of the children sitting in large group at preschool.  The song is full of direct models (EX:  Banana.  Your turn.  Banana.)  The children will receive a lot of opportunities to verbalize foods they are familiar with.

Feet are NOT for Kicking!

We are reading Feet Are Not for Kicking by Elizabeth Verdick as part of Large Group today.  While we are talking about toes, since there has been a problem with kicking, I thought we could address this as well.  I love this series of book to promote good behavior.

Funny Thanksgiving Song - Gobble Gobble by Nooshi

This is the song we are learning for November!  The children love the actions we developed for the chorus.  Be sure to ask them to show you how to sing it.

Check out other songs by Nooshi.

Hands Are For Clapping

I am madly in love with Jim Gill's music for children.  This is his song Hands Are For Clapping from his album pictured below.  I'm adding it to this week's Large Group all about toes.  Listen and see why.

Feeding Therapy

This is a great article on children's fast food meals how they can affect your child.  Click on the title to link to the article.

Three Reasons Why Kids Get Hooked on “Kids’ Meals”… and How to Change That

November: Week 3 - TOES!

Subject:  T is for Toes!
Phoneme: /t/
Transition Song:  Gobble Gobble (The Thanksgiving Song) by Nooshi
Concept:  Body, Body parts, Who/Where/What questions
Materials: 8x10 laminated page with large T

Trace the letter T as explained in November Week 1 and Week 2.

Let's talk about toes!  Toe starts with the t-t-t sound.  Who has toes?  How many toes do you have?  Where are your toes?  What can your toes do?  Can you touch your toes?  Can you walk on tippy toes?

Song:  Head, Shoulders, Knees, and Toes
Book: Horns to Toes and in Between

Fingerplay:  Everybody Knows I Love My Toes

Everybody knows I love my toes
Everybody knows I love my toes
I love my nails, my knees
My neck and my nose
But everybody knows I love my toes!
Everybody knows I love my eyes
Everybody knows I love my thighs
I love my legs, my lips
My neck and my nose
But everybody knows I love my toes!
Everybody knows I love my feet
Everybody knows I love my seat
I love my skin, my chin
My knees and my nose
But everybody knows I love my toes!
Everybody knows I love my toes
Everybody knows I love my toes
I love my nails, my knees
My neck and my nose
But everybody knows I love my toes!

November: Week 2 - TEETH!

Subject:  T is for TEETH!
Phoneme: /t/
Transition Song:  Gobble, Gobble (The Thanksgiving Song) by Nooshi
Concept:  tongues, oral motor skills, Who/Where/What questions
Materials:  8x10 laminated page with large letter T for each child

Find your pointer finger.  Use it to trace the letter T.  "Top to bottom, now back to the top.  Left to right, and now STOP!  Practice the /t/ sound.  T-t-t-t.  Everyone practice:  Tee, Tay, Tie, Toe, Too!  Whose name starts with the t-t-t sound?  What words start with the t-t-t sound?  Some words we have come up with in class:  tickle, two, toys, turkey, tongue.

Let's talk about TEETH!  Do you have teeth?  How many teeth do you have?  Use your tongue to count your teeth.

We use teeth to chew our food.  Chewing food makes it easier to swallow food. Some foods are crunchy and need a lot of chewing.  Some foods are soft and don't need a lot of chewing.  Put together a snack and see what your teeth can do.  Look in the mirror (yes, you have permission to show your chewed food).  Talk about when you lose your teeth and more grow in.

November: Week 1 - TONGUE!

Subject:  T is for Tongues
Phoneme: /t/
Transition Song:  Gobble, Gobble (The Thanksgiving Song) by Nooshi
Concept:  tongues, oral motor skills, Who/Where/What questions
Materials:  8x10 laminated page with large letter T for each child

Find your pointer finger.  Use it to trace the letter T.  "Top to bottom, now back to the top.  Left to right, and now STOP!  Practice the /t/ sound.  T-t-t-t.  Everyone practice:  Tee, Tay, Tie, Toe, Too!  Whose name starts with the t-t-t sound?  What words start with the t-t-t sound?  Some words we have come up with in class:  tickle, two, toys, turkey, tongue.

Who has a tongue?  We do!  What can you do with your tongue?  We can taste with our tongue.  "Taste" starts with /t/! We can move our tongues. Put your tongue on the left corner of your lips, now right, now back and forth.  Can you lick your lips with your tongue?  Pretend your tongue is a vacuum, and vacuum the bottom of your mouth, the inside of your cheeks, and the top of your mouth.

What do you like to taste?  (Let your child/children name foods).  Look at pictures of foods you like to serve for Thanksgiving.  What tastes good?  Do you like turkey?  Stuffing?  Sweet potatoes?  Mashed potatoes?  Rolls? Pie?

Can you roll your tongue like a hotdog?  Look in the mirror to see.

Pick out the letter T in the book you choose to read tonight.

November Planning

Sound of the month:  /t/
Song of the month:  Gobble, Gobble (The Thanksgiving Song)
Book of the month:  Yummy, Yucky by Leslie Patricelli

This month we are talking about the sound of the letter T.  The children have loved practicing letter and sound recognition, tracing the letter, and discovering who has the letter T at the start of their name.

The song for the month of November is Gobble, Gobble (The Thanksgiving Song) by Nooshi.  You can find it on iTunes.  This song includes some of the traditional Thanksgiving foods and traditions, so it has been great to talk about what foods are yummy.

The letter T rhyme for tracing:  "Top to bottom.  Back to the top.  Left to right and now we STOP!"

Our book of the month, Yummy Yucky, is a great book to reinforce what is good food, and what we don't eat.  Spaghetti is yummy.  Dirt is yucky.  The children love this book and I'm excited to present it to the class this year. This is also a great way to introduce new or different foods at Thanksgiving.  Talk about what is yummy.  I'll blog more of this activity the week of Thanksgiving.

Catching up: October

Sound:  /g/
Transition Song:  Five Little Ghosts (The Kiboomers)

Letter recognition: 8x10 laminated sheet with large bold capital letter G.  Ask children to show their pointer fingers.  Indicate where to put their pointer finger to start the tracing.  Trace the G while reciting the rhyme:  "Draw half a circle, not a frown.  Draw across the middle and then down".  Hold the G high while chanting "Give me a Gee! (Be sure to use /g/ and /j/ initial sound).  Gay!  Guy!  Go!  Goo!"  Discuss words that start with the g-g-g sound, including names of family and friends.

Title:  G Sound, Week 1

Materials required:  Good Night Gorilla, flashlight, animal pictures

Additional concepts:  Predicting, Wh-questions.

Transition activity:  Five Little Ghosts Song

Goodnight Gorilla:

Discussion:  Read the book.

-       Ask What is going to happen next?

-       What are the names of the animals?

-       Who is the man with the flashlight?

-       What time of day is it?  Day or Night?

-       Where are the animals going when they get out of their cages?

-       Why are there two pages all black with surprised eyes?

-       Who takes the animals back to the zoo?

-       Who ate the banana?  The gorilla or the mouse?

-       What is inside the animal’s cage?

Theater:  Shine a flashlight.  Use finger puppets or popsicle stick puppets so everyone gets a chance to help tell the story as you read along.

Title:  G Sound, Week 2

Materials required: 

Additional concepts: 

Transition activity:  Five Little Ghosts

Discussion:  We’re learning more about the /g/ sound. Remember it is in your throat.  Let’s practice. Put your fingers on your neck. G-G-G.

Now let’s trace our letters. Use your pointer fingers.

“Draw half a circle, not a frown.

Across the middle and then down.”

Target sound and recognition:  Gee, Gay, Guy, Go, Goo

What else starts with the G-G-G sound?  Girl, Go, Going, Gorilla, Ghost, Guitar, Grasshopper, Grapes

Show pictures of Grapes.  “What is this??  Grapes has a /g/ sound.  G-G-Grapes.

What color are they?  Green Grapes.  Green also has a /g/ sound.  G-G- Green.  Green Grapes.  Green Grapes are Good to Eat.  Green Beans are good to eat.  Gravy is good to eat. 

Song: Good to eat. (Tune: Frere Jacques.  Adapt the song to what they like to eat)

EXAMPLES:

GRAPES:  Green and juicy, Green and juicy. Nice and sweet, nice and sweet. Dripping on your fingers, dripping on your fingers. Good to eat, good to eat"

CARROTS:  Orange and crunchy, orange and crunch, nice and sweet, nice and sweet. Crunch so loud, crunch so loud.  Good to eat.  Good to eat.

PIZZA:  Hot and cheesy, hot and cheesy, Pepperoni, Pepperoni. Cheese is melty, cheese is melty.  Good to eat.  Good to eat.

Title:  G Sound, Week 4

Materials required:  Laminated G

Additional concepts: 

Transition activity:  Five Little Ghosts

Discussion:  We’re learning more about the /g/ sound. Remember it is in your throat.  Let’s practice. Put your fingers on your neck. G-G-G.

Now let’s trace our letters. Use your pointer fingers.

“Draw half a circle, not a frown.

Across the middle and then down.”

Target sound and wel recognition:  Gee, Gay, Guy, Go, Goo

What else starts with the G-G-G sound?  Girl, Go, Going, Gorilla, Ghost, Guitar, Grasshopper, Grapes

Show picture of ghost.  What is this?  Ghost has a /g/ sound in it!  G-G-Ghost.

Finger play: 

I saw a ghost (fingers circle eyes)
He saw me too (point to yourself)
I waved at him (wave your hand)
But he said, “Boo!” (try to scare the person next to you)

Song: (To the tune of The Ants Go Marching 10x10)

The ghosts go flying 10x10

oo-oo, oo-oo

The ghosts go flying 10x10

oo-oo, oo-oo

The Ghosts go flying 10x10

The little one stops to scare a hen

And they all go flying down to the town

For some fun Halloween

oo-oo-oo-

9x9 – check the time

8x8 – say “we’re late!”

7x7 – look at heaven

6x6 – do some tricks

5x5 – take a dive

4x4- fly through the door

3x3 – to say “Wheeeeee!”

2x2 – to sneeze “Achoo!”

1x1 – to say “I’m done!”

Catching up: September

Sound:  /b/
Song:  Bouncy, Bouncy, Bouncy (Rachel Arnston, Vocalmotion)

Letter recognition: 8x10 laminated sheet with large bold capital letter B.  Ask children to show their pointer fingers.  Indicate where to put their pointer finger to start the tracing.  Trace the B while reciting the rhyme:  "Start at the top and draw down.  Go back to the top and bounce around".  Hold the B high while chanting "Give me a Bee!  Bay!  Bye!  Bow!  Boo!"  Discuss words that start with the b-b-b sound, including names of family and friends.

Big Group Activity

Week 1:

Title:  “B” Sound

Materials required:  picture of bouncing ball, baby, bus, bat, bed, box; sticks for tracing letter

Additional concept:  your turn.

Transition activity:

Discussion:  This week we are learning about the /b/ sound.  It sounds like a bouncy sound.  Let’s practice.  Put your lips together.  B-B-B

Target word and vowel recognition:  Repeat after me:  Be, Bay, Bye, Bow, Boo

This is what a letter B looks like.  Use your finger to trace the B.

Does anyone have a /b/ sound in their name?

What words have a /b/ sound?  (have children hold the pictures and share or hold them up)

·      Ball

·      Baby

·      Bus

·      Bat

·      Bed

·      Bike

·      Boat

Song:  Bouncy, Bouncy, Bouncy. (teaches /b/ sound with movement, as well as concepts “wait” and “go”.

Song:  Boat, Bus, Bike.  Encourages /b/ sound through use of boat, bus, bike, bump, bye bye. 

Week 2

Title:  B Sound Week Two

Materials required:  “B” laminate for each child; bunny picture; blue balloon

Additional concept:  Emphasis on /b/ phoneme.

Transition activity: Bouncy, Bouncy, Bouncy

Discussion:  We’re learning more about the /b/ sound.  Remember, it is a bouncy sound.  Let’s practice.  Put your lips together.  B-B-B

Now let’s trace our letters.  Use your stick.  Start at the top, draw to the bottom.  Now bounce the line from top to bottom.

Target sound and vowel recognition:  Bee, Bay, Bye, Bow, Boo

Show picture of bunny.

Discussion:  What is this?  It’s a bunny?  Bunny has a /b/ sound in it.  B-B-B-bunny.

Poem: Baby Bunny bounces high (jump high)

            Baby Bunny Bounces low (jump low)

            Baby Bunny blinks his eyes (blink eyes)

            Baby Bunny waves bye bye (way goodbye)

Song:  Bouncy Blue Balloon (sung to If You’re Happy And You Know It) Show the balloon, give everyone a chance to hit balloon in the circle. Sing multiple times:

Oh I wish I had a bouncy blue balloon

Oh I wish I had a bouncy blue balloon

Oh I’d float in the air,

Then I’d POP without a care

Oh I wish I had a bouncy blue balloon.

Week 3:

Title:  B Sound Week 3

Materials required:  “B” laminate for each child; Bus picture, Bike picture, Boat picture

Additional concept:  Emphasis on /b/ phoneme.

Transition activity: Boat, Bus, Bike

Discussion:  We’re learning more about the /b/ sound.  Remember, it is a bouncy sound.  Let’s practice.  Put your lips together.  B-B-B

Now let’s trace our letters.  Use your stick.  Start at the top, draw to the bottom.  Now bounce the line from top to bottom.

Target sound and vowel recognition:  Bee, Bay, Bye, Bow, Boo

Show picture of Bus.

Discussion:  What is this?  It’s a bus!  Bus has a /b/ sound in it.  B-B-B-Bus.

Who rides a bus to school?  What color is the bus?

Song:  Wheels on the Bus

Discussion:  What is this?  It’s a bike!  Bike has a /b/ sound in it.  B-B-B-Bike.

Who rides a bike?  What color is your bike?

Song:  Wheels on the Bike

            The Wheels on the Bike go round and round

            The bell on the bike goes ding, ding, ding

            The bars on the bike steer side to side.

Discussion:  What is this?  It’s  a boat!  Boat has a /b/ sound in it.  B-B-B- Boat.

Does a boat drive on land?  No it floats in the water!

Song:  Row, Row, Row your Boat

Week 4:

Title:  B Sound Week 4

Materials required:  “B” laminate for each child, stick to trace; Bear picture

Additional concept:  “Where” and “What” questions

Transition activity: Bouncy, Bouncy, Bouncy

Discussion:  We’re learning more about the /b/ sound.  Remember, it is a bouncy sound.  Let’s practice.  Put your lips together.  B-B-B

Now let’s trace our letters.  Use your stick.  Start at the top, draw to the bottom.  Now bounce the line from top to bottom.

Target sound and vowel recognition:  Bee, Bay, Bye, Bow, Boo

Show picture of Bear.

Discussion:  What is this?  It’s a bear!  Bear has a /b/ sound in it.  B-B-B-Bear.

Where does a bear live?  What color is this bear?  Brown starts with B. 

B-B-B- Brown.

Fingerplay:  Teddy Bear, Teddy Bear

Teddy Bear, Teddy Bear turn around.

Teddy Bear, Teddy, Bear touch the ground.

Teddy Bear Teddy Bear, show your shoe.

Teddy Bear, Teddy Bear, that will do.

Teddy Bear, Teddy Bear, touch your nose.

Teddy Bear, Teddy Bear touch your toes.

Teddy Bear, Teddy Bear turn out the light.

Teddy Bear Teddy Bear, say good night.

Song:  Going on a Bear Hunt.