Teaching Grammar

Teaching Grammar in Elementary

     In therapy, I have observed how difficult it is for elementary age kids to use correct verb tense when speaking and/or writing. Test your own children and see if they are able to make a sentence with each verb using correct sentence structure. 
For example: " I will buy a car today.", "Yesterday, I bought a car.", "I wished I had of bought the yellow car."

Teaching children to write sentences well, in turn, helps them become better readers and    communicators.

Students Who Stutter

CLASSROOM SITUATIONS

Classroom tasks are among the most challenging for children

who stutter. Here are some ideas from other teachers that can

help you help the children in your classroom.

• During classroom discussions, allow extra time for

children to respond, and encourage everyone to

contribute their ideas.

• Recall that reading out loud in class may increase a

child’s anxiety as she waits for her turn. After talking

with the child about what would work best for them,

consider selecting readers at random, or using another

strategy, rather than going “down the row.”

• In group work, monitor the children’s collaboration

to make sure the child who stutters has the chance

to participate in class activities.

• Remember that time pressure makes it harder for

children to speak. When asking questions, try not

to reward only the fastest responses.

• Help students learn to take turns and allow time for

thinking and responding.

• Oral reports may be particularly difficult for some

children. Work with the child to develop a plan that

meets their individual needs. Flexibility may be needed,

but it is important to provide opportunities for the

child to be a successful contributor in class.

ADDITIONAL SUGGESTIONS

1. Finishing sentences and filling in words is not

generally helpful. Even though you may be trying

to help, this can put even more pressure on the

child/student who stutters.

2. Be a good listener. Maintain normal eye contact and

do not seem impatient, embarrassed, or alarmed.

Wait patiently until the child is finished speaking.

3. Don’t give advice such as ‘slow down’ ‘take

a breath’ or ‘relax’. These are simplistic responses

to a complex problem.

4. Let the child know, by your manner and actions, 

that you are listening.

Semantic-Pragmatic Disorder

Pragmatics refers to the expression of language.

Children with autism, Asperger’s syndrome, or PDD (Pervasive Developmental Disorder), etc., have difficulty expressing themselves, especially in social situations. They may express their thoughts and feelings openly and explicitly with little or no consideration for others in their surroundings. Controlling the volume of voice may also be an issue.

Children diagnosed with “Semantic-Pragmatic Disorder” experience delays in language development and have difficulty with comprehension and expression. Check with your pediatrician or speech-language pathologist if you have questions regarding your child’s inability to express himself/herself or communicate effectively with you and others.

A child with SPD between the ages of 0-4 usually:

• Is quiet, content, and plays alone.

• Does not respond to someone calling and may appear deaf.

• Is a late talker and cannot express wants easily.

After age 4, parents may notice that the child:

• Does not initiate play but participates in rough and tumble play.

• Has a grasp of jigsaw puzzles, numbers, letters, shapes and colors.

• Enjoys activities like washing up or operating a computer.

• Parrots phrases or sentences.

• Obsesses over certain personal interests.

• Over-reacts to touch, pain, and everyday noises (vacuum cleaner, balloon pop, and blender).

• Has difficulty following rules, taking turns, or participating in team or group activities.

• Speaks literally in a grown-up tone and doesn’t like “baby talk.”

• Finds facial expressions, gestures, and body language confusing.

• Has difficulty comprehending idioms and figurative language.

• Has difficulty with abstract concepts like time or motivation (e.g., next week, when you get ready, don’t stay too long).

• Reads very early or late, but without comprehension.

• Finds social events challenging, is unsure how to take part, and dislikes crowds.

• Has minor problems with motor-skills.

• Has specific language impairments.

• Becomes distracted while on task by something very random.

• Appears indifferent or aloof regarding the feelings and opinions of others.

Play Intervention

Play intervention is a great way to enter the world of children and to be engaged in what interests them. Studies have proven that play intervention greatly enhances the communication in children with autism.  The following are simple play activities that we often forget about that could be used to interact with children:

*Chase: "I'm gonna get you!"

*Get bubbles, balloons, etc...

*Ball play (rolling back and forth)

*Pretend Play 

*Song play/games (wheels on the bus, old McDonald Had a Farm)

*Ready, Set, Go!

*Real Hide and Seek

*Duck Duck Goose

* Reading books (but not reading every word, explain what is happening)

*Drawing faces

*Hot Potatoe

*Treasure Hunt games  

*Board Games (Candy Land, Bingo, Memory, Go Fish)

*Complex Pretend Play (Making up stories about animals, dolls, etc.)