So many children today have a very limited knowledge about the influence of American Americans in the United States. A great way to teach students about this is by reading them biographies, historical fiction and non-fiction text. I enjoy reading aloud to children in my speech-language therapy lessons. They learn factual informational while also practicing their speech-language skills.
Here are 3 of my recommendations that I read and discussed with my students this month. Although Black History is celebrated during the month of February in the U.S., these books can be read at any time of the year. Likewise, students should continue to learn about African American History all year long as well.
This is an engaging biography that describes Hank Aaron's determination to play professional baseball at a time when Jackie Robinson was the only other black player. The illustrations are excellent and truly help the story come alive as Hank Aaron beat Babe Ruth's record of hitting the most home runs. In 1974, he hit his 715th home run! The book also tells the story about how he persevered despite the discriminatory threats that he received because of the color of his skin. My speech language students enjoyed learning that he played for the Atlanta Braves, when his original professional team, the Milwaukee Braves moved south to Georgia. That detail helped them connect to the story since we live in metro Atlanta, Ga.
Grandma's Pride is a beautifully written historical fiction book told from the perspective of a little girl, Sarah Marie, who travels to the south with her family during the summer to visit her grandmother. The precious little girl quickly learns the differences between how blacks experience life in the northern U.S. versus the southern U.S. On her journey, she experiences having to sit in the back of a bus, not being able to use certain public restrooms, not being able to eat at certain downtown restaurants, and the tenacity of her grandmother whose pride would not allow her to ride the city bus. I like this book because it gives children a glimpse into what life was like during the civil rights era of the 1960s when Jim Crow laws were enforced. Through the voice of a child, they are also able to hear how in a later summer visit, the unjust rules of the south were no more!
Freedom on the Menu: The Greensboro Sit-Ins is another excellent historical fiction book that tells the story about a young girl, Connie, who sees first hand the boldness of four college students from North Carolina A & T. The young men, her brother's friends, decided that enough was enough and they planned a "sit in" to quietly protest their lack of service at a lunch counter in Woolworth's, a popular downtown department store. They sat at the lunch counter and requested to order food. They were denied and asked to leave due to the Jim Crow laws. This book will evoke questions and emotions from children. Most will empathize with Connie, who wanted to order a banana split at Woolworth's the day she saw her brother's friends. This story also comes full circle as the author summarizes events that this incident sparked such as more lunch counter "sit ins", a visit to Greensboro by Dr. Martin Luther King, and additional non-violent protests for civil rights for African-Americans. I love that this story is also told through the eyes of a child who was able to sit at any lunch counter and enjoy her banana split after the Supreme Court ruling that those Jim Crow laws were unconstitutional!
There are so many great books out there to help children recognize and understand African American History in the United States! I also created a non-fiction curriculum unit so children can learn about historical African Americans. You may check out that resource here: https://www.teacherspayteachers.com/Product/Historical-African-Americans-Speech-Language-Therapy-Curriculum-Unit-1713341
Thanks for reading the blog today.
Tamara Anderson
Wednesday, February 25, 2015
SLPs Have Ways of Making You Speak & Understand { Link up & Purchase SLP Products}
Pediatric speech-language pathologists have an awesome job of teaching children the skills they need to communicate verbally, using picture exchange, or using a communication device! We also enable them to improve their comprehension of numerous language skills that are the underpinnings for attaining communication, academic and social success!
Guess what? Today is a special day because my entire TPT store is on sale 20 %. Plus, you will get an additional 8 % off when you use the discount code: HEROES at checkout!
I am also linking up with Jenna, SLP at speechroomnews.com to share my recommendations of products in my store and also what I plan to purchase from other fantastic SLPs.
From my store, I recommend these resources to ensure that your speech-language therapy sessions are educationally relevant while addressing your students objectives:
Non-fiction Language Intervention with Tier II Vocabulary

Tier I Vocabulary Informal Assessment
Tier III Curriculum Vocabulary Intervention
Tier III Curriculum Vocabulary Informal Assessment
Here are some items that I plan to purchase:
Twin Speech Language & Literacy LLC
Kim, The School SLP
Thanks for reading the blog today. Make sure you click the link here to see other suggestions on awesome SLP resources:
http://thespeechroomnews.com/2015/02/whats-in-you-cart-linky-party-hero-sale.html
Tamara Anderson
Tuesday, February 10, 2015
Speech-Language Success Stories # 5
Many children with intellectual impairments struggle with learning how to correctly pronounce various consonant sounds. When they are speaking with their parents, teachers, SLPs, and peers their speech is not readily understood. It is our responsibility as SLPs to help improve the speech intelligibility of these kids.
I had a success story with teaching a child the correct tongue placement to pronounce her /l/ sound. This child struggled with elevating her tongue to accurately articulate this sound. Her speech was not easily understood when the context of conversation was not known.
She was successful with auditory discrimination exercises to identify her target /l/ sound vs. other sounds. However, she initially consistently pronounced a /y/ for /l/ in words and sentences. So, I pulled out my hand held mirror and bag of tricks to get her to lift her tongue up. We practiced putting different food/candy items (e.g. smarties, cheerios) on the tip of her tongue. She demonstrated a lot of groping behaviors and eventually the food items would melt in her mouth or she would chew them. Now I know it is usually best to pair with the actual sound production, but I was having difficulty getting this child to attempt any articulation drills. So I decided to try using food.
I also had her try to imitate lifting her tongue while saying the /l/ sound in isolation. She still said y/l or distorted the /l/ sound. I modeled for her how to practice the sound at the syllable level with vowels, but of course she was at 0 % with that because she did not have the correct tongue placement.
I read aloud fiction text and emphasized the target /l/ sound. She really benefited from hearing multiple productions of the sound in a natural way during oral reading of a story. She loved the story, The Three Snow Bears, by Jan Brett. I must have said the words Polar Bear and Alooki, a character's name, a million times!
Guess what! I stopped during my read aloud a few times and used a tactile prompt and verbal modeling with this child and she accurately said Polar with the CORRECT /l/ sound! I cheered for her loudly!!! I had her repeat the word several times as I touched her chin with my index finger and pushed down. This immediately prompted her to lift her tongue up!
Auditory bombardment of target sounds is definitely an essential tool in articulation therapy. A tactile prompt was also key for this child to learn how to correctly elevate her tongue to say her /l/ sound.
This little girl also struggled with motivation to practice her speech sounds. She recognized how difficulty it was for her so I always had to pair her speech drill work with a high preference activity.
One day, I decided to follow her lead and told her that she would receive free time to play a computer learning game. She eagerly completed all her speech articulation drill work with me. She accurately imitated the /l/ sound in isolation and syllable levels when provided with verbal and tactile prompts! I was so excited once again and another student in her group even told her great job! She was soooooo happy and had the biggest grin on her face! We were all pleased at her progress and success!
Now, I will continue to reinforce the strategies that were successful so she can produce her /l/ sound correctly in words. She is definitely more stimuable for pronouncing these sounds in words now!
Hooray!!!!!!! Thanks for visiting the blog today.
Tamara
Wednesday, February 4, 2015
Speech-Language Success Stories # 4
Thank you so much Tamara for letting me guest blog
today! My name is Aersta Acerson and I
have been given the wonderful opportunity of sharing a speech success story
with you today. First, let me say Happy
Blogiversary to Building Successful Lives! I love all the fun things happening here in this extended celebration! Now a little about myself. I have been working as an SLP (obviously!)
for 3 years now, and I LOVE IT! I have
worked in both the schools and in private practice and I have loved both
settings. I also enjoy creating
materials for speech therapy, and I own the TPT store Speaking Freely,
SLP. I am also a mom to two beautiful
little girls who are my heart and soul!
Now on to my success story.
It was during my CF year and I had a language group made up of 5th and
6th graders. That year we focused
heavily on learning curriculum vocabulary and understanding figurative
language, specifically idioms. Lots and
LOTS of idioms. It was a Friday
afternoon at the end of the month, and my group had earned a game day, so my
students chose to play Don't Wake Daddy.
We had recently talked about the meaning of the idiom "You dodged
that bullet." One of my students
took his turn and rolled a six. The
Daddy hadn't "woken" in awhile, so we all assumed the student was going
to get it! When he didn't wake Daddy,
another one of my students said, "Wow, you missed that bullet!" SUCCESS!!!
Now, he didn't get the idiom exactly correct, but we had been working on
understanding idioms more than using them, and he had spontaneously
used the idiom in correct context. I was
ecstatic! It's that kind of moment that
makes it all worth it, don't you think?
:) Have a blessed day!
Aersta Acerson, CCC-SLP
Click above to check out products in my online TPT Store! Thanks!
Sunday, February 1, 2015
For The Love of Speech & Language: Valentine's Categories & Associations
I know it's not Valentine's Day yet, but some SLP blogger friends and I want to give you a head start on your speech-language therapy activities for February. After all, today is February 1st and Superbowl Sunday! Your brain may be thinking about all those commercials and game day snacks/beverages rather than planning lessons for this month!
Well I am eager to use all the Valentine's themed speech-language activities that I have. Lyndsey at Speech to the Core and Elizabeth at The Speech Owl are hosting a blog hop where you can follow 28 speech-language pathologists to collect 28 different therapy activities! How awesome is that! I hope I have enough ink! Ha! Some may be used on your IPAD or computer too so no worries there.
My newest SLP resource will be FREE from February 1st- February 4th in my TPT store.
This resource is geared towards 2nd-5th graders who need practice with categories and word associations. Some of my language disorders students with co-occurring learning disabilities definitely still need practice with verbally naming items in a category and associated words. This activity will allow kids to practice Tier I or basic everyday vocabulary in a fun way related to Valentine's Day. This product also has a few pages so that kids can write responses as well. I suggest having a stash of candy during your sessions for the love of speech and language! :)
Visit my TPT store to download my digital SLP resource & make sure to follow me there to stay current with updates: https://www.teacherspayteachers.com/Product/Valentines-Themed-Categories-Associations-1681179
The next SLP participating in this amazing blog hop is Susan Berkowitz from Kidz Learn Language. Click below to visit her blog and link to her complimentary Valentine's therapy resource on sequencing.
Thanks for reading the blog today!
Tamara Anderson
Instagram:bslspeechlanguage
Facebook: https://www.facebook.com/BSLSpeechLanguage?ref=hl
Wednesday, January 28, 2015
January Children's Literature Reviews {Winter Themed}
One of the best parts of winter is getting to read new fiction stories to my speech-language therapy students. Although I do not love cold weather, I do love reading winter themed stories. Here are my 5 favorite books that are ideal for January and even next month as the feeling of winter may still be very present in your area and even here in Atlanta!
I absolutely love the books written by Jan Brett!!! My speech-language therapy students are always engaged when I read aloud her stories. This week I had a break through moment when a student finally used her correct tongue placement for the /l/ sound during articulation practice during my read aloud! I was so excited!!! This is a student with moderate intellectual disability who struggled immensely with tongue elevation and placement for this sound and woila! She nailed it several times while reading The Three Snow Bears by Jan Brett!
This is a fun book that follows Aloo-ki a native Inuit girl on an adventure as she searches for her huskies or sled dogs. Along the way, she discovers an igloo and makes herself quite comfortable in the home of Papa, Mama, and Baby Polar Bear. I love this winter themed twist of Goldilocks and the Three Bears and my speech kiddos do too!! This book is great when working with articulation, speech fluency, and language students!
I also like, The Mitten as well as The Hat by Jan Brett. These books are ideal for preschool and early elementary aged kids who need practice with sequencing, verbal narratives, answering yes/no questions, and answering "wh" questions. Both books follow a simple story line. The Mitten is a Ukrainian Folktale about a boy, Nicki, who loses his white mitten made by his grandmother in the snow. Before he finds it, several animals make it their new home until the bear sneezes and they are all suddenly thrown out of their new dwelling.


The setting of The Hat is a Scandinavian farm where a little girl, Lisa, hangs her winter clothes on a clothesline. Hedgie, the main character, gets a wool stocking stuck on his head and he tries to convince his animal friends why it's a good thing. Unfortunately, his friends tease him and tell him that he looks ridiculous! Lisa eventually finds Hedgie with her stocking meanwhile the other animals end up running around the farm wearing other winter clothes that they took from Lisa's clothesline. At the end of hte story, Hedgie comments by saying, "Don't they know animals should never wear clothes!"
My other favorite author of winter themed books is Caralyn Buehner. My students and I absolutely adore Snowmen At Night and Snowmen All Year because they enjoy seeing what activities the characters will do next.

Thanks for reading the blog today.
Tamara Anderson
I absolutely love the books written by Jan Brett!!! My speech-language therapy students are always engaged when I read aloud her stories. This week I had a break through moment when a student finally used her correct tongue placement for the /l/ sound during articulation practice during my read aloud! I was so excited!!! This is a student with moderate intellectual disability who struggled immensely with tongue elevation and placement for this sound and woila! She nailed it several times while reading The Three Snow Bears by Jan Brett!
This is a fun book that follows Aloo-ki a native Inuit girl on an adventure as she searches for her huskies or sled dogs. Along the way, she discovers an igloo and makes herself quite comfortable in the home of Papa, Mama, and Baby Polar Bear. I love this winter themed twist of Goldilocks and the Three Bears and my speech kiddos do too!! This book is great when working with articulation, speech fluency, and language students!
I also like, The Mitten as well as The Hat by Jan Brett. These books are ideal for preschool and early elementary aged kids who need practice with sequencing, verbal narratives, answering yes/no questions, and answering "wh" questions. Both books follow a simple story line. The Mitten is a Ukrainian Folktale about a boy, Nicki, who loses his white mitten made by his grandmother in the snow. Before he finds it, several animals make it their new home until the bear sneezes and they are all suddenly thrown out of their new dwelling.


The setting of The Hat is a Scandinavian farm where a little girl, Lisa, hangs her winter clothes on a clothesline. Hedgie, the main character, gets a wool stocking stuck on his head and he tries to convince his animal friends why it's a good thing. Unfortunately, his friends tease him and tell him that he looks ridiculous! Lisa eventually finds Hedgie with her stocking meanwhile the other animals end up running around the farm wearing other winter clothes that they took from Lisa's clothesline. At the end of hte story, Hedgie comments by saying, "Don't they know animals should never wear clothes!"
My other favorite author of winter themed books is Caralyn Buehner. My students and I absolutely adore Snowmen At Night and Snowmen All Year because they enjoy seeing what activities the characters will do next.

Both books are excellent instructional and practice tools to address the usual answering "wh" questions, sequencing, and story retell objectives. However, the past 2 weeks I also had students practice naming synonyms and antonyms with specific vocabulary targets with this book. They completed this task orally and on a worksheet that I made with a word bank. I know many of you are familiar with the story lines of these books, but those that aren't will just have to read them with your students to find out what happens!
Thanks for reading the blog today.
Tamara Anderson
Sunday, January 25, 2015
Speech-Language Success Stories- # 3
Welcome Carly Fowler!
Today, I will share successful tips for providing speech-language services for adolescents.
Why Following a Child’s Lead Isn’t Just for Early Intervention
Today, I will share successful tips for providing speech-language services for adolescents.
Why Following a Child’s Lead Isn’t Just for Early Intervention
Hi I am Carly Fowler, a Speech Language Pathologist in
Nebraska. A big thanks to Tamara for letting me join in her blog celebration!
Now a little about myself: I live in Omaha, Nebraska with my husband and two
cats. I have been a SLP for three years and I love what I do. I especially
enjoy creating materials for my students. I work with students elementary up through
high school. It is quite an unusual caseload as I stay at just one school, but
it also means I have to stay on schedule, plan ahead and know what I am up
against.
Today, I want to share my tips when working with
teenagers. It is not an easy population, nor do I claim to have all the
answers. But I want to share with you what works for me. Many times working with elementary students
they are thrilled to see you and are willing to work for a token or a sticker. It
is not that easy with high school students, trust me sometimes I feel like I am
pulling teeth in order to get any kind of data.
When working with my teens, I follow their lead. This is
probably making you think of early intervention kiddos but I recommend it with
any age. I find that following my high school students' lead will allow me to gain
more effort from them. Teens are searching
for more control of their lives. Many times their days are dictated for them; they
are told when to go to school, what they need to do and they are not often
given the freedom to choose. By allowing your teens to run the session they
will give you more respect because you are treating them more like an adult.
When following the lead of a teen it is important to listen
to them. Often times, my students want to chat about life or sports. Let them! You
can target a lot of goals by doing this, plus it is functional. I am often able
to target grammar, sentence formation, pragmatics and articulation when talking
about sports.
Another thing a student may lead you to is school work. I see many students during their study hall
and I encourage them to bring their homework. I also ask how classes are going
which may reveal their struggle with homework. School work and homework are
functional activities and a great therapy target. I know many of you may say “I
am not good at science” or “Math is like a foreign language”. I encourage you to step outside of your
comfort zones and encourage students to bring homework or materials from
classes they need help with. It is okay to learn with your student- in fact I
encourage it! By helping them with homework it shows you are a valuable
resource and they will begin to see your time as more valuable.
Another way to follow your high school student’s lead is by
allowing them to play with some of your toys in your speech room. You may be
thinking that they would never be caught dead playing with toys but you are
wrong. They often need a fiddle such as a ball to concentrate or playdoh as
sensory stimulation. As long as it doesn’t become a distraction is a perfect
outlet to the energy they may have.
These are tips that I have found successful when working with teens during their speech-language therapy sessions. Thanks for reading the blog today!
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