Speech-Language-Hearing Services
IRENE WEBSTER
Springfield Local Schools

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Updated: Wed Oct 28 12:55:20 CST 2009     Visits: 115     [ Print ] [ Refresh ] [ Classpages ]
WELCOME to Speech-Language-Hearing I. B. Webster, M.A. CCC-Sp License Number: Sp-3529
Class Info (Check box to include this section when classpage is printed:)

Schedule:
Young Elementary School: Monday, Tuesday, Wednesday, Friday
Spring Hill Middle School: Thursday
 330-798-1008 ext. 545811
sp_webster@springfieldspartans.org




Springfield students are... Excellent!
Young School...A School of Promise
     

Kindergarten Screening:
Kindergarten students complete a comprehensive screening in the Fall which includes assessment for early literacy skills, speech, language, hearing and vision. 
Referrals for speech-language services are made through the Intervention Assistance Team process. 
Tier 1 intervention services are provided by the Speech-Language Pathologist through consultation with the classroom teacher and classroom lessons. 
Tier 2 intervention services are provided through the Intervention Assistance Team with intervention given in small group instruction.
Speech-Language Services are also provided through Individualized Education Plans (IEPs).

Intervention
 New intervention plans will be completed at conferences for the 2009-2010 school year.

Classroom Week
Kindergarten:  Lessons in phonemic awareness and sound production were presented.  The students were also introduced to the Expanding Expression Tool.
First, Second and Third Grades:  Lessons were presented in written expressive language.  Students used graphic organizers to produce 'Super Sentences' which focuses on including more information in a simple sentence.  All of the classes were introduced to the Expanding Expression Tool.

Expanding Expression Tool

The EET is a strategy to expand expressive language using visual and auditory prompts.  The students learned a chant with reminding phrases for features of target vocabulary words.  The students can use these features in their oral and written responses in literacy and content areas of the curriculum.  The chant/prompts are:

Green-Group (What group is it in?) 

Blue-Do (What do you do with it?

What does it look like? (What size, shape, color is it?)

What is it made of? (Where does it come from?)

Pink Parts (What are the part of it?)

White Where (Where do you find it?)

What else do you know? (What are the fun facts you know about it.)


 LINCS
During the year, I will be able to come into your child’s class and conduct a unit on LINCS;
a memory -enhancement strategy for learning vocabulary words.  The five steps of the strategy are:

L=List the parts
I= Identify a reminding word
N=Note a LINCing Story
C=Create a LINCing Picture
S=Self-test

Students create study cards for the words they need to remember and the information necessary for their subject.  The students can use this card as a study guide.  The front of the card contains the vocabulary word and the reminding word that sounds like the target word.  The back of the card contains the important facts they need to remember along with a LINCing story and picture.  The LINCing story generates an association between the new word and the familiar word.  The picture provides a visual image which is an effective memory enhancement strategy. 

The effectiveness of using this technique is in part due to the fact that the students are engaged in creating the associations themselves.  There isn’t just one association possible and the students are able to create their own associations depending on the connections they have with the unfamiliar word. 

To use the card as a study guide they can test their memory two ways:
Begin with the front side of the card and recall the LINCing picture and story they created and then state the definition.
Begin with the word’s definition and LINCs and recall the word.

The students in second and third grades are mastering the process, so it is more teacher-directed at those levels.  The students in fourth grade are more independent once instructed and able to develop the LINCs individually. 

It is exciting to observe the students actively engaged in learning new words.  Thank you for the opportunity to work with your child in his class.
    News-2-You Newsletter
    The students in Mrs. Wander's class and Mrs. Pendergast's class  will continue to read the weekly News-2-You newsletter and completing the  writing, math and  mazes activity sheets that go with them every week.  I will be putting the new vocabulary words on the flashcards to practice. Definitions are adapted from Webster's New World Children's Dictionary, Simon and Schuster, 1991. I will also have the internet links to learn more about the topics. 

    Students are also able to use the newsletter for practice reading, writing and articulation drill.  Copies are available for students to complete the weekly newsletter as homework.

    There is a link (http://www.earobics.com) below for the website for Earobics.  The program uses activities to improve phonemic awareness skills necessary for reading.  This website has activities that give practice for beginning and ending sounds and rhyming words.  Have fun!!!
                                                          




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    Homework Assignments (Check box to include this section when classpage is printed:)


    Miranda made a homework practice page about a spider.   Say 'spider' before every phrase: 
     
    Spider         in your mouth while you're sleeping. 
                        in your coffee 
                        on my dad in the chiropractor shop. 
                        by my dad at KFC. 
                        on the ceiling. 
                        in the corner. 
                        in a bird's stomach. 
                        in your coffee cup. 
                        on Mrs. Webster. 
                        on Holly. 
                        on Evan. 
                        on me, which makes me run and scream like a                        
                              maniac. 
                        in the bathtub. 
                        in the sink. 
                        doing the chicken dance. 
                        in a paper towel, dead. 
                        in the garbage. 
    Wow! Thank you Miranda.   That is a great practice page about a spider.   Can you think of places you have seen a spider?   If you email me, I'll put them on the homework page! 
     
    Final /r/ bending to initial vowel: 
    1. or I          11. more alligators 
    2. pour it          12. their eyes 
    3. more ice          13. your apple 
    4. after April          14. brother acts 
    5. water in          15. more about 
    6. far away          16. center of 
    7. here is          17. better at 
    8. there are          18. cheer often 
    9. tear off          19. answer if 
    10. other animals          20. car accident 
     
    Final /r/ in phrases 
    1. bear in a cave          11. scare a child 
    2. door is open          12. four or five 
    3. core of an apple          13. water evaporates 
    4. chore is finished          14. after a thunderstorm 
    5. store is closed          15. stir in the milk 
    6. fur on a dog          16. fire is hot 
    7. hair on your head          17. ear of corn 
    8. deer in the field          18. air all around 
    9. where are your ankles          19. stare at the stars 
    10. pair of shoes          20. near a museum 


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