Speech-Language-Hearing Services
IRENE WEBSTER
Springfield Local Schools

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Updated: Mon Aug 23 15:59:45 CDT 2010     Visits: 595     [ Print ] [ Refresh ] [ Classpages ]
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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,  Friday afternoon
Roosevelt Elementary School: Wednesday, Thursday, Friday morning
 330-798-1008 ext. 545811 (Young)
sp_webster@springfieldspartans.org




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

Welcome to the 2010-2011 school year.  I am excited for my new assignment.  I will miss my good friend, Mrs. McGill but I am looking forward to meeting new friends at Roosevelt.  I want to introduce my student teacher for this semester, Miss Jewell.  She is a graduate student in Speech-Language Pathology at Kent State University.  She will be at Young and Roosevelt until December.  We are looking forward to meeting the new kindergarten students and working with the speech-language students.

Kindergarten Screening:
We will be completing a speech-language-hearing screening of all the kindergarten students within the next two weeks.  A summary will be sent home with the students.

First, Second, Third Graders:
A schedule will be completed within the next two weeks for speech-language services.  An information letter will be sent home with your child.
Listen to students in Mrs. Liebmann's class read their paragraphs about their spring breaks using descriptive words.  There are 20 files in each Classpage.  We used both Classpages to record all the stuents' paragraphs.

 Progress Reports: Progress reports will be sent on the last week of school.  IEPs are scheduled May 5 for most students.  Other review dates will be noted on the progress reports.   

 Kindergarten :
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).

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 or what does it do?)

What does it look like? (What size, shape, color is it? Consider all of your senses.)

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

Pink Parts (What are the parts of it?)

White Where (Where do you find it?)

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


Prompts for narratives and stories have also been introduced.

Green-Group (What is the main idea of the story?) 

Blue-Do (What did the characters do in the story?  What is the sequence of events?)

What does it look like? (What picture do you visualize?  Use all of your senses to make a picture in her head: see, hear, smell, taste, feel.)

What is it made of? (What problem is in the story?)

Pink Parts (Who are the characters?  What do the characters use to solve the problem?)

White Where (What is the setting?  When does the story take place?)

What else do you know? (What did you learn from the story?  Was there a lesson?)


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.
    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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