by Megan | Feb 10, 2021 | AAC, aided language stimulation, core vocabulary, modeling, Sensory, Sensory extension activities, Storybook Sessions
Storybook Sessions: Garrett Morgan
In each Storybook Sessions post, I highlight a book that I have used, or plan to use in therapy as well as associated, extension activities that can be paired with the book to increase vocabulary comprehension, provide opportunities to express yourself verbally, written, creatively, etc., sensory exploration, fine motor practice, gross motor movements, etc. Some extension activities will focus on all of these components while others will focus more specifically on one area.
Garrett Morgan
Author: Megan Stewart
Illustrator: Symbols by Boardmaker 7
Do you ever have an idea for an activity to do, book to read, etc but can’t find exactly what you are looking for? Anyone else, or is it just me?
This happened to me while I was planning for my February sessions. I knew I wanted to highlight a famous black person from history to celebrate Black History Month with my students but while looking for a book to lead my activity/session, I wasn’t able to find what I was looking for. I will say that there are a TON of great kids books featuring and highlighting famous black people, however I waited too long to put these on hold or check out from my library, so I decided to create my own.
My Book Creation Process
I chose to highlight Garrett Morgan, who added the yellow light to the stoplight as we now know it, within my lesson. With a quick Google search to find a picture of him, and learn a little more about him and his inventions, I took that information, opened Boardmaker 7 software and got to work! Using the printable book template, I was able to easily add in pictures, symbols and text that told the story of who Garrett Morgan was, why we need to learn about him, what his invention was (Mr. Morgan did invent items other than the stoplight, (i.e., the gas mask), but I thought this invention was most appropriate to highlight for my PreK students), and how it has affected our world. Here’s a sneak peek of the book:
Now What?
Now that I had the book, I needed to decide on the extension activities to continue our learning after we read the book. I chose activities that focused on color, shape and number recognition & labeling, spatial concepts, fine motor skills, bi-lateral (both sides) hand coordination, sorting, following directions, and gross motor skills.
Creating A Personalized Stoplight
In the first activity, the students create their own stoplight.
First, I cut black construction paper into rectangles and drew 3 circles down the center with a white crayon.
Stoplight template and stickers
Second, I cut color coding stickers from Avery into strips of yellow, green and red.
Each student was given a stoplight template and, after a model from an adult, placed all of the colored stickers onto their stoplight template. Hopefully the students placed the stickers in the right place based on color, but if not, that’s ok too – I am all about fostering independence and creativity and this is not a test!
Student Created Stoplght
Student Created Stoplight
Additional Skills Addressed While Creating the Stoplights
While the students were making their stoplights, we were able to focus in on the topics of:
- Colors
- Shapes
- Location words (prepositions)
- Quantity (numbers, more, less)
Don’t forget all the Core Vocabulary!
And of course we used our core vocabulary communication boards to chat, modeling words, individually and in short phrases, such as:
- Put
- On
- More
- Where
- Help
- Want
- Like
- Not
- Different
- I
- My
- You
- Finished
- Here
- That
- Again
- Next
- See
- All
The Fun Doesn’t Stop There!
After students finish their stoplight you can:
- Help them write their name on their paper and send home to share with families.
- Laminate their stoplight to use in additional extension activities such as sorting by color.
- Use this sorting template to find items that are red, yellow and/or green in their environment.
- Watch some fun “stoplight videos” such as:
- Play “Red Light, Yellow Light, Green Light” to help get the wiggles out. You can use these visuals to further show students if they are to “GO”, “SLOW” or “STOP”.
- Play with cars and other vehicles, using your traffic light to tell the cars to “GO”, “SLOW down” or “STOP”
This Sounds Great! Where Can I Find These Resources?
If you are interested in doing these activities and/or reading the book about Garrett Morgan to your students I have linked them here for you to download:
Garrett Morgan book and activities
Garrett Morgan Printable and activities
If you create stoplights in celebration of Garrett Morgan and his invention, I’d love to see it!
Post pictures in the comments below or tag me (@senseableliteracy) in posts online!
Until next time – Happy Reading!
by Megan | Dec 29, 2020 | AAC, aided language input, aided language stimulation, core vocabulary, modeling, YouTube
Are you looking for fun ways to incorporate core vocabulary, early first words and literacy into therapy sessions and/or daily routines but not sure what books to read and/or how to focus on specific words while reading?
Core vocabulary and literacy – a perfect match!
You’re in luck! I am going to introduce you to one of my favorite books to read, focusing on the core vocabulary word “GO”. I am also going to show you examples of how I might read this book with students to provide lots of opportunities for communication partners to model the word “GO” as well as opportunities for students to imitate and/or initiate communication with that word.
Ready? Here we GO!
Let me introduce you to “Busy Trucks on the Go” – a picture book filled with engaging scenes featuring various trucks and vehicles that kids may see throughout their day. The illustrations are narrated with simple rhyming text that labels the name of the vehicle as well as providing a clue as to the job the vehicle helps perform within the community. This mix of engaging, colorful illustrations and rhyming, rhythmic text make this book a fun read for kids and adults alike!
Something to note is that the word “GO” is not included frequently within the text and therefore, the reader should not rely on the text alone to provide opportunities for modeling “GO” for students. However, opportunities to model “GO” do appear frequently when looking at and chatting about the illustrations of the trucks and vehicles as well as the adventures of a boy and his dad as they move about town seeing the various vehicles.
Modeling Core Vocabulary while reading…
This book lends itself very easily to engaging in shared reading between an adult and student – sharing observations about the illustrations such as:
Where are the vehicles are “GO”ing?
The cement is “GO”ing out of the cement truck.
Dirt is “GO”ing in the dump truck.
Dad’s truck can not “GO”.
Water is “GO”ing out of the fire hose.
Where are the people are “GO”ing?
Remember…
Follow the lead of your students or whomever you are reading with during shared reading, modeling various vocabulary as you read. While you may be focusing on one core vocabulary word in particular, modeling a variety of words demonstrates that there are no “right” or “wrong” words and that you can say lots of different things about the same picture.
I need this book!
Ready to add this book to your library? Follow the link below to purchase this beautifully illustrated and engaging book:
Busy Trucks on the Go: https://c8314.paperpie.com/p/3737/busy-trucks-on-the-go
Remember – there is no right or wrong way to read a book – just keep reading!
By the way…
P.S. If you are a visual learner or just hang out on YouTube – you can watch this content come to life there: https://youtu.be/2rA-gROzCF0
by Megan | Dec 21, 2020 | AAC, aided language input, aided language stimulation, core vocabulary, modeling, Sensory, YouTube
Are you looking for fun ways to incorporate core vocabulary, early first words and literacy into therapy sessions and/or daily routines but not sure what books to read and/or how to focus on specific words while reading?
Core vocabulary and literacy – a perfect match!
You’re in luck! I am going to introduce you to one of my favorite books to read, focusing on the core vocabulary word “GO”. I am also going to show you examples of how I might read this book with students to provide lots of opportunities for communication partners to model the word “GO” as well as opportunities for students to imitate and/or initiate communication with that word.
Ready? Let’s GO!
Let me introduce you to the “Busy Train Book” – it’s one book in a collection of Busy Books that include: Busy Car, Busy Helicopter, Busy Bug and one that is released around the holidays, Busy Santa. Each of these books includes a pull back and go vehicle that travels around four various tracks throughout the story book, with each page narrating the travels of the pull back and go vehicle.
The “Busy Train Book”: Perfect for modeling the core vocabulary word “GO”.
Additional Busy Book Titles including Busy Helicopter, Busy Car, Busy Bug, & Busy Santa
Each book has 4 tracks for traveling throughout the book!
The train in this book, and the vehicles in all the other Busy Books, are highly motivating and provide a built in opportunity to practice modeling and using the word “GO” multiple times on each page which is fantastic for early communicators – you can model “GO” while checking out the scenes around each track without reading the text.
PreK student reading and playing with the “Busy Train” book
PreK student playing with and reading “Busy Helicopter” book.
PreK student playing and reading the “Busy Car” Book
Incorporating Core Vocabulary while reading…
Opportunities to model “GO” are everywhere in the book and starts on the first page where the text encourages the readers to place the train on “start” and let it “GO”!
Modeling opportunities start on the first page!
Other opportunities to model “GO” include:
When starting the train on the track, say and model: “READY, SET, GO!”
While the train is moving along the track, say and model: “LOOK AT THE TRAIN GO!”
If the train stops you can say and model “GO” by saying “Let’s make the train GO again!”
The word “GO” is also in the text on 2 of the tracks – this is a natural opportunity to model “GO” while reading the text to build literacy skills.
The word “GO” is featured in the text as well – providing extra opportunities for modeling and literacy.
Text featuring the core vocabulary word “GO” provides extra opportunities for modeling and literacy exposure.
But that’s not all!
There are lots of additional Core Vocabulary to model while reading as well!
While this book lends itself to easy and frequent modeling of the core vocabulary word “GO”, there are lots of other core vocabulary words that can be modeled throughout this book, including:
There are many opportunities to model “LIKE” throughout the book!
There are many opportunities to model the core word “LOOK” while reading.
Don’t forget to ask questions while reading and modeling!
“TURN” is easy to incorporate often while reading.
A great opportunity to practice asking for help!
There are lots of prepositional concepts throughout the book to chat about as well!
Remember…
Follow the lead of your students or whomever you are reading with, modeling various vocabulary as you go. The illustrations within the book are beautiful visual scenes filled with lots of different objects, actions and places to explore and chat about!
I can’t wait to incorporate literacy, AAC & play!
Ready to add this book or others from the Busy Book collection to your library? Check them out here:
Remember – there is no right or wrong way to read a book – just keep reading!
Just keep reading!
One final note…
P.S. If you are a visual learner or just hang out on YouTube – you can watch this content come to life there: https://youtu.be/ScWO9dTYmfE
by Megan | Mar 10, 2020 | AAC, About me, Introduction
Get To Know the Speech-Language Pathologist (SLP) Behind SENSEable Literacy
Hey all – so glad you stopped by to join me on this new journey! Since we will be hanging out together a bunch I thought it would be good for you to get to know me a little bit more!
- I’ve been a SLP for over 20 years (I can’t believe it’s been that long!) and have been interested in and focused on Augmentative and Alternative Communication (AAC) and kiddos with complex communication needs since grad school. I was blessed with the opportunity to work with AAC users as a graduate student and took classes and participated in labs centering around this focus area.
- My first job after I graduated was in an elementary school that had one classroom for each grade (K-5th grade), 2 early childhood special education preschools and 4 self-contained classrooms serving students with multiple and/or various disabilities. I was the only SLP at this school and at one point my caseload topped 100 students! During this placement I learned a lot about collaboration with fellow professionals including Occupational Therapists (OT), Physical Therapists (PT), Music Therapists, Paraprofessionals, Teachers and families, – we have to work together – it takes a village!
- I have also worked in Early Intervention, Home Health and Hippotherapy (using the movements of riding a horse as a modality during speech/language therapy) – all pediatrics – have always known that kids were who I wanted to work with. I currently own a private practice, seeing kids in their homes, focusing on early language, AAC and literacy.
- I am a boy mom x3 – in fact I was blessed with 3 boys in 15 months! Yes, you read that right – I had twins and then another kiddo 15 months later! The first year or two were crazy (let’s be real, it’s still crazy at times 🤪) but I wouldn’t have it any other way!
- I am a book lover through and through! I LOVE reading and can think of nothing better than curling up with a book, a blanket and a cup of hot coffee!
- I could not imagine working with AAC and books each and every day and am thrilled to share the love of reading with all my students and to show everyone that literacy learning is for EVERYONE and as David Yoder said, “No one is “too” anything to learn to read and write.”
I’d love to get to know you too since we will be hanging out often! In the comments, let me know if we have anything in common – and join my email list so you won’t miss any blog posts, updates, freebies, new product releases, etc
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