Storm Policy

vector kid enjoying rain

This is just a friendly reminder that Christine Wilson’s Speech Clinic is STILL OPEN regardless of weather conditions in the case that public schools remain open.

Normal cancellation policies will still apply!

If you have any questions or concerns, please call or email the clinic!

Christine Wilson
Speech and Language Therapy
phone/fax: 813.279.2737

Games to Practice Articulation

25 Fun Articulation Session Ideas

1)      Print two copies of tpt articulation cards or an articulation card deck to play go fish.  This is great for the word level up to the sentence level. Also for any students working on /g/ or “sh” because there are many repetitions of the phrase “Go Fish”.

2)      You can also use target articulation cards to play memory match.

3)      Articulation Race is another fun activity I like to do with my students. I place cards into four corners of the gym and tell them to run to a corner and run back to me to practice their sounds.

4)      Toss/bounce a ball back and forth while saying sound.  Another great activity to keep the students active and engaged. Make sure to have ground rules before doing this activity otherwise things can get out of hand. I have several light-up balls that are the students’ favorite.

5)      Build a puzzle. Either have a set number of sounds to say before racing to put a puzzle together or give a puzzle piece after the student says each sound.

6)      Place each card into a group/category after practicing the sound. This could be used at the phrase or sentence level (e.g. “A kangaroo is an animal”). This is great for mixed speech groups.

7)      Track the number of words, phrases or sentences the student can produce in a speech session. This can be done with a clicker/counter. Have the student try to beat their record each time they practice using the best speech sounds they can.

8)      Read a book together. Alternate sentences or paragraphs. Even my middle school students enjoy this one. If you want to send homework have the student write down words with their sound they encounter or encourage them to read more to a speech homework helper and write those words down.

9)       Describe words with their sound in them to the student. Have them guess what the word is. This is another great activity for mixed speech groups and students can take turns describing each other’s words.

10)   Another great mixed group activity is having students name 2-3 words in a category that have their sound. For /s/ students working at the sentence level they can name things that are sweet, sour or salty (e.g. Pretzels are salty but suckers are sweet).

11)  For students working on /r/ have them name something that is brown, purple, orange, red, or green and have the student to tell you its color.

12)  I have so many students that love to color. I try to have coloring sheets available or copies of Webber’s Jumbo Articulation Drill pages when students ask to color. I have my students practice their sounds a certain number of times while other students are coloring and then they alternate between coloring and practicing.

13)   During holidays, I try to have a craft available for students to complete. I do this several ways with articulation students. They either practice sounds at the level they are working on a certain number of times before completing a step to the project or I have the students glue articulation pictures on their project or write articulation sounds on them. I have a bunch of Webber Jumbo Articulation Drill pages cut and sorted into sounds.

14)   Have students string beads as they practice target words.

15)  Play tic-tac-toe using target words.

16)  Have students play hangman with their target words. If you don’t feel like they are getting enough practice in, have them practice articulation words 3-5 times before guessing a letter.

17)   After a student practices a word have them give an antonym, synonym or definition of the word. Another good activity for mixed groups.

18)   Play games in speech! There are so many that can be easily adapted to fit speech goals. Just have the student practice their sounds before taking their turn.

19)   Use  worksheets as bingo cards. Have an extra copy to cut up and use as call cards.

20)   Build a face, snowman, block tower or Lego creation as students practice their sounds.

21)  Have the students build their own sound book. If you have old magazines they can cut out pictures with their sound and glue into a notebook.  I have made mini sound books for younger students as well. Students are excited to take these home and share them with their family (also, it encourages them to share as speech homework).

22)   Have the students practice their words using silly voices (just make sure they don’t strain or hurt their voices)

23)   Go on a scavenger hunt for speech cards around the room. This can be also done in the dark with a flashlight.

24)   Have the students draw pictures of their speech sounds. Encourage them to draw as many as they can. This is also another easy speech homework activity.

25)   Build a story is a popular game for my students working at the sentence level or carry over. This can be done in a group or one-on-one. I have students that are working at the conversational level say 3-5 sentences of a story before passing the item to the next person. This is another wonderful activity for mixed groups as it helps build narratives and language organization process.

Check out this page for tons of articulation cards to practice with!


Reading Per Sound


Reading books that include your child’s specific speech sound are a great way to model appropriate productions. Many of these books include repetitive language. While reading, pause and allow your child to fill in the word that targets his/her sound.

Brown Bear, Brown Bear, What Do You See? by Bill Martin and Eric Carle
The Baby BeeBee Bird by Diane Redfield Massie
Chicka, Chicka Boom Boom by Bill Martin, Jr. and John Archambault The Wheels on the Bus by Paul D. Zelinsky
How Many Bugs in a Box by David A. Carter

It’s Pumpkin Time by Zoe Hall
A Pair of Socks by Stuart J. Murphy
Pizza Pat by Rita Goldman Gelman Purple Sock, Pink Sock by Jonathan Allen Sheep in a Jeep by Nancy Shaw
Ten Apples Up On Top! By Dr. Seuss

City Mouse-Country Mouse by John Wallner
Five Little Monkeys Jumping on the Bed by Eileen Christelow Goodnight Moon by Margaret Wise Brown
If You Give a Moose a Muffin by Laura Joffe Numeroff
Mouse Mess by Linnea Asplind Riley
The Gum on the Drum by Barbara Gregorich

The Doorbell Rang by Pat Hutchins
Barnyard Dance! by Sandra Boynton
My Dad by Anthony Brown
No, David! by David Shannon
Five Little Monkeys Jumping on the Bed by Eileen Christelow

In the Tall, Tall Grass by Denise Fleming Tails by Matthew Van Fleet
Teeny Tiny by Jill Bennett and Tomie dePaola The Fat Cat Sat on a Mat by Nurit Karlin Where’s Spot? by Eric Hill

The Very Hungry Caterpillar by Eric Carle
Does a Kangaroo Have a Mother Too? by Eric Carle Mama, Do You Love Me? by Barbara Joosse
I Love You, Stinky Face by Lisa McCourt

Fall Leaves Fall! By Zoe Hall
The Foot Book by Dr. Seuss
Fuzzy Yellow Ducks by Matthew Van Fleet
Touch and Feel Farm by Dorling Kindersley Publishing The Dog Who Cried Woof by Bob Barkly

Go, Dog, Go! by P.D. Eastman
Good Night, Gorilla by Peggy Rathmann My Gum is Gone by Richard Yurcheshen The Three Pigs by David Wiesner
Big Pig on a Dig by Jenny Tyler

Counting on Calico by Phyllis Limbacher Tildes Cows Can’t Fly by David Milgrim
From Head to Toe by Eric Carle
Kiss the Cow by Phyllis Root
Two Cool Cows by Toby Speed
Five Little Ducks by Penny Ives

Clap Your Hands by Lorinda Bryan Cauley
Happy Hiding Hippos by Bobette McCarthy
A House is a House for Me by Mary Ann Hoberman Polar Bear, Polar Bear, What Do You Hear? By Eric Carle

Know Your Noses by June A. English
The Mitten by Jan Brett
No, David! by David Shannon
Two Eyes, A Nose, and a Mouth by Roberta Grobel Intrater Nine Men Chase a hen by Barbara Gregorich

Going to the Zoo by Tom Paxton
If I Ran the Zoo by Dr. Seuss
Zip, Whiz, Zoom! by Stephanie Calmenson
Whose Nose? by Jeannette Rowe
Two Eyes, a Nose, and a Mouth by Roberta Grobel Intrater

Can You See What I See? by Walter Wick
Silly Sally by Audrey Wood
Sid and Sam by Nola Buck
If You Give a Mouse a Cookie by Laura Joffe Numeroff Town Mouse Country Mouse by Jan Brett

Sheep in a Shop by Nancy Shaw Sheep on a Ship by Nancy Shaw
I Love My Shadow by Hans Wilhelm Splish, Splash! by Sarah Weeks

5 Little Lady Bugs by Karyn Henley
Big, Small, Little Red Ball by Emma Dodd Look Book by Tana Hoban
Leo the Late Bloomer by Robert Kraus Smile Lily by Candace Fleming

The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Audrey Wood
Roling Rose by James Stevenson
Rosie’s Roses by Pamela Duncan Edwards
Harriet’s Horrible Hair Day by Dawn Lesley Stewart
Mary Wore Her Red Dress and Henry Wore His Green Sneakers by Merle Peek
Stars! Stars! Stars! By Bob Barner
The Very Hungry Caterpillar by Eric Carle

 /s/ Blends
The Itsy Bitsy Spider by Iza Trapani
Sledding by Elizabeth Winthrop
White Snow, Bright Snow by Alvin Tresselt
Stop that Pickle! by Peter Armour
Snake Supper by Alan Durant and Ant Parker
Caps for Sale by Esphyr Slobodkina
“There are Rocks in My Socks!” Said the Ox to the Fox by Patricia Thomas
Fox in Socks by Dr. Seuss

 /l/ Blends
Cows Can’t Fly by David Milgrim
I Love Planes! by Philemon Sturges Slip! Slide! Skate! by Gail Herman Flip-Flops by Nancy Cote
Sledding by Elizabeth Winthrop

 /r/ Blends
Big Frank’s Fire Truck by Leslie McGuire
A Crack in the Track by W. Rev Audry and Jane Gerver Five Green and Speckled Frogs by Priscilla Burris Little Green Truck by Ken Wilson-Max
Froggy Gets Dressed by Jonathan London

 /dg/ or “j” as in “jump”
The Giant Jam Sandwich by John Vernon Lord
Jump, Frog, Jump! by Robert Kalan
Making Plum Jam by John Warren Stewig and Karen O’Malley The Animal Hedge by Paul Fleischman

Ah-Choo! by Margery Cuyler
Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault Say Cheese, Please! by Leslie McGuirk
Itchy, Itchy Chicken Pox by Grace MacCarone


The Little Engine That Could by Watty Piper Oh, the Thinks You Can Think! by Dr. Seuss One, Two, Three! by Sandra Boynton Cousin Ruth’s Tooth by Amy MacDonald Mouths and Teeth by Elizabeth Miles


03c42530What is dysphagia?

Dysphagia is a difficulty swallowing and can be caused by a number of factors.

A typical “swallow” involves several different muscles and nerves:

  • Seeing, smelling and tasting – when we see, smell or taste food or drink we produce saliva, which is designed to make chewing easier
  • We chew the food until it becomes a soft bolus – a mass of food that is ready to swallow. The tongue pushes the bolus to the back of the mouth to the pharynx. From this moment onwards, the swallowing movement is a reflex action (automatic)
  • The larynx (voice box) closes to prevent food and liquid from going down the windpipe into the lungs. The gulping action pushes the food into the esophagus which has muscular walls and pushes the food down to the stomach.

Dysphagia can be caused by a difficulty anywhere in the swallowing process described above.

Symptoms linked to dysphagia include:

  • Choking when eating
  • Coughing or gagging when swallowing
  • Drooling
  • Food or stomach acid backing up into the throat
  • Recurrent heartburn
  • Hoarseness
  • Pain while swallowing
  • Sensation of food getting stuck in the throat or chest, or behind the breastbone
  • Unexplained weight loss
  • Bringing food back up (regurgitation)
  • Difficulty controlling food in the mouth
  • Difficulty initiating swallowing (gulping action)
  • Recurrent pneumonia
  • Inability to control saliva in the mouth.

One of the treatments for dysphagia is swallowing therapy. This will be done with a Speech and Language Therapist. The patient will learn new ways of swallowing properly. Some exercises will be taught and practiced to improve the muscles and how they respond.

Using Language in Social Situations


Has your child has been working on his/her speech for months, yet is still having trouble using language in a social environment? Talking about unrelated topics, using little variety in their speech, or having trouble taking turns in conversation may mean that some additional practice with pragmatic skills is needed. With the start of school just around the corner, children need to know how to interact with peers and teachers.

What is pragmatics?

Pragmatics is the use of language in daily social interactions. This includes what we say, how we say it, and the body language we use.

The American Speech-Language-Hearing Association (ASHA) gives some ways to improve communication skills.  These include:

Using language for different purposes, such as:

  • greeting (e.g., hello, goodbye)
  • informing (e.g., I’m going to get a cookie)
  • demanding (e.g., Give me a cookie)
  • promising (e.g., I’m going to get you a cookie)
  • requesting (e.g., I would like a cookie, please)

Changing language according to the needs of a listener or situation, such as:

  • talking differently to a baby than to an adult
  • giving background information to an unfamiliar listener
  • speaking differently in a classroom than on a playground

Following rules for conversations and storytelling, such as:

  • taking turns in conversation
  • introducing topics of conversation
  • staying on topic
  • rephrasing when misunderstood
  • how to use verbal and nonverbal signals
  • how close to stand to someone when speaking
  • how to use facial expressions and eye contact

Try incorporating pragmatic skills into daily conversations, interactions, and games!

Help Your Child Come in 1st Place!

Five bracelets lined combined Olympic rings. collage
The Summer 2016 Olympics begin this week in Rio. Here are some ways to teach your child about the Olympics while practicing speech skills as well!

Olympic Themed Speech Therapy Activities


Use a list of 16 Olympic events (8 summer and 8 winter events).

Cut each event out and place two side by side. Have the children compare and contrast the difference between each sport.

Expressive/Receptive Language Skills

There is often so much emotion in the face of an athlete!

This is a great opportunity to discuss emotions and pragmatics. Pictures of athletes competing in the Olympics are plentiful on the internet and in magazines!

Use the pictures on tv or find some of your own which portray emotions (happiness, surprise, anger, sadness) on the athletes faces and ask the kids how they think the athletes are feeling. Also ask them if they can make the same face/emotion as the athletes.


Use the top five or ten countries, print their flags, and have the children put them in order (according to their color, country, or current placing in the Olympics). This game can be tailored to different ages.

You can write the names of the countries right on the flag because most likely the children won’t know which flag is which!

Following Directions

Have the children stand up. Tell them they are Olympians for the day! Give them the following directions…

  • You are a sprinter who needs to stretch. Touch your toes and then swing your arms side to side.
  • You are a gymnast. Put your right foot forward and bend it. Leave your left leg straight. Now, put your arms straight up by your ears. Good job, this is a lunge!
  • You are a jumper. Jump as high as you can three times in a row.

Of course these are ideas; tailor the directions to the level of the student you are working with!

Also, come up with your own ideas for fun games to practice speech skills using this Olympic-themed  calendar!