Tips for Home Programming: Games & Activities for Articulation Cards

Games & Activities for Articulation Cards

  • HIDE & SEEK: Parent hides the cards and the child finds them, says them each using good sounds.
  • MYSTERY PICK: Parent chooses a winning card, places the card back in the deck, shuffles and fans the cards out. Children take turns selecting cards, saying the word on the card. The one who picks the winning card gets a sticker!
  • BEAN BAG TOSS: Place the cards in a row on the floor. Select a winning card. Have child stand a few feet back and try to toss the bag on the winning card. The child must say the word on the card that the bag lands on.
  • FISHING FOR WORDS OR NUMBERS: You can do this two ways. Either use a fishing pole with a magnet to pick up cards with paper clips attached, or use the pole to pick up fish with numbers on them. The number indicates how many words they have to say.
  • RACE FOR CANDIES: Turn artic cards upside down in 1 row per player. The children have to turn over a card, say the word correctly and move to the next card. If they misarticulate they have to stop and repeat the word until they get it right. At the end of the rows of cards is a prize, such as candy or a sticker.
  • GUESS WHAT!: Cover an artic card with a plain index card and slowly unveil it. The child has to guess (and correctly articulate the word) before the picture is totally revealed.
  • PICK 2: The child selects 2 cards from the deck at random and has to put both in 1 sentence that makes sense and with correct articulation.
  • ARTICU-BOWL: Attach cards to bowling pins and have the child bowl over the pins. As s/he picks the pins up, s/he must correctly articulate each word attached to the pins.
  • MEMORY LINE-UP: Place 3, 4, 5 cards in a row, have the child say the words, then close his/her eyes while you switch the order. S/he must put them back in order and say them again.
  • ARTIC AIM: Use a gun that shoots spinners (plastic ones are about a dollar at major discount stores) to try and hit a card. The child has to correctly articulate the one s/he is aiming for and then hits.
  • TWISTER ARTIC: Toss several artic cards in the air. Instruct the child to place as many body parts (elbows, hands, fingers, nose, etc) on as many cards as s/he can. S/he must say each one that s/he touches.
  • PICTURE GUESS: Two teams take turns selecting a card from the deck and then drawing the picture. The other team must try to guess what the target word is and correctly articulate it.
  • PSYCHIC ARTIC: Show children 2 or 3 cards, shuffle these and pass them out. They each must each take turns trying to guess which card you or the other players have. (this can be a good language-naming game too)

Other Games & Activities for Articulation 

  • PASS A BALL:Take turns rolling a ball back and forth, each person has to think of a new target word and articulate that correctly.
  • BALLOON BOUNCE: Bounce a balloon and try to keep it in the air. Each time the client hits the balloon s/he has to articulate the target sound or word correctly.

If you have any questions or concerns, contact Speech Language Pathologist, Christine Wilson.

Reading Milestones: Are you interested in Summer Reading Camp for Your Child?

Reading Milestones (Ages 1-13)

Posted by Emily K. Hulse

This is a general outline of the milestones on the road to reading success! Keep in mind that kids develop at different paces and spend varying amounts of time at each stage. If you have concerns, check out Christine Wilson’s Reading Clinic! Reading services are offered all year round. Speech Language Pathologists, Christine Wilson and Mary Lisa Laches are looking forward to our Summer Reading Camp this year. Early intervention is key in helping kids who are struggling to read. Parents and teachers can find appropriate resources for children as early as pre-kindergarten. Quality childcare centers, pre-kindergarten programs, and homes full of language and bookreading can build an environment for reading milestones to happen. Check out our Reading Clinic by clicking on the link below:

 Infancy (Up to Age 1)

Kids usually begin to:

  • imitate sounds they hear in language
  • respond when spoken to
  • look at pictures
  • reach for books and turn the pages with help
  • respond to stories and pictures by vocalizing and patting thepictures

Toddlers (Ages 1-3)

Kids usually begin to:

  • answer questions about and identify objects in books – such as”Where’s the cow?” or “What does the cow say?”
  • name familiar pictures
  • use pointing to identify named objects
  • pretend to read books
  • finish sentences in books they know well
  • scribble on paper
  • know names of books and identify them by the picture on thecover
  • turn pages of board books
  • have a favorite book and request it to be read often

Early Preschool (Age 3)

Kids usually begin to:

  • explore books independently
  • listen to longer books that are read aloud
  • retell a familiar story
  • recite the alphabet
  • begin to sing the alphabet song with prompting and cues
  • make continuous symbols that resemble writing
  • imitate the action of reading a book aloud

Late Preschool (Age 4)

Kids usually begin to:

  • recognize familiar signs and labels, especially on signs and containers
  • make up rhymes or silly phrases
  • recognize and write some of the letters of the alphabet (a goodgoal to strive for is 12-15 letters)
  • read and write their names
  • name beginning letters or sounds of words
  • match some letters to their sounds
  • use familiar letters to try writing words
  • understand that print is read from left to right, top to bottom
  • retell stories that have been read to them

Kindergarten (Age 5)

Kids usually begin to:

  • recognize and produce words that rhyme
  • match some spoken and written words
  • write some letters, numbers, and words
  • recognize some familiar words
  • predict what will happen next in a story
  • identify initial, final, and medial (middle) sounds in short words (for example, sit, sun)
  • decode simple words in isolation (the word with definition) and in context (using the word in a sentence)
  • retell the main idea, identify details (who, what, when, where, why, how), and arrange story events in sequence

First and Second Grade (Ages 6-7)

Kids usually begin to:

  • read familiar stories
  • sound out or decode unfamiliar words
  • use pictures and context to figure out unfamiliar words
  • use some common punctuation and capitalization in writing
  • self-correct when they make a mistake while reading aloud
  • show comprehension of a story through drawings
  • write by organizing details into a logical sequence with a beginning, middle, and end

Second and Third Grade (Ages 7-8)

Kids usually begin to:

  • read longer books independently
  • read aloud with proper emphasis and expression
  • use context and pictures to help identify unfamiliar words
  • understand the concept of paragraphs and begin to apply it in writing
  • correctly use punctuation
  • correctly spell many words
  • write notes, like phone messages and email
  • enjoy games like word searches
  • use new words, phrases, or figures of speech that they’ve heard
  • revise their own writing to create and illustrate stories

Fourth Through Eighth Grade (Ages 9-13)

Kids usually begin to:

  • explore and understand different kinds of texts, like biographies, poetry, and fiction
  • understand and explore expository, narrative, and persuasive text
  • read to extract specific information, such as from a science book
  • identify parts of speech and devices like similes and metaphors
  • correctly identify major elements of stories, like time, place, plot, problem, and resolution
  • read and write on a specific topic for fun, and understand what style is needed
  • analyze texts for meaning


If you have any questions or concerns or would like to schedule an evaluation today,

contact Speech Language Pathologist, Christine Wilson!

Things to do at Home to Work on Reading and Language Skills

Things to do at Home to Work on Reading and Language Skills


  • Pick letter of the week. Focus on that letter. Practice saying what it says. Look for that letter in books.
  • Look at the alphabet as you say the ABC song.
  • Play rhyming games.
  • Try to identify the first letter of a word. (Give your child choices: Does ball begin with “b” or “s”?)
  • Practice blending sounds together to make words (c-a-t says “cat”).
  • Practice writing letters of the alphabet.

1st & 2nd Grade:

  • Practice spelling patterns.
  • Look for root words (What is the root of “walking”?)
  • Put up sight words around your child’s room and the house (wall,window, table). Put the words on the object, so your child will be exposed to new words!
  • Play scrabble Jr. The Cat in the Hat game, to increase letter awareness.

3rd to 5th Grade:

  • Practice writing sentences!
  • Have your child keep a journal. Require your child to write 5 sentences every day.

Middle School/High School:

  • Try to target skills through your child’s homework.
  • Encourage your child to use a planner or agenda to track his/her assignments.
  • Practice using outlines to write essays.

If you have any questions, or would like to set up a Speech and Language evaluation today, contact Speech Language Pathologist, Christine Wilson.

Egg-celent Easter Games!


Egg-celent Reading Game

As we get closer to Easter, we are looking for ways we can incorporate the dozens of plastic Easter Eggs we have accumulated over the past 10 years. Try this fun reading game at home!

Here is an egg-cellent idea for reading: Take a word ending (an, at, ad, ip) and write it on the right side of the egg. Then take 3 or 4 letters and write them on the left of the egg that would make a word with that word ending. You can turn the egg and make the words and read them.  This is a fun way to help your beginning reader get excited about reading. And, as always, put a starburst Jelly Bean inside! YUM! The kids will love this activity.

Chicks and Snakes Game

Print out pictures of baby chicks and snakes. You may want to laminate the chicks and snakes!

This game is fun and the simple. The child selects an egg. If they get a chick they get a point. If they get a snake they lose a point. There are several ways to keep track of points 1) mini white board/paper, 2) chicks back in eggs students hold on to eggs or 3) keep the chicks out of eggs.

This is a great game beyond a fun Easter Activity. It’s great for some lower language children as we see what is inside the eggs, take chicks out, put chicks back in, and take eggs out of the basket. It’s great high frequency practice. It’s a great activity for kids who are practicing their /k/ and /g/ sounds: chick, snake, egg, basket. It can also be used as a turn taking activity. This game provides fine motor skill practice and basic counting practice when adding the total points.

Thank you for reading!

If you have any questions or concerns, contact Speech-Language Pathologist, Christine Wilson.

Speech Therapy has Gone HIGH TECH!


Christine Wilson’s Speech Therapy Clinic has gone HIGH TECH!

Our therapy center has always been a family centered practice. Family members have always accompanied the client to the therapy session in order to see and learn what their child is currently working on in speech. The parent also sits in on the therapy session to learn how they can work on goals at home. Christine has noticed that children tend to behave better for her than for their parents/relatives. Christine has installed cameras in the treatment rooms that send a video to an iPad, where parents can watch the therapy session LIVE in the lobby.

We always have a Disney movie playing in the lobby for the siblings of our clients. This allows for siblings to be entertained, while the parent is able to watch the therapy session. As a result of watching the sessions, parents have a better understanding of what home programming should entail. The camera has a microphone which allows Christine to talk directly to the parent during the session, while working with the child. The parent can wear headphones that we provide or may bring personal head phones. This HIGH TECH additon to our clinic is a great way to show parents home programming tips/ideas.

The feedback from the parents has been very positive! Many parents have commented on how much more focused their child was for the therapist without the parent in the room.

If you are concerned that your child may have difficulty communicating, come to Christine Wilson’s therapy center and see what everyone is talking about!

Click here to contact Speech Language Pathologist, Christine Wilson

Tip for Home Programming: Sentence-Building Activities

Sentence-Building Activities

By Becky L. Spivey, M.Ed.

A sentence is a group of written words expressing a statement, question, command, or exclamation that always begins with a capital letter and must end with an appropriate punctuation mark. A sentence’s purpose is to provide or request information. Use the activities below to introduce or extend sentence building to your children.

1. Flash Cards – Cut a number of note cards in half. Take several cards and write familiar nouns (red) on them with a colored marker or crayon – Dad, Fido, Jeff, Grandma, Becky, etc. Then write verbs (blue) on some others – drives, jumps, plays, bakes, etc. Finally, write a period (.), question mark (?), and exclamation mark (!) in black on some other cards.

Have your child choose a noun (red), verb (blue), and an end mark (black) and make sentences.

2. Add in articles (a, an, the) and more nouns (cookies, piano, ball, car, pizza) in different colors and repeat the exercise.

3. When the child experiences success with the basics of #1 and #2, create a template like the one below using an 8 1⁄2” x 11” piece of paper cut in half lengthwise. Divide the paper into the number of columns representing only
the parts of speech the child is familiar with like the card below.

Try this activity at home with your child to practice creating sentences!

If you have any questions or concerns, contact Speech-Language Pathologist, Christine Wilson. If your child is in need of a speech evaluation, we can set up an appointment today!

Language-Building Opportunities


By Kelly Faulkenberry Cheek, MSP, CCC-SLP & Keri Spielvogle, MCD, CCC-SLP

Posted by Emily K. Hulse

Sing Your Way to Better Language

Sing repetitive songs to your children for a wonderful and fun activity that helps them learn about concepts, categorization, associations, sequencing, and new vocabulary.

For example,“Old MacDonald Had a Farm” teaches children about farm animals and the sounds they make. Let your children choose the animals they’d like to sing about. This helps children practice naming objects in a category and associating the different sounds with the correct animals. Change the song to “Old MacDonald Had a Zoo” to include different animals with different animal sounds (i.e., tiger, monkey, elephant, and others).

For a challenge, try singing “Old MacDonald Had a Fruit Store.” Let the children decide what objects to use and what to sing about. For example, they can sing, “And at his store, he had an apple, E-I-E-I-O. With a shiny, red peel; a shiny, red peel; here a peel, there a peel; everywhere a peel, peel.” Other good songs to sing with your children include the following: “The Wheels on the Bus,” “If You’re Happy and You Know It,” and “Five Little Monkeys Jumping on the Bed.”

I Spy Good Language Skills

Another good game to play with children is “I Spy.” This game helps develop reasoning, describing, and listening skills. Use colors, sizes, uses, or positions and ask for more descriptive words as your child’s skills progress.

Take turns giving clues and guessing the answer. For example:

“I spy something blue.”
“I spy something round.”
“I spy something you use to wash dishes.” “I spy something in the sky.”
“I spy something small, red, with a peel.”

Listen and Help

Children who are learning language often use their new language skills incorrectly. They may say the wrong word or mix up the words in their sentences. Playing games presents a great time to notice these errors and help them learn the correct way to use language. Sometimes, the best way to help them learn is by saying the sentence again, but saying it correctly. For example, if your child says, “Daddy forgetted his book,” you could respond by saying, “Yes, Daddy forgot his book.” Place emphasis on the corrected word by saying it slower and louder, but try not to obviously correct your child. Making errors like this is normal for children who are just developing their language skills. Often the best and easiest way to help your child figure out language rules is by setting a good example.


If you have any questions or concerns- contact Speech Language Pathologist, Christine Wilson, by clicking this link!