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Picture Book Vocabulary -Strategy: Integration From Prior Knowledge

Back to school picture books are a wonderful start to any school year. Reading them helps prepare kids and offers the opportunity to talk about

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Back to School Picture Books to Build Vocabulary: 2nd edition

I’m back with the second round of back-to-school picture books as a powerful strategy for increasing vocabulary. I hope you enjoyed the first of the

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What Cinderella Taught Me This Summer

The Frenzied SLPs are excited to announce new discussions, twice a month, designed to help you share your ideas and become #SLPStrong! This week, we are

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Oh me gee! I started a blog!

Hi Y’all! Welcome to my new blog. I’m so excited, but if I’m being honest…a little nervous too. I’ve been writing a blog in my

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Language-based literacy intervention for SLPs.
Turn picture books into targeted therapy sessions.
Evidence-based strategies you can use tomorrow.

These books all have a strong story plot, so every These books all have a strong story plot, so every articulation session becomes a chance to build narrative skills too. While students practice their target /s/ sound, they are also learning how stories are organized, how characters solve problems, and how to retell events in a meaningful way. 
Caps For Sale might be my favorite!
Any more you suggest?
As SLPs, we don’t need to chase more books. We nee As SLPs, we don’t need to chase more books. We need to get more out of the right books.

The next time you finish a picture book, don’t ask, “What’s next?”

Ask, “What can I teach on the second reading?”
Because “speech only” doesn’t have to mean “speech Because “speech only” doesn’t have to mean “speech only.” 😉
Every articulation session is an opportunity to build more than correct productions. A well chosen picture book lets you target vocalic OR while naturally working on story grammar, vocabulary, inferencing, sequencing, and retell, without adding another activity to your session.
Any you would suggest to add? Should I do more sounds??
When a student’s retell is weak, the problem is no When a student’s retell is weak, the problem is not always story grammar. Sometimes the student understands the story but lacks the vocabulary needed to talk about it.

Mental state verbs help students explain characters’ thoughts, feelings, and motivations.

Examples:
• thought
• wondered
• realized

Without these words, character understanding stays hidden.

Causal language helps students connect events and explain relationships between them.

Examples:
• because
• so
• therefore

These words help move retells beyond a simple sequence of events.

Precise vocabulary makes retells more detailed and easier to understand.

Examples:
• enormous (instead of big)
• sprinted (instead of ran)
• exhausted (instead of tired)

Specific words create stronger narratives.

Before targeting retell structure alone, look at the language underneath it.

Do your students have the vocabulary to explain thoughts, connect events, and describe what happened with precision?

Sometimes improving vocabulary is what improves the retell.
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