I love incorporating books in my themed speech therapy activities.
Bats.
Just the thought of them creep people out. I would be one of those people.
Read on to get ideas on incorporating vocabulary and figurative language in your speech therapy sessions.
I find students are intrigued with bats and love learning about these neat
creatures. Often lower elementary teachers do bat units and it is always good
to tie into curriculum with our speech and language goals. Here is a fun little
book I like to use in therapy. Yes, the bats are at the beach, but it is
appropriate to use in the fall as well.
creatures. Often lower elementary teachers do bat units and it is always good
to tie into curriculum with our speech and language goals. Here is a fun little
book I like to use in therapy. Yes, the bats are at the beach, but it is
appropriate to use in the fall as well.
Bats at the Beach, by Brian Lies
This is a beautifully written book. The clever and imaginative words are woven
perfectly. This is a treasure for teaching so many language concepts. I also
like that it is a quick read for our short therapy sessions. Here are a few
ideas:
perfectly. This is a treasure for teaching so many language concepts. I also
like that it is a quick read for our short therapy sessions. Here are a few
ideas:
Compare/Contrast: Where bats sleep (barn,
cave, rafter) compared to where humans can sleep (homes, apartments).
Contrast how they sleep (upside down,
hanging by their feet, outside) vs. how we
sleep (in a bed, under covers, in a house). Another idea is to discuss nocturnal animals
compared to those awake in the daytime. Compare what people do at the beach and what the bats were doing at the beach (making friends and
burying each other in the sand, flying a kite, playing volleyball, surfing,
snacks, campfires). Alternatively, contrast what
they ate (beetles, ants, slugs, “bug-mallows”) with what we eat at the beach- have the students list some things! It is funny to hear the kids squeal about
what the bats eat.
cave, rafter) compared to where humans can sleep (homes, apartments).
Contrast how they sleep (upside down,
hanging by their feet, outside) vs. how we
sleep (in a bed, under covers, in a house). Another idea is to discuss nocturnal animals
compared to those awake in the daytime. Compare what people do at the beach and what the bats were doing at the beach (making friends and
burying each other in the sand, flying a kite, playing volleyball, surfing,
snacks, campfires). Alternatively, contrast what
they ate (beetles, ants, slugs, “bug-mallows”) with what we eat at the beach- have the students list some things! It is funny to hear the kids squeal about
what the bats eat.
Vocabulary: rafter, shrieks, chatter,
trowels, banjoes, sail, tide, slender, embers, determined, gulls, flutter,
weary, doze, crevice. As I have discussed before, vocabulary is best taught in
the following ways: naming synonyms and antonyms, providing an image, using
them in context, and discussing the words tied to prior knowledge interjected
as you read or on a re-reading.
trowels, banjoes, sail, tide, slender, embers, determined, gulls, flutter,
weary, doze, crevice. As I have discussed before, vocabulary is best taught in
the following ways: naming synonyms and antonyms, providing an image, using
them in context, and discussing the words tied to prior knowledge interjected
as you read or on a re-reading.
Figurative language: Rhyming is on every page. Have students
find the pattern (AABB). Personification:
the moon growing fatter, baskets groan with yummy treats. Onomatopoeia: shrieks of laughter, deep bass thump, seashore crash
and bump. Imagery: Sun slips down and
all is still, launching out into the breeze, darkened trees, salty sea spray in
our faces.
find the pattern (AABB). Personification:
the moon growing fatter, baskets groan with yummy treats. Onomatopoeia: shrieks of laughter, deep bass thump, seashore crash
and bump. Imagery: Sun slips down and
all is still, launching out into the breeze, darkened trees, salty sea spray in
our faces.
Writing prompt:
“If I were a bat, I would go…”
“If I were a bat, I would go…”
When you finish reading the book, point out the picture of Brian Lies on the book
jacket- kids really love this! If you haven’t noticed this, go look!
jacket- kids really love this! If you haven’t noticed this, go look!
I hope you got some great ideas!
