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We communicate using our speech and language skills. Our speech and language skills are composed of four different components. These components are briefly described below:


   1. Receptive language: Messages we understand

   2. Expressive language: Messages we communicate to others

   3. Pragmatic language: The use of our language to socialize and interact with

      other people

   4. Articulation: Our production of sounds to produce speech



 April is Autism Awareness Month!

We will promote the awareness and acceptance of Autism by teaching our students about Augmentative and Alterative Communication (AAC.) All children, including those with Autism, communicate using AAC. Augmentative and Alternative Communication is any way an individual communicates without using his/her voice. A child may smile to let us know he/she is happy. Some children may use American Sign Language (ASL) to let us know how he/she is feeling. Another child may press buttons on a tablet that generate vocal output to say, "I'm feeling happy!" 

To increase our students' acceptance and awareness of all modes of communication, a lesson was coducted where children had the opportunity to use AAC. The book, "Why is He Doing That?" by Rachel Cuellar, was read to the students. This book has a wonderful message of acceptance regardless of differences. Children were introduced to different modes of communication including an AAC device, ASL, Picture Exchange Communication System (PECS), and modified AAC books. Each group of students used the same vocabulary. For example, one group of students learned the sign for cat and another group used pictures to say cat. Eventhough they were using different modes of communication, they were saying the same thing.  


Autism Awareness Month was also celerated by completion of a craft. Students used different types of AAC to request blue material. Kindergarten students used AAC devices and Preschool students used Picture Exchange Communication System. Using the blue material, they decorated puzzle pieces! 


 October is AAC Awareness Month!

Communication can be verbal and/or nonverbal. Nonverbal communication is called Augmentative and Alternative Communication (AAC.) We all use AAC to communicate. For example, we may communicate that we're excited by smiling or that we're sad by putting our heads down. Some of us may say we want "more" by using sign language. Others may greet a friend by pressing a button on an iPad.

To celebrate, I will post meaningful information and activities each week!


Week One:



 10 Things You May Not Know About AAC.pdf 


Week Two: American Sign Language





Week Three: Important AAC Information


  10 Things You May Not Know About AAC(2).pdf



Weel Four: Communication Boards




   Week Five: Community Awareness




What our children have to say is important; therefore, we should promote acceptance and development of all modes of communication. I hope this website allows you to do just that! 




 The following attachments are resources to help promote your child's speech and language development.


The attachement below includes a list of articulation norms:



The attachement below includes strategies to facilitate accurate articulation of speech sounds:

Articulation Strategies.pdf  


The attachment below includes Play and Meal time strategies and activities to help children meet their oral sensory needs:

  Oral Motor Activities Printable.pdf  


The attachment below includes a checklist of developmental milestones for children (birth to 5-years-old) and facilitating strategies:



The attachment below includes language facilitating strategies that can be implemented at home:



The attachment below is described by the following list:

   Page 1: Stuttering (fluency)

   Page 2: Imagination (pretend play)

   Page 3: Asking and Answering Questions (receptive and expressive language)

   Page 4: Expanding Sentences (expressive language)

   Page 5: Sound Imitation (speech development)

   Page 6: Eye contact

   Page 7: Early Hand Signs (AAC)

   Page 8: First Words (receptive and expressive language)

   Page 9: Turn-taking (receptive, expressive, and pragmatic language)

   Page 10: Daily Rotuines - Bath Time (receptive and expressive language)

   Page 11: Daily Routines - Going Out (receptive and expressive language)

   Page 12: Daily Routines - Time to Eat (receptive and expressive language)

   Page 13: Daily Routines - Time to get Dressed (receptive and expressive language)

   Page 14: Songs and Fingerplays (receptive, expressive, and pragmatic language)

   Page 15: Puzzle Play (receptive, expressive, and pragmatic language skills)

   Page 16: Block Play (receptive, expressive, and pragmatic language skills)

   Page 17: Book Time (receptive and expressive language skills)

   Page 18: Speech on the Go (receptive and expressive language and articulation skills)

   Page 19: Oral Motor Exercises #1 - Fun in the Mirror (articulation)

   Page 20: Oral Motor Exercises #2 - Fun at Snack Time (articulation)

   Page 21: Oral Motor Exercises #3 - Watch What My Mouth Can Do! (articulation)

   Page 22: Toys to Encourage Good Speech and Language Skills - Preschooler (Provided by Mrs. McKenna) (receptive, expressive, and pragmatic language skills)

 Speech and Language Development.pdf 


Does your child love the iPad? The attachmet below includes a list of apps (some are free!) that focus on speech and language development for all ages. Examples of skills targeted by these apps include phonics, grammar, sight words, audtory memory and identification, and seeking games. It is important to note that the prices of these apps may have changed.