The Fixed-up-One Routine

Slides:



Advertisements
Similar presentations
Lunch & Learn Saskatchewan SLPs and Articulation Sask. Rivers Public Schools in PA February 2013 Sask. Rivers Public Schools in PA February 2013.
Advertisements

Copyright © 2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies, Desired Results T&TA Project.
Treatment Principles Contrasted Phonological Disorder Childhood Apraxia of Speech Principles of Motor Learning Copyright © 2011 Caroline Bowen.
Copyright © 2011 Caroline Bowen. Part of their speech and language development is innate. Part of it is learned through the modelling of people around.
The Quick Vowel Screener
Mentoring Conversations
A.
FAMILY PERSPECTIVES ON SAFEGUARDING AND ON RELATIONSHIPS WITH CHILDREN’S SERVICES Research undertaken by In-Trac Office of the Children’s Commissioner.
Your Child As A Reader.
What Happened?:  I assaulted the victim, by beating.  The police came to my house, and put me in hand cuffs.  I was arrested.
Why tell hospitals what you think? Presentation for Aboriginal staff in hospitals for Aboriginal organisations Improving the Culture of Hospitals project.
 I would do school face to face because if I have any questions then I can ask the teacher. Also, because I learn more with a person I front of me.
Teaching Sight Words To Your Child…. Remember, before you begin…. Make 2 copies of the words on index cards.
Fixed-Up Ones Copyright © 2011 Caroline Bowen. light light Listen, if I accidentally said ‘wight’ when I meant ‘light’ it wouldn’t sound right would it?
Inferring The most natural thing to do.. The AWESOME INFERENCE Most people are pretty good at figuring out mysteries. If you aren’t you might have trouble.
Classroom language 1. You want to know the English word for 2. You don’t know how to pronounce a word. 3. You don’t know how to spell a word. 4. You don’t.
Do now: Rewrite the following statement in language you would use at a fancy restaurant: Example: “Man, this shrimp nasty!” might become: “I don’t prefer.
Copyright © 2010 Caroline Bowen How Jessica learned to say “yellow”
Every Child Ready to Dallas Public Library Association Association for Library Service to Children Pre-Readers.
Sounds! Phonological and Phonemic Awareness Chapter 6.
Why is it important to understand the relationship between sounds? Instructor: Ms. Thorstad.
Modelling and Recasting
MY GOLDEN RULES BY JANICE FARRELL.  May I always have the strength  TO stand tall and be ever so strong.  SO that the children I teach will realize.
Chapter 3.  The pre-reading skills that are the building blocks of future reading success:  Concepts of print: Phonemic Awareness-letters represent.
Language Development Birth to Age 2 Aimee Cohen & Sandy Sunnongmuang Dr. Bartel 322.
Aims of session Making reading fun Early reading Developing reading
Stacey Dahmer Dana Grant
Assessing Emergent Literacy Concepts About Print Alphabetic Principle Phonemic Awareness Blending Rhyming Segmenting.
Mark’s Daily Routines. Every morning I walk from Kids West to Miss Custer’s classroom. As I walk in the hallway, I think about how I’m going to have a.
2 Timothy 3:14-4:5. Pretty pretty please, Don’t you ever ever feel, Like you’re less than perfect. “Perfect” by Pink Repent, for the Kingdom of God is.
Project Read Sound symbol relationship. Project Read Project Read helps your child segment and blend letter sounds to form words. By starting with simple.
The Fixed-Up One Routine Caroline Bowen. Developing clearer speech Question What can families do in order to encourage better speech patterns and clearer.
The difference between phonemic awareness and phonics: Phonemic Awareness Ability to recognize and manipulate sounds of.
Phonemic Awareness activities These exercises are from the book: At the cutting edge (2 nd edition, 2005) By Tom Nicholson Published by New Zealand Council.
© Kate Ahern, M.S.Ed AAC Teaching Toolkit - Flashcards Motivate, Model and Move Out of the Way!
Ann Morrison, Ph.D..  effects/59/mp3/607974_SOUNDDOGS__su.m p3 effects/59/mp3/607974_SOUNDDOGS__su.m.
 Setting: New York, New York  Rules: Be punctual to work.  Be responsible with students.  Teach good by listening and talking.  Help students  Paid.
Reading and Language Arts Chapter 6. What Does the Lack of Phonemic Awareness Look Like?  Children lacking PA skills cannot: group words with similar.
Lesson 3, Day 4. Objective: To listen and respond appropriately to oral communication. Question of the Day: Where have you traveled? How did you get there?
An extract from a presentation By 3Di Associates Participation.
Tuesdays with Tiffany Reading Disabilities. Visual Notes Today we are going to visualize some reading disabilities. Instead of writing words as you take.
"The most basic of all human needs is the need to understand and be understood. The best way to understand people is to listen to them." Ralph Nichols.
Phonological Awareness. What We Know Strong predictor of children's success in reading Once kids get it, they get it. No need to continue to teach it.
Latrobe Elementary School Open House September 4, 2013 Welcome to Speech Language Support.
SOUNDSWRITE An Introduction.. Structure of Sounds-Write The programme consists of three parts: – The Initial Code – The Extended Code – Polysyllabic words.
Rigby Refresher Training
Animals On The Farm. Can you name that animal? Can you name that animal? Pig Cow Cat Horse Chicken.
GGGE6533 LANGUAGE LEARNING STRATEGIES ASSIGNMENT 1.
Phonics and Reading Workshop for Year 1 Parents Tuesday 8 th December 2015.
Make Sense of Spelling and Spell Well!. What Does Research Say? The spelling system of English makes sense... most of the time! (Words that are related.
Kindergarten Mentor Tutoring
Articulation (Speech/Language Impaired)
Copyright © American Speech-Language-Hearing Association
Make Sense of Spelling and Spell Well!
Copyright © American Speech-Language-Hearing Association
Pronunciation in action: Reflections from the classroom
Caroline Bowen PhD PACT Parents and children together A broad-based approach to phonological therapy Copyright © 2011.
Recasting REPEATING THE “RIGHT THING”
Articulation Therapy Phonetic Intervention
Copyright © 2011 Caroline Bowen
Magical Me! Learning Map Autumn Theme: Magical Me!
Subjects Predicates and “Now isn’t that SPECIAL?”
Articulation (Speech/Language Impaired)
Respond Challenge Extend
Magical Me! Learning Map Autumn Theme: Magical Me!
Phonemic Awareness Students will tell the teacher what sound starts the picture. The teacher will then click on the picture to show them if they are right.
Preschool Focus Area – I Have Feelings and Emotions Date:
Preschool Focus Area 5: 5.3 – Safety Date: Health and Safety
Preschool Begin With Me Focus Area 2 Date:
Make Sense of Spelling and Spell Well!
Presentation transcript:

The Fixed-up-One Routine Caroline Bowen Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen Fixed-Up Ones  Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen Listen, if I accidentally said ‘tar’ when I meant ‘car’ it wouldn’t sound right would it? I’d have to fix it up and say ‘car’. Did you hear that? First I said ‘tar’, then I fixed it up and said ‘car’. Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen key Listen. If I said ‘tea’ it wouldn’t sound right. I would have to fix it up and say ‘key’. Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen cap If I said ‘tap’ instead of ‘cap’ I would have to do a fixed-up-one again. I would have to think to myself, ‘It’s not tap, it’s cap’. Did you hear that fixed-up-one? Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen cow ‘Tow’ isn’t right, is it? I would have to do a fixed-up-one and say ‘cow’. Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen cat What if I said ‘tat’ for this one? I would have to do a ... [‘fixed-up-one’] Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen cup Would I have to do a fixed-up-one if I said ‘tup’ for this one? Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen References Bowen, C. (1998). Developmental phonological disorders: A practical guide for families and teachers. Melbourne: The Australian Council for Educational Research Ltd.  Bowen, C. & Cupples, L. (1998). A tested phonological therapy in practice. Child Language Teaching and Therapy. 14, 1, 29-50.  www.speech-language-therapy.com/tx-self-corrections.htm Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen Point to the one I say  Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen cap tap Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen key tea Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen call tall Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen tool cool Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen This time, you be the teacher and tell me if I say these words the right way or the wrong way  Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen cool Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen key Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen call Copyright © 2011 Caroline Bowen

Copyright © 2011 Caroline Bowen cap Copyright © 2011 Caroline Bowen

Can you say these with a perfect /k/? call cap key car cool Copyright © 2011 Caroline Bowen

Feedback: Privacy Policy Feedback
Do Not Sell My Personal Information
About project: SlidePlayer Terms of Service

© 2025 SlidePlayer.com. Inc. All rights reserved.