These pages are full of fun articulation games!
Scroll down to find your child’s sound and then
have fun! The games will require some
supervision to ensure that your child is
practicing correct articulation as he/she plays.
If your child does not read yet, the page with
pictures may be easier to use.

Do a scavenger hunt for all the objects in your
home that have your student’s speech sound in
the name. You may want to pick a different
room each day, so that you can do this activity
a few times. For example, if your student is
working on the “sh” sound, you might find a
tissue, a bookshelf, a flashlight, a mesh laundry
basket, cash, etc. *This is a great activity to
practice writing, too! Help your student write
down the things they find, keeping in mind that
some letters of the alphabet may make different
sounds, and for this activity we are focusing on
the SOUNDS.

You and your student can draw pictures of
objects with their speech sound that can then
be hidden around the house (kind of like “hide
and seek” but with hidden pictures instead of
hidden people). As cards are found, have your
student practice saying the words with their
“good speech sound”. **Incorporate math by
counting how many objects you drew before
hiding the cards, and count how many you
have found after 30 seconds, 1 minute, 1.5
minutes, etc. Make “math sentences” by
saying, “I had 3 cards before, then I found 2
more. Now I have 5 cards. 3 cards plus 2 cards
equals 5 cards.”

These pages are full of language activities!
Each activity can usually be played multiple
times with new words. If unfamiliar vocabulary
is presented, you can use the opportunity to
discuss the meaning of the word together as
you play. Playing the games with an older
sibling or adult will help for unfamiliar
vocabulary.

Across the menu bar ‘Listen & Watch’ there are
short stories for your child to watch and retell.

Under ‘Grammar & Vocabulary - Word Games-
there are options to practice categorizing

several objects into groups (click on the A-Z
topics) on the right hand column to change
categories. After your child plays the matching
game you could quiz them to see how many
they remember.

Select a bag that cannot be seen through (e.g.,
backpack, reusable grocery bag, brown paper
bag, drawstring gym bag). Send one family
member out of the room with the bag and tell
them to put something in the bag, but they can’t
tell anyone what it is. When they come back,
the remaining family members ask questions
about the object. (For example: Is it something
you can eat? Is it something I use every day? Is
it a decoration? What color is it? What texture
is it (smooth, bumpy, sharp, soft, hard)?) When
the “mystery object” is guessed, the next
person gets to find a new object. Younger
students may need help from parents or older
siblings to ask and answer questions, but allow
them to participate by whispering in their ear,
so that they still get to tell it to the group like the
bigger kids. (*Optional: Play fun music as each
person is searching for their mystery object and
have a little dance party/karaoke party between
rounds.)

Language and Social skills addressed:
Turn-taking, planning ahead,
vocabulary/semantics, asking and answering
questions, understanding perspectives,
memory, same/different, order/sequencing,
colors/numbers/shapes, sportsmanship (coping
for both winning and losing).

These interactive books help teach your child
that his/her social-emotional skills can
determine the outcome of a given scenario.

As you read books, watch videos, or listen to
stories, pause every now and then and discuss:
What is each character thinking about? How do
they each feel about their situation? Why do
some characters think or feel differently from
each other? (Discuss the different perspectives
involved.) **Videos that are not “educational”
but still have a storyline may be used!

Reach out to a family member or friend who
may be especially lonely at this time. Prepare
your student by practicing a simple script where
they: 1) Greet the individual, 2) Ask a question,
3) Comment on the individual’s response (if
over the phone), 4) Tell something they have
done or learned that is exciting/new/interesting,
5) Ask more questions/tell more info (help your
child find a balance between asking questions
and making statements, giving each person a
balanced opportunity to speak- if over the
phone), 6) Make an appropriate closing
statement.

This is the Stuttering Foundation's main
website with great information for children and
adults who stutter. There is a tab at the top
“Just for Kids” that has links for stories,
information/podcasts from famous people who
stutter, and a lot of other great information that
would make for great discussion topics and
help with the psychological aspect of stuttering.

Each quarter/season, the Stuttering Foundation
features letters and original art from students in
their magazine. See prior magazines in PDF
format, for examples:
https://www.stutteringhelp.org/magazinesnewsletters
Contact information for sending in
letters/pictures can be found at the link above.