- Elicit Spontaneous Language
- Target Specific Language
Elicit Spontaneous LanguageIn order to elicit spontaneous language, your job is to plan ahead what you're going to do to give the child a reason to talk. You can have specific questions prepared, be silly and do the unexpected with sabotage, have the child give you directions by using wait time, etc. Here are a few conversation starters:
- Talking about the steps to make the puddings. #sequencing
- What were silly things that happened? #sabotage
- What is your child's favorite part of making pudding?
- Make predictions and things that could have happened. (Like what would the pudding be like if we put orange juice in it?)
Specific Language TargetsIf you're going with a specific target, you need to be very specific about what it is. Creating language opportunities takes prior knowledge of what your child can do independently, with help, and what is still challenging. Some questions you need to ask yourself like:
- Does your child need to increase their basic vocabulary?
- Are you working on prepositions?
- What about -ing verbs?
- Is this activity to increase MLU?
Milk in the bowl, milk in the bowl.
Pour the milk, pour the milk, in the bowl.
Let's Get This Pudding Started!Making pudding is a really easy activity to customize to fit your language targets. If you want to work on adjectives and noun descriptors, then pull out sprinkles and food 'accessories' like teddy grahams and marshmallows. You could even make this Jolly Rancher flavored jello. Now that'll get 'em talking!
- Materials to Make the Pudding
- Get out all of the materials ahead of time but place them out of sight. Ask your child what they think you'll need to make pudding. As you talk about the items you would need, pull out each item individually.
- Encourage your child to say what they think you'll need to make pudding. You can give the clues and hints about where to find the items. As your child labels the items you'll need, you can go and get them together.
- Example: "We need something cold and white. It's in the fridge. What do you think it is?"
- Following the Directions
- Read the directions to your child and together decide which materials you need for each step. Start making the pudding together.
- Read a direction and then complete the step by having your child explain back to you what to do. This is where you can really work on your specific language target.
- For example, let's say your child tells you to "Pour the milk" and you're working on prepositions. Use some sabotage a pretend to almost pour the milk in the wrong location. By being silly, your child will need to give you very specific directions to stop you from pouring milk on your head!
- Asking for Turns
- When you're making the pudding, talk about taking turns doing things like stirring the pudding or pouring the milk. Encourage your child to say what they want to do.
- Prompt your child to ask for a turn with phrases like "I wonder what you want to do next." Saying "I wonder" will naturally create a situation where your child is more likely to respond in a full sentence like "I want to stir the pudding" instead of a one word answer like "Stir."
When It's Time to Chow DownOnce the pudding is made and it's time to eat it, you can keep the language activity going with auditory bombardment. Auditory Bombardment is a good LSL strategy to use to review a language target.