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    Grades PK-2: Access the activities listed below. Also, beginning Monday, March 30, navigate to the Learning Hub landing page to access additional district-selected learning experiences through Seesaw for Schools (Seesaw) as well as other resources for Reading, Writing, Math, Social Studies, and Science content areas.

    You can further assist your child by:

    • Encouraging them to attempt an activity, even when it is difficult.
    • Encouraging them to communicate as much as possible.
    • Realizing that everyday learning experiences can occur anywhere such as the grocery store, car, yard, kitchen and bathroom.

    Additional Supports for Students with Communication Goals

    Receptive Language (Understanding)

    • Encourage your child to listen to sounds in the environment, including household sounds, music, and speech. Set an alarm on your mobile phone. Hide the phone in a space your child can get to easily. Don’t let your child see you hiding it. When the alarm sounds, encourage your child to follow the sound and find your phone.
    • Follow your child’s lead. Talk about the toy, object, or activity that your child is looking at or shows interest in.Talk about what your child is seeing, hearing, touching, tasting, and playing with. Speak clearly using mostly short, simple sentences at first, but not "baby talk."
    • Use gestures when you are talking to help your child understand what you are saying. Gestures for "Bye bye,” "Come here," and "Up" are examples.
    • Get on your child’s level. Get down on the floor with your child so that you can be face-to- face and make eye contact. 
    • Encourage eye contact by holding toys and items of interest close to your face as you talk to the child.
    • Pair sounds and words with actions. For example, when playing with a toy car, say “go, go, go” while making the car move. When pretending to feed a baby doll, say “eat, eat, eat.”
    • Name things in the environment for your child throughout the day to increase his/her understanding of words. As you do various activities, name things for your child. You can name:
      • body parts--as you dress or bathe your child.
      • clothing--as you put items in and out of a drawer or closet, or as you fold laundry.
      • fruits, vegetables, and other foods--as you are doing grocery shopping or cooking.
      • furniture--as you walk around a room.
      • silverware and dishware--as you eat or do the dishes.
    • Point to pictures in a book and then name the pictures. Then, encourage the child to point to pictures as you name them. You may say, "Show me the" or "Point to the".
    • Play a game of following instructions, such as “Jump high.” “Sit on the couch.” Turn around.” “Put your hands on your knees.”
    • Help your child to respond to commands involving action words, such as: "Find the car and give it to John."

    Expressive Language (Talking)

    • Have your child imitate animal sounds, motor sounds, speech sounds and words. Have him/her watch and occasionally feel your lips, face, and throat as you produce sounds and words.
    • Imitate what your child says to encourage back and forth imitation. Expand on what your child’s says, as in the following examples:
      • If your child does not make sounds, begin by modeling sounds such as: “oops,” “uh oh,” “ba,” and/or “ma,” as you drop a block into the box.
      • If your child babbles single sounds such as “ba ba ba,” model a variety of other sounds such as “ma ma ma” or “da da da” as you drop the block in the box.
      • If your child babbles a variety of sounds such as “ba ba, ma ma, da da,” then model single words such as “in, boom, wow, block, bye bye” as you drop the block into the box.
      • If your child says single words, model two-word phrases such as “block in, bye bye block, block boom, yellow block” as you drop the block in the box.
      • Pause to give your child an opportunity to imitate you.
    • If the child communicates solely by gesturing, pointing or signs, encourage him/her to vocalize along with the gestures. Say the word that would go with the gesture so that the child will learn the word.
    • Reward your child's speech attempts by giving him/her your full attention and not interrupting. Smile and respond to your child enthusiastically, even if you don't understand every word.
    • Give your child choices between two items. Your child may respond verbally or by pointing, gesturing, or eye gaze. (These are all forms of communication). For example, you can ask your child a question and provide choices such as “Do you want to wear your teddy bear pajamas or your race car pajamas?” 
    • “Do you want to use your “Bob the Builder” or “Dora” toothbrush?”
    • Do not anticipate your child's every need. Encourage your child to tell you what he wants rather than allowing him to use gestures. You can say to the child, "Tell me what you want. Do you want a cookie? Tell me 'cookie.' You say 'cookie.'" Leave toys and items that your child often wants out of reach so he has to ask for them. Be careful not to demand a verbal request for something that you will give her anyway (like his/her milk). Encourage him/her to say these words too, but make your demands for items that you don't have to give him/her (such as a cookie or a toy).
    • Use the speech your child has and build on it. Take what he/she says and repeat it, but with a longer or expanded sentence (i.e., your child says “ball” and you say “Right. It’s a blue ball”).
    • Give your child phrases and sentences to imitate. If he/she is not able to imitate a long sentence, give him/her the correct form and then a small part of the total utterance. For example:
      • Adult: "The boy drives the car. You say, 'Boy drives.'" Child: "Boy drives."
      • Adult: "Good, the boy drives the car."
    • If your child does not say the word or sentence correctly, don’t correct him/her. Instead, you can repeat what your child said, but with the correct form. For example:
      • Child: "Her eat cookie."
      • Adult: "Right, she eats a cookie."
      • Child: "Her falled down and break her arm."
      • Adult: "She fell down and broke her arm? That's too bad."

    Additional Supports for Students with Social Goals