So after I found the joys of commenting without interpreting the always fuzzy word verification, things changed. I've gotten some very strange comments in the past week. I have deleted the ones I know about. For now, I am going to go with moderated comments only in hopes of these strange commenters? people? spammers? going away. I would still love to see your legitimate comments, and I apologize for making you jump through hoops, but this is what I have to do for now.

Have you encountered this? What did you do? Google's only solution seems to be to go to moderated comments only and don't click on links. I wish there was some way to block these people, but apparently they change websites and addresses so quickly that it's hard to keep up with them.
This past week was a whirlwind, and although I've been out of school for less than a week, it seems like forever. Because I've been gone, I don't have any lesson plans to share this week. Instead, I'm showing you how I used my subway art.

By the way, I don't know why it's called subway art. I guess it's really word art. Eighteen25 calls it subway art, and so I shamelessly copied their term because I love eighteen25. If you know the definition of the term, please enlighten me. I live in Central Texas, not exactly the bastion of subways, but I have received a few comments along the lines of: "Why is it called subway art? I've never seen that on subways!" 

I printed the warm colors on cardstock and placed in a spray-painted IKEA frame. Then, I put it on an empty space on my desk. I like it here because it's a happy thing to look at when I'm making phone calls. Here's a blurry picture of the desk. I will never master iPhone and iPad cameras.

There are also primary and black-and-white versions just for SLPs at All Y'all Need

I was so surprised and flattered one day to find that Nicole Allison from Speech Peeps used her print-outs on a bulletin board. Take a look at her gorgeous room!

Have you used the subway art? How? Share pictures or comments!

                                                         Source: via Laura on Pinterest
Well, it's the middle of Week 2, and I am still using those plans. Most students have been excited about the new sticker charts. How I Spent My Summer Vacation has been a hit. I have learned to be careful about asking about summer vacation. Most students did the typical summer things, but a 4th-grade boy told my CFY, "I reached puberty". She moved on to the next activity quickly! The other thing I have learned is that hardly anyone knows what the prairie dog is. There's a picture on the last page. I guess there aren't too many of the critters here in Central Texas.

For Week 3, my librarian sister suggested The Secret Shortcut by Mark Teague as a good follow-up to How I Spent My Summer Vacation. The book is about two boys who just can't seem to get to school on time, and the imagination is similar in both books. I've made a unit, and you can find it at All Y'all Need on TpT by clicking here. It's $3 for activities targeting semantics and syntax and morphology along with an open-ended game.

Several of my 3rd-5th students only come once a week, and I always struggle with what to do with those groups. It's hard to do book units because some students miss out on some parts. How do you handle this?

For PK and Functional Academics, I'll probably use the same book but try to find a LINCS activity instead of the game or sentences. I really like how easy the supplies are to gather, plus the LINCS books contain a page that can be copied and sent home to parents. I usually try to include some artic or vocabulary words.

How's your school year going? What have you used that's been a success?

                                                            Source: via Laura on Pinterest

                                       Source: via Laura on Pinterest

My district just finished up the first week with students, and I hope I have found all the new enrollees! Most of my new speech/language students have come from other schools in the district, which makes things easier.

I have to add something to the first week plans - filling out paperwork for schools. I don't know why we can't do that during in-service days before school. District paperwork I had to complete included United Way, Employee Handbook, and emergency contacts for school and Sp. Ed. I know I'm whining and it doesn't seem like that much, but both my Sp. Ed. department and school like to have a copy of everything, so it's twice the time. And throw this on top of what I have to do as an SLP, and yeah, I'm pretty pitiful. It really isn't that much, just kind of a pain.

Moving on...

Here are my plans for Week 2, the first week groups will come. My groups usually come on M-W or T-Th. I am supervising a CFY, and she is coming on T/Th. On Friday, I see walk-ups and do make-up sessions.

Labor Day

Morning duty
See first groups
Explain rules
Decorate behavior charts
Talk about last year/this year - goals and objectives
Read How I Spent My Summer Vacation if time

Same plan but without CFY


See walk-ups - same plans as above but adapted to 4-year-olds

What are your plans? What do you do with your students the first week of therapy?
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