Introduction...1. Motivational Rewards...2. Motivational Points...3. Student Points...4

Transcription

1 Introduction Motivational Rewards Motivational Points Student Points Language Activities Categories Attributes Sentence Formulation Sentence Scramble Exclusions Sequencing Definitions Vocabulary Lists Assisted Vocabulary Antonyms Synonyms Vocabulary Clues Charades Knowledge Game Vocabulary Ingredients Webbing Vocabulary Webbing Stories Writing Activities Fun with Words (nouns, adjectives, verbs) Listing Functions Directions iii

2 Motivational Language Activities for Adolescents was written to assist speech-language pathologists, teachers, and other individuals helping adolescents with language delays or deficits. At times, it has been difficult to find material targeting a variety of language areas which are interesting and fun for adolescents. This book was created to increase motivation, participation, and expressive language skills in the young adult. When using this unique program to increase oral and written language skills, add the suggested motivational component. Many speech-language pathologists and educators feel that students should be intrinsically motivated. This would be great for all of us! However, I have found an increasing trend of lack of motivation in the adolescent population. As I began using this motivational point system, I found greater student participation, cooperation, and learning. To obtain maximum success, the motivational point system must be used in a positive manner. Points should be given for correct responses and other positive communication interactions (eye contact, listening, following directions, staying on task, and positive peer interaction). It is not recommended to deduct points for any reason, including wrong answers or negative behavior. Each therapist or teacher can decide the implementation of the point system. However, I encourage the system to remain positive in order to maintain its motivational component. Specific activities and directions can be found in the pages that follow. All pages in this book are reproducible. Have fun using this program with your students and clients. Personally, I have found it to be a successful and enjoyable therapeutic program! 1

3 On the pages that follow, there is a Student Points data sheet for easy and organized point collection. There is also a Motivational Points sheet that can be reproduced several times and laminated for point distribution. The pages mentioned are important in setting up an effective motivational component to therapeutic or teaching sessions. Motivational points are earned during each therapy session for previously mentioned behaviors (see introduction). Points are added up each session and recorded on the Student Points sheet. Earning one hundred points allows a student to cash in his/her points for the desired reward. Some groups/individuals may need to earn points more quickly than others in order to remain motivated. Use your professional judgment to get the most from this point system. Below are some suggestions and ideas that have been successful with students in the past. In recent years, most adolescent students have enjoyed working for various flavors of soda pop and chewing gum. If you do not want to spend your own money, I have listed free rewards which are also motivating for young adults. Establishing a close and positive relationship with the classroom teacher can be very beneficial for the free rewards idea, especially if you are conducting inclusion therapy. The asterisk indicates rewards that the classroom teacher can assist in delivering. Free Rewards game day student choice activity outside language activity *going to lunch early *eating/drinking privileges in the classroom *free time in the classroom 100 Point Rewards soda pop candy cooking activity mechanical pencils pack of gum folders books 2

4 Directions: Read a word listed below. Have your students use the word in a sentence to illustrate the word s meaning. Follow the example provided. Students receive one point for each grammatically correct sentence they can produce. Continue playing by moving sequentially down the list. This activity can be done orally and in written form. Example: Excited I was very excited when I won the lottery. (1 point) 1. Thoughtless 2. Crafty 3. Revision 4. Enjoyment 5. Sympathize 6. Familiar 7. Delinquent 8. Unfortunate 9. Donation 10. Prompt 11. Reliable 12. Hazardous 13. Curious 14. Victim 15. Periodical 16. Furious 17. Observer 18. Procrastination 19. Recover 20. Dependable 21. Clockwise 22. Possible 23. Slippery 24. Embarrass 25. Absurd 26. Tardy 27. Gleeful 28. Total 29. Mourn 30. Identify 11

5 Directions: Provide each student with a copy of the following worksheet. Read the words of the scrambled sentence aloud. Have students individually or in small groups cut out one sentence at a time and try to unscramble it. Two points should be given for each grammatically correct sentence (all sentences can make at least two correct sentences). Continue playing until all the sentences have been unscrambled. 1. fossils ancient very are 2. can tooth sugar decay cause 3. the is forest tropical humid 4. baby excited really the was 5. alone was he at park the 6. a climate the desert hot is 7. lunch sleeps eats she he and 8. the broken is chair old and 9. are green yellow and birds the 12

6 Directions: Provide each student with a copy of the following worksheet. Students should write down as many items that they can think of for each heading. Give students at least 10 to 15 minutes to complete the assignment. One point is received for each correct response. Things that are Sweet Things that are Sour Things that are Salty Things that are Spicy Things that are Liquids Things that are Solids 43