Work hard; play hard!

Work hard; play hard!
Consulting in Maui!

Saturday, November 21, 2015

Blurting BUGS! Every speechie loves a double meaning word!!

I have created an entire unit on BLURTING for TheraSimplicity (click here for a connection to that site). That unit was too high for my current level of students though. PS....TheraSimplicity is a great site for speechies, if you have not stumbled upon it you should check it out.
This week the blurting in social skills was at an all time high! My lovely team teacher, Stef and I were stopping, counting and waiting a lot. We tried the "I'm looking at ****, I'm talking with **** so that means I am not talking with you." (Michelle Garcia Winner technique to make sure they understand what blurting is.) We did the stopping and counting to five with our fingers about a thousand (hyperbole) times. They got it every time....until the next time. We read the book, "My Mouth is a Volcano". They LOVED the book and got it when we read the book, but their words "wiggled and jiggled" and ERUPTIONS occurred! Click here for the UTUBE reading of the book.

I found a great social story on PINTEREST, which was a FREEBIE! YAY for my checkbook! Click here for that Freebie. We had the kids read and color these books so they could take them home.
Reflection and Perspective Taking at its best......We talked about how BLURTING (BUGS) or affects others! Then BAM!!! (Onomatopoeia) It hit me!
Before you knew it, I was creating my first BLURT BUG! Sometimes I just LOVE my job; okay, most of the time I just LOVE my job!

BLURTING BUGS....Get it? Blurting does indeed "bug" people. So it seemed natural that we would create our very own Blurting Bugs in social skills class.

Click here for this sheet. OF COURSE, you NEED to add the googly eyes! They are what makes it even more fun for the kids. 

We got colored cards for the kids to create their own BLURTING BUGS cards. We had to explain the double meaning of "BUG" in this situation,
 so they fully got it. 

Chat Stations and Topics

This week my team teacher Stef and I talked to the students about their conversation always starting with the questions, "What did you do last night" or "What did you do over the weekend?" Well, we think they have that skill down! :-) Now they really need to expand their ability to talk about more topics or use more starter questions with one another.
So...I was reading an article on establishing chat stations, and I decided to make formalized chat station signs for my social skills class. Last year we worked on Speed Conversation (See previous post in this blog for this.) This was a HUGE success with my higher level social skills class. This year our social skills class is a very beginning social skills class. The skills need to really be broken down for this group!

Click here to read the article.

So I developed some Topic Idea Sheets. Click here for my Chat Station sheets. We put these around the room and had the kids divide up into groups of two to start. Then they got to choose their chat station. They were given one minute to talk about the topic on their chat station sign. We went over the expectation every time they switched from group to group. Then we had them grade themselves on the five point scale.

Wednesday, November 18, 2015

New Apps that I purchased for my class....

I purchased Question Builder, Expressive Builder, Sentence Builder-Teen, Tense Builder and Preposition apps today. 
I have liked using the conversation builder ones in previous years.

So I am giving them a shout out!

Monday, November 16, 2015

When I'm upset choices...

I can make choices when I am upset.

Laminate the page. Cut out the choices, laminate them, put velcro on the sheet and the options. Then have the student pick out five choices that they want to have when they are upset (angry or sad). 

Saturday, November 14, 2015

Garbage Can Phrases Versus Recycling Phrases

See worksheet package link below! :-)

This week our middle schools took part in a two hour inservice that clicked with me. It was a speaker from the Top Twenty Training. 
We ordered their books and their curriculum binder 
and are excitedly awaiting its arrival! 
I highly recommend checking out their materials. The two hour workshop went by very quickly, especially for a Monday! 
My co-worker and I came back and asked ourselves how could we implement some of the teaching with our students in our DCD (developmental cognitive disability) group. I have the honor of team teaching with Stef in the social skills class every day with this great group of kids! 
One thing that we noticed though was that our students had gotten into some repetitive statements that were not helping them move forward. They were getting them stuck in the red, as we say in our social skills class. Refer back to our Shutting Down post. 
So I called them "garbage phrases", meaning phrases that we just wanted to throw out into the garbage and not reuse them. Statements such as, "This is too hard" or "I don't want to" or "I can't".  
Well that is usually how it starts with phrase and a new lesson is born! 
So....we talked with the group about GARBAGE PHRASES and RECYCLING PHRASES. These are phrases that we want to put into the recycling bin and use again. 
Then we got the kids to talk about how we could replace some of the garbage phrases with recycling phrases so that they wouldn't get stuck but would be able to move on! 
To start with, the kids did NOT like being called on these phrases. Change is difficult! Eventually though, they got to the point where most of them could recognize them and call each other on them. 

Message me if you ever are unable to open these links and I will send you the sheets. I can also send you the word doc so you can change it to meet your needs. 

They made their own "recycle phrase" buckets today out of Cascade tab boxes. 

Wednesday, November 4, 2015

Verbs, verbs and more verbs....

A speech/language caseload isn't a caseload without working on the present progressive sentence patterns. 

Some of my students are struggling with the helping verbs 
so I made this sheet to help remind them. 
( Graphics by:

Magically, this week I started calling the helping verb "is" their MAGIC WORD and low and behold they started remembering it! 
I will add it to my bag of tricks. 

As you know, I have worked for and I frequently use their materials. This is one of the posters I created awhile back when I was working on verbs with a number of students. Check out their site for a variety of materials. 

Friday, October 23, 2015

Let's Focus- Social Skills and Group Skills

  1. meaningless talk or activity, often designed to draw attention away from and disguise what is actually happening.

So it made sense to me to use this as a starter phrase to regain the attention of the students in my social skills group. 

I say, "Hocus pocus", and they 

respond, "Let's refocus."

Graphic by

Tuesday, October 13, 2015

A tennis ball and articulation......fetching idea!

Hot Potato Articulation or Language....or just another form of Silent Ball!

This week is full of paperwork and conferences so I pulled out a can of tennis balls and told the kids we were playing Speech Ball. I told them that they were competing with other groups to see how many turns they could throw the ball to one another in group without dropping it. Every time that they caught the ball I would "toss" a word to them with their sound in it or with their vocabulary skill and they would have to respond before they could throw the ball to the next person. It was easy to differentiate and all of them seemed to enjoy this easy therapy idea! Another form is to set a timer for an undisclosed amount of time. When the timer goes off, the student that is holding the ball is out of the game. The last one standing (or sitting) is the winner. 

Again....easy therapy, but effective.

Orange you glad you are making progress? Articulation!

I found these data tracking sheets on Pinterest (free on TPT) made by Simply Speech. (

I had each of my articulation students fill out these sheets during midterm, fall quarter. This helped solidify their knowledge of:
  1. what they were working on 
  2. where they were at in conversation with that sound
  3. what they wanted to be their goal for the year, and 
  4. what it takes to be considered for dismissal of services in speech
We then put it up on the wall so that they can be reminded of these things every time that they leave my room. They are tracking their own progress every quarter using these sheets. 

Sometimes it's the simple ideas that I forget. 
Thanks.....Simply Speech!

Monday, October 12, 2015

Shutting Down

Today, in social skills, we continued our lesson on Shelly Shutdown. We first started out reviewing the lesson that was taught on Friday (see previous blog entry). Then we talked again about whether Shelly Shutdown is practicing her "whole body listening" when she is in shut down mode. 
  • Is she listening with her ears open? We talked about how sometimes Shelly Shutdown is listening even though she doesn't look like it. 
  • Is she  listening with her eyes? Usually Shelly Shutdown's eyes on not on the speaker.
  • Is she listening with her body in the group? Shelly Shutdown's body does not look like it is with the group. Sometimes isn't even close to the group.
  • Is she listening with her mouth quiet? Usually Shelly Shutdown is quiet, but sometimes she can be talking to herself. 
  • Is is she asking follow up questions or making follow up statements? Shelly Shutdown is not doing these two skills. 
So then we talked about how Shelly Shutdown has hit a red light and is stopped from participating. We talked about needing to move from red light to green light so we are ready to go again. 

We brainstormed on situations that might lead to a shut down. Then we talked about what you could do instead of shutting down. 

Click here for a set of classroom tools that were developed to help our class. Included you will find items that you could put up on a bulletin board, reasons people may shut down, ideas to help people do instead of shutting down, and some red light/green light cards. We will be using these cards to hand to our kids when they are having a shut down. These will serve as a visual reminder of the need to move from red to green behaviors and avoid Shelly Shutdown. Once the student is ready to process they can turn the card over to the green light or hold it up so an adult can see that they are ready to process. 
The adult will then ask them why they shut down and what was something that they could have done differently. If they do not have the skill to answer these questions, they can be reminded that they can ask for help. An adult can guide them through the answers by giving them choices or asking yes/no questions. 

Friday, October 9, 2015

Shelly Shut Down- Social Skills

Shelly Shutdown has been appearing a lot in social skills lately. Now we do welcome everyone wherever they may be on their journey into social skills, but Shelly tends to bring some things to a screeching halt when she appears in class or on the peripherals of class. Although the group moves on usually so that Shelly doesn't get all of the attention, we still need to figure out how to help Shelly Shutdown move from the STUCK position to one that would allow her to get unstuck.
We first had to teach the group what Shelly Shutdown looks like so that we could recognize her when she came to the group. This was our introduction page to Shelly Shutdown. This was our introduction page to our reoccurring guest, Shelly Shutdown.   Click here for a link to this page.

* Please see the next blog entry for the "Moving From Red To Green" to find teaching tools that we are using to help Shelly become an active member of the group by pulling out of her shut downs.

Here is a sneak peak....

Slow....proceed with caution sign!

My student is not going to be happy that I cut her face out of the picture. 
She wanted to be a part of my blog. :-)
This is a clearance rug that I found at Target for $3!~ 
Can you believe it!? I couldn't pass it up for that price! 
We use it during social skills to let the kids know that they are right on the edge of making below the line social choices and that they need to Proceed With Caution or better yet....take a different road. 

Thursday, October 1, 2015

Describing using our senses.

I am doing quite a bit more teaming in our developmentally delayed classroom this year. The teacher and I were talking about wanting to get the kids to use more descriptive words so I created this interactive white board activity. As you can see, we printed a picture of the word we wanted them to describe. Then as a class, we went through the five senses and came up with description words that would work with that picture. After that the class chose two words that we wanted to make sure were in our sentence. They chose "big" and "growling". Then we wrote a sentence as a class. You can easily differentiate this for the level of student that you are working with by the word choices.

I used the creative work (Click here for Danielle's freebie on Pinterest.)  for the five SENSORY pictures. She also has a blog.

Wednesday, September 23, 2015

Active Listening or Whole Body Listening

What does September bring? 
New students! :-)

It also brings another new year to teach the basics. Every fall I am amazed at the growth of my students from previous years. I am also reminded that we don't start off without learning the basics. I have two developmentally cognitive delayed programs in my building. They just bring me JOY to work with them! I think it is because they remind me of my preschool and elementary previous lives. I LOVE that, even though I am in the middle school setting now, I still get to PLAY and HAVE FUN teaching.

1. We always start off with one of my favorite units to teach....LISTENING. 
This year, I started off with a wonderful listening sheet click here. We go over this sheet, point to our own ears, mouth, eyes, hands and feet until they can recite the active listening (whole body listening) with me and by themselves. 

2. Then Mr. and Ms. Potato Head come to the classroom. I start off with having all of their body parts inside of their body. I end up shaking them and rolling them around the table and asking the class if the potato heads are ready to listen. They always respond, "NO!" So then I ask them why not. Their first response is almost always, "They don't have ears." Then we go over the first fact that their bodies weren't ready because they were making so much noise and they were moving around so much that they might not have even known that someone was talking. 
After this, I take their body parts and put them in a bag. We look at our sheets and figure out what they are missing in order to be good listeners. When the student comes up with a part and tells me what that specific part needs to do in order to help us listen, they get to put that part on the potato head. 

3. This year they got to make their own potato head to bring home. 
She has a great set already made up for you! Why reinvent the wheel!?

4. Next we are going to make life-sized body cut outs of us, color them, 
and glue on cards of active listening reminders by 
each of the corresponding body parts. 
We are also going to have each student fill out a personal goal sheet focusing on one of the six steps of active listening. They will then glue their goal sheet onto the front of their bodies so when they hang them up they can see their personal goal and be reminded of what they chose to work on. 

The goal areas are as follows: Eyes on the Speaker, Hands and Feet to Ourselves, Body Still, Mouth Quiet, Ears Open, and Ask Follow Up Questions. 

I will put up a picture of this activity when we finish. Let's see if it matches what I envision in my head. :-) If not, we will go with the flow. This is the beauty of being in the profession for almost thirty years! I have learned to "go with the flow" more often than not. 

Enjoy the start to your year.

The Potato Heads and I are heading to a small group right now for a little one step direction activity. You can also use the Potato Heads for prepositional concepts later on in the year. You have to LOVE a multi-purpose $5 item purchase at Target. I was just thrilled that they still made the Potato Heads! 

Monday, August 24, 2015

Communications Game Board on the White Board

When I was out "consulting" on Maui this summer, my friend got a new standup paddle board. He named it after me (AMALOU1) and I was bound and determined to find a decal for this new board that represented the name. He had named a new board after me before, but those decals were easy to find. This one was a bit more difficult, as you can imagine! When I returned back to MN, I went searching on the web and found where I could custom build my own decal. So I came up with the perfect one personalized for his new treasured board. I could even make it transparent so that it wouldn't take away from the beauty of the board.

You can make the following on this site: 
Here is the SUP decal I created for my friend. 

Now why am I telling you about my Maui and SUP experience? Well, it got me thinking about school....of course! I thought I could make some signs for my white board that I am always telling my students. I thought it would be really great for my social skills groups! I could even make smaller ones that they could put on their notebook as personal reminders of skills that they are working on in social skills. See a couple of samples below...

One thing led to another and my mind was concocting a large game board that could be played on my white board in the speech/language resource classroom. I could change the squares as needed to fit the students or the months of the year. As you see, I used to make the graphics (decals) for the inside of the game. They can be removed from the white board at the end of the year.  

Here is the large board on my white board. I don't really use my white board all that much because I have a lot of mini white boards.

Below you will find a close up of some of the boxes.

For the start of the school year, here is what I put in the boxes: 
  1. You know how to pronounce my name, move ahead three spaces.
  2. You know one other person in your speech group, take another turn.
  3. You forgot to come to speech, go back to the beginning.
  4. You know what you work on in speech! Great job!
  5. Tell the group one hobby that you enjoy.
  6. Tell the group one thing about your summer. 
  7. You came with a smile and a great attitude. Great!
  8. Free piece of candy.
  9. You met one new person this week. Way to go!
  10. Give one piece of candy to someone else.
  11. Tell us something about your family. 
  12. You forgot to come to speech. Go back to the beginning. (This is one thing that I like to have the kids figure out and take responsibility early on!)
  13. Tell us the names of everyone and you get to move ahead two spaces.
  14. Spell you speech/language teacher's name.
  15. Free candy spot.
  16. You worked on your speech over the summer! Great!
  17. You forgot to come to speech. Move back to the start.
  18. Everyone came to speech on time. EVERYONE wins a piece of candy.
  19. Tell us two words that describe you.
  20. Tell one fun thing you'd like to do in speech this year.
  21. Where is your favorite place that you like to travel to? 
  22. Tell us about your pets.
  23. Tell the group one thing that you can figure out about Ms. A. from looking around.
  24. Your practice your sounds outside of this room! GOOD JOB!
  25. You forgot to listen to others. Lose a turn. You asked for help. Great job!
  26. Tell the group what you like to do in your free time. 
Now you can change them as often as you like. You could focus on fluency, language, social skills, articulation, voice, IEP knowledge, self-advocacy, etc. You could have the students come up with the boxes later on. 
Of course, you could use it for anything from math problems to vocabulary, to geography if you wanted. 

The first week I will probably let them have quite a few turns. They will pick a magnet that is already on the board and move that one. That way they can start anywhere on the board. After the first week, it might just be an ice breaker when they walk in the room. 
As you see, it teaches the students what is expected of them in a fun way and it allows them to let others know about them and get to learn about others in the group also. 
I will let you know how it goes. 
Here's to another great school year! ENJOY your students!

Monday, June 15, 2015

Time to consult in Maui! Aloha!

I'm off to consult in Maui for a month so I won't be uploading for awhile. Stay tuned for most posts to come in a couple of months. Until then....Aloha! 

Thursday, June 4, 2015

Summer Speech/Language Materials...

TheraSimplicity is an online speech therapy material site They have some great summer calendars for both language and articulation in both black and white and color. Check it out! You can just email them home for your students to work on their skills over the summer so they won't experience the Summer Slide!

Enjoy your summer!

I am off to consult in Maui again.......See you after I return in August. :-)


Monday, June 1, 2015

Stop, Drop and Think....

Or message me if you are unable to link to it and I will send it directly to you. 

I started using the STOP, DROP and THINK phrase one day in class and it just stuck with my students. So I created these sheets to go over or put up in the classroom to remind students of "stop, drop and think". 

Wednesday, May 20, 2015

Social Skills Wrap Up- Coloring Pages

I am a firm believer that you are never too old to color! So this year we are wrapping up our social skills class with a coloring book project with the kids. I gathered some of the concepts that we talked about throughout the year and made sure there was at least one that represented each student in the classroom. Then I made this simple coloring book for us to review during the last couple of weeks. The last page is a sheet (Sorry, the sheets are not in order; you know how the end of the school year goes!) where each child reflects about their peers. So I am including this workbook just to give you an idea of what mine looked like when I created it quickly last night.
We are going to go through each page and having the students write about that concept on the back of each page. They will then get to color the pages when we are done. We will play calming music and will all color together. This is to talk about being able to find activities in our lives that bring us to a calm and art might be two options.

Click here to go to a link where my coloring book is.
Click here to go to a link where the logos were made. 

Tuesday, April 21, 2015

Speed Conversation Rounds

Although I have never been a participant in Speed Dating, I have always been fascinated by it because I think you can tell a lot by a person's ability to carry on a conversation with a stranger. 
That got me thinking....
why not try something similar in our social skills class?!?! :-)

So today was our trial run of SPEED CONVERSATION in social skills class.
What a perfect way to work on all of their social skills that we have been focusing on for 7 months! 
We went to our art room so every other student pair up, in the group, could have their own table. Then we had half of the group sit down at their tables and half of the group stand up so that they could be matched up with their conversational partner. 
So now the students were sitting one on one across from each other at their own tables. 
The first round (five turns and five different people), we kept the topic the same until everyone made it around to all of the tables. This allowed them to get used to a familiar topic and try it with five different people. 
The second round, we changed the topic every time they changed people.
The third round, we had them make their own choices of topics
 and kept it going for about five minutes. 

Task Break Down:
Pair them up.
Tell them they will have 30 seconds to talk about the topic they will be given.
Ring the bell to indicate that they can start the conversation.
Conversation begins (teachers going around the helping them with conversational strategies.)
30 seconds elapses and time up is called.
Conversation stops.
The five students who started up standing now get up and move to the next table.
Bell rings.
Conversation starts with the next person.
30 seconds elapses and time up is called.

You get the picture. SPEED CONVERSATION. :-)
It worked GREAT! We will definitely be doing this again. 
Keep in mind that this probably worked so well because we have spent 7 months working on skill development and the kids in the classroom also are comfortable with one another since they have been together for most of the year. 

Thursday, March 26, 2015

Hink Pinks for Vocabulary FUN!

Click here for a copy of the chart.

Every spring, as my students start getting restless, I pull out the word puzzle contest for the month. I have done analogies, wuzzles, etc. This year I have chosen my favorite again....HINK PINKS! I love HINK PINKS! These are word puzzles that you answer with one syllable rhyming words. Hinky Pinkies are two syllable and Hinkety Pinketies are three syllable rhyming word answers. I find that the one syllable is the best level for my students. These are great for working on vocabulary and overall thinking skills.
In the picture above, you can see that I have a chart that students keep track of their correct answers. These points bring them that much closer to hot cocoa or a root beer float! I usually put up three per week. They can work on them as a group or individually. I also tell them that they can bring them home and get help from their family. This is a great way to draw families into the fun.

I am including Barbara Evans' links for them. She is my favorite creator of them.
She provides them free through TPT. You can also just put hink pinks in Google and there will be sites for you! Have fun!

Click here for Easter Hink Pinks
Click here for St Patrick's Day Hink Pinks

Friday, March 13, 2015

Social Skills Bucks- The Buck Stops Here


We decided that that was a fitting title for this lesson. We said that means, "no excuses and that you need to take responsibility for yourself and your behaviors". That is why we made the Social Skills BUCK!

Click here for a copy of the bucks. 

Our social skills class has been working hard all year on increasing our awareness of our behaviors, owning and fixing our behaviors, and trying to increase our overall accountability to others and how we affect them. So this month we decided it was time to start social skills bucks. The students get paid $15 in social skills bucks every Monday for doing their job, as a student. Then throughout the week they lose bucks as they self-report or others report on their behavior choices. We decided for this month that the students could not earn any more because we wanted them to see that behavior choices have consequences. We told them that maybe next month we would be able to add to their bank accounts for exceptional choices.

On Fridays we open up the Social Skills Store. The student with the most money at the end of the week gets to start shopping first. They can also choose to not spend their money and put it in their Social Skills Savings Account for the end of the year. Once they decide how much money they are going to spend at the store, they put all of the leftover money in their savings account. They cannot take that money out until the end of the year. They also have to keep ledgers for their savings account.

Some students end the week with all fifteen of their Social Skills Bucks;  some end the week with zero bucks in their checking account. This makes for a long Friday for them.

Behavior Umbrellas

During our social skills groups, we were finding that our students kept working on extinguishing one behavior only to pick up another behavior in the same behavior grouping. So, out of necessity to explain the overall behavior, I created what I called "Behavior Umbrellas". This was done on the fly with one of my students who would fall on the spectrum. Since I did it with him though I now had to stick with the visual that I first presented, the umbrella. :-)

*PLEASE NOTE THAT I AM NOT A PSYCHOLOGIST (Although, I always tease that I think I was one in another lifetime and it was my first chosen major. :-)). This is not a diagnosing tool at all.

I just needed to teach my social skills kids some common vocabulary and hopefully understanding for the groupings of behaviors. I wanted them to understand that they needed to start figuring out the patterns in their behavior choices and work on the behavior pattern and not just the specific behaviors. For example, if they are being talked into swearing or being tardy or bullying by someone, then they need to fully understand peer pressure and how those specific behaviors fall under that "behavior umbrella".

I made this full size poster for the classroom to give us a visual reminder and to also allow us to have a working tool that is up during class. When a behavior comes up in class, we now will talk about what behavior grouping the falls under for them.

Here are the worksheets that I created for the different behavior umbrellas:

Click here for a blank behavior umbrella so you can create your own behavior umbrellas. 
Click here for a completed aggression behavior umbrella.
Click here for a blank aggression behavior umbrella.
Click here for a completed avoidance behavior umbrella. 
Click here for a blank avoidance behavior umbrella.
Click here for a completed defiance behavior umbrella. 
Click here for a blank defiance behavior umbrella.
Click here for a completed disruptive/rule breaker behavior umbrella.
Click here for a blank disruptive/rule breaker behavior umbrella. 
Click here for a completed impulsive behavior umbrella. 
Click here for a blank impulsive behavior umbrella. 
Click here for a completed peer pressure behavior umbrella.
Click here for a blank peer pressure behavior umbrella.
Click here for a completed social withdrawl behavior umbrella. 
Click here for a blank social withdrawl behavior umbrella.
Click here for a completed somatic behavior umbrella.
Click here for a blank somatic behavior umbrella.

Depending upon the students in your group and their level of understanding, you can use these in different ways. We projected the blank one up on the white board and went through them each as a class. Then we had them write the responses on their own worksheets. The group, that I work with, rangea in IQ's from the 60's to the 120's and above. Even with the large range of cognitive abilities, this group works! This has to be my favorite class to teach every year!

For our higher level kids, this umbrella concept made sense. They started to see the patterns in their behaviors. Now will this lead us to better choices in our behaviors? This is yet to be determined. I always think though that increased understanding has to lead to increased level of decision making. In the perfect world, this would probably (notice the disclaimer word there!) be so. In a social skills class, this is not always necessarily true. It has given us though another avenue for discussion of their behavior choices. 

Wednesday, January 28, 2015

M & M's- Purpose of the Statement Activity

M&M Game - 
During social skills, each person gets 10 M&M's. If they see or hear someone that uses "get attention" or "hear themselves talk" (or a chosen purpose), they get to take an M&M from that person. At the end of social skills, they can eat what they have collected. 
Your teachers (We team teach social skills so their are two of us.) might have a lot or candy, or kids might catch their teachers using not as good of purposes and get all of their candy.

Friday, January 16, 2015

Purpose of the Statement Tracking Sheet

This month we are working on increasing the awareness of the purposes of statements in our social skills class. This is important for them to better understand others' intents or purposes and also to better understand their own patterns in purposes of statements. We talk about more effective purposes and purposes that are sometimes more self-serving such as "hearing yourself talk" or to "show off knowledge" or "seeking attention".
We started off by demonstrating different statements and talking about what the students thought might be the purpose of those statements. Then we brainstormed on some more purposes and came up with a list of them. Then we divided the purposes up and had them make individual sheets giving examples of each purpose to create a Purpose Quilt on our wall. After that we had the students find comics either in a newspaper or on the internet and label each of the dialogue boxes with a purpose of the statements.
Now we are asking the kids to label the statements within our class time. They will have to graph their own statements on this sheet so that we can look for patterns and talk about how that might affect others' opinions about them.

Click here for a copy of the tracking tool. 
Click here for a copy of a dialogue that you could practice labeling purposes of the statements.