Winter Dream Snow Early Intervention Auditory Verbal Activity

This year, my goal is to be a source of encouragement, providing practical tools, engaging activities, and creative games. I hope to make your work with kids who are deaf and hard of hearing a little easier—and even more rewarding.

Let me begin by sharing a story book I’ve read with little listeners each January for years.

You may think that Dream Snow By Eric Carle is a story to only be read near Christmas. Well, not me!

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President's Day and Preschool Listening and Spoken Language Fun

Introduce your child to the Presidents in a way that sparks their curiosity. 
Talk about the coins in your pocket. 


Sort the money in piles by size, color, President’s faces and if they are clean or dirty. Separate the dirty pennies and use vinegar and salt to clean and polish them. 



Talk about what is different/same about the pennies. Make it easy for your child to start a conversation and go back and forth a few times.



Finally, have your child count the pennies and add them to their piggy bank.

Snowman, What’s Missing?


We stand up snowmen on paper cups and play a fun game -
What’s Missing?


 I begin by the parent and the child playing together. We auditory modeling the possible answers then the child is asked to observe and reply. This activity targets;
- What questions
pronouns
is/are
regular and irregular plurals
relative clauses 
/s/ /z/ and more!

Snowman, What’s Missing? is much more than a perception task.

Snow Listening Bins

One of my favorite winter activities is snow listening bins. Sometimes I bring snow inside and we play and talk about the characteristics of snow (cold, white, freezing, melting…) but this is a short-lived LSL activity. I model this as a fun home activity. So in our LSL sessions, I fill a bin with white styrofoam packing peanuts and include a mini snow shovel. I hide well-chosen winter based vocabulary objects such as a snowman, little mittens, a sled, a polar bear, an ice skater and so in. The objects coordinate with the vocabulary goals and often associate with a storybook.

The parent/caregiver and I take turns cueing the child to listen. Then using AUDITION FIRST we either make a related L2L sound, talk about the object or for a little older listener describing the hidden object. The child hears the sound/words before seeing the toy which provides ear contact before eye contact. Next, we sing a short repetitive song about shoveling the snow and the child begins to dig and uncovers the toy. The connection is made between what was described and the object. Depending on the goals we may then use the toys and recreate pulling a  sled up a hill and sliding down, ice skating and more.