Introduction . . . .1
Motivational Rewards . . . .2
Motivational Points . . . .3
Student Points . . . .4
Language Activities Categories. . . .5
Attributes . . . .9
Sentence Formulation . . . .10
Sentence Scramble. . . .13
Exclusions. . . .18
Sequencing . . . .20
Definitions. . . .24
Vocabulary Lists. . . .40
Assisted Vocabulary. . . .50
Antonyms . . . .62
Synonyms . . . .67
Vocabulary Clues. . . .73
Charades. . . .83
Knowledge Game. . . .91
Vocabulary Ingredients . . . .92
Webbing Vocabulary . . . .93
Webbing Stories. . . .104
Writing Activities . . . .105
Fun with Words (nouns, adjectives, verbs) . . . .117
Listing Functions. . . .124
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!
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”
“100
Point
Rewards”
game
day soda
pop
student
choice
activity
candy
outside language activity
cooking activity
*going to lunch early
mechanical pencils
*eating/drinking privileges
pack of gum
in the classroom
folders
*free time in the classroom
books
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.
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
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”.
fossils ancient very
are
can tooth sugar
decay
cause
lunch sleeps eats she
he
and
the is
forest
tropical
humid
alone was he
at park the
the broken is chair old and
a climate the desert hot is
are green
yellow and birds the
1.
2.
3.
4.
5.
6.
7.
8.
9.
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
