Lisle CUSD 202

Working...

Ajax Loading Image

 

Lisle Speech Language Pathologists

February 2016

President’s Day

Washington's Birthday, also known as Presidents' Day, is a federal holiday held on the third Monday of February. The day honors presidents of the United States, including George Washington, the USA's first president.

Washington's Birthday officially honors the life and work of George Washington, the first president of the United States. The day commemorates past presidents of the USA. Washington's Birthday is sometimes known as Presidents' Day. This is because while most states have adopted Washington's Birthday, some states officially celebrate Presidents' Day.

Some states pay particular attention to Abraham Lincoln, as his birthday was also in mid-February. In the weeks or days leading up to the holiday, schools often organize events and lessons for students about the presidents of the United States and George Washington in particular. It is a popular day for stores to start their sales.

The US federal holiday is on the third Monday of February each year, but records show that George Washington's birthday is on February 22.

Black History Month

The story of Black History Month begins in Chicago during the 
late summer of 1915. 
An alumnus of the University of Chicago with many friends in the city, Carter G. Woodson traveled from Washington, D.C. to participate in a national celebration of the fiftieth anniversary of emancipation sponsored by the state of Illinois. Thousands of African Americans travelled from across the country to see exhibits highlighting the progress their people had made since the destruction of slavery.  Awarded a doctorate in Harvard three years earlier, Woodson joined the other exhibitors with a black history display. Despite being held at the Coliseum, the site of the 1912 Republican convention, an overflow crowd of six to twelve thousand waited outside for their turn to view the exhibits. Inspired by the three-week celebration, Woodson decided to form an organization to promote the scientific study of black life and history before leaving town.  On September 9th, Woodson met at the Wabash YMCA with A. L. Jackson and three others and formed the Association for the Study of Negro Life and History (ASNLH).

He hoped that others would popularize the findings that he and other black intellectuals would publish in The Journal of Negro History, which he established in 1916.  As early as 1920, Woodson urged black civic organizations to promote the achievements that researchers were uncovering.  A graduate member of Omega Psi Phi, he urged his fraternity brothers to take up the work. In 1924, they responded with the creation of Negro History and Literature Week, which they renamed Negro Achievement Week.  Their outreach was significant, but Woodson desired greater impact.  As he told an audience of Hampton Institute students, “We are going back to that beautiful history and it is going to inspire us to greater achievements.”  In 1925, he decided that the Association had to shoulder the responsibility.  Going forward it would both create and popularize knowledge about the black past. He sent out a press release announcing Negro History Week in February, 1926.


Woodson chose February for reasons of tradition and reform.  It is commonly said that Woodson selected February to encompass the birthdays of two great Americans who played a prominent role in shaping black history, namely Abraham Lincoln and Frederick Douglass, whose birthdays are the 12th and the 14th, respectively. More importantly, he chose them for reasons of tradition.  Since Lincoln’s assassination in 1865, the black community, along with other Republicans, had been celebrating the fallen President’s birthday. And since the late 1890s, black communities across the country had been celebrating Douglass’. Well aware of the pre-existing celebrations, Woodson built Negro History Week around traditional days of commemorating the black past.  He was asking the public to extend their study of black history, not to create a new tradition.  In doing so, he increased his chances for success.He hoped that others would popularize the findings that he and other black intellectuals would publish in The Journal of Negro History, which he established in 1916.  As early as 1920, Woodson urged black civic organizations to promote the achievements that researchers were uncovering.  A graduate member of Omega Psi Phi, he urged his fraternity brothers to take up the work. In 1924, they responded with the creation of Negro History and Literature Week, which they renamed Negro Achievement Week.  Their outreach was significant, but Woodson desired greater impact.  As he told an audience of Hampton Institute students, “We are going back to that beautiful history and it is going to inspire us to greater achievements.”  In 1925, he decided that the Association had to shoulder the responsibility.  Going forward it would both create and popularize knowledge about the black past. He sent out a press release announcing Negro History Week in February, 1926.

Yet Woodson was up to something more than building on tradition. Without saying so, he aimed to reform it from the study of two great men to a great race.  Though he admired both men, Woodson had never been fond of the celebrations held in their honor. He railed against the “ignorant spellbinders” who addressed large, convivial gatherings and displayed their lack of knowledge about the men and their contributions to history.  More importantly, Woodson believed that history was made by the people, not simply or primarily by great men.  He envisioned the study and celebration of the Negro as a race, not simply as the producers of a great man. And Lincoln, however great, had not freed the slaves—the Union Army, including hundreds of thousands of black soldiers and sailors, had done that. Rather than focusing on two men, the black community, he believed, should focus on the countless black men and women who had contributed to the advance of human civilization.

From the beginning, Woodson was overwhelmed by the response to his call.  Negro History Week appeared across the country in schools and before the public.  The 1920s was the decade of the New Negro, a name given to the Post-War I generation because of its rising racial pride and consciousness.  Urbanization and industrialization had brought over a million African Americans from the rural South into big cities of the nation.  The expanding black middle class became participants in and consumers of black literature and culture.  Black history clubs sprang up, teachers demanded materials to instruct their pupils, and progressive whites stepped and endorsed the efforts.

 Woodson and the Association scrambled to meet the demand.  They set a theme for the annual celebration, and provided study materials—pictures, lessons for teachers, plays for historical performances, and posters of important dates and people.  Provisioned with a steady flow of knowledge, high schools in progressive communities formed Negro History Clubs.  To serve the desire of history buffs to participate in the re-education of black folks and the nation, ASNLH formed branches that stretched from coast to coast.  In 1937, at the urging of Mary McLeod Bethune, Woodson established the Negro History Bulletin, which focused on the annual theme. As black populations grew, mayors issued Negro History Week proclamations, and in cities like Syracuse progressive whites joined Negro History Week with National Brotherhood Week.

Like most ideas that resonate with the spirit of the times, Negro History Week proved to be more dynamic than Woodson or the Association could control.  By the 1930s, Woodson complained about the intellectual charlatans, black and white, popping up everywhere seeking to take advantage of the public interest in black history.  He warned teachers not to invite speakers who had less knowledge than the students themselves.  Increasingly publishing houses that had previously ignored black topics and authors rushed to put books on the market and in the schools.  Instant experts appeared everywhere, and non-scholarly works appeared from “mushroom presses.”  In America, nothing popular escapes either commercialization or eventual trivialization, and so Woodson, the constant reformer, had his hands full in promoting celebrations worthy of the people who had made the history.

 Well before his death in 1950, Woodson believed that the weekly celebrations—not the study or celebration of black history--would eventually come to an end.  In fact, Woodson never viewed black history as a one-week affair.  He pressed for schools to use Negro History Week to demonstrate what students learned all year.  In the same vein, he established a black studies extension program to reach adults throughout the year.  It was in this sense that blacks would learn of their past on a daily basis that he looked forward to the time when an annual celebration would no longer be necessary. Generations before Morgan Freeman and other advocates of all-year commemorations, Woodson believed that black history was too important to America and the world to be crammed into a limited time frame.  He spoke of a shift from Negro History Week to Negro History Year.

In the 1940s, efforts began slowly within the black community to expand the study of black history in the schools and black history celebrations before the public.  In the South, black teachers often taught Negro History as a supplement to United States history.  One early beneficiary of the movement reported that his teacher would hide Woodson’s textbook beneath his desk to avoid drawing the wrath of the principal.  During the Civil Rights Movement in the South, the Freedom Schools incorporated black history into the curriculum to advance social change.  The Negro History movement was an intellectual insurgency that was part of every larger effort to transform race relations.

The 1960s had a dramatic effect on the study and celebration of black history.  Before the decade was over, Negro History Week would be well on its way to becoming Black History Month.  The shift to a month-long celebration began even before Dr. Woodson death.  As early as 1940s, blacks in West Virginia, a state where Woodson often spoke, began to celebrate February as Negro History Month.  In Chicago, a now forgotten cultural activist, Fredrick H. Hammaurabi, started celebrating Negro History Month in the mid-1960s.  Having taken an African name in the 1930s, Hammaurabi used his cultural center, the House of Knowledge, to fuse African consciousness with the study of the black past.  By the late 1960s, as young blacks on college campuses became increasingly conscious of links with Africa, Black History Month replaced Negro History Week at a quickening pace.  Within the Association, younger intellectuals, part of the awakening, prodded Woodson’s organization to change with the times. They succeeded.  In 1976, fifty years after the first celebration, the Association used its influence to institutionalize the shifts from a week to a month and from Negro history to black history. Since the mid-1970s, every American president, Democrat and Republican, has issued proclamations endorsing the Association’s annual theme.

What Carter G. Woodson would say about the continued celebrations is unknown, but he would smile on all honest efforts to make black history a field of serious study and provide the public with thoughtful celebrations.

Daryl Michael Scott
dms@darylmichaelscott.com
Professor of History
Howard University
Vice President of Program, ASALH
© 2011, 2010, 2009 ASALH

This copy may be republished electronically with the following acknowledgement and link
by Daryl Michael Scott for ASALH at
 www.asalh.org

Or use this

The story of Black History Month begins in Chicago during the 
late summer of 1915. 

To read more on Black History Month, check out the website below and click on the article by Daryl Michael Scott for ASALH at www.asalh.org

 

Dinner Talk Ideas (Questions to ask your student)

When doing “Dinner Talks” remind your child/ren to use their strategies in order to speak with correct pronunciation, be fluent, and to speak in grammatically correct sentences. Please correct your child’s errors when they are heard. Thank you for your continued support of your child’s speech and language program.

Tell what you have learned about black history month.

Who were the important figures in history for the African Americans?

What does slavery mean?

What is President’s Day?

What President/s had their birthday in February?

February is also a month to think of others and to make them feel good with nice notes or gestures.

How will you make someone’s day brighter?

 

5 minutes of daily practice is needed to help with the carryover process.

January 2016

It is the New Year and time to set some new goals for the year! Talk to your students about New Year resolutions and how they can set goals for their academic and speech success.

This month is National Book Month. Encourage your students to read every day, even on the weekends. Help instill the love of reading in them and show them that you love to read too. Choose a book that challenges your student and read it together at night. What great quality time to spend together while expanding their vocabulary and language skills.

Dinner Talk Ideas (Questions to ask your student)

When doing “Dinner Talks” remind your child/ren to use their strategies in order to speak with correct pronunciation, be fluent, and to speak in grammatically correct sentences. Please correct your child’s errors when they are heard. Thank you for your continued support of your child’s speech and language program.

What was your favorite thing to do over the holiday break?

What was your favorite holiday dessert?

What was your favorite gift you received?

What is your favorite book?

Find a new series of books together and talk about why it might be interesting to read.

What are your New Year resolutions?

What are some things you will do to improve your speech this year?

What are some winter activities you would like to do?

 

5 minutes of daily practice is needed to help with the carryover process.

 

Executive Functioning

Involve your child/ren with planning the fun in the sun to hone in on organizational and critical thinking skills.

            What do we need to pack for our day at the zoo, beach, etc?

            Make the shopping list for a BBQ and strategize where to buy each item

            How many pounds of potato salad do we need for the party?

            Create a water obstacle course with sprinklers and water balloons

            Making crafts

            Following recipes and cooking

            Create a schedule of summer activities, prioritize them and pick the dates

            Work on time management – guess how long an activity will take

Keep on schedule – make sure that getting ready and eating breakfast is done in a timely fashion

            Model “self talk” while completing tasks – so they understand that it is broken into parts

            Create simple problems for them to solve

 

                                        At Home Games to Practice Speech and Language

Go Fish: you can use a regular deck of cards to review numbers, or you could use other decks of cards (can be found at Wal-Mart, Kmart, etc) that contain pictures of animals, opposites, shapes, colors, etc.  There are many areas to target while playing Go Fish.  Here are just a few examples

Practice Formulating Questions:  The game gives children an opportunity to practice formulating the question “Do you have a ….” multiple times during the game.   .

Vocabulary Development: It may be easier to use a deck of cards that have pictures on them (Again, found at most stores) rather than a regular deck.  Additionally, it may be easier to print, cut, and paste pictures onto 3x5’’ index cards to make your own game!

Articulation Practice: Again, it may be easier to print, cut, and paste your child’s speech sounds on index cards; however, you could also use a regular deck of cards and play a regular game.  If you notice a speech sound error, correct and have them repeat your model.

Description/definition Practice: Have your child describe the picture they want from you, e.g. Do you have an animal with feathers that flies and lays eggs?

Memory Game: If you have a memory game, it would be a great chance to strengthen memory skills, same/different concepts, and of course, speech sounds. 

Picture Walk with Books: Looking through a variety of picture books with your child will encourage reading, as well as targeting language and speech sounds.  Have your child describe the pictures they see in a book (using their “good speech sounds,” of course).

Mrs. Lauten’s Speech and Language Website: Please refer to my website for any additional information regarding speech and language development and activities.

http://www.lisle202.org/vnews/display.v/SEC/Schiesher%7CSpeech%20and%20Language

Additional Online Games: There are many websites out there to help parents work with their children at home with their speech and language.  Here are just a few:  

http://www.speech-language-development.com

http://www.quia.com/pages/havemorefun.html

 

Speech Language Pathologists in Lisle Community Unit School District 202

Theresa Lauten M.S.Ed., M.A., CCC-SLP
Licensed Speech Language Pathologist

Services Schiesher Elementary Grades Kindergarten & 3-5
630-493-8175
tlauten@lisle202.org

Referral Form: Theresa Lauten

Mary Bumpus M.A. CCC-SLP
Services Lisle Junior High School & Lisle Senior High
(she is a part-time Speech Language Pathologist 
for Lisle School District)
630-493-8289

mbumpus@lisle202.org

Referral Form: Mary Bumpus

Our mission

To provide quality speech-language services to children with communication disorders and give support to their families.

Click here for articulation milestones

State Foundations

ISHA (Illinois Speech-Language and Hearing Association)   www.ishail.org

ASHA (American Speech, Language and Hearing Association)
www.asha.org
SFA (Stuttering Foundation of America)
www.stuttersfa.org
Illinois State Learning Standards
www.isbe.state.il.us/ils/Default.htm

 

Click on the links below to find out more about each topic:

Apraxia Articulation
Autism Craniofacial
Hearing Home Activities
Language Nonverbal
Phonology Pragmatics
Stuttering Swallowing
Voice Word Finding

Created by Theresa Lauten M.S.Ed., M.A., CCC-SLP 
                Licensed Speech Language Pathologist

 

E-mail Article