Community in the Classroom

Another successful start to a school year is in the books!  This year, I had a brand new group of students (minus one) after wishing last year's group the best of luck as they headed to high school.  I fretted a large part of the summer, worried about the incoming group of students.  Their needs and skill levels were so different,  I was a bit overwhelmed.  Okay.  I lied.  I was a LOT overwhelmed!  I decided to start from square one: building community in the classroom, and it was the best decision I've made so far this year!

We started very general, talking about who is in our family, school, and town communities.  I love books, which is no secret, so of course, we incorporated a book in to this activity, On The Town - A Community Adventure by Judith Caseley.  We created our own community using free printable from Lakeshore and labeled the people who hold the community jobs to work on functional vocabulary.  

Next, we read the book The Invisible Boy by Trudy Ludwig.  (I also used Screencast-o-matic to record myself reading the book and sent it to parents at the end of the week along with activities to reinforce their learning at home. If you haven't checked out this cool way to make screen recordings, check it out here. ) The students made a "Who Am I" flip book, giving information about themselves so other students could guess who they were.  We also explored skills and talents they have and how they have a positive impact in the community.  I can't wait to share this with parents at conferences!

Next, we read the book Chrysanthemum by Kevin Henkes.  We used Screencast-o-matic again so that the read aloud and activities could be sent home to parents.  The students learned about what makes a "sweet" friend and what makes a "sour" friends.  They used a graphic organizer to help learn more about "sweet" friends.  

We continued our learning with a community bingo game.  The students LOVED this activity as they showed good citizenship while coloring in squares to make a bingo!  I also sent an email out to the staff asking if there was help needed around the building so that the students could learn more about being a part of the community.  The students now have several tasks they do around the building on a weekly basis.  Not only do they take pride in doing these tasks, but they area able to interact with more staff, and other students appreciate it, too!

Building our classroom community has already made a difference in our classroom.  I have a few ideas up my sleeve for continuing to build our community throughout the year!  If you'd like to check out some of the activities listed above, you can check them out here.

Smash Ball? A What? All in the Name of Therapy Fun

Last week I was walking through the mall and noticed a kiosk where people were throwing something that looked like water balloons, but they were not actually breaking.  I moved closer to check it out and learned about the Smash Water Ball. A sticky water filled ball that when thrown flattens and then regains it shape..At the mall they were a bit over priced, so I went home and read some reviews online before deciding to buy a box of 12 on Amazon. I did. I bought a whole box partially because reviews stated they amazing fun and partially because one Smash Ball cost 5 dollars but the box cost 12 dollars. It mostly came down to price:

Here is the package:

Here is what it looked like in action........

This is how it worked in therapy. We laid out the cards and then the student would aim and hit a card. If they said their sounds, sentences or answered a question, my students were able to keep the cards they "smashed." Now for a demo.....

Here are my Pros and Cons with this product for therapy:

Pro: They are fun to play with and they stick to any flat surface
        They can be washed with a little soap and water to get dust off
        Stress relief for kids or adults
        Goes back to its original shape easily.
        Affordable at $1.05 each if you buy 12
        Motivating to all of my summer kids ages 2-17
        Works great with articulation, language or more-

Con:
       Plasticky smell when opened
       The first one leaked after two hours
       A little too sticky for the wall (does ok with the door or table vs. paint)
       Must not squeeze too hard or they also will break


Overall the water ball was very motivating to my students and was minimal prep for me!

March Is TBI Awareness Month

March is TBI awareness month, which is something that is very near and dear to me.  In January of 1998, I suffered a TBI, and the repercussions have been trying, to say the least.  But that is a post for later this week.  This post is for awareness, resources, and advocacy.  Enough said.

What is a TBI?

TBI (traumatic brain injury), as defined by the Centers for Disease Control and Prevention (2015), is caused by a bump, blow, or jolt to the head or a penetrating head injury that disrupts the normal function of the brain.  While not all bumps or blows to the head result in a TBI, it is estimated that approximately 2.5 million hospital visits are associated with a TBI which contribute to more than 50,000 deaths per year.

Diagnosis a TBI

TBIs are diagnosed using one of two main systems: The Glasgow Coma Scale or the Ranchos Los Amigos Scale.   The Glasgow Coma Scale is based on a 15-point scale and describes the level of consciousness of a person after a TBI and used to describe the severity of the injury.  It measures the functions of eye opening, verbal response, and motor response.  (To see a more detailed breakdown of these functions, please click here.)  The Ranchos Los Amigos Scale measures the levels of awareness, cognition, behavior, and interaction with the environment.  It uses eight different levels ranging from Level 1: No Response to Level VIII: Purposeful-appropriate.  (To see a more detailed breakdown of these levels, please click here.) 

For simplicity purposes, I am choosing to elaborate using the Glasgow Coma Scale.  Using this scale, the severity can be described as mild, moderate, or severe.

Mild TBI 

• brief loss of consciousness ranging from a usually few second to a few minutes OR no loss of consciousness but some confusion
• post-traumatic anmesia (PTA) for less than 1 hour of the TBI
• normal brain imaging results 

Moderate TBI 

• loss of consciousness for a few minutes to a few hours
• confusion lasts from days to weeks
• PTA for 1-24 hours
• abnormal brain imaging results
• physical, cognitive, and/or behavioral impairments last for months or weeks

Severe TBI

• loss of consciousness for more than 24 hours
• PTA for more than 24 hours
• abnormal brain imaging results
• may affect short or long-term cognition, sensation, language, and emotional impairments 

Causes of TBIs

According to the CDC, TBIs between 2006-2010 were results of the following:

Long-Term Effects

Long-term effects of TBIs are variable and depend on the severity.  Individuals with a mild TBI will most often have no long-term effects.  For those that do, the symptoms may be longer lasting or even permanent including irritability, anxiety, and depression.  Other challenges may also include balance, movement, attention, concentration, judgement, and reaction time.  For many individuals with a moderate to severe TBI, the long-term effects can lead to life-long challenges.  Physical changes can include sleep disorders, changes in appetite, paralysis, seizures, difficulty regulating body temperature, and hormonal challenges.  Cognitive changes can include difficulty with attention, concentration, memory, processing speed, perseveration, confusion, impulsivity, and executive functions.  Speech-language challenges may include understanding spoken words or generating words, slurred speech, reading and writing problems.  Social-emotional challenges may include fluctuating emotions, lack of motivation, irritability, aggression, depression, and and lack of inhibition.  Additional challenges may include sensory, perception, vision, hearing, smell, and taste.  The list is even more extensive, however, these highlight the most common.

Resources

CEMM (Center of Excellence for Medical Multimedia) has great resources for TBI.  Please visit their website to find an interactive brain, videos, and information on caregiver and personal journeys.

The CDC has a four-minute podcast about The Dangers of Brain Injuries that is also a great resource.  You can check it out here. 

References:

BrainLine.org (2015).  Retrieved from http://www.brainline.org/content/2010/10/what-is-the-glasgow-coma-scale.html

Northern University: Traumatic Brain Injury Resource for Survivors and Caregivers (2010).  Retrieved from http://www.northeastern.edu/nutraumaticbraininjury/what-is-tbi/severity-of-tbi/

Brain Injury Alliance (nd.) Retrieved from http://biau.org/types-and-levels-of-brain-injury/

Center for Disease Control and Prevention (2015).  Retrieved from http://www.cdc.gov/traumaticbraininjury/get_the_facts.html

Center of Excellence for Medical Multimedia (nd.) Retrieved from http://www.traumaticbraininjuryatoz.org

Our Anti-Bullying Booklist

photo credit: Sana, Oung Ty via photopin cc

October is National Bullying Prevention Awareness month, and schools everywhere are raising awareness by hanging posters, holding assemblies, bringing in guest speakers, wearing blue, etc.  According to the US Department of Health and Human Services, 1 in 3 US students say they have been bullied at school.  As both parents and educators, we are hypersensitive to this issue, and are on full alert for any social, verbal, or physical behavior that may cause another student(s) to feel uncomfortable.  On the flip side, we also find it is important to talk to the students who are causing the discomfort, sometimes unknowingly, and have found this visual at Ms. Sepp's Counseling Corner to be very helpful.

When working with our guided reading groups this month, we are making a conscious effort to incorporate several books with a bullying theme.  We'd like to share a list of a few of our favorites, all with a variety of lessons but with a central theme of bullying.  

Chrysanthemum by David Henkes 
This book is a favorite of ours.  We use it at the beginning of the year with the incoming fourth graders as both a social and language-based activity.   The book involves a young girl, Chrysanthemum, who is teased at school because of her name, despite her parents constant reassurance that her name is beautiful and that her peers are jealous.  It isn't until her music teacher tells Chrysanthemum's class that she also is named after a flower and that she loves the name so much that she would also pick that name for her future baby.

Recess Queen by David Henkes by Alexis O'Neill
No one messes with Mean Jean at recess.  No one, that is, until the new girl, Katie Sue comes to school.  Sweet, little Katie Sue isn't intimidated by Mean Jean.  In fact, she invites her to jump rope, much to the surprise of her classmates.  Katie Sue's kind and genuine invitation becomes the start of a new friendship.

The Bully Blockers Club by Teresa Bateman
Lotty Raccoon is exited for school, but her excitement is short-lived as Grant Grizzly soon begins bullying her.  Lotty tries a variety of strategies at the advice of her brother and sister: ignoring him, trying to be a friend, and making a joke about it, but nothing works.  When Lotty's parents find out, they talk to the teacher, who in turn, speaks to Grant.  Soon, Grant begins to bully her when no adults are around.  Lotty soon notices that other kids are being bullied by Grant, so she decides to start a club-The Bully Blockers Club.

Stand Tall Molly Lou Melon by Patty Lovell
Molly Lou Melon is an awkward little girl: short, clumsy, buckteeth, and a voice that sounds like a bullfrog, but she believed in herself because of her grandmother's wisdom and love.  When Molly Lou starts a new school, Ronald Durkin makes fun of her.  Molly does not let him stand in her way.  Instead, she shows her talents and her uniqueness only to have Ronald Durkin reconsider how he treats her.

The Juice Box Bully by Bob Sornson
Pete starts a new school, and although his classmates are welcoming, he does not reciprocate their kindness.  He ruins a soccer game, squirts juice on to a classmate's shirt, and dishes out a fair share of taunts and put-downs.  His classmates share with him that they will not tolerate his behavior because they made a promise that they will stand up to bullies.  Pete initially resists the promise but then shares that he use to be bullied, and no one ever stood up for him.  One classmate, Ralph speaks up for Pete and asks for others to treat him kindly even though he has not treated others kindly.

Oliver Button is a Sissy by Tomie dePaola
Oliver's interests are very different from the other boys in his class.  While others prefer to play sports, Oliver enjoys jumping rope, playing with dolls, and sing and dance.  When his parents find about his passion for dancing, they decide to send him to dancing school.  Once his friends find out the news, they tease him, calling him a "sissy."  Oliver practices and enters a talent show.  His classmates attend, and change their opinion.  They have a new found respect for him, calling him a "star."

The Meanest Thing To Say by Bill Cosby
Michael Reilly introduces a new game to Little Bill and his friends, a mean game of teasing: Each person has 12 chances to say something mean to someone, and whoever says the meanest thing wins.  Little Bill trys to think of mean things to say in retaliation.  Little Bill's father gives him a a simple yet effective strategy to use.

"Children should be able to live a life free from bullying and harassment and it is time that we all took a stand against this." - Katherine Jenkins

State Fair Hearing Health

 

Today the Minnesota State Fair opened and it will run (August 21-September 1). Anyone who has been to the Great Minnesota Get Together understands we enjoy lots of fried food on a stick. Over the past couple of years Minnesota Academy of Audiology, has offered hearing aid batteries on a stick, to remind you to keep hearing aids in great working condition and to “Stick up for good hearing.” The MAA’s booth  offers screenings for video otoscopy and for hearing. They also many years give away earplugs for noise protection (think grandstand music), and some information about noise induced hearing loss. If you are interested in checking out their booth, it is located in the KARE 11 health fair area at the southwest corner of Dan Patch Avenue and Cooper Street. We hope you enjoy the fair, we know we will!!

Unique Dining Experience

While browsing Facebook our dear friend had posted about a unique restaurant in Toronto. In college and grad school we both took some ASL and thought this was touching. Please click the link below to watch.

Grocery Store Ideas: Thinking, Language and Math

Everyone eats. As well everyone grocery shops (unless you are fortunate enough to have your groceries delivered). For me I enjoy this routine but for many families it can be a chore to bring their children along.  Here are some easy activities to incorporate learning at the grocery store, and hopefully will also reduce frustration in your toddler or pre-k students. 

Toddler ideas:

Simple Describing: While you are at the store talk about the items on your list. Hold up the item and describe colors, shapes and sizes. “Look red tomatoes” or “We need a small jar.” 

Unpack and Repeat: As you unpack your groceries at home have your child repeat each item 

Parent, “Say Pasta”  

Child, “ Pasta.”

Preschool:

I spy ________! Play I spy from the items on your shopping list. See if your child or children can help you spot items. Where are the bananas?

Fill the Bag: To keep your preschooler occupied by giving them a reusable shopping bag. Let them fill it as they go. They are helping and have their hands occupied. 

Picture Lists: There are several blogs and websites that have picture lists so your child can cross off the list as you go. Here are a few…..Here…..Here…..Here.

Letter Look: Have your preschooler look at the letters on labels as you shop. See if they can spot any letters on items. Do you see "M"? Can you see the "r" What letter does it end with?

K/1^st grade:

List it: Have your child help you make a shopping list, have them spell items the best they can and then read it to you as you place items in the cart.

Category questions: Your child is old enough now to answer some reasoning questions. Why not these- What group does a banana go in? What is dairy? Why do you think we have to put it in the freezer? How many things can you name that are protein? 

Count it, Add it: As you go through and get several items count each one. See if your child can count all the items. As you need multiples of items also see if your child can handle simple adding, “Ok we have 3 peppers and 1 cucumber, how many veggies do we have?“

I am thinking of? Have your child describe items to you. Take turns by saying I am thinking of something that is____________ ? Giving three attributes something crunchy, salty and comes in a bag? It uses both inferring skills and expressive language skills.

2^nd-4^th Grade:

Map it: Have your child give you directions as to where to go in the grocery store based on your list.  Ask clarifying questions is it next to the ________, or Shouldn’t we go to the ___________?

Dollars and Sense: Give your child cash and see if they can figure out how many items they can purchase. Start small with 5 dollars or less.

Where in the world?: Our food comes from all over. Look at labels on food items and discuss where in the world they came from, what a country is like, what language they speak. etc.

The Library is Amazing-10 Reasons Why

During the summer kids often have more time to visit the library, so I wanted to share the my top 10 things that I love about the library and scavenger hunt you can do as you visit your local library.  Here we go with my top 10:

1. Story Time- Story time encourages students to be successful readers and learners. It also can create a social opportunity for both parents and caregivers.

2. Homework Help- A reference librarian can help students find resources to help them study or information for projects. Students also have access to online research and reference libraries that they may not be able to access without the library.

3. Access to Technology-Libraries now have newer technology such as e-books and audio files and many now also have e-readers to check out as well. They also still have computers and Wifi to help people access information.

4. Free Books-Well they are not "free" but for an affordable rate you can check out as many resources as you would like        

5. Art- In the Twin Cities Metro Area, many of the libraries have sculptures or pieces of local art to look at. As well libraries throughout the country at times will give out "cultural" passes to art or other museums to encourage people to learn and experience culture.

6. Community Participation-There are often discussion groups, book clubs or opportunities to volunteer to help students with homework at the local library.

7. Reading Programs-Many libraries have reading programs for students K-8 to encourage reading when school is out for summer.

8. College Readiness- Going to the library will help kids to have exposure to others who are reading, studying and provide a great opportunity to talk about going to college and future plans.

9. Learning a New Language- There are great resources to learn several languages and at times language conversation groups that meet up in library communities.

10. Learning Vocabulary-The library not only has books but also has a whole set of vocabulary that goes with it- Fiction, research, magazine, journal, fairytale etc. It can be a great opportunity to "find" new words if you hunt out different kinds of books or things at the library. Please check out our FREEBIE Library Detective to do just that.

Here also is a link to the American Library Association website where you can find online resources for readers and book enthusiasts at every level.

The Results Are In...

In April, I shared a story about two inspiring, fifth grade girls who wanted to make a difference in the  lives of children with autism.  They spent their snack time and read aloud time making rainbow loom bracelets.  They spoke with other teachers and students across grade levels to rally as many people as they could to make bracelets and sign pledges.  What they did was nothing short of remarkable.  Pledges lined the walls at our school to show support.

After only a few short morning of bracelets sales (at 25¢), the girls made nearly $66!  But they didn't stop there.  Next was the spring carnival, and of course, the girls did not disappoint.  The day after Memorial Day, they arrived in my room with an informational board to display at the carnival.  We had discussed making a small poster to inform people of what they were doing, but once again, they exceeded my expectations.  Included was a very LONG list of students (WOW!) who contributed by making bracelets.  Together, we added added to the display to acknowledge each and every student.  (We increased the price of the bracelets in hopes of generating a little more revenue, too!)

And the carnival began!  The teachers were so supportive as well as the students, who volunteered to help with the sales even though it was THEIR carnival!  (I'd like to give a shout out to Mrs. Golanowski and Ms. Fritze for making this happen.)

During the evening, the girls' parents were right alongside them.  (I guess it's no surprise where they get their awesomeness from!)  It was so neat to step back and watch everything happen.  I wish I had counted the number of times parents thanked the students for raising awareness.   

At the end of the night, the students raised just a few pennies shy of $135!  Two selfless girls with a desire to help people they never met.  It was a beautiful thing, and I was so honored to be a part of it!

The girls decided to donate all the proceeds to Metro Friendship Foundation (MFF), a local, non profit organization that provides scholarships to people for social skills development.  MFF values include individuality, collaboration, integrity, and results.  I couldn't think of four better words to sum up this experience.  

More than just an "r"...

The other week, I heard that reoccurring comment, "Oh.  I thought speech teachers  helped kids fix their "r"s. (Insert huge *sigh* here.)  Well, yes I do, but that is merely the tip of the iceberg. In fact, this is what I wanted to say:

First, I am a speech-language pathologist (SLP).  I evaluate, diagnosis, and treat.  (That being said, I want to express that I work in a school with  a VERY talented group of educators.  It is not the fact that I am called a teacher-which I receive as a compliment, but that I have a very different identity. It's hard to articulate; the way I can equate it is to mistake your doctor for a dentist or a musician for an actor.)

Secondly, I spent six semesters in graduate school, studying everything from neuroanatomy to aural rehabilitation.  I completed more than 350 hours of supervised clinical practicum clock hours and 25 observation hours, completed a medical externship, wrote a thesis, took and passed both comps and the national exam, and then completed nine months of a clinical fellowship year.  

Thirdly, I am licensed to work with populations ranging from birth to 100+.  I work with the pediatric and adult population with needs in the following areas: articulation, phonology, apraxia, stuttering, cleft palate, voice, expressive and receptive language, pragmatic language, alternative and augmentative communication, auditory processing, dysarthria, aphasia, oral motor, dysphagia, hearing, traumatic brain injury.  I work with populations who are diagnosed with autism spectrum disorders, down syndrome, Alzheimer's, and Parkinson's disease among others.  

I have the unique opportunity to work in a variety of settings.  While I choose to work in a school and  private practice, I also have the awesome opportunity to work in hospitals, rehabilitation centers, short-term and long-term nursing care facilities, colleges and universities, home care, care centers, and research labs.  Because I have made the choice to work where I do, I must to hold a national license through the American Speech and Hearing Association, a state educational license, and a department of health license while maintaining continue education credits for each license.

I understand that this response would be totally obnoxious and way too time consuming.  Quite frankly, it would be an absolute turn-off, which is why I am blogging about it instead.  This is my profession in a nutshell.  So, yes, I do work on the "r" sound in addition to everything else.

Autism 5k

Over the weekend we took part in the Autism 5k race in the Twin Cities which helps fund research and gives grants to local families for therapies or education opportunities. The organization who puts on the race C.A.D.E.  believes all children deserve to learn. They are 100% a volunteer organization and have been helping the Minnesota autism community for several years. Our "team" consisted of two carloads with a race troupe of nine. Click here to learn more about the race and C.A.D.E.

The race took place around Lake Calhoun in the Twin Cities metro area and consisted of over 1500 walkers and runners.

We had a very positive experience thanks to the volunteers who gave their time. 

Here we are at the beginning of the race: 

The "team" was a group of staff who is dedicated to serving students with autism and all students in different roles in our school district. I enjoyed walking with the crew as everyone has a great sense of humor. We never ran out of things to talk about. 

  The day was beautiful and we enjoyed every moment!

We were the tail end of the race and a friendly police officer came up behind us on his motorcycle (flashing lights and all)  to tell us us we could take our time in finishing. 

Here we are at the grand finish!

The National Hearing Test

In celebration of Better Hearing and Speech Month, The National Hearing Test is offering a free hearing screen for you (an $8 value)!  I just tried it myself, and it's super easy.

First, you need to have access to phone that uses a wall-mounted jack.  You cannot use a cell phone.

There is a short survey about your hearing that is taken at the beginning to gather information for the National Institute of Health which funds the program.

Next find a quiet room.  You will hear a three-digit sequence presented in a background of white noise.  You  have 10 seconds to enter those three digits into the phone before the next set is presented. (Don't worry, this is more than enough time!)   I started in the right year, listened to approximately 30 different number sequences and then did the same in the left ear.  The results were then shared with me…slightly below the normal range in both the right and left ear.  (Must be all of the talking I do!)  The entire process took me approximately 10 minutes.

Please note that this is only a screening, and if you have additional concerns, you should contact an audiologist to seek a more in-depth evaluation.

You can find this free test here.

Apraxia Awareness

What is Apraxia of Speech:

Apraxia awareness day is also May 14th occurred this week and so inspired this blog post. Apraxia of Speech is a term to describe motor a planning disorder that can occur in both adults and kids and can affect both eating and speech. In adults Apraxia occurs after a stroke typically or as a result of other neurologically based events such a brain injury. In children we often do not know the cause. What happens is that a child or adult with Apraxia has difficulty coordinating muscles needed for speech. The child or adult knows what to say but as a result motor planning difficulties in the brain the muscles may move in a different way wanted.

Symptoms of Apraxia (Children)

For young children they may not babble or coo in their first year and then only have a few vowel sounds. For older children they usually make inconsistent sound errors that are not typical compared to peers. A child with Apraxia also has difficulty imitating speech or speech sounds. They may in fact try to say something 2-3 times and it comes out different each time. As a result of CAS children also may appear to be moving their tongue or mouth in a "groping" motion when attempting to produce sounds or coordinate tongue and lips.  Children with apraxia often will have more difficulty saying longer words (multisyllabic) and may also appear to have more difficulty with longer phrases rather than shorter ones.

Treatment 

According to ASHA.org research shows that children with CAS are more successful with speech if they receive intensive treatment with a speech-language pathologist (3-5 times per week). The website also states that as the child improves treatment may be needed less often. Treatments for apraxia should be designed to give help treat planning, sequencing, and coordinating of muscles during speech activities not just strengthen muscles. Any activity used just to strengthen muscles should be avoided as it is motor planning in the brain that is the problem with apraxia not strength of articulators. Treatment should also include having the child get feedback that will be reinforcing to new speech movements (looking in a mirror, listening to a recorded word when correct, having them "feel" correct tongue and jaw placement.) As well a speech-language pathologist can assist with other ways of communicating as well with teaching some sign or through augmentative and alternative communication.

Some Final Advice for Families

One of the most important things for families to remember is that the treatment of apraxia of speech takes time and commitment. Children with CAS need a supportive environment that helps them feel successful. (Taken for Asha.org see sources below).

Additional Resources:

http://www.asha.org/public/speech/disorders/childhoodapraxia/

http://www.apraxia-kids.org

http://www.kidspeech.com/index.php?option=com_content&view=article&id=194&Itemid=485

http://www.cincinnatichildrens.org/health/c/verbal-apraxia/

http://mommyspeechtherapy.com/?p=2247

Ways to Stop the Summer Slide

What is the Summer Slide?

The metaphorical summer slide happens over the summer months when kids are away from school and their learning slides. Over the two months that they are typically away, they can lose skills in both math and reading. This slide over time can mean the difference between making the grade and falling into underachievement. Summerlearning.org gathered some statistics about the severity and they are surprising: 

Simple ideas level the slide this summer:

1. Read together:

 According to Scholastic.com, having your child read just six books over the summer could mean the difference between losing skills and maintaining skills over those 2 months. 

2. Go to the Library: Many libraries have summer reading programs and kids like borrowing books that are different. 

3. Talk Together: It could be about news, weather or what what your read this week. Conversation is a wonderful way to reinforce understanding and also introduce your child to new ideas. 

4. Grocery store math: Have your child guess the price, round the price, count your items, add simple numbers together to get a total number of items. This is an activity that can be adapted for any age. 

5. FunBrain.com has resources for both Math and Reading that are free and enjoyable for kids to use. 

6. PBSkids.org also is free and has many games and resources for learning. 

7. Summer school: Many public school districts offer summer skill classes for students who are struggling in math or reading for free to help students recoup skills or to prevent the slide. 

Please also check out these other resources for more ideas: 

http://www.summerlearning.org/?page=know_the_facts

http://www.scholastic.com/parents/resources/article/developing-reading-skills/three-ways-to-prevent-summer-slide

http://www.greatschools.org/students/homework-help/103-build-math-skills.gs?page=2

http://www.touchmath.com/index.cfm?fuseaction=eflash.20120501

http://www.rif.org/us/literacy-resources/articles/keeping-kids-off-the-summer-slide.htm