Speechreading in Context:
A Guide for Practice
in Everyday Settings

Ask student(s) to generate a number of possible situations in which greetings would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Hello
• Hi
• How are you?
• What's up?
• Good morning
• Good afternoon
• Goodnight
• Goodbye
• Have a good day.
• See you later.
• See you tomorrow.
• Have a good weekend.
• Bye (Bye)

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

The child walks into the classroom in the morning. She is greeted by her teacher and asked how she is doing.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate situations in which family vocabulary would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Mother/Mom/Mommy
• Father/Dad/Daddy
• Sister/Brother
• Pet/Dog/Cat
• Grandmother/Grandfather
• Uncle/Aunt
• Cousin
• I love you
• Names of all of the above
• I love ________.
• Where is _______.
• My ________ is with me.
• My ________ is in the car/house/store.

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Joey is ready for bed and his mother asks him to say good night to his brother, father, and grandmother, who might be likely to say back to him a form of good night as well as "I love you," "See you in the morning," etc.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate situations in which color names would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Black
• Blue
• Brown
• Gray
• Green
• Orange
• Pink
• Purple
• Red
• Tan
• Yellow
• White
• Is it _____?
• Please give me _____.
• Is your dress/shirt/hat _____.
• My favorite color is _____.

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Maria is coloring with a classmate and the two must share crayons as they color their pictures.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate situations in which number words would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Numbers "1" through a developmentally appropriate end number
• I am _____ years old.
• I have _____ brothers/sisters.
• It is _:00. (Time)

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Tyresha is given a telephone number by a classmate and a specific time to call that evening.

Let the parents know the vocabulary generated for the topic and ask that the family provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate situations in which names would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Names of classmates, teacher, subjects, areas of the school, other things that are applicable to student(s)

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Have the student(s) attend to presentation of vocabulary via sign, voice and print and then ask the student to discriminate in choice tasks.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

The teacher is grouping students for a project and is calling their names.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Predict

Ask student(s) to generate situations in which season words would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Autumn
• Fall
• Winter
• Spring
• Summer
• Corresponding months
• Holidays

Practice

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

The teacher is doing a lesson on multicultural holidays and the students have asked her the month and season for each holiday.

Let the parents know the vocabulary generated for the topic and ask that the family provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate situations in which these words/phrases would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Excuse me
• Please
• Alright
• Later
• Wait
• I'm sorry
• OK
• I don't know
• I know
• Yes
• No
• Maybe
• Thank you
• I don't understand

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Phillip needs to ask a cafeteria worker (who is having a conversation) for lunch because he is late to lunch.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate situations in which these commands or questions would occur.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Where's your coat?
• Get your coat
• Get your bag
• Where is your hearing aid?
• Tie your shoe
• Do you need to go to the bathroom?
• Do you need help?
• What happened?
• Hurry up
• Clean up
• Slow down
• Walk
• Stay here
• Don't touch
• Sit down
• Be quiet
• Be careful
• Open the door/window
• Close the door/window

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Sarah needs to get ready to get on the bus and go home and her teacher is asking if she needs to go to the bathroom, telling her to tie her shoes and get her bag, etc.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate emergency situations.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Are you hurt?
• Are you lost?
• Where's your mother/father?
• Can you hear?
• Can you speak?
• Are you OK?
• Do you feel sick?
• What's wrong?
• What happened?
• Wh- words (Who, what, where, when, why)
• Do you understand me?
• Can you write?
• What's your name?
• Where do you live?
• What's your phone number?
• How old are you?
• What school do you go to?
• Can I help you?

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Ricardo is playing at the park near his home and he falls off the jungle gym. A stranger comes over to see if he is okay.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate fast food dining situations.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• May I take your order?
• Anything else?
• Is that all?
• Would you like sauce?
• Dessert with that?
• What size?
• Small, medium or large?
• That'll be $...

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Rosa goes to McDonald with her hearing friends and needs to order her meal by herself.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.

Ask student(s) to generate Dine-in restaurant situations.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• How many in your party?
• Smoking or non-smoking?
• Can I get you something to drink?
• Are you ready to order?
• How would you like that cooked?
• Today's specials are ...
• How is everything?
• Can I get you anything else?
• Can I get you coffee or dessert?

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Follow the restaurant example given using menus, tables, food etc. Kyle, Teddy, Iesha, and Travis are having a sit-down meal.

Ask student(s) to generate situations when a doctors visit is necessary.

Ask student(s) to generate vocabulary/phrases, and transcribe them on the board and/or the student's notebook.

Add to the list any critical vocabulary not generated by student(s).

• Your name?
• Please have a seat and the doctor will be with you shortly.
• Step on the scale.
• I need to take your temperature. Under your tongue.
• Please, take off your ...
• What's wrong?
• Open up and say ahhh.
• Where does it hurt?

Have the student(s) attend to presentation of vocabulary via sign, voice and print, then set up some "choice-tasks" where the student must discriminate the target word or phrase from others.

Role Play

Use situations generated during the prediction activity to role play, allowing the student(s) the opportunity to speechread the new vocabulary.

Possible scenario:

Victor has a sore throat and he has gone to see the doctor. He needs to check-in with the receptionist, interact with the nurse and be examined by the doctor.

Let the parents know the vocabulary generated for the topic and ask the family to provide opportunities at home for additional naturalistic practice.