Social emotional learning activities for speech therapy! Work on making inferences, identifying emotions, empathy, what you should think versus say, and conversational skills!
This activity can be open-ended or structured if used with the supports. Pictures are appropriate for older students – upper elementary, middle, and high school.
This is a perfect activity for kids whose joint attention or reading comprehension skills could negatively affect making correct inferences. This activity is solely pictures, allowing correct assessment of inferencing skills.
- 12 emotions cards to discuss typical body language and facial expressions associated with an emotion
- 24 picture cards with thought bubbles
- Pre-made examples for each thought bubble to use for matching
- 1 page answer key for pre-made thought bubbles to pictures
- 2 full-page thought bubbles to mount on popsicle sticks and use in role-play
A NO PRINT version is included. You can use this resource on your device without printing or assembling! Open in an annotation app or Adobe Reader.
Cut out the 24 cards and pre-made thought bubbles. Laminate if desired for durability.
Present the picture card and ask:
- What are they thinking?
- What are they feeling?
Follow up questions:
- What might they say?
- What could you ask them?
To play with increased support, present a picture card and a field of pre-made thought bubbles and have the student match the correct thought to the correct person.
Print the big thought bubbles on card stock then mount on a popsicle stick. Practice the same concept – only on real people! Clinician or student holds up the thought bubble to their head and the other player identifies the emotion or thoughts as a result of facial expressions or actions.
“I love having visuals that my students can use while discussing thought vs. talk bubbles. This was a great resource to use for my students working on these social skills!”
“My students LOVED this resource! It is easy to use. One of my students enjoyed coloring in the pictures after inferring what would be in the thought bubble. When students have difficulty, I give them options of what to say (these options are included as part of the resource), and then remove the options as students become more proficient at inferring others’ thoughts.”
This is a digital product that will be available for download upon purchase. Due to the nature of this product, there are no returns.
Copyright © Allison Fors, Inc. All rights reserved by author.
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