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Let's Talk!

Mrs. Laura McCormick, M.S., CCC-SLP

Certified Speech-Language Pathologist

Phone: 303-387-6671

About Me

My name is Laura McCormick and I am the Speech-Language Pathologist (SLP) at Sand Creek Elementary.  I am celebrating my 20th year as an SLP this year!  

My name is Kendra Delaney and I am the speech-language pathology assistant (SLPA) at SCE.  This will be my 6th year as the SLPA at Sand Creek and I will be at SCE full time!  I have a wonderful 3 year old daughter at home who is a ball of energy.  I am so excited to be back at Sand Creek again this year! 

SCE Speech Room Wish List:


Squish/stress balls

White Cardstock

Thermal Laminating pouches (8 ½” x 11”)

Sticky velcro

Page protectors

iTunes gift card for speech/language apps

Speech Groups
If your child is receiving speech services for an articulation impairment (difficulty saying certain speech sounds), we will be practicing his/her sounds at different levels during our speech sessions.  

The following hierarchy will guide our practice:
1. Isolation - saying the sound itself with no other consonants (e.g, sssss)
2. Syllables - adding a consonant to the sound (e.g., sa, se, so, su)
3. Word - practicing the sound in the initial (e.g., sock), final (e.g., bus), and medial (e.g., bossy).
4. Phrase - adding 2-3 words together (e.g,. a yellow sock).
5. Sentence - using the words in a sentence of more than 3 words
6. Conversation - able to tell stories and produce the sound correctly at the conversational level.

Your child should have brought home new speech cards to practice in September.  Here are some friendly reminders for home practice sessions:
* Praise your child for good effort
* Keep it fun!  Play Hide N Seek, Memory, Go Fish, BINGO, Tic Tac Toe, etc. with the speech cards
* Keep a mirror handy for reference so your child visually monitor what his articulators (lips, tongue, teeth) are doing for each sound.
* Offer breaks if your child is getting frustrated
* Please let me know if the words seem too easy or too difficult for your child and I will get you a new set of words to practice!

Fluency Groups
Our fluency groups are working on producing speech that is fluent and smooth. Students will be learning strategies to enhance their fluency such as the following:
* Easy Onsets
* Stretchy Speech
* Pausing/Breathing Techniques
* Light Contacts
* Slow Rate

Language Groups
Students in our language groups will be practicing receptive/expressive language skills such as following directions, answering questions, listening comprehension, recalling/retelling stories, vocabulary, grammar, and/or social language skills.  

You can support your child's language development at home by reading a variety of books together.  Before the story, have your child try to predict what might happen next in the story.  After the story, you can ask your child to answer story comprehension questions such as the following:
What was the setting?
Who were the main characters?
How did the story begin/end?
How did the characters solve their problems?
What was your favorite part of the story?
How would you change the end of the story?

Have your child RETELL the story to you. Challenge your child to CHANGE the characters or setting in the story to CREATE a new parallel story!  For example, the Three Little Bears could become the Three Little Penguins.  

Students in intermediate grades (4-6) will be practicing higher level language skills such as completing analogies, making inferences, drawing conclusions, understanding figurative language (idioms, similes, metaphors), and using the context to understand new vocabulary words.   

Social Language Groups
Students in our social skills groups will be practicing social language skills such as initiating/maintaining conversations, greeting others, understanding another person's perspective, social thinking, and problem solving various social situations.  

Many of our activities will focus on how to be a good friend and how to communicate effectively with our teachers and classmates. We will talk about expected and unexpected behaviors, how to be a social detective, and how to see things from another person's perspective (see for more info).  As we read books together, we will be looking closely at the characters and discussing their thoughts and actions. We will practice making predictions and inferences about how the characters might be feeling (e.g., "How do you think she might be feeling?"). Many students in our social skills groups are also working on recognizing and expressing emotions.  We will be introducing new emotions vocabulary words such as "irritated", "frustrated", and "embarrassed" so our students will be able to communicate their feelings more effectively.   Remember to model feelings vocabulary throughout the day so your child will hear these words regularly (e.g, "I am feeling NERVOUS about my interview today", "I was so EMBARRASSED when that happened", etc).    

We will also be using the Zones of Regulation program to help your student improve self-regulation and emotional control.  You can learn more at the Zones of Regulation at their website (