15+ Best Interactive Books for Speech Therapy

I’m excited to share today’s blog post outlining a few of my favorite interactive books for speech therapy and some great ways Speech-Language Pathologists can use them in their speech therapy sessions. 

In addition, I’ve included digital versions of the following books.

Interactive Speech Therapy Books

Here is a list of over 15 of the best children’s books perfect for a speech therapist or parent looking for a fun and engaged way of working on different articulation and language skills.

Be sure to check out the additional free supplemental resources at the bottom of this page and add some of these interactive books to your school supplies list this year.

**Please be sure to preview the digital versions of the books prior to reading or watching with your child or student. I have previewed all the videos myself, but you know your child or student best and your/their comfort levels with different words or visual illustrations.**

1. Dear Zoo – Interactive Books for Speech Therapy

Dear Zoo is a highly engaging flap book about a young boy who writes to the zoo asking them to send him a pet. The illustrations along with the lifting of the flaps helps to encourage joint attention in a fun and interactive way.

Articulation

• B Initial – This book is perfect for working on the b sound because on every page you send the animal ‘back’ and each animal comes in a ‘box’.

Language Skills

• Basic Concepts – You can have the child or student work on the concepts ‘open’ and ‘close’ as they use the flaps. In addition, each animal is given a description, such as “the elephant is too big” or “the giraffe is too tall” allowing the student to work on even more concepts.
• Answering WH-Questions – This book is perfect for wh-questions. For example, after reading the story together you could ask, “Why couldn’t the boy keep the giraffe for a pet?” The child could then answer, “Because the giraffe is too tall and it couldn’t fit through the front door of the house.”
• Answering Yes/No Questions – As you go through the story you could point to an animal and then ask a yes or no question about that specific animal. For example, you could point to the elephant and ask is an elephant purple?
• Vocabulary – You can have your child or student practice filling in the blanks at the end of the repetitive sentences by naming the animal under the flaps.
• Symbolic Noises – Have your child identify the different animal sounds as you come across each animal in the story. 
• Multisyllabic Words – Another fun activity you could try would be to count or clap out the number of syllables in naming each animal. For example, el-e-phant has 3 syllables.
• Categorization – Categorization is a great vocabulary activity. Have your child or student identify animals that fall into all three animal categories of pets, farm animals, and zoo animals. If you have some play animals you could have the child practice separating out the play animals into different categories.
• Reasoning Skills – You could also work on reasoning skills by asking your student what their favorite animal is and have them explain why it is their favorite animal.

Digital Version of Dear Zoo

2. Press Here – Interactive Books for Speech Therapy

Press Here is one of the most favorite books amongst speech therapists working in the special education population and a huge hit with the littles. This story is a fun imaginative story filled with verbs allowing your child to work on their fine motor skills of following the directions of the action given, such as press here and then making more dots appear. 

Language Skills

• Colors – This book is great for your young children working on identifying colors. Simply give them a simple direction, such as “Tap the red dot.”
• Following Directions – Read the story and have your student follow the 1-step directions. For example, “blow on the page” or “tap the circle.” Some of the directions do get a little more complex, such as “tap only the yellow circles” or “tilt the book to the left”.
• Basic Concepts – Descriptive Concepts (small, medium, large, colors, gently, hard), Quantity Concepts (counting, all, just, only, more, once, twice), Location Concepts (left, right, middle).
• Vocabulary Action Verbs – shake, tap, blow, rub, turn, tilt, or clap.
• Past Tense Verbs – Have the student retell what action they or their classmate just took. For example, Sam could say, “Jason just tapped the red dot.”
• Answering WH-Questions – Ask your students simple questions about what they or their classmates just did. For example, “What color of dot did you just tap?” 
• Predicting – Have the child or student try to predict what will happen before you turn the page. “What do you think will happen next?” My students always loved the fun element of surprise when reading this story.
• Expressive Language – Have your student explain what happened on each page. For example, if you have them tap the red circle 5 times and the next page shows 5 red circles in a line your student could explain that when they tapped the red circle 5 times it made 5 individual circles appear on the following page. 

Digital Version of Press Here

3. Pete the Cat Old MacDonald Had a Farm

Pete the Cat Old MacDonald Had a Farm is a fun twist on a classic book that is perfect for your preschool students. 

Articulation

• K Sound – cows, cats, cock-a-doodle, MacDonald, ducks, turkeys, donkeys, cluck, oink, quack, honk
• M Sound – moo, meow, maa, MacDonald, farm
• F Sound – farm
• Z Final – dogs, cows, pigs, turkeys, donkeys, frogs
• S Final – chickens, horses, cats, goats, ducks, roosters, geese, 

Language Skills

• Vocabulary Farm Animals – As you go through the story have your child or student label the different animals. You could do this by singing the song and then pausing to let the child fill in the blank with the animal name. If they don’t know that animal yet you can then label it and then see if they can label it again with you. 
• Regular Plurals & Irregular Plurals – Have your student identify the plural form of each animal as you read the story. (chickens, dogs, cows, pigs, horses, cats, goats, ducks, turkeys, roosters, donkeys, frogs, sheep, and geese)
• Answering WH-Questions – Ask your students simple wh-questions starting with “who”, “what”, and “where” are the easiest. For example, “what does a pig say?”, “where is the turtle?”, or “who is driving the truck?”
• Identify Attributes – Have your student identify the different attributes of the farm animals, such as sizes and colors. For example, the horse is big and brown.

Language Expansion

If you have toy farm animals, paper pieces, felt pieces, a barn, or even just stickers to play with then here are a few additional ideas to expand on the book activity.

• Following Directions – Give the student a 1-step or 2-step direction to follow using their farm animal. For example, have the horse jump over the fence. 
• Spatial Concepts – Have the student practice putting different animals, “in”, “out”, “beside”, “under”, “behind”, or “on” the barn.
• Answering WH-Questions – Ask even more questions that are discussed in the actual story about a farm. For example, “When does a rooster crow?, “Who works on a farm?”, “What animals say ‘quack’?”
• Identify Body Parts – Take an animal and have your child or student name different body parts on the animal, such as ‘tail’, ‘ears’, ‘beak’, ‘hooves’, ‘paws’, etc.

Digital Version

4. Where is Spot – Interactive Books for Speech Therapy

Where is Spot is a great way to work on language development as children try to find Spot throughout this fun and engaging flip book.  

Articulation

• S & S-Blends – Sally (Spot’s mom), s-s-s (snake sound), Spot, snake, stairs.
• B Initial – bag, behind, bed, bear, box, basket, blanket, baby, book, boy.
• D Sound – door, dinner, under, bed.
• T Sound – time, naughty, basket, Spot, eat, blanket.

Language Skills

• Vocabulary Animal Names – As you go through the story have your child or student label the different animals.
• Prepositions – Have the student identify where the different animals are in the story. For example, “under the bed” or “in the box”. 
• Answering Yes/No Questions – Practice asking yes or no questions, such as “Is that Spot?” or “Is that animal a monkey?”
• Answering WH-Questions – Ask your students wh-questions. For example, “who is under the bed?” or “where is the monkey hiding?”
• Requesting – You could also have your child request to listen to more of the story or to open the flap.
• Predicting – Have the child or student try to predict the next part of the story. “What do you think will happen next?”

Digital Version

5. Goodnight Moon – Interactive Books for Speech Therapy

Goodnight Moon is perfect for all of those language concepts on your caseload. The repetitive text helps children to anticipate what might come next in the story. 

Articulation

• B Sound – bear, bowl, balloon
• G Sound & G-Blends – goodnight, great, green
• L Sound – little, light, lady, old, telephone, balloon, bowl, full
• M Sound – mitten, mouse, mush, moon, jumping, comb, room

Language Skills

• Vocabulary – As you go through the story, have your child or student label the different household items, toys, animals, and clothing. (moon, light, clock, sock, star, bear, chair, red balloon, cow, telephone, mittens, toy house, comb, house, and brush).
• Prepositions – There is a mouse hidden in every picture which is great for working on prepositional phrases.
• Colors – This book is great for your young children working on identifying colors. Simply have them sort the different vocabulary words by color.
• Categorization – As you read the story, have your student category sort the different vocabulary words into one of the following categories, such as toys, clothing, animal, or furniture.

Language Expansion

Here are a few additional ideas to expand on the book activity.

• Categorization – Give your child or student a room within their school or their house and have them say night night while naming 3-5 objects within each room. For example, if you give them the kitchen they could say, “night night refrigerator”, “night night oven”, “night night toaster”, etc. 
• Following Directions – If you have a playhouse or toy animals you could give the student a 1-step or 2-step direction to follow using the toy objects. For example, “put the bear on the chair.” 

Digital Version

6. Polar Bear, Polar Bear, What Do You Hear?

Polar Bear, Polar Bear, What do You Hear is a fun and adaptive book that you can use to work on animal vocabulary, animal sounds, sequencing, and answering wh-questions. This story is similar to Brown Bear, Brown Bear in that each animal introduces the next animal and the sound it makes.

Articulation

• Vocalic R – roaring, leopard, ear, snorting, snarling, hear, polar bear, boa constrictor, zookeeper
• Initial H – hear, hippopotamus, hissing
• L Sound – lion, leopard, flamingo, elephant, snarling, yelping, walrus, bellowing, whistling, children, growling, polar bear, fluting, 

Language Skills

• Vocabulary Animal Names – As you go through the story have your child or student label the different animals (lion, polar bear, hippo, zebra, snake “boa constrictor”, elephant, peacock, leopard, walrus, and flamingo).
• Symbolic Noises – Have your child identify the different animal sounds as you come across each animal in the story. 
• Answering WH-Questions – Answering the question, “[animal name] what do you hear?”

Language Expansion

Here is an additional idea to expand on the book activity.

• Categorization – If you have some play animals you could have the child practice separating out the play animals into different categories. For example, you could have your child or student identify animals that fall into all three animal categories of pets, farm animals, and zoo animals. 

Digital Version

Ends at 3:45

7. Little Blue Truck – Interactive Books for Speech Therapy

The Little Blue Truck is perfect for those students working on language intervention, such as phonemic awareness. The story is about a kind little blue truck that helps a very rude construction truck that gets stuck in the mud. The children learn that when you are kind and helpful others will be kind and helpful back. 

Articulation

• K Sound – cow, chicken, truck, chick, duck, quack, stuck
• G Sound – goat, gallop, pig, big
• D Sound – dump, duck, road, toad, friend
• H Sound – horse, help, honk, heavy, hop
• P Sound – puddle, push, pig, peep, beep, sheep, dump, help, hop
• R Sound – road, room, roll
• R-Blends – truck, green, friendly, brown
• S-Blends – stuck, swerve, scared

Language Skills

• Phonemic Awareness – This is an important skill helping children learn that words can be broken down into individual sounds or phonemes. An effective tool to help learn phonemic awareness is rhyming. This story is filled with rhymes making this story perfect for working on phonemic awareness, a therapy tool that is an important skill needed for reading.
• Vocabulary Animal Names – As you go through the story, have your child or student label the different animals.
• Spatial Concepts – The following location words are used in the story, “in”, “on”, “between”, and “next to”.
• Basic Concepts – Descriptive Concepts (big, little, fast, colors, curve, dirty, clean).
• Answering Yes/No Questions – Practice asking yes or no questions, such as “Is the dump truck friendly?” or “Does the little blue truck help the dump truck?” or “Is the dump truck stuck in cement?”
• Answering WH-Questions – Ask your students wh-questions. For example, “Who got stuck?” or “How did the dump truck get stuck?” or “Where did they get stuck?”
• Categorization – Categorization is a great vocabulary activity. Have your child or student category sort the animals that fall in the farm animal versus the zoo animal categories (giraffe, rhino, cow, sheep, lion, tiger, elephant, horse, or chicken).
• Symbolic Noises – Have your child identify the different animal sounds as you come across each animal in the story. 

Social Skills

• Friendship – This book discusses the importance of being kind and polite to others. You can use this story as a jumping off point to discuss the importance of the life skills needed to be a good friend and what the characteristics are of being a good friend. For example, you could ask the question “What makes the little blue truck a good friend?”

Language Expansion

Here are a few additional ideas to expand on the book activity.

• Color Sorting – If you have toy trucks or cars you could have the child sort the toy trucks and cars by colors. 
• Story Retell – After reading the whole story have your child or student retell what happened in the story. For some extra fun during your story retelling grab these animal finger puppets and little blue truck to help retell the story.

Digital Version

End at 7:50

8. Don’t Push That Button – Interactive Books for Speech Therapy

If you’re in need of one of those interactive busy books for your littles then be sure to check out Don’t Push That Button. The story is about a cute purple monster named Larry who is constantly changing from page to page after the child “shakes the book” or “pushes the button”, etc. My students loved how interactive this book is and requested it over and over again.

Articulation

• L Sound – Larry, look, little, let’s, almost, yellow, polkadot, only, seriously, tickles, couple, rule, all, normal
• SH Sound – should, shake, push, pushed
• T Sound – twice, two, times, tummy, tickles, button, better, pretty, little, extra, scratch, don’t, about, it, can’t, mustn’t, psst, just, polkadot, get, almost, but
• M Sound – my, mustn’t, more, maybe, almost, normal, tummy, times, welcome, name
• N Sound – name, normal, no, nice, now, one, only, think, don’t, can’t, mustn’t, end, button, even, happen, again, fun
• K Sound – kinda, polkadot, okay, tickles, book, think, look, heck, shake, back
• TH Sound – there, think, though

Language Skills

• Predicting – Have the child or student try to predict the next part of the story. “What do you think will happen next?”
• Following Directions – Have the child or student follow the directions on the page, such as “shake the book”.
• Negations – Discuss what phrases such as “don’t push the button” really mean. Here are a few other negations you could discuss as well (no, not, don’t, can’t, never, none, won’t, nothing).

Language Expansion

Here are a few additional ideas to expand on the book activity.

• Following Mutli-Step Directions – Create your own buttons out of paper in different colors and give your child or student directions to follow. You could even do multi-step directions, such as “tap the blue button before you put the yellow button on top of the green button”.
• Negations – To continue to work on negotiations you could set out 3 different objects and then tell your child or student which object to not pick up. For example, “Don’t pick up the [object name]”.

BONUS

There are several different holiday versions of this book as well. There is a Halloween, Christmas, and Easter version to add to your thematic lesson plans.

Digital Version

SEE ALSO: 430+ Free Multisyllabic Words List Activity Bundle

9. Secrets of the Seashore – Interactive Books for Speech Therapy

Secrets of the Seashore is a wonderful Shine-a-Light series within the Usborne books that any child will surely love! I mean what kid doesn’t love using a flashlight? Especially, when you get to use the flashlight to find a hidden animal.

Language Skills

• Vocabulary Ocean Animals – As you go through the story, have your child or student label the different animals, such as a crab or the pink dolphin.
• Inferencing – This story is perfect for inferencing because you can have your student use clues from the page to help them guess what animal is hiding. Then once the child or student realizes their answer was correct or wrong you can go back and review the different clues. 

Digital Version

**END Video at 12:56 min.

10. Llama Llama Red Pajama – Interactive Books for Speech Therapy

Llama LIama Red Pajama is a great board book to discuss bedtime and how children can experience a lot of different emotions around bedtime. The story illustrates that the little llama is always safe because mama is never far away.

Articulation

• L Sound – llama, little, loves, listens, alone, always, hollers, pillow, loudly, calls, softly, snuggles
• L-Blends – please, sleep
• R Sound – red, reads, run, right, story, starts, downstairs, whimpers, dark, covers, hair, near, here
• R-Blends – fret, drama

Language Skills

• Story Retell – After reading the whole story have your child or student retell what happened in the story.
• Sequence Your Bedtime Routine – Have your students draw to review what their bedtime routine looks like and have them sequence out the events.

Social Skills

• Emotion Vocabulary  – Read through the story and discuss all the different emotion words and their meanings. (alone, fret, moan, pouts, shouts, weeping, wailing, and being patient).
• Discuss Appropriate Reactions  – This book demonstrates how little llama is impatient when his mama doesn’t come right back. You can use this opportunity to discuss other ways that you can practice patience while you wait. For example, taking deep breaths, counting to ten, telling yourself a story, etc. 

Digital Version

Ends at 4:45

11. We’re Going on a Bear Hunt

We’re Going on a Bear Hunt is perfect if you’re looking for a repetitive text that follows a family getting out into nature and exploring the world before coming back home.

Articulation

• B Sound – bed, beautiful, bear, big, back, bedroom, and stumble.
• S-Blends – snowstorm, stairs, splosh, splash, swishy-swashy, stumble, squelch, squerch, and scared. 
• K Sound – cave, covers, catch, can’t, back, dark, and thick.
• W Sound – wavy, wet, we’re, what, whirling, and we.

Language Skills

• Story Retell/Sequencing – Due to the repetitive nature of the book along with a clear sequence of events makes this story a great one for story retelling/sequencing.
• Spatial Concepts – Have the student practice putting the bear, “over”, “under”, “through”, “up”, and “down”. You can grab a bear cutout here.
• Descriptive Words/Opposites – As you come across the different descriptive words throughout the text have your students identify the opposites for example, long/short, cold/hot, deep/shallow, wavy/straight, thick/thin, big/little, dark/bright, wet/dry, narrow/wide.
• Answering WH-Questions – Ask your students wh-questions. For example, “who is going on a bear hunt?”, “what animal are they hunting?”, “where are they now?”
• Vocabulary – As you go through the story have your child or student label the different nature nouns (snowstorm, bear, mud, cave, grass, river, forest, and trees). You can grab some of these vocabulary words from this Boardmaker Board simply sign in to download your copy here.

Language Expansion

This book is filled with different sound effects so here are a few additional ideas to expand on the book activity.

• Sound Effects – Have your child or student act out the different sound effects, such as “splashy river” or “howling snowstorm”.
• Prepositions – Have your child act out the different prepositions (over, under, and through) with hand gestures, or have your child on a bear hunt by printing out some bear pictures or grab a couple of stuffed animal bears and hide them around the house. Then have your child tell you where they found the bears. For example, “the bear was under the chair”.

Digital Version

12. The Little Old Lady That Wasn’t Afraid of Anything

The Little Old Lady That Wasn’t Afraid of Anything is a wonderful interactive story. This story follows a little old lady who goes on a walk through the forest looking for herbs, nuts, and seeds and on her way home meets various clothing items that try to scare her, but she keeps telling them that she is not afraid of anything! 

Articulation

• L Sound – lady, little, left, long, look, locked, old, walk, silver, suddenly, stumbled, whistled, bravely, silly, middle, wiggle, still
• L-Blends – clomp, gloves, black, clap, closed
• S Sound – seeds, suddenly, so, safe, sat, saw, said, seemed, forest, whispered, whistled, inside, once, nuts, pants, pace, us
• S-Blends – spices, started, stopped, stop, sliver, stumbled, scary, scare
• Z Sound – closed, was, herbs, spices, seeds, shoes, gloves
• R Sound – ran, rocked, afraid, afternoon, forest, orange, early, farther, through, shirt, scary, started, herbs, dark, whispered, garden, sliver, her, far, were, hear, faster, near, door, chair, fire, answer, ear
• T Sound – time, two, talk, tall, afternoon, cottage, started, faster, nuts, pants, startled, brighten, whistled, left, not, went, forest, collect, night, shirt, white, hat, out, quite, fast, sat, quiet, next

Language Skills

• Story Retell/Sequencing – Due to the repetitive nature of the book along with a clear sequence of events makes this story a great one for story retelling/sequencing.
• Clothing Vocabulary – As you go through the story, have your child or student label the different clothing items (gloves, hat, shoes, pants, shirt).
• Verbs – Have the student retell what action each clothing item took. For example, “The pants wiggled.” To take it one step further you could have the child act out the action verb.
• Answering WH-Questions – Ask your students wh-questions. For example, “Which item goes clap, clap?”, “Why was the old lady in the forest?”, “Where was the old lady headed to after it got dark?”, or “What action does the hat do?”

Language Expansion

Here are a few additional ideas to expand on the book activity.

• Sound Effects – Have your child or student act out the different sound effects, such as “pants wiggling” or “gloves clapping”. (Shoes – stomp your feet, Pants – wiggle your body, Shirt – shake your arms, Hat – nod your head, Gloves – clap your hands).
• Categorization – If you have some play clothes or pictures of clothing items you could have the child practice separating out the clothes into different categories. For example, you could have your child or student identify clothing that falls into summer clothes versus winter clothes. 

Digital Version

SEE ALSO: 21 Best Reinforcement Games for Speech Therapy

13. The Mitten – Interactive Books for Speech Therapy

The Mitten is a perfect book to use during early intervention therapy. It’s a beautiful story about a young boy named Nicki who wanted white gloves, however, his grandma Baba was worried that Nicki might lose the white gloves in the snow. She decides to knit them anyways and Nicki does end up losing them in the snow.

It isn’t long before an animal burrows inside to stay warm. He is then followed by a series of forest animals. Lastly, a mouse joins the mitten and sits on the bear’s nose causing the bear to sneeze. All of the animals come exploding out of the mitten. Nicki then finds his missing glove, however, his grandma is confused as to why the mitten is so stretched out. 

Articulation

• M Sound – mittens, made, mole, moment, moved, muzzle, meadow, mouse, admire, himself, grandmother, commotion, comfortable, plumped, enormous, come, home, warm, came, room, climb, thumb, steam
• N Sound – Nicki, named, new, not, knit, never, next, nose, once, inside, finished, one, grandmother, wasn’t, enormous, until, under, mittens, animals, warned, talons, tunneling, directions, soon, down, began, acorn, ran, mitten
• W Sound – wool, who, white, warned, were, want, went, wriggled, wet, wasn’t, when, will, winter, whiskers, window, burrowed, drowsy, snow, new, saw
• R Sound – rabbit, right, room, rose, first, argue, grandmother, tired, warned, discovered, covered, appeared, disappeared, lumbered, herself, comfortable, warm, attracted, burrowed, kickers, warm, diggers, enormous, force, never, after, admire, winter, over, under, air, badger, bear, bigger
• S-Blend – snow, still, stay, snowshoe, stopped, snuffling, spent, swooped, started, snug, steam, spied, swelled, stretched, space, sneeze, sky, scattered

Language Skills

• Story Retell/Sequencing – Due to the repetitive nature of the book along with a clear sequence of events makes this story a great one for story retelling/sequencing. For example, retell the sequence that the animals entered into the mitten, “First the mole squeezed in, then the hedgehog, next the…”.
• Vocabulary Forest Animals – As you go through the story have your child or student label the different animals, such as hedgehog, snowshoe rabbit, badger, fox, bear, mouse, and owl. 
• Vocabulary Action Verbs – Discuss all the different past tense verbs: hopped, poked, knitted, dropped, swooped, tunneled, snuffled, swelled, lumbered, caught, scattered, and tickled.
• Answering WH-Questions – This book is perfect for wh-questions. For example, “What animal is about to enter the mitten?”, “Why would the mitten be hard to find in the snow?”, “Who lost a mitten?”, or “Why do the animals go inside the mitten?”.
• Spatial Concepts – You can stress the spatial concept of “in” each time an animal goes inside the mitten and then at the end of the story you can stress how all of the animals come “out” of the mitten.
• Superlatives – You could review how the animals go from smallest to bigger and biggest. And how as the animals get bigger the mitten also goes from smallest to bigger, to biggest by the end of the story. 
• Describing – Have the student describe the different animals. For example, the book says that the hedgehog is covered in prickles. You could then have your student or child describe, “What do prickles feel like?” or “What are other things that are prickly?” 
• Complete Sentences – If you have a student working on MLU or using complete sentences you could use the sentence frame “The ________ went inside the mitten.”
• Predicting – Have the child or student try to predict what animal might crawl into the mitten next. “What animal do you think will crawl into the mitten next?” You could also give the student a sentence frame, such as “I predict that the ______ will go inside the mitten next, because _________.”
• Inferencing – Ask your student or child different inferencing questions, such as “Why do you think Baba didn’t want to make Nicki white gloves?”, “What do the animals think when another animal joins the mitten?”, “What does Nicki’s grandma Baba think when he leaves the house?”, “How does Nicki feel when he finds his mitten after it was lost?”, or “Why does Baba smile when she sees the stretched out mitten?”

Language Expansion

Here is an additional idea to expand on the book activity.

• Categorization – If you have some play animals you could have the child practice separating out the play animals into different categories. For example, the animals in the story are forest animals so you could have your child or student identify animals that fall into three different animal categories such as forest animals, farm animals, or zoo animals. 
• Basic Concepts – You can have the child or student work on the concepts ‘big’ and ‘small’ as they compare different animals that enter the mitten. For example, the bear is “big” and the mouse is “small” or how one mitten is “small” and the other mitten is stretched out making it “big”.

Digital Version

14. I Went Walking – Interactive Books for Speech Therapy

I Went Walking is a perfect book to use for auditory bombardment of the w sound due to the story’s repetitive nature. The story follows a young toddler on a walk who meets different animals along the way and then we get to enjoy his excitement when he realizes that the different animals are following him. 

Articulation

• W Sound – went, walking, what, saw
• L Sound – looking, yellow, walking, animals, following

Language Skills

• Story Retell/Sequencing – Due to the repetitive nature of the book along with a clear sequence of events makes this story a great one for story retelling/sequencing. For example, retell the sequence that the animals started to follow the toddler.
• Vocabulary Animals – As you go through the story, have your child or student label the different animals, such as a cat, horse, cow, duck, pig, and dog. 
• Answering WH-Questions – This book is perfect for wh-questions. For example, “What animal is red?”, “Who is sitting on the red cow?”, or “Who is petting the cat.”
• Colors – This book is great for your young children working on identifying colors. Simply have the child or student identify the different animal colors. 
• Symbolic Noises – Have your child identify the different animal sounds as you come across each animal in the story. 
• Inferencing – Ask your student or child to make an inference of what animal might be next based on the previous page image, such as “What animal is pink and brown and has hooves?”

Language Expansion

Here is an additional idea to expand on the book activity.

• Requesting/Colors – You could do a fun coloring activity where you have the student request different colors to draw the animals from the story (black cat, brown horse, red cow, green duck, pink pig, and yellow dog).

Digital Version

15. The Tiny Seed – Interactive Books for Speech Therapy

The Tiny Seed is a fun story to use during the spring time in therapy. The story is about a tiny seed that grows up once it gets water and sunlight to help it grow. It ends up growing taller than the houses and trees around it. Then at the end of the story, the flower opens up and releases a group of tiny seeds to continue the cycle from seed to plant once again.

Articulation

• T Sound – tiny, tall, toward, autumn, mountain, water, winter, after, waiting, springtime, eaten, footsteps, melts, petals, hot, rest, fast, desert, burst, fat, sunlight, giant, bright
• S Sound – seed, sun, sails, settle, soft, sunlight, summer, seven, icy, across, ice, eats, mouse, footsteps, nights
• R Sound – red, rays, rest, rain, round, roots, carries, across, burn, desert, dry, bird, earth, hungry, burst, hurry, warm, flower, air, far, smaller, higher, never, over, water, winter, weather, neighbor, faster, summer, taller
• R-Blends – grow, drowns, drifts, ground, trip, breaks, grew, three, friend, trees, drop, bright
• S-Blends – strong, smaller, stops, small, sleep, snow, still, spring, start, stems
• L-Blends – blowing, flower, flies, fly, blanket, plants, play

Language Skills

• Story Retell/Sequencing – This story is perfect for story retelling and sequencing of the full life cycle of a little seed.
• Vocabulary – This story has a lot of spring/weather vocabulary (spring, summer, winter, drift, settle, sway, sail, and bud).
• Answering WH-Questions – This book is perfect for wh-questions. For example, after reading the story together you could ask, “What color was the seed?”, “What carried the seed away?”, “What made the seed grow?”, “What happens to the seed in the winter?
• Describing – Have the student describe the flower throughout the story. For example, when the flower is a seed you could then have your student or child describe the seed, “The seed is brown” or “The seed is tiny”. Then later on as the seed becomes a flower they could describe the flower.
• Cause & Effect – This story is also perfect to review cause and effect. You could ask questions, such as, “What causes the seeds to scatter?”, “What effect does water have on the seed?”

Language Expansion

Here are some additional ideas to expand on the book activity.

• Sequencing – A fun expansion activity would be to plant your own seeds and watch them grow. You could have your student sequence out the steps of how to plant a seed and make it grow.
• Compare & Contrast – You could get a few packets of seeds from the store and then have your students compare and contrast the differences between the different types of seeds (tiny, round, bumpy, or smooth). 

Digital Version

SEE ALSO: 179+ Free Speech Therapy Wh Questions Printable

16. The Gingerbread Man – Interactive Books for Speech Therapy

The Gingerbread Man by Karen Schmidt is a great winter themed story to add to your lesson plans. This version starts out with a little old lady and a man who bakes a gingerbread man for a little boy. They tell the boy to not open the oven until the gingerbread man is done cooking, but the little boy can’t help himself and he takes a peek causing the gingerbread man to pop out of the oven, and then the chase begins.

Articulation

• M Sound – man, mouth, woman, time, him, come
• N Sound – now, once, gingerbread, opened, upon, man, woman, one, pan, oven, garden, kitchen, down, run, soon
• S-Blends – smell, steps, stopped, snip, snap
• R Sound – run, ran, rest, rakes, road, gingerbread, garden, farmer, faster, bear, closer, door
• L Sound – little, looks, old, wolf, called, smell, call

Language Skills

• Vocabulary – This story has some great vocabulary, such as wavy, glue, more, round, cut, pretty, bow, sticky, and circle and it also has some great tier 2 vocabulary words, such as gobble, chase, and stream.
• Story Retell/Sequencing – After reading the whole story have your child or student retell and sequence the events of what happened in the story.
• Answering WH-Questions – This book is perfect for wh-questions. For example, after reading the story together you could ask, “Who chased after the gingerbread man?”, “Why did the old woman, old man, and little boy take a break from chasing the gingerbread man?”, or “Who let the gingerbread man out of the oven?”

Language Expansion

Here are some additional ideas to expand on the book activity.

• Antonyms – After reading the story you could work on the following antonyms (fast/slow, wet/dry, hungry/full, stop/go, and shallow/deep).
• Categorization – If you have some play food you could have the child practice separating out the play desserts versus fruits and vegetables into different categories. 
• Compare & Contrast – You could read another Gingerbread Man story, such as the Gingerbread Baby, and then have your students compare and contrast the differences between the two versions of the same great story. 

Digital Version

Interactive Books for Speech Therapy

Here are some resources to help you get started using your interactive books for speech therapy today!

Boom Cards

Here are some teachers pay teachers free boom cards that are great supplemental resources for the books above. 

• Going on a Bear Hunt Book Companion Boom Card Deck, Reading Comprehension by Kelsey’s Speech Table – This set of boom cards is perfect for your students working on answering story comprehension wh questions. 
• Educator Resources for The Mitten Book Companion Unit – Boom Cards by Target Every Goal Speech Therapy – Use this resource to work on your child’s story comprehension, grammar, vocabulary, syntax, story retelling, and describing skills.

Book Attachment

If you want additional resources that you can attach right into the books themselves or want velcro pictures be sure to check out the following freebies.

• Little Blue Truck Freebie by BunnyHoney – Grab these clipart images to help your students with story retelling or simply to use as you read the story together.
• Little Blue Truck Communication Board by The Styled Speechie – Here is a helpful communication board full of all the animals from the story the Little Blue Truck.
• The Mitten by ThinkSpeechandLangauge Kim – Here is a set of images that can be used for labeling, identifying, following directions, sequencing, or story retelling.
• Little Old Lady Who Wasn’t Afraid of Anything Sequencing by Jessica Elaine – Use these images to help sequence the story.
• Bear Hunt Story Retell Prompt Visual by The Speech Cupboard – Grab these images to help your child or student retell or sequence this super fun story.

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