Grade Core Curriculum Goal Speech/Language Smart Goal …

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

Listening/speaking

In one year the student will present an oral review

Objective 1: Listen to 9 paragraph and answer "wh"

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying questions. Objective 2: Identify details from a story with

logically and using pertinent descriptions,

the main idea and supporting details, including

the aid of a graphic organizer. Objective 3: place story

5 facts, and details to accentuate main ideas or themes

The student will present an oral review discussing the pertinent descriptions and facts as measured by

details in correct sequential order from mixed up

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive sentence strips and pictures, retell the story.

sessions based on work samples and speech provider

observation.

Semantic

After listening to a story or passage selection, the

Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

6 narrative)

characters, or events.

Expressive Language

In one year during small group discussions student will Objective 1: present vocals. Words that describe

Use precise words and phrases, relevant

replace non- specific words with more precise words as attributes. Objective 2: draw pictures demonstrating

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description attributes. Objective 3: used provided attributes to retell

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted story.

monthly through verbal and written responses.

Receptive

The student will identify and use vocabulary through In one year, using curriculum relevant tasks student Objective 1: Learn how to use context clues by filling in

Use context as clue to the meaning of a word classification, categorization, association and context will use context clues to determine the meaning of the blanks of sentences. Objective 2: Identify unfamiliar

6 or phrase.

clues.

unfamiliar words or phrases 8/10 trials with data charted monthly using direct observation.

vocabulary from story.

In one year, during small group discussions, student Objective 1: review carrier phrases to use during

will use accountable talk and to agree/disagree or

accountable talk. Objective

6

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

2: Use carrier phrases during structured small group discussions.

Listening/speaking

In one year the student will present an oral review

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying

logically and using pertinent descriptions,

the main idea and supporting details, including

facts, and details to accentuate main 6 ideas or themes

The Student will present an oral review discussing the pertinent descriptions and facts as measured by

Listen to the story. Discuss the main idea. State 3

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive supporting details.

sessions based on work samples and speech provider

observation.

1

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

Semantic

After Listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

.

narrative)

characters, or events.

Discuss characters, setting, time problems, solutions. Present the story summary with 3 details.

Expressive Language

In one year during small group discussions student will

Use precise words and phrases, relevant

replace non- specific words with more precise words as

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted

monthly through verbal and written responses.

In one year, using curriculum relevant tasks student

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

In one year, during small group discussions, student

will use accountable talk and to agree/disagree or

6

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

Listening/speaking

In one year the student will present an oral review

When given a variety of content materials will generate 3

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying supporting details after reading a paragraph/story with

logically and using pertinent descriptions,

the main idea and supporting details, including

80% accuracy as measured by clinicians checklist and

6 facts, and details to accentuate main ideas or themes

The Student will present an oral review discussing the pertinent descriptions and facts as measured by

teacher made materials.

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive

sessions based on work samples and speech provider

observation.

Semantic

After Listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

narrative)

characters, or events.

In one year when presented with a graphic organizer the student will recall relevant details about setting, character or events after listening to a story or passage selection with 80% accuracy as assessed by structured observation

Student will re-call the elements of a story in response to "wh" questions with 80% accuracy as measured by teacher checklist and provider observations.

2

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

Expressive Language

In one year during small group discussions student will Students will use content materials to form 5 adjectives

Use precise words and phrases, relevant

replace non- specific words with more precise words as describe an event/story previously made with 80%

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description accuracy as measured by teacher checklist, provider

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted observation.

monthly through verbal and written responses.

In one year, using curriculum relevant tasks student Given content materials, student will use content clues to

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

define unfamiliar vocabulary during a structured task with 80% accountability as measured by teachers/provider observations.

In one year, during small group discussions, student given a variety of structured speaking/listening

will use accountable talk and to agree/disagree or

situations, students will ask for clarification of directions

6

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

8/10 trials as measured by teacher provider observations and checklist.

Listening/speaking

In one year the student will present an oral review

The student will orally summarize the main events of a

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying story, employing graphic organizers for 8 out of 10 trails,

logically and using pertinent descriptions,

the main idea and supporting details, including

over 4 consecutive sessions, as measured by recorded

facts, and details to accentuate main 6 ideas or themes

The student will present an oral review discussing the pertinent descriptions and facts as measured by

observations.

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive

sessions based on work samples and speech provider

observation.

Semantic

After listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

narrative)

characters, or events.

In one year when presented with a graphic organizer the student will recall relevant details about setting, character or events after listening to a story or passage selection with 80% accuracy as assessed by structured observation

The student will recall the relevant details of a listening passage, pertaining to the setting, characters, events, conflict and resolution, story mapping, for 4 out of 5 trials, over 4 consecutive sessions, as measured by a-structured observation.

3

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

Expressive Language

In one year during small group discussions student will The student will describe the main events of the story,

Use precise words and phrases, relevant

replace non- specific words with more precise words as using objectives, for 8 out of 10 trials, over 4

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description consecutive sessions, as measured by a teacher made

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted checklist.

monthly through verbal and written responses.

In one year, using curriculum relevant tasks student The student will define 10 new vocabulary words though

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

classification and content clues for 8 out of 10 trials, of 4 consecutive sessions as measured by pre and post testing.

In one year, during small group discussions, student The student will expand on a related topic related to the

will use accountable talk and to agree/disagree or

story i.e. sharing opinions, in a group discussion, for 4

6

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

out of 5 trials, of 4 consecutive sessions, as measured by a teacher made rubric.

Listening/speaking

In one year the student will present an oral review

In the presence of samples of curriculum related

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying narrative/expository texts, the student will

logically and using pertinent descriptions,

the main idea and supporting details, including

present/produce the main idea details in a sequential oral

6 facts, and details to accentuate main ideas or themes

The student will present an oral review discussing the pertinent descriptions and facts as measured by

written summary of 3-5 as measured by a written

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive communication rubric/checklist in 4/5 trials

sessions based on work samples and speech provider

observation.

Semantic

After listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

narrative)

characters, or events.

In one year when presented with a graphic organizer the student will recall relevant details about setting, character or events after listening to a story or passage selection with 80% accuracy as assessed by structured observation

After listening to a grade level passage(s), the student will recall all elements of narration such as characters, setting, events and authors/students perspective, the student will recall 8/10 elements as measured by teacher made materials of 80% accuracy.

4

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

Expressive Language

In one year during small group discussions student will The student will identify/produce attributes of

Use precise words and phrases, relevant

replace non- specific words with more precise words as vocabulary from grade level texts to provide a detailed

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description description of

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted a story/ event as measured by the teacher/provider

monthly through verbal and written responses.

observation with 80% accuracy.

In one year, using curriculum relevant tasks student Given Samples of grade level texts, the student will

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

identify/use classification, categorization, associative, and context clues to produce meanings/definitions of key vocabulary as measured by clinical records, checklists with 80% accuracy.

In one year, during small group discussions, student

will use accountable talk and to agree/disagree or

6

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

Listening/speaking

In one year the student will present an oral review

Objective1: Listen to story and answer "wh" questions.

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying Objective2: state the main idea and at least 3 supporting

logically and using pertinent descriptions,

the main idea and supporting details, including

details. Objective3: put story in sequence using a

6 facts, and details to accentuate main ideas or themes

The Student will present an oral review discussing the pertinent descriptions and facts as measured by

timeline. Objective4: retell story using timeline.

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive Objective5: retell without timeline.

sessions based on work samples

Semantic

After Listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

narrative)

characters, or events.

In one year when presented with a graphic organizer the student will recall relevant details about setting, character or events after listening to a story or passage selection with 80% accuracy as assessed by structured observation

Objective1: create a story map to tell character, setting, problems, solutions and events. Objective2: describe using objectives in oral or written form using story map. Objective3 describe story using 4 details and 4 adjectives without story map.

5

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

Expressive Language

In one year during small group discussions student will Objective1: discuss and present what a verb is.

Use precise words and phrases, relevant

replace non- specific words with more precise words as Objective2: discuss and present/define vocabulary (draw

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description pictures) Objective3: summarize story using vocabulary

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted while sequencing. (use pictures) Objective4: summarize

monthly through verbal and written responses.

without pictures using vocabulary.

In one year, using curriculum relevant tasks student Objective1: identify vocabulary words. Objective2:

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

categorize by listening synonyms. Objective3: associates the American pioneers settled when... Objcetive4: objective: a time when I settled was...

6

In one year, during small group discussions, student Objective1: Listen for incorrect sequence of events and

will use accountable talk and to agree/disagree or

correct in a polite manner. Objective2: Present story to

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

group using correct sequential order of events. Objective3: answer questions and comments on his own presentation.

Listening/speaking

In one year the student will present an oral review

The student will state the main idea of a story or poem,

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying using a graphic organizer to collect information with 90

logically and using pertinent descriptions,

the main idea and supporting details, including

% accuracy as measured by rubric and provider

6 facts, and details to accentuate main ideas or themes

The Student will present an oral review discussing the pertinent descriptions and facts as measured by

observation, reported 1x per quarter. Objective1:

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive Students will brainstorm characteristics of body parts -

sessions based on work samples and speech provider elbow, heart, calf, etc. and will describe them by their

observation.

shapes and sounds physical properties.

Semantic

After Listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

narrative)

characters, or events.

In one year when presented with a graphic organizer the student will recall relevant details about setting, character or events after listening to a story or passage selection with 80% accuracy as assessed by structured observation

The student will define multiple meaning and figurative associated with the text (attached, tendon, hamstring, band,)

Expressive Language

In one year during small group discussions student will

Use precise words and phrases, relevant

replace non- specific words with more precise words as

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted

monthly through verbal and written responses.

6

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

In one year, using curriculum relevant tasks student

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

The student identify and categorize words from text according to the 5 senses: sight, hearing, touch, taste and smell.

In one year, during small group discussions, student The student will discuss via turn and talk, their findings

will use accountable talk and to agree/disagree or

of word categorization using a graphic organizer and

6

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

report to group the words they had in common.

Listening/speaking

In one year the student will present an oral review

Pre-teach vocabulary. Listen to story. ID, MI and SD in

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying first few paragraphs -I do- Discuss different statements

logically and using pertinent descriptions,

the main idea and supporting details, including

related to story.

6 facts, and details to accentuate main ideas or themes

The Student will present an oral review discussing the pertinent descriptions and facts as measured by

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive

sessions based on work samples and speech provider

observation.

Semantic

After Listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

narrative)

characters, or events.

In one year when presented with a graphic organizer the student will recall relevant details about setting, character or events after listening to a story or passage selection with 80% accuracy as assessed by structured observation

Pre-teach/review story elements. Listen to story. Create story map with MI and SD. Discuss characters, setting, time, problem solutions. Present story summary with 5 details and include elements.

Expressive Language

In one year during small group discussions student will Present vocabulary words from story. Discuss descriptive

Use precise words and phrases, relevant

replace non- specific words with more precise words as and sensory words create words lists with sensory and

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description descriptive words. Discuss and use adjectives

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted description of story. Retell using vocabulary and adj.

monthly through verbal and written responses.

with pics then with out.

In one year, using curriculum relevant tasks student identify Vocabulary from story. Identify Key words that

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

can help with knew vocabulary clues from sent before and after. Define, classify, categorize associate words from story. Use word in sentences.

7

Grade Core Curriculum

Goal

Speech/Language Smart Goal

Intervention Ideas

In one year, during small group discussions, student Comment on theme related to story. Use vocabulary

will use accountable talk and to agree/disagree or

taught throughout discussion add opinions with evidence

6

Pragmatic Engage actively in a range of collaborative discussions.

The student will use concise, meaningful language when question responses of peers appropriately at least 1x/ providing directions or discussing an event or topic. session for 3 consecutive session with data charted

through direct observation.

and comment on others using I agree because... I disagree because...

Listening/speaking

In one year the student will present an oral review

Obj1: Create a story element graphic organizer. Obj2:

Present claims and findings, sequencing ideas

discussing a previously read/heard poem by identifying discuss character, setting, time, problems Obj3: Orally

logically and using pertinent descriptions,

the main idea and supporting details, including

summarize story using 4/8 story elements.

6 facts, and details to accentuate main ideas or themes

The Student will present an oral review discussing the pertinent descriptions and facts as measured by

most important part of a story or poem.

identifying the main idea and 2 details 5/6 consecutive

sessions based on work samples and speech provider

observation.

Semantic

After Listening to a story or passage selection, the

6 Literary concepts (plot, genre, perspective, student will recall relevant details about setting,

narrative)

characters, or events.

In one year when presented with a graphic organizer the student will recall relevant details about setting, character or events after listening to a story or passage selection with 80% accuracy as assessed by structured observation

Intervention: retelling using vocabulary from reading selections will create a story element graphic organizer.

Expressive Language

In one year during small group discussions student will

Use precise words and phrases, relevant

replace non- specific words with more precise words as

descriptive details and sensory language to The student will use precise words to provide detailed evidenced by providing a clear character description

6 convey experiences and events.

description of a story or events.

with at least 3 attributes in 8/10 trails with data charted

monthly through verbal and written responses.

In one year, using curriculum relevant tasks student

will use context clues to determine the meaning of

Receptive

The student will identify and use vocabulary through unfamiliar words or phrases 8/10 trials with data

6 Use context as clue to the meaning of a word classification, categorization, association and context charted monthly using direct observation.

or phrase.

clues.

8

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