Grade Core Curriculum Goal Speech/ Language Smart Goal ...
Grade Core Curriculum
Goal
Speech/ Language Smart Goal
Intervention Ideas
Listening/speaking Participate in collaborative conversations 3
Language/Phonology 3 Demonstrates basic knowledge of
1:1 letter sound correspondence
The student will listen to a teacher presented story and will attend to speaker listen responsibilities in a discussion with peers
In one year the student will speak in complete sentences using SVO format during conversational interactions related to a level story conversations using visual aids in 7/10 evaluations across for sessions.
Identify story grammar markers for "Thunder Cake". Sequence story w/visual cues. Retell setting, characters, plan, initiating event, character feelings, resolution and character feelings at the end of the story.
In one year using visuals the student level identified and articulated
the student will identify the 26 letters and the associated initial phoneme sounds for pictures presented in 7/10 trials relating to
sounds they make
the vocabulary or curriculum across for sessions.
Segment/Blend. (lighting, listening, thunder)
Semantic
The student will identify and use vocabulary related to The students will categorize items using visuals related to the
Sort common objects into categories to the K Level content area curriculum through 3 gain a sense of the concepts the categories classification, categorization and association skills
classroom content area curriculum in 8/10 attempts with general verbal prompts presented by clinician across
represent
for sessions.
Expressive Language Describe events in The student will sequence and relate information
In one year, the student will sequence (verbally) story events from a Identify nouns, verbs w/a short paragraph. Will
3 the order they occurred.
presented orally in a logical manner when telling a story previously read story using visual stimuli and verbal general prompts change words into regular or irregular plural
from visually presented stimuli or when.
presented by clinician in 7/10 trials across 4 sessions.
words.
Receptive 3 Ask and answer questions about key
details in the story
After listening to a book that is read, the student will answer a number of questions about the story.
In one year, the student will respond to read 2/ DOK questions related Identify meaning of word given a field of three.
to a grade level story previously read with specific to general verbal Identify meaning of word within a sentence.
prompting. Presented by clinicians in 4/5 trials across 4 sessions.
Identify meaning of word in a paragraph.
Pragmatic
The student will appropriately attend to the speaker- In one year, the student (at least 2) will make appropriate comments Using story grammar markers the student will
Follow agreed upon rules for discussions listener responsibilities for a number of verbal
related to peer discussions regarding content area or grade level
initiate a topic of conversations using appropriate
3
exchanges.
(curriculum session)objectives within session opportunities presented eye contact. Student will maintain topic in 4 out
across 4 sessions
of 5 conversational exchanges. Student will
modify the topic using story grammar markers.
Listening/speaking Participate in collaborative conversations 3
The student will listen to a teacher presented story and will attend to speaker listen responsibilities in a discussion with peers
In one year the student will speak in complete sentences using SVO format during conversational interactions related to a level story conversations using visual aids in 7/10 evaluations across for sessions.
Student will recall and generate 4 out of 5 phrases. Sentences conveying facts of a story using verbal/pictorial/written cues as needed over 3 consecutive sessions.
Language/Phonology 3 Demonstrates basic knowledge of
1:1 letter sound correspondence
the student will identify the 26 letters and the associated In one year using visuals the student level identified and articulated Student will generate complete phrases/sentences
sounds they make
initial phoneme sounds for pictures presented in 7/10 trials relating to describing events/characters in story.
the vocabulary or curriculum across for sessions.
1
Grade Core Curriculum
Goal
Speech/ Language Smart Goal
Intervention Ideas
Semantic
The student will identify and use vocabulary related to The students will categorize items using visuals related to the
Sort common objects into categories to the K Level content area curriculum through 3 gain a sense of the concepts the categories classification, categorization and association skills
classroom content area curriculum in 8/10 attempts with general verbal prompts presented by clinician across for sessions.
represent
Expressive Language Describe events in The student will sequence and relate information
In one year, the student will sequence (verbally) story events from a Student will Describe events by generating
the order they occurred.
presented orally in a logical manner when telling a story previously read story using visual stimuli and verbal general prompts sentences in activities.
from visually presented stimuli or when.
presented by clinician in 7/10 trials across 4 sessions.
3
Receptive
After listening to a book that is read, the student will In one year, the student will respond to read 2/ DOK questions related Student will respond to questions based on
Ask and answer questions about key
answer a number of questions about the story.
to a grade level story previously read with specific to general verbal descriptions in story presented using target regular
details in the story 3
prompting. Presented by clinicians in 4/5 trials across 4 sessions.
and irregular plural words.
Pragmatic
The student will appropriately attend to the speaker- In one year, the student (at least 2) will make appropriate comments
Follow agreed upon rules for discussions listener responsibilities for a number of verbal
related to peer discussions regarding content area or grade level
exchanges.
(curriculum session)objectives within session opportunities presented
3
across 4 sessions
Listening/speaking Participate in
The student will listen to a teacher presented story and In one year the student will speak in complete sentences using SVO Identify the story grammar with markers for
collaborative conversations
will attend to speaker listen responsibilities in a
format during conversational interactions related to a level story
"Thunder Cake" Will sequence the story
discussion with peers
conversations using visual aids in 7/10 evaluations across for sessions. "Thunder Cake" with visual cues. Retell setting,
characters, initiating even, feelings, resolution and
characters feelings at the end of the story in a
3
cohesive manner.
Language/Phonology
the student will identify the 26 letters and the associated In one year using visuals the student level identified and articulated Will segment 2-4 syllable words (e.g. lightening,
Demonstrates basic knowledge of
sounds they make
initial phoneme sounds for pictures presented in 7/10 trials relating to thunder) Will blend 2-4 syllable words.
1:1 letter sound correspondence 3
the vocabulary or curriculum across for sessions.
Semantic
The student will identify and use vocabulary related to The students will categorize items using visuals related to the
Will identify the meaning of words within the
Sort common objects into categories to the K Level content area curriculum through
classroom content area curriculum in
story with pictorial cues and a sentence. Will
gain a sense of the concepts the categories classification, categorization and association skills
8/10 attempts with general verbal prompts presented by clinician across identify words given a story sentence. Will
represent 3
Expressive Language Describe events in The student will sequence and relate information
for sessions. In one year, the student will sequence (verbally) story events from a
identify the meaning of a word given a field of 3-
words. Will identify the meaning of words within the
the order they occurred.
presented orally in a logical manner when telling a story previously read story using visual stimuli and verbal general prompts story with pictorial cues and a sentence. Will
from visually presented stimuli or when.
presented by clinician in 7/10 trials across 4 sessions.
identify words given a story sentence. Will
identify the meaning of a word given a field of 3-
3
words
2
Grade Core Curriculum
Goal
Speech/ Language Smart Goal
Intervention Ideas
Receptive
After listening to a book that is read, the student will In one year, the student will respond to read 2/ DOK questions related Will identify nouns, verbs and plural a short
Ask and answer questions about key
answer a number of questions about the story.
to a grade level story previously read with specific to general verbal paragraph from a text. Will change words into
details in the story
prompting. Presented by clinicians in 4/5 trials across 4 sessions.
regular and irregular plurals. Will produce nouns,
verbs, regular 3
Pragmatic
The student will appropriately attend to the speaker- In one year, the student (at least 2) will make appropriate comments Using the story grammar markers, the students
Follow agreed upon rules for discussions listener responsibilities for a number of verbal
related to peer discussions regarding content area or grade level
will initiate a topic of conversations using
exchanges.
(curriculum session)objectives within session opportunities presented appropriate eye-contact. Will produce nouns,
across 4 sessions
verbs, regular and irregular plural in their
3
conversational speech.
Listening/speaking Participate in
The student will listen to a teacher presented story and In one year will describe an event or story with 3 key detail in
student will listen to the Big Green Pocketbook
collaborative conversations
will attend to speaker listen responsibilities in a
sequential order with appropriate morphological, syntactic structure and retell the story using 3 key details and
discussion with peers
with 80% accuracy measured with check list.
sequence words
3
Language/Phonology
In one yearwill produce sentences with 1 or more rhymes teaching a 4
Demonstrates basic knowledge of
the student will identify the 26 letters and the associated line poem with 100% accuracy measured as the product.
He will label a rhyming word for 3 words from
1:1 letter sound correspondence
sounds they make
the Green/Big/Book
3
Semantic
The student will identify and use vocabulary related to In one yearwill increase figurative language identifying / labeling
"My whole morning" is in my pocket book.1- Say
Sort common objects into categories to the K Level content area curriculum through
similar metaphors, etc., with 80% accuracy measured by teacher
"everything she did that morning was in the
3 gain a sense of the concepts the categories classification, categorization and association skills
observation
pocketbook". "Out and about" 2-to be
represent
out in the community
Listening/speaking Participate in collaborative conversations
3 Listening/speaking Participate in collaborative conversations
3
The student will listen to a teacher presented story and will attend to speaker listen responsibilities in a discussion with peers
Within one year, student will retell 3 stories using story grammar markers and relevant vocabulary from the story with visuals fading out with 80% accuracy as assessed by a story retell rubric, vocabulary checklist, and teacher's observation.
The student will listen to a teacher presented story and Student will recall and generate 4 out of 5 phrases/ sentences
will attend to speaker listen responsibilities in a
conveying facts using verbal/pictorial/written cues as needed over 3
discussion with peers
consecutive sessions.
Student will be able to present a story with pictures depicting story and respond to clinician generated questions/verbal prompting, student will generate complete phrases/sentences describing events and characters in the story.
3
Grade Core Curriculum
Language/Phonology Demonstrates basic knowledge of 1:1 letter sound correspondence
Goal
Speech/ Language Smart Goal
Intervention Ideas
the student will identify the 26 letters and the associated Student will be able to generate rhyming CVC words when given
Student will describe events by generating
sounds they make
verbal stimuli in phonological activities presented in 8 out of 10 trials sentences in sentences construction activities,
over three consecutive sessions with cueing as needed.
conveying target regular and irregular plural noun.
3 Listening/speaking Participate in collaborative conversations
The student will accurately use numbers of facts and data items in making an oral report.
Within one year a student will retell the story using 8-story markers with 80% or greater accuracy as measured by checklists developed by SLP.
Identify the story grammar markers. Sequence the story with visual cues. Retell setting, characters, initiating event, feelings, resolutions and
characters feelings at the end of the story in a
3
cohesive manner.
Language/Phonology Demonstrates basic the student will be able to rhyme CVC
Will segment 2-4 syllable words (e.g. lightening,
knowledge of 1:1 letter sound
words
Within 1 year the student will segment and blend multi-syllabic grade thunder) Will blend 2-4 syllable words.
correspondence 3
level words with 80% accuracy as measured with this checklists.
Semantic
The student will verbally complete phrases using
Will identify the meaning of words within the
Sort common objects into categories to analogies, similes, and metaphors gain a sense of the concepts the categories represent 3
Within one year the student will use context cues to determine the meaning of unfamiliar words to improve both reading comprehension and vocabulary with few prompts with 80% or greater accuracy as measured with checklists. Categories, parts to whole, compare
story with pictorial cues and a sentence. Will identify words given a story sentence. Will identify the meaning of a word given a field of 3words.
Expressive Language Describe events in The student will be able to identify the correct usage of /contrast, description.
Will identify nouns, verbs and plurals a short
the order they occurred.
regular and irregular plural nouns.
paragraphs from a text. Will change words into
regular and irregular plurals. Will produce nouns,
Within one year the student will identify and use syntactical structures verbs, regular and irregular plurals at the sentence
in their conversation speech with 80% or greater accuracy as measured levels and
by checklists.
conversational levels
3
Receptive
The student will identify the correct usage of regular
Ask and answer questions about key
and irregular plural verbs
details in the story 3
4
Grade Core Curriculum
Goal
Speech/ Language Smart Goal
Intervention Ideas
Pragmatic
The student will maintain close and modify a topic
Follow agreed upon rules for discussions using appropriate eye contact with provider
instructional and peers
Within one year, the student will initiate, maintain, close and modify a topic using appropriate eye- contact with provider and peers with 80% accuracy as measured by checklists.
Using the story grammar markers, the students will initiate a topic of conversations using appropriate eye-contact. Will produce nouns, verbs, regular and irregular plural in their conversational speech.
Within one year the student will retell a story using eight story
3
grammar markers with 80% accuracy as measured by checklists
Listening/speaking Participate in
The student will accurately use numbers of facts and
Identify story telling grammar markers. O2
collaborative conversations
data items in making an oral report.
Sequence story with visual cues O3 retell setting
character feelings, plan, initiating events at the
Within one year the student will segment and blend multi-syllabic
end of the story.
3
grade level words with 90% accuracy as measured by checklists.
Language/Phonology Demonstrates basic the student will be able to rhyme CVC
knowledge of 1:1 letter sound
correspondence 3
words
Within one year the student will use context cues to determine the
Segment/Blend. (lighting, listening, thunder)
meaning of unfamiliar words to improve both reading comprehension
Semantic
The student will verbally complete phrases using
Sort common objects into categories to analogies, similes, and metaphors
and vocabulary with few prompts with 80% or greater accuracy as measured with checklists.
Obj 1 Identify meaning of words, meaning of words within a sentence, and paragraph.
gain a sense of the concepts the categories
represent
Within one year the student will identify and use syntactical structures
3
in their conversation speech with 80% or greater accuracy as measured
Expressive Language Describe events in The student will be able to identify the correct usage of by checklists.
Identify nouns, verbs, plural within short
the order they occurred.
regular and irregular plural nouns.
paragraph. Will change words into regular or
irregular plural words. Will produce nouns, verbs,
plural on the sequence level. Will produce nouns,
3
verbs and plurals in
Receptive
The student will identify the correct usage of regular
Ask and answer questions about key
and irregular plural verbs
details in the story 3
Pragmatic
The student will verbally discuss an object in terms of
Using story grammar markers the student will
Follow agreed upon rules for discussions attributes/similarities/comparisons.
initiate a topic of conversations using appropriate
eye contact. Student will maintain topic in 4 out
of 5 conversational exchanges. Student will
3
modify the topic
5
Grade Core Curriculum
Goal
Speech/ Language Smart Goal
Intervention Ideas
Listening/speaking Participate in collaborative conversations
The student will accurately use numbers of facts and data items in making an oral report.
In one year using listening comprehension program the student will orally summarize key details with 80% accuracy as measured by student performance.
The student will label and modify story grammar elements. The student will answer wh-questions that correlate to story grammar elements. Students will summarize story elements based on the book.
3
Language/Phonology Demonstrates basic the student will be able to rhyme CVC
knowledge of 1:1 letter sound
words
correspondence 3
Semantic
The student will verbally complete phrases using
Sort common objects into categories to analogies, similes, and metaphors
gain a sense of the concepts the categories
represent
Discriminate rhymes choice of 2 minimal pairs,
In one year using a phonology program will identify and produce CVC Identify CVC rhymes out of 2 or 3
rhymes with 80% accuracy in 2-3 sessions as measured by student
CVC words, Produce CVC rhymes from the book.
performance.
Student will use contact clues to decipher
meaning of target words. Provider will define
vocabulary words with examples student will
restate definition in their own
words. Students will understand meaning and
3
Expressive Language Describe events in The student will be able to identify the correct usage of
the order they occurred.
regular and irregular plural nouns.
3
Receptive
The student will identify the correct usage of regular
Ask and answer questions about key
and irregular plural verbs
details in the story 3
Pragmatic
The student will verbally discuss an object in terms of
Follow agreed upon rules for discussions attributes/similarities/comparisons.
3 Listening/speaking Participate in collaborative conversations
The student will accurately use numbers of facts and data items in making an oral report.
Identify story grammar elements. Answer wh questions about the story.
3
Language/Phonology Demonstrates basic the student will be able to rhyme CVC
knowledge of 1:1 letter sound
words
correspondence 3
Semantic
The student will verbally complete phrases using
Sort common objects into categories to analogies, similes, and metaphors
gain a sense of the concepts the categories
represent 3
Discuss rhymes when given choice of 2 min pair words. Identify CVC that rhyme. Produce word that rhymes with target CVC word.
Student will use context clues to attempt to identify the meaning if a target word. Student will understand meaning of analogy. Student will provide analogy for a chosen word.
6
Grade Core Curriculum
Goal
Speech/ Language Smart Goal
Intervention Ideas
Expressive Language Describe events in The student will be able to identify the correct usage of
the order they occurred.
regular and irregular plural nouns.
3
Receptive
The student will identify the correct usage of regular
Ask and answer questions about key
and irregular plural verbs
details in the story 3
Pragmatic
The student will verbally discuss an object in terms of
Follow agreed upon rules for discussions attributes/similarities/comparisons.
3
Listening/speaking Participate in
The student will accurately use numbers of facts and
Students will respond wh questions about the
collaborative conversations
data items in making an oral report.
story. Students will identify story elements.
3 Language/Phonology Demonstrates basic the student will be able to rhyme CVC
Students will use story elements/grammar to
summarize a story. Within one year students will identify and produce CVC words 80% of Students will discriminate between rhyming and
knowledge of 1:1 letter sound
words
the time as measured by checklists.
non-rhyming words. Students will identify CVC
correspondence
Within one year student will complete phrases using analogies, 80% of words that rhyme. Student will produce CVC
the time as measured by checklists.
words that rhyme.
3
Within new year, student will identify and use regular and irregular
Semantic
The student will verbally complete phrases using
Sort common objects into categories to analogies, similes, and metaphors
plural nouns with 80% accuracy as measured by structure and checklist.
Students will use context clues to attempt to identify target words. Students will understand the
gain a sense of the concepts the categories
meaning of an analogy. Students will understand
represent
the relationship between analogies and vocabulary
3
used.
Expressive Language Describe events in The student will be able to identify the correct usage of
the order they occurred.
regular and irregular plural nouns.
3
Receptive
The student will identify the correct usage of regular
Ask and answer questions about key
and irregular plural verbs
details in the story 3
Pragmatic
The student will verbally discuss an object in terms of
Follow agreed upon rules for discussions attributes/similarities/comparisons.
3
7
Grade Core Curriculum
Goal
Speech/ Language Smart Goal
Intervention Ideas
Listening/speaking Participate in collaborative conversations 4
Language/Phonology Demonstrates basic knowledge of 4 1:1 letter sound correspondence
The student will listen to a teacher presented story and will attend to speaker listen responsibilities in a discussion with peers
the student will identify the 26 letters and the associated sounds they make
In one year the student will speak in complete sentences using SVO format during conversational interactions related to a level story conversations using visual aids in 5/10 evaluations across for sessions.
Student will correctly sequence the story "Johnny Appleseed" Will answer "wh"- questions. Give main idea, supporting details about the story. Retelling story events using pictures. Retelling stories without pictures using nominal language.
In one year using visuals the student level identified and articulated
Given a list of words, student will clap out the
initial phoneme sounds for pictures presented in 7/10 trials relating to the number of syllables in teacher presented words
vocabulary or curriculum across for sessions.
from the story. Students will put slash line
between syllables to identify the number of
syllables in the words.
Semantic
The student will identify and use vocabulary related to the K The students will categorize items using visuals related to the classroom
Sort common objects into categories to Level content area curriculum through classification, 4 gain a sense of the concepts the categories categorization and association skills
content area curriculum in 8/10 attempts with general verbal prompts presented by clinician across
represent
for sessions.
Expressive Language 4 Describe events in the order they
occurred.
Receptive 4 Ask and answer questions about key
details in the story
The student will sequence and relate
In one year, the student will sequence (verbally) story events from a
Student answer wh-questions after listening to
information presented orally in a logical manner when telling previously read story using visual stimuli and verbal general prompts story, using selected paragraphs. Student will
a story from visually presented stimuli or when.
presented by clinician in 7/10 trials across 4 sessions.
retell the events of the story using nominal
language. After listening to a book that is read, the student will answer In one year, the student will respond to read 2/ DOK questions related to
a number of questions about the story.
a grade level story previously read with specific to general verbal
prompting. Presented by clinicians in 4/5 trials across 4 sessions.
Pragmatic
The student will appropriately attend to the speaker-listener In one year, the student (at least 2) will make appropriate comments
4 Follow agreed upon rules for discussions responsibilities for a number of verbal exchanges.
related to peer discussions regarding content area or grade level (curriculum session)objectives within session opportunities presented
across 4 sessions
Listening/speaking Participate in
The student will listen to a teacher presented story and will In one year , the student will verbally retell orally presented information, Obj. 1: Answer simple "wh" questions (Who,
collaborative conversations
attend to speaker listen responsibilities in a discussion with including 3 key details while working with a peer or teacher with 80% where, when, why, how) Obj. 2: Sequence of
4
peers
accuracy, measured by teacher provided checklist.`
events (Beginning, middle, end) Obj. 3: Describe key scene (using 1-2 details), conflict, solutions.
Language/Phonology Demonstrates basic knowledge of 4 1:1 letter sound correspondence
the student will identify the 26 letters and the associated sounds they make
In one year, student will divide multisyllabic words into syllables with 80% accuracy, measured by teacher provided observations
Obj. 1: Consonant and vowel (letter to sound correspondence) Obj. 2: How many syllables do you hear? (clap syllables) Obj. 3: They (student) divides word into syllables (verbally).
8
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