core curriculm goal smart goal ip 1:1 letter sound ... · core curriculm goal smart goal ... in one...

Clinical Intervention Plan

Expressive LanguageDescribe events in the order they occurred.

The student will sequence and relate information presented orally in a logical manner when telling a story from visually presented stimuli or when.

In one year, the student will sequence (verbally) story events from a previously read story using visual stimuli and verbal general prmpts presented by clinican in 7/10 trials acroos 4 sessions.


Ask/Answer questions about key details in the story after listening to a book that is read, the student will answer questions about the story.

In one year, after listening to a book that is read, student will answer10 questions about a story presented will 80% accuracy for 5 stories as measured by data collection.

Core Curriculm Goal Smart Goal



In one year studen will retell stories with visual and auditory prompts with 80% mastery.



In one year, the studen will retell a grade level narrative in the right order, given visual stimuli, with less than 2 verball cues in 3 consecutive sessions.



In one year, student will verbally identify the beginning, middle and end of a story, provided w/pictures in 3/5 trials.



By September 2015, student will retell a story presented verbally in sequential order with 80% accuracy as measured by provider checklists.




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In one years time, student will sequence 4 part story cards and narrate the storline utilizing transition words (first, then , next, and finally) w/ at least 80% accuracy.

*When prifded visual and verbal cues, student will sequence 3 story line cards and narrate the storyline utilizing the transition words "first, next/then, finally/ following clinician model w/at least 80% accuracy.

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Within one year student will arainge 3-4 pictures in the correct order and verbally describe each, given VC's as needed with a monitored by SLP using teacher made

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*Story retell using prompts or pictures in sequential order*Tell me the story using temporal concepts*Tell story - present progressive*Tell story - past tense.

*Retell sequence of story given pictures and temperal markers

*Retell stories, relate personal story and compare and contrast, two stories, incorporate story elements.

*Will orally retell the story through their own pictures and verbal explanations.*Will orally retell the story through their own pictures and verbal explanations.*Will retell the story without any visuals.

*Use pacing visuals to retell story sequentially.*Use visuals specific to school day to retell events during school day.

IP 1:1 letter sound

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In one year the student will sequence (verbally) story events prove a previously read story using visual stimuli and verbal prompts presented by clnician in 7/10 trials across 4 sessions.



Within one year, the student will sequence and relate information orally in a logical manner when telling a story from visually presented stimuli with 80% accuracy and be assesed by teacher made materials.

Language/PhonologyDemonstrates basic knowledge of 1:1 letter sound correspondence

the student will identify the 26 letters and the associated sounds they make

In one year using visuals the student level identified and articulated initial phoneme sounds for pictures presented in 7/10 trials relating to the vocabulary or curriculum across for sessions.

Core Curriculum Goal Smart Goal

Language/PhonologyDemonstrates basic knowledge of 1:1 letter sound correspondence the student will identify the 26 letters and the associated sounds

they make

In one year, the student will identify consonants in CVC words when presented orally in 8/10 trails over 3 consecutive sessions as measured by checklist.



Label, Compare and Contrast

In one year, the student will retell a grade level narrative in the right order, given visual stimuli, with less than 2 verbal cues in 3 consecutive sessions. In one year the student will answer 4/5 literal "WH" questions about a story read

orally to the child across 3 sessions.


Describe events in the order they occurred. The student will sequence and relate information presented orally in a logical manner when telling a story from visually presented stimuli.

In one year, student will sequence and relate information presented orally in a logical manner when telling a story from visual presented stimuli with 80% accuracy for 5 trials as measured by data collection.



Within one year student will describe sequential events in a story orally presented by the SLP, making sure to name the essential elements of the story with 80% accuracy in 2/3 stories as measured by the speech and language provider


they makeIn one year, student will verbally identify the initial, medial and final position of letters in CVC words w/80% accuracy independently.

*Sound-Symbol correspondence.*What sounds do you hear?

Specific prompts when needed*Using character names the student willidentify and make sound relationships for initial sounds while articulated appropriately. *How many letters in characters name. *Break into syllabus. *bend sounds

*Will sequence a story given visuals.*Will orally retell the story through their own pictures and verbal explanations.*Will retell the story without any visuals.

As inferatial questions.Bullying discussion, commenting, taking turns peer talk etc.

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they makeIn one year's time, student will identify 26 letter and their corresponding sounds w/at least 80% accuracy.


they makeIn one year student will confront and Identify phonemes of single syllable "wh" and story


they make

in One year using visuals the student will identify and articulate initial phoneme sounds for pictures presented in 7/10 trials relating to the vocabulary or curriculum across 4 sessions.


they make


they make

With one years time the student will identify 15 letters of the alphabet (Capital/lowercase) Plus produce their corresponding sound, given Kinesthetic visual as monitored by SLP. Pre/Post testing.


they make

In one year student will identify letters and associated sounds in response to teacher prompts using picture cards and teacher checklists with 80% mastery.


they make


they make

By September 2014, student will demonstrate understanding of one to one letter sound correspondence with 90% accuracy as measured by provider observations and data collection.



they make

Specific prompts when needed*Using character names the student willidentify and make sound relationships for initial sounds while articulated appropriately.*How many letters in characters name.

Match Capital to Lowercase lettersIntroduce body movement (sounds in motion) Corresponding soundsSort pictures based on soundProduce another word with that sound

IP 1:1 letter sound*Identify initial medial and final sounds*Add or substitute phonemes in simple words in book.

*using vocabulary*Identify initial and final sounds segmenting and blending.

*How many sounds in these words: Victoria, Rita, Jo*Segmenting, Jo, Rita, Victoria*Identifying beginning letter sound*Identify ending letter sound

*When provided, visual and verbal and auditory cues, student will identify long vowel sounds and their associated orthographic (letter) symbols, w/at least 80% accuracy.

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Listening/speakingParticipate in collaborative conversations

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 5/10 evaluations across for sessions.



In one year, student will answer "Wh" questions regarding a story read aloud to have a discussion with peers, w/80% accuracy, independently.




In one year, the student will answer literal WH-questions givenvisual cues literal WH-questions given visual cues and cues to attend during structured activities with 85% accuracy over 3 consecutive sessions as measured by checklist and teacher/provider observations.


they make

Within one year student will identify / discriminate basic letter / sound associations in simple words (CVC combinations) as measured by the SLP in 4/5 opportunities as assessed by speech teacher and classroom teacher.



In one year, the student will listen with their whole body to a teacher presented story for 5 minutes with 2 or less verbal cues in 3 consecutive sessions.



Student will identify characters, setting problems and solution in response to wh questions with 80% mastery by teachers checklist.



In one years time student will engage in 3 reciprocal interchanges2/peers pertaining to the events/details of a story in at least 4/5 trials.



By September 2014, student will attend to speaker listener responsibilities in a discussion with peers for 10 minute intervals in2/3 trials over 4 consecutive sessions as measured by provider checklists.



In One year and will attend the speaker listener responsibility. Ask and answer 5-7 questions about key details in a story with 90% accuracy as measuring by teacher clinician



Within one year in speech TSW listen to a short story with illustrations and respond to simple "wh" questions using 3 - 5 word references to discuss/ verbal details of the story 4/5 times through observation checklist using visual and verbal prompts.

*Whole body listening*2-3 Turn-taking exchanges*Asking 1-2 "wh" questions about text

*Using a personal experience tell story relating your experience of fear. *Identify story elements and definitions.*Identify, vocabulary words*Read story

*Attend to session, clinician/peers*Whole body listening*Use of turn taking, how would you feel if you were Chrysanthemum?

*Sit, Attend, listen, hands to self.*Respond to "wh" questions.*Look at illustrations.*Produce 1-3 word references*Draw pictures about story book*Complete a book review

*When provided visual and verbal cues, student will "WH" who, what, where *Ask a question *Answer a question pertaining to the details/events of a story read aloud w/ at least 80% accuracy.

*Who questions*Where questions*What - doing questions

*Will Listen for 2 minutes with no more than 2 visual and verbal cues.*Will answer simple "WH' questions based on one sentence heard.*Will answer "WH" questions based on 2-3 sentences heard.

A response to "WH" questions specifically who questions, TSW (The Student Will). Respond using full and complete sentences in S- VOW format regarding story characters

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Within one year student will take in the direction from speaker and comment. In 3 out of 4 trials, given 1-2 clinical cues as using monitored by SLP using checking of correct responses.





In one year, student will name story grammar elements (i.e. stetting, character) after listening to an orally presented story given verbal/in8/10 trials across 3 sessions.



Within one year student will listen to a teacher presenting story and will attend to speaker listener responsibilities responding to fact questions as measured by the SLP with 2 correct answers out of 3 consecutive opportunities.

PragmaticFollow agreed upon rules for discussions

The student will appropriately attend to the speaker-listener responsibilities for a number of verbal exchanges.

In one year's time, student will engage in 3 verbal interchanges w/a peer following agreed upon speaker - listener responsibilities.



In one year, the student will appropriately attend to the speaker - listener responsibilities for 3/5 verbal exchanges as measured by teacher observation for 5 sessions.



In One year the student will speak in complete sentences using SVO format during conversational interactions related to a level story conversations lending verbal aids in 5/10 evaluations across 4 sessions




In one year, the student (at least 2) will make appropriate comments related to peer discussions regarding content area or grade level (curriculum session) objectives within session opportunities presented across 4 sessions



Within one year, Student will listen to a teacher presenting story 90% of the time and will attend to speaker/listener discussions with peers to be assessed by observation check list.

*When provided clinician model, student will engage in 3 verbal interchanges w/ a peer to exchange information regarding a text read aloud, w/at least 80% accuracy performance will be measured through data collection on individual checklist's). (i.e.: in classroom and/or small group setting)

Bullying discussion commentingtaking turns peer talk etc.

Seating - Mouth closed, quiet body, eye contact Turn taking - SLP states questions to cause student to respond.Language Making sure children understand "Wh" when using their chronological development.

A Response to "Wh" questions Specifically who questions, TSW (The Student Will) Respond using full and complete sentences in S- VOW format regarding story characters.

Review parts of body involved (eyes, nose, mouth, back, feet, hands) Using visual support (sounds in motion sheet) Students will comment on "likes"

*Who - nouns- people, animals and things*Where - places*When - time morning, afternoon, night month, seasons.

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In one year students will use turn-taking skill to collaboratively complete an activity following directions with 80% mastery with teacher charting.



In one year student will look at the speaker, wait a turn to speak when engaging in a conversation/dicussion over 3-4 sessions given visual/verbal cues as needed.



Within one year the student will appropriately attend to the speaker- listener responsibilities for no verbal exchanges with 80% mastery and to be assessed by observation check list.



In one year the student will make appropriate comments related to peer discussions regarding content area or grade level curriculum session objectives within session opportunities presented across 4 sessions.



By stepmeber 2014, student will demonstrate appropriate use level pragmatic srius by attending to the speaker - listener for 8/10 verbal exchanges as measured by provider observations and data collection.








*Turn and talk, visuals*Are you looking at the speaker? Waiting a turn for discussion.*Focused on topic and commenting appropriately.

*Topic to discuss details with visual cues to identify speaker and lestern roles. As questions to peers when provided with a "wh" question starters. When provided with higher level thinking questions use turn- taking strategies to answer questions.

*Using story props and pieces.*Will follow directions to retell story.

*turn taking - take turns listening and describing a time someone was mean/kind *Showgood listening/speaking*Discussion - Topic maintenance - Ask a question - make a statement.

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ReceptiveAsk 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 to a gread level story previously read with specific to general verbal prompting. Presented by clinicians in 4/5 trials across 4 sessions.



In one year's time, student will answer basic"who, what and where" questions pertaining to the story read aloud w/at least 80% accuracy.





With one year after listening to a grade level story he/she will ask and answer a variety of "Wh" 80% accountability in consecutive sessions as monitored by therapist using SLP observation.



In one year student will respond to "wh" questions with 80% mastery and speech checklist.




By September 2014, student will be able to answer wh questions related to an orally presented story in 9/10 trials as measured by providers observations and data collection.

ReceptiveAsk and answer questions about key details in the story ************


In one year the student will answer 4/5 literal "WH" questions about a story read orally to the child across 3 sessions.



*Match pictures with short sentence to story read aloud.*Order/sequence of pictures with short sentence to story read aloud. *Retellstory using pictures paired of story read aloud with sentences.

*Respond to who, what where, when, why.*focus on increasing MLU.

*Discussion of meaness/kindness*what did Victoria do to hurt chrysanthemum's feelings? *Draw pictures and show feelings with expression.*Identify story grammar markers basic)

*When provided visual and verbal cues, student will answer "where"(location/setting) questions pertaining to the details of a story read aloud w/at least 80% accuracy in 4/5 trials.

*Ask inferential questions what could he/she done to feel better?*How would you have felt if someone was making fun of you, or a friend?*What should the teacher do about the bullying(bullying discussion)

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Within one year after listening to a book that is read. The student will answer 5 questions about the story with 80% mastery to be assessed by observation checklist.

SemanticSort common objects into categories to gain a sense of the concepts the categories represent

The student will identify and use vocabulary related to the K Level content area curriculum through classification, categorization and association skills

In one year, the student will label pictured vocabulary related to theK level content area curriculum and display association skills with80% all across 3 sessions.


The student will identify and use vocabulary related to the K Level content area curriculum through classification, categorization and association skills In one year, student will sort common nouns (person, Place, thing)

into categories w/80% accuracy, independently.



The students will categorize items using visuals related to the classroom content area curriculum in 8/10 attempts with general verbal prompts presented by clinician across for sessions.






In one year the student will respond to level 2 DOK questions related to a grade level story previously read with specific to general verbal prompting presented by clinician in 4/5 trials across 4 sessions.



In one year, the student will identify and use vocabulary related to the K level content area curriculum through classification categorization and association skills with 85% accuracy over 3 consecutive sessions as measured by teacher checklist.



By September 2014, student will use grade level specific vocabulary through classification, categorization and association, skills in 8/10 trials as measured by pre and post tests.



In one year's time, student will verbally identify at least 5 categorical item and sort items according to categorical features, w/at least 80% accuracy.

*Present vocabulary from story - pre and post test*Relate story using specific details using vocabulary words and objectives.

*When provided visual and verbal cues, student will identify 5 or more locations/habitats and sort these items according to associated inhabitants with at least 80% accuracy(ie. Princess/castle dragon/cave animals/forest).

*Book- the three billy goats gruff*categorize goats by size, color, over/under

Label a given picture. Compare and contrast the3 goals.

Categorize things are due in the morning Examples, Eat breakfast, get dressed, wake up, afternoon, eat lunch, come home from school, have a snack, do homework, Take a bath, go to sleep.

Ask inferential questions - what's could have the character done to feel better?How would you have felt if someone was making fun of you or a friend?What should the teacher do about the bullying. Bullying discussion

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In one year, student will name the category as well as items within a specific category when presented with pictures/ subjected in 8/10 trials across 3 sessions.







The student will identify and use vocabulary related to the K Level content area curriculum through classification, categorization and association skills In one year student will classify vocabulary associated with a

Kindergarten level content.



Vocabulary - Instill story vocabulary.Within one year student will define and use 20-30 grade appropriate vocabulary words with prompts with 80% accuracy. As assessed by speech teacher and classroom teacher.


The student will identify and use vocabulary related to the K Level content area curriculum through classification, categorization and association skills Within one year student will classify and categorize items/objects based on

similarities given. Monitored by SLP's checklists.






Using pace visuals to retell story sequentially Using visuals specific to school day to retell events during school day.

Recognized objects items in pictures (spoon, fork, watering can, knife, case, pot) describe objectsLocation/where we find items/objects.Identify which item does not belong in a group.

*Categories, nouns, verbs pertaining to story princess and the pea.

*identify categories of a story and what they mean (setting, characters)*Identify elements of content story*label elements of content story

*Fall vocabulary, holiday, clothing, weather words.*Show pictures to elicit vocabulary words for fall activities, clothing, weather and holiday related words.

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Grade 1







In one year, the student will sequence (verbally) story events from a previously read story using visual stimuli and verbal general prompts presented by clinician in 7/10 trials across 4 sessions.








they make












When provided visual , verbal and auditory cues, student will identify long vowel sounds and their associated orthographic (letter) symbols, w/at least 80% accuracy.

When provided visual and verbal cues, student will : who/what/where A) ask questions B) answer a question who, what, where pertaining to the details/events of a story read aloud w/at least 80% accuracy.

Using story props pieces will follow directions to retell story. Build scarecrow.

Respond to who, what where, when, why. Focus on increasing MLU.

Retell stories, relate personal story and compare and contrast two stories incorporate story elements.

Fall vocabulary, holidays, clothing, weather words. Show pictures to elicit vocabularywords for fall activities, clothing, weather holiday related words.

Using vocabulary to identify initial and final sounds segmenting and blending.

Using a personal experience tell story relating your experience of fear. Identify story elements and definitions. Identify vocabulary words read in the story. Turn and Talk.

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Present vocabulary from story pre and post test. Relate story using specific details using vocabulary words and adjectives.

How many sounds in these words: Victoria, Rita, Jo. Segmenting Jo, Rita and Victoria. Identify beginning letter sound. Identify ending letter sound.

How many sounds in these words Victoria, Rita, Jo

Attend to session- clinician/peers whole body listening. Use of turn taking how would you feel if you were the story character.

When prided clinician model, student will engage in 3 verbal interchanges w/ a peer to exchange information regarding a text read aloud w/ at least 80% accuracy.

When provided visual and verbal cues, students will answer where (location/setting) questions pertaining to the details of a story read aloud w/at least 80% accuracy in 4/5 trials

when provided visual and verbal cues, students will sequence 3 story line cards and narrate the storyline utilizing the transition words, first, next, then, finally following clinician model w/at least 80% accuracy in 4/5 trials.

When provided visual and verbal cues, student will identify 5 or more locations/habitats and sort these itemsaccording to associated inhabitants with at least80% accuracy

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In one year student will ask/answer questions about key details in the story. In 4/5 trials for3 consecutive sessions.

Sort common objects into categories to gain a sense of the concepts of what it is to categories presentation. Goal - in one year the student will use a circle map to identify features of characters in the story. And use the vocabulary words in sentences. in 4/5 trials of3 consecutive sessions.

Turn taking take turns listening and describing a time someone was mean / kind . Show good listening/speaking skills. Discussion, topic maintenance, ask a question, and make a statement.

Discussion of meaness/kindness. What did Victoria do to hurt chrysanthemum's feelings? What feelings were displayed? Show pictures and show feelings with expression. Identification of story grammar markers (basic)

Story retell, using prompts or pictures in sequential riders. Tell me the story using temporal concepts. Tell story present progressive. Tell story past tense.

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Will retell beginning of story. Will retell middle of story. Will retell end of story. Will role-play various characters in a story.

Participate in collaborative conversation. The student will listen to a teacher presented story and will attend to speaker listener responsibilities in a discussion with peers.

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Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Listening/speaking Participate in collaborative conversations



Common Core - Language - Receptive. Answer "wh" - questions. Short term objectives who, where, when, why, how.

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Grade 2 Core Curriculum Goal Smart Goal Clinical Intervention Plan

Students will identify a given sound in the initial position, medial position and final position.

Language/Phonology Demonstrates basic knowledge of 1:1 letter sound correspondence the student will identify the 26 letters and the associated sounds they make




Language/PhonologyDemonstrats basic knoledge of 1:1 letter sound correspondence the student will identify the 26 letters and the associated sounds they make

In one year using visiuals the student level identified and articulated initial phoneme sounds for pictures presented in 7/10 trials relating to the vocabulary or corriculum across for sessions.




Smart Goal


The student will sequence and relate information presented orally ina logical manner when telling a story from visually presented stimuli or when.


students identify story elements. Identify sequence events. Identify problem. With80% accuracy.


The student will listen to a teacher presented story and will attend to speaker listern responsibilites in a discussion with peers

In one year the student will speak in comlete sentences using SVO format during conversational interactions related to a level story conversations using visual aids in 5/10 evaluations across for sessions.



The student will identify and use vocabulary related to the K Level content area curriculum throuh classification, categorizaton and association skills

The students will categorize items using visuals related to the classroom content area curiculum in 8/10 attempts with general verbal prompts presented by clinician across for sessions.

use temporal words to indicate order of events in a narrative. Student will use complete sentences to describe events from pictures within a story.



In one year, the student (at least 2) will make approriate comments related to peer discussions regarding content area or grade level (curriculum session)objectives within session apportunities presented across 4 sessions

Student states 3-5 events. States beginning, middle, and end. Identify problem

ReceptiveAsk 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.


Answer "wh" questions. Based on an orally presented passage or story with 80% accuracy

The student will sequence and relate infromation from a story using temporal.


about the story.


The student will use first, next and last to sequence events from a story read.




Core Curriculm Goal

Language/PhonologyDemonstrats basic knoledge of 1:1 letter sound correspondence



Student will ask and comprehend response of story questions and answers.




Story - characters, settings events, problem and solvution. In sequence as story was orginally told.




Student will relate infromated presented orally in a logical manner.




student will ask questions of pictures in the story and describe happenings within the story.





Student will will relate information about story / event presented orally in a logical manner using 3-5 details with 80 accuracy of understanding.




Students will recound story also relating to own experience with approriate facts and relevant, discriptive details.




In one year the student will speak in comlete 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 tell story recount experience with

facts. Coherent sentences.


about the story.


Grade

SemanticSort common objects into categories to gain a sense of the concepts the categories represent The student will identify and use vocabulary related to the K Level content area

curriculum throuh classification, categorizaton and association skills


Student will speak and also listen logically in a rational manner.


about the story.


Students will ask "Wh" questions to find better clarification from the story.




The student will relate infromation presented orally in a logical manner.









The student will sequence the realted infromation that was presented orally in a logical manner




Student will listen to a 2nd grade level story and retell it using accurate sequencing of events and including 3/5 details with 80% accuracy.


Student will categorize character types, settings, emotions orally in a logical manner.







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Within a year after listening to a book that is read student will answer 9/10 wh questions about the story as assessed by observation checklists




Student will attend to respond for 5-7 communication exchanges with 80% accuracy for 4 sessions by data collection.






about the story.





Student will sequence events from story.



In one year, the student will respond to read 2/ DOK questions related to a gread level story previously read with specific to general verbal prompting. Presented by clinicians in 4/5 trials across 4 sessions. Student will answer 20 number of who, what,

where, when, why regarding to a story.


Student will describe events in sequental order.




Student will retell story in a correct sequence from beginning to end.




Student will answer who, where, when questions appropriately.

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Will identify characters, setting, problems and solution in orally prsented stones in response to "wh" questions with 70% mastery as measured by teacher observation checklist.




Using whole body listening: pictures students will use 5 words and their sound associations by matching and sequencing the correct word/sound associations in the order of their events. As charted over one theraapy session with 3T series completed indepentdly.

Student will classify 2nd grade level vocabulary words and pictures by responding to questions associated with people, places, things and events, weather.

Core Curriculm Goal Smart Goal Clinical Intervention Plan





the student will identify the 26 letters and the associated sounds they make In one year using visiuals the student level identified and articulated initial phoneme sounds for pictures presented in 7/10 trials relating to the vocabulary or corriculum across for sessions.

Student will develop better grasps of concepts presented for rhyming and alliteration. Orally presented words.











Student(s) will respond to why, what, where, when questions related to the already presented story using short -term memory recall. 80% mastery.




Student(s) will re-tell story when given visual cues/ prompts by the clincian 75% or for 3/5 trials, visual/verbal associations as charted.

Language/PhonologyDemonstrats basic knoledge of 1:1 letter sound correspondence the student will identify the 26 letters and the associated sounds they make


Student(s) will share a collaberative account involving a sequence in the story. Student will re-tell by working with other students to participate in a turn-taking skill to complete activity.




Student will recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Grade

Student will classify actions, categorize animals and describe animals and related actions. Student will compare/contrast farm animals compared to zoo animals. "Mr. Grumpy's Outing"

Student will formulate "wh" questions to comprehend and use appropriately.


about the story.


Student will "wh" questions regarding story with 80% accuracy as assesed by observation checklist to intern answer with who, where and when.




In one year, students will re-tell stories when given usual clues/prompted by the clinician 75% or for 3/5 trials visual/verbal associations as charted.




In one year, student will classify 2nd grade level vocabulary with pictures by responding to questions associated with people, places, things and events.











In one year, students will respond to why, what, where, when questions related to be already presented story using short-term memory recall. 80% mastery.

Using whole body listening: pictures students will use 5 words and their sound associations by matching and sequencing the correct word/sound associations in the order of their events. As charted over one theraapy session with 3T series completed indepen

Language/Phonology Demonstrats basic knoledge of 1:1 letter sound correspondence the student will identify the 26 letters and the associated sounds they make


Will identify characters, setting, problems and solution in orally prsented stones in response to "wh" questions with 70% mastery as measured by teacher observation checklist.


about the story.





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In one year, student will share in a collaberative action involving a sequencing puzzle re-tell by asking each child to participate in turn taking skills to complete an activity.

Language/Phonology Demonstrats basic knoledge of 1:1 letter sound correspondence


The students will answer with with basic "wh" questions using pictures, with beginning, middle and end.




Read story and ask questions. After each page then after a few pages. Demonstrating each.





Copy pictures from book to help to understand the beginning, middle and end of the book.

Teacher will role play aa situation that is relatable to student in their everyday life.




Put pictures/ sentence strips in sequence.




Read book emphosize and acousticly highlight parts of book. Explain.




Bring in actual objects and write down objectes to discribe each




Retell the story using other visual aids such as a graphic organizer/ story grammer aids.



Retell the story using the pictures.


about the story.


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about the story.

In one year, the student will respond to read 2/ DOK questions related to a gread level story previously read with specific to general verbal prompting. Presented by clinicians in 4/5 trials across 4 sessions. Retell the story with visual cues.

Put pictures/ sentence strips in sequence.



Retell story using pictures.


about the story.






While listening to the story, the student put pictures in sequence, then re-tell the story using the pictures.




Retell the story with verbal emphasis.




In one year the student will speak in comlete sentences using SVO format during conversational interactions related to a level story conversations using visual aids in 5/10evaluations across for sessions.

Retell story independent.




Retell story using graphic organizer







Core Curriculm Goal Smart GoalGrade

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Then turn over the pictures and student retells the story without the visual pictures cuews. Reducing level of support.




Visual/picture cues from story will be given initially to assist student in answering "who, what, where questions.




use visual aids to retell the story in sequence.



listen to story and put pictures presented in sequence.


about the story.







Tell the sequence and then turn over picture after statement.





Teach parts of a story and "story vocabulary" Character- who in story. Setting - Where in story. Event - What happened? Problem - what is wrong? Solution - how did story end.













use visual aid (pictures) to sequence story and retell in order.




use visual aid (pictures) to sequence story and retell in order.




Child retells story in sequence order with 3-5 details checking with visual aids after retell.




Identify the words that have sp, scr, spr, st, consonant blends in the beginning of the words. Name and say the sounds.


Teach parts of story - character, settings, event, problem and solution.



Read story and ask questions. After each page then after a few pages. Demonstrating each.








Teacher will read story (Grammer Buddy) Ask questions. What the story is about. Where it takes place. When questions: what happened 1st, if child can't remember reread the story use visual cues Pictures, orflow chart. Student can use flow chart, with words or picures to retell the story in sequence.






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Student will identify an adjective in the sentence presented as a way of introducing an understanding of the concept of adjectives.

Students will use WH questions to get more information about the main character.

The student will answer the WH questions about the story as then relate to character(who) setting(where) problem(why/what) plot(when/what) solution(what)




Identify story grammer markers for "Thunder Cake". Sequence story w/visual cues. Retell setting, charecters, plan, intiating event, character feelings, resolution and character feelings at the end of the story.

Smart Goal





Core Curriculm Goal Clinical Intervention Plan




Language/PhonologyDemonstrats basic knoledge of1:1 letter sound correspondence


In one year using visiuals the student level identified and articulated initial phoneme sounds for pictures presented in 7/10 trials relating to the vocabulary or corriculum across for sessions. Segment/Blend. (lighting, listening, thunder)



The students will categorize items using visuals related to the classroom content area curiculum in8/10 attempts with general verbal prompts presented by clinician across for sessions.


Iddentify nouns, verbs w/a short paragraph. Will change words into regular or irregular plural words.




Identify meaning of word given a field of three. Identify meaning of word within a sentence. Identify meaning of word in a paragraph.


Using story grammar markers the student will initiate a topic of conversations using appropriate eye contact. Student will maintain topic in 4 out of 5 conversational exchanges. Student will modify the topic using story grammar markers.

Expressive Language Describe events in the order they occurred.


about the story.


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Will identify the meaning of words within the story with pictural cues and a sentence. Will identify words given a story sentence. Will identify the meaning of a word given a field of 3-words.



Will segment 2-4 syllable words (e.g. lightening, thunder) Will blend 2-4 sylable words.







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.

Student will Describe events by genrating sentences in activitiies.


Student will generate complete phrases/senteces describing events/characters in story.





Student will respond to questions based on descriptions in story presented using target regular and irregular plural words.

Goal Smart Goal Clinical Intervention Plan



Identify the story grammar with markers for "Thunder Cake" Will sequence the story "Thuner Cake" with visual cues. Retell setting, characters, initiating evetn, feelings, resolution and characters feelings at the end of the story in a cohesive manner.






Will identify the meaning of words within the story with pictural cues and a sentence. Will identify words given a story sentence. Will identify the meaning of a word given a field of 3-words.



Core Curriculm









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Will identify nouns, verbs and plural a short paragraph from a text. Will change words into regular and irregular plurals. Will produce nouns, verbs, regular



Bobby will describe an event or story with 3 key detail in sequential order with appropriate morpho, syntactic structure with 80% accuracy measured with check list.

Bobby will listen to the Big Green Pocketbook and retell the story using 3 key details and sequence words




Using the story grammar markers, the students will initiate a topic of conversations using appropriate ey-contact. Will produce nouns, verbs, regular and irregular plural in their conversational speech.

The student will accurately use numbers of facts and data items in making an oral report.

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 cohesive manner.


Bobby will produce sentences with 1 or more rhymes teaching a 4 line poem with 100% accuracy measured as the product.

He will label a rhyming word for 3 words from the Green/Big/Book

Will identify the meaning of words within the 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 3-words.



Student will recall and generate 4 out of 5 phrases/ sentences conveying facts using verbal/pictoral/written cues as needed over 3 consecutive sessions.

Student will be able to present a story with pictures depicting story and ?????? to clinician generated questions/verbal prompting, student will generate complete phrases/sentences describing events and characters in the story.




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.



Bobby will increase figurative language identifying / labeling similar metaphors, etc, with80% accuracy measured by teacher observation

“My whole morning” is in my pocket book.1- Say “everything she did that morning was in the pocketbook”. “Out and about” 2-to beout in the community



Student will be able to generate rhyming CVC words when given verbal stimuli in phonological activities presented in 8 out of 10 trials over three consecutive sessions with cueing as needed.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.Within 1 year the student will segment and blend multi-syllabic grade level words with 80% accuracy as measured with this checklists.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.Categogories, parts to whole, compare /contrast, description.Within one year the student will identify and use syntactical structures in their conversation speech with 80% or greater accuracy as measured by checklists.

Student will describe events by generating sentences in sentences construction activities, conveing target regualr and irregular plural noun.


Language/Phonology Demonstrates basic knowledge of 1:1 letter sound correspondence

the student will be able to rhyme CVCwords

Will segment 2-4 syllable words (e.g. lightening, thunder) Will blend 2-4 syllable words.



The student will verbally complete phrases using analogies, similes, and metaphors




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The student will be able to identify the correct usage of regular and irregular plural nouns.

Will identify nouns, verbs and plurals a short paragraphs from a text. Will change words into regular and irregular plurals. Will produce nouns, verbs, regular and irregular plurals at the sentence levels and


The student will identify the correct usage of regular and irregular plural verbs


The student will verbally discuss an object in terms of attributes/similarities/comparisons.

Using story grammar markers the student will initiate a topic of conversations using appropriate eye contact. Student will maintain topic in 4 out of 5 conversational exchanges. Student will modify the topic



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.



Discriminate rhymes choice of 2 minimal pairs, Identify CVC rhymes out of 2 or 3CVC words, Produce CVC rhymes from the book.




Core CurriculmUsing 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.


O1 Identify story telling grammar markers. O2 Sequence story with visual cues O3 retell setting character feelings, plan, initiating events at the end of the story.


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.Within one year the student will retell a story using eight story grammar markers with 80% accuracy as measured by checklistsWithin one year the student will segment and blend multi-syllabic grade level words with 90% accuracy as measured by checklists.Within one year the student will identify and use syntactical structures in their conversation speech with 80% or greater accuracy as measured by checklists.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.Within one year the student will maintain close and modify a topic using appropriate eye contact with provider instructional and peers with 80% accuracy as measured by checklists.In one year using listening comprehension program the student will orally summarize key details with 80% accuracy as measured by student performance.In one year using a phonology program will identify and produce CVC rhymes with 80% accuracy in 2-3 sessions as measured by student performance.In one year the student will identify and produce



Identify nouns, verbs, plural within short paragraph. Will change words into regular or irregular plural words. Will produce nouns, verbs, plural on the sequence level. Will produce nouns, verbs and plurals in




O1 Segment O2 Blend



Obj 1 Identify meaning of words, meaning of words within a sentence, and paragraph.


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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 contact clues to decipher meaning of target words. Provider will define vocabulary words with examples student will restate definition in their ownwords. Students will understand meaning and


Identify story grammar elements. Answer wh questions about the story.







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.


Core Curriculm





Students will respond wh questions about the story. Students will identify story elements. Students will use story elements/grammar to summarize a story.


Categogories, parts to whole, compare /contrast, description.In one year student will state the title, setting, characters problem, events, solution while retelling the story read aloud using intermittent visual cues and modifier scaffolding.In one year, student state rhyming words to a CVC word with 80% accuracy provided with minimal words assistance.Student will complete verbal analogies.Within one year student will summarize a story using story elements, after being presented with a story auditory, with 80% accuracy as measured by structure checklist.











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Students will use context clues to attempt to identify target words. Students will understand the meaning of an analogy. Students will understand the relationship between analogies and vocabulary used.





Within one year students will identify and produce CVC words 80% of the time as measured by checklists.Within one year student will complete phrases using analogies, 80% of the time as measured by checklists.Within new year, student will identify and use regular and irregular plural nouns with 80% accuracy as measured by structure and checklist.

Students will discriminate between rhyming and non-rhyming words. Students will identify CVC words that rhyme. Student will produce CVC words that rhyme.




Given a list of words, student will clap out the number of syllables in teacher presented words from the story. Students will put slash line between syllables to identify the number of syllables in the words.



The student will sequence and relateinformation presented orally in a logical manner when telling a story from visually presented stimuli or when.


Student answer wh-questions after listening to story, using selected paragraphs. Student will retell the events of the story using nominal language.


Student will correctly sequence the sotry "Johnny Appleseed" Will answer "wh"- questions. Give main idea, supporting details about the story. Retelling story events using pictures. Retelling stories without pctures using nominal language.




Goal Smart Goal











Core Curriculm


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1. who, what, when, where, why. 2. Problem.3. Solution.

By 9/14/14, the student will verbally retell orally presented inforamtion, including 3 key details while working with a peer or teacher with 80%accuracy, measured by teacher provided checklist.`

Obj. 1: Answer simple "wh" questions (Who, where, when, why, how) Obj. 2: Sequence of events (Beginning, middle, end) Obj. 3: Describe key scene (using 1-2 details), conflict, solutions.




In one year, the student will verbally state or write the main idea of a story/text during group or independent work with 80% accuracy, measured by provider checklist

1. give a choice of 3, correctly identify main idea. 2. Using a graphic organizer to write main idea. 3. Write theme statement.

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).(delicious, featherhead, thanksgiving, headquarters)


In one year, student will define and use key vocabulary words from the text, through classification, categorization and association skills with 80% accuracy measured by provider checklist.

1. Identify unknown words (discuss any word association prior knowledge). 2. Identifying words with same /different meanings (synonums and antynonyms) 3. Use more vocabulary words in context of story and in a novel way. (pounce, scuffle, disguise, clamor)




In one year, student will determine the main idea by answering "wh" questions with 80% accuracy as measured by checklist.




In one year, student will divide multisyllabicwords into syllables with 80% accuracy, measured by teacher provided observations




In one year, student will appropriately attend to the speaker-listener responsibilities for number of verbal exchanges with 80% accuracy as assessed by provider observation /checklist.

Identify the main idea of senteces. Identify the main idea of a paragraph and 2 supportingdetails. Identify the main idea of a short passage with 3 supporting details.

1. talking (discussing) favorite parts of story. 2. If you could change a part of the story, what would it be? 3. What lessons are learned?

Paraphrase a short message. Paraphrase a paragraph of text. Paraphrase a page of text.



Target Words: Word segmenting and blending. I.D. meaning of prefixes/ suffixes. I.D. Morphological endings.



Classifciation of words. Categoration of words. Association.








Core Curriculm





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Student will correctly sequence the story "Johnny Appleseed" Who, what, when , where. Give main idea, supporting details about the story. Retellthe story events using pictures.


























Core Curriculm




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Students will present an oral review for minutes regarding a story heard

SemanticDetermine the meaning of words and phrases as they are used in a text

The student will identify and use vocabulary related to the grade 4 content area through classification, categorization, and association.

The student will present an oral review for minutes regarding a story heard

Listening/speaking Paraphrase portions of a text read aloud or information presented in diverse media formats


Core Curriculm Goal Smart GoalPragmaticFollow agreed upon rules for discussions



Within 1 year students will summarize a text read by paraphrasing key ideas in 4/5 trials that measured by provider observations and checklists.

Obj. 1 Paraphrase a short message(1 paragraph) Obj. 2 Paraphrase a page of text Obj. 3Paraphrase a page of text, techniques, take notes, use charts, graphs.

Language Phonology Use combined knowledge of all letter sound correspondences, syllabication patters and morphology to read accurately unfamiliar multi syllabic words in and out of context

The student will be able to divide number if multi-syllabic words into syllables

Within 1 year students will be able to segment multi-syllabic words into syllables out of a text to read novel words using sound correspondence, syllabification patterns and morphology with 80% accuracy as measured by checklists.

Obj. 1 Word segmenting and blending Obj. 2 i.d. meaning or prefixes and suffixes Obj. 3 i.d. Morphological endings

Given a list of words, student will clap out the number of syllables in teacher presented words from the story. Students will put slash line between syllables to identify the number of syllables in the words. Students will correctly syllabic read multiple words independently with minimal prompts.

Within 1 year student will determine the meaning of words and phrases of a text to improve comprehension using classification,categorization, and association with 80% accuracy as measured by checklists.

Obj. 1 Classification of words Obj. 2Categorization of words Obj.3 association

Expressive LanguageExplain the main idea of a text. story and how it is supported by key details, summarize

The student will present an oral review discussing the most important part of a story.

Within 1 year students will explain the main idea and 3 supporting details of a text using graphic organizers with 80% accuracy as measured by provider observations and checklists.

Obj. 1 Identify the main idea/ key words of sentences. Obj 2 Identify the main idea of a paragraph and 2 supporting details. Obj 3Identify the main idea of a short passage with 3 supporting details. Highlighter, graphic organizer.

Students will correctly sequence the story, will answer "wh" questions, give main idea, supporting details about the story, retell story events using pictures, retell story without pictures using nominal language.

Language Phonology Use combined knowledge of all letter sound correspondences, syllabication patters and morphology to read accurately unfamiliar multi0syllabic words in and out of context

The student will be able to divide numbers of multi-syllabic words into syllables

Students will divided 20 words multi syllable words with syllables with 80% accuracy as measured by checklists using clapping, tapping.






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Smart Goal Clinical Intervention PlanExpressive LanguageExplain the main idea of a text. story and how it is supported by key details, summarize The student will present an oral review discussing the

most important part of a story.In one year students will identify four main ideas and supporting details of a story with 80% accuracy as measured by checklists rubric.

Students will answer wh-questions after listening to a story, using selected paragraphs. Students will retell the events of the story using nominal language.

PragmaticConversation turn taking for multiple exchanges within the same topic

The student will use learned techniques and learned targeted vocabulary for responsive discourse to maintain a topic, transition from one topic to another.

In one year the students will take topic and maintain topic during the discussion for at least 5 exchanges.

ReceptiveDetermine the main idea of a text/story

The student will present an oral review discussing the main ideas of a story

Language Phonology Use combined knowledge of all letter sound correspondences, syllabication patters and morphology to read accurately unfamiliar multi0syllabic words in and out of context


In one year, the student will divide 20 multi- syllabic words and syllables with 80% accuracy over three consecutive sessions as measured by an observational checklist.

Student will clap out correct number of syllables from teacher presented words from the story. Student will write a slash mark to identify syllables in each multisyllabic word. Student will correctly read multi-syllabic words givenminimal prompts


The student will present an oral review for regarding a story heard

In one year the student will retell the story in sequence using temporal concepts before, after, first, last, then next) 80% of the time as measured by observational checklists.

Core Curriculm Goal

Student will correctly answer wh-questions about the story including the main idea and details. Student will sequence narrative pictures. Student will retell the story using temporal concepts without pictures.


In one year, student will identify the main idea and three-five supporting details of a story with 80% accuracy over three consecutive sessions as measured by an observational checklist.

Student will correctly answer wh-questions about the story. Student will identify the main idea of a passage within a story. Student will identify supporting details of the main idea in each passage. Students will identify main idea and supporting details of the story.


Goal Smart Goal Clinical Intervention PlanCore Curriculm



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In one year, student will take turns and maintain a topic of discussion during at least 5 exchanges with 80% accuracy over three consecutivesessions as measured by an observational checklist.






Expressive LanguageExplain the main idea of a text. story and how it is supported by key details, summarize The student will present an oral review discussing the

most important part of a story.

In one year will identify the main idea with 4-5 supporting details from the story with 80& accuracy as noted in session notes, and teacher made checklist.

Will answer all the appropriate wh-questions as presented by teacher, to demonstrate auditory comprehension. Will derive main idea of a single page for many pages through out the book. Will identify supporting ideas that underline the main idea. Will identify the main idea of the entire story with 4-5 supporting story details.




In 1 year will appropriately turn take small group discussion. 5 exchanges during with 80% accuracy over 3 consecutive sessions as measured by observational checklist, as found in session notes.

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Within 1 year students will orally retell with 90% accuracy and orally presented story telling graphic organizers to record wh-events in the story.

Picture walk prior to read. Given graphic organizers with who, where. Students will record who's what information. Using sentence ships student will write events sequentially. Using graphic organization sheets and sequencedevents students will retell story lines.

Language Phonology Use combined knowledge of all letter sound correspondences, syllabication patters and morphology to read accuratelyunfamiliar multi syllabic words


Within one year the student will segment and blend multi-syllabic grade level with 80% accuracy using checklists.

Student will segment 2-4 syllable words. Student will blend 2-4 syllable words when presented through auditory channel.



Within one year the student will retell the story using 8 story grammar marker with 80% accuracy as measured by clinician checklist.

Obj. 1 Identify the story grammar components for the story. Obj. 2 Sequence major events in theory from beginning, middle and end using pre- written sentences from the story. Obj. 3 Student will formulate basic statements to retellcharacter, stetting, etc. with visual cues and carrier phrase: The story takes place..., the action starts...





Within one year the student will use contextual clues to determine the meaning on an unfamiliar words to improve both reading comprehension and vocabulary with 80% accuracy using checklist.

Obj. 1 Identify new word in a field of 3 possible hen given a descriptive sentence from book. Obj2 student will provide definition of vocabulary word when descriptive sentence is given.



ReceptiveDetermine the main idea of a text/story The student will present an oral review discussing the

main ideas of a story



Within a school year, student will identify initial and final consonant sounds in target words in 3 non consecutive sessions with 80% accuracy as measured by provider checklists and teacher/provider observations.

Obj 1 Identify sound/symbol consonants in a story, Obj 2 How many sounds do the student hear when verbally presented.



By June student will identify and use at least 20 new vocabulary words through categorization, description, associative skills with 80% accuracy as assessed by structured observations.

Categorize by size, categorize by character, describe environment in story, describe moods, feelings, emotions of main character,


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Within 1 year the student will discuss main idea of a story in order to present an oral review of the story with 80% accuracy using a teacher made license.

Pre-discussion

ReceptiveDetermine the main idea of a text/story The student will present an oral review discussing the

main ideas of a story



The student will comprehend and use verb tense , regular and irregular past tense via sequencing and relating information, from the story with 75% accuracy as asserted by structured observations.

Obj 1 Given a graphic organizer the student will sequence the story. Obj 2 Using the completed graphic organizer the student will useprogressive verb tense regular, and irregular past tense. Obj3 The student will answer orally presented questions demonstrating progressive, regular and irregular past tense.

Listening/speaking Paraphrase portions of a text read aloud or information presented in diverse media formats Students will present an oral review for

minutes regarding a story heard

Within 1 year student will present an oral review for 2 minutes in order to retell a portion of a story heard 3/5 trial using a checklist.



Within 1 year the student will use "author's Role'to ask questions and answer questions of peers and adults with 90% accuracy using eye contact,taking turns, and listening as measured by checklists as measured by 4/5 sessions.

Intro - Author's Role - What would you ask? Set up Visual Board Intro Clinician. Read book using what would you ask chart. Children can ask questions. Have a child read a book with a clinician prompts or cues as needed. Have peers and clinician ask questions taking turns, raising hand, waiting turn. Have peers partnered to discuss favorite character, event in the story. Clinician to move around-hastening observation intercepting.



Within 1 yea student will identify and use grade 4 content related vocabulary through classification, categorization, and to determine the meaning of words in a text with 80% accuracy using teacher made materials. Identify the story grammar elements



Within 1 year student will divide 10 multi-syllabic words into syllables to increase reading efficiency using a checklist with 80% accuracy.



Within 1 year student will orally retell a story by discussing the main idea and supporting details with 80% accuracy using a detailed checklist.

Locating context clues


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Turn taking



In one year student will be able to divide 8 out of10 multi-syllabic words not syllables as measured by observation checklist.



On one year student will be able to paraphrase portions of a text read aloud or information presented in diverse media formats for 3 to 5 minutes 90% of the time as measured by a stopwatch.



In one year student will be able to orally state and write the main idea of a fiction or nonfiction text with 75% accuracy as measured by observations and teacher consultation.



In one year a student will be able to decode and comprehend grade 4 curriculum based vocabulary as measured by observation checklist and teacher based consultation.



In one year student will demonstrate 3 to 5 conversational exchanges during turn and talk periods using learned curriculum based vocabulary as measured by provider checklist andobservation.





After each third of a story is verbally presented, the student will retell that portion in 5 sentences with 80% accuracy.



The student will explain the meaning of 10 vocabulary words from the story with 80% accuracy.



The student will segment and blend new vocabulary words with 80% accuracy



The student will categorize targeted words into musical instruments, occupations, or buildings with 80% accuracy.

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The student will verbally explain the main idea of the story and include supporting details in 5 sentences with 80% accuracy




The student will verbally describe the major character traits of the most significant character within 3 targeted conversations with 80% accuracy.


Language/PhonologyNONE

Listening/speakingPresent claims and findings, sequencing ideas logicially and ussing pertinent descriptions, facts, and details to accentuate mainideas or themes

The Student will present an oral review discussing the most important part of a story or poem.

In one year the student will present an oral review discuassing a previously read/heard poem by identifying the main idea and supporting details, including pertinent descriptions and facts as measured by identifying the main idea and 2 details 5/6 consecutive sessions based on work samples and speech provider observaiton.

Objective 1: Listen to 9 paragraph and answer "wh" questions. Objective 2: Identify details from a sotry with the aid of a graphic organizer. Objective 3: place story details in correct sequential order from mixed up sentence strips and pictures, retell the story.

Expressive LanguageUse precise words and phrases, relevant descriptive details and sensory language to convey experiences and events. The student will use precise words to

provide detailed description of a story or events.

In one year during small group discussions student will replace non- specific words with more precise words as evidenced by providing a clear character description with at least 3 attributes in 8/10 trails with data charted monthly through verbal and written responses.

Objective 1: present vocals. Words that describe attributes. Objective 2: draw pictures demenstrationg attributes. Objective 3: used provided attributes to retell story.

SemanticLiterary concepts (plot, genre, perspective, narritive)

After Listening to a story or passage selection, the student will recall relevant details about setting, characters, or events.

PragmaticEngage actively in a range of collaborative discussions.

The student will use concise, meaningful language when providing directions or discussing an event or topic.

In one year, during small group discussions, student will use accountable talk and to agree/disagree or question responses of peers approriately at least 1x/ session for 3 consecutive sesison with data charted through direct obaservation.

Objective 1: review carrier phrases to use during accountable talk. Objective2: Use carrier phrases during structured small group discussions.

ReceptiveUse context as clue to the meaning of a word or phrase.

The student will identify and use vocabulary through classification, categorization, association and context clues.

In one year, using curriculum relevant tasks student will use context clues to determine the meaning of unfamiliar words or phrases 8/10 trials with data charted monthly using direct observation.

Objective 1: Learn how to use context clues by filling in the blanks of sentences. Objective 2: Identify unfamiliar vocabulary from story.

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



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












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Given content materials, student will use content clues to define unfamiliar vocabulary during a structured task with80% accountability as measured by teachers/provider observations.





When given a variety of content materials will generate 3 supporting details after reading a paragraph/story with 80% accuracy as measured by clinicians checklist and teacher made materials.




Students will use content materials to form 5 adjectives describe an event/story previously made with 80% accuracy as measured by teacher checklist, provider observation.



In one year when presented with a graphic organzier the student will recall relevant details about setting, character or events after listening to a story or passage selection with80% accuracy as assesed by structured observation

Student will re-call the elements of a story in response to "wh" questions with80% accuracy as measured by teacher checklist and provider observations.




given a variety of structured speaking/listening situations, students will ask for clarification of directions8/10 trials as measured by teacher provider observations and checklist.


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The student will orally summarize the main events of a story, employing graphic organizers for 8 out of 10 trails,over 4 consecutive sessions, as measured by recored observations.




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





The student will define 10 new vocabulary words though classification and content clues for 8 out of 10 trials,of 4 consecutive sessions as measured by pre and post testing.




The student will describe the main events of the story, using objectives, for8 out of 10 trials, over 4 consecutive sessions, as measured by a teacher made checklist.





The student will expand on a related topic related to the story i.e. sharing opinions, in a group discussion, for 4 out of 5 trials, of 4 consecutive sessions, as measured by a teacher made rubric.

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


Listening/speakingPresent claims and findings, sequencing ideas logicially and ussing pertinent descriptions, facts, and details to accentuate mainideas or themes The Student will present an oral review

discussing the most important part of a story or poem.


In the presence of samples of curricullum related narrative/expository texts, the student will present/produce the main idea details in a sequential oralwitten summary of 3-5 as messured by a written communication rubric/checklist in 4/5 trials




The student will identify/produce attributes of vocabulary from grade level texts to provide a detailed description ofa story/ event as measured by the teacher/provider observation with 80% accuracy.





Given Sampleas of grade level texts, the student will identify/use classication, categorization, associatiive, and context clues to produce meanings/definitions of key vocabulary as measured by clinical records, checklists with 80% accuracy.




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In one year the student will present an oral review discuassing a previously read/heard poem by identifying the main idea and supporting details, including pertinent descriptions and facts as measured by identifying the main idea and 2 details 5/6 consecutive sessions based on work samples and

Objective1: Listen to story and answer "wh" questions. Objective2: state the main idea and at least 3 supporting details. Objective3: put story in sequence using a timeline. Objective4: retell story using timeline. Objective5: retell without timeline.




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.





Objective1: identify vocabulary words. Objective2: categorize by listening synonyms. Objective3: associates the american pioneers settled when… Objcetive4: aossicate: a time when I settled was…




Objective1: discuss and present what a verb is. Objective2: discuss and present/define vocabeulary (draw pictures) Objective3: summarize story using vocabulary while sequencing. (use pictures) Objective4: summarizewithout pictures using vocabulary.




Objective1: Listen for inccrect sequence of events and correct in a polite manner. Objective2: Present story to group using correct sequential order of events. Objective3: answer questions and comments on his own presentation.


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Grade

6




The student will state the main idea of a story or poem, using a graphic organizer to collect information with 90 % accuracy as measured by rubric and provider observation, reported 1x per quarter. Objective1: Students willbrainstorm characteristics of body parts - elbow, heart, calf, etc. and will describe them by their shapes and sounds physical properties.


The student will identify words from text with vowel teams. Objective: elbow, pain, say, beats, real, shoulder, eardrum, fingernails.







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




In one year, using curriculum relevant tasks student will use context clues to determine the meaning of unfamiliar words or phrases 8/10 trials with data charted monthly using direct observation. The student identfy and categorize words from text

according to the 5 senses:sight, hearing, touch, taste and smell.




The student will discuss via turn and talk, their findings of word categorization using a graphic organizer and report to group the words they had in common.

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Grade

6





Pre-teach vocab. Listen to story. ID, MI and SD in first few paragraphs -I do- Discuss different statements related to story.




Preteach/revew 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.





ID Vocab from story. Id Key words that can help with knew vocabe clues from sent before and after. Define, classify, categorize associate words from story. Use word in sentences.




Present vocabulary words from story. Discuss descritive and sensory words create words lists with sensory and secritive words. Discuss and use adjectives in descrition of story. Retell using vocab and adj with pics then with out.




Comment on theme related to story. Use vocab taught throughout discussion add opinions with evidence and comment on others using I agree because… I disagree because…

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Grade

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Obj1: Create a story element graphic organizer. Obj2: discuss character, setting, time, problems Obj3: Orally summarize sotry using 4/8 story elements.







Intervention: retelling Obj1Using vocabulary from reading selections will create a story elvemnt graphic organizer.








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Present the story sumary with 3 details.




Replanting the past. Pre discussion. Objective to define expamples of the main idea. 1. Listen to the story. 2Discuss the main idea. 3. State 3 supporting details.




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









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Objective 1: Listen to a paragraph and answer "wh" questions. Objective 2: Identify details from story with the aid of a graphic organizer. Objective 3: Place story details in correct sequential order from mixed up sentences strips and pictures. retell the story.














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6PragmaticEngage actively in a range of collaborative discussions.

















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Obj 1: Create astory elemetns graphic organizer. Obj 2: Discuss character, setting time, problem(s) Obj 3: Orally summarize story using 4/8 story elements.



With in one year, student will recall relevant details about story grammar elements (character, setting, kick- off, feelings, plan, events solution and feelings, plan, events, solutions and resolution) after listening to a story or passage selection by stating4 out of 8 story.

Intervention Retelling using vocabulary from ready selections will create a story element graphic organizer.









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Grade

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



In one year when presented with content based materical, the student will indetify the main idea and three supporting details with 80% accuracy as mesarued by clinicians observations.

Pre- discussion. What do you you think your neighborhood looked like when your parents were born. Define and give examples of the main idea.






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





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One year when you given a variety of content materials will generate 3 supporting details after reading a paragraph story with 80% accuracy as measurable by clinicians checklist and teacher made meterials.



Students will recall the elements of a story in response to wh questions with 80% accracy as measred by clinician checklist and provider observations.









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Grade

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SemanticDetermine the meaning of words and phrases as they are used in a text including fiurative,connotative and technical meaning; anayze the impact of a specific word choice or meaning and tone.

The student will identify the elements of figurative language (simile, metaphor, irony) and explain how each enchances a story.

In one year student will determine word meaning using context cuews based on grade level text, 4 of 5 trails given specific level prmps based on SLP data.

1. Highlight unfamiliar words 2. Create / complete vocabulary chart. 3. Reread texts for clarity and examples make a relevant connection to text.

Language/PhonologyAnalyze the impact of rhymes and other repetitions of sounds (alliteration) on a specific verse or stanza of a poem or section of a story. The student will be able to identify

rhymes and alliterations from a poem.

Listening/speakingAnalyze main ideas and supproting details and explain how the ideas clarify a topic, text, or issue under study.

The student will verbally identify the main idea, supporting details, and clarify the topic.

In 1 year student will verbally identify the central theme of a curriculum based tex 4 out of 5 trails across 3 consecutive sessions as assesed by structured observation.

1. Activate prior knowledge 2. Read story aloud and question for clarity. 3. identify relevant details and central idea using graphic organizer. 4. verbally summarize central idea and 4 supporting details.



In one year, student will self monitor and produuce a written / verbal response to grade level text into 90% accuracy as measured by recorded observation.

1 Read text / article. 2. Discuss as group and summarize main idea. 3. Independently write response to text. 4. Self monitor writing style (sentence structure).

ReceptiveUse the relationship between particular words (antonym/synonym) to better understand each of the words The student will identify and use

antonyms and synonyms for increased comprehension of words.

In one year student will idenfity and use antoyms and synonyms with90% accuracy, across 3 consecutive sessions assesed by slp recorded data.

1 -Read article. 2 =Create a synonym/antonym chart-list. 3 -Use synonyms / antonyms to create sentences.


PragmaticPose questions that elicit elaboration and respond to others questions and comments with relevant obersavtions and ideas that bring the discussion back on topic as needed (conversational repair)

The student will formulate and use number of appropriate questions and question forms to clarify informations from other speakers.

In one year student will create and use 3 questions to clarify information about teacher provided text and / or topic across 3 sessions as assesed by slp recorded data. 1. List questions about article. 2. verbally present

questions to group members for discussion.

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Grade

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In one year student will verbally identify the central theme of a curriculum based text 4 out of 5 trials across 3 consecutive sessions as assessed by structured observation. 1. Concept of main idea (picture ,comic strip). 2.

Identify the main idea and details in paragraphs (graphic org.)

SemanticDetermine the meaning of words and phrases as they are used in a text including figurative language,connotative and technical meaning; analyze the impact of a specific word choice or meaning and tone.


In one year student will determine word meaning using context cues based on grade level text, 4 of 5 trails given specific level prompts based on SLP data.

1. What is tone / mood? Musical instrumental. 2. Concept of similar. 3. Identify words that are related. 4. In given paragraphs, use a chart/visual organizer to identify and understand similes and metaphors.



In one year will identify rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc. 1. Identfiy rhyming words in text read aloud (i.e.

Dr.Seuss, rap. verse)





Identify metaphors and similes in text and explain each in connection to tone / mood.

PragmaticPose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed (conversational repair)


In one year student will create and use 3 questions to clarify information about teacher provided text and / or topic across 3 sessions as assessed by slp recorded data.

ReceptiveUse the relationship between particular words (antonym/synonyms) to better understand each of the words The student will identify and use

antonyms and synonyms for increased comprehension of words.


Students generate similies and metaphors.

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Grade

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7



In 1 year student will verbally identify the central theme of a curriculum based tex 4 out of 5 trials across 3 consecutive sessions as assessed by structured observation.

1. Activate prior knowledge 2. Read story aloud and question for clarity. 3. identify relevant details and central idea using graphic organizer. 4. verbally summarize central idea and 4 supporting details.



In one year will identify rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc.



In one year, student will self monitor and produce a written / verbal response to grade level text into 90% accuracy as measured by recorded observation.

1. Read passages. 2. Group discussion about feelings. 3. Read aloud and self monitor sentence structure.

SemanticDetermine the meaning of words and phrases as they are used in a text including figurative,connotative and technical meaning; analyze the impact of a specific word choice or meaning and tone.

The student will identify the elements of figurative language (similie, metaphor, irony) and explain how each enhances a story.


1. Create 1 complete vocabulary chart.2. Go back to passage to read text for clarification.

ReceptiveUse the relationship between particular words (antonym/synonym) to better understand each of the words

The student will identify and use antonyms and synonyms for increased comprehension of words.


1. Indetify vocabulary words. 2. Indefity synonyms given. 3. Determine synonyms while reading a passage.





Introduce lesson b activation prior knowledge (what do you know?) KWL chart. Read story aloud and question for clarity. ID relevant details and main idea using graphic organizer. Verbally paraphrase the information by introducing MI and at least 4 supporting details.



In one year student will create and use 3 questions to clarify information about teacher privded text and / or topic across 3 sessions as assesed by slp recorded data. 1. Create questions from specific part of text "wh".

2. Create questions.

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Grade

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SemanticDetermine the meaning of words and phrases as they are used in a text including fiurative,connotative and technical meaning; anayze the impact of a specific word choice or meaning and tone.



Highlight and unknown vocabulary words as the story is read aloud in a group. Create vocabulary chart (vocab word, what and I think it means, what it means, sentence) Reread the text for clarification.

Language/PhonologyAnalyze the impact of rhymes and other repetitions of sounds (alliteration) on a specific verse or stanza of a poem or section of a story.

The student will be able to identify rhymes and alliterations from a poem.

In one year will indefity rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc.




Read article. Create vocabulary chart based on text. List synonyms.

Expressive LanguageUse precise words and phrases, relevant descriptive details and sensory language to convey experiences and events.

The student will use precise words to provide detailed description of a story or events.


Read article. Discuss as a group, Iding MI and relvant details. Independently write response. Read aloud and self monitor sent structure.







Read article independtly List questions related to text. Question aloud as a group respond to other group members questions.

SemanticDetermine the meaning of words and phrases as they are used in a text including figurative,connotative and technical meaning; analyze the impact of a specific word choice or meaning and tone.


In one year student will determine word meaning using context cuews based on grade level text, 4 of 5 trails given specific level prompts based on SLP data.

Language/PhonologyAnalyze the impact of rhymes and other repetitions of sounds (alliteration) on a specific verse or stanza of a poem or section of a story.


In one year will identity rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc.

Objective 1: Students will highlight rhyming words. Objective 2: students will produce their own words to rhyme with the highlighted words.

7

Expressive LanguageUse precise words and phrases, relevant d i i

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PragmaticPose questions that elicit elaboration and respond to others questions and

Grade Core Curriculm

7

Listening/speakingAnalyze main ideas and supporting details and explain how the ideas l if

7

Language/PhonologyAnalyze the impact of rhymes and other repetitions of

7

SemanticDetermine the meaning of words and phrases as they are used in a text i l di

7

Expressive LanguageUse precise words and phrases, relevant descriptive

7

ReceptiveUse the relationship between particular words (antonym/syn




In one year student will determine word meaning using context cues based on grade level text, 4 of 5 trials given specific level prompts based on SLP data.




In one year student will idenfity and use antonyms and synonyms with90% accuracy, across 3 consecutive sessions assesed by slp recorded data.

Objective 1: Students will identify word relationships. Objective 2: students will request information form peers to engage in conversation.



Objective 1: Students will use the highlight vocabulary in the story in complete sentences. Objective 2: Students will discuss the story by asking "wh" questions



In one year student will create and use 3 questions to clarify information about teacher provided text and / or topic across 3 sessions as assesed by slp recorded data.

Objective 1: students will ask questions when teacher provides a specific topic Objective 2: students will request information from peers to engage in conversaitons.


In one year will indentify rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc.

Listen to the story. 1. Students will identify multi syllabic words in text. 2. Practice syllabification by clapping out words. 3. Practice syllabic stress after student identify the stressed syllables in the words.


In 1 year student will verbally identify the central theme of a curriculum based text 4 out of 5 trails across 3 consecutive sessions as assesed by structured observation.

1. Listen to story and answer "wh" questions. 2. Find the main idea of each paragraph. 3. Name at least three supporting details of each paragraph. 4. Have student retell events of each paragraph in sequence (verbally)

Review story after examples of complete senctences, phrases, and sentence fragments on paper. Have students identify complete sentences from fragments. Teach that each sentence should answer who, what, why, and when or how.

Define words, classify categrize and associate. Make word charts. Use words in a sentence by filling in blanks.

1. Create a story map of main idea and supporting details. 2. Identify story elements sucha as characters, setting, problem(s) and solution(s). 3. Present the story summary with at least three details for each paragraph.


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PragmaticPose questions that elicit elaboration and respond to others questions and comments

ith l t

7

Listening/speakingAnalyze main ideas and supproting details and

l i h Grade Core Curriculm

7

Language/PhonologyAnalyze the impact of rhymes and other repetitions of

7

SemanticDetermine the meaning of words and phrases as they are used in a text including

7

Expressive LanguageUse precise words and phrases, relevant

7

ReceptiveUse the relationship between particular words ( /

7

PragmaticPose questions that elicit elaboration and respond to others questions and


In one year student will create and use 3 questions to clarify information about teacher privded text and / or topic across 3 sessions as assessed by slp recorded data.

Goal Smart Goal






In one year will indefity rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc.




In one year, student will self monitor and produce a written / verbal response to grade level text into 90% accuracy as measured by recorded observation.


In one year student will create and use 3 questions to clarify information about teacher provided text and / or topic across 3 sessions as assesed by slp recorded data.

Student will ask questions when teacher Student will request information from peers.

Student will ID word relationships. Students will use antonyms / synonyms to define words.

Present vocabulary from story using complete sentences. Discuss story by "wh" questions.

Students will ID similes. Students will identify metaphors/irony. Students will identify idioms. Students will create own language examples.

Students will highlight rhyming words. Students will produce their own rhyming words related to highlighted words.


Listening to the paragraph (5-6 sentences) and tell what it is mostly about. Students will read paragraph independently and discuss the main idea of paragraph. Map story.

Have the students listen to the story with added mistakes, sentences out of order. Have students ask for clariification from the speaker. Using correct question format. Have each student answer questions in anapproriate manner or make comments about the story using pracitice sentence carriers "I think", "why did".

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Listening/speakingAnalyze main ideas and supproting details and explain how Language/PhonologyAnalyze the impact of rhymes and other repetitions of

Grade Core Curriculm

Expressive LanguageUse precise words and phrases, relevant descriptive

PragmaticPose questions that elicit elaboration and respond to others questions and Listening/speakingAnalyze main ideas and supporting details and

l i h Language/PhonologyAnalyze the impact of rhymes and other repetitions of

In one year will identify rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc.







In 1 year student will verbally identify the central theme of a curriculum based text 4 out of 5 trials across 3 consecutive sessions as assessed by structured observation.

Goal Smart Goal

SemanticDetermine the meaning of words and phrases as they are used in a text including figurative ,connotative and technical meaning; anaylze the impact of a specific word choice or meaning and tone.






In one year will indentify rhymes and alliteration in poems in order to better analyze curriculum related poems and stories with 70% accuracy as measured by pre/post test, writing samples, etc.


In one year student will verbally identify the central theme of a curriculum based text 4 out of 5 trails across 3 consecutive sessions as assessed by structured observation.

Find Main Idea and three supporting details. Sequence passage using a timeline.

Have the students listen to the story with added mistakes, sentences out of order. Have students approprately ask for clarfifcation from the speaker. Using correct question format. Have each student answer questions in anapproriate manner or make comment

Define words, classify categorize and associate. Make word charts. Use words in a sentence by filling in blanks.

1. After examples of complete sentences, phrases and sentence fragments on paper. 2. Have students identify complete sentences from fragments.

Create a story map of main ideas and supporting details. 2. Identfiy story elements such as characters, seating, problems and solution. Present the story summary with at least three details for each paragraph.


1. Listen to story and answer "wh" questions. 2. Find the main idea of each paragraph. 3. Name at least three supporting details of each paragraph. 4. Have student retell events of each paragraph in sequence (verbally)


Grade

ReceptiveUse the relationship between particular words



Smart Goal Clinical Intervention Plan

Expressive LanguageUse precise words and phrases, relevant descriptive details and sensory language to convey experiences and events.




Have the students listen to the story with added mistakes, sentences out of order. Have students appropriately ask for clarification from the speaker. Using correct question format. Have each student answer questions in anapproriate manner or make comments.

Smart Goal

SemanticDetermine the meaning of words and phrases as they are used in a text including figurative, connotative and technical meaning; anayze the impact of a specific word choice or meaning and tone.



Core Curriculm Goal


In one year student will create and use 3 questions to clarify information about teacher privded text and / or topic across 3 sessions as assesed by slp recorded data.

In one year student will present an oral review for 20 minutes with details discussing the most important part of a story or presentation is measured by class activities.

Stopping By the Woods On A Snowy Evening, By Robert Frost: Whole body listening, Prepare presentation with main idea and supporting detail andconcluding sentence,

Expressive Language, introduce topic; organize ideas concepts and information to make important connections

the student will make an orally presentation regarding a topic related to a school subject

Within one year student will make an oral presentation regarding a topic related to a school subject/ book read as measured by recorded observation

Sequence the information in first,second, third, etc., Create a story map Re- write story using information from story map, edit story using grammatical markers, Present information to class

Language, Semantic, Determine the meaning of word and phrases as they are used including figurative and connotative meanings

The student will complete phrases to indicate his comprehension of figurative language including smiles, metaphors and idioms

In one year the student will complete phrases to indicate his comprehension of figurative language including similes, metaphors and idioms in 4/5 trials as measured by structured observation

Highlight unfamiliar vocabulary words, Define/look up meaning in dictionary, Match target vocabulary with definition, Multiple choices worksheet with target vocabulary words, Create sentences using target vocabulary words.

Pragmatic, Initiate and participate effectively in a range of collaborative discussions with diverse partners, building on others' ideas and expressing ideas clearly

Choices, the student wall use concise, meaningful language and clarify miscommunications when providing directions or describing an event or a topic

In one year student will use concise meaningful language and clarify miscommunications when providing directions or describing an event or a topic a measured by recorded observation.

turn taking, Topic maintenance, Asking and answering questions, Asking for clarification.

Receptive Interpret figures of speech in context and analyze their role in the text/conversation

The student will interpret the meanings of figures of speech when given 3 possible

In one year Jane will interpret themeanings of figure of speech 90% of the time when given 3 possible choices as measured by teachers observation checklist.

Match each figure of speech with definition, Multiple choice questions, Create new sentences using figures of speech.

Locate vocbulary words form story. Define words using context clues, discuss synonyms. Use the word in, independent sentences.

Present vocabulary words from the story. Match synonyms to target vocabulary (verbs from passage) Use 4/5 target words when describing the story.


Creat a story map of main idea / supporting details. Discuss the characteristics of the setting and characters. State 4 details about the story.

Listening/Speaking Initiate and participate in a range of collaborative discussions

The student will present an oral review for amount of time with number of details discussing the most important part of a story of presentation.

Core Curriculum Goal

Grade

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Core Curriculum Goal Smart Goal Clinical Intervention Plan


the student will present an oral review for amount of time with number of details discussing the most important part of a story of presentation.

Student will identify and express themain idea of the given narrative with 5 supporting details in the context of classroom discussions with 80% accuracy based on teacher and clinician observation and checklist.



Within one year, the student will demonstrate comprehension of multiple meaning words by identifying examples from a given text 80% accuracy.

1) Discussion of multiple meaning words in a small group, 2)Brainstorm various multiple meaning words in a small group,3) The student will define the multiple meaning words given the context of the given sentences, 4) Student will provide multiple meaning word to complete close passage. Materials - Multiple meaning worksheet.

Within one year, student will organize complex ideas in the context of an oral presentation by developing an argument with 3 supportive pieces of evidence or facts, as well as at least 80% accuracy based on teacher and clinician checklist.

Language, Semantic, Determine the meaning of word and phrases as they are used including figurative andconnotative meanings


Student will identify and use contextclues to explain the meaning or connotation of a word encountered in a text in 4 out 5 target words across 4 sessions.



In one year, X will speak using complete phrases to indicate comprehension of figurative language (including similes, metaphors, idioms)

1) Whole body listening, 2) speak for 5 minutes outlined



In one year, X will present an oral review for 5 minutes, including 5 details of the main point of a story at 90% accuracy checklist of 5 sessions

1) Highlight key figurative words, 2) Define key figurative words, 3) Match key figurative words, Answer multiple choice questions and create sentences using key figurative words.



1) Sequence information from beginning, middle to end, 2) Create story map, 3) Rewrite, 4) Present in group.

1) Identify figures of speech, 2) Discuss figures of speech, 3)Match, multiple choice exercise, 4) Use figures of speech.



1) Eye contact, Topic maintenance, 3) Asking for Clarification, 4) talking

Receptive Interpret figures of speech in context and analyze their role in thetext/conversation




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Grade

9



Student will identify and explain verbally the familiar/unfamiliar key vocabulary



Will identify the central theme / supporting details within paragraph given.

In one year, when presented with content based material the student will generate the main idea and three supportingdetails after reading a story with 70 % accuracy as measured by clinicians checklist and teacher made materials.

The student will listen to the story relating the past , identify state the main idea within each paragraph with graphic organizer support.



Student will summarize the story using main ideas and supporting details.

Core Curriculum Goal

The student will retell the story without visual support.



Within one year the student will be ableto recall the elements of a story in response to questions with 70% accuracy.

In one year student will present orally a topic based on informational or fiction texts by categorizing broader ideas and specific ideas with 80 accuracy given intermittent verbal prompts and graphic organizers.



In one year, student will orally present a topic based on information or fictional text by categorizing broad and specific ideas in 4 out of 5 trials given intermittent verbal prompts and visual cues (i.e. graphic organizer)

Student will identify main idea of story presented



The student will state one to two supporting detail for each paragraph with graphic organizer support

Smart Goal Clinical Intervention Plan







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1) Student will identify beginning, middle and end of story / event. 2) Student will include transition words such as first, then, finally with visual cues, 3) Student will include important facts, omit unimportant details.

Within one year student will recall/retell the sequence of events from a story to text with 80% accuracy as measured by teacher made materials


the student will present an oral review for amount of time with number of details discussing the most important part of a story of presentation.

Student will cut up 2 paragraphs and organize "Secret Folder" sentences with80% accuracy given graphic organizers and verbal specific prompts.

1) Student will choose out of 3 sentences1 broader sentence and 2 supporting details, 2) Student will explain orally main idea of the 3 sentences, 3) Student will choose out of 5 sentences 2 broader ideas and 2-3 support details, 4) Student will match supporting details to corresponding broader ideas 2/3 trials, 5) Student will explain main ideas of the 2 broader ideas.

Within one year after listening to a story presented orally and visually student will sequence the events/pictures of a story in the correct chronological order 3/5 times over 4 consecutive sessions. Progress will be measured by teacher made material/checklist.

Within one year the student will demonstrate active participation in a group or class discussion of presented material in 3 out of 4 attempts as measured by observation checklist.

1) Student will answer "wh" question in response to teacher's questions related to story read. 2) Student will ask a question to request clarification of the story. 3) Student will incorporate new vocabulary from text in responses 4) student will orally present their comments and opinions to the class about the topic.





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1) read passage and define unfamiliar vocabulary, 2) Identify main idea and at least 3 supporting details 3) Use graphic organizers to make important connections between main idea and supporting details. 4) Student will present information orally with clinician prompting and guidance.

Student will use PMC to answer specific"w" questions about the events of the story read in 3/5 times over 4 consecutive sessions. Progress will be measured by teacher madematerial/checklist.

Student will identify using PMC the story element, setting, characters and events over 3/5 times in 4 consecutive sessions

Students will use PMC to retell events of the story 3/5 times over 4 consecutive sessions. Progress will be measured by teacher made material/checklist.


student will demonstrate good listening and attending skills as demonstrated by sitting appropriately and using adequate eye contact with speaker 3/5 times over consecutive session. Progress will be measured my teacher made materials and checklist.



Receptive Interpret figures of speech in context and analyze their role in the text/conversation


With one year, student will make an oral presentation regarding a topic related to a school subject by introducing a topic, organizing complex ideas, concepts and information with 80% accuracy over 3 consecutive sessions measured by provider observation and reports at the same time report cards are issued.

core curriculm goal smart goal ip 1:1 letter sound ... · core curriculm goal smart goal ... in one...

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