Curriculum Management System...Language Comprehension: Main Idea, Summarizing Describe in depth a...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Speech-Language Curriculum Grade: K-12

For adoption by all regular education programs Board Approved: October 2014 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members

Mission, Vision, Beliefs, and Goals Page 3

Link to Core Curriculum English-Language Arts Standards Page 4

Units of Language Acquisition Page 49

Vocabulary Page 50

Grammar/Syntax Page 69

Language Comprehension Page 94

Verbal Reasoning Page 113

Memory Page 129

Pragmatics Page 136

Articulation Page 157

Fluency Page 167

Voice Page 176

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Mr. Dennis Ventrello, Interim Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, Board President Mr. Doug Poye, Board Vice President

Ms. Amy Antelis Ms. Michele Arminio

Mr. Marvin I. Braverman Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Tom Nothstein Mr. Anthony Prezioso

Jamesburg Representative

Mr. Robert Czarneski

WRITERS NAMES Mary Jo Caputo-Giancola

Shirah Sternfield Kate Towlen Faith Vidolin

CURRICULUM SUPERVISOR

Marie Pepe

mailto:[email protected]



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Mission, Vision, Beliefs, and Goals

Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs 1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals 1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

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Common Core State Standards: Link to Speech-Language Curriculum

Reading Standards for Literature K-12 Grade Topic Standards Units/Skills in Curriculum

K Key Ideas & Details With prompting and support, ask and answer questions about key details in a text.

Language Comprehension: Questions

With prompting and support, retell familiar stories, including key details.

Language Comprehension: Summarizing Verbal Reasoning: Sequencing

With prompting and support, identify characters, settings, and major events in a story

Language Comprehension: Details

Craft & Structure Ask and answer questions about unknown words in a text

Vocabulary: Context Clues

Recognize common types of texts (e.g., storybooks, poems)

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story

Integration of Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts.)

Verbal Reasoning: Inferencing

(not applicable to literature)

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Verbal Reasoning: Comparing/Contrasting,

Range of Reading & Level of Text Complexity

Actively engage in group reading activities with purpose and understanding.

Pragmatics: Conversation Skills, Perspective Taking

Grade Topic Standards Units/Skills in Curriculum

1 Key Ideas & Details Ask and answer questions about key details in a text. Language Comprehension: Questions Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Language Comprehension: Summarizing Verbal Reasoning: Sequencing

Describe characters, settings, and major events in a story, using key details.


Craft & Structure Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Vocabulary: Describing

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Verbal Reasoning: Comparing/Contrasting

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Identify who is telling the story at various points in a text. Pragmatics: Perspective Taking Integration of Knowledge and Ideas

Use illustrations and details in a story to describe its characters, setting, or events.

Language Comprehension: Details, Summarizing


Compare and contrast the adventures and experiences of characters in stories.



With prompting and support, read prose and poetry of appropriate complexity for grade

Articulation


2 Key Ideas & Details Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Language Comprehension: Main Idea, Summarizing, Paraphrasing

Describe how characters in a story respond to major events and challenges

Verbal Reasoning: Cause/effect

Craft & Structure Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Verbal Reasoning: Sequencing

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Pragmatics: Perspective Taking, Tone of Voice


Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.



Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.



By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the

Articulation

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range. Grade Topic Standards Units/Skills in Curriculum

3 Key Ideas & Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Language Comprehension: Detail, Main Idea, Paraphrasing, Summarizing Verbal Reasoning: Sequencing

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Verbal Reasoning: Inferencing, Cause/Effect Pragmatics: Perspective Taking

Craft & Structure Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Vocabulary: Context Clues Language Comprehension: Figurative Language, Non-literal Language

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Language Comprehension: Details Verbal Reasoning: Sequencing

Distinguish their own point of view from that of the narrator or those of the characters

Pragmatics: Perspective Taking


Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)



Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).



By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Articulation Language Comprehension


4 Key Ideas & Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

Language Comprehension: Details Verbal Reasoning: Inferencing

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Language Comprehension: Main Idea, Summarizing

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Language Comprehension: Main Idea, Details, Paraphrasing, Summarizing Vocabulary: Describing

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Verbal Reasoning: Inferencing Craft & Structure Determine the meaning of words and phrases as they are used in a

text, including those that allude to significant characters found in mythology (e.g., Herculean).

Vocabulary: Context Clues Verbal Reasoning: Inferencing

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.


Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Verbal Reasoning: Comparing/Contrasting Pragmatics: Perspective Taking


Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.



Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.



By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Articulation Language Comprehension


5 Key Ideas & Details Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Language Comprehension: Details, Main Idea, Summarizing

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Verbal Reasoning: Comparing/Contrasting Language Comprehension: Details

Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Vocabulary: Context clues Language Comprehension: Figurative Language, Non-literal Language

Explain how a series of chapters, scenes, or stanzas fits together to Language Comprehension: Summarizing

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provide the overall structure of a particular story, drama, or poem. Describe how a narrator's or speaker's point of view influences how events are described.

Pragmatics: Perspective Taking Verbal Reasoning: Inferencing


Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).



Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.



By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Articulation Language Comprehension Verbal Reasoning


6 Key Ideas & Details Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Language Comprehension: Details, Main Idea, Summarizing Pragmatics: Perspective Taking Verbal Reasoning: Inferencing

Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Verbal Reasoning: Sequencing, Cause/Effect

Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Vocabulary: Context Clues, Synonyms/Antonyms Language Comprehension: Figurative Language, Non-literal Language Verbal Reasoning: Inferencing

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot

Language Comprehension Verbal Reasoning

Explain how an author develops the point of view of the narrator or speaker in a text.



Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.



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Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.



By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



7 Key Ideas & Details Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Language Comprehension: Main Idea, Details, Summarizing

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Verbal Reasoning: Cause/Effect

Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Vocabulary: Context Clues Language Comprehension: Figurative Language, Non-Literal Language

Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.



Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Verbal Reasoning: Comparing/Contrasting, Inferencing


Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history



By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range


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8 Key Ideas & Details Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text


Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.


Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Verbal Reasoning: Inferencing, Cause/Effect

Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Vocabulary: Context Clues Language Comprehension: Figurative Language, Non-Literal Language

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.


Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.



Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Language Comprehension: Details Verbal Reasoning: Comparing/Contrasting Pragmatics: Perspective Taking


Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Language Comprehension: Main Idea, Details Verbal Reasoning: Comparing/Contrasting


By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.



9-10 Key Ideas & Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Determine a theme or central idea of a text and analyze in detail Language Comprehension: Main Idea, Details Summarizing

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its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Verbal Reasoning: Comparing/Contrasting, Inferencing Pragmatics: Perspective Taking

Craft & Structure Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Vocabulary: Context Clues, Synonyms/Antonyms Language Comprehension: Figurative Language, Language Comprehension

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Verbal Reasoning: Sequencing, Inferencing, Cause/Effect

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.



Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "MusÃ©e des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Language Comprehension: Details Verbal Reasoning: Comparing/Contrasting


Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Language Comprehension: Main Idea, Details Verbal Reasoning: Comparing/Contrasting


By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text


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complexity band independently and proficiently. Grade Topic Standards Units/Skills in Curriculum

11-12

Key Ideas & Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Language Comprehension: Details, Main Idea, Summarizing

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Verbal Reasoning: Comparing/Contrasting, Inferencing Pragmatics: Perspective Taking

Craft & Structure Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Vocabulary: Context Clues, Synonyms/Antonyms Language Comprehension: Figurative Language/ Non-literal Language

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Verbal Reasoning: Sequencing, Inferencing, Cause/Effect

Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Pragmatics: Perspective Taking Verbal Reasoning: Inferencing Language Comprehension: Non-literal Language, Figurative Language


Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)



Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature,


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including how two or more texts from the same period treat similar themes or topics


By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.


Reading: Informational Texts K-12 Grade Topic Standards Units/Skills in Curriculum

K Key Ideas & Details With prompting and support, ask and answer questions about key details in a text.

Language Comprehension: Questions, Details

With prompting and support, identify the main topic and retell key details of a text.


With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.


Craft & Structure With prompting and support, ask and answer questions about unknown words in a text


Identify the front cover, back cover, and title page of a book. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.


With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).


With prompting and support, identify the reasons an author gives to support points in a text.


With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in


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illustrations, descriptions, or procedures). Range of Reading & Level of Text Complexity

Actively engage in group reading activities with purpose and understanding.



1 Key Ideas & Details Ask and answer questions about key details in a text Language Comprehension: Questions, Details Identify the main topic and retell key details of a text. Language Comprehension: Main Idea, Details, Summarizing Describe the connection between two individuals, events, ideas, or pieces of information in a text.


Craft & Structure Ask and answer questions to help determine or clarify the meaning of words and phrases in a text..


Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


Use the illustrations and details in a text to describe its key ideas. Verbal Reasoning: Inferencing Language Comprehension: Main Idea, Details

Identify the reasons an author gives to support points in a text. Language Comprehension: Details Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).



With prompting and support, read informational texts appropriately complex for grade 1.



2 Key Ideas & Details Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Language Comprehension: Main Idea, Details

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Verbal Reasoning: Cause/Effect, Sequencing

Craft & Structure Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.


Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

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Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Language Comprehension: Main Idea Pragmatics: Perspective Taking


Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


Describe how reasons support specific points the author makes in a text.


Compare and contrast the most important points presented by two texts on the same topic.

Verbal Reasoning: Comparing/ Contrasting


By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.



3 Key Ideas & Details Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


Determine the main idea of a text; recount the key details and explain how they support the main idea.


Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Verbal Reasoning: Sequencing, Cause/Effect

Craft & Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.


Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Distinguish their own point of view from that of the author of a text.



Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Verbal Reasoning: Inferencing Language Comprehension: Questions

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Verbal Reasoning: Comparing/Contrasting, Cause/Effect, Sequencing

Compare and contrast the most important points and key details presented in two texts on the same topic.

Verbal Reasoning: Comparing/Contrasting, Language Comprehension: Details

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By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.



4 Key Ideas & Details Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Language Comprehension: Details, Summarizing

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Language Comprehension: Questions, Details Verbal Reasoning

Craft & Structure Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.


Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Verbal Reasoning: Sequencing, Compare/Contrast, Cause/Effect, Problem Solving

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Verbal Reasoning: Compare/Contrast Pragmatics: Perspective Taking


Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


Explain how an author uses reasons and evidence to support particular points in a text.


Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Language Comprehension: Summarizing


By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range



5 Key Ideas & Details Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


Determine two or more main ideas of a text and explain how they Language Comprehension: Main Idea, Details, Summarizing

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are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Craft & Structure Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.


Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.

Verbal Reasoning: Comparing/Contrast, Sequence, Cause/Effect, Problem Solving

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Verbal Reasoning: Compare/Contrast Pragmatics: Perspective Taking


Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Language Comprehension: Details, Verbal Reasoning: Problem Solving

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Language Comprehension: Summarizing


By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.



6 Key Ideas & Details Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Language Comprehension: Main Idea, Details, Summarizing Pragmatics: Perspective Taking

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Vocabulary: Describing Language Comprehension: Details Verbal Reasoning

Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Vocabulary: Context Clues, Multiple Meaning Language Comprehension: Figurative Language, Nonliteral Language

Analyze how a particular sentence, paragraph, chapter, or section Verbal Reasoning: Cause/Effect, Inferencing

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fits into the overall structure of a text and contributes to the development of the ideas. Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.



Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Language Comprehension

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.


Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Verbal Reasoning: Comparing/Contrasting Pragmatics: Perspective Taking


By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



7 Key Ideas & Details Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text


Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.


Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Verbal Reasoning: Cause/Effect

Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Vocabulary: Context Clues, Multiple Meaning, Synonyms/Antonyms Language comprehension: Figurative Language, Nonliteral Language

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Verbal Reasoning

Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.



Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the

Verbal Reasoning: Comparing/Contrast, Inferencing

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words). Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Language Comprehension: Details Verbal Reasoning

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

Verbal Reasoning: Comparing/Contrasting Language Comprehension: Details


By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



8 Key Ideas & Details Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.


Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.


Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Verbal Reasoning

Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Vocabulary: Multiple Meaning, Synonyms & Antonyms Language Comprehension: Figurative language, Nonliteral Language

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.


Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Pragmatics: Perspective Taking Verbal Reasoning


Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Verbal Reasoning: Comparing/Contrasting, Problem Solving

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Verbal Reasoning Language Comprehension: Main Idea, Details

Analyze a case in which two or more texts provide conflicting Verbal Reasoning

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information on the same topic and identify where the texts disagree on matters of fact or interpretation.



By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.



9-10 Key Ideas & Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Vocabulary: Context Clues, Multiple Meaning, Synonyms & Antonyms Language Comprehension: Figurative Language, Nonliteral Language

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Language Comprehension: Details Verbal Reasoning

Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Pragmatics: Perspective Taking Verbal Reasoning Language Comprehension: Details


Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Language Comprehension: Details Verbal Reasoning: Comparing/Contrasting

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Verbal Reasoning Language Comprehension: Details

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and

Language Comprehension: Main Idea, Details Verbal Reasoning

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concepts. Range of Reading & Level of Text Complexity

By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.



11-12

Key Ideas & Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Language Comprehension: Main Idea, Details Verbal Reasoning

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Language Comprehension: Main Idea, Details, Summarizing Verbal Reasoning: Cause/Effect, Inferencing

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.


Craft & Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Vocabulary: Context Clues Language Comprehension: Figurative Language, Nonliteral Language

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Verbal Reasoning

Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.



Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Verbal Reasoning Language Comprehension: Summarizing

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and

Verbal Reasoning

22 | P a g e

dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., THE FEDERALIST, presidential addresses). Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

Verbal Reasoning


By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

Verbal Reasoning: Cause/Effect, Inferencing

Speaking and Listening K-12 Grade Topic Standards Units/Skills in Curriculum

K Comprehension & Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

Articulation Memory: Word Retrieval Pragmatics Grammar/Syntax Vocabulary

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.


Ask and answer questions in order to seek help, get information, or clarify something that is not understood.


Presentation of Knowledge and Ideas

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Vocabulary: Describing, Details

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly. Articulation, Voice, Fluency Memory: Word Retrieval

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Vocabulary: Describing Grammar/Syntax


1 Comprehension & Collaboration

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

Articulation Memory: Word Retrieval Pragmatics Grammar/Syntax Vocabulary Language Comprehension: Questions

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.


Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.



Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly

Vocabulary: Describing Language Comprehension: Details Grammar/Syntax Articulation, Voice, Fluency Memory: Word Retrieval

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)

Grammar/Syntax



Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under

Articulation Pragmatics Grammar/Syntax Vocabulary Language Comprehension: Questions Memory: Word Retrieval

http://www.corestandards.org/ELA-Literacy/L/1/

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discussion). b. Build on others' talk in conversations by linking their

comments to the remarks of others. c. Ask for clarification and further explanation as needed

about the topics and texts under discussion. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Vocabulary: Describing Language Comprehension: Details

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.



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

Language Comprehension: Details Verbal Reasoning: Sequencing Grammar/Syntax Articulation, Voice, Fluency Memory: Word Retrieval

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Articulation, Voice, Fluency Grammar/Syntax Memory: Word Retrieval

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

Grammar/Syntax Vocabulary: Details



Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Articulation Pragmatics Grammar/Syntax Vocabulary: Describing Language Comprehension: Questions, Directions, Main Idea, Details Memory: Word Retrieval


25 | P a g e

d. Explain their own ideas and understanding in light of the discussion.

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.



Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Articulation, Fluency, Voice Memory: Word Retrieval Pragmatics Grammar/Syntax Vocabulary: Details, Describing Language Comprehension: Details

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Articulation, Voice, Fluency Grammar/Syntax Language Comprehension: Details

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Grammar/Syntax Language Comprehension: Details




a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Articulation Memory: Word Retrieval Pragmatics Grammar/Syntax Vocabulary Language Comprehension: Questions, Main Idea

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively,

Language Comprehension: Paraphrasing


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and orally. Identify the reasons and evidence a speaker provides to support particular points.



Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Articulation, Voice, Fluency Memory: Word Retrieval Grammar/Syntax Vocabulary Language Comprehension: Questions, Details, Main Idea Verbal Reasoning: Sequencing

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Articulation, Voice, Fluency Memory: Word Retrieval Grammar/Syntax Language Comprehension: Main Idea

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

Articulation, Voice, Fluency Memory: Word Retrieval Verbal Reasoning: Comparing/Contrasting Pragmatics Grammar/Syntax




a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Articulation Memory: Word Retrieval Pragmatics Grammar/Syntax Vocabulary Language Comprehension: Questions, Details, Summarizing Verbal Reasoning: Inferencing

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Language Comprehension: Summarizing Verbal Reasoning: Inferencing

Summarize the points a speaker makes and explain how each Language Comprehension: Summarizing, Details


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claim is supported by reasons and evidence. Verbal Reasoning: Inferencing Presentation of Knowledge and Ideas

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Articulation, Voice, Fluency Memory: Word Retrieval Grammar/Syntax Vocabulary: Describing Language Comprehension: Details, Main Idea Verbal Reasoning: Sequencing Pragmatics: Perspective Taking

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.).

Articulation, Voice, Fluency Grammar/Syntax



Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

Vocabulary Articulation Memory: Word Retrieval Grammar/Syntax Language Comprehension: Questions, Details Pragmatics: Perspective Taking and all

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.


Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Verbal Reasoning: Comparing/Contrasting, Cause/Effect Language Comprehension: Details

Presentation of Knowledge and

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas

Vocabulary: Describing Articulation, Voice, Fluency


28 | P a g e

Ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Memory: Word Retrieval Grammar/Syntax Language Comprehension: Details, Main Idea Verbal Reasoning: Sequencing Pragmatics: Eye-Contact, Tone of Voice

Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in presentations to clarify information.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

Articulation, Voice, Fluency Memory: Word Retrieval Grammar/Syntax




a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose 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.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.


Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Language Comprehension: Main Idea, Details Articulation, Voice, Fluency Memory: Word Retrieval Grammar, Syntax

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence

Verbal Reasoning


Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Vocabulary: Describing Articulation, Voice, Fluency Memory: Word Retrieval Grammar/Syntax

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Language Comprehension: Details, Main Idea Verbal Reasoning: Sequencing Pragmatics: Eye-Contact, Tone of Voice

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)





a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.


Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Verbal Reasoning: Inferencing, Comparing/Contrasting

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Verbal Reasoning


Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Vocabulary: Describing Articulation, Voice, Fluency Memory: Word Retrieval Grammar/Syntax Language Comprehension: Details, Main Idea


30 | P a g e

Verbal Reasoning: Sequencing Pragmatics: Eye-Contact, Tone of Voice

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)



9-10 Comprehension & Collaboration

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Vocabulary Articulation Memory: Word Retrieval Grammar/Syntax Language Comprehension: Questions, Details, Summarizing, Pragmatics Verbal Reasoning

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Verbal Reasoning

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.



http://www.corestandards.org/ELA-Literacy/SL/9-10/1/a/

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Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Vocabulary: Describing Articulation, Voice, Fluency Grammar/Syntax Memory: Word Retrieval Language Comprehension: Details, Main Idea Verbal Reasoning Pragmatics

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

Articulation, Voice, Fluency Grammar/Syntax Memory: Word Retrieval


11-12

Comprehension & Collaboration

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Vocabulary Articulation Grammar/Syntax Language Comprehension: Questions, Details, Summarizing, Pragmatics Verbal Reasoning

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to

Verbal Reasoning

http://www.corestandards.org/ELA-Literacy/L/9-10/

32 | P a g e

make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Verbal Reasoning Pragmatics: Perspective Taking


Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Vocabulary: Describing Articulation, Voice, Fluency Grammar/Syntax Memory: Word Retrieval Language Comprehension: Details, Main Idea Verbal Reasoning Pragmatics

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

Grammar/Syntax Memory: Word Retrieval Articulation, Voice, Fluency

Language Standards K-12 Grade Topic Standards Units/Skills in Curriculum

K Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/

(e.g., DOG, DOGS; WISH, WISHES). d. Understand and use question words (interrogatives)

(e.g., WHO, WHAT, WHERE, WHEN, WHY, HOW). e. Use the most frequently occurring prepositions (e.g., TO,

FROM, IN, OUT, ON, OFF, FOR, OF, BY, WITH). f. Produce and expand complete sentences in shared

language activities.

Grammar/Syntax: Increasing MLU, Plurals, Verbs, Language Comprehension: Questions Vocabulary: Basic Concepts

http://www.corestandards.org/ELA-Literacy/L/11-12/

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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize the first word in a sentence and the pronoun I b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-

vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge

of sound-letter relationships.

Knowledge of Language

Begins in Grade 2

Vocabulary Acquisition & Use

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing DUCK is a bird and learning the verb to DUCK).

b. Use the most frequently occurring inflections and affixes (e.g., -ED, -S, RE-, UN-, PRE-, -FUL, -LESS) as a clue to the meaning of an unknown word.

Vocabulary: Context Clues, Multiple-Meaning, Prefixes/Suffixes/Root Words

With guidance and support from adults, explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

d. Distinguish shades of meaning among verbs describing the same general action (e.g., WALK, MARCH, STRUT, PRANCE) by acting out the meanings.

Vocabulary: Categories, Synonyms/Antonyms, Multiple-Meaning

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Vocabulary


1 Conventions of Standard English


a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in

Grammar/Syntax: Increasing MLU, Word Order, Pronouns, Plurals, Verbs, Possessives, Conjunctions

34 | P a g e

basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I,

me, my; they, them, their, anyone, everything). e. Use verbs to convey a sense of past, present, and future

(e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., AND, BUT,

OR, SO, BECAUSE). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., DURING,

BEYOND, TOWARD). j. Produce and expand complete simple and compound

declarative, interrogative, imperative, and exclamatory sentences in response to prompts.


a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a

series. d. Use conventional spelling for words with common

spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


Begins in Grade 2


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GRADE 1 READING AND CONTENT, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., LOOK) and their inflectional forms (e.g., LOOKS, LOOKED, LOOKING).

Vocabulary: Context Clues, Multiple-Meaning, Prefixes, Suffixes, & Root Words

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word

Vocabulary: Categories, Describing, Synonyms/Antonyms

35 | P a g e

meanings. a. Sort words into categories (e.g., colors, clothing) to gain a

sense of the concepts the categories represent. b. Define words by category and by one or more key

attributes (e.g., a DUCK is a bird that swims; a TIGER is a large cat with stripes).

c. Identify real-life connections between words and their use (e.g., note places at home that are COZY).

d. Distinguish shades of meaning among verbs differing in manner (e.g., LOOK, PEEK, GLANCE, STARE, GLARE, SCOWL) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., BECAUSE).

Vocabulary Grammar/Syntax: Conjunctions




a. Use collective nouns (e.g., GROUP). b. Form and use frequently occurring irregular plural nouns

(e.g., FEET, CHILDREN, TEETH, MICE, FISH). c. Use reflexive pronouns (e.g., MYSELF, OURSELVES). d. Form and use the past tense of frequently occurring

irregular verbs (e.g., SAT, HID, TOLD). e. Use adjectives and adverbs, and choose between them

depending on what is to be modified. f. Produce, expand, and rearrange complete simple and

compound sentences (e.g., THE BOY WATCHED THE MOVIE; THE LITTLE BOY WATCHED THE MOVIE; THE ACTION MOVIE WAS WATCHED BY THE LITTLE BOY).

Grammar/Syntax: Word Order, Pronouns, Plurals, Verbs


a. Capitalize holidays, product names, and geographic names.

b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently

occurring possessives. d. Generalize learned spelling patterns when writing words

36 | P a g e

(e.g., CAGE → BADGE; BOY → BOIL). e. Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings. Knowledge of Language

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Compare formal and informal uses of English

Grammar/Syntax


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., HAPPY/UNHAPPY, TELL/RETELL).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., ADDITION, ADDITIONAL).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., BIRDHOUSE, LIGHTHOUSE, HOUSEFLY; BOOKSHELF, NOTEBOOK, BOOKMARK).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Vocabulary: Context Clues, Prefixes, Suffixes, & Root Words,

Demonstrate understanding of word relationships and nuances in word meanings.

a. Identify real-life connections between words and their use (e.g., DESCRIBE FOODS THAT ARE SPICY OR JUICY).

b. Distinguish shades of meaning among closely related verbs (e.g., TOSS, THROW, HURL) and closely related adjectives (e.g., THIN, SLENDER, SKINNY, SCRAWNY).

Vocabulary: Describing, Synonyms/Antonyms

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., WHEN OTHER KIDS ARE HAPPY THAT MAKES ME HAPPY).

Vocabulary


37 | P a g e



a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., CHILDHOOD). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I WALKED; I WALK; I

WILL WALK) verb tenses. f. Ensure subject-verb and pronoun-antecedent

agreement.* g. Form and use comparative and superlative adjectives and

adverbs, and choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences.

Grammar/Syntax: Word Order, Pronouns, Plurals, Verbs, Comparatives & Superlatives


a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g., SITTING, SMILED, CRIES, HAPPINESS).

f. Use spelling patterns and generalizations (e.g., WORD FAMILIES, POSITION-BASED SPELLINGS, SYLLABLE PATTERNS, ENDING RULES, MEANINGFUL WORD PARTS) in writing words.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.



a. Choose words and phrases for effect.* b. Recognize and observe differences between the

conventions of spoken and written standard English.

Vocabulary


Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content,

Vocabulary: Multiple-Meaning, Context Clues, Prefixes, Suffixes, & Root Words

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choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a

word or phrase. b. Determine the meaning of the new word formed when a

known affix is added to a known word (e.g., AGREEABLE/DISAGREEABLE, COMFORTABLE/UNCOMFORTABLE, CARE/CARELESS, HEAT/PREHEAT).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., COMPANY, COMPANION).

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., TAKE STEPS).

b. Identify real-life connections between words and their use (e.g., describe people who are FRIENDLY or HELPFUL).

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., KNEW, BELIEVED, SUSPECTED, HEARD, WONDERED).

Language Comprehension: Non-literal language, Figurative Language Vocabulary: Synonyms/Antonyms

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., AFTER DINNER THAT NIGHT WE WENT LOOKING FOR THEM).

Vocabulary




a. Use relative pronouns (WHO, WHOSE, WHOM, WHICH, THAT) and relative adverbs (WHERE, WHEN, WHY).

b. Form and use the progressive (e.g., I WAS WALKING; I AM WALKING; I WILL BE WALKING) verb tenses.

c. Use modal auxiliaries (e.g., CAN, MAY, MUST) to convey various conditions.

d. Order adjectives within sentences according to

Grammar/Syntax: Word Order, Pronouns, Verbs, Conjunctions

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conventional patterns (e.g., A SMALL RED BAG rather than A RED SMALL BAG).

e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting

inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., TO, TOO,

TWO; THERE, THEIR).* Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech

and quotations from a text. c. Use a comma before a coordinating conjunction in a

compound sentence. d. Spell grade-appropriate words correctly, consulting

references as needed.



a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English

(e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary: Synonyms/Antonyms, Multiple Meaning


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., TELEGRAPH, PHOTOGRAPH, AUTOGRAPH).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Vocabulary: Context Clues, Prefixes, Suffixes, & Root Words

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Explain the meaning of simple similes and metaphors (e.g., AS PRETTY AS A PICTURE) in context.

b. Recognize and explain the meaning of common idioms,

Vocabulary: Multiple-Meaning, Synonyms/Antonyms Language Comprehension: Figurative Language/ Non-literal Language

40 | P a g e

adages, and proverbs. c. Demonstrate understanding of words by relating them to

their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., WILDLIFE, CONSERVATION, and ENDANGERED when discussing animal preservation).

Vocabulary




a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I HAD WALKED; I HAVE WALKED; I WILL HAVE WALKED) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., EITHER/OR,

NEITHER/NOR).

Grammar/Syntax: Conjunctions, Verbs


a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from

the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., YES,

THANK YOU), to set off a tag question from the rest of the sentence (e.g., IT'S TRUE, ISN'T IT?), and to indicate direct address (e.g., IS THAT YOU, STEVE?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

e. Spell grade-appropriate words correctly, consulting references as needed

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a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g., DIALECTS, REGISTERS) used in stories, dramas, or poems.

Grammar/Syntax: Conjunctions Verbal Reasoning: Comparing/Contrasting



a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., PHOTOGRAPH, PHOTOSYNTHESIS).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

Vocabulary: Context Clues, Multiple-Meaning, Prefixes,Suffixes, & Root Words


a. Interpret figurative language, including similes and metaphors, in context.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Vocabulary: Multiple-meaning, Synonyms/Antonyms Language Comprehension: Figurative Language, Non-literal Language

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., HOWEVER, ALTHOUGH, NEVERTHELESS, SIMILARLY, MOREOVER, IN ADDITION).

Vocabulary




a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., MYSELF, OURSELVES).

Grammar/Syntax: Pronouns,

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c. Recognize and correct inappropriate shifts in pronoun number and person.*

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*


a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

b. Spell correctly.



a. Vary sentence patterns for meaning, reader/listener interest, and style.*

b. Maintain consistency in style and tone.*



a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., AUDIENCE, AUDITORY, AUDIBLE).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).



a. Interpret figures of speech (e.g., personification) in context.

b. Use the relationship between particular words (e.g.,

Vocabulary: Categories, Synonyms/Antonyms, Multiple-Meaning Language Comprehension: Figurative Language, Non-literal Language

43 | P a g e

cause/effect, part/whole, item/category) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., STINGY, SCRIMPING, ECONOMICAL, UNWASTEFUL, THRIFTY).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Vocabulary




a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Grammar/Syntax: Conjunctions


a. Use a comma to separate coordinate adjectives (e.g., IT WAS A FASCINATING, ENJOYABLE MOVIE but not HE WORE AN OLD[,] GREEN SHIRT).

b. Spell correctly



a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Language Comprehension: Paraphrasing, Main Idea


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GRADE 7 READING AND CONTENT, choosing flexibly from a range of strategies.


b. Use common, grade-appropriate Greek or Latin affixes


44 | P a g e

and roots as clues to the meaning of a word (e.g., BELLIGERENT, BELLICOSE, REBEL).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.



a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., REFINED, RESPECTFUL, POLITE, DIPLOMATIC, CONDESCENDING).

Vocabulary: Synonyms/Antonyms Language Comprehension: Figurative Language, Non-Literal Language

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Vocabulary




a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, imperative,

interrogative, conditional, and subjunctive mood. d. Recognize and correct inappropriate shifts in verb voice

and mood.*

Grammar/Syntax: Verbs


a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Use an ellipsis to indicate an omission.

45 | P a g e

c. Spell correctly.



a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Grammar/Syntax: Verbs


Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on GRADE 8 READING AND CONTENT, choosing flexibly from a range of strategies.


b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., PRECEDE, RECEDE, SECEDE).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.




a. Interpret figures of speech (e.g. verbal irony, puns) in context.

b. Use the relationship between particular words to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., BULLHEADED, WILLFUL, FIRM, PERSISTENT, RESOLUTE).

Vocabulary: Synonyms/Antonyms Language Comprehension: Figurative Language, Non-literal Language

Acquire and use accurately grade-appropriate general academic Vocabulary

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and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


9-10 Conventions of Standard English


a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival,

adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Grammar/Syntax: Conjunctions


a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation. c. Spell correctly.


Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA HANDBOOK, Turabian's MANUAL FOR WRITERS) appropriate for the discipline and writing type.


Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GRADES 9-10 READING AND CONTENT, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., ANALYZE, ANALYSIS, ANALYTICAL; ADVOCATE, ADVOCACY).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine

Vocabulary: Context Clues, Multiple-Meaning

47 | P a g e

or clarify its precise meaning, its part of speech, or its etymology.



a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.


Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Vocabulary


11-12

Conventions of Standard English


a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., MERRIAM-WEBSTER'S DICTIONARY OF ENGLISH USAGE, GARNER'S MODERN AMERICAN USAGE) as needed.


a. Observe hyphenation conventions. b. Spell correctly.


Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte's ARTFUL SENTENCES) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Grammar/Syntax

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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GRADES 11-12 READING AND CONTENT, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., CONCEIVE, CONCEPTION, CONCEIVABLE).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.


Vocabulary: Context Clues, Multiple-Meaning


a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.


Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Vocabulary

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Units of Language Acquisition

I. Vocabulary

II. Grammar/Syntax

III. Language Comprehension

IV. Verbal Reasoning

V. Memory

VI. Pragmatics

VII. Articulation

VIII. Fluency

IX. Voice

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Unit Skills Vocabulary

Transfer

Students will be able to independently use their learning to acquire and use new vocabulary to access grade level curriculum and improve overall communication.

Essential Questions Why is it important for students to learn and use new words? How do students acquire new vocabulary? Specific Skills

1. Basic Concepts

2. Categories

3. Describing

4. Synonyms & Antonyms

5. Multiple Meaning Words

6. Context Clues

7. Prefixes, Suffixes, & Root Words

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Basic Concepts Stage 1- Desired Results

IEP Objectives Meaning Given a field of (#) pictures, student will identify picture that represents target concept with (#) % accuracy across 3 sessions. Given a field of (#) pictures, student will identify concept that is represented in the picture with (#) % accuracy across 3 sessions. When asked a (where, how many) question, student will respond using appropriate (location, quantity) word with (#) % accuracy across 3 sessions. Given a (#-#) step direction containing (location, size, time, quantity, sequence, inclusion/exclusion) concepts, student will follow the direction with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… words express basic concepts such as location, quantity, time, sequence, and inclusion/exclusion.

Connection to Standardized Assessments Acquisition TOLD-P4: Syntactic Understanding CELF-5: Linguistic Concepts, Following Directions, Semantic Relationships, Sentence Comprehension ITPA-3: Sentence Sequencing CASL: Basic Concepts

Students will know… • basic concept words such as

location, quantity, time, sequence, inclusion/exclusion.

Students will be skilled at… • identifying pictures showing

basic concepts. • answering questions using

basic concept words. • following directions containing

basic concept words.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting:

Hand-under-hand- SLP guides student’s hand to correct response Gestural Prompt- SLP indicates with a motion what the student is expected to do

Moderate Prompting:

PERFORMANCE TASK(S): - Standardized Assessments - Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).

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Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association)

Minimal Prompting:

Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug))

Independent- No assistance OTHER EVIDENCE:

Teacher Report Parent Report Homework Assignments Observation of Performance

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

Resources and suggested activities: Books: - Scissors, Glue, and Concepts too (LinguiSystems) K-3 - Basic Concepts and Vocabulary Round-up (Super Duper) - Just for Kids: Basic Concepts (LinguiSystems) ages 3-7 - Listening for Basic Concepts All Year ‘Round (LinguiSystems) K-3 - Follow Me (LinguiSystems) K-3 - Basic Concept Stories (Super Duper) preK-3 - Autism & PDD: Concept Development (LinguiSystems) ages 3-8

Games: - Candy Land: Student draws two cards. SLP provides direction. For example, “Before you move one yellow, move two blues.” - The Cookie Thief: As students draw cookies, SLP gives directions as to where to place cookies.

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Materials: - Magne-Talk Match-up: Student is asked questions about the location of items on picture scene. Student responds using correct location word. - Webber Basic Concepts Program (Super Duper Inc.); preK- 3 - Basic Concept Box of Photos - Memory Stretch for Children Following Direction Tapes (Imaginart) - Craft Supplies: SLP gives directions to student. Student follows directions to complete the craft. - Beads: SLP gives directions to student about how to string the beads. - Maps: Student is asked to follow directions and locate places on the map using map location concept words.

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Categories Stage 1- Desired Results

IEP Objectives Meaning Given (#) of (words/objects/pictures), student will sort items by category with (#) % accuracy across 3 sessions. Given (#) of (words/objects/pictures), student will name category with (#) % accuracy across 3 sessions. Given category name, student will name (#) of items in category with (#) % accuracy across 3 sessions. Given (#) of (words/objects/pictures), student will name (word/object/picture) that does not belong with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… words forms relationships and are associated with each other.

Connection to Standardized Assessments Acquisition Toss-P: Identifying Labels, Stating Labels, Identifying Categories, Stating Categories TOLD-P4: Picture Vocabulary, Relational Vocabulary, Oral Vocabulary CELF-5: Word Classes I, Word Classes II, Word Definitions, Semantic Relationships ITPA-3: Spoken Analogies, Spoken Vocabulary EVT-2 PPVT-4 Expressive One Word Picture Vocabulary Test Receptive One Word Picture Vocabulary Test Test of Auditory Processing and Reasoning Skills The Word Test-2 Adolescent: Associations

Students will know… • names of categories and

items, which belong in them.

Students will be skilled at… • naming categories. • naming items in given

categories. • naming items that do not

belong in a category.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting:

Hand-under-hand- SLP guides


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student’s hand to correct response Gestural Prompt- SLP indicates with a motion what the student is expected to do

Moderate Prompting:


Minimal Prompting:





Resources and suggested activities: Books: - Scissors, Glue, and Vocab too! (LinguiSystems); preK-4

Games: - Word Snag

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- Respond - Scattergories - Headbandz - Secret Square - Go For the Dough (Super Duper) K-5 - Say and Do Vocabulary Bingo (Super Duper) K-6 - Building Language Lotto (Lakeshore) preK-1

Materials: - Magne-Talk- Let’s Find and Name Things (Super Duper) preK-3 - Shopping Smart (Remedia) grades 6-12 - Categories Early Learning Kit (Different Roads) - Word Joggers for Categories (Super Duper) grades 1-5 - Lids n Lizards- (Super Duper) preK-5 - Classifying Puzzle (Scholastic) preK-1 - Early Classifying (Super Duper) preK -1 - Classifying Fish (Super Duper) preK-2 - Vocabulary Chipper Chat (Super Duper) K-5 - What Doesn’t Belong Fun Deck

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Describing Stage 1- Desired Results

IEP Objectives Meaning Given (word/object/picture), student will describe the (word/object/picture) by naming its category with (#) % accuracy across 3 sessions. Given (word/object/picture), student will describe the (word/object/picture) by naming its function with (#) % accuracy across 3 sessions. Given (word/object/picture), student will describe the (word/object/picture) by naming (#) of attributes with (#) % accuracy across 3 sessions. Given (word/object/picture), student will describe the (word/object/picture) by naming its category, function, and (#) of attributes with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… words can be described by their category, function, and attributes.

Connection to Standardized Assessments Acquisition Toss P: Identifying Attributes, Stating Attributes, Identifying Functions, Stating Functions, Identifying Definitions, Stating Definitions TOLD-P4: Relational Vocabulary, Oral Vocabulary CELF-5: Word Classes I, Word Classes II, Word Definitions ITPA-3: Spoken Analogies, Spoken Vocabulary, Written Vocabulary EVT-2 PPVT-4 Expressive One Word Picture Vocabulary Test Receptive One Word Picture Vocabulary Test Test of Auditory Processing and Reasoning Skills The Word Test-2 Adolescent: Definitions

Students will know… • how to describe words.

Students will be skilled at… • describing words by their

category, function, and attributes.



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Moderate Prompting: Visual Cue- SLP provides visual or written support (i.e., graphic organizer, cue cards) Minimal Prompting:





Resources and suggested activities: Books: - Defining & Describing (LinguiSystems) - Spotlight on Vocabulary (LinguiSystems) - Scissors, Glue, and Vocab too! (LinguiSystems) preK-4

Games: - Funglish - Headbandz

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- Secret Square - Grannie’s Candies (Super Duper Inc.) K-6 - What’s in Ned’s Head - Word Snag - Respond - Secret Square - Go For the Dough (Super Duper) K-5 - Say and Do Vocabulary Bingo (Super Duper Inc. - Building Language Lotto (Lakeshore) preK-1

Materials: - Descriptive Words Listening Activity Center (Lakeshore) preK-2 - Vocabulary Chipper Chat (Super Duper) grades K-5 - Photo Conversation Cards (Super Duper) - Shopping Smart (Remedia) ages 6-12 - Lids n Lizards (Super Duper Inc.) preK-5 - Vocabulary Chipper Chat (Super Duper) K-5

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Synonyms & Antonyms Stage 1- Desired Results

IEP Objectives Meaning Given word student will name a synonym with (#) % accuracy across 3 sessions. Given word student will name an antonym with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… words form relationships and are associated with each other.

Connection to Standardized Assessments Acquisition TOSS-P: Identifying Labels, Stating Labels TOLD-P4: Picture Vocabulary, Oral Vocabulary CELF-5: Word Classes I, Word Classes II, Word Definitions ITPA-3: Spoken Analogies, Spoken Vocabulary CASL: Antonyms, Synonyms EVT-2 PPVT-4 Expressive One Word Picture Vocabulary Test Receptive One Word Picture Vocabulary Test The Listening Comprehension Test Adolescent: Vocabulary & Semantics The Word Test-2 Adolescent: Synonyms, Antonyms

Students will know… • synonyms and antonyms of

words.

Students will be skilled at… • naming synonyms and

antonyms of words.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Moderate Prompting:


Minimal Prompting:

Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say


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Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?”, use body language (shrug), or vocal inflection (i.e., “hot” with rising intonation)




Resources and suggested activities: Books: - Synonyms Galore (Super Duper) grades 3-8 - No Glamour Vocabulary (LinguiSystems) - HELP for Vocabulary (LinguiSystems) - HELP for Middle School (LinguiSystems)

Games: - Synonyms Bingo (Trend) ages 10 and up - Antonyms Bingo (Trend) ages 10 and up - Granny’s Candies (Super Duper) K-6 - Vocabulary Chipper Chat (Super Duper) K-5 Materials: - Synonyms Fun Deck (Super Duper) - Synonyms Photo Fun Deck (Super Duper) - No Glamour Vocabulary Cards (Lingui Systems) - Vocabulary Chipper Chat (Super Duper Inc.) K-5

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Multiple Meaning Words Stage 1- Desired Results

IEP Objectives Meaning Given word student will name two or more meanings for the word with (#) % accuracy across 3 sessions. Given a sentence containing a multiple meaning word student will (identify/choose) an alternate meaning of the word with (#) % accuracy across 3 sessions. Given a sentence containing a multiple meaning word student will provide appropriate definition of the word with (#) % accuracy across 3 sessions. Given a multiple meaning word and one of its definitions, student will use the word in a sentence giving context to show the meaning with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… words can have more than one meaning.

Connection to Standardized Assessments Acquisition CASL: Ambiguous Sentences The Word Test-2 Adolescent: Flexible Word Use

Students will know… • more than one meaning for

multiple meaning words.

Students will be skilled at… • identifying multiple meanings

of words. • identifying correct definitions

of multiple meaning words in context.

• using multiple meaning words in sentences.


Hand-under-hand- SLP guides student’s hand to correct response Gestural Prompt- SLP indicates with a motion what the student is expected to do


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Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association)

Minimal Prompting:





Resources and Suggested Materials: Books: - Spotlight on Figurative Language – Multiple Meanings (LinguiSystems) ages 8-14 - HELP 2 (LinguiSystems) - No Glamour Grammar (LinguiSystems)

Games: - Synonyms Bingo (Trend) ages 10 and up - Granny’s Candies (Super Duper) K-6 - Vocabulary Chipper Chat (Super Duper) K-5 Materials: - Multiple Meanings Fun Deck (Super Duper)

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- That’s LIFE! Language Cards (LinguiSystems) ages 12-17

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Context Clues Stage 1- Desired Results

IEP Objectives Meaning Given a (sentence/paragraph/passage) (#-# sentences in length/ #-# paragraphs in length) containing an unknown vocabulary word, student will use context clues to identify the word meaning with (#) % accuracy across 3 sessions. Given a definition of a word and the word presented in context, student will identify (#) key words/details to support the definition with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… word meaning can be determined by using context clues.

Connection to Standardized Assessments Acquisition CASL: Sentence Completion, Meaning from Context, Ambiguous Sentences The Listening Comprehension Test Adolescent: Vocabulary & Semantics

Students will know… • key words, which provide

context for word meaning. • How to analyze sentences to

find context clues.

Students will be skilled at… • identifying context clues that

lead to a definition. • determining definitions based

on context clues.


Guided Questions- SLP asks questions which lead student to correct response (i.e., “What words in this sentence tell you the part of speech?”)

Moderate Prompting:


Minimal Prompting:

Phonemic Cue- SLP provides the


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beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug))




Resources and Suggested Materials: Books: - Spotlight on Figurative Language – Multiple Meanings (LinguiSystems) ages 8-14 - No Glamour Language (LinguiSystems)

Games: - Vocabulary Chipper Chat (Super Duper) K-5

Materials: - Reading Comprehension Cards Level 1 (LinguiSystems) ages 6-10 - Reading Comprehension Cards Level 2 (LinguiSystems) ages 11 and up - Context Clues in Stories Fun Deck (Super Duper) grades 3-8

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Prefixes, Suffixes, Root Words Stage 1- Desired Results

IEP Objectives Meaning Given a (sentence/paragraph/passage) (#-# sentences in length/ #-# paragraphs in length) containing an unknown vocabulary word, student will use knowledge of prefixes, suffixes, and root words to identify the word meaning with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… word meaning can be determined by breaking down words into prefixes, suffixes, and roots.

Connection to Standardized Assessments Acquisition EVT-2 PPVT-4 Expressive One Word Picture Vocabulary Test Receptive One Word Picture Vocabulary Test

Students will know… • meanings of common affixes

and roots.

Students will be skilled at… • determining definitions based

on prefixes, suffixes, and root words.



Minimal Prompting:

Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?”, use body language (shrug), or vocal inflection (i.e., “hot” with rising intonation)

Independent- No assistance


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OTHER EVIDENCE:



Resources and Suggested Materials: Books: - Prefixes, Suffixes and Stems Fun Sheets (Super Duper) grades 4 and up

Games: - Vocabulary Chipper Chat (Super Duper) K-5 - The Cookie Thief (with Fun Deck) Materials: - Prefixes, Suffixes and Stems Fun Deck (Super Duper) grade 4 and up

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Unit Skills

Grammar/Syntax Transfer

Students will be able to independently use their learning to communicate in grammatically correct sentences.

Essential Questions Why is it important to use correct grammar and syntax? Specific Skills

1. Increasing Mean Length of Utterance

2. Word Order

3. Pronouns

4. Plurals

5. Possessives

6. Comparatives and Superlatives

7. Verbs

8. Articles

9. Conjunctions

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Increasing Mean Length of Utterance

Stage 1- Desired Results IEP Objectives Meaning During structured activities, student will utilize (#) word utterances to request desired items/actions with (#) accuracy across 3 sessions. Using a picture, student will utilize a modeled (#) word utterance with (#) % accuracy across 3 sessions. During spontaneous speech, student with utilize (#) word utterances in 5 out of 10 utterances.

UNDERSTANDINGS Students will understand that… longer utterances can convey more meaning.

Connection to Standardized Assessments Acquisition TOLD-P4: Sentence Imitation CELF-5: Recalling Sentences, Formulated Sentences, Sentence Assembly ITPA-3: Syntactic Sentences CASL: Syntax Construction

Students will know… • how to expand upon verbal

utterances.

Students will be skilled at… • using appropriate syntax skills

to increase Mean Length of Utterance.


Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue-SLP provides a visual cue to facilitate success

Minimal Prompting:

Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal)

PERFORMANCE TASK(S): Standardized Assessments Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).

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Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?”, use body language (shrug), or vocal inflection (i.e., “hot” with rising intonation)




Resources and Suggested Activities: Books: - Spotlight on Grammar (LinguiSystems) ages 8-11 - No-Glamour Sentence Structure (LinguiSystems) ages 7-adult - HELP for Grammar (LinguiSystems) ages 8-adult Games:

- Grammar Gumballs (Super Duper) preK and up

Materials: - Action-Agent Fun Deck-(Super Duper) preK - Sentence Building Fun Deck (Super Duper) grade 2 and up - Sentences and Fragments Fun Deck (Super Duper) grades 3-8

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Word Order

Stage 1- Desired Results IEP Objectives Meaning When describing pictures, student will utilize correct word order with (#) % accuracy across 3 sessions. When answering questions, student will utilize correct word order with (#) % accuracy across 3 sessions. When asking questions, student will utilize correct word order with (#) % accuracy across 3 sessions. During structured conversation, student will utilize correct word order with (#) % accuracy across 3 sessions. During spontaneous speech student will utilize correct word order with (#) out of (#) utterances across 3 sessions. Student will use correct word order in (sentence form*) to describe pictures/objects at the sentence level with (#) % accuracy. Student will use correct word order in (sentence form*) in spontaneous speech for (#) out of (#) opportunities. *S+V, S+V+O, question forms, negation, etc.

UNDERSTANDINGS Students will understand that… correct word order is necessary to convey sentence meaning.

Connection to Standardized Assessments Acquisition TOLD-P4: Sentence Imitation CELF-5: Recalling Sentences, Formulated Sentences, Sentence Assembly ITPA-3: Syntactic Sentences CASL: Syntax Construction

Students will know… • how to use correct word

order.

Students will be skilled at… • using correct word order.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Moderate Prompting:

PERFORMANCE TASK(S): Standardized Assessments Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).

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Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue-SLP provides a visual cue to Facilitate success

Minimal Prompting:



Teacher Report Parent Report Homework Assignments Observation of performance


Resources and Suggested Materials: Books: - Spotlight on Grammar (LinguiSystems) ages 8-11 - No-Glamour Sentence Structure (LinguiSystems) ages 7-adult - No-Glamour Grammar (LinguiSystems) ages 8-13 - Scissors and Glue and Grammar Too! (LinguiSystems) ages 4-9 - HELP for Grammar (LinguiSystems) ages 8-adult Games: - Grammar Gumballs (Super Duper) preK and up - Making Sense with Sentax (Super Duper) grades 1-4

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Materials: - No-Glamour Sequencing Cards (LinguiSystems) ages 4-11 - Webber Season to Reason (Super Duper) K and up

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Pronouns

Stage 1- Desired Results IEP Objectives Meaning Student will identify a picture that represents the target personal/possessive/reflexive/relative/indefinite/object/subject pronouns used in a phrase/sentence from a field of (#) picture with (#) % accuracy across 3 sessions. Given a field of (#) sentences containing personal/possessive/reflexive/relative/indefinite/object/subject pronouns, student will identify a sentence that represents a given picture with (#) % accuracy over 3 sessions. Student will imitate phrases or sentences containing personal/possessive/reflexive/relative/indefinite/object/subject pronouns to describe objects, pictures or actions with (#) % accuracy across 3 sessions. Student will produce phrases or sentences containing personal/possessive/reflexive/relative/indefinite/object/subject pronouns to describe objects, pictures or actions with (#) % accuracy across 3 sessions. During structured conversation, student will use phrases containing personal/possessive/reflexive/relative/indefinite/object/subject pronouns with (#) % accuracy across 3 sessions. During spontaneous speech, student will use correct personal/possessive/reflexive/relative/indefinite/object/subject pronouns with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that…

• pronouns replace specific nouns. • different forms of pronouns express different meaning.

Connection to Standardized Assessments Acquisition TOLD-P4: Syntactic Understanding, Morphological Completion CELF-5: Word Structure, Sentence Comprehension ITPA-3: Morphological Closure CASL: Syntax Construction, Grammatical Morphemes, Grammaticality Judgment, Sentence Comprehension

Students will know… • how to use various types of

pronouns.

Students will be skilled at… • pronoun use.

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Minimal Prompting:




OTHER EVIDENCE: Teacher Report Parent Report Homework Assignments Observation of Performance


Resources and Suggested Activities: Books: - Spotlight on Grammar-Pronouns (LinguiSystems) ages 8-11 - Scissors and Glue and Grammar Too! (LinguiSystems) ages 4-9 - HELP for Grammar (LinguiSystems) ages 8-adult - SPARC for Grammar(LinguiSystems) ages 4-10

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- 50 quick Grammar Games (LinguiSystems) ages 6-10

Games: - Grammar Gumballs (Super Duper) preK and up

Materials: - Fun Decks: Pronoun Parade, Using I and Me, Using His, Her & Their (Super Duper) preK-5 - 120 Pronoun Fill-in Sentence Cards (Super Duper) grades 1-8

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Plurals

Stage 1- Desired Results IEP Objectives Meaning Given a field of (#) pictures representing single and plural nouns, student will point to named nouns with (#) % accuracy across 3 sessions. Given a field of (#) words/sentences containing single and plural nouns, student will point to word/sentences that matches stimulus picture with (#) % accuracy across 3 sessions. When given a picture/word, student will label (regular/irregular) plural nouns with (#) % accuracy across 3 sessions. At sentence level, student will use regular/irregular plural nouns with (#) % accuracy across 3 sessions. Given a sentence/paragraph containing errors in plural nouns, student will identify incorrect errors with (#) % accuracy across 3 sessions. During spontaneous speech, student will use regular/irregular plural nouns with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that…

• plural indicates more than one. • word structure may change to indicate pluralization.


Students will know… • how to recognize and use

plural nouns.

Students will be skilled at… • understanding and using

regular and irregular plural nouns.


Semantic Cue- SLP provides a cue containing semantic information (i.e.,


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sentence completion, description, association) Visual Cue-SLP provides a visual cue to Facilitate success

Minimal Prompting:





Resources and Suggested Activities: Books: - No-Glamour Grammar (LinguiSystems) ages 8-13 - No-Glamour Grammar 2 (LinguiSystems) ages 8-14 - Scissors and Glue and Grammar Too! (LinguiSystems) ages 4-9 - HELP for Grammar (LinguiSystems) ages 8-adult - SPARC for Grammar (LinguiSystems) ages 4-10 - 50 quick Grammar Games (LinguiSystems) ages 6-10 Games: - Grammar Gumballs (Super Duper) preK and up - Grammar Chipper Chat (Super Duper) grades k-5

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- Say and Do Grammar Game Boards (Super Duper) preK-5 Materials: - Plurals Fun Deck (SuperDuper) preK-5

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Possessives

Stage 1- Desired Results IEP Objectives Meaning Given a sentence indicating ownership (i.e., “The food belongs to the cat.”) student will use the correct possessive noun to describe picture/answer question, with (#) % accuracy across 3 sessions. At sentence level, student will use possessive nouns with (#) % accuracy across 3 sessions. During spontaneous speech, student will use possessive nouns with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… word forms can indicate ownership.


Students will know… • how to use possessive nouns.

Students will be skilled at… • using possessive nouns.



Minimal Prompting:

Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal) Prompt-tell the student that something


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is expected, but not exactly what (i.e., “what’s next?”, use body language (shrug), or vocal inflection (i.e., “hot” with rising intonation)




Resources and Suggested Materials: Books: - No-Glamour Grammar (LinguiSystems) ages 8-13 - Scissors and Glue and Grammar Too! (LinguiSystems) ages 4-9 - HELP for Grammar (LinguiSystems) ages 8-adult - SPARC for Grammar (LinguiSystems) ages 4-10 - 50 quick Grammar Games (LinguiSystems) ages 6-10 Games:

- Grammar Gumballs (Super Duper) preK and up Materials: - Fun Decks: Pronoun Parade, Using I and Me, Using His, Her & Their (Super Duper) preK-5 - 120 Pronoun Fill-in Sentence Cards (Super Duper) grades 1-8

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Comparatives and Superlatives

Stage 1- Desired Results IEP Objectives Meaning Student will answer comparison questions about 2 or more objects or pictures with (# ) % accuracy across 3 sessions (i.e., “Which dog is bigger?”). Student will use comparatives and superlatives in words/phrases sentences when comparing objects/pictures with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… word forms can convey semantic relationship.


Students will know… • how to use comparatives and

superlatives.

Students will be skilled at… • correct use of comparatives

and superlatives.



Minimal Prompting:

Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal) Prompt-tell the student that something


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is expected, but not exactly what (i.e., “what’s next?”, use body language (shrug), or vocal inflection (i.e., “hot” with rising intonation)




Resources and Suggested Activities: Books: - Say and Do Grammar Game Board Fun Sheets (Super Duper) preK-5 - Scissors, Glues, and Concepts, too! (LinguiSystems) K-3 Games: - Grammar Chipper Chat (Super Duper) K-5 - Say and Do Grammar Game Boards (Super Duper) preK-5 Materials: - Comparatives Fun Deck (Super Duper) preK-5

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Verbs

Stage 1- Desired Results IEP Objectives Meaning Given a field of (#) pictures representing (regular/irregular) (past tense, present tense, present progressive tense, future tense) verbs, student will point to stated verb with (#) % accuracy across 3 sessions. Given a field of (#) words/sentences containing (regular/irregular) (past tense, present tense, present progressive tense, future tense) verbs, student will point to word/sentences that matches stimulus picture with (#) % accuracy across 3 sessions. When given a picture/word, student will use (regular/irregular) (past tense, present tense, present progressive tense, future tense) verb form, with (#) % accuracy across 3 sessions. At sentence level, student will use (regular/irregular) (past tense, present tense, present progressive tense, future tense) verbs with (#) % accuracy across 3 sessions. Given a sentence/paragraph containing errors in (regular/irregular) (past tense, present tense, present progressive tense, future tense) verbs, student will identify errors with (#) % accuracy across 3 sessions. During spontaneous speech, student will use (regular/irregular) (past tense, present tense, present progressive tense, future tense) verbs, with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… verbs convey action or state of being.

Connection to Standardized Assessments Acquisition TOLD-P4: Syntactic Understanding, Morphological Completion CELF-5: Word Structure, Sentence Comprehension, Sentence Assembly ITPA-3: Morphological Closure CASL: Syntax Construction, Grammatical Morphemes, Grammaticality Judgment, Sentence Comprehension

Students will know… • how to use verb forms.

Students will be skilled at… • using verb forms correctly in

spoken language.

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Minimal Prompting:






Resources and Suggested Activities: Books: - No-Glamour Grammar (LinguiSystems) ages 8-13 - Spotlight on Grammar (LinguiSystems) ages 8-11

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Games:

- Grannies Candies set 3 (Super Duper) grades 2-8 - Say and Do Verbs Bingo (Super Duper) all ages - Whoosh! (Super Duper) preK and up - Irregular Verbs Playing Cards (Super Duper) grades 2-5 - Photo Magnetic Fish Game-verbs (Super Duper) preK-6 - Grammar Chipper Chat (Super Duper) preK Materials: - 100 Irregular Past Tense Verbs-Super Fun Deck (Super Duper) grades K-3 - Irregular Verbs Fun Deck (Super Duper) grades K-3 - Webber Photo Cards (Super Duper) all ages - Sort and Say Early Action Words (Super Duper) preK-2

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Articles

Stage 1- Desired Results IEP Objectives Meaning Given a field of (#) pictures/objects, student will correctly use articles a and the when asked to label them, with (#) % accuracy across 3 sessions. Given a field of (#) pictures/objects, student will correctly use articles a and the when making up a sentence about each, with (#) % accuracy across 3 sessions. When listening to spoken sentences, judges the grammatical correctness of the use of a, an, the with (#) % accuracy across 3 sessions. When verbally given a list of nouns, student chooses the appropriate article (a, an) to precede each noun with (#) % accuracy across 3 sessions. When describing pictures containing a variety of items, student includes a variety of articles, as appropriate (i.e., “I see a ball and an elephant”), with (#) % accuracy across 3 sessions. During structured conversation, student uses correct articles with (#) % accuracy across 3 sessions. During spontaneous speech, student uses correct articles, with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… articles impact the grammaticality of language.

Connection to Standardized Assessments Acquisition TOLD-P4: Syntactic Understanding CELF-5: Word Structure, Sentence Comprehension, Sentence Assembly ITPA-3: Morphological Closure CASL: Syntax Construction, Grammatical Morphemes, Grammaticality Judgment, Sentence Comprehension

Students will know… • how to use articles.

Students will be skilled at… • using articles correctly.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected

PERFORMANCE TASK(S):

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response Moderate Prompting:


Minimal Prompting:



- Standardized Assessments - Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).



Resources and Suggested Activities: Books: - Scissors, Glues, and Concepts, too! (LinguiSystems) K-3 - No-Glamour Grammar (LinguiSystems) ages 8-13 - Scissors and Glue and Grammar Too! (LinguiSystems) ages 4-9 - HELP for Grammar (LinguiSystems) ages 8-adult - SPARC for Grammar (LinguiSystems) ages 4-10 - 50 quick Grammar Games (LinguiSystems) ages 6-10

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Games:

- Grammar Gumballs (Super Duper) preK and up

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Conjunctions

Stage 1- Desired Results IEP Objectives Meaning Given a field of (#) pictures/objects, student will point to more than one pictures/objects when given a direction with the conjunction and with (#) % accuracy across 3 sessions. Given a field of (#) pictures/objects, student will correctly use the conjunction and when asked to name # pictures/objects, with (#) % accuracy across 3 sessions. Makes two sentences from a spoken sentence containing a conjunction with (#) % accuracy across 3 sessions. Combines two sentences into one sentence by adding the appropriate conjunction (given a field of # conjunctions) with (#) % accuracy across 3 sessions. When presented with a picture and a field of # conjunctions, student creates sentences containing appropriate conjunction to describe the picture with (#) % accuracy across 3 sessions. To finish a spoken/written fill-in-the-blank sentence, chooses the correct conjunction with (#) % accuracy across 3 sessions. During structured activities, relates personal experiences using conjunctions with (#) % accuracy across 3 sessions. During spontaneous speech, student uses conjunctions in #/# opportunities across 3 sessions.

UNDERSTANDINGS Students will understand that… conjunctions indicate the relationship between two or more thoughts or ideas.

Connection to Standardized Assessments Acquisition TOLD-P4: Syntactic Understanding CELF-5: Word Structure, Sentence Comprehension, Sentence Assembly ITPA-3: Morphological Closure CASL: Syntax Construction, Grammatical Morphemes, Grammaticality Judgment, Sentence Comprehension

Students will know… • how to use conjunctions.

Students will be skilled at… • using conjunctions correctly.

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Minimal Prompting:






Resources and Suggested Activities: Books: - Scissors, Glues, and Concepts, too! (LinguiSystems) K-3 - No-Glamour Grammar (LinguiSystems) ages 8-13 - Scissors and Glue and Grammar Too! (LinguiSystems) ages 4-9

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- HELP for Grammar (LinguiSystems) ages 8-adult - SPARC for Grammar (LinguiSystems) ages 4-10 - 50 quick Grammar Games (LinguiSystems) ages 6-10 Games: - Grammar Gumballs (Super Duper) preK and up

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Unit Skills Language Comprehension

Transfer

Students will be able to independently use their learning to understand language in order to attach meaning to the world around them.

Essential Questions Why is it important to understand language? How can misunderstanding or misinterpreting language affect students’ understanding of the world around them? Specific Skills

1. Questions

2. Directions

3. Main Idea

4. Details

5. Summarizing

6. Paraphrasing

7. Figurative Language

8. Non-literal Language (i.e., sarcasm, implied meaning)

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Questions Stage 1- Desired Results

IEP Objectives Meaning Student will answer (who/what/where/what doing/when/why/how) questions about a (picture/ #-# sentence paragraph/ #-# paragraph passage/ game/ activity) using the correct type of response (i.e., person for a who question) with (#) % accuracy across 3 sessions. Student will answer (who/what/where/what doing/when/why/how) questions about a (picture/ #-# sentence paragraph/ #-# paragraph passage/ game/ activity) with (#) % accuracy across 3 sessions. Student will answer factual (i.e., who, what, where) questions about a (picture/ #-# sentence paragraph/ #-# paragraph passage/ game/ activity) with (#) % accuracy across 3 sessions. Student will answer reasoning (i.e., why, how) questions about a (picture/ #-# sentence paragraph/ #-# paragraph passage/ game/ activity) with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… different question forms require different types of answers.

Connection to Standardized Assessments Acquisition CELF-5: Understanding Spoken Paragraphs TOPS-3 Elementary TOPS-2 Adolescent Test of Auditory Processing Skills- Third Edition: Auditory Comprehension, Auditory Reasoning The Listening Comprehension Test Adolescent The Listening Comprehension Test-2 Test of Auditory Processing and Reasoning Skills

Students will know… • how to respond appropriately

to different types of questions.

Students will be skilled at… • answering a variety of

questions.

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Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say

Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance



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Resources and Suggested Materials: Books: - No-Glamour Question Structure Interrogative Reversals (LinguiSystems) ages 7 and up - No-Glamour Questions Structure Wh-Questions (LinguiSystems) ages 7 and up - Just for Kids Answering Questions (LinguiSystems) ages 4-9 - SPARC for Questions (LinguiSystems) ages 4-9 - The Five W’s (Remedia) ages 4-12 - “Wh” Question Scenes (Super Duper) preK-5 Games:

- Question Card Games (LinguiSystems) ages 7-11 - 5 W’s Game (Remedia) Reading Level 1-2 - Ivan’s Iceberg: A Questions Game (LinguiSystems) ages 3-8 Materials: - Autism & PDD Photo Cards “Asking questions” (LinguiSystems) age 3-11 - Autism & PDD “Wh” Questions (LinguiSystems) ages 3-11 - Interactive Concept Pictures (LinguiSystems) ages 4-9 - Buddy Bear Books- “Wh” questions (LinguiSystems) preK-2 - Fun Deck: “Wh” questions (Super Duper) preK and up

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Directions Stage 1- Desired Results

IEP Objectives Meaning In structured activities, student will follow #-step directions containing # modifiers with (#) % accuracy across 3 sessions. In unstructured activities, student will follow #-step directions containing # modifiers with (#) % accuracy across 3 sessions. In structured activities, student will follow #-step directions containing (location, size, time, quantity, sequence, inclusion/exclusion) concept words with (#) % accuracy across 3 sessions. In unstructured activities, student will follow #-step directions containing (location, size, time, quantity, sequence, inclusion/exclusion) concept words with (#) % accuracy across 3 sessions. Given directions containing extra information, student will identify the details needed to correctly follow the direction with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… listening and following all parts of a direction is important for learning.

Connection to Standardized Assessments Acquisition

TOLD-P4: Sentence Imitation CELF-5: Following Directions, Recalling Sentences

Students will know… • directions can have multiple

steps and/or parts.

Students will be skilled at… • following simple and complex

directions.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do


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Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Materials: Books: -Webber Hear Builder: Following Directions (Super Duper) preK - 3 -Say and Glue for Language and Listening (Super Duper) preK-3 -Following Auditory Directions (Super Duper) K-3 Games:

-Ring Bling (Super Duper) K and up -Auditory Processing Chipper Chat K and up -Magne-Talk Match Up (Super Duper) K and up Materials: -Following Directions Fun Deck (Super Duper) preK-2

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Main Idea

Stage 1- Desired Results IEP Objectives Meaning Given a picture scene, student will identify the main idea with (#) % accuracy across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, student will identify the main idea with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… information of all types is provided with details which support one central idea.


CELF-5: Understanding Spoken Paragraphs CASL: Paragraph Comprehension The Listening Comprehension Test Adolescent: Main Idea

Students will know… • how to identify the main idea

for different forms of information.

Students will be skilled at… • identifying the main idea for

different types of information.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Minimal Prompting: Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say


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Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Materials: Books: - Finding the Main Idea (Remedia) Reading Level 4 - Spotlight On Comprehension: Main Idea (LinguiSystems) ages 4-6 - No Glamour Reading Comprehension (LinguiSystems) ages 9-14 Games:

- 50 Quick Play Language Games (LinguiSystems) ages 6-11

Materials: - Webber Basic Story Comprehension: Fun Deck’s software (Super Duper) preK-4 - What is the Main Idea? Super Fun Deck (Super Duper) grades 3-8 - Getting the Main Idea Cards : Levels 1 and 2 (Remedia) Reading Level 3.0-3.4

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Details Stage 1- Desired Results

IEP Objectives Meaning Given a picture scene, student will identify # of significant details with (#) % accuracy across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, student will identify # of significant details with (#) % accuracy across 3 sessions. Given a list of details presented in writing/auditorily for a given picture scene, student will identify which details are significant with (#) % accuracy across 3 sessions. Given a list of details for a given (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, student will identify which details are significant with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… information of all types is provided with details, which support the central idea.

Connection to Standardized Assessments Acquisition CELF-5: Understanding Spoken Paragraphs CASL: Paragraph Comprehension The Listening Comprehension Test Adolescent: Main Idea

Students will know… • how to identify important

details which support the main idea.

Students will be skilled at… • identifying important details. • identifying which details are

insignificant.



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Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Minimal Prompting: Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say




Resources and Suggested Materials: Books: -Skill by Skill Comprehension Practice (Remedia) Reading Level 1-5 -Reading for Details (Remedia) Reading Level 3+4 Games:

-Auditory Adventure Activities Pack (Super Duper) preK-5 -Looking Who’s Listening (Super Duper) preK and up Materials: -Auditory Memory for Details in Sentences (Super Duper) K-2 -Auditory Memory for Short Stories (Super Duper) preK-2 -What’s Missing Fun Deck (Super Duper) preK-3

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Summarizing

Stage 1- Desired Results IEP Objectives Meaning Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, student will (use a graphic organizer to/ independently) provide an organized summary containing a main idea, sequenced details, and conclusion with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… information can be organized in concise form in order to increase comprehension and retention of learning.

Connection to Standardized Assessments Acquisition Test of Narrative Language (TNL) Narrative Samples

Students will know… • how to identify and sequence

the information needed for a summary.

Students will be skilled at… • summarizing information.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Visual Cue- SLP will provide visual support to facilitate success Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Gestural Prompt- SLP indicates with a motion what the student is expected to do Minimal Prompting: Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say


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Resources and Suggested Materials: Books: - Specific Skills Series- Summarizing (Remedia) grades 3-4 and grades 4-8 - Spotlight on Reading Comprehension Summarizing and Paraphrasing (LinguiSystems) ages 7-10 - Spotlight on Reading Comprehension Level 2 Summarizing and Paraphrasing (LinguiSystems) ages 11 and up - Think It-Say It (Pro-Ed Inc.) ages 4-10

Games:

- Fib or Not - Once Upon a Time

Materials: - 6-Scene Sequencing Cards (Frank Schaffer) - 4-Scene Sequencing Cards (Frank Schaffer) - 3-Scene Sequencing Cards (Frank Schaffer)

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Paraphrasing Stage 1- Desired Results

IEP Objectives Meaning Given a (direction/sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, student will accurately paraphrase the information with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… information can be spoken or written in different ways without altering the underlying meaning.

Connection to Standardized Assessments Acquisition Test of Narrative Language (TNL) Narrative Samples

Students will know… • how to change the

vocabulary and/or sequence of an idea without changing meaning.

Students will be skilled at… • paraphrasing information

without altering meaning.


Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e.,


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“what’s next?” or use body language (shrug) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Materials: Books: - 100% Language Primary (LinguiSystems) ages 5-9 - 100% Language Intermediate (LinguiSystems) ages 9-14 - Spotlight on Reading Comprehension Summarizing and Paraphrasing (LinguiSystems) ages 7-10 - Spotlight on Reading Comprehension Level 2 Summarizing and Paraphrasing (LinguiSystems) ages 11 and up

Games:

- No Glamour Language Game (LinguiSystems) ages 8-12

Materials: - No-Glamour Language Cards (LinguiSystems) ages 6-11

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Figurative Language Stage 1- Desired Results

IEP Objectives Meaning Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in (writing/auditorily), containing (figurative language/ idioms/ similes/ metaphors/ onomatopoeia/ hyperbole/alliteration/personification), student will identify the figurative language with (#) % accuracy across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, containing (figurative language/ idioms/ similes/ metaphors/ onomatopoeia/ hyperbole/alliteration/personification), student will match the figurative language with its meaning with (#) % accuracy across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, containing (figurative language/ idioms/ similes/ metaphors/ onomatopoeia/ hyperbole/alliteration/personification), student will explain the figurative language with (#) % accuracy across 3 sessions. Given learned idioms presented (in writing/auditorily), student will explain the meaning with (#) % accuracy across 3 sessions. Given learned idioms presented in (writing/auditorily), student will use the idiom appropriately for a given scenario with (#) % accuracy across 3 sessions. Given a started simile or metaphor presented (in writing/ auditorily), student will complete the statement with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… words can be used in non-literal ways to convey sensory descriptions.

Connection to Standardized Assessments Acquisition CASL: Idiomatic Language, Nonliteral Language Test of Auditory Processing Skills- Third Edition: Auditory

Students will know… • how to identify figurative

Students will be skilled at… • identifying and interpreting

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Reasoning Social Language Development Test- Adolescent: Interpreting Social Language, Interpreting Ironic Statements

language forms. • how to interpret figurative

language

figurative language.


Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance



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Resources and Suggested Materials: Books: - No-Glamour Language and Reasoning (LinguiSystems) ages 6-12 - Spotlight on Figurative Language (Set) (LinguiSystems) ages 6-12

Games:

- Figurative Language Card Games (LinguiSystems) ages 10 and up

Materials: - No-Glamour Language and Reasoning Cards (LinguiSystems) ages 6-12 - Webber Figurative Language Fun Decks Software (Super Duper Inc.) grades 2-6 - Idioms Fun Deck (Super Duper Inc.) grades 2-6 - Animal Idioms (Super Duper Inc.) grades 1-8

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Non-literal Language Stage 1- Desired Results

IEP Objectives Meaning Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in (writing/auditorily), containing (non-literal language/ sarcasm/implied meanings), student will identify the non-literal language with (#) % accuracy across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, containing (non-literal language/ sarcasm/implied meanings), student will match the non-literal language with its meaning with (#) % accuracy across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented in writing/auditorily, containing (non-literal language/ sarcasm/implied meanings), student will explain the non-literal language with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… words can be used and interpreted in ways other than the literal meaning.

Connection to Standardized Assessments Acquisition CASL: Nonliteral Language The Word Test-2 Adolescent: Semantic Absurdities, Flexible Word Use Social Language Development Test- Adolescent: Interpreting Ironic Statements Social-Emotional Evaluations: Understanding Conflicting Messages

Students will know… • how to identify non-literal

language. • how to interpret non-literal

language.

Students will be skilled at… • identifying and interpreting

non-literal language.



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Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Minimal Prompting: Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say




Resources and Suggested Materials: Books: - No-Glamour Language and Reasoning (LinguiSystems) ages 6-12 - Spotlight on Figurative Language Indirect Language (LinguiSystems) ages 6-12 - Social Language Training Adolescent (LinguiSystems) ages 12-18 - Spotlight on Social Skills Adolescent Nonverbal Language (LinguiSystems) ages 11-18

Materials: - No-Glamour Language and Reasoning Cards (LinguiSystems) ages 6-12

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Unit Skills Verbal Reasoning

Transfer

Students will be able to independently use their learning to develop and use reasoning skills to access the curriculum and understand the world around them.

Essential Questions How does analyzing information make students successful learners? Specific Skills

1. Comparing/Contrasting

2. Sequencing

3. Predicting

4. Identifying and Determining Cause/Effect

5. Inferencing

6. Problem Solving

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Comparing & Contrasting Stage 1- Desired Results

IEP Objectives Meaning Given # objects/pictures/words/concepts/characters/topics, student will state at least # similarities/differences with (#) % accuracy across 3 sessions. Given # objects/pictures/words/concepts/characters/topics, student will (independently/ use a graphic organizer to) provide an organized comparison narrative including introduction, similarities, differences, and a conclusion. Criterion is a plus one probe on the first trial across 3 sessions.

UNDERSTANDINGS Students will understand that… items, words, and concepts can be compared and contrasted with other items, words, and concepts.

Connection to Standardized Assessments Acquisition Toss P: Identifying Attributes, Stating Attributes, Identifying Functions, Stating Functions, Identifying Definitions, Stating Definitions TOLD-P4: Relational Vocabulary, Oral Vocabulary CELF-5: Word Classes I, Word Classes II, Word Definitions ITPA-3: Spoken Analogies, Spoken Vocabulary, Written Vocabulary EVT-2 PPVT-4 Expressive One Word Picture Vocabulary Test Receptive One Word Picture Vocabulary Test Test of Auditory Processing and Reasoning Skills The Word Test-2 Adolescent: Associations, Semantic Absurdities

Students will know… • how to compare and contrast

items, words, and concepts.

Students will be skilled at… • comparing and contrasting

items, words, and concepts.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting:


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Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and suggested activities: Books: - No Glamour Language and Reasoning (LinguiSystems) ages 6-12 - Spotlight on Reading Comprehension Comparing and Contrasting (LinguiSystems) ages 7-10 - Spotlight on Reasoning and Problem-Solving Comparing and Contrasting (LinguiSystems) ages 6-12 - Primary Thinking Skills: Likenesses and Differences (Remedia) grades K-2

Games: - TriBond - TriBond Jr.

Materials: - Compare and Contrast Fun Deck (Super Duper Inc.) grades K-3

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Sequencing Stage 1- Desired Results

IEP Objectives Meaning Given # pictures in a picture story sequence, student will correctly sequence all steps in #/# trials across 3 sessions. Given # (events/steps in a process), student will correctly sequence all events/steps in #/# trials across 3 sessions. When retelling an event or personal experience, student will (independently/using a graphic organizer), provide an organized retell with an introduction, sequenced events, and conclusion. Criterion is a plus one probe on the first trial across 3 sessions. When retelling a process (i.e., how to play a game, a science experiment), student will (independently/using a graphic organizer), provide an organized retell with an introduction, sequenced steps, and conclusion. Criterion is a plus one probe on the first trial across 3 sessions. When retelling an event/story/process/personal experience, student will use appropriate sequence words (i.e., first, next, last) to connect events/steps in #/# opportunities across 3 sessions. Student will answer questions about familiar sequences (i.e., classroom schedule, calendar) containing sequence concepts (i.e., before, next, last) with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… events and processes have a logical sequence and words can explain the sequence.

Connection to Standardized Assessments Acquisition CELF-5: Understanding Spoken Paragraphs ITPA-3: Sentence Sequencing TOPS-3 Elementary: Sequencing Test of Auditory Processing and Reasoning Skills

Students will know… • how to sequence events and

processes.

Students will be skilled at… • sequencing events and

processes.

Stage 2 – Evidence

Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response


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Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested activities: Books: - 2,3,4 Sequences Galore (Super Duper Inc.) grades K-3 - Spotlight on Reading Comprehension Sequencing (LinguiSystems) ages 6-12 - Spotlight on Reasoning and Problem-Solving Sequencing (LinguiSystems) ages 6-12 - Critical Thinking Skills: Sequences (Remedia) grades 2-3 - Think It-Say It (Pro-Ed Inc.) ages 4-10

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Games:

- Sequence Builder (Remedia Publications)

Materials: - No Glamour Sequencing Cards (LinguiSystems) ages 4-11 - 6-Scene Sequencing Cards (Frank Schaffer) - 4-Scene Sequencing Cards (Frank Schaffer) - 3-Scene Sequencing Cards (Frank Schaffer) - Sequencing Fun Deck (Super Duper Inc.) preK-3

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Predicting

Stage 1- Desired Results IEP Objectives Meaning Given picture scenes, student will make logical predictions in #/# opportunities across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented (in writing/auditorily), student will make logical predictions in #/# opportunities across 3 sessions.

UNDERSTANDINGS Students will understand that… reasoning skills can be used to determine what will happen next.

Connection to Standardized Assessments Acquisition CELF-5: Understanding Spoken Paragraphs TOPS-3 Elementary: Predicting Test of Auditory Processing Skills- Third Edition: Auditory Reasoning

Students will know… • how to make logical

predictions.

Students will be skilled at… • making logical predictions.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e.,


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“what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Materials: Books: - Spotlight on Reasoning and Problem-Solving Making Predictions and Inferences (LinguiSystems) ages 6-12 - Think It-Say It (Pro-Ed Inc.) ages 4-10

Games:

- Predicting Outcomes: Western Frontier (Remedia)

Materials: - Story Prediction Fun Deck (Super Duper Inc.) grades 1-8 - Let’s Predict Fun Deck (Super Duper Inc.) preK-5

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Identifying & Determining Cause/Effect Stage 1- Desired Results

IEP Objectives Meaning Given two scenes of an event presented (in pictures/in writing/auditorily), student will identify which scene is the cause and which is the effect with (#) % accuracy across 3 sessions. Given an event from a picture scene, student will identify the cause/at least # effect(s) with (#) % accuracy across 3 sessions. Given a (sentence/ #-# sentence paragraph/ #-# paragraph passage) presented (in writing/auditorily), student will identify the cause/at least # effect(s) with (#) % accuracy across 3 sessions. Given picture scenes, student will answer cause/effect questions with (#) % accuracy across 3 sessions. Given a (sentence/ #-# paragraph/ #-# paragraph passage) presented (in writing/auditorily), student will answer cause/effect questions with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… everything that happens has a cause and can lead to an effect(s).

Connection to Standardized Assessments Acquisition TOPS-3 Elementary: Determining Causes, Negative Questions TOPS-2 Adolescent: Transferring Insights The Listening Comprehension Test Adolescent: Reasoning Test of Auditory Processing and Reasoning Skills Test of Auditory Processing Skills- Third Edition: Auditory Reasoning Social Language Development Test- Elementary: Interpersonal Negotiation Social Language Development Test- Adolescent: Interpreting Social Language

Students will know… • how to identify and

determine cause/effect.

Students will be skilled at… • identifying and determining

cause/effect.



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Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Materials: Books: - Spotlight on Reasoning and Problem-Solving Causes and Effects (LinguiSystems) ages 6-12 - Think It-Say It (Pro-Ed Inc.) ages 4-10

Games:

- Cause and Effect: Alpine Adventure (Remedia)

Materials: - Cause and Effect Fun Deck (Super Duper Inc.) preK-5

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Inferencing

Stage 1- Desired Results IEP Objectives Meaning Given picture scenes, student will identify at least # details supporting an inference with (#) % accuracy across 3 sessions. Given a (sentence/ #-# paragraph/ #-# paragraph passage) presented (in writing/auditorily), student will identify at least # details supporting an inference with (#) % accuracy across 3 sessions. Given picture scenes, student will answer inferential questions with (#) % accuracy across 3 sessions. Given a (sentence/ #-# paragraph/ #-# paragraph passage) presented (in writing/auditorily), student will answer inferential questions with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… information that is not stated explicitly can be learned by drawing conclusions based on explicit details and prior knowledge.

Connection to Standardized Assessments Acquisition CELF-5: Understanding Spoken Paragraphs CASL: Inference TOPS-3 Elementary: Inferencing TOPS-2 Adolescent: Making Inferences The Listening Comprehension Test Adolescent: Reasoning Test of Auditory Processing and Reasoning Skills Test of Auditory Processing Skills- Third Edition: Auditory Reasoning Social Language Development Test- Elementary: Making Inferences Social Language Development Test- Adolescent: Making Inferences

Students will know… • how to make inferences.

Students will be skilled at… • making inferences.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response


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Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Materials Books: - Spotlight on Reasoning and Problem-Solving Making Predictions and Inferences (LinguiSystems) ages 6-12 - Spotlight on Listening Comprehension Making Inferences (LinguiSystems) ages 6-12 - Spotlight on Reading and Listening Comprehension Making Inferences and Drawing Conclusions (LinguiSystems) ages 7-10 - Spotlight on Reading and Listening Comprehension Level 2 Making Inferences and Drawing Conclusions (LinguiSystems) ages 11-Adult - Between the Lines (Super Duper Inc.) grades 4 and up - Think It-Say It (Pro-Ed Inc.) ages 4-10 - No-Glamour Inferences (LinguiSystems) ages 6-11 - Spotlight on Social Skills Elementary Making Social Inferences(LinguiSystems) ages 6-11

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- Spotlight on Social Skills Adolescent Making Social Inferences(LinguiSystems) ages 11-18 - Specific Skill Series: Making Inferences (Remedia Publications) grades 4-6

Games:

- Inference: School Days (Remedia Publications) - Inference Card Games (LinguiSystems) ages 6-12

Materials: - Auditory Memory for Inferences Fun Deck (Super Duper Inc.) K-5 - Making Inferences Fun Deck (Super Duper Inc.) preK-4

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Problem-Solving Stage 1- Desired Results

IEP Objectives Meaning Given a picture scene containing a problem, student will identify (the problem/ at least # solutions) with (#) % accuracy across 3 sessions. Given a (sentence/ scenario/#-# paragraph/ #-# paragraph passage) presented (in writing/auditorily) containing a problem, student will identify (the problem/ at least # solutions) with (#) % accuracy across 3 sessions. Given a field of (#) solutions presented (in pictures/in writing/auditorily), student will identify the most appropriate solution to a given problem in #/# trials across 3 sessions. Given a field of (#) solutions presented (in pictures/in writing/auditorily), student will explain why each solution is appropriate/inappropriate for a given problem in #/# trials across 3 sessions. Given a solution to a problem, student will provide at least # additional solutions with (#) accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… problems have solutions and some solutions are more effective than others.

Connection to Standardized Assessments Acquisition TOPS-3 Elementary: Problem Solving TOPS-2 Adolescent: Determining Solutions, Problem Solving The Listening Comprehension Test Adolescent: Understanding Messages Test of Auditory Processing and Reasoning Skills Test of Auditory Processing Skills- Third Edition: Auditory Reasoning Social Language Development Test- Elementary: Interpersonal Negotiation, Supporting Peers Social Language Development Test- Adolescent: Problem Solving

Students will know… • how to identify problems and

solutions.

Students will be skilled at… • identifying problems and

solutions.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected

PERFORMANCE TASK(S): - Standardized Assessments

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response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance

- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).



Resources and Suggested Materials: Books: - Spotlight on Reasoning and Problem-Solving Solving Problems (LinguiSystems) ages 6-12 - Spotlight on Listening Comprehension Reasoning and Problem Solving (LinguiSystems) ages 6-12 - Spotlight on Reading and Listening Comprehension Level 2 Problem Solving (LinguiSystems) ages 11-Adult - Think It-Say It (Pro-ed Inc.) ages 4-10 - No-Glamour Language and Reasoning (LinguiSystems) ages 6-12 - No-Glamour Problem Solving (LinguiSystems) ages 6-11

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- Tasks of Problem Solving Elementary (LinguiSystems) ages 6-11 - Tasks of Problem Solving Adolescent (LinguiSystems) ages 12-17

Games:

- 50 Quick Play Reasoning and Problem-Solving Games (LinguiSystems) ages 6-12 - Webber Problem Solving Photo Lotto (Super Duper Inc.) grades 1 and up

Materials: - No-Glamour Problem Solving Cards (LinguiSystems) ages 6-11

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Unit Skills Memory

Transfer

Students will be able to independently use their learning to develop strategies to improve memory for learning.

Essential Questions How does what we remember help us learn and communicate? Specific Skills

1. Word Retrieval

2. Memory Strategies

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Word Retrieval Stage 1- Desired Results

IEP Objectives Meaning Student will name # word retrieval strategies (i.e., phonemic cue, semantic cue, associations, descriptions). Criterion is a plus one probe on the first trial across 3 sessions. Student will explain # word retrieval strategies (i.e., phonemic cue, semantic cue, associations, descriptions). Criterion is a plus one probe on the first trial across 3 sessions. Student will use word retrieval strategies (i.e., phonemic cue, semantic cue, associations, and descriptions) when naming (objects/pictures) in #/# opportunities across 3 sessions. Student will use word retrieval strategies (i.e., phonemic cue, semantic cue, associations, descriptions) when completing fill-in-the-blank tasks in #/# opportunities across 3 sessions. Student will use word retrieval strategies (i.e., phonemic cue, semantic cue, associations, and descriptions) in structured conversations in #/# opportunities across 3 sessions. Student will use word retrieval strategies (i.e., phonemic cue, semantic cue, associations, and descriptions) in spontaneous speech in #/# opportunities across 3 sessions. Given a word/picture, student will name at least # related words in #/# trials across 3 sessions. Given (word/object/picture), student will describe the (word/object/picture) by naming its category with (#) % accuracy across 3 sessions. Given (word/object/picture), student will describe the (word/object/picture) by naming its function with (#) % accuracy across 3 sessions. Given (word/object/picture), student will describe the (word/object/picture) by naming (#) of attributes with (#) %

UNDERSTANDINGS Students will understand that… recalling specific words enhances verbal expression.

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accuracy across 3 sessions. Given (word/object/picture), student will describe the (word/object/picture) by naming its category, function, and (#) of attributes with (#) % accuracy across 3 sessions. Student will remember and repeat rote sequences (i.e.: alphabet, counting, days of the week, months) #/# (listening/ speaking) turns across 3 sessions. Connection to Standardized Assessments Acquisition Toss P: Stating Labels, Stating Categories, Stating Attributes, Stating Functions TOLD-P4: Relational Vocabulary, Oral Vocabulary ITPA-3: Spoken Analogies, Spoken Vocabulary CASL: Antonyms, Sentence Completion EVT-2

Students will know… • remembering specific words

adds detail to messages.

Students will be skilled at… • remembering key words.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the desired behavior. Maximum Prompting: Rhyming Prompt- SLP provides a rhyming word Moderate Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association)


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Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., widen eyes, look directly at the student) Independent- No assistance OTHER EVIDENCE:



Resources and suggested activities: Books: - HELP for Memory (LinguiSystems) ages 8-Adult - No Glamour Memory (LinguiSystems) ages 5-18 - The Source for Learning and Memory Strategies (LinguiSystems) ages 6-18

Games:

- Funalogies Games (Super Duper) grades 1-6 - Say and Do Vocabulary Bingo (Super Duper) All Ages - Word Joggers (Super Duper Inc.) grades 2 and up - Granny’s Candies (Super Duper Inc.) grades k-6

Materials: - Analogies Fun Deck (Super Duper Inc.) grades 1-6 - Webber Functional Communication Photo Lotto (Super Duper Inc.) K and up

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Memory Strategies

Stage 1- Desired Results IEP Objectives Meaning Student will name # memory strategies (i.e., chunking, associations, visualizing, writing, rehearsing). Criterion is a plus one probe on the first trial across 3 sessions. Student will explain # memory strategies (i.e., chunking, associations, visualizing, writing, rehearsing). Criterion is a plus one probe on the first trial across 3 sessions. After hearing a message presented aloud, student will use memory strategies (i.e., chunking, associations, visualizing, writing, rehearsing) to (recall # details/answer factual questions) about the content with (#) % accuracy across 3 sessions. After hearing a story or joke presented aloud, student will use memory strategies (i.e., chunking, associations, visualizing, writing, rehearsing) to recall and retell the content in proper order including key details in #/# opportunities across 3 sessions. Student will use memory strategies (i.e., chunking, associations, visualizing, writing, rehearsing) to retell at least # details about a personal experience/ past classroom lesson in #/# opportunities across 3 sessions.

UNDERSTANDINGS Students will understand that… remembering information facilitates language and learning.

Connection to Standardized Assessments Acquisition TOLD-P4: Sentence Imitation CELF-5: Recalling Sentences, Understanding Spoken Paragraphs ITPA-3: Syntactic Sentences, Rhyming Sequences, Written Vocabulary Test of Auditory Processing Skills- Third Edition: Auditory Number Memory- Forward, Auditory Number Memory-Reversed, Phonological Blending, Word Memory, Sentence Memory

Students will know… • how to use strategies to

improve memory.

Students will be skilled at… • using memory to recall

information.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the desired

PERFORMANCE TASK(S): - Standardized Assessments

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behavior. Maximum Prompting: Rhyming Prompt- SLP provides a rhyming word Moderate Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., widen eyes, look directly at the student) Independent- No assistance

- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).



Resources and suggested activities: Books: - HELP for Memory (LinguiSystems) ages 8-Adult - No Glamour Memory (LinguiSystems) ages 5-18 - The Source for Learning and Memory Strategies (LinguiSystems) ages 6-18

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- Say and Do Auditory Lessons (Super Duper) preK-5

Games:

- Look Who’s Listening (Super Duper Inc.) preK and up - Auditory Adventures (Super Duper Inc.) preK- 5

Materials: - Hear Builder Auditory Memory Software Program (Super Duper Inc.) grades K-8 - Auditory Memory for Short Stories Fun Deck (Super Duper Inc.) grades K-2

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Unit Skills Pragmatics

Transfer

Students will be able to independently use their learning to interact and appropriately engage with others.

Essential Questions How does following social rules impact our ability to effectively interact with others? How do pragmatic skills help students develop and maintain relationships? Specific Skills

1. Greetings

2. Eye Contact

3. Conversation Skills

4. Personal Space

5. Nonverbal Language

6. Tone of Voice

7. Perspective Taking

8. Negotiating

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Greetings Stage 1- Desired Results

IEP Objectives Meaning Given a field of (#) pictures, student will identify pictures that demonstrate greeting with (#) % accuracy across 3 sessions. Given a field of (#) words, student will identify greeting words with (#) % accuracy across 3 sessions. After observing a gesture, student will identify those that express greetings with (#) % accuracy across 3 sessions. Student will respond to a greeting (within familiar routines/in a variety of settings) (probe) across 3 sessions. Student will initiate a greeting (within familiar routines/in a variety of settings) (probe) across 3 sessions.

UNDERSTANDINGS Students will understand that… greetings are the foundation for social skills.

Connection to Standardized Assessments Acquisition CASL: Pragmatic Judgment Social Language Development Test- Elementary: Making Inferences, Multiple Interpretations Social Language Development Test- Adolescent: Making Inferences, Interpreting Social Language CELF-5: Pragmatic Profile

Students will know… • greetings can be expressed

through either verbal or non-verbal communications.

Students will be skilled at… • greeting others.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the desired communication. Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Minimal Prompting: Phonemic Cue- SLP provides the sound/syllable of what the student is expected to communicate

Indirect (verbal or nonverbal) Prompt- tell


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the student that something is expected, but not exactly what (i.e., use body language ; a wave) Independent- No assistance OTHER EVIDENCE:



Resources and suggested activities: Books:

- Social Skills Quick Take Along Mini-book (Super Duper) All ages - Social Skill Strategies (Super Duper) grade 6-12 - Life Skill Lessons (Remedia) grade 4-12 - Spotlight on Social Skills-Elementary and Adolescent (6 book set) - Social Language Training-Elementary (6-11) and Adolescent (12-18 years) - Early Social Behavior Books (LinguiSystems) ages 3-6

Games:

- Ask and Answer Social Games (Super Duper) All ages - Social Skills Chipper Chat (Super Duper) All ages - Communicate Junior(Super Duper) preK-4

Materials:

- Webber Photo Cards-Social Issues (Super Duper) Adolescent to adult - Social Inferences Fun Deck (Super Duper) grades 2-8 - The Question Conversation Starter Cards (Super Duper) grades 5-adult - Survival Signs and Symbols Flash Cards (Remedia) grades 3-12 - Social Language Development Scenes: Elementary and Adolescent (LinguiSystems) - We Beehave Stories and Activities for Social Skills (LinguiSystems) ages 5-10 - Scripts for Role Playing (LinguiSystems) ages 8-13

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Eye Contact Stage 1- Desired Results

IEP Objectives Meaning (When requesting/In response to name/When greeting others) student will demonstrate eye contact. Criterion is a plus one probe on the first trial across 3 sessions Student will demonstrate appropriate eye contact during #/# (speaking/listening) turns across 3 sessions.

UNDERSTANDINGS Students will understand that… eye contact is a social skill that connects people with others.

Connection to Standardized Assessments Acquisition CELF-5: Pragmatic Profile

Students will know… • how to maintain appropriate

eye contact.

Students will be skilled at… • maintaining appropriate eye

contact.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the desired behavior. Maximum Prompting: Hand-under-hand- SLP guides student’s face using hand Moderate Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., widen eyes, look directly at the student) Independent- No assistance


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Games:

- Ask and Answer Social Games (Super Duper) All ages - Social Skills Chipper Chat (Super Duper) All ages - Communicate Junior (Super Duper) prek-4

Materials:


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Conversation Skills Stage 1- Desired Results

IEP Objectives Meaning Student will initiate conversation by gaining a person’s attention for (#) out of (#) opportunities. Student will initiate/join conversation by commenting or questioning for (#) out of (#) opportunities. Student will demonstrate appropriate turn taking skills for the duration of a game when participating in activities with peers across 3 sessions. Student will demonstrate appropriate turn taking skills when participating in conversations for (#) of exchanges with peers and adults across 3 sessions. Student will respond to other’s conversational bids with either comments or questions related to topic for (#) of exchanges/(#) out of (#) opportunities with peers and adults across 3 sessions. Student will introduce a new topic of conversation using appropriate transition for (#) of (#) opportunities. Student will terminate a conversation appropriately. Criterion is (+) probe on first trial for 3 sessions.

UNDERSTANDINGS Students will understand that… turn-taking facilitates successful interactions with others.

Connection to Standardized Assessments Acquisition CELF-5: Pragmatic Profile CASL: Pragmatic Language

Students will know… • in order to be an effective

participant in conversations, there is a time for roles as both a speaker and a listener.

Students will be skilled at… • identifying the roles of

conversation (listener, speaker).

• understand timing for questioning and interjecting

• considering other participants’ reactions.

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Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the desired communication. Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information Minimal Prompting: Phonemic Cue- SLP provides the sound/syllable of what the student is expected to communicate

Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what Independent- No assistance





- Social Skills Quick Take Along Mini-book (Super Duper) All ages - Social Skill Strategies (Super Duper) grades 6-12 - Life Skill Lessons (Remedia) grades 4-12 - Spotlight on Social Skills-Elementary and Adolescent (6 book set) - Social Language Training-Elementary (6-11) and Adolescent (12-18 years) - Early Social Behavior Books (LinguiSystems) ages 3-6

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Games:


Materials:

- Webber Photo Cards-Social Issues (Super Duper) Adolescent to adult - Social Inferences Fun Deck (Super Duper) grades 2-8 - The Question Conversation Starter Cards (Super Duper) grades 5-adult - Survival Signs and Symbols Flash Cards (Remedia) grades 3-12 - Social Language Development Scenes: Elementary and Adolescent (LinguiSystems) - We Beehave Stories and Activities for Social Skills (Lingui systems) ages 5-10 - Scripts for Role Playing (Lingui systems) ages 8-13

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Personal Space Stage 1- Desired Results

IEP Objectives Meaning Student will demonstrate appropriate personal space (about an arm’s length) when interacting with a familiar person in structured situations in #/# opportunities across 3 sessions. Student will demonstrate appropriate personal space (about an arm’s length) when interacting with an unfamiliar person in structured situations in #/# opportunities across 3 sessions. Student will demonstrate appropriate personal space (about an arm’s length) when interacting with a familiar person in unstructured situations in #/# opportunities across 3 sessions. Student will demonstrate appropriate personal space (about an arm’s length) when interacting with an unfamiliar person in unstructured situations in #/# opportunities across 3 sessions.

UNDERSTANDINGS Students will understand that… it is important to respect the personal space of others.

Connection to Standardized Assessments Acquisition CELF-5: Pragmatic Profile

Students will know… • the meaning of personal

space. • how to respect others’

personal space.

Students will be skilled at… • respecting others’ personal

space in a variety of situations.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Hand-under-hand- SLP physically guides student to correct response Moderate Prompting: Gestural Prompt- SLP indicates with a


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motion what the student is expected to do Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:





Games:


Materials:

- Webber Photo Cards-Social Issues (Super Duper) Adolescent to adult - Social Inferences Fun Deck (Super Duper) grades 2-8 - The Question Conversation Starter Cards (Super Duper) grades 5-adult

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- Survival Signs and Symbols Flash Cards (Remedia) grades 3-12 - Social Language Development Scenes: Elementary and Adolescent (LinguiSystems) - We Beehave Stories and Activities for Social Skills (LinguiSystems) ages 5-10 - Scripts for Role Playing (LinguiSystems) ages 8-13

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Nonverbal Skills Stage 1- Desired Results

IEP Objectives Meaning Given a pictured facial expression/gesture/body posture, student will label the depicted emotion/intent with (#) % accuracy across 3 sessions. Given facial expression/gesture/body posture modeled by the SLP, student will label the modeled emotion/intent with (#) % accuracy across 3 sessions. Given facial expression/gesture/body posture used during communicative exchanges, student will respond appropriately to demonstrated emotion/intent in #/# opportunities across 3 sessions. Given a specific emotion/intent, student will demonstrate appropriate facial expression/gesture/body posture to convey targeted intent with (#) % accuracy across 3 sessions. During role-play activities, student will use appropriate facial expressions/gesture/body posture to match communicative intent in #/# opportunities across 3 sessions.

UNDERSTANDINGS Students will understand that… messages can be conveyed without words.

Connection to Standardized Assessments Acquisition Social-Emotional Evaluation- Recognizing Facial Expressions, Identifying Common Emotions, Identifying Emotional Reaction, Understanding Social Gaffes CELF-5: Pragmatic Profile CASL: Pragmatic Language Social Language Development Test – Elementary: Making Inferences, Multiple Interpretations Social Language Development Test – Adolescent: Making Inferences, Interpreting Social Language

Students will know… • that messages can be

conveyed non-verbally.

Students will be skilled at… • using and interpreting non-

verbal messages.

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Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the desired communication. Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information Minimal Prompting: Phonemic Cue- SLP provides the sound/syllable of what the student is expected to communicate

Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what Independent- No assistance






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Games:

- Ask and Answer Social Games (Super Duper) All ages - Social Skills Chipper Chat (Super Duper) All ages - Communicate Junior(Super Duper) prek-4

Materials:


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Tone of Voice Stage 1- Desired Results

IEP Objectives Meaning Given a statement spoken with a specific tone of voice (intensity, rate, pitch, emphasis) and a field of # of emotions/intended meanings, student will choose the emotion/intended meaning expressed by that tone of voice with (#) % accuracy across 3 sessions. Given a statement spoken with a specific tone of voice (intensity, rate, pitch, emphasis), student will identify the emotion/intended meaning expressed by that tone of voice with (#) % accuracy across 3 sessions. Given a specific emotion/intended meaning and a statement, student will use tone of voice (intensity, rate, pitch, emphasis) to convey the emotion/intended meaning with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… tone of voice can convey the intended meaning of a message.

Connection to Standardized Assessments Acquisition Social-Emotional Evaluation- Understanding Social Gaffes, Understanding Conflicting Messages CELF-5: Pragmatic Profile Social Language Development Test – Adolescent: Interpreting Social Language

Students will know… • how to use and interpret

different tones of voice.

Students will be skilled at… • using and interpreting

different tones of voice.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the desired communication. Moderate Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Visual Prompt- SLP provides visual support to


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facilitate success Minimal Prompting: Phonemic Cue- SLP provides the sound/syllable of what the student is expected to communicate

Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what Independent- No assistance OTHER EVIDENCE:





Games:


Materials:

- Webber Photo Cards-Social Issues (Super Duper) Adolescent to adult - Social Inferences Fun Deck (Super Duper) grades 2-8 - The Question Conversation Starter Cards (Super Duper) grades 5-adult

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- Survival Signs and Symbols Flash Cards (Remedia) grades 3-12 - Social Language Development Scenes: Elementary and Adolescent (LinguiSystems) - We Beehave Stories and Activities for Social Skills (LinguiSystems) ages 5-10 - Scripts for Role Playing (LinguiSystems) ages 8-13

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Perspective Taking Stage 1- Desired Results

IEP Objectives Meaning Given a statement, student will identify if it is a fact or opinion with (#) % accuracy across 3 sessions. Student will identify 2 or more possible opinions regarding a given topic/situation with (#) % accuracy across 3 sessions. In a role play activity, student will portray differences in point of view of two or more characters in #/# opportunities across 3 sessions. Student will respond appropriately to constructive criticism by altering targeted behavior criterion is a plus one probe on the first trial across 3 sessions.

UNDERSTANDINGS Students will understand that… the point of view of others must be considered.

Connection to Standardized Assessments Acquisition CELF-5: Pragmatic Profile CASL: Pragmatic Language TOPS – 3 Elementary: Selected items across subtests TOPS – 2 Adolescent: Interpreting Perspectives Social Language Development Test – Elementary: Making Inferences, Multiple Interpretations, Supporting Peers

Students will know… • how to consider others’ point

of view.

Students will be skilled at… • considering others’ point of

view.



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Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what Independent- No assistance OTHER EVIDENCE:





Games:

- Ask and Answer Social Games (Super Duper) All ages - Social Skills Chipper Chat (Super Duper) All ages - Communicate Junior(Super Duper) prek-4

Materials:


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Negotiating Skills Stage 1- Desired Results

IEP Objectives Meaning Student will use "reflective listening" (i.e., repeating back a message with an appropriate beginning phrase such as "So you mean...") correctly in structured practices in #/# trials across 3 sessions. Student will use appropriate negotiating skills by first restating the message and then proposing a possible alternative solution in structured practices in #/# trials across 3 sessions.

UNDERSTANDINGS Students will understand that… negotiating is a way to resolve conflict.

Connection to Standardized Assessments Acquisition CELF-5: Pragmatic Profile CASL: Pragmatic Language Social Language Development Test – Elementary: Interpersonal Negotiation Social Language Development Test – Adolescent: Social Interaction

Students will know… • how to negotiate to resolve

conflicts.

Students will be skilled at… • negotiating with others to

resolve a conflict.


Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what


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Games:


Materials:


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Unit Skills Articulation

Transfer

Students will be able to independently use their learning to speak intelligibly.

Essential Questions Why is intelligible speech important for communication and learning? Specific Skills

1. Sound Discrimination

2. Sound Production

3. Apraxia

4. Carryover

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Sound Discrimination Stage 1- Desired Results

IEP Objectives Meaning After hearing the therapist produce target sound in isolation, student will identify whether or not the sound was produced correctly with (#) % accuracy across three sessions. After hearing the therapist produce a familiar word, student will identify the correct position of target phoneme within the word with (#) % accuracy over three sessions. Given a field of two minimal pairs pictures, student will identify the picture that represents the word spoken by the clinician with (#) % accuracy over three sessions.

UNDERSTANDINGS Students will understand that… discriminating between correct and incorrect production of sounds is the foundation for mastery of production.

Connection to Standardized Assessments Acquisition TOLD-P4: Word Discrimination, Word Articulation

Students will know… • how a target phoneme should

sound. • different phonemes make

different sounds and those sounds affect word meaning.

Students will be skilled at… • discriminating correct and

incorrect production of sounds. • localizing position of target

sound(s) in words. • identifying word spoken when

given minimal pairs.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Hand-under-Hand- SLP guides student’s face using hand Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Visual Cue- SLP will provide visual support to


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facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Activities: Books: - Say and Do Auditory Lessons (Super Duper) preK-5 - Minimal Contrast Pairs (Super Duper) preK-2 - The Central Auditory Processing Kit (LinguiSystems) ages 6-14 - HELP (LinguiSystems) ages 6-adult

Games: - Look Who’s Listening (Super Duper) preK and up - Auditory Adventures (Super Duper) preK-5

Materials: - Earobics (Different Roads for Learning) ages 4-7 - Auditory Processing Chipper Chat (Super Duper) K and up - Silly Sets (Super Duper) preK and up - Contrasts for Auditory and Speech Training (LinguiSystems) preK-7

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Sound Production Stage 1- Desired Results

IEP Objectives Meaning Student will produce the (target) sound in isolation with (#) % accuracy across three sessions. During picture naming tasks, student will produce the (target) sound in the initial position of words with (#) % accuracy across three sessions. During picture naming tasks, student will produce the (target) sound in the final position of words with (#) % accuracy across three sessions. During picture naming tasks, student will produce the (target) sound in the medial position of words with (#) % accuracy across three sessions. During structured tasks, student will produce the (target) sound in sentences with (#) % accuracy across three sessions.

UNDERSTANDINGS Students will understand that… correct sound production is the foundation for effective communication skills.

Connection to Standardized Assessments Acquisition TOLD-P4: Word Discrimination, Word Articulation GOLDMAN-FRISTOE TEST OF ARTICULATION-2 PHOTO ARTICULATION TEST

Students will know… • how to produce target sounds

correctly.

Students will be skilled at… • producing target sounds

during structured activities.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Hand-under-Hand- SLP guides student’s face using hand Gestural Prompt- SLP indicates with a motion what the student is expected to do


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Moderate Prompting: Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Activities: Books: - Step Up to R (LinguiSystems) ages 6-17 - No-Glamour Vowels (LinguiSystems) ages 4-12 - Spotlight on Articulation Series (LinguiSystems) ages 5-10 - Listening for Basic Concepts All Year ‘Round (LinguiSystems) K-3 - Weber’s Jumbo Articulation Drill Book (Super Duper) all ages

Games: - Artic Chipper Chat (Super Duper) preK and up - Magne-Talk - Super Soccer

Materials: - Fold Overs for Articulation (LinguiSystems) ages 3-7 - Weber Articulation Foam Magnets (Super Duper) preK-3 - Portable Therapy Center (Super Duper) all ages

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Apraxia Stage 1- Desired Results

IEP Objectives Meaning Student will make accurate movement gestures during speech, producing consonant-vowel/vowel-consonant word forms in increasingly difficult contexts with (#) % accuracy across 3 sessions. Student will make accurate movement gestures during speech, producing consonant-vowel/vowel-consonant word forms using appropriate prosody (rate/stress/intonation) in increasingly difficult contexts with (#) % accuracy across 3 sessions. Student will make accurate movement gestures during speech, producing single syllable words/two-syllable/multi-syllable words in increasingly difficult contexts with (#) % accuracy across 3 sessions. Student will make accurate movement gestures during speech, producing single syllable words/two-syllable/multi-syllable words forms using appropriate prosody (rate/stress/intonation) in increasingly difficult contexts with (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… accurate movement gestures are necessary for intelligible speech production.

Connection to Standardized Assessments Acquisition Kaufmann Speech Praxis Test for Children Students will know…

• how to plan motor movements for speech production.

Students will be skilled at… • planning motor movements for

speech production.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Tactile Prompt- SLP facilitates oral motor movements for speech production by manipulating/touching head, face, lips, jaw Gestural Prompt- SLP provides a hand cue representing movements of the oral musculature for speech production Placement Cue/Semantic Cue- SLP provides


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information regarding movements of the lips or tongue needed to produce sound sequence (i.e., “Put your lips together.”) Prosodic Cueing-SLP provides rhythmic structure to stimulate speech prosody Independent- No assistance OTHER EVIDENCE:



Resources and Suggested activities: Books: - Peek and Speak for Apraxia (LinguiSystems) ages 3-7 - Easy Does It for Apraxia (LinguiSystems) ages 2-6/4-12 - Just For Kids Apraxia (LinguiSystems) ages 4-8 - Listening for Basic Concepts All Year ‘Round (LinguiSystems) K-3 - Moving Across Syllables (Super Duper) preK-5 - Say and Do Production (Super Duper) preK and up - Word Flips (Super Duper) preK and up - Phrase Flips (Super Duper) preK-5

Games: - Vowel Owls (Really Good Stuff) age 5

Materials: - Webber BIG Apraxia Photo Cards (Super Duper) preK and up - Treatment Program for CAS (Lingui-Systems) ages 3-10 - Preschool Apraxia Cards (LinguiSystems) ages 3-7 - Kaufman Treatment Kit (Northern Speech Services) preK-2

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Carryover Stage 1- Desired Results

IEP Objectives Meaning During structured tasks, student will self-correct errors in production of the (target) sound with (#) % accuracy over three sessions. During structured questioning tasks, student will produce the (target) sound correctly in response to questions with (#) % accuracy over three sessions. During picture description tasks, student will produce the (target) sound correctly with (#) % accuracy over three sessions. While playing a game in the speech room, student uses the (target) sound correctly with (#) % accuracy over three sessions. During reading tasks, student will produce the (target) sound with (#) % accuracy over three sessions. While telling a story in the speech room, student will produce the (target) sound with (#) % accuracy over three sessions. Student will produce the (target) sound in structured conversation with peers and adults with (#) % accuracy. Student will produce the (target) sound in spontaneous conversation with peers and adults with (#) % accuracy.

UNDERSTANDINGS Students will understand that… “good speech” is not just for the speech room.

Connection to Standardized Assessments Acquisition Narrative Sample Students will know…

• how to self-monitor articulation outside of the therapy setting.

Students will be skilled at… • producing target sounds

correctly in speaking tasks outside of the therapy setting.

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Stage 2 – Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Hand-under-Hand- SLP guides student’s face using hand Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance



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Resources and Suggested Activities: Books: - Carryover Techniques in Articulation and Phonological Therapy (Super Duper) all ages - Fold and Say Artic Stories (Super Duper) grades k-5 - 251 Three to Five Minute Artic and Language Activities (Super Duper) preK-3

Games: - Don’t Say It (Pressman Toys) age 6 and up - Chipper Chat (Super Duper) grades K-6 - Twisto Tommy Card Game (Super Duper) preK-5

Materials: - Webber Phonology Cards (Super Duper) preK-5 - Turn and Talk Flip Book (Super Duper) K-5 - 134 Sound Loaded Scenes for Articulation (Super Duper) K-5

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Unit Skills

Fluency Transfer

Students will be able to independently use their learning to communicate with ease and confidence.

Essential Questions How does the ability to communicate fluently influence personal and academic success? Specific Skills

1. Fluency Modification

2. Fluency Remediation

3. Attitudes and Emotions

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Fluency Modification Stage 1- Desired Results

IEP Objectives Meaning Given target words and target disfluency types*, student will purposefully stutter on (#) out of (#) opportunities across 3 sessions. When given a specific strategy (i.e., relaxing the stutter, slide, cancellation), the student will explain the strategy and its purpose. Criterion is a plus one probe on the first trial across 3 sessions. When given a specific strategy (i.e., relaxing the stutter, slide, cancellation) and a word, the student will effectively demonstrate correct use of the strategy in (#) out of (#) opportunities across 3 sessions. During structured activities at the (word/sentence/conversation) level, when experiencing an episode of disfluency, student will use strategy (i.e., relaxing the stutter, slide, cancellation) to improve fluency on (#) out of (#) opportunities across 3 sessions. In spontaneous conversation, when experiencing an episode of disfluency, student will use strategy (i.e., relaxing the stutter, slide, cancellation) to improve fluency on (#) out of (#) opportunities across 3 sessions. When listening to disfluent speech of others/self-recordings/self while talking, student will identify (#) % of episodes of stuttering across 3 sessions. When listening to disfluent speech of others/self-recordings/self while talking, student will identify disfluency types across 3 sessions. *block, sound prolongation, sound-syllable repetition, whole word repetition,

UNDERSTANDINGS Students will understand that… modifying speaking behavior can improve speech fluency.

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Stuttering Severity Instrument- Fourth Edition

Students will know… • how to modify speech.

Students will be skilled at… • modifying speech.

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Minimal Prompting: Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?”, use body language (shrug), or vocal inflection (i.e., “hot” with rising intonation) Independent- No assistance



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Resources and suggested activities: Books: - Easy Does It (LinguiSystems) ages 2-6 - Easy Does It for Fluency (LinguiSystems) ages 6-12 - Fluency Flips (Super Duper) ages 1-8 - Snooky the Snail (Super Duper) preK-3

Games:

- Fluency Card Games (LinguiSystems) ages 8-15 - Fluency River (Super Duper) grades K-4 - Turtle Talk (Super Duper) preK and up - Roll ‘n Talk (Super Duper) grades 3 and up - Snooky the Snail’s Fluency Games (Super Duper) preK-3

Materials:

- Color Me Fluent (Super Duper) preK and up - Focus on Fluency (Super Duper) grades 2-8

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Fluency Shaping Stage 1- Desired Results

IEP Objectives Meaning When listening to disfluent speech of others/self-recordings/self while talking, student will identify (#) % of episodes of stuttering across 3 sessions. When listening to disfluent speech of others/self-recordings/self while talking, student will identify disfluency types across 3 sessions. When given a specific strategy (easy onset, light contact, speech rate, prolonged speech, relaxed breathing, and continuous phonation) the student will explain the strategy and its purpose. Criterion is a plus one probe on the first trial across 3 sessions. When given a specific strategy (easy onset, light contact, speech rate, prolonged speech, relaxed breathing, and continuous phonation) and a word, the student will effectively demonstrate correct use of the strategy in (#) out of (#) opportunities across 3 sessions. During structured activities at the (word/sentence/conversation) level, when experiencing an episode of disfluency, student will use strategy (easy onset, light contact, speech rate, prolonged speech, relaxed breathing, and continuous phonation) to improve fluency on (#) out of (#) opportunities across 3 sessions. In spontaneous conversation, when experiencing an episode of disfluency, student will use strategy (easy onset, light contact, speech rate, prolonged speech, relaxed breathing, continuous phonation)to improve fluency on (#) out of (#) opportunities across 3 sessions. Student will demonstrate improved respiratory/voicing coordination for speech purposes at the word/phrase/sentence/ structured conversation/conversation level for (#) % accuracy across 3 sessions.

UNDERSTANDINGS Students will understand that… using fluency shaping strategies can improve speech fluency.

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Student will demonstrate relaxation strategies during structured/unstructured situations for (#) of (#) opportunities Student will reduce rate of speech at the phrase/sentence/ structured conversational/conversational level by inserting pauses, for (#) of (#) opportunities across 3 sessions Connection to Standardized Assessments Acquisition

Stuttering Severity Instrument- Fourth Edition

Students will know… • how to employ fluency

shaping strategies.

Students will be skilled at… • using fluency shaping

strategies.

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Moderate Prompting: Semantic Cue- SLP provides a cue containing semantic information (i.e., sentence completion, description, association) Minimal Prompting: Phonemic Cue- SLP provides the beginning sound/syllable of what the student is expected to say Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?”, use body language (shrug), or vocal inflection (i.e., “hot” with rising intonation) Independent- No assistance

PERFORMANCE TASK(S): - Standardized Assessments - Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions). - Fluency counts

OTHER EVIDENCE: Teacher Report Parent Report

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Homework Assignments Observation of Performance


Resources and suggested activities: Books: - Easy Does It (LinguiSystems) ages 2-6 - Easy Does It for Fluency (LinguiSystems) ages 6-12 - Fluency Flips (Super Duper) ages 1-8 - Snooky the Snail (Super Duper) preK-3

Games:

- Fluency Card Games (LinguiSystems) ages 8-15 - Fluency River (Super Duper) grades K-4 - Turtle Talk (Super Duper) pre-K and up - Roll ‘n Talk (Super Duper) grades 3 and up - Snooky the Snail’s Fluency Games (Super Duper) preK-3

Materials:

- Color Me Fluent (Super Duper) PreK and up - Focus on Fluency (Super Duper) grades 2-8

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Attitudes and Emotions Stage 1- Desired Results

IEP Objectives Meaning Student will identify # feelings about speech after participating in a structured activity in the speech room. Criterion is a plus one probe on the first trial across 3 sessions. Student will identify # feelings about speech that are experienced while stuttering. Criterion is a plus one probe on the first trial across 3 sessions. Student will identify # feelings about him/herself related to disfluency. Criterion is a plus one probe on the first trial across 3 sessions. Student will identify and explain # strategies to reduce negative feelings/attitudes about speaking situations. Criterion is a plus one probe on the first trial across 3 sessions.

UNDERSTANDINGS Students will understand that… it is important to manage attitudes and emotions related to speech fluency.

Connection to Standardized Assessments Acquisition Stuttering Attitudes Checklist Students will know…

• how to manage attitudes and emotions related to speech fluency.

Students will be skilled at… • managing attitudes and

emotions related to speech fluency.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Visual Cue- SLP will provide visual support to


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facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and Suggested Activities: Books: - Easy Does It (LinguiSystems) ages 2-6 - Easy Does It for Fluency (LinguiSystems) ages 6-12 - Fluency Flips (Super Duper) ages 1-8 - Snooky the Snail (Super Duper) preK-3

Games:

- Fluency Card Games (LinguiSystems) ages 8-15 - Fluency River (Super Duper) grades K-4 - Turtle Talk (Super Duper) preK and up - Roll ‘n Talk (Super Duper) grades 3 and up - Snooky the Snail’s Fluency Games (Super Duper) PreK-3

Materials:

- Color Me Fluent (Super Duper) PreK and up - Focus on Fluency (Super Duper) grades 2-8

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Unit Skills Voice

Transfer

Students will be able to independently use their learning to improve voice quality and eliminate vocal abuse in order to communicate.

Essential Questions How does vocal misuse or abuse impact communication in the classroom? Specific Skills

1. Vocal Hygiene

2. Voice Quality Improvement

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Vocal Hygiene Stage 1- Desired Results

IEP Objectives Meaning Given pictures/written scenarios that show people using voices appropriately or inappropriately, student will identify the picture(s) showing vocal misuse/abuse with (#) % accuracy across 3 sessions. Given pictures/written scenarios that show people using voices appropriately or inappropriately, student will identify the picture(s) showing healthy vocal behaviors with (#) % accuracy across 3 sessions. Student will identify # personal vocal misuse/abuse behaviors. Criterion is a plus one probe on the first trial across 3 sessions. Student will identify alternative, healthy voice use behaviors for (#) of (#) identified misuse behaviors. Criterion is a plus one probe on the first trial across 3 sessions.

UNDERSTANDINGS Students will understand that… a program of vocal hygiene is necessary for good vocal health.

Connection to Standardized Assessments Acquisition Voice Impact Protocol Students will know…

• how to implement a program of vocal hygiene.

Students will be skilled at… • improving vocal hygiene.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Visual Cue- SLP will provide visual support to facilitate success

PERFORMANCE TASK(S): - Vocal quality assessment - Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).

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Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug)) Independent- No assistance OTHER EVIDENCE:



Resources and suggested activities: Books: - The Source for Children’s Voice Disorders (LinguiSystems) ages 5-14 - The Source for Voice Disorders Adolescent and Adult (LinguiSystems) ages 13-Adult

Materials: - Voice Adventures Card Deck (Super Duper Inc.) preK- 3

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Voice Quality Improvement Stage 1- Desired Results

IEP Objectives Meaning To improve vocal function in the classroom, student will improve respiration/voicing coordination at the word/ phrase/ sentence/ structured conversational/conversational level for (#) of (#) opportunities across 3 sessions. To improve vocal function in the classroom, student will utilize easy onset strategy at the word/phrase/sentence/structured conversational/conversational level for (#) of (#) opportunities across 3 sessions.

UNDERSTANDINGS Students will understand that… modified voice production will improve vocal quality.


Voice Assessment Protocol for Children and Adults (VAP)

Students will know… • how to modify voice

production.

Students will be skilled at… • modifying voice production.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence PROMPTING HIERARCHY: Modeling- SLP demonstrates the expected response Maximum Prompting: Gestural Prompt- SLP indicates with a motion what the student is expected to do Moderate Prompting: Visual Cue- SLP will provide visual support to facilitate success Minimal Prompting: Indirect (verbal or nonverbal) Prompt-tell the student that something is expected, but not exactly what (i.e., “what’s next?” or use body language (shrug))

PERFORMANCE TASK(S): - Vocal quality assessment - Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).

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Resources and Suggested Activities: Books: - The Source for Children’s Voice Disorders (LinguiSystems) ages 5-14 - The Source for Voice Disorders Adolescent and Adult (LinguiSystems) ages 13-Adult

Materials: - Oral and Nasal Listener (LinguiSystems) All Ages

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