Curriculum Management System
MONROE TOWNSHIP SCHOOLS
Course Name: Speech-Language Curriculum
Grade: K-12
For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: October 2014
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Mission, Vision, Beliefs, and Goals
Link to Core Curriculum English-Language Arts Standards
Units of Language Acquisition
Vocabulary
Grammar/Syntax
Language Comprehension
Verbal Reasoning
Memory
Pragmatics
Articulation
Fluency
Voice
Page 2
Page 3
Page 4
Page 49
Page 50
Page 69
Page 94
Page 113
Page 129
Page 136
Page 157
Page 167
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
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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
Grade
K
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Grade
1
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Reading Standards for Literature K-12
Standards
Units/Skills in Curriculum
With prompting and support, ask and answer questions
Language Comprehension: Questions
about key details in a text.
With prompting and support, retell familiar stories,
Language Comprehension: Summarizing
including key details.
Verbal Reasoning: Sequencing
With prompting and support, identify characters, settings, and
Language Comprehension: Details
major events in a story
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
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.)
(not applicable to literature)
With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
Actively engage in group reading activities with purpose and
understanding.
Standards
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Describe characters, settings, and major events in a story, using
key details.
Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
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: Inferencing
Verbal Reasoning: Comparing/Contrasting,
Pragmatics: Conversation Skills, Perspective Taking
Units/Skills in Curriculum
Language Comprehension: Questions
Language Comprehension: Summarizing
Verbal Reasoning: Sequencing
Language Comprehension: Details
Vocabulary: Describing
Verbal Reasoning: Comparing/Contrasting
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Integration of
Knowledge and
Ideas
Grade
2
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Range of Reading &
Level of Text
Complexity
Identify who is telling the story at various points in a text.
Use illustrations and details in a story to describe its characters,
setting, or events.
(not applicable to literature)
Compare and contrast the adventures and experiences of
characters in stories.
With prompting and support, read prose and poetry of
appropriate complexity for grade
Standards
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.
Describe how characters in a story respond to major events and
challenges
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.
Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when
reading dialogue aloud.
Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters,
setting, or plot.
(not applicable to literature)
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
Pragmatics: Perspective Taking
Language Comprehension: Details, Summarizing
Verbal Reasoning: Comparing/Contrasting
Articulation
Units/Skills in Curriculum
Language Comprehension: Questions
Language Comprehension: Main Idea, Summarizing,
Paraphrasing
Verbal Reasoning: Cause/effect
Verbal Reasoning: Sequencing
Pragmatics: Perspective Taking, Tone of Voice
Verbal Reasoning: Inferencing
Verbal Reasoning: Comparing/Contrasting
Articulation
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Grade
3
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Grade
4
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
range.
Standards
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.
Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence
of events
Determine the meaning of words and phrases as they are used in a
text, distinguishing literal from nonliteral 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.
Distinguish their own point of view from that of the narrator or
those of the characters
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)
(not applicable to literature)
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.
Standards
Refer to details and examples in 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; summarize the text.
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).
Units/Skills in Curriculum
Language Comprehension: Questions
Language Comprehension: Detail, Main Idea, Paraphrasing,
Summarizing
Verbal Reasoning: Sequencing
Verbal Reasoning: Inferencing, Cause/Effect
Pragmatics: Perspective Taking
Vocabulary: Context Clues
Language Comprehension: Figurative Language, Non-literal
Language
Language Comprehension: Details
Verbal Reasoning: Sequencing
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Summarizing
Language Comprehension: Main Idea, Details, Paraphrasing,
Summarizing
Vocabulary: Describing
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Craft & Structure
Integration of
Knowledge and
Ideas
Grade
5
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
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).
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.
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.
(not applicable to literature)
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.
Standards
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.
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).
Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
Explain how a series of chapters, scenes, or stanzas fits together to
Verbal Reasoning: Inferencing
Vocabulary: Context Clues
Verbal Reasoning: Inferencing
Verbal Reasoning: Comparing/Contrasting
Verbal Reasoning: Comparing/Contrasting
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Units/Skills in Curriculum
Verbal Reasoning: Inferencing
Language Comprehension: Details, Main Idea, Summarizing
Verbal Reasoning: Comparing/Contrasting
Language Comprehension: Details
Vocabulary: Context clues
Language Comprehension: Figurative Language, Non-literal
Language
Language Comprehension: Summarizing
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Integration of
Knowledge and
Ideas
Grade
6
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
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.
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).
(not applicable to literature)
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.
Standards
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.
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.
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
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
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.
(not applicable to literature)
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Verbal Reasoning: Inferencing
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Details, Main Idea, Summarizing
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Verbal Reasoning: Sequencing, Cause/Effect
Vocabulary: Context Clues, Synonyms/Antonyms
Language Comprehension: Figurative Language, Non-literal
Language
Verbal Reasoning: Inferencing
Language Comprehension
Verbal Reasoning
Pragmatics: Perspective Taking
Verbal Reasoning: Comparing/Contrasting
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Grade
7
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Range of Reading &
Level of Text
Complexity
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.
Standards
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.
Analyze how particular elements of a story or drama interact (e.g.,
how setting shapes the characters or plot).
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.
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).
(not applicable to literature)
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
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details, Summarizing
Verbal Reasoning: Cause/Effect
Vocabulary: Context Clues
Language Comprehension: Figurative Language, Non-Literal
Language
Pragmatics: Perspective Taking
Verbal Reasoning: Comparing/Contrasting, Inferencing
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Verbal Reasoning
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Grade
8
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Grade
9-10
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Standards
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.
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.
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.
(not applicable to literature)
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.
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.
Standards
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
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details, Summarizing
Verbal Reasoning: Inferencing, Cause/Effect
Vocabulary: Context Clues
Language Comprehension: Figurative Language, Non-Literal
Language
Verbal Reasoning: Comparing/Contrasting
Pragmatics: Perspective Taking
Language Comprehension: Details
Verbal Reasoning: Comparing/Contrasting
Pragmatics: Perspective Taking
Language Comprehension: Main Idea, Details
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details Summarizing
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Craft & Structure
Integration of
Knowledge and
Ideas
Range of Reading &
Level of Text
Complexity
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.
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).
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.
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 "Musée des Beaux Arts"
and Breughel's Landscape with the Fall of Icarus).
(not applicable to literature)
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).
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.
Verbal Reasoning: Comparing/Contrasting, Inferencing
Pragmatics: Perspective Taking
Vocabulary: Context Clues, Synonyms/Antonyms
Language Comprehension: Figurative Language, Language
Comprehension
Verbal Reasoning: Sequencing, Inferencing, Cause/Effect
Pragmatics: Perspective Taking
Language Comprehension: Details
Verbal Reasoning: Comparing/Contrasting
Language Comprehension: Main Idea, Details
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Verbal Reasoning
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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Grade
1112
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
complexity band independently and proficiently.
Standards
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.
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).
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.)
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.
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).
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.)
(not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature,
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Details, Main Idea, Summarizing
Verbal Reasoning: Comparing/Contrasting, Inferencing
Pragmatics: Perspective Taking
Vocabulary: Context Clues, Synonyms/Antonyms
Language Comprehension: Figurative Language/ Non-literal
Language
Verbal Reasoning: Sequencing, Inferencing, Cause/Effect
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Language Comprehension: Non-literal Language, Figurative
Language
Verbal Reasoning: Comparing/Contrasting
Verbal Reasoning: Comparing/Contrasting
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Range of Reading &
Level of Text
Complexity
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.
Articulation
Language Comprehension
Verbal Reasoning
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.
Grade
K
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Reading: Informational Texts K-12
Standards
Units/Skills in Curriculum
With prompting and support, ask and answer questions about key Language Comprehension: Questions, Details
details in a text.
With prompting and support, identify the main topic and retell
Language Comprehension: Main Idea, Details, Summarizing
key details of a text.
With prompting and support, describe the connection between
Verbal Reasoning: Comparing/Contrasting
two individuals, events, ideas, or pieces of information in a text.
With prompting and support, ask and answer questions about
Vocabulary: Context Clues
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
Verbal Reasoning: Comparing/Contrasting, Inferencing
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 Language Comprehension: Details
to support points in a text.
With prompting and support, identify basic similarities in and
Verbal Reasoning: Comparing/Contrasting
differences between two texts on the same topic (e.g., in
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Grade
1
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Grade
2
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
illustrations, descriptions, or procedures).
Actively engage in group reading activities with purpose and
understanding.
Standards
Ask and answer questions about key details in a text
Identify the main topic and retell key details of a text.
Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
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.
Identify the reasons an author gives to support points in a text.
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.
Standards
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.
Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a
text.
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.
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Questions, Details
Language Comprehension: Main Idea, Details, Summarizing
Verbal Reasoning: Comparing/Contrasting
Vocabulary: Context Clues
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details
Language Comprehension: Details
Verbal Reasoning: Comparing/Contrasting
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Questions, Details
Language Comprehension: Main Idea, Details
Verbal Reasoning: Cause/Effect, Sequencing
Vocabulary: Context Clues
14 | P a g e
Integration of
Knowledge and
Ideas
Grade
3
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
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.
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.
Standards
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.
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).
Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence).
Compare and contrast the most important points and key details
presented in two texts on the same topic.
Language Comprehension: Main Idea
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Language Comprehension: Details
Verbal Reasoning: Comparing/ Contrasting
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Questions, Details
Language Comprehension: Main Idea, Details
Verbal Reasoning: Sequencing, Cause/Effect
Vocabulary: Context Clues
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Language Comprehension: Questions
Verbal Reasoning: Comparing/Contrasting, Cause/Effect,
Sequencing
Verbal Reasoning: Comparing/Contrasting,
Language Comprehension: Details
15 | P a g e
Grade
4
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
Grade
5
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
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.
Standards
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.
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.
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.
Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the
information provided.
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.
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
Standards
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
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Verbal Reasoning: Inferencing
Language Comprehension: Details, Summarizing
Language Comprehension: Questions, Details
Verbal Reasoning
Vocabulary: Context Clues
Verbal Reasoning: Sequencing, Compare/Contrast, Cause/Effect,
Problem Solving
Verbal Reasoning: Compare/Contrast
Pragmatics: Perspective Taking
Verbal Reasoning: Inferencing
Language Comprehension: Details
Language Comprehension: Summarizing
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details, Summarizing
16 | P a g e
Craft & Structure
Integration of
Knowledge and
Ideas
Grade
6
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
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.
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.
Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
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.
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.
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.
Standards
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.
Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through
examples or anecdotes).
Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings.
Analyze how a particular sentence, paragraph, chapter, or section
Verbal Reasoning: Comparing/Contrasting
Vocabulary: Context Clues
Verbal Reasoning: Comparing/Contrast, Sequence, Cause/Effect,
Problem Solving
Verbal Reasoning: Compare/Contrast
Pragmatics: Perspective Taking
Language Comprehension: Details,
Verbal Reasoning: Problem Solving
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Summarizing
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details, Summarizing
Pragmatics: Perspective Taking
Vocabulary: Describing
Language Comprehension: Details
Verbal Reasoning
Vocabulary: Context Clues, Multiple Meaning
Language Comprehension: Figurative Language, Nonliteral
Language
Verbal Reasoning: Cause/Effect, Inferencing
17 | P a g e
Integration of
Knowledge and
Ideas
Grade
7
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
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.
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).
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.
Standards
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).
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.
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.
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
Pragmatics: Perspective Taking
Language Comprehension
Language Comprehension: Details
Verbal Reasoning: Comparing/Contrasting
Pragmatics: Perspective Taking
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details, Summarizing
Verbal Reasoning: Cause/Effect
Vocabulary: Context Clues, Multiple Meaning,
Synonyms/Antonyms
Language comprehension: Figurative Language, Nonliteral
Language
Verbal Reasoning
Pragmatics: Perspective Taking
Verbal Reasoning: Comparing/Contrast, Inferencing
18 | P a g e
words).
Grade
8
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
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.
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
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.
Standards
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).
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.
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.
Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital text, video, multimedia) to present a
particular topic or idea.
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.
Analyze a case in which two or more texts provide conflicting
Language Comprehension: Details
Verbal Reasoning
Verbal Reasoning: Comparing/Contrasting
Language Comprehension: Details
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details, Summarizing
Verbal Reasoning
Vocabulary: Multiple Meaning, Synonyms & Antonyms
Language Comprehension: Figurative language, Nonliteral
Language
Language Comprehension: Main Idea, Details
Pragmatics: Perspective Taking
Verbal Reasoning
Verbal Reasoning: Comparing/Contrasting, Problem Solving
Verbal Reasoning
Language Comprehension: Main Idea, Details
Verbal Reasoning
19 | P a g e
Grade
9-10
Range of Reading &
Level of Text
Complexity
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
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.
Standards
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.
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).
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).
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.
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.
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.
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: Details
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Details
Verbal Reasoning: Inferencing
Language Comprehension: Main Idea, Details, Summarizing
Verbal Reasoning: Cause/Effect, Sequencing
Vocabulary: Context Clues, Multiple Meaning, Synonyms &
Antonyms
Language Comprehension: Figurative Language, Nonliteral
Language
Language Comprehension: Details
Verbal Reasoning
Pragmatics: Perspective Taking
Verbal Reasoning
Language Comprehension: Details
Language Comprehension: Details
Verbal Reasoning: Comparing/Contrasting
Verbal Reasoning
Language Comprehension: Details
Language Comprehension: Main Idea, Details
Verbal Reasoning
20 | P a g e
Range of Reading &
Level of Text
Complexity
Grade
1112
Topic
Key Ideas & Details
Craft & Structure
Integration of
Knowledge and
Ideas
concepts.
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.
Standards
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 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.
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.
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).
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.
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.
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
Articulation
Language Comprehension
Verbal Reasoning
Units/Skills in Curriculum
Language Comprehension: Main Idea, Details
Verbal Reasoning
Language Comprehension: Main Idea, Details, Summarizing
Verbal Reasoning: Cause/Effect, Inferencing
Verbal Reasoning: Cause/Effect, Sequencing
Vocabulary: Context Clues
Language Comprehension: Figurative Language, Nonliteral
Language
Verbal Reasoning
Pragmatics: Perspective Taking
Verbal Reasoning
Verbal Reasoning
Language Comprehension: Summarizing
Verbal Reasoning
21 | P a g e
Range of Reading &
Level of Text
Complexity
Grade
K
Topic
Comprehension &
Collaboration
Presentation of
Knowledge and
Ideas
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.
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.
Verbal Reasoning
Verbal Reasoning: Cause/Effect, Inferencing
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.
Speaking and Listening K-12
Standards
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.
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.
Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.
Add drawings or other visual displays to descriptions as desired
to provide additional detail.
Speak audibly and express thoughts, feelings, and ideas clearly.
Units/Skills in Curriculum
Articulation
Memory: Word Retrieval
Pragmatics
Grammar/Syntax
Vocabulary
Language Comprehension: Questions, Details
Language Comprehension: Questions
Vocabulary: Describing, Details
Articulation, Voice, Fluency
Memory: Word Retrieval
22 | P a g e
Vocabulary: Describing
Grammar/Syntax
Grade
1
Topic
Comprehension &
Collaboration
Presentation of
Knowledge and
Ideas
Grade
2
Topic
Comprehension &
Collaboration
Standards
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.
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
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.)
Standards
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
Units/Skills in Curriculum
Articulation
Memory: Word Retrieval
Pragmatics
Grammar/Syntax
Vocabulary
Language Comprehension: Questions
Language Comprehension: Questions, Details
Language Comprehension: Questions
Vocabulary: Describing
Language Comprehension: Details
Grammar/Syntax
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Units/Skills in Curriculum
Articulation
Pragmatics
Grammar/Syntax
Vocabulary
Language Comprehension: Questions
Memory: Word Retrieval
23 | P a g e
discussion).
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.
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.
b.
Presentation of
Knowledge and
Ideas
Grade
3
Topic
Comprehension &
Collaboration
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.
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.)
Standards
Engage effectively in a range of collaborative discussions (one-onone, 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.
Vocabulary: Describing
Language Comprehension: Details
Language Comprehension: Questions, Details
Language Comprehension: Details
Verbal Reasoning: Sequencing
Grammar/Syntax
Articulation, Voice, Fluency
Memory: Word Retrieval
Articulation, Voice, Fluency
Grammar/Syntax
Memory: Word Retrieval
Grammar/Syntax
Vocabulary: Details
Units/Skills in Curriculum
Articulation
Pragmatics
Grammar/Syntax
Vocabulary: Describing
Language Comprehension: Questions, Directions, Main Idea,
Details
Memory: Word Retrieval
24 | P a g e
d.
Presentation of
Knowledge and
Ideas
Grade
4
Topic
Comprehension &
Collaboration
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.
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.
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.)
Standards
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4
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 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.
Paraphrase portions of a text read aloud or information presented
in diverse media and formats, including visually, quantitatively,
Language Comprehension: Main Idea, Details
Language Comprehension: Questions, Details
Articulation, Fluency, Voice
Memory: Word Retrieval
Pragmatics
Grammar/Syntax
Vocabulary: Details, Describing
Language Comprehension: Details
Articulation, Voice, Fluency
Grammar/Syntax
Language Comprehension: Details
Grammar/Syntax
Language Comprehension: Details
Units/Skills in Curriculum
Articulation
Memory: Word Retrieval
Pragmatics
Grammar/Syntax
Vocabulary
Language Comprehension: Questions, Main Idea
Language Comprehension: Paraphrasing
25 | P a g e
Presentation of
Knowledge and
Ideas
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.
Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
Grade
5
Topic
Comprehension &
Collaboration
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.)
Standards
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5
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 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.
Summarize a written text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and
orally.
Summarize the points a speaker makes and explain how each
Language Comprehension: Details
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Vocabulary
Language Comprehension: Questions, Details, Main Idea
Verbal Reasoning: Sequencing
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Language Comprehension: Main Idea
Articulation, Voice, Fluency
Memory: Word Retrieval
Verbal Reasoning: Comparing/Contrasting
Pragmatics
Grammar/Syntax
Units/Skills in Curriculum
Articulation
Memory: Word Retrieval
Pragmatics
Grammar/Syntax
Vocabulary
Language Comprehension: Questions, Details, Summarizing
Verbal Reasoning: Inferencing
Language Comprehension: Summarizing
Verbal Reasoning: Inferencing
Language Comprehension: Summarizing, Details
26 | P a g e
Presentation of
Knowledge and
Ideas
Grade
6
Topic
Comprehension &
Collaboration
Presentation of
Knowledge and
claim is supported by reasons and evidence.
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.
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.).
Standards
Engage effectively in a range of collaborative discussions (one-onone, 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
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.
Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas
Verbal Reasoning: Inferencing
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Vocabulary: Describing
Language Comprehension: Details, Main Idea
Verbal Reasoning: Sequencing
Pragmatics: Perspective Taking
Articulation, Voice, Fluency
Grammar/Syntax
Units/Skills in Curriculum
Vocabulary
Articulation
Memory: Word Retrieval
Grammar/Syntax
Language Comprehension: Questions, Details
Pragmatics: Perspective Taking and all
Verbal Reasoning: Comparing/Contrasting, Inferencing
Verbal Reasoning: Comparing/Contrasting, Cause/Effect
Language Comprehension: Details
Vocabulary: Describing
Articulation, Voice, Fluency
27 | P a g e
Ideas
Grade
7
Topic
Comprehension &
Collaboration
Presentation of
Knowledge and
Ideas
or themes; use appropriate eye contact, adequate volume, and
clear pronunciation.
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.)
Standards
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas and expressing
their own clearly.
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.
Delineate a speaker's argument and specific claims, evaluating the
soundness of the reasoning and the relevance and sufficiency of
the evidence
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.
Memory: Word Retrieval
Grammar/Syntax
Language Comprehension: Details, Main Idea
Verbal Reasoning: Sequencing
Pragmatics: Eye-Contact, Tone of Voice
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Units/Skills in Curriculum
Vocabulary
Articulation
Memory: Word Retrieval
Grammar/Syntax
Language Comprehension: Questions, Details
Pragmatics: Perspective Taking and all
Language Comprehension: Main Idea, Details
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar, Syntax
Verbal Reasoning
Vocabulary: Describing
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
28 | P a g e
Grade
8
Topic
Comprehension &
Collaboration
Presentation of
Knowledge and
Ideas
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.)
Standards
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others' ideas and expressing
their own clearly.
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 decisionmaking, 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.
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.
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.
Language Comprehension: Details, Main Idea
Verbal Reasoning: Sequencing
Pragmatics: Eye-Contact, Tone of Voice
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Units/Skills in Curriculum
Vocabulary
Articulation
Memory: Word Retrieval
Grammar/Syntax
Language Comprehension: Questions, Details
Pragmatics: Perspective Taking and all
Verbal Reasoning: Inferencing, Comparing/Contrasting
Verbal Reasoning
Vocabulary: Describing
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Language Comprehension: Details, Main Idea
29 | P a g e
Grade
9-10
Topic
Comprehension &
Collaboration
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.)
Standards
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.
Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.
Evaluate a speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or exaggerated
or distorted evidence.
Verbal Reasoning: Sequencing
Pragmatics: Eye-Contact, Tone of Voice
Articulation, Voice, Fluency
Memory: Word Retrieval
Grammar/Syntax
Units/Skills in Curriculum
Vocabulary
Articulation
Memory: Word Retrieval
Grammar/Syntax
Language Comprehension: Questions, Details, Summarizing,
Pragmatics
Verbal Reasoning
Verbal Reasoning
Pragmatics: Perspective Taking
Verbal Reasoning
30 | P a g e
Presentation of
Knowledge and
Ideas
Grade
1112
Topic
Comprehension &
Collaboration
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.
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.)
Standards
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.
Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to
Vocabulary: Describing
Articulation, Voice, Fluency
Grammar/Syntax
Memory: Word Retrieval
Language Comprehension: Details, Main Idea
Verbal Reasoning
Pragmatics
Articulation, Voice, Fluency
Grammar/Syntax
Memory: Word Retrieval
Units/Skills in Curriculum
Vocabulary
Articulation
Grammar/Syntax
Language Comprehension: Questions, Details, Summarizing,
Pragmatics
Verbal Reasoning
Verbal Reasoning
31 | P a g e
Presentation of
Knowledge and
Ideas
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.
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.
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.)
Verbal Reasoning
Pragmatics: Perspective Taking
Vocabulary: Describing
Articulation, Voice, Fluency
Grammar/Syntax
Memory: Word Retrieval
Language Comprehension: Details, Main Idea
Verbal Reasoning
Pragmatics
Grammar/Syntax
Memory: Word Retrieval
Articulation, Voice, Fluency
Language Standards K-12
Grade
K
Topic
Conventions of
Standard English
Standards
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.
Units/Skills in Curriculum
Grammar/Syntax: Increasing MLU, Plurals, Verbs,
Language Comprehension: Questions
Vocabulary: Basic Concepts
32 | P a g e
Knowledge of
Language
Vocabulary
Acquisition & Use
Grade
1
Topic
Conventions of
Standard English
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 shortvowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge
of sound-letter relationships.
Begins in Grade 2
Determine or clarify the meaning of unknown and multiplemeaning 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.
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.
Use words and phrases acquired through conversations, reading
and being read to, and responding to texts.
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in
Vocabulary: Context Clues, Multiple-Meaning,
Prefixes/Suffixes/Root Words
Vocabulary: Categories, Synonyms/Antonyms, Multiple-Meaning
Vocabulary
Units/Skills in Curriculum
Grammar/Syntax: Increasing MLU, Word Order, Pronouns,
Plurals, Verbs, Possessives, Conjunctions
33 | P a g e
basic sentences (e.g., He hops; We hop).
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.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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
d.
Knowledge of
Language
Vocabulary
Acquisition & Use
Determine or clarify the meaning of unknown and multiplemeaning 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).
With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
Vocabulary: Context Clues, Multiple-Meaning, Prefixes, Suffixes,
& Root Words
Vocabulary: Categories, Describing, Synonyms/Antonyms
34 | P a g e
Grade
2
Topic
Conventions of
Standard English
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).
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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).
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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
Vocabulary
Grammar/Syntax: Conjunctions
Units/Skills in Curriculum
Grammar/Syntax: Word Order, Pronouns, Plurals, Verbs
35 | P a g e
Knowledge of
Language
Vocabulary
Acquisition & Use
Grade
Topic
(e.g., CAGE → BADGE; BOY → BOIL).
Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Compare formal and informal uses of English
e.
Determine or clarify the meaning of unknown and multiplemeaning 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.
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).
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).
Standards
Grammar/Syntax
Vocabulary: Context Clues, Prefixes, Suffixes, & Root Words,
Vocabulary: Describing, Synonyms/Antonyms
Vocabulary
Units/Skills in Curriculum
36 | P a g e
3
Conventions of
Standard English
Knowledge of
Language
Vocabulary
Acquisition & Use
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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.
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the
conventions of spoken and written standard English.
Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content,
Grammar/Syntax: Word Order, Pronouns, Plurals, Verbs,
Comparatives & Superlatives
Vocabulary
Vocabulary: Multiple-Meaning, Context Clues, Prefixes, Suffixes,
& Root Words
37 | P a g e
Grade
4
Topic
Conventions of
Standard English
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).
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).
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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
Language Comprehension: Non-literal language, Figurative
Language
Vocabulary: Synonyms/Antonyms
Vocabulary
Units/Skills in Curriculum
Grammar/Syntax: Word Order, Pronouns, Verbs, Conjunctions
38 | P a g e
Knowledge of
Language
Vocabulary
Acquisition & Use
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.
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
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).
Determine or clarify the meaning of unknown and multiplemeaning 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.
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: Synonyms/Antonyms, Multiple Meaning
Vocabulary: Context Clues, Prefixes, Suffixes, & Root Words
Vocabulary: Multiple-Meaning, Synonyms/Antonyms
Language Comprehension: Figurative Language/ Non-literal
Language
39 | P a g e
adages, and proverbs.
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).
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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).
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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
c.
Grade
5
Topic
Conventions of
Standard English
Vocabulary
Units/Skills in Curriculum
Grammar/Syntax: Conjunctions, Verbs
40 | P a g e
Knowledge of
Language
Vocabulary
Acquisition & Use
Grade
6
Topic
Conventions of
Standard English
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
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.
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and
content, choosing flexibly from a range of strategies.
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
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
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.
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).
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective,
objective, possessive).
b. Use intensive pronouns (e.g., MYSELF, OURSELVES).
Grammar/Syntax: Conjunctions
Verbal Reasoning: Comparing/Contrasting
Vocabulary: Context Clues, Multiple-Meaning, Prefixes,Suffixes, &
Root Words
Vocabulary: Multiple-meaning, Synonyms/Antonyms
Language Comprehension: Figurative Language, Non-literal
Language
Vocabulary
Units/Skills in Curriculum
Grammar/Syntax: Pronouns,
41 | P a g e
c.
Knowledge of
Language
Vocabulary
Acquisition & Use
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.*
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
b. Spell correctly.
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener
interest, and style.*
b. Maintain consistency in style and tone.*
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and
content, choosing flexibly from a range of strategies.
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).
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in
context.
b. Use the relationship between particular words (e.g.,
Vocabulary: Context Clues, Multiple-Meaning, Prefixes, Suffixes,
& Root Words
Vocabulary: Categories, Synonyms/Antonyms, Multiple-Meaning
Language Comprehension: Figurative Language, Non-literal
Language
42 | P a g e
Grade
7
Topic
Conventions of
Standard English
Knowledge of
Language
Vocabulary
Acquisition & Use
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.
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.*
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.*
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on GRADE 7 READING AND
CONTENT, choosing flexibly from a range of strategies.
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
Vocabulary
Units/Skills in Curriculum
Grammar/Syntax: Conjunctions
Language Comprehension: Paraphrasing, Main Idea
Vocabulary: Context Clues, Multiple-Meaning, Prefixes, Suffixes,
& Root Words
43 | P a g e
Grade
8
Topic
Conventions of
Standard English
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.
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).
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
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).
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.
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.*
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a
pause or break.
b. Use an ellipsis to indicate an omission.
Vocabulary: Synonyms/Antonyms
Language Comprehension: Figurative Language, Non-Literal
Language
Vocabulary
Units/Skills in Curriculum
Grammar/Syntax: Verbs
44 | P a g e
Knowledge of
Language
Vocabulary
Acquisition & Use
c.
Spell correctly.
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
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).
Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on GRADE 8 READING AND
CONTENT, choosing flexibly from a range of strategies.
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., 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.
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).
Grammar/Syntax: Verbs
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
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).
Acquire and use accurately grade-appropriate general academic
Vocabulary: Synonyms/Antonyms
Language Comprehension: Figurative Language, Non-literal
Language
Vocabulary: Context Clues, Multiple-Meaning, Prefixes, Suffixes,
& Root Words
Vocabulary
45 | P a g e
Grade
9-10
Topic
Conventions of
Standard English
Knowledge of
Language
Vocabulary
Acquisition & Use
and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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 multiplemeaning 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
Units/Skills in Curriculum
Grammar/Syntax: Conjunctions
Vocabulary: Context Clues, Multiple-Meaning
46 | P a g e
Grade
1112
Topic
Conventions of
Standard English
Knowledge of
Language
or clarify its precise meaning, its part of speech, or its
etymology.
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).
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
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.
Standards
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
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.
Vocabulary: Synonyms/Antonyms
Language Comprehension: Figurative Language, Non-literal
Language
Vocabulary
Units/Skills in Curriculum
Grammar/Syntax
47 | P a g e
Vocabulary
Acquisition & Use
Determine or clarify the meaning of unknown and multiplemeaning 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.
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).
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
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: Context Clues, Multiple-Meaning
Vocabulary: Synonyms/Antonyms
Language Comprehension: Figurative Language, Non-literal
Language
Vocabulary
48 | P a g e
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
49 | P a g e
Transfer
Unit Skills
Vocabulary
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
3.
Describing
2.
4.
5.
6.
7.
Categories
Synonyms & Antonyms
Multiple Meaning Words
Context Clues
Prefixes, Suffixes, & Root Words
50 | P a g e
Basic Concepts
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
words express basic concepts such as location, quantity, time, sequence, and
inclusion/exclusion.
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.
Connection to Standardized Assessments
TOLD-P4: Syntactic Understanding
CELF-5: Linguistic Concepts, Following Directions, Semantic
Relationships, Sentence Comprehension
ITPA-3: Sentence Sequencing
CASL: Basic Concepts
Evaluative Criteria
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
Acquisition
Students will know…
Students will be skilled at…
• basic concept words such as
• identifying pictures showing
location, quantity, time,
basic concepts.
sequence,
• answering questions using
inclusion/exclusion.
basic concept words.
• following directions containing
basic concept words.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
Moderate Prompting:
51 | P a g e
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
Resources and suggested activities:
Summary of Key Learning Events and Instruction
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.
52 | P a g e
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.
53 | P a g e
Categories
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
words forms relationships and are associated with each other.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Hand-under-hand- SLP guides
Acquisition
Students will know…
Students will be skilled at…
• names of categories and
• naming categories.
items, which belong in them.
• naming items in given
categories.
• naming items that do not
belong in a category.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
54 | P a g e
student’s hand to correct response
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
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
Resources and suggested activities:
Summary of Key Learning Events and Instruction
Books:
- Scissors, Glue, and Vocab too! (LinguiSystems); preK-4
Games:
- Word Snag
55 | P a g e
-
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
56 | P a g e
Describing
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
words can be described by their category, function, and attributes.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Students will know…
• how to describe words.
Acquisition
Students will be skilled at…
• describing words by their
category, function, and
attributes.
Stage 2 – Evidence
Assessment Evidence
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)
Moderate Prompting:
Visual Cue- SLP provides visual or
written support (i.e., graphic organizer,
cue cards)
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
Resources and suggested activities:
Summary of Key Learning Events and Instruction
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
Given word student will name a synonym with (#) % accuracy
across 3 sessions.
Given word student will name an antonym with (#) % accuracy
across 3 sessions.
Connection to Standardized Assessments
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
Evaluative Criteria
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
Meaning
UNDERSTANDINGS
Students will understand that…
words form relationships and are associated with each other.
Acquisition
Students will know…
Students will be skilled at…
• synonyms and antonyms of
• naming synonyms and
words.
antonyms of words.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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)
Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
words can have more than one meaning.
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.
Connection to Standardized Assessments
CASL: Ambiguous Sentences
The Word Test-2 Adolescent: Flexible Word Use
Evaluative Criteria
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
Acquisition
Students will know…
Students will be skilled at…
• more than one meaning for
• identifying multiple meanings
multiple meaning words.
of words.
• identifying correct definitions
of multiple meaning words in
context.
• using multiple meaning words
in sentences.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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
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
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
CASL: Sentence Completion, Meaning from Context, Ambiguous
Sentences
The Listening Comprehension Test Adolescent: Vocabulary &
Semantics
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Guided Questions- SLP asks questions
which lead student to correct response
(i.e., “What words in this sentence tell
you the part of speech?”)
Meaning
UNDERSTANDINGS
Students will understand that…
word meaning can be determined by using context clues.
Acquisition
Students will know…
Students will be skilled at…
• key words, which provide
• identifying context clues that
context for word meaning.
lead to a definition.
• How to analyze sentences to
• determining definitions based
find context clues.
on context clues.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
Moderate Prompting:
Semantic Cue- SLP provides a cue
containing semantic information (i.e.,
sentence completion, description,
association)
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))
Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
EVT-2
PPVT-4
Expressive One Word Picture Vocabulary Test
Receptive One Word Picture Vocabulary Test
Evaluative Criteria
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)
Meaning
UNDERSTANDINGS
Students will understand that…
word meaning can be determined by breaking down words into prefixes,
suffixes, and roots.
Acquisition
Students will know…
Students will be skilled at…
• meanings of common affixes
• determining definitions based
and roots.
on prefixes, suffixes, and root
words.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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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Transfer
Unit Skills
Grammar/Syntax
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
3.
Pronouns
2.
4.
5.
6.
7.
8.
9.
Word Order
Plurals
Possessives
Comparatives and Superlatives
Verbs
Articles
Conjunctions
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Increasing Mean Length of Utterance
Stage 1- Desired Results
IEP Objectives
During structured activities, student will utilize (#) word utterances
to request desired items/actions with (#) accuracy across 3
sessions.
Meaning
UNDERSTANDINGS
Students will understand that…
longer utterances can convey more meaning.
During spontaneous speech, student with utilize (#) word
utterances in 5 out of 10 utterances.
Connection to Standardized Assessments
TOLD-P4: Sentence Imitation
CELF-5: Recalling Sentences, Formulated Sentences, Sentence
Assembly
ITPA-3: Syntactic Sentences
CASL: Syntax Construction
Acquisition
Students will know…
Students will be skilled at…
• how to expand upon verbal
• using appropriate syntax skills
utterances.
to increase Mean Length of
Utterance.
Using a picture, student will utilize a modeled (#) word utterance
with (#) % accuracy across 3 sessions.
Evaluative Criteria
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)
Visual Cue-SLP provides a visual cue to
facilitate success
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Standardized Assessments
Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
Minimal Prompting:
Phonemic Cue- SLP provides the
beginning sound/syllable of what the
student is expected to say
Indirect (verbal or nonverbal)
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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)
Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
correct word order is necessary to convey sentence meaning.
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.
Connection to Standardized Assessments
TOLD-P4: Sentence Imitation
CELF-5: Recalling Sentences, Formulated Sentences, Sentence
Assembly
ITPA-3: Syntactic Sentences
CASL: Syntax Construction
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Moderate Prompting:
Students will know…
• how to use correct word
order.
Acquisition
Students will be skilled at…
• using correct word order.
Stage 2 - Evidence
Assessment Evidence
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:
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
• pronouns replace specific nouns.
• different forms of pronouns express different meaning.
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.
Connection to Standardized Assessments
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
Acquisition
Students will know…
Students will be skilled at…
• how to use various types of
• pronoun use.
pronouns.
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Evaluative Criteria
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)
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
• plural indicates more than one.
• word structure may change to indicate pluralization.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Moderate Prompting:
Semantic Cue- SLP provides a cue
containing semantic information (i.e.,
Students will know…
• how to recognize and use
plural nouns.
Acquisition
Students will be skilled at…
• understanding and using
regular and irregular plural
nouns.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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)
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
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
Evaluative Criteria
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)
Visual Cue-SLP provides a visual cue to
Facilitate success
Meaning
UNDERSTANDINGS
Students will understand that…
word forms can indicate ownership.
Acquisition
Students will know…
Students will be skilled at…
• how to use possessive nouns.
• using possessive nouns.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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)
Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
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
Evaluative Criteria
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)
Visual Cue-SLP provides a visual cue to
Facilitate success
Meaning
UNDERSTANDINGS
Students will understand that…
word forms can convey semantic relationship.
Acquisition
Students will know…
Students will be skilled at…
• how to use comparatives and
• correct use of comparatives
superlatives.
and superlatives.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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)
Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
verbs convey action or state of being.
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.
Connection to Standardized Assessments
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.
Acquisition
Students will be skilled at…
• using verb forms correctly in
spoken language.
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Evaluative Criteria
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)
Visual Cue-SLP provides a visual cue to
facilitate success
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Books:
- No-Glamour Grammar (LinguiSystems) ages 8-13
- Spotlight on Grammar (LinguiSystems) ages 8-11
Summary of Key Learning Events and Instruction
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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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
articles impact the grammaticality of language.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
Students will know…
• how to use articles.
Acquisition
Students will be skilled at…
• using articles correctly.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
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response
Moderate Prompting:
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
-
Standardized Assessments
Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
conjunctions indicate the relationship between two or more thoughts or ideas.
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.
Connection to Standardized Assessments
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.
Acquisition
Students will be skilled at…
• using conjunctions correctly.
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Evaluative Criteria
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)
Visual Cue-SLP provides a visual cue to
facilitate success
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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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Transfer
Unit Skills
Language Comprehension
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
3.
Main Idea
2.
4.
5.
6.
7.
8.
Directions
Details
Summarizing
Paraphrasing
Figurative Language
Non-literal Language (i.e., sarcasm, implied meaning)
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Questions
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
different question forms require different types of answers.
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.
Connection to Standardized Assessments
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
Acquisition
Students will know…
Students will be skilled at…
• how to respond appropriately
• answering a variety of
questions.
to different types of
questions.
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Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
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Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
listening and following all parts of a direction is important for learning.
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.
Connection to Standardized Assessments
TOLD-P4: Sentence Imitation
CELF-5: Following Directions, Recalling Sentences
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Acquisition
Students will know…
Students will be skilled at…
• directions can have multiple
• following simple and complex
steps and/or parts.
directions.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
CELF-5: Understanding Spoken Paragraphs
CASL: Paragraph Comprehension
The Listening Comprehension Test Adolescent: Main Idea
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Meaning
UNDERSTANDINGS
Students will understand that…
information of all types is provided with details which support one central idea.
Acquisition
Students will know…
Students will be skilled at…
• how to identify the main idea
• identifying the main idea for
different types of information.
for different forms of
information.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
information of all types is provided with details, which support the central idea.
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.
Connection to Standardized Assessments
CELF-5: Understanding Spoken Paragraphs
CASL: Paragraph Comprehension
The Listening Comprehension Test Adolescent: Main Idea
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Students will know…
• how to identify important
details which support the
main idea.
Stage 2 – Evidence
Acquisition
Students will be skilled at…
• identifying important details.
• identifying which details are
insignificant.
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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
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
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
Test of Narrative Language (TNL)
Narrative Samples
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Visual Cue- SLP will provide visual support to
facilitate success
Meaning
UNDERSTANDINGS
Students will understand that…
information can be organized in concise form in order to increase
comprehension and retention of learning.
Acquisition
Students will know…
Students will be skilled at…
• summarizing information.
• how to identify and sequence
the information needed for a
summary.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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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
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
Given a (direction/sentence/ #-# sentence paragraph/ #-#
paragraph passage) presented in writing/auditorily, student will
accurately paraphrase the information with (#) % accuracy across 3
sessions.
Connection to Standardized Assessments
Test of Narrative Language (TNL)
Narrative Samples
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Meaning
UNDERSTANDINGS
Students will understand that…
information can be spoken or written in different ways without altering the
underlying meaning.
Acquisition
Students will know…
Students will be skilled at…
• how to change the
• paraphrasing information
without altering meaning.
vocabulary and/or sequence
of an idea without changing
meaning.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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.,
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“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
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
words can be used in non-literal ways to convey sensory descriptions.
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.
Connection to Standardized Assessments
CASL: Idiomatic Language, Nonliteral Language
Test of Auditory Processing Skills- Third Edition: Auditory
Students will know…
• how to identify figurative
Acquisition
Students will be skilled at…
• identifying and interpreting
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Reasoning
Social Language Development Test- Adolescent: Interpreting
Social Language, Interpreting Ironic Statements
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
•
language forms.
how to interpret figurative
language
figurative language.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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?” or use body language
(shrug))
Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
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Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
words can be used and interpreted in ways other than the literal meaning.
Given a (sentence/ #-# sentence paragraph/ #-# paragraph
passage) presented in writing/auditorily, containing (non-literal
language/ sarcasm/implied meanings), student will match the nonliteral 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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Acquisition
Students will know…
Students will be skilled at…
• how to identify non-literal
• identifying and interpreting
non-literal language.
language.
• how to interpret non-literal
language.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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
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
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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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Transfer
Unit Skills
Verbal Reasoning
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
3.
Predicting
2.
4.
5.
6.
Sequencing
Identifying and Determining Cause/Effect
Inferencing
Problem Solving
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Comparing & Contrasting
Stage 1- Desired Results
IEP Objectives
Given # objects/pictures/words/concepts/characters/topics,
student will state at least # similarities/differences with (#) %
accuracy across 3 sessions.
Meaning
UNDERSTANDINGS
Students will understand that…
items, words, and concepts can be compared and contrasted with other items,
words, and concepts.
Connection to Standardized Assessments
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
Acquisition
Students will know…
Students will be skilled at…
• how to compare and contrast
• comparing and contrasting
items, words, and concepts.
items, words, and concepts.
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.
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
events and processes have a logical sequence and words can explain the
sequence.
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.
Connection to Standardized Assessments
CELF-5: Understanding Spoken Paragraphs
ITPA-3: Sentence Sequencing
TOPS-3 Elementary: Sequencing
Test of Auditory Processing and Reasoning Skills
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Acquisition
Students will know…
Students will be skilled at…
• how to sequence events and
• sequencing events and
processes.
processes.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested activities:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
CELF-5: Understanding Spoken Paragraphs
TOPS-3 Elementary: Predicting
Test of Auditory Processing Skills- Third Edition: Auditory
Reasoning
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Meaning
UNDERSTANDINGS
Students will understand that…
reasoning skills can be used to determine what will happen next.
Students will know…
• how to make logical
predictions.
Acquisition
Students will be skilled at…
• making logical predictions.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
everything that happens has a cause and can lead to an effect(s).
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Students will know…
• how to identify and
determine cause/effect.
Acquisition
Students will be skilled at…
• identifying and determining
cause/effect.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
information that is not stated explicitly can be learned by drawing conclusions
based on explicit details and prior knowledge.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Students will know…
• how to make inferences.
Acquisition
Students will be skilled at…
• making inferences.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
problems have solutions and some solutions are more effective than others.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
Acquisition
Students will know…
Students will be skilled at…
• how to identify problems and
• identifying problems and
solutions.
solutions.
Stage 2 – Evidence
Assessment Evidence
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
-
Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Materials:
Summary of Key Learning Events and Instruction
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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Transfer
Unit Skills
Memory
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.
2.
Word Retrieval
Memory Strategies
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Word Retrieval
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
recalling specific words enhances verbal expression.
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-inthe-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 (#) %
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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
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the desired
behavior.
Maximum Prompting:
Rhyming Prompt- SLP provides a rhyming
word
Acquisition
Students will know…
Students will be skilled at…
• remembering specific words
• remembering key words.
adds detail to messages.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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:
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:
- 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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
remembering information facilitates language and learning.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the desired
Students will know…
• how to use strategies to
improve memory.
Acquisition
Students will be skilled at…
• using memory to recall
information.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
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behavior.
Maximum Prompting:
Rhyming Prompt- SLP provides a rhyming
word
-
Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Summary of Key Learning Events and Instruction
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
3.
Conversation Skills
2.
4.
5.
6.
7.
8.
Eye Contact
Personal Space
Nonverbal Language
Tone of Voice
Perspective Taking
Negotiating
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Greetings
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
greetings are the foundation for social skills.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
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
Acquisition
Students will know…
Students will be skilled at…
• greetings can be expressed
• greeting others.
through either verbal or nonverbal communications.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
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:
- 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
(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
Meaning
UNDERSTANDINGS
Students will understand that…
eye contact is a social skill that connects people with others.
Connection to Standardized Assessments
CELF-5: Pragmatic Profile
Acquisition
Students will know…
Students will be skilled at…
• how to maintain appropriate
• maintaining appropriate eye
eye contact.
contact.
Student will demonstrate appropriate eye contact during #/#
(speaking/listening) turns across 3 sessions.
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the desired
behavior.
Maximum Prompting:
Hand-under-hand- SLP guides student’s face
using hand
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Books:
Games:
-
Summary of Key Learning Events and Instruction
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
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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Conversation Skills
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
turn-taking facilitates successful interactions with others.
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.
Connection to Standardized Assessments
CELF-5: Pragmatic Profile
CASL: Pragmatic Language
Acquisition
Students will know…
Students will be skilled at…
• in order to be an effective
• identifying the roles of
participant in conversations,
conversation (listener,
there is a time for roles as
speaker).
both a speaker and a listener.
• understand timing for
questioning and interjecting
• considering other participants’
reactions.
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Evaluative Criteria
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
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
Indirect (verbal or nonverbal)
Prompt-tell the student that something
is expected, but not exactly what
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:
- 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:
-
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 (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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
it is important to respect the personal space of others.
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.
Connection to Standardized Assessments
CELF-5: Pragmatic Profile
Evaluative Criteria
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
Students will know…
• the meaning of personal
space.
• how to respect others’
personal space.
Acquisition
Students will be skilled at…
• respecting others’ personal
space in a variety of situations.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Books:
Games:
-
Summary of Key Learning Events and Instruction
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
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
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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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
messages can be conveyed without words.
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.
Connection to Standardized Assessments
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.
Acquisition
Students will be skilled at…
• using and interpreting nonverbal messages.
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Evaluative Criteria
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
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
Indirect (verbal or nonverbal)
Prompt-tell the student that something
is expected, but not exactly what
Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Books:
-
Summary of Key Learning Events and Instruction
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:
-
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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Tone of Voice
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
tone of voice can convey the intended meaning of a message.
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.
Connection to Standardized Assessments
Social-Emotional Evaluation- Understanding Social Gaffes,
Understanding Conflicting Messages
CELF-5: Pragmatic Profile
Social Language Development Test – Adolescent: Interpreting
Social Language
Evaluative Criteria
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
Students will know…
• how to use and interpret
different tones of voice.
Acquisition
Students will be skilled at…
• using and interpreting
different tones of voice.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Books:
Games:
-
Summary of Key Learning Events and Instruction
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
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
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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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
the point of view of others must be considered.
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.
Connection to Standardized Assessments
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
Evaluative Criteria
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
Acquisition
Students will know…
Students will be skilled at…
• how to consider others’ point
• considering others’ point of
of view.
view.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Books:
Games:
-
Summary of Key Learning Events and Instruction
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
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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Negotiating Skills
Stage 1- Desired Results
IEP Objectives
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.
Connection to Standardized Assessments
CELF-5: Pragmatic Profile
CASL: Pragmatic Language
Social Language Development Test – Elementary: Interpersonal
Negotiation
Social Language Development Test – Adolescent: Social
Interaction
Evaluative Criteria
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
Meaning
UNDERSTANDINGS
Students will understand that…
negotiating is a way to resolve conflict.
Acquisition
Students will know…
Students will be skilled at…
• how to negotiate to resolve
• negotiating with others to
conflicts.
resolve a conflict.
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Books:
Games:
-
Summary of Key Learning Events and Instruction
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
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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Transfer
Unit Skills
Articulation
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
3.
Apraxia
2.
4.
Sound Production
Carryover
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Sound Discrimination
Stage 1- Desired Results
IEP Objectives
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.
Connection to Standardized Assessments
TOLD-P4: Word Discrimination, Word Articulation
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Hand-under-Hand- SLP guides student’s face
using hand
Meaning
UNDERSTANDINGS
Students will understand that…
discriminating between correct and incorrect production of sounds is the
foundation for mastery of production.
Acquisition
Students will know…
Students will be skilled at…
• how a target phoneme should
• discriminating correct and
sound.
incorrect production of sounds.
• different phonemes make
• localizing position of target
different sounds and those
sound(s) in words.
sounds affect word meaning.
• identifying word spoken when
given minimal pairs.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
correct sound production is the foundation for effective communication skills.
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.
Connection to Standardized Assessments
TOLD-P4: Word Discrimination, Word Articulation
GOLDMAN-FRISTOE TEST OF ARTICULATION-2
PHOTO ARTICULATION TEST
Evaluative Criteria
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
Acquisition
Students will know…
Students will be skilled at…
• how to produce target sounds
• producing target sounds
correctly.
during structured activities.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
accurate movement gestures are necessary for intelligible speech production.
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.
Connection to Standardized Assessments
Kaufmann Speech Praxis Test for Children
Evaluative Criteria
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
Students will know…
• how to plan motor
movements for speech
production.
Acquisition
Students will be skilled at…
• planning motor movements for
speech production.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
“good speech” is not just for the speech room.
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.
Connection to Standardized Assessments
Narrative Sample
Students will know…
• how to self-monitor
articulation outside of the
therapy setting.
Acquisition
Students will be skilled at…
• producing target sounds
correctly in speaking tasks
outside of the therapy setting.
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Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Hand-under-Hand- SLP guides student’s face
using hand
Stage 2 – Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
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Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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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Transfer
Unit Skills
Fluency
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
3.
Attitudes and Emotions
2.
Fluency Remediation
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Fluency Modification
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
modifying speaking behavior can improve speech fluency.
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,
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Connection to Standardized Assessments
Stuttering Severity Instrument- Fourth Edition
Evaluative Criteria
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)
Students will know…
• how to modify speech.
Stage 2 - Evidence
Acquisition
Students will be skilled at…
• modifying speech.
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
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Stage 3 – Learning Plan
Resources and suggested activities:
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
using fluency shaping strategies can improve speech fluency.
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.
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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
Stuttering Severity Instrument- Fourth Edition
Evaluative Criteria
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)
Students will know…
• how to employ fluency
shaping strategies.
Stage 2 - Evidence
Acquisition
Students will be skilled at…
• using fluency shaping
strategies.
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
- Fluency counts
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
OTHER EVIDENCE:
Teacher Report
Parent Report
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Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
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
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.
Meaning
UNDERSTANDINGS
Students will understand that…
it is important to manage attitudes and emotions related to speech fluency.
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.
Connection to Standardized Assessments
Stuttering Attitudes Checklist
Evaluative Criteria
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
Acquisition
Students will know…
Students will be skilled at…
• how to manage attitudes and
• managing attitudes and
emotions related to speech
emotions related to speech
fluency.
fluency.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Standardized Assessments
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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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:
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:
- 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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Transfer
Unit Skills
Voice
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.
2.
Vocal Hygiene
Voice Quality Improvement
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Vocal Hygiene
Stage 1- Desired Results
IEP Objectives
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.
Meaning
UNDERSTANDINGS
Students will understand that…
a program of vocal hygiene is necessary for good vocal health.
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.
Connection to Standardized Assessments
Voice Impact Protocol
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Acquisition
Students will know…
Students will be skilled at…
• how to implement a program
• improving vocal hygiene.
of vocal hygiene.
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
- Vocal quality assessment
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
Moderate Prompting:
Visual Cue- SLP will provide visual support to
facilitate success
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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:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and suggested activities:
Summary of Key Learning Events and Instruction
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
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.
Connection to Standardized Assessments
Voice Assessment Protocol for Children and Adults (VAP)
Evaluative Criteria
PROMPTING HIERARCHY:
Modeling- SLP demonstrates the expected
response
Maximum Prompting:
Gestural Prompt- SLP indicates with a
motion what the student is expected to
do
Meaning
UNDERSTANDINGS
Students will understand that…
modified voice production will improve vocal quality.
Students will know…
• how to modify voice
production.
Stage 2 - Evidence
Acquisition
Students will be skilled at…
• modifying voice production.
Assessment Evidence
PERFORMANCE TASK(S):
- Vocal quality assessment
- Data Sheets from daily therapy activities (see Learning Plan for ideas and suggestions).
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))
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Independent- No assistance
OTHER EVIDENCE:
Teacher Report
Parent Report
Homework Assignments
Observation of Performance
Stage 3 – Learning Plan
Resources and Suggested Activities:
Summary of Key Learning Events and Instruction
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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