Goal Code Description Standard

Size: px
Start display at page:

Download "Goal Code Description Standard"

Transcription

1 Bank Name: Greenville - Speech Goal Code Description Standard A The student will demonstrate improved communication skills in the area of articulation/phonology with mastery of out of objectives. Obj.Code A01 A02 Description The student will identify and discriminate between correct and incorrect target sound(s) / / in isolation, words and sentences. The student will perform specific oral-motor movements for the articulation of the target sound(s) / / in isolation. A03a The student will produce the target sound(s) / / in isolation. A03b The student will produce the target sound(s) / / in isolation. A03c The student will produce the target sound(s) / / in isolation. A03d The student will produce the target sound(s) / / in isolation. A04a The student will produce the target sound(s) / / in syllables. A04b The student will produce the target sound(s) / / in syllables. A04c The student will produce the target sound(s) / / in syllables. A04d The student will produce the target sound(s) / / in syllables. A05a The student will produce the target sound(s) / / in words. A05b The student will produce the target sound(s) / / in words. A05c The student will produce the target sound(s) / / in words. A05d The student will produce the target sound(s) / / in words. A05e The student will produce the target sound(s) / / in words. (1 of 33)4/11/2006 2:46:43 PM

2 A06a The student will produce the target sound(s) / / in phrases. A06b The student will produce the target sound(s) / / in phrases. A06c The student will produce the target sound(s) / / in phrases. A06d The student will produce the target sound(s) / / in phrases. A07a The student will produce the target sound(s) / / in structured sentences. A07b The student will produce the target sound(s) / / in structured sentences. A07c The student will produce the target sound(s) / / in structured sentences. A07d The student will produce the target sound(s) / / in structured sentences. A08a The student will produce the target sound(s) / / in spontaneous sentences. A08b The student will produce the target sound(s) / / in spontaneous sentences. A08c The student will produce the target sound(s) / / in spontaneous sentences. A08d The student will produce the target sound(s) / / in spontaneous sentences. A09a The student will produce the target sound(s) / / when reading. A09b The student will produce the target sound(s) / / when reading. A09c The student will produce the target sound(s) / / when reading. A09d The student will produce the target sound(s) / / when reading. A10a The student will produce the target sound(s) / / in a variety of language activities. A10b The student will produce the target sound(s) / / in a variety of language activities. A10c The student will produce the target sound(s) / / in a variety of language activities. (2 of 33)4/11/2006 2:46:43 PM

3 A10d The student will produce the target sound(s) / / in a variety of language activities. A11a The student will produce the target sound(s) / / in structured conversation. A11b The student will produce the target sound(s) / / in structured conversation. A11c The student will produce the target sound(s) / / in structured conversation. A11d The student will produce the target sound(s) / / in structured conversation. A12a The student will produce the target sound(s) / / in spontaneous conversation. A12b The student will produce the target sound(s) / / in spontaneous conversation. A12c The student will produce the target sound(s) / / in spontaneous conversation. A12d The student will produce the target sound(s) / / in spontaneous conversation. A13a The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity. A13b The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity. A13c The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity. A13d The student will produce and maintain the target sound(s) / / in the academic setting during an oral activity. AO01 AO02 AO03 AO04 AO05 The student will tolerate tactile sensation when oral musculature is firmly stroked with gloved hand, tongue depressor, toothette, or oral-swab. The student will maintain enough lip tonus to prevent dribbling from a cup for one swallow at a time. The student will demonstrate adequate air volume with sufficient force to make a tissue or cotton ball move. The student will demonstrate adequate breath control by sustaining vowel production for 6-8 seconds. The student will swallow pooled saliva as necessary to prevent drooling. (3 of 33)4/11/2006 2:46:43 PM

4 AO06 AO07 AO08 AO09 AO10 AO11 The student will demonstrate correct oral-facial resting posture (lips slightly closed, tongue up, and jaw gently relaxed). The student will complete jaw stability exercises following therapist model. The student will complete lip closure technique exercises following therapist's model. The student will complete lip rounding/protruding/spreading exercises following therapist's model. The student will complete tongue mobility and strengthening exercises following therapist's model. The student will complete oral muscle tone exercises following therapist's model. AO12 The student will produce speech with appropriate pitch, loudness and rate. AO13 AO14 AO15 AO16 The student will demonstrate a normal swallowing pattern. The student will be able to swallow liquids without aspiration. The student will be able to swallow thicken liquids (i.e., pudding) without aspiration. The student will be able to chew and swallow solid foods without aspiration. AP01 The student will produce final consonants / / without deletion in words. AP02 The student will produce final consonants / / without deletion in sentences.. AP03 The student will produce final consonants / / without deletion in conversation. AP04 AP05 AP06 AP07 AP08 The student will produce the initial, unvoiced sounds (phonemes) / / in words without voicing. The student will produce the initial, unvoiced sounds (phonemes) / / in sentences without voicing. The student will produce the initial, unvoiced sounds (phonemes) / / in conversation without voicing. The student will produce 2 and 3 syllable words without syllable deletion. The student will produce 2 and 3 syllable words in sentences without syllable deletion. (4 of 33)4/11/2006 2:46:43 PM

5 AP09 The student will produce 2 and 3 syllable words in conversation without syllable deletion. AP10 The student will produce the palatal sounds (phonemes) / / in words without fronting. AP11 The student will produce the palatal sounds (phonemes) / / in sentences without fronting. AP12 The student will produce the palatal sounds (phonemes) / / in conversation without fronting. AP13 The student will produce the affricate sounds (phonemes) / / in words without deaffrication. AP14 The student will produce the affricate sounds (phonemes) / / in sentences without deaffrication. AP15 The student will produce the affricate sounds (phonemes) / / in conversation without deaffrication. AP16 The student will produce the velar sounds (phonemes) / / in words without fronting. AP17 The student will produce the velar sounds (phonemes) / / in sentences without fronting. AP18 The student will produce the velar sounds (phonemes) / / in conversation without fronting. AP19 The student will produce consonant sounds (phonemes) / / in words without consonant harmony. AP20 The student will produce consonant sounds (phonemes) / / in sentences without consonant harmony. AP21 The student will produce consonant sounds (phonemes) / / in conversation without consonant harmony. AP22 The student will produce the strident consonants / / in words without stridency deletion. AP23 The student will produce the strident consonants / / in sentences without stridency deletion. AP24 The student will produce the strident consonants / / in conversation without stridency deletion. AP25 AP26 AP27 The student will produce the fricative and/or affricate sounds (phonemes) / / in words without using stopping. The student will produce the fricative and/or affricate sounds (phonemes) / / in sentences without using stopping. The student will produce the fricative and/or affricate sounds (phonemes) / / in conversation without using stopping. (5 of 33)4/11/2006 2:46:43 PM

6 AP28 AP29 AP30 The student will produce consonant clusters in words without cluster reduction. The student will produce consonant clusters in sentences without cluster reduction. The student will produce consonant clusters in conversation without cluster reduction. AP31 The student will produce the final voiced consonants / / in words without devoicing. AP32 The student will produce the final voiced consonants / / in sentences without devoicing. AP33 The student will produce the final voiced consonants / / in conversation without devoicing. AP34 The student will produce the liquid sounds (phonemes) / / in words without simplification or gliding. AP35 The student will produce the liquid sounds (phonemes) / / in sentences without simplification or gliding. AP36 The student will produce the liquid sounds (phonemes) / / in conversation without simplification or gliding. AP37 The student will produce the initial consonants / / in words without omission. AP38 The student will produce the initial consonants / / in sentences without omission. AP39 The student will produce the initial consonants / / in conversation without omission. AP40 The student will produce consonant sounds (phonemes) / / in words without glottal replacement. AP41 The student will produce consonant sounds (phonemes) / / in sentences without glottal replacement. AP42 The student will produce consonant sounds (phonemes) / / in conversation without glottal replacement. AP43 The student will produce the anterior sounds / / in words without backing to velars. AP44 The student will produce the anterior sounds / / in sentences without backing to velars. AP45 The student will produce the anterior sounds / / in conversation without backing to velars. AP46 The student will produce the vowels / / without substitution or distortion. (6 of 33)4/11/2006 2:46:43 PM

7 AP47 The student will produce 3-consonant clusters / / without cluster reduction. AP48 The student will produce the medial consonants / / without deletion or substitution. AP49 AP50 AP51 AX01 AX02 AX03 AX04 AX05 AX06 AX07 AX08 AX09 AX10 AX11 AX12 AX13 AX14 AX15 The student will produce the postvocalic ""r"" without vowelization. The student will produce complex consonant sequences without reduction. The student will produce multi-syllabic words without syllable deletion. The student will produce simple vowels (V). The student will produce dipthongs (VV). The student will produce repetitive syllables (CVCV) (i.e., mama, boo boo). The student will produce consonant vowel combinations (CV)(i. e., me, no). The student will produce vowel, consonant, vowel combinations (VCV) (i.e., open, apple). The student will produce repetitive syllables with vowel change (CV1CV2) (i.e., baby). The student will produce simple monosyllables with assimilation (CVC) ( i.e., Mom, Dad). The student will produce bilabial assimilation words (CVC) (boom, mop). The student will produce tip-alvealor assimilation words (CVC) ( dot, nut). The student will produce simple polysyllabic words (CVCVCV) (banana) in sentences. The student will produce simple bi-syllabics with consonant and vowel change (C1V1C2V2)(i.e., potty) in words. The student will produce simple bi-syllabics with consonant and vowel change (C1V1C2V2)(i.e., honey) in sentences. The student will produce complex consonants in varied syllables. The student will produce complex consonants in words. The student will produce complex consonants in sentences. (7 of 33)4/11/2006 2:46:43 PM

8 AX16 AX17 AX18 AX19 AX20 AX21 AX22 AX23 The student will produce 2-consonant clusters (CCVC) (i.e., swim) in words. The student will produce 2-consonant clusters (CCVC) in sentences. The student will produce front-to-back and back-to-front combinations in words. The student will produce front-to-back and back-to-front combinations in sentences. The student will produce complex bi-syllable combinations (CVCVC) in words. The student will produce complex bi-syllable combinations (CVCVC) in sentences. The student will produce multi-syllabics (CVCVCV) (i.e.,potato) in words. The student will produce multi-syllabics (CVCVCV) in sentences. F The student will demonstrate improved communication skills in the area of fluency with mastery of out of objectives. Obj.Code F01 F02 F03 Description The student will implement appropriate fluency techniques to establish fluent speech. The student will discriminate between fluent and dysfluent speech and accompanying behaviors. The student will discriminate between fluent and dysfluent speech in others' speech. F04 The student will identify and discriminate the tension level (1-10) of an initial speech sound in others' speech. F05 F06 F07 F08 F09 The student will discriminate between ""bumpy"" and ""smooth"" speech. The student will describe the process of normal speech production. The student will identify the speech helpers. The student will identify articulators used in producing individual speech sounds. The student will identify the place tension occurs in producing individual speech sounds. (8 of 33)4/11/2006 2:46:43 PM

9 F10 F11 F12 F13 F14 F15 F16 F17 F18 The student will identify the tension level of oral and laryngeal muscles using a scale of 1-10 during (a) rest; (b) normal speech production (c) pseudostuttered words. The student will identify his/her own dysfluent speech and accompanying behaviors. The student will identify the tension level of a stuttering spasm on a scale of The student will identify secondary characteristics accompanying his/her own dysfluent speech. The student will identify specific avoidance behaviors. The student will identify his/her own personal capacities and demands for speech. The student will describe the type of dysfluencies. The student will identify and imitate (a) easy dysfluency and (b) hard dysfluency. The student will modify dysfluencies and accompanying behaviors. F19 The student will produce ""Whispered Speech"" with a model. F20 F21 F22 F23 F24 F25 F26 F27 F28 F29 The student will strengthen oral motor patterning and timing. The student will reduce secondary behaviors associated with his/her own dysfluency. The student will produce ""Whispered Speech"" without a model. The student will produce ""easy speech"" in words, phrases and sentences with a model. The student will produce ""easy speech"" in words, phrases and sentences without a model. The student will use ""easy speech"" during structured activities in the speech room. The student will use ""easy speech"" during structured activities outside the speech room.. The student will use ""easy speech"" while reading in the speech room. The student will use ""easy speech"" while reading outside the speech room. The student will use ""easy speech"" while describing simple objects in the speech room. (9 of 33)4/11/2006 2:46:43 PM

10 F30 F31 F32 F33 F34 F35 F36 F37 F38 F39 F40 F41 F42 F43 F44 F45 F46 F47 F48 F49 The student will use ""easy speech"" while conversing with therapist in the speech room. The student will use ""easy speech"" while conversing with others in the speech room. The student will use ""easy speech"" while conversing outside the speech room. The student will learn to relax oral, clavicular, back and neck muscles. The student will relax speech muscles prior to speech onset. The student will modify his/her dysfluencies using a tension scale of The student will begin speech onset with a relaxed airflow (tension level 1-3-4) for ""Easy Onset"". The student will use ""Easy Onset"" to begin each segment after a pause, breath, etc. The student will demonstrate continuous airflow with (a) a model (b) without a model. This student will continue the airflow and stuttered sound while decreasing tension of appropriate speech muscles (Pull Out). The student will use ""Pull Out"" techniques to lesson stuttered spasm. The student will develop strategies to reduce stress in speaking situations. The student will develop strategies to modify time pressure in speaking situations. The student will develop strategies to modify responses to teasing and pity. The student will lengthen/shorten the moment of dysfluency. The student will use fluent speech in words. The student will use fluent speech in words during structured activities in the speech room. The student will use fluent speech in word during structured activities outside the speech room. The student will use fluent speech in phrases. The student will use fluent speech in phrases with an ""easy onset"" and ""continuous speech"". (10 of 33)4/11/2006 2:46:43 PM

11 F50 F51 F52 F53 F54 F55 F56 F57 F58 F59 F60 F61 F62 F63 F64 F65 F66 F67 F68 F69 The student will use fluent speech in phrases in the speech room. The student will use fluent speech in phrases outside the speech room. The student will use fluent speech in sentences. This student will use fluent speech in sentences with an ""easy onset"" and continuous speech"". The student will use fluent speech in sentences in the speech room. The student will use fluent speech in sentences outside the speech room. The student will use fluent speech during a reading activity. The student will read fluently using an ""easy onset"" and ""continuous speech"" in the speech room. The student will read fluently using an ""easy onset"" and ""continuous speech"" outside the speech room. The student will use fluent speech in reading a written report in the classroom. The student will use fluent speech in structured conversation. The student will use fluent speech in structured conversation while describing objects, events, movies, stories, etc. The student will use fluent speech during a prepared oral presentation in the speech room. The student will use fluent speech during a prepared oral presentation outside the speech room. The student will use fluent speech to recite a poem, story, play, etc. The student will use fluent speech while conducting a prepared survey outside the speech room. The student will use fluent speech to gain information over the phone from a prepared questionnaire. The student will use appropriate eye contact with the listener while engaged in structured conversation. The student will use fluent speech in unstructured conversation. The student will use fluent speech to teach fluency modification techniques to (a) a professional; (b) another dysfluent student. (11 of 33)4/11/2006 2:46:43 PM

12 HHA F70 F71 F72 F73 F74 F75 F76 F77 F78 F79 The student will teach the anatomy of speech to (a) another dysfluent student; (b) his/her family; (c) his/her friends. The student will use fluent speech to teach the tension scale and relaxation techniques to another dysfluent student. The student will use fluent speech in an unstructured conversation with the (a) therapist; (b) teacher; (c) friends; (d) family; (e) strangers.. The student will use appropriate eye contact with the listener while engaged in unstructured conversation. The student will use fluent speech in other settings. The student will use fluent speech while talking on the telephone. The student will use fluent speech while ordering in a restaurant. The student will use fluent speech while shopping. The student will maintain fluent speech in a variety of situations outside the speech room. The student will monitor his/her own dysfluencies and implement appropriate modification techniques to establish fluent speech. The student will demonstrate improved communication in the area of auditory skills with mastery of out of objectives. Obj.Code HHA01 HHA02 HHA03 HHA04 HHA05 HHA06 HHA07 Description The student will demonstrate spontaneous awareness of sound. The student will complete steps on the Sound Awareness Level of the Auditory Learning Guide. The student will complete steps on the Phoneme Level of the Auditory Learning Guide. The student will complete steps on the Discourse Level of the Auditory Learning Guide. The student will complete steps on the Sentence Level of the Auditory Learning Guide. The student will complete steps on the Word Level of the Auditory Learning Guide. The student will demonstrate awareness of sound by making a conditioned response. (12 of 33)4/11/2006 2:46:43 PM

13 HHA08 HHA09 HHA10 HHA11 HHA12 HHA13 HHA14 HHA15 HHA16 HHA17 HHA18 HHA19 HHA20 HHA21 HHA22 HHA23 HHA24 HHA25 HHA26 The student will search for or localize sound source. The student will discriminate and identify linguistic and nonlinguistic sounds. The student will discriminate and identify environmental sounds. The student will discriminate and identify linguistic messages differing in length. The student will discriminate and identify linguistic messages differing in loudness. The student will discriminate and identify the voice of man, woman, and child. The student will discriminate and identify linguistic messages differing in rhythm, stress, and intonation. The student will discriminate stereotypic directions. The student will follow ongoing speech accompanied by printed or illustrated test by a) repeating last word heard, b) providing the appropriate next word. The student will complete known linguistic messages. The student will identify groups of related words presented auditorily by a) naming category, b) providing other related words. The student will discriminate words in which the vowels and consonants differ. The student will discriminate rhyming words by a) choosing from a closed set, b) providing additional rhyming word. The student will discriminate between words in which the consonants are identical and the vowels differ. The student will discriminate between words in which the vowels are identical and the consonants differ in manner and place. The student will discriminate between words in which the vowels are identical and one consonant differs only in manner of articulation. The student will discriminate between words in which the vowels are identical and one consonant differs only in place of articulation. The student will discriminate between words in which the vowels are identical and one consonant differs only in voicing. The student will follow single familiar directions. (13 of 33)4/11/2006 2:46:43 PM

14 HHA27 HHA28 HHA29 HHA30 HHA31 HHA32 HHA33 HHA34 HHA35 HHA36 HHA37 HHA38 HHA39 HHA40 The student will sequence two critical elements in a message. The student will recall three critical elements in a message. The student will follow multi-element directions. The student will sequence series of multi-element directions. The student will make identification from a closed set based on several related descriptors. The student will make identification from an open set based on several related descriptors. The student will sequence three events from a story presented orally with the topic disclosed. The student will sequence three events from a story presented orally with the topic undisclosed. The student will recall five details of an event, story or lesson. The student will sequence five events from a story presented orally with the topic disclosed.. The student will sequence five events from a story presented orally with the topic undisclosed.. The student will demonstrate understanding by answering questions about the main idea of a lesson or complex story. The student will answer questions requiring comprehension of the main idea of a short conversation. The student will paraphrase remarks of other speaker (s). HHA41 "The student will offer spontaneous relevant remarks in a) structured conversations, b) a classroom discussion, and c) an unstructured conversation." HHA42 HHA43 HHA44 The student will demonstrate COMPREHENSION of the following selected target structures from the Bloom/Lahey Language Development Profile when given structured situations, objects, pictures, or verbal prompting:. "The student will IMITATE the following selected target structures from the Bloom/Lahey Language Development Profile when given a verbal model with/without visual prompting:." "The student will demonstrate FUNCTIONAL USE of the following selected target structures from the Bloom/Lahey Language Development Profile when given structured spontaneous situations, objects, pictures, or verbal prompting:." (14 of 33)4/11/2006 2:46:43 PM

15 HHA45 HHA46 HHA47 HHA48 HHA49 HHA50 HHA51 HHA52 HHA53 HHA54 HHA55 HHA56 HHA57 HHA58 The student will comprehend, imitate and spontaneously produce the following Phase target structures from the Bloom/Lahey Language Development Profile: The student will complete the following vocabulary tasks in conjunction with a thematic unit: a) recognize and name, b) state attributes and functions, c) use in context. The student will engage in vocal play. The student will vocalize appropriately for attention or needs. The student will vocalize appropriately on demand. The student will imitate varying vocal play. The student will imitate length of speech utterance. The student will imitate vocal intensity. The student will imitate number of syllables. The student will imitate vocal pitch. The student will imitate stress features of speech. The student will mitate rhythmic pattern of speech. The student will imitate intonational features of speech. The student will Imitate phonemic features of speech. HHA59 "The student will produce the LING Step I consonants [p, b, m, h, w, f, th, TH] in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words." HHA60 "The student will produce the LING Step II consonants [t, d, n, l, s, z, sh, y] in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words." HHA61 "The student will produce the LING Step III consonants [k, g, ch, j, ng] in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words." HHA62 HHA63 HHA64 HHA65 The student will produce vowels and diphthongs in a) isolation, b) syllables repeated, c) syllables alternated, and d) familiar words. The student will modify vocal intensity when given cues and/or modeling. The student will modify durational features of speech when given cues and/or modeling. The student will modify vocal pitch when given cues and/or modeling. (15 of 33)4/11/2006 2:46:43 PM

16 HHA66 HHA67 HHA68 HHA69 The student will modify stress features of speech when given cues and/or modeling. The student will modify rhythmic pattern of speech when given cues and/or modeling. The student will modify intonational features of speech when given cues and/or modeling. The student will modify phonemic features of speech when given cues and/or modeling. HHA70 The student will produce sounds with appropriate PLACE for ( ) labials, ( ) alveolars, ( ) velars in words HHA71 HHA72 HHA73 HHA74 HHA75 HHA76 HHA77 HHA78 HHA79 HHA80 HHA81 HHA82 HHA83 The student will produce sounds with appropriate MANNER for ( ) stops, ( ) nasals, ( ) fricatives, ( ) liquids in words. The student will produce sounds with appropriate VOICE in words. The student will demonstrate the following skills 5-6 feet from sound source in a quiet classroom: The student will demonstrate the following skills across the room from sound source in a quiet classroom: The student will demonstrate the following skills next to sound source in a classroom with normal sound level: The student will demonstrate the following skills 5-6 feet from sound source in a classroom with a normal noise level: The student will demonstrate the following skills across the room from sound source in a classroom with normal noise level: The student will demonstrate the following skills next to sound source in a noisy classroom: The student will demonstrate the following skills 5-6 feet from sound source in a noisy classroom: The student will demonstrate the following skills across the room from sound source in a noisy classroom: The student will demonstrate the following skills when verbal distraction is across the room from pupil and sound source: The student will demonstrate the following skills when verbal distraction is 5-6 feet from pupil and sound source: The student will demonstrate the following skills when verbal distraction is next to pupil and sound source: (16 of 33)4/11/2006 2:46:43 PM

17 HHA84 HHA85 HHA86 HHA87 HHA88 HHA89 HHA90 The student will demonstrate the following skills when sound source is at various distances from pupil and verbal distraction: The student will complete a functioning check each school day morning of hearing aid/auditory trainer/speech processor. The student will wear hearing aid/auditory trainer/speech processor 100% of the time during the school day. The student will keep at least 2 extra batteries in the classroom for hearing aid/speech processor. The student will maintain proper care of hearing aid/speech processor/auditory trainer 100% of the time. The student will demonstrate self-advocacy skills by communicating need for a) preferential seating, b) utilization of teacher microphone, c) repetition and/or clarification of information presented by teacher or peers. The student will student will tell or write down grades earned in regular classes for the special education teacher. HHA91 The student will student will tell or write down dates of tests, reports, or projects in the regular class for the special education teacher. HHA92 The student will student will bring classwork he does not understand or complete to the itinerant class for assistance. L The student will demonstrate improved communication skills in the area of language development with mastery of out of objectives. Obj.Code LA01 LA02 LA03 LA04 LA05 Description The student will discriminate environmental sound differences. The student will discriminate from among the following auditory qualities: loudness/softness, fast/slow tempo, long/short duration, high/low pitch. The student will discriminate between word pairs which differ in one or more of the following manners: initial sounds, medial sounds, final sounds, vowel sounds. The student will discriminate sounds that sound the same and different. The student will identify the positions of sounds in words (i.e. initial, medial, final). (17 of 33)4/11/2006 2:46:43 PM

18 LA06 LA07 LA08 LA09 LA10 LA11 LA12 LA13 LA14 LA15 LA16 LA17 LA18 LA20 LA21 LA22 LA23 LA24 LA25 LA26 LE01 LE02 The student will identify rhyming words. The student will increase phonemic awareness by performing various tasks requiring vowel substitutions, syllabication and consonant location. The student will sound blend up to _ phonemes and _ syllables. The student will auditorially close words, stories or language situations. The student will identify phonemes in the presence of background noise/competing messages. The student will carry out oral commands of increasing length. The student will identify the actions in oral directions. The student will paraphrase oral directions. The student will identify steps in oral directions. The student will follow 2-3 stage commands presented aloud. The student will recall numbers in a series. The student will follow 2-3 stage commands presented aloud in the presence of background noise/competing messages. The student will recall significant facts and/or information derived from sentences/stories/conversations. The student will identify the main idea in stories read aloud. The student will comprehend and answer Wh-questions (i.e. Who, What, Where, Where, When, How, Why) about stories read aloud." The student will relate details derived from past experiences. The student will sequence events derived from past experiences. The student will sequence stories/directions/songs. The student will answer questions about sequences in paragraphs and stories (i.e. Did Jan buy the milk after she got to the store? Did Jim put his shoes on last?). The student will improve auditory word finding abilities by incorporating one or more of the following strategies: phonetic cues, associative/semantic cues, melodic stress. The student will imitate vocalizations. The student will imitate inflections and duration of vocalization. (18 of 33)4/11/2006 2:46:43 PM

19 LE03 LE04 LE05 LE06 LE07 LE08 LE09 LE10 LE11 LE12 LE13 LE14 LE15 LE16 LE17 LE18 LE19 LE20 LE21 LE22 The student will produce spontaneous vocalizations. The student will name vocabulary from one or more of the following concept areas: spatial, quantity, quality, time. The student will name vocabulary from the among the following categories: body parts/senses, food, clothing, household items, animals, emotions, transportation. The student will participate in games requiring turn taking. The student will be able to express automatic and familiar vocalizations such as : family members' names, ""ouch"", ""mine"", The student will be able to ask for help verbally or nonverbally. The student will be able to express wants and need through gestures/vocalizations or symbols. The student will be able to anticipate the occurrence of repetitive words, lyrics, or movements. The student will be able to vocalize/gesture or sign for a change in activity. The student will be able to name body parts on self. The student will be able express personal information such as full name, address, age, etc. The student will be able to increase his/her MLU to utterances. The student will be able to tell about remote events. The student will generate 3-4 sentences describing a picture scene. The student will be able to generate a sentence using target words provided by the therapist. The student will be able to name items when given their definition. The student will be able to identify the category of a group of objects/pictures. The student will be able to describe objects in terms of likenesses and differences. The student will be able to retell a story without deleting critical information. The student will be able to rearrange scrambled words to form sentences. (19 of 33)4/11/2006 2:46:43 PM

20 LE23 LE24 LE25 LE26 LE27 LE28 LE29 LE30 LE31 LE32 LE33 LE34 LE35 LE36 LE37 LE38 LE39 LE40 LE41 LE42 LE43 LE44 LE45 LE46 LE47 LE48 The student will be able to perform various expressive reasoning tasks. The student will be able to describe objects using two or more of the following descriptors: category, function, size, shape, composition, parts. The student will be able to complete analogies. The student will be able to generate antonyms and synonyms from target vocabulary. The student will be able to generate and explain multiple meaning words. The student will be able to explain a joke or riddle. The student will be able to paraphrase directions. The student will be able to combine 2-3 sentences into one sentence. The student will express pronoun and verb phrases. The student will express adjective and noun phrases. The student will express noun and adjective phrases. The student will express pronoun and adjective phrases. The student will express verb and it, this, that phrases. The student will express verb, adverb/adjective phrases. The student will express negation. The student will express word 'wh' questions. The student will express noun-verb-noun phrases. The student will express verb-noun-noun phrases. The student will express verb-noun-verb phrases. The student will express verb-verb-noun phrases. The student will express word phrases including pronoun. The student will express verb-adjective-noun phrases. The student will express word phrases including adjective/adverb. The student will express noun-preposition-noun phrases. The student will express word negation phrases. The student will express word 'wh' questions. (20 of 33)4/11/2006 2:46:43 PM

21 LE49 LE50 LE51 LE52 LE53 LE54 LE55 LE56 LE57 LE58 LE59 LE60 LE61 LE62 LE63 LE64 LE65 LE66 LP01 LP02 LP03 The student will express one or more of the following pronouns in phrases-sentences: demonstrative, personal, indefinite, reflexive. The student will express the articles (a, an, the) in phrases/ sentences. The student will express regular plurals in phrases/sentences. The student will express irregular plurals in phrases/sentences. The student will express the possessive marker (s) in phrases/ sentences. The student will express the present progressive marker (ing) in phrases/sentences. The student will express one or more of the following copulas (am, is, are, was, were) in phrases/sentences. The student will express the present tense marker (s) in phrases/sentences. The student will express the regular past tense marker (ed) in phrases/sentences. The student will express irregular past tense in phrases/ sentences. The student will express future tense in phrases/sentences. The student will express 'wh' questions in phrases/sentences. The student will express yes/no interrogative in phrases/ sentences. The student will express one or more of the following modals (can, could, should, would, may, might, will, do, does, did) in phrases/sentences. The student will express the active/passive voice in phrases/ sentences. The student will produce conjunctions in phrases/sentences. The student will produce negatives in phrases/sentences. The student will produce contractions in phrases/sentences. The student will demonstrate communicative intent through turn taking. The student will demonstrate communicative intent through gesturing. The student will demonstrate communicative intent through labeling. (21 of 33)4/11/2006 2:46:43 PM

22 LP04 LP05 LP06 LP07 LP08 LP09 LP10 LP11 LP12 LP13 LP14 LP15 LP16 LP17 LP18 LP19 LP20 LP21 LP22 The student will demonstrate communicative intent through answering questions. The student will demonstrate communicative intent by requesting an action. The student will demonstrate communicative intent by requesting an answer. The student will demonstrate communicative intent through calling. The student will demonstrate communicative intent through greeting. The student will demonstrate communicative intent through protesting. The student will demonstrate communicative intent through repeating. The student will demonstrate communicative intent through role playing. The student will gain attention of others appropriately. The student will take turns in conversations appropriately. The student will maintain conversational topics appropriately. The student will express one or more of the following rote social exchanges appropriately: greetings, farewell, introductions, request to repeat, appreciation. The student will express one or more of the following informational communication acts: personal data, requests of others, description of objects/people/pictures,story telling. The student will express one or more of the following controlling communication acts appropriately: suggestions, permission, reasons, favors, complaints, intentions. The student will express one or more of the following emotions appropriately: apologies, agreement, disagreement, support, compliments, affection, positive feelings. The student will demonstrate appropriate tone of voice in varying situations. The student will demonstrate appropriate personal space. The student will be able to comprehend nonverbal cues of others. The student will refuse the request of others politely. (22 of 33)4/11/2006 2:46:43 PM

23 LP23 LP24 LP25 LP26 LP27 LP28 LR01 LR02 LR03 LR04 LR05 LR06 LR07 LR08 LR09 LR10 LR11 LR12 LR13 LR14 LR15 LR16 LR17 LR18 LR19 The student will demonstrate appropriate negotiating skills. The student will make relevant remarks in a conversation with peers. The student will initiate conversation with adults. The student will initiate conversation with peers. The student will be able to change topics appropriately. The student will demonstrate active listening through eye contact and nonverbal cues. The student will establish and exchange eye contact. The student will visually track moving object and/or people. The student will appropriately request and respond to attention nonverbally. The student will recognize objects within the environment. The student will establish object permanence. The student will imitate movements with objects. The student will perform appropriate movements with objects. The student will match identical objects. The student will match identical pictures. The student will match object to like-picture or picture to likeobject. The student will demonstrate the use and function of objects appropriately. The student will appropriately transfer an object from one location to another. The student will comprehend vocabulary from one or more of the following concept areas: spatial, quantity, quality, time. The student will comprehend vocabulary from the among the following categories: body parts/senses, food, clothing, household items, animals, emotions, transportation. The student will identify nouns. The student will comprehend noun-verb-noun phrases. The student will comprehend verb-noun-noun phrases. The student will comprehend verb-noun-verb phrases. The student will comprehend verb-verb-noun phrases. (23 of 33)4/11/2006 2:46:43 PM

24 LR20 LR21 LR22 LR23 LR24 LR25 LR26 LR27 LR28 LR29 LR30 LR31 LR32 LR33 LR34 LR35 LR36 LR37 LR38 LR39 The student will comprehend 3 word phrases including pronouns. The student will comprehend verb-adjective-noun phrases. The student will comprehend 3 word phrases including adjective/ adverb. The student will comprehend noun-preposition-noun phrases. The student will comprehend 3 word phrases including: nouns, verbs, pronouns, adjectives, adverbs, prepositions. The student will comprehend 3 word negation phrases. The student will comprehend 3 word 'wh' questions. The student will comprehend one or more of the following pronouns in phrases/sentences: demonstrative, personal, indefinite, reflexive. The student will comprehend the articles (a, an, the) in phrases/sentences. The student will comprehend regular plurals in phrases/ sentences. The student will comprehend irregular plurals in phrases/ sentences. The student will comprehend the possessive marker (s) in phrases/sentences. The student will comprehend the present progressive marker (ing) in phrases/sentences. The student will comprehend one or more of the following copulas (am, is, are, was, were) in phrases/sentences. The student will comprehend the present tense marker (s) in phrases/sentences. The student will comprehend the regular past tense marker (ed) in phrases/sentences. The student will comprehend irregular past tense in phrases/ sentences. The student will comprehend future tense in phrases/sentences. The student will comprehend 'wh' questions in phrases/ sentences. The student will comprehend yes/no interrogative in phrases/ sentences. (24 of 33)4/11/2006 2:46:43 PM

25 LR40 LR41 LR42 LR43 LR44 LR46 LR47 LR48 LR49 LR50 LR51 LR52 LR53 LR54 LR55 LR56 PS01 PS02 PS03 PS04 PS05 PS06 PS07 PS08 PS09 The student will comprehend one or more of the following modals (can, could, should, would, may, might, will, do, does, did) in phrases/sentences. The student will comprehend the active/passive voice in phrases/sentences. The student will comprehend conjunctions in phrases/sentences. The student will comprehend negatives in phrases/sentences. The student will comprehend contractions in phrases/sentences. The student will comprehend the following ""WH"" questions The student will identify objects by their function. The student will be able to comprehend homonyms. The student will be able to comprehend antonyms. The student will be able to comprehend synonyms. The student will be able to group objects/pictures according to category. The student will be able to identify a picture/object that doesn't belong out of 4 pictures. The student will be able to comprehend absurdities/ambiguities from verbal information. The student will be able to comprehend idioms/metaphors. The student will be able to comprehend a joke or riddle. The student will be able to comprehend analogies. The student will use sign, symbol or voice output device to request actions and/or objects. The student will activate a switch for cause and effect. The student will activate a switch for auditory or visual tending. The student will vocalize during pleasurable activities. The student will turn to vocalization The student will turn take with vocalizations. The student will vocalize consonant plus vowel or vowel plus consonant. The student will signal to continue movement. The student will wave""hi"" or ""bye"" at an appropriate time given cues or minimum assistance. (25 of 33)4/11/2006 2:46:43 PM

26 PS10 PS11 PS12 PS13 PS14 PS15 PS16 PS17 PS18 PS19 PS20 PS21 PS22 PS23 PS24 PS25 PS26 PS27 PS28 PS29 PS30 PS31 PS32 The student will laugh during playful adult interaction. The student will eye-gaze during pleasurable or joint action routines. The student will demonstrate eye-gaze during pleasurable or joint action routines. The student will reject or protest by using gesture, sign, symbol, speech or vocalization (other than crying). The student will use motor movement, gesture or speech to gain attention. The student will participate in turn-taking with a peer. The student will participate in turn-taking with an adult. The student will point to, show or give an item to an adult when it is named. The student will match identical objects. The student will match identical pictures The student will name common objects. The student will point to body parts when named. The student will name body parts. the student will attend to pictures or photos as they are named for a short period of time. The student will group objects into at least three groups. The student will demonstrate comprehension of target vocabulary (nouns). The student will demonstrate comprehension of target vocabulary (verbs). The student will demonstrate comprehension of target vocabulary (descriptors). The student will demonstrate comprehension of target vocabulary (pronouns). The student will demonstrate comprehension of target vocabulary (concept words). The student will demonstrate use of target vocabulary. The student will use at least ten words or approximations of words. The student will refer to self by name. The student will use the pronouns, ""I, me, you"". (26 of 33)4/11/2006 2:46:43 PM

27 PS33 PS34 PS35 PS36 PS37 PS38 PS39 PS40 PS41 PS42 PS43 PS44 PS45 PS46 PS47 PS48 PS49 PS50 PS51 PS52 PS53 PS54 PS55 PS56 PS57 PS58 PS59 PS60 PS61 The student will follow a simple direction. The student will follow a complex direction. The student will attend to a story when read out loud. The student will attend to a story, supplying some words. The student will attend to a story, answering simple questions. The student will combine 2 words. The student will combine 3 words. The student will imitate 2-3 word phrases/sentences. The student will imitate 4-5 word phrases/sentences. The student will produce word phrases/sentences. The student wil relate routine experiences. The student will relate novel experiences. The student will demonstrate comprehension of a visual schedule. The student will respond ""yes"" or ""no"" to simple questions. The student will identiry objects or pictures of objects by their function. The student will identify at least two parts of an object. The student will imitate gestures during songs or play activities. The student will imitate developmentally appropriate sounds in words. The student will reach of an object named. The student will use social signals to gain attention, great, and express pleasure. The student will engage in an activity presented. The student will answer ""What"" questions. The student will answer ""Where"" questions. The student will answer ""Who"" questions. The student will answer ""Which"" questions. The student will answer ""Why"" questions. The student will recognize and use pronouns. The student will recognize and use regular plurals. The student will recognize and use regular verbs. (27 of 33)4/11/2006 2:46:43 PM

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

Sample Goals and Benchmarks

Sample Goals and Benchmarks Sample Goals and Benchmarks for Students with Hearing Loss In this document, you will find examples of potential goals and benchmarks for each area. Please note that these are just examples. You should

More information

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4 Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy 1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

GOLD Objectives for Development & Learning: Birth Through Third Grade

GOLD Objectives for Development & Learning: Birth Through Third Grade Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages 3-5 - Adopted: 2013

More information

Language Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin

Language Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin Stromswold & Rifkin, Language Acquisition by MZ & DZ SLI Twins (SRCLD, 1996) 1 Language Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin Dept. of Psychology & Ctr. for

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

TEKS Comments Louisiana GLE

TEKS Comments Louisiana GLE Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.

More information

1. REFLEXES: Ask questions about coughing, swallowing, of water as fast as possible (note! Not suitable for all

1. REFLEXES: Ask questions about coughing, swallowing, of water as fast as possible (note! Not suitable for all Human Communication Science Chandler House, 2 Wakefield Street London WC1N 1PF http://www.hcs.ucl.ac.uk/ ACOUSTICS OF SPEECH INTELLIGIBILITY IN DYSARTHRIA EUROPEAN MASTER S S IN CLINICAL LINGUISTICS UNIVERSITY

More information

Cambridgeshire Community Services NHS Trust: delivering excellence in children and young people s health services

Cambridgeshire Community Services NHS Trust: delivering excellence in children and young people s health services Normal Language Development Community Paediatric Audiology Cambridgeshire Community Services NHS Trust: delivering excellence in children and young people s health services Language develops unconsciously

More information

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal) 1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4

More information

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this

More information

Word Stress and Intonation: Introduction

Word Stress and Intonation: Introduction Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves... BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,

More information

Consonants: articulation and transcription

Consonants: articulation and transcription Phonology 1: Handout January 20, 2005 Consonants: articulation and transcription 1 Orientation phonetics [G. Phonetik]: the study of the physical and physiological aspects of human sound production and

More information

On the Formation of Phoneme Categories in DNN Acoustic Models

On the Formation of Phoneme Categories in DNN Acoustic Models On the Formation of Phoneme Categories in DNN Acoustic Models Tasha Nagamine Department of Electrical Engineering, Columbia University T. Nagamine Motivation Large performance gap between humans and state-

More information

Preschool - Pre-Kindergarten (Page 1 of 1)

Preschool - Pre-Kindergarten (Page 1 of 1) Preschool - Pre-Kindergarten (Page 1 of 1) Strand I: Religious Focus 1. recite the Sign of the Cross in the target language Strand II: Speaking 1. be able to use common greetings: Hello, how are you? 2.

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

ENGLISH LANGUAGE ARTS SECOND GRADE

ENGLISH LANGUAGE ARTS SECOND GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS SECOND GRADE Prepared by: Heather Schill Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content Area: English Language Arts Reading

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Quarterly Progress and Status Report. Voiced-voiceless distinction in alaryngeal speech - acoustic and articula

Quarterly Progress and Status Report. Voiced-voiceless distinction in alaryngeal speech - acoustic and articula Dept. for Speech, Music and Hearing Quarterly Progress and Status Report Voiced-voiceless distinction in alaryngeal speech - acoustic and articula Nord, L. and Hammarberg, B. and Lundström, E. journal:

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

Public Speaking Rubric

Public Speaking Rubric Public Speaking Rubric Speaker s Name or ID: Coder ID: Competency: Uses verbal and nonverbal communication for clear expression of ideas 1. Provides clear central ideas NOTES: 2. Uses organizational patterns

More information

Speech Recognition using Acoustic Landmarks and Binary Phonetic Feature Classifiers

Speech Recognition using Acoustic Landmarks and Binary Phonetic Feature Classifiers Speech Recognition using Acoustic Landmarks and Binary Phonetic Feature Classifiers October 31, 2003 Amit Juneja Department of Electrical and Computer Engineering University of Maryland, College Park,

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,

More information

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL

More information

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark

More information

Understanding and Supporting Dyslexia Godstone Village School. January 2017

Understanding and Supporting Dyslexia Godstone Village School. January 2017 Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by

More information

Speech/Language Pathology Plan of Treatment

Speech/Language Pathology Plan of Treatment Caring for Your Quality of Life Patient s Last Name First Name MI HICN Speech/Language Pathology Plan of Treatment Provider Name LifeCare of Florida Primary Diagnosis(es) Provider No Onset Date SOC Date

More information

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

More information

California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners

California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners California Treasures Combination Classrooms A How-to Guide with Weekly Lesson Planners Combination Classes: The Challenge Teaching combination classes is a formidable challenge. The need to teach two curriculums

More information

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 -

Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 - C.E.F.R. Oral Assessment Criteria Think A F R I C A - 1 - 1. The extracts in the left hand column are taken from the official descriptors of the CEFR levels. How would you grade them on a scale of low,

More information

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d

More information

Phonology Revisited: Sor3ng Out the PH Factors in Reading and Spelling Development. Indiana, November, 2015

Phonology Revisited: Sor3ng Out the PH Factors in Reading and Spelling Development. Indiana, November, 2015 Phonology Revisited: Sor3ng Out the PH Factors in Reading and Spelling Development Indiana, November, 2015 Louisa C. Moats, Ed.D. (louisa.moats@gmail.com) meaning (semantics) discourse structure morphology

More information

Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2

Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Jenny W. Hamilton jenny.hamilton@voyagersopris.com VSLWebinars@voyagersopris.com www.voyagersopriswebinars.com www.facebook.com/voyagersopris

More information

Using a Native Language Reference Grammar as a Language Learning Tool

Using a Native Language Reference Grammar as a Language Learning Tool Using a Native Language Reference Grammar as a Language Learning Tool Stacey I. Oberly University of Arizona & American Indian Language Development Institute Introduction This article is a case study in

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

Missouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary

Missouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary Missouri GLE FIRST GRADE Communication Arts Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to first grade. It is simply

More information

ADHD Classroom Accommodations for Specific Behaviour

ADHD Classroom Accommodations for Specific Behaviour ADHD Classroom Accommodations for Specific Behaviour 1.Difficulty following a plan (has high aspirations but lacks follow-through); wants to get A s but ends up with F s and doesn t understand where he

More information

Large Kindergarten Centers Icons

Large Kindergarten Centers Icons Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

More information

One Stop Shop For Educators

One Stop Shop For Educators Modern Languages Level II Course Description One Stop Shop For Educators The Level II language course focuses on the continued development of communicative competence in the target language and understanding

More information

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent 2 months: Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent Coos, makes gurgling sounds Turns head toward sounds Pays attention to faces

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

SOFTWARE EVALUATION TOOL

SOFTWARE EVALUATION TOOL SOFTWARE EVALUATION TOOL Kyle Higgins Randall Boone University of Nevada Las Vegas rboone@unlv.nevada.edu Higgins@unlv.nevada.edu N.B. This form has not been fully validated and is still in development.

More information

The Common European Framework of Reference for Languages p. 58 to p. 82

The Common European Framework of Reference for Languages p. 58 to p. 82 The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production

More information

Communication Strategies for Children who have Rett Syndrome: Partner-Assisted Communication with PODD

Communication Strategies for Children who have Rett Syndrome: Partner-Assisted Communication with PODD Communication Strategies for Children who have Rett Syndrome: Partner-Assisted Communication with PODD Adopt these Beliefs: Not having speech is not the same as not understanding Everyone Communicates

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Phonetics. The Sound of Language

Phonetics. The Sound of Language Phonetics. The Sound of Language 1 The Description of Sounds Fromkin & Rodman: An Introduction to Language. Fort Worth etc., Harcourt Brace Jovanovich Read: Chapter 5, (p. 176ff.) (or the corresponding

More information

Course Law Enforcement II. Unit I Careers in Law Enforcement

Course Law Enforcement II. Unit I Careers in Law Enforcement Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning

More information

The analysis starts with the phonetic vowel and consonant charts based on the dataset:

The analysis starts with the phonetic vowel and consonant charts based on the dataset: Ling 113 Homework 5: Hebrew Kelli Wiseth February 13, 2014 The analysis starts with the phonetic vowel and consonant charts based on the dataset: a) Given that the underlying representation for all verb

More information

Philosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National

Philosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National Philosophy of Literacy Education Becoming literate is a complex step by step process that begins at birth. The National Association for Young Children explains, Even in the first few months of life, children

More information

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading BASIC TECHNIQUES IN READING AND WRITING Part 1: Reading This handout lists supplementary reading activities for students. If your student does not grasp a concept as presented in a Laubach skill book,

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1 Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English

More information

Formulaic Language and Fluency: ESL Teaching Applications

Formulaic Language and Fluency: ESL Teaching Applications Formulaic Language and Fluency: ESL Teaching Applications Formulaic Language Terminology Formulaic sequence One such item Formulaic language Non-count noun referring to these items Phraseology The study

More information

Strands & Standards Reference Guide for World Languages

Strands & Standards Reference Guide for World Languages The Strands & Standards Reference Guide for World Languages is an Instructional Toolkit component for the North Carolina World Language Essential Standards (WLES). This resource brings together: Strand

More information

The Bruins I.C.E. School

The Bruins I.C.E. School The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words

More information

Part I. Figuring out how English works

Part I. Figuring out how English works 9 Part I Figuring out how English works 10 Chapter One Interaction and grammar Grammar focus. Tag questions Introduction. How closely do you pay attention to how English is used around you? For example,

More information

Developing Grammar in Context

Developing Grammar in Context Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United

More information

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny By the End of Year 8 All Essential words lists 1-7 290 words Commonly Misspelt Words-55 working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from

More information

Programma di Inglese

Programma di Inglese 1. Module Starter Functions: Talking about names Talking about age and addresses Talking about nationality (1) Talking about nationality (2) Talking about jobs Talking about the classroom Programma di

More information

Eliciting Language in the Classroom. Presented by: Dionne Ramey, SBCUSD SLP Amanda Drake, SBCUSD Special Ed. Program Specialist

Eliciting Language in the Classroom. Presented by: Dionne Ramey, SBCUSD SLP Amanda Drake, SBCUSD Special Ed. Program Specialist Eliciting Language in the Classroom Presented by: Dionne Ramey, SBCUSD SLP Amanda Drake, SBCUSD Special Ed. Program Specialist Classroom Language: What we anticipate Students are expected to arrive with

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

More information

Curriculum Scope and Sequence

Curriculum Scope and Sequence Curriculum Scope and Sequence First Baptist Academy Mathematics: Number and Counting Concepts Understand that numbers are used to denote quantity: two birds Count to 10 by rote Count to 10 in Spanish Begin

More information

The ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling

The ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling 2008 Intermediate Level Skills Workbook Group 2 Groups 1 & 2 The ABCs of O-G The Flynn System by Emi Flynn Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling The ABCs of O-G

More information

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

1. READING ENGAGEMENT 2. ORAL READING FLUENCY Teacher Observation Guide Busy Helpers Level 30, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection

More information

lgarfield Public Schools Italian One 5 Credits Course Description

lgarfield Public Schools Italian One 5 Credits Course Description lgarfield Public Schools Italian One 5 Credits Course Description This course provides students with the fundamental background required to speak, to read, to write, and to understand Italian. A great

More information

Stages of Literacy Ros Lugg

Stages of Literacy Ros Lugg Beginning readers in the USA Stages of Literacy Ros Lugg Looked at predictors of reading success or failure Pre-readers readers aged 3-53 5 yrs Looked at variety of abilities IQ Speech and language abilities

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Characteristics of the Text Genre Realistic fi ction Text Structure

Characteristics of the Text Genre Realistic fi ction Text Structure LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Dyslexia/dyslexic, 3, 9, 24, 97, 187, 189, 206, 217, , , 367, , , 397,

Dyslexia/dyslexic, 3, 9, 24, 97, 187, 189, 206, 217, , , 367, , , 397, Adoption studies, 274 275 Alliteration skill, 113, 115, 117 118, 122 123, 128, 136, 138 Alphabetic writing system, 5, 40, 127, 136, 410, 415 Alphabets (types of ) artificial transparent alphabet, 5 German

More information

Proposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing)

Proposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing) INTERNATIONAL COLLEGE FOR GIRLS SSFFSS,, GGUURRUUKKUULL MAARRGG,, MAANNSSAARROOVVAARR,, JJAAI IPPUURR DEPARTMENT OF FRENCH SYLLABUS OF FOUNDATIION COURSE FOR THE SESSIION 2009--10 1 Proposed syllabi of

More information

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide Theme: Salut, les copains! - Greetings, friends! Inquiry Questions: How has the French language and culture influenced our lives, our language and the world? Vocabulary: Greetings, introductions, leave-taking,

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2

More information

Unit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand

Unit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand q r s Kindergarten Core Knowledge Language Arts New York Edition Skills Strand a b c d Unit 9 x y z a b c d e Teacher Guide a b c d e f g h i j k l m n o p q r s t u v w x y z a b c d e f g h i j k l m

More information

English as a Second Language Unpacked Content

English as a Second Language Unpacked Content This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better

More information

More ESL Teaching Ideas

More ESL Teaching Ideas More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

1. READING ENGAGEMENT 2. ORAL READING FLUENCY Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection

More information

PolicePrep Comprehensive Guide to Canadian Police Officer Exams

PolicePrep Comprehensive Guide to Canadian Police Officer Exams PolicePrep Comprehensive Guide to Canadian Police Officer Exams Copyright 2009 Dekalam Hire Learning Incorporated Common Grammar Errors It is beyond the scope of this book to cover all grammar errors that

More information

French II Map/Pacing Guide

French II Map/Pacing Guide Topics & Standards Quarter 1 Unit 1: Compare the students culture and the target culture Unit 2: Unit 3: Time Frame Week 1-3 Les fetes Write invitations Give addresses Write postcards Express emotions

More information

Coast Academies Writing Framework Step 4. 1 of 7

Coast Academies Writing Framework Step 4. 1 of 7 1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and

More information

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2) Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The

More information

Participate in expanded conversations and respond appropriately to a variety of conversational prompts

Participate in expanded conversations and respond appropriately to a variety of conversational prompts Students continue their study of German by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only begin to comprehend listening and reading passages more fully,

More information