October
Embedded Objectives – based on IEP goalsFor specific goals – see each child’s IEP1. TSW improve articulation skills to assist in meeting
his/her grade level speaking/communication standards
2. TSW improve language skills to assist in meeting
his/her grade level reading/math/listening standards
3. TSW improve fluency skills to assist in meeting
his/her grade level speaking/communication standards
4.TSW improve voice quality to assist in meeting
his/her grade level speaking/communication standards
Set: Circle Map with Halloween Vocabulary;
MATERIALS -
Articulation: oral motor exercises; Isolation to words to sentences; Say and do drills; Mirror work and language master; Use of oral manipulatives; Language master –Produce; words and sentences Worksheets drills
Seasonal Artic Sheets; Artic Drill Cards;
Voc Development: LFV - Halloween’s Here; Story – Bartholomew’s Bad Dream with vocabulary cards; Listening Activity – Halloween Haunting; Trick and Treat; LFL Associations with Brennan – Story – Brennan’s Report with vocabulary cards; Writing Activity: Bearville News; Expressive Activity; Pumpkins to Jack-O’-Lanterns; Listening Activity – Listen-UP!;
Additional stories: Halloween Cats; Clifford’s First Halloween; There Was an Old Lady Who Swallowed a Bat; The Little Old Lady Who Was Not Afraid of Anything; Five Bats Flying in the Night;
Sixteen Runaway Pumpkins; Froggy’s Halloween; Where’s My Mummy?; Gus Was a Mexican Ghost; Halloween Night on Shivermore Street
Language: PLA ( Practical language activities) ; APA (Auditory Processing Activities);
Help for Auditory Processing ; No Glamour Auditory Processing; Game Board Activities
Association Activities: Fun Decks – Which is…. Who needs…..
Motivating Games: Speech Beans, Speech Ladders, Locate the Leaves, Pumpkin Game, Bats and Hats, Rake’em Game
Writing- Listing
Closure : Summary of the day’s lesson; Ask child to state one thing learned today or one example on language skill targeted
Questions: Remembering/Recall: What Where Who
Understanding: Why did… The Story was about…. The story tells us….
Apply: How were…. Why did…. What do you think... Explain why a character acted…
Assessment: Clinician observation, class work, anecdotal records, and/or tallies
KINDERGARTEN
*Common Core Standards:
K.RL.5 – Recognize common types of texts (e.g. storybooks, poems); K.RIT.1 – With prompting and support, ask and answer the questions about key details in a text; K.RIT.2 – With prompting and support, identify the main topic and retell key details of a text; K.RIT.3 – With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text; K.RFS.2 – Demonstrate understanding of spoken words, syllables and sounds (phonemes); K.SL.6 – Speak audibly and express thoughts, feelings and ideas clearly; K.L.1 – Demonstrate command of the conventions of stand English grammar and using when writing or speaking; K.L.4 – Determine of clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
1ST GRADE
*Common Core Standards:
1.RL.1 – Ask and answer questions about key details in a text; 1.RL.2 – Retell stories, include key details, and demonstrate understanding of their central message of lesson; 1.RIT.2 – Identify the main topic and retell key details of a text; 1.RIT.4 – Ask and answer questions to help determine or clarify the meaning of words and phrases in a text; 1.RFS.2 – Demonstrate understanding of spoken words, syllables and sounds (phonemes); 1.SL.2 – Ask and answer questions about key details in a text read aloud; 1.SL.6 – Produce complete sentences when appropriate to task and situation; or information presented orally or though other media; 1.SL.4 – Describe people, places, things and events with relevant details, expressing ideas and feelings clearly; 1.L.1 – Demonstrate command of the conventions of stand English grammar and using when writing or speaking; 1.L.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies; 1.L.5 – With guidance and support from adults, demonstrate understand of figurative language, word relationships and nuances in word meanings; 1.L.6 – Use words and phrase acquired though conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g. because).
2ND GRADE
*Common Core Standards:
2.RL.1 – Ask and answer such questions as who, what , where, when why, and how to demonstrate understanding of key details in a text; 2.SL.1 – 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 discussion; 2.SL.4 – Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences; 2.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; 2.L.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies; 2.L.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings;
3rd GRADE
*South Carolina Standards:
3-1.1 Analyze the details that support the expression of the main idea in a given literary text; 3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions; 3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration); 3-2.1 Summarize evidence that supports the central idea of a given informational text; 3-2.2 Analyze informational texts to draw conclusions and make inferences; 3-2.3 Distinguish between facts and opinions in informational texts; 3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues; Use base words and affixes to determine the meanings of words; 3-3.3 Interpret the meaning of idioms encountered in texts. 3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms); 3-6.6 Use vocabulary (including Standard American English) that is appropriate for particular audience or purpose.
4th GRADE
*South Carolina Standards:
4-1.1 Analyze the details that support the expression of the main idea in a given literary text; 4-1.2 Analyze literary texts to draw conclusions and make inferences; 4-2.1 Summarize evidence that supports the central idea of a given informational text; 4-2.2 Analyze informational texts to draw conclusions and make inferences; 4-2.3 Analyze informational texts to locate and identify facts and opinions; 4-2.8 Analyze informational texts to identify cause-and-effect relationships; 4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition); 4-3.2 Use base words and affixes to determine the meanings of words; 4-3.3 Interpret the meaning of idioms encountered in texts; 4-4.4 Use grammatical conventions of written Standard American English- including subject-verb agreement & past, present, and future verb tenses;
5th GRADE
*South Carolina Standards:
5-1.1 Analyze literary texts to draw conclusions and make inferences; 5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration); 5-1.6 Analyze the details that support the expression of the main idea in a given literary text; 5-2.1 Summarize the central idea and supporting evidence of a given informational text; 5-2.2 Analyze informational texts to draw conclusions and make inferences; 5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words; 5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts; 5-4.4 Use grammatical conventions of written Standard American English; 5-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose;