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concept.
Expressive Language
Long Term Goals:
Shelly will improve her expressive language deficits including writing opinion,
informative, and narrative texts, describe or recount key ideas from a text or
information presented orally, and produce complete sentences when appropriate to
She will complete these tasks while demonstrating command of the conventions
of Standard English grammar, capitalization, punctuation, spelling and usage
when writing or speaking. [These goals were derived from the language section of
the English Language Arts section of the second grade curriculum.
(ELA.2.L.C15.2, ELA.2.L.C15.1)]
ideas.
Rubric:
Level 1: The student requires full assistance to complete the task. Maximal level of
prompts and scaffolding such as controlling the context, cull clinician models,
expansions, cues, and prompts.
Level 2: The student requires moderate assistance. Moderate level of prompts and
some scaffolding such as offering choices, partial answers, expansion and some
cuing.
Level 3: The student is functional in this area. Requires minimal level of prompts
and scaffolding such as reminders, strategies, redirections, and repairs.
Implementation of goals:
These goals will be implemented during speech therapy twice a week for 30
minutes in addition to her Tier 3 1-on-1 intervention provided by the SLP for 30
minutes, 5 times per week. She will also attend pragmatic group therapy once per
week. Therapy will involve building her phonological awareness skills in order to
improve her phonological memory, retrieval, and production. Once the SLP feels that
she has a strong basis in this area, she will move on to explicitly teach the goals
being targeted. She will then introduce strategies that Shelly can use in order to
successfully meet her goals. The therapist will strive to incorporate Shellys strengths
and interests into therapy in order to keep her engaged. The SLP will observe and use
teacher report in order to assess her growth in these areas in the classroom.
Discuss her day with her. Ask if she has had particular trouble with anything at
school or at home. (1, and 2 if she tells a story)
Ask her to read the short story silently. Tell her that if there are any words that she
does not understand then she should write them down so that they can be
discussed. (1, 2)
The clinician will read the story out loud and Shelly will follow along with her
finger. Ask her to identify any further words that she does not know the meaning
of. (2)
Model the use of a frayer model on one of the words she chose, and then allow
her to do some on her own. The clinician will discuss some and then allow Shelly
to discuss. Explain to her how she can use these to help her in class. (1,2,3)
Ask her to summarize the story and her picture out loud. Cue her when her
sentences need revision. (1,2,3)
Model editing the summary as needed with Shelly, explaining why the changes
are necessary and allow her to edit the second part of the summary, guiding her if
necessary. (1,3)
Data Analysis: All data collection will be transferred to a rubric. Data on the first goal
can easily be taken with =/- for right and wrong answers to questions. Goal 2 can be a
subjective measure on the rubric or the recording can be reviewed in order to review her
language. Goal 3 can be measured by the writing sample as well as her oral summary and
other conversations throughout the session. Data for goal 4 can be taken with +/-. + when
she exhibits good, natural eye contact, and when she is not giving eye contact. When
she is not appropriately exhibiting good eye contact, it should always be brought to her
attention.
Next Generation CSOs English Language Arts - Information. (n.d.). Retrieved March 27,
2015, from http://wveis.k12.wv.us/Teach21/public/ng_cso/NG_popup.cfm
Rubric:
Goals:
1. Shelly will
demonstrate the
understanding of and
answer simple who,
what, when, why,
and how questions
as measured by
clinician observation
and teacher report by
a rubric in every day
contexts.