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SY 2014-15
Rhonda Ryder
Speech-Language Therapy
IEP Goal:
To correctly produce target phoneme at given instructional level
(i.e., isolation/syllable, word, sentence, etc.) with 90% accuracy,
in 4/5 sessions as measured by data collection.
Explanation:
CC.SL.1: Participate effectively in a range of conversations with
diverse partners, expressing ideas clearly. (modified)
Objective/Goal:
1. Student 1: To correctly produce /th/ phonemes in sentences
and in connected speech with minimal prompts from SLP.
90% accuracy in 4/5 sessions is needed for mastery.
Ideally, the student should be able to identify/notice errors
at this level and self-correct without any prompting from
the therapist.
2. Student 2: To correctly produce /sh/ phoneme at the
isolation/syllable level, given a verbal model from SLP as
needed. When student is able to easily produce /sh/
phoneme in syllables with minimal prompting, student will
move to word production level with a verbal model.
3. Student 2: To correctly produce /th/ phonemes at the
phrase/sentence level with or without a verbal model from
SLP, as needed. Prompts will be used to cue student for
incorrect productions, and student will be asked to repeat
the phrase/sentence correctly.
Agenda:
1. Review: Discuss current articulation targets, and present
level of performance (isolation/syllable, word, or sentence level)
and level of support needed (verbal model, independent
production, prompting needed to identify errors, or self-
correction.)
2. Five Minute Warm-Up: Students will take turns practicing
given target, /th/ or /sh/.
3. Introduce teacher/student made activity. Discuss
purpose of activity and how to complete given papers. Practice
target phonemes at given level with appropriate level of support
(isolation, syllable, word, or sentence level, with appropriate
amount of support, be it verbal model or independent production,
as per previous data collection.)
4. If time allows, students may choose an IPad app
(Articulation Wizard, Missing Letters, etc.) to be used for
additional practice.
5. Wrap Up: Review progress and discuss successes, as well
as challenging words, sentences. Students use speech ticket to
write one sound/word/sentence to practice at home.
Materials:
Picture/Word/Sentence Cards/Lists, as needed.
Teacher/Student Made Activity
Colored Pencils
Scissors/Glue Sticks/Die
IPad, as needed
Plan for Future Lessons:
Data will be taken for target sound production; level of support
(verbal cues and prompts, modeling, etc.) will be noted. Data will
be used to determine beginning level for next session’s lesson.