![]() ![]() STUDENT will expand upon their initial response during a scripted conversation with a peer, using at least two additional relevant details or clarifying questions with minimal prompting in 3 out of 5 opportunities, as measured by teacher observation and data collection.ģ. STUDENT will maintain attention during a scripted conversation with a peer and provide an appropriate response with minimal prompting in 3 out of 5 opportunities, as measured by teacher observation and data collection.Ģ. YES! Here are some suggested IEP goals that you may adapt for your students!ġ. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.ĭO YOU HAVE IEP GOALS THAT MAY BE USEFUL FOR THIS RESOURCE? Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).ġ. Use personal, possessive, and indefinite pronouns (e.g., I, me, my they, them, their anyone, everything).ģ. Produce and expand complete sentences in shared language activities.Ģ. ![]() Read emergent reader texts with fluency and understanding.ġ. Know and apply grade level phonics and word analysis skills in decoding words.ġ. Read common high frequency words by sight.Ģ. YES! For Reading Phonics and Word Recognition:ġ. Demonstrate of the organization and basic features of print. Actively engage in group reading activities with purpose and understanding.ġ. YES! For Reading Standards for Informational Text:ġ. Demonstrate appropriate social and classroom behavior. Use communication and social skills to interact effectively with others.Į. Recognize the feelings and perspectives of others.ĭ. Describe personal skills and interests that one wants to develop.Ĭ. Identify one’s likes and dislikes, needs and wants, strengths and challenges.ī. Recognize personal qualities and external support.Ī. YES! F or Social Emotional Learning Standards:ġ. The teacher, therapist, or assistant can complete the data sheet.ĭOES THIS SPEECH AND LANGUAGE ACTIVITY ALIGN TO STATE STANDARDS? A DATA SHEET is included to track reading, responses to questions, conversational skills, and focus and attention to task. ![]() The teacher, therapist, or assistant can help the students by asking additional questions to guide more in depth responses.ĥ. The first student asks the question (green heart) and the second student reads the response aloud (red heart). Have two students sit across from each other at a desk or small table. Trim each Valentine’s Day conversation card along the black border.Ĥ. Print and laminate each numbered conversation card.Ģ. All questions and responses include a variety of generic questions that may be applicable to any student.ġ. As the second student reads the written response aloud, the conversation can continue with a back-and-forth exchange to increase verbal conversational skills, language and speech development, and social skills. By reading the beginning reader question to a peer, the students can use this as a conversation prompt to begin a verbal exchange. Here's a peer-to-peer Valentine’s Day social language activity to ask and answer questions that can be shared with your students as a conversation starter for children with autism and speech-language delays.
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