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Early Childhood Pragmatics

VIEWS: 9 PAGES: 41

									Domain: Early Childhood Pragmatics
Early Learning Standard: 31.A.EC, 32.A.EC and 32.B.EC

Goal
Will improve pragmatic language skills with _____% accuracy.

Objectives

2-3 year old
      Will join in simple games.
      Will make a choice when asked.
      Will help to put toys away.
      Will help in common classroom tasks.
      Will initiate play activities.
      Will take turns with 3 to 4 other children.

3-4 year old
      Will respond positively to praise.
      Will help at common tasks.
      Will share whenever directed.
      Will use materials properly.
      Will put away toys without help.
      Will take turns with 4 to 5 other children.
      Will follow rules when led by adults.
      Will respect another person’s property when directed.
      Will participate in group activities.

4-5 year old
      Will ask for help when having troubles.
      Will play appropriately when given the opportunity.
      Will respond to discipline appropriately.
      Will participate in new activities.
      Will use “please”.
      Will use “thank you”.
      Will participate voluntarily in group activities.
      Will ask permission to use objects belonging to others.
      Will play with 2-3 other children cooperatively for twenty minutes.
      Will engage in socially accepted behavior when in public.

5-6 year old
   Will take turns with 8-9 other children.
   Will ask adult for help when needed.
   Will verbally comfort playmates in distress.
   Will demonstrate an attention span by remaining on task to complete the
   given task within a given number of minutes.
   Will switch to new activities promptly.
Will complete assigned simple jobs in the classroom.
Will state feelings about self (example: mad, sad, etc.).
Will play cooperatively with 4 to 5 other children without constant s
     supervision for twenty minutes.
Will appropriately gain the attention of his/her peers by stating their name and
telling what he/she wants.
Will appropriately initiate play with a peer by stating what he/she wants.
Will exhibit appropriate turn-taking skills throughout a game or play activity.
Will raise his/her hand to gain the teacher’s attention within the circle time or
group setting.
Will wait his/her turn to participate in activity within the circle time or group
setting.
Will appropriately respond to questions asked by the teacher and/or peers
within the circle time or group setting.
Domain. Pragmatics
State Standard: 24A

Goal
Will improve pragmatic language skills with _____% accuracy.

Objectives
   Will use verbal labels to name objects, actions, and/or attributes
   appropriately.
   Will use words, in addition to or instead of, gestures to request objects,
   actions and/or information to fulfill needs and wants.
   Will increase length of utterances to _____ words.
   Will use words to express desires/express preferences/make choices.
   Will use words to express needs/emotions/moods/physical feelings.
   Will use words to indicate possession or ownership.
   Will describe appearance/sound/taste/fee/location/function.
   Will relate own ideas of present/past incidents or events.
   Will tell about personal experiences/tell stories.
   Will use appropriate verbal “scripts” while p laying with toys/role playing.
   Will engage in appropriate verbal reciprocal play.
   Will verbally initiate/continue/terminate a game.
   Will greet people/respond to greetings.
   Will get attention/call to others appropriately.
   Will verbally respond to own name.
   Will verbally protest, object, deny or refuse appropriately.
   Will verbally agree, accept, admit or comply appropriately.
   Will use politeness markers.
   Will ask for help.
   Will respond to requests for and offer help.
   Will ask permission.
   Will grant or deny permission.
   Will state classroom rules.
   Will ask questions that are appropriate in various situations.
   Will ask appropriate questions to obtain needed information, aid in decision-
   making and/or determine attributes.
   Will give answers to questions that are appropriate for the question asked.
   Will ask for directions.
   Will give directions.
   Will share information.
   Will ask for additional information.
   Will ask for clarification of information and/or directions.
   Will establish/maintain appropriate eye contact with conversational partner(s).
   Will respond to conversation.
   Will listen to the speaker.
   Will initiate conversation.
Will establish a topic for conversation.
Will maintain conversation and a topic appropriately.
Will signal a change of topic appropriately.
Will terminate a topic or conversation appropriately.
Will exhibit appropriate turn-taking.
Will exhibit understanding of parameters of personal space.
Will use language appropriate to context.
Will use language appropriate to people (age, status, gender, etc .)
Will perceive, comprehend and respond accurately to colloquial conversation
techniques used by peers.
Will use appropriate volume, intonation and stress.
Will provide sufficient politeness in verbal messages.
Will provide sufficient truth value in verbal message.
Will respond to direct requests and/or perceived need to clarity own unclear
statements or directions.
Will qualify or modify own or other’s message.
Will interpret body language.
Will begin and end sentences appropriately.
Will delete redundant and irrelevant information.
Will use referents appropriately.
Will explain rules.
Will explain a problem.
Will give possible solutions for a problem.
Will make suggestions.
Will provide and explain reasons or causes.
Will give cause-and-effect information.
Will disagree or argue appropriately.
Will describe behavior or preferences of someone else.
Will express acceptance, rejection, approval or disapproval appropriately.
Will make introductions.
Will make claims, conditional threats, promises, tease, deny or give warnings
appropriately.
Will praise or compliment someone.
Will make a valid complaint effectively.
Will give constructive criticism.
Will invite someone to an activity or event.
Will accept and refuse invitations appropriately.
Will refuse inappropriate or dangerous suggestions or requests.
Will open and close a phone conversation.
Will react appropriately to idioms, figures of speech, inferences and/or humor.
Will use language to suppose, console or advise.
Will participate in songs and rhymes in the classroom.
Will participate in circle time in the classroom.
Will talk at appropriate times.
Will participate in classroom group discussion.
Will raise hand before talking in the classroom.
Will volunteer to talk to appropriate times in the classroom.
Will maintain eye contact for _____ seconds _____ of _____ trials.
Will maintain eye contact for _____ minutes _____ of _____ trials.
Will verbally express “wants” appropriately in the classroom.
Will demonstrate the appropriate use of greeting _____% of the time.
Will use appropriate verbal manners (please, thank you, etc.).
Will use directives (take me, don’t do that) in conversational speech.
Will maintain topic for 1-2 utterances.
Will maintain topic for a short one on one conversation.
Will maintain topic for a long conversation with one or more persons.
Will respond to and/or make appropriate topic changes within a conversation.
Will demonstrate appropriate turn-taking behaviors in a one on one
conversation.
Will demonstrate appropriate turn-taking behaviors with two or more persons.
Will demonstrate appropriate proximity during conversation.
Will refrain from inappropriate body contact.
Will demonstrate appropriate volume in a variety of conversational settings.
When appropriate, will ask permission.
Will verbalize emotions and/or feelings.
Will contribute to conversation/discussions in a classroom situation.
Will demonstrate appropriate telephone usage.
Will demonstrate and/or respond appropriately to humor.
Will demonstrate appropriate intonation/use of pauses in conversation.
Will initiate conversations appropriately.
Will ask for repetition or clarification when necessary.
Will appropriately end conversations.
Will provide reasonable support for his/her views.
Domain: Non-Verbal Comm./AAC

Early Learning Standard: 4.A.EC, 4.B.EC, 5.A.EC, 5.B.EC and 5.C.EC
Illinois State Standard: 4A and 4B

Goal
Will demonstrate functional non-verbal skills to effectively communicate with
_____% accuracy.

Objectives
      Will use eye gaze to indicate various wants/needs/choices.
      Will answer “yes/no” questions to indicate various wants/needs/choices.
      Will use gestures/pointing to indicate various wants/needs/choices.
      Will use photographs to indicate various wants/needs/choices.
      Will use picture-symbols to indicate various wants/needs/choices.
      Will respond to questions using eye gaze.
      Will respond to questions using “yes/no” responses.
      Will respond to “wh” questions through pointing/gestures.
      Will respond to “wh” questions using photographs.
      Will respond to “wh” questions using picture-symbols.
      Will give personal information by answering “yes/no” questions.
      Will give personal information through the use of photographs/picture-
      symbols.
      Will gain attention/initiate conversation through the use of eye contact.
      Will gain attention/initiate conversation through gestures/physical touch.
      Will gain attention/initiate conversation using photographs/picture
      symbols.
      Will use eye gaze to identify named, object/picture.
      Will point to identify named object/picture.
      Will use eye gaze to identify an object/picture when provided with a
      function.
      Will point to identify an object/picture when provided with a function.
      Will use eye gaze to match objects/pictures.
      Will point to match objects/pictures.
      Will use an augmentative device to indicate various wants/needs/choices.
      Will use functional sign language to indicate various wants/needs/choices.
      Will respond to “wh” questions using an augmentative device.
      Will respond to “wh” questions using functional sign language.
      Will give personal information through the use of an augmentative device.
      Will give personal information through the use of functional sign language.
      Will gain attention/initiate conversation using an augmentative device.
      Will gain attention/initiate conversation using functional sign language.
      Will respond to “wh” question using an augmentative device.
      Will give personal information using an augmentative device.
      Will gain attention/initiate conversation using an augmentative device.
      Will use functional sign language to indicate various wants/needs/choices.
Will respond to “wh” questions using functional sign language.
Will give personal information using functional sign language.
Will gain attention/initiate conversation using functional sign language.
Will turn head to the source of novel sound.
Will shift eye gaze to source of novel sound.
Will exchange brief eye contact.
Will visually attend to adult’s face during non-verbal interaction.
Will visually track adult moving from line of sight.
Will grasp objects placed in reach.
Will show response after squeezing/activating a toy.
Will look at objects in groups.
Will reach for objects in groups.
Will reach for a partially hidden object.
Will search for objects hidden in child’s presence.
Will reach for objects around obstacles.
Will obtain objects out of sight.
Will play “give me” (toys/objects) with adults.
Will imitate a movement to get an adult’s attention.
Will imitate a repetitive action after an adult.
Will imitate social game with adult.
Will engage in a social game with adult.
Will point to objects to indicate needs/wants.
Will request social games through pointing/gesturing.
Will imitate meaningful movements with objects.
Will imitate two movements with objects.
Will independently use objects meaningfully.
Will appropriately use objects together.
Will look with interest at pictures.
Will match similar objects.
Will match similar pictures together.
Will match object to like picture or picture to like object.
Will ask for attention in non-verbal ways.
Will use eye gaze to indicate various wants/needs/choices.
Will answer yes/no questions to indicate various wants/needs/choices.
Will use gestures/pointing to indicate various wants/needs/choices.
Will use photographs to indicate various wants/needs/choices.
Will use picture/symbols to indicate various wants/needs/choices.
Will respond to questions using eye gaze.
Will respond to question using yes/no responses.
Will respond to “w” questions through pointing/gestures.
Will respond to “wh” questions using photographs.
Will respond to “wh” questions using picture/symbols.
Will give personal information by answering yes/no questions.
Will give personal information through the use of photographs/picture
symbols.
Will gain attention/initiate conversation through the use of eye contact.
Will gain attention/initiate conversation through gestures/physical touch.
Will gain attention/initiate conversation using photographs/picture
symbols.
Will use eye gaze to identify named object/picture.
Will use eye gaze to identify an object/picture when provided with a
function.
Will use eye gaze to match objects/pictures.
Will point to identify named object/picture.
Will point to identify an object/picture when provided with a function.
Will point to match objects/pictures.
Will use an augmentative device to indicate various wants/needs/choices.
Will smile in response to adult’s smile.
Domain: Pre-/Early Linguistic

Early Learning Standard. 4.A.EC, 4.B.EC, 5.A.EC, 5.B.EC and 5.C.EC

Goal
Will demonstrate functional pre-/early linguistic skills to communicate with
_____% accuracy.

Objectives
      Will imitate single words to label objects.
      Will initiate single words to accompany actions.
      Will say “mama” and “dada” meaningfully.
      Will spontaneously produce recognizable names of objects/activities.
      Will verbalize “more” to indicate the recurrence of an object/person/action.
      Will say “no” or a semantically similar word to indicate rejection.
      Will verbalize “my/mine” to point out possession of the object.
      Will describe actions seen or desired by saying _____.
      Will say “this/that” to call attention to an object.
      Will say “this?/that?” with rising inflection to request information about an
      object.
      Will describe an object by saying the name of an attribute.
      Will call attention to the movement of objects by naming a location.
      Will call attention to a person/object by saying a two-word utterance.
      Will indicate the disappearance/rejection of an object/activity by saying a
      two-word utterance.
      Will indicate when more objects appear/are desired by saying “more +
      name of object”.
      Will choose one of two or more objects by saying a two-word utterance.
      Will imitate familiar non-speech noises after adult.
      Will repeat vocalizations after adult.
      Will imitate vocal patterns with similar intonation patterns.
      Will imitate differing vocal patterns with 2-4 different actions.
      Will initiate vocalization in response to smiles.
      Will initiate vocalization toward adult.
      Will engage in turn-taking vocalizations.
      Will use novel vocalizations with actions to get adult responses.
      Will increase the use of vocalizations for needs.
      Will use vocalizations with pointing to indicate wants.
      Will indicate possession of objects by saying a two-word utterance.
      Will indicate actions by saying two-word utterances in the action-object
      form.
      Will show location of an object by saying a two -word utterance.
      Will indicate actions by saying two-word utterances in the agent-action
      form.
      Will describe emotions by saying two-word utterances.
      Will achieve a desired end by saying a two-word utterance.
Domain: Articulation

Goal
Will improve speech intelligibility with _____% accuracy.

Objectives

      When provided auditory cues:
           Will correctly indicate when the target sound is heard.
           Will imitate the correct movements and sequences using a mirror
           and placement cues.
           Will correctly identify the sound/phoneme in isolation.
           Will correctly identify the sound/phoneme in syllables.
           Will correctly identify the sound/phoneme in all positions of words.


      When given a 2-5 word list:
           Will correctly identify the words beginning with the sound/phoneme.
           Will correctly identify the words ending with the sound/phoneme.
           Will correctly identify the words containing the sound/phoneme.


      When given auditory/visual cues:
           Will correctly imitate selected sounds in isolation.
           Will correctly imitate selected sounds in syllables.
           Will correctly imitate selected sounds in words.
           Will correctly imitate selected sounds in phrases.
           Will correctly imitate selected sounds in sentences.
           Will correctly produce the sound/phonemes in isolation.
           Will correctly produce the sound/phoneme in syllables.
           Will correctly produce the sound/phoneme in the initial position of
           words.
           Will correctly produce the sound/phoneme in the medial position of
           words.
           Will correctly produce the sound/phoneme in the final position of
           words.
           Will correctly produce the sound/phoneme in all positions of words.
           Will correctly produce the sound/phoneme in consonant clusters in
           the initial word position.
           Will correctly produce the sound/phoneme in consonant clusters in
           the final word position.
           Will correctly produce the sound/phoneme in phrases.
           Will correctly produce the sound/phoneme in sentences.
           Will correctly produce the sound/phoneme during reading.
           Will correctly produce the sound in the therapy setting.
Will correctly produce the sound/phoneme in structured
conversational speech.
Will correctly produce the sound/phoneme in the classroom setting.
Domain: Oral Motor/Feeding
State Standard: 4A1a, 4A1c and 4A1d

Goal
Will demonstrate developmentally appropriate oral motor skills for feeding,
drinking and eating in the educational setting with _____% accuracy.

Objectives
      Will use lips appropriately on cup and spoon.
      Will tolerate different textures of food.
      Will swallow soft foods without coughing or choking.
      Will open and close mouth appropriately when food is presented.
      Will swallow liquids.
      Will use proper position for feeding/eating.
      Will maintain proper head position with slight flexion.
      Will decrease frequency of tongue thrust during feeding.
      Will be aware of and/or recognize the presence of liquid (drool, juice, etc.)
      and food on face (lips, chin, cheek).

       Given various types of drinking container:
             Will drink without spilling.
             Will eat at an appropriate rate.
             Will take appropriately sized bites/amounts of liquid.

       Given a cup and a straw:
             Will suck liquid through the straw without spilling.
             Will chew crunchy food before swallowing.
             Will chew meat adequately before swallowing and without choking.
             Will chew food with mouth closed.
             Will swallow before speaking.
             Will tolerate temperature extremes in food.
             Will put appropriate amounts of food in mouth while eating.


       Given a spoon and solid food:
             Will take food off spoon using appropriate lip closure.
State Standard: 4A1a, 4A1C and 4A1d

Goal
Will demonstrate developmentally appropriate oral motor skills for speaking in the
educational setting with _____% accuracy.

Objectives
      Will demonstrate increased awareness of articulators.
      Will accept oral stimulation to gums, teeth and lips.
      Will accept stroking of neck muscles.
      Will accept massaging of lips, chin and cheek.
      Will demonstrate increased strength and mobility of tongue and lip
      postures.
      Will demonstrate tongue lateralization and elevation.
      Will demonstrate increased jaw stability.
      Will self-monitor and control drooling.
      Will decrease frequency of tongue thrust.
      Will accept therapist’s physical assist in executing appropriate articulatory
      postures.
      Will channel airflow mouthward during blowing and sucking tasks.
      Will channel airflow mouthward on stridents, plosives and affricates.
      Will maintain appropriate posture for adequate breath support for speech.
      Will demonstrate the ability to sequence oral movement.
      Will demonstrate the ability to sequence oral movements for speech.
      Will maintain lip closure for 10 seconds.
      Will round lips for 10 seconds.
      Will elevate tongue tip to alveolar ridge for 10 seconds.
      Will alternately point and flatten tongue for 10 seconds.
      Will alternately protrude and retract tongue for 10 seconds.
      Will lift tongue blade to hard palate and hold for 10 seconds.
      Will cup tongue blade for 10 seconds.
      Will pull tongue back with sides touching upper molars and hold for 10
      seconds.
      Will protrude and tighten tongue for 10 seconds.
      Will alternately point and flatten tongue for 10 seconds.
      Will protrude tongue and maintain position with resistance on top, sides,
      tip and bottom for 10 seconds.
Domain: Fluency
State Standard: 1B1D and 1B2d

Goal
Will demonstrate fluent speech in the educational setting with _____% accuracy.

Objectives
      Will produce words, phrases and sentences using slow, easy speech in
      picture activities and story sequences.
      Will produce carrier sentences using slow, easy speech in structured
      tasks.
      Will answer/ask questions using slow, easy speech in structured tasks.
      Will use slow, easy speech while telling sequence/unemotional/emotional
      stories.
      Will use slow, easy speech in puppet play while acting out
      situation/familiar stories/conversation.
      Will use slow, easy speech in puppet play in the presence of a visitor.
      Will use slow, easy speech in role-playing while acting out real life
      situations.
      Will use slow, easy speech during phone experiences.
      Will produce slow, easy speech in structured tasks in the presence of
      fluency disruptors.
      Will produce easy speech with others present during imitative/question-
      answer/formulative tasks.
      Will produce easy speech while doing motor tasks in imitative/question-
      answer/form tasks.
      Will produce slow, easy speech in the presence of interruptions while
      formulating speech.
      Will produce easy speech in varied locations during imitative/question-
      answer form tasks.
      Will produce easy speech in the presence of emotional topics during
      imitative/form tasks.
      Will use slow easy speech in the presence of combined disruptors during
      imitative, question-answer.
      Will use slow, easy speech in conversation outside of therap y setting.
      Will maintain the use of slow, easy speech during increasingly longer time
      periods without direct intervention.
      Will develop open, positive attitude for change.
      Will identify own dysfluencies in reading/monologue/conversation.
      Will model own dysfluencies in reading/monologue/conversation.
      Will establish eye contact with therapist/listener for _____% of the time in
      controlled setting.
      Will self-monitor eye contact level in controlled setting.
      Will identify secondary behavior(s) such as _______________.
      Will reduce secondary behavior(s) in a controlled setting.
Will self-monitor secondary behavior(s) in
reading/monologue/conversation.
Will identify avoidance behavior(s).
Will reduce avoidance behavior(s) in a variety of settings.
Will self-monitor avoidance behaviors in a variety of settings.
Will identify sites of tension.
Will demonstrate gross and fine muscle relaxation.
Will demonstrate reduced rate achieved by vowel/continuent
prolongations.
Will demonstrate easy onset.
Will demonstrate appropriate breathiness through excessive airflow.
Will demonstrate speech production using pitch variables.
Will demonstrate speech production using loose contacts, cancellation,
pullouts.
Will demonstrate speech production using intensity variables.
Will demonstrate speech production using loosely articulated speech.
Will demonstrate speech production using breath stream management.
Will demonstrate speech production using rhythm/phrasing techniques.
Will produce from 1 to 6 words fluently using facilitory technique.
Will produce carrier phrases using facilitory technique.
Will imitate/read/speak from 1 to 4 sentences fluently using facilitory
technique.
Will produce fluent sentences of increasing length/complexity and
meaning using facilitory technique.
Will achieve fluency _____% of the time using facillitory technique.
Will produce 5 minutes of fluent speech in the presence of selected
fluency using facilitory technique.
Will produce 5 minutes of fluency in varied school location using facilitory
technique.
Will produce 5 minutes of fluency with 1 to 2 people who do/do not interact
using facilitory.technique.
Will select varied situations outside therapy to practice facilitory technique
for increasing lengths of time.
Will utilize normal rate, loudness and vocal variety while maintaining
fluency _____% of the session.
Will maintain an appropriate level of fluency in school settings for a period
of _____ months.
Will maintain an appropriate level of fluency in home settings for a period
of _____ months.
Will maintain an appropriate level of fluency in spontaneous speech for a
longer period of time.
Will spontaneously speak fluently, requiring no direct intervention.
Domain: Voice
State Standard: 25A1b, 25A1c and 4B2b

Goal
Will demonstrate appropriate voice to communicate in the educational setting
with _____% accuracy.

Objectives
      Will use adequate breath support for voicing.
      Will use volume appropriate to the setting.
      Will use acceptable rate for effective communication.
      Will use age/gender-appropriate pitch when speaking.
      Will identify adequate vs inadequate voice.
      Will identify situations of vocal abuse.
      Will describe h/h own vocal characteristics.
      Will list situations where vocal abuse occurs.
      Will chart examples of vocal abuse and examples of good voice use.
      Will name and demonstrate alternative vocal habits to replace those that
      produce vocal abuse.
      Will identify vocal and associate muscular tension.
      Will imitate and demonstrate exercises for vocal relaxation.
      Will describe and imitate optimal breathing while speaking.
      Will produce vowel sounds with appropriate voice.
      Will produce words with appropriate voice.
      Will identify those activities in which vocal abuse is present (shouting,
      excessive talking, play noises, coughing, throat clearing, etc.).
      Will decrease instances of vocal abuse by counting and/or charting the
      number of abusive instances within therapy and at home.
      Will demonstrate methods to avoid vocal abuse (waving, whistling, soft
      voice, etc.).
      Will successfully carry out relaxation techniques.
      Will sustain vowels for _____ seconds using a clear vocal quality.
      Will discriminate good versus bad, or rough versus smooth vocal quality.
      Will repeat words utilizing a clear vocal quality.
      Will produce sentences utilizing a clear vocal quality.
      Will demonstrate a clear vocal quality in conversation in a structured
      setting.
      Will demonstrate a clear vocal quality in conversation in an unstructured
      setting.
      Will identify optimum pitch levels.
      Will compare optimum pitch levels to habitual pitch levels.
      Will successfully carry out relaxation techniques with.
      Will repeat words utilizing the target pitch levels with.
      Will produce phrases utilizing the target pitch levels with.
      Will produce sentences utilizing the target pitch levels
Will demonstrate the target pitch levels in conversation in a structured
setting.
Will demonstrate the target pitch levels in conversation in unstructured
setting.
Domain: Phonological Awareness
State Standard: 1A

Goal
Will improve phonological awareness skills with _____% accuracy.

Objectives
      Will discriminate two meaningful phonetically similar words as being the
      same or different when presented aloud.
      Will identify the common consonant sound after listening to a group of
      spoken words.
      Will identify the common vowel sound after listening to a group of spoken
      words.
      Will determine whether or not a pair of spoken words rhyme.
      Will identify the two rhyming words after listening to a group of spoken
      words.
      Will generate a rhyming word when presented with a monosyllabic word
      aloud.
      Will identify the beginning, middle or ending consonant of a spoken word.
      Will change the beginning or ending consonant of a spoken word to make
      a new word.
      Will identify the vowel sound in a spoken word.
      Will change the vowel sound in a spoken word to make a new word.
      Will count the number of times a target phoneme occurs in a paragraph or
      story presented aloud.
      Will discriminate the number of syllables contained in each word
      presented aloud.
      Will clap for each word in a sentence that is read aloud.
      Will delete one segment of a compound word as directed after imitating
      the word spoken by the instructor.
      Will identify a multi-syllable word after listening to the word spoken in
      segments.
      Will produce the sound of a letter when presented verbally with the name
      of the letter and/or the written form of a letter.
      Will sound out nonsense words when presented with the written form.
      Will explain different meanings of a sentence presented with different
      inflections.
      Will discriminate the incorrect word in a sentence presented aloud.
      Will discriminate the incorrect sentence in a paragraph presented aloud.
      Will demonstrate awareness of rhyming words.
      Will identify/express rhyming words.
      Will tap out syllables.
      Will verbally segment words into syllables.
      Will verbally segment words into sounds.
      Will recognize onset (initial sounds) and rime (final sounds) in words.
      Will develop auditory awareness of individual sounds.
Will blend sounds.
Will demonstrate awareness that language is made up of a string of
words.
Will synthesize a sequence of phonemes or chunk phonemes into words
(c-a-t=cat/c-at=cat).
Will sequence separate phonemes into words.
Will match letter to its coordinating sound.
Domain: Morphology/Syntax
State Standard: 3A1

Goal
Will demonstrate developmentally appropriate grammar and syntax in the
educational setting with _____% accuracy.

Objectives
      Will increase the correct use of the articles “a”, “an” and “the” in
      conversational speech.
      Will imitate the instructor’s model using the articles “a”, “an” and “the”
      when shown various objects.
      Will use articles appropriately when shown pictures and asked to talk
      about them. (Tell me what you see. A car, the marbles)
      Will include articles in complete sentences when describing a picture
      containing a variety of items.
      Will use articles in a structured conversation.
      Will increase the correct use of plural noun in conversational speech.
      Will point to singular and plural objects as they are named.
      Will imitate the instructor’s model as singular and plural objects are
      labeled.
      Will point to singular and plural nouns named when given pictures to
      choose from.
      Will follow oral directions that require understanding of singular and plural
      concepts. (Raise your hand. Touch your ears.)
      Will say the plural or singular form of pictured words.
      Will tell the plural form upon hearing the singular form of a noun.
      Will say singular and plural forms in complete sentences while describing
      pictures or surroundings. (The dresses are yellow. The cow is big.)
      Will choose the appropriate plural or singular form in a fill-in-the-blank
      activity. (We need one more chair at the table. Then there will be ten
      chairs).
      Will increase the correct use of possessive nouns in conversational
      speech.
      Will imitate the instructor’s model as she/he labels possessions like
      “barb’s” or john’s”.
      Will locate objects described (find dan’s shirt).
      Will point to the objects described in the pictures. (Show me the cat’s tail).
      Will answer questions about possessions using possessive nouns in
      single words. (Whose is this? Lori’s.)
      Will label objects in pictures as requested using possessive nouns in short
      phrases. (The firefighter’s hat.)
      Will use possessives in sentences to describe pictures. (The doll’s hair is
      messy.)
      Will increase the correct use of pronouns in conversational speech.
Will choose the object or picture described using various pronouns.
(Show me his hat. They are playing soccer.)
Will discriminate between correct and incorrect pronouns in oral
sentences. Does this sound right? Me run fast. No.)
Will imitate pronouns used in sentences to describe objects or pictures.
Will say pronouns in sentences to describe pictures.
Will use pronouns to describe a series or sequences of activities.
Will increase to an appropriate age level the understanding and correct
use of negatives.
Will answer “no” to “is this a _____?” when shown an incorrectly named
object. (Is this a ball? No.)
Will answer “no” when asked about things not liked or needed. (Do you
like liver? No.)
Will choose objects or pictures described with a sentence containing the
word not. (Show me the boy who’s not running.)
Will use not in sentences to describe pictured opposites. (The ice is cold.
The soup is hot).
Will use not in sentences to describe activities or surroundings. (The sun
is not shining).
Will use isn’t or aren’t to describe a picture. (The adults aren’t swimming.)
Will use don’t, can’t, won’t, wouldn’t or shouldn’t to answer a question.
(Do you want to read? No, I don’t.)
Will use isn’t or doesn’t to tell about people or objects. (Damian doesn’t
go to this school.)
Will use negatives to describe differences. (Tell how a car is different from
a bus. A car isn’t as long as a bus.)
Will use negatives in conversation.
Will increase the correct use of copular and auxiliary verbs in
conversational speech.
Will imitate sentences using present tense singular or plural auxiliary
and/or copular verbs to describe actions. (Say what I say. The girl is
running. The people are clapping. The pan looks hot. The roses smell
good.)
Will imitate sentences using past tense singular or plural auxiliary and/or
copular verbs to describe actions. (The girl was running. The people
were clapping. The pan looked hot. The roses smelled good.)
Will correct auxiliary and copular verbs used incorrectly.
Will use auxiliary and copular verbs to retell stories or events.
Will increase the correct use of past tense verbs in conversational speech.
Will imitate actions and sentences describing them. (I am clapping. I
clapped.)
Will answer “what did you do?” using past tense sentences after following
directions. (I hugged the bear. I closed the door.)
Will state the past tense of verbs requested.
Will change oral sentences from present to past tense.
Will answer “what did he/she/they do yesterday?” to describe action
pictures using regular and irregular past tense verbs. (He cried. She
slept).
Will complete oral sentences using regular and irregular past tense verbs
to describe action pictures. (He likes to talk. Yesterday he talked.)
Will describe actions using regular and irregular past tense verbs in
sentences. (You dropped your pencil. Your wrote on the chalkboard.)
Will increase the correct use of third person verbs in conversational
speech.
Will imitate sentences describing object actions using third person verbs.
(The bell rings.)
Will act out sentences containing third person verbs. (The rooster crows.)
Will use third person verbs to tell about animals and people in pictures.
(The pilot flies. The snake slithers.)
Will use third person verbs to tell about family members and friends.
Will use third person verbs in sentences to tell about events taking place.
Will increase the understanding and correct use of “wh” questions in
conversational speech.
Will point to the object, person or picture which answers a stated “wh”
question. (Where did Sam go? When did Sam go?)
Will ask structured “wh” questions about hidden objects or pictures.
(Where is the reading book?)
Will ask structured “wh” questions about hidden objects or pictures
differing in one attribute. (Which ball is under the box?)
Will complete “wh” questions in an oral cloze task. (Mom brought dinner
home from the deli. What did Mom bring home? Who brought dinner
home?)
Will use “wh” questions to ask for information, permission or reasons.
Will increase the understanding and correct use of yes/no questions in
conversational speech.
Will imitate yes/no questions about pictures and situations.
Will ask yes/no questions about pictures and situations.
Will ask yes/no questions about information read aloud.
Will ask yes/no questions in structured conversation.
Will increase the understanding and correct use of conjunctions in
conversational speech.
Will use the conjunction and to name two objects. (What do you se? I
see a ball and bat.)
Will tell about pictured actions of two people using the conjunction and.
(What are Mary and Matt doing? Mary and Matt are talking.)
Will describe a picture using sentences joined by a conjunction. (The boy
is wearing a red shirt and eating an ice cream cone.)
Will create a sentence using a given conjunction.
Will increase the understanding and correct use of complex sentence
forms in conversational speech.
Will follow directions stated in complex sentences containing connectives
like: what, when, so, because, but and if. (We’ll go when you get your
coat.)
Will choose the pictures described by complex sentences. (Linda called
before we had supper.)
Will use a conjunction to complete a fill-in-the-blank complex sentence
describing a picture. (Andrew ate because he was hungry.)
Will increase the understanding and correct use of passives in
conversational speech.
Will answer true or false questions about an action described. (True or
false? The ball is being bounced by Jonathan.)
Will answer questions about the actor and agent in passive sentences
describing pictures. (Paul was pushed by Sarah. Who did the pushing?)
Will describe action pictures using passive sentences.
Will increase the understanding and correct use of comparatives and
superlatives in conversational speech.
Will answer comparison questions about two objects or three or more
objects that differ along one dimension. (Which pencil is sharper? Which
shoe is the biggest?)
Will answer yes/no questions comparing objects. (Are grapefruits bigger
than oranges? Yes.)
Will describe a picture by completing a sentence with a comparative or
superlative. (Finish this sentence using the word taller or shorter. The girl
is _____.)
Will make picture comparisons by using comparatives and superlatives in
sentences. (Compare these pictures. There are more red marbles than
green ones.)
Will choose the appropriate comparatives and superlatives to complete fill-
in-the-blank tasks. (Use bigger or biggest. Trucks have big wheels, but
tractors have even bigger wheels.)
Will increase the understanding and use of rules for correct sentence
formation in conversational speech.
Will imitate a complete sentence.
Will formulate a complete simple sentence.
Will formulate a complete simples sentence about two selected objects.
Will formulate a complete simple sentence that describes attributes of an
object.
Will formulate a complete simple question.
Will arrange two or more sequence cards in order and describes the
events, using proper sentence structure.
Will retell at least three sequential events from a story using pictures,
using proper sentence structure. (Use the flannel board to tell us “The
Three Little Pigs”.)
Will explain the sequential steps involved in a process like making a craft,
doing a task or playing a game, using proper sentence structure.
Will use proper noun/verb agreement.
Domain: Early Childhood
Receptive Language
Early Learning Standard: 4A

Goal
Will improve receptive language skills with _____% accuracy.

Objectives

3-year old level
      Will correctly point to people and/or pictures referring to boy and girl.
      Will point to 7 of 10 common objects when named.
      Will identify action pictures when named.
      Will indicate 6-10 simple body parts on self or doll.
      Will demonstrate comprehension of “big/little” by pointing to the
      appropriate pictures and/or objects.
      Will identify the prepositions of, in, on and under.
      Will point to pictures of regular plurals.
      Will identify objects described by use.
      Will point to object or picture of object that “is not”.
      Will demonstrate comprehension of locatives “here” and “there” by
      following directions (example: put the ball here.).
      Will comprehend questions (yes, no, what and where).
      Will identify concepts off, out and up with _____% accuracy.

4-year old level
      Will sort items or pictures of items into groups of foods, animals, clothing
      and toys.
      Will recognize day and night by pointing to pictures.
      Will respond to commands involving direction and modifier (adverb).
      Will point to secondary body parts (example: heel, ankle, elbow).
      Will demonstrate comprehension of concepts “open/close” and “soft/hard”
      by performance.
      Will demonstrate comprehension of prepositions “in front of”, “in back of”
      and “next to” by performance.
      Will identify basic opposite pictures.
      Will demonstrate comprehension of concepts “long/short”, “empty/full”,
      “all” and “way” from by performance.
      Will point to items on request after hearing simple description.
      Will respond correctly to questions pertaining to physical needs.
      Will categorize vehicles, tools and furniture.
      Will respond to directions involving plurals.
      Will point to pictures representing third person pronouns (he, she, they).
      Will identify possessive pronouns (mine, my or yours, his, hers or theirs).
      Will comprehend questions: who, whose, why, how and how many?
      Will identify the concepts of high, forward, backward, down, low, another
      and heavy.

5-year old level
      Will respond correctly to questions pertaining to physical senses.
      Will demonstrate comprehension of the following spatial concepts:
      top/bottom, around, beside, behind, apart and together by performance.
      Will point to objects or pictures representing simple comparatives
      (example: bigger/biggest).
      Will demonstrate comprehension of contracted negatives by pointing to
      appropriate pictures (example: show me the one that isn’t a ball.).
      Will recognize absurdities in a picture.
      Will demonstrate the concept of “same/different” by pointing to simple
      pictures.
      Will sort cards into the following categories: colors, shapes and numbers.
      Will comprehend questions: how long, how much, how far.
      Will identify the concepts of ahead of, before/after, inside/outside and
      upside down.
      Will comprehend statements containing multiple attributes.

6-year old level
      Will find items when location is described.
      Will demonstrate comprehension of the following prepositions: above,
      below, between and towards by performance.
      Will demonstrate the function of community helpers by pointing to pictures.
      Will point to the following quantitative concept: some, many, several, most,
      least, few and half/whole.
      Will point to positions of first, middle and last.
      Will demonstrate comprehension of sentences containing adverbial
      causes (example: before, after, when, until, if, because) by pointing to
      appropriate pictures or following verbal directions.
      Will point to “left” and “right” of self and others.
      Will understand past, present and future tense.
      Will comprehend questions: how often, how long (duration) and when.
      Will identify the concept of “corner”.
      Will identify seasons.
      Will identify the concepts of “sometimes”.
      Will identify the concept of “morning/afternoon”.

7-year old level
      Will understand idioms.
      Will understand double word meanings.
      Will identify the concepts of “almost”, “as many”, “a couple” and “a pair”.
      Will identify temporal concepts: month, day, year, dates, week, soon/later,
      beginning/end, always/never and noon.
Domain: Early Childhood
Expressive Language
Early Learning Standard: 4B

Goal
Will improve expressive language skills with _____% accuracy.

Objectives

3-year old level
      Will tell own sex.
      Will state first name.
      Will tell names of common objects or pictures of common objects.
      Will display average sentence length of 3-5 words.
      Will use forms of possessive nouns (examples: mommy’s, daddy’s).
      Will us prepositions in, under and on.
      Will name primary body parts.
      Will use “not” in speech.
      Will use regular plural forms.
      Will use “a” and “the” in speech.
      Will use pronouns I, you and me.
      Will use –ing verb form to describe action.
      Will express future occurrences using early developing infinitives
      (example: gonna, wanna).
      Will ask questions when appropriate.
      Will answer function questions appropriately.
      Will use first person possessive pronouns (my, mine).
      Will answer yes or no correctly to questions.
      Will use the copula “is”.

4-year old level
      Will tell full name.
      Will tell own age.
      Will use simple adjectives when describing pictures.
      Will display average sentence length of 4-6 words.
      Will answer simple “how” questions.
      Will tell the function of common objects.
      Will use regular past tense (ed).
      Will answer simple “wh” questions.
      Will use is and –ing verb form.
      Will use common irregular plurals.
      Will name secondary body parts.
      Will use second person possessive pronouns (your, yours).
      Will ask “wh” questions when appropriate.
      Will name family members and use family words.
      Will use copula “are”.
      Will name 14/18 objects.
      Will complete analogies other than opposites (example: butter is yellow,
      milk is _____).
      Will use prepositions with, of, to and for.

5-year old level
      Will use contractions can’t, don’t and won’t.
      Will demonstrate average sentence length of 6-8 words.
      Will use third person pronouns he, she and they.
      Will use class names (example: animals, foods).
      Will name pictures that do not belong to a class.
      Will tell final words in opposite analogies.
      Will define simple words.
      Will use prepositional phrases.
      Will refer to objects, persons and events not in the immediate
      environment.
      Will invert word order appropriately to form questions.
      Will use “is” at the beginning of yes-no questions when appropriate.
      Will use irregular past tense.
      Will recite simple nursery rhymes.
      Will tell birthdate.
      Will state agents of action.
      Will use are plus –ing verb form.

6-year old level
      Will demonstrate an average sentence length of 8 -10 words.
      Will tell address.
      Will tell telephone number.
      Will recite and reproduce simple stories.
      Will use all third person possessive pronouns.
      Will demonstrate use of “have” and “has”.
      Will use “yesterday” and “tomorrow” meaningfully.
      Will put together and relate a 3-5 line sequenced story.
      Will answer questions “what happens if…?”.
      Will demonstrate appropriate subject-verb agreement.
      Will use conjunctions (and, but) when appropriate.
      Will use later developing pronouns (another, something, somebody,
      someone, nothing, nobody, none and no one).
      Will make inferences and explain inferences.
      Will use inflections of the verb “to be”, “are”, “was” and “were”.

7-year old level
      will use reflexive pronouns (myself, yourself, himself, itself).
      Will use “wh” words as pronouns (who).
      Will describe similarities and differences in pictures.
      Will use verbs as nouns when appropriate (I like “swimming”).
Will state synonyms for words.
Will identify and explain absurdities in statements with _____% accuracy.
Will explain sayings and proverbs with _____% accuracy.
Will use adverb and adjective clauses with _____% accuracy.
Domain: Auditory Processing
State Standard: 4A

Goal
Will improve auditory processing skills with _____% accuracy.

Objectives
      Will imitate and follow oral directions that require body movement.
      Will follow one-step commands when given visual cues.
      Will follow one-step motor commands.
      Will follow two-step motor commands in given order.
      Will follow three-step motor commands in order given.
      Will follow directions that include information about the location of an
      object.
      Will follow locational directions using crayons or pencil when given a
      worksheet.
      Will follow commands that involve the concepts of left or right when given
      a worksheet or paper.
      Will follow commands that involve time concepts.
      Will follow oral directions that involve comparatives and superlatives when
      given a worksheet with pictures.
      Will follow oral directions that involve opposites.
      Will follow commands presented in “if…then” form.
      Will put out-of-order directions in the correct order for an activity and follow
      them.
      Will identify action words in oral directions.
      Will identify important words in oral directions.
      Will paraphrase oral directions.
      Will identify activities described in oral directions.
      Will identify missing information in oral directions.
      Will identify the number of steps in oral directions.
      Will manipulate objects in response to a series of oral directions.
      Will discriminate statements and questions.
      Will answer questions requiring yes/no respo nses appropriately.
      Will answer true/false questions appropriately.
      Will answer questions requiring a choice appropriately.
      Will answer “wh” questions appropriately.
      Will choose the appropriate “wh” word to ask questions.
      Will answer questions correctly about information presented verbally.
      Will answer questions correctly regarding inferred information that is
      presented verbally.
      Will identify the main idea in verbally presented information.
      Will recall details as instructed in verbally presented material.
      Will identify absurd details in sentences presented aloud.
      Will identify the referents of pronouns in sentences presented aloud.
Will tell whether verbally presented sentence pairs are semantically similar
or different.
Will verbally and/or manipulatively sequence common activities that are
presented orally with visual cues.
Will verbally sequence common activities that are presented orally without
visual cues.
Will verbally and/or manipulatively sequence information or events in a
paragraph that is presented orally with visual cues.
Will verbally sequence information or events in a paragraph that is
presented orally without visual cues.
Will motorically carry out multiple verbal directions with involving a single
object.
Will motorically carry out multiple verbal directions involving multiple
objects.
Will sequence numbers given auditory/visual cues.
Will sequence letters in a specified order given auditory/visual cues.
Will verbally sequence words in a sentence.
Will motorically follow simple directions presented in discrete steps in
order to complete a task.
Will follow verbal directions when given visual cues.
Will complete a fine motor task by following verbal directions.
Will follow directions with a motor response in order to locate a specified
object.
Will follow a set of directions under a given condition. (example: Simon
Says)
Will follow simple directions presented in order to complete an activity.
Will sequence sentences to tell a logical story.
Will follow verbal directions involving language concepts. (example:
before-after)
Domain: Memory
State Standard: 4A

Goal
Will improve memory skills in the educational setting with _____% accuracy.

Objectives
      Will attend to and repeat a series of environmental sounds.
      Will identify a sequence of environmental sounds.
      Will listen to a series of numbers, inserting the missing numbers when the
      series is repeated.
      Will recall a series of numbers previously presented.
      Will listen to a series of words, inserting the missing words when the
      series is repeated.
      Will recall a series of words previously presented.
      Will respond appropriately to questions regarding the content of a
      sentence when presented with it.
      Will respond appropriately regarding the content of sentences when
      presented with a series of sentences/story.
      Will recall and repeat the events in a story, in a logical sequence, which
      has been read or told by a speaker.
      Will repeat a series of objects named within a category when given visual
      cues.
      Will repeat a series of objects within a category without visual cues.
      Will recall and repeat a list of related words which are presented in the
      context of a familiar activity.
      Will recall a given number of related words to complete a task.
      Will recall a given number of facts relating to a specific animal or item.
      Will recall a set of attributes presented orally to describe an object.
      Will identify an object when it is described by its attributed rather than by
      its name.
      Will attend to and follow _____step directions given with visual cues.
      Will attend to and follow _____step directions given without visual cues.
      Will attend to and follow directions involving the manipulation of shapes.
      Will attend to and follow directions involving the use of prepositions.
      Will recall and state the directions necessary to complete a familiar task
      (school or home).
      Will repeat a verbal message.
      Will identify key elements in an orally presented sentence.
      Will identify key elements in an orally presented paragraph.
      Will chunk information by word pairs, catego rizing, whole/part
      relationships.
      Will generate acronyms and use them to recall lists of –5 items.
      Will use rhymes, songs and sayings to remember useful information.
      Will formulate a phrase or sentence from the first letters of each word in a
      list in order to recall the list.
Will rehearse information to later recall it.
Will visualize pictures and/or symbols to recall orally presented
information.
Will use timelines to recall sequential information.
Will paraphrase information to aid in recall.
Will identify appropriate memory strategy for recalling different kinds of
information.
Will verbalize the steps necessary to implement a particular memory
strategy.
Domain: Word Retrieval
State Standard: 4A

Goal
Will improve word retrieval skills with _____% accuracy.

Objectives
      Will use phonemic/graphemic cueing using initial sounds/letters to retrieve
      words.
      Will use imagery (visualization) to retrieve words.
      Will use gestures to retrieve words.
      Will use rehearsal techniques to retrieve words.
      Will use reflective pausing to retrieve words.
      Will substitute synonyms for words that are difficult to retrieve.
      Will supply categories to facilitate retrieval.
      Will ut9ilize rhymes/rhythm to facilitate retrieval.
      Will complete rapid drill techniques to increase retrieval speed.
      Will reduce or modify inappropriate verbalizations.
      Will use gestures appropriately to aid in communication.
      Will use word banks to complete tasks in the classroom or therapy setting.
      Will utilize teacher/therapist prompts to facilitate word retrieval in various
      settings.
      Will identify/utilize strategies to facilitate word retrieval in the educational
      setting.
Domain: Phonological Processing
State Standard: 1A1a, 4A1a, 4A1c and 4A1d

Goal
Will improve speech intelligibility with _____% accuracy.

Objectives

      Using objects or pictures:
            Will produce stimulable postvocalic consonants (obstruents or
            liquids) in one-syllable words.
            Will produce stimuable prevocalic consonants (obstruents or
            liquids) in one-syllable words.
            Will produce stibulable velars in words (tup becomes cup, lod
            becomes log and rid becomes ring).
            Will produce stimulable front sounds (fill-in sounds) in words (got
            becomes pot and hoke becomes home).
            Will add the voicing feature to stimulable initial consonants which
            were devoiced in one-syllable words (pook becomes book and fan
            becomes van).
            Will produce intelligible utterances instead of reduplicated syllables
            for stimulable three-syllable words or phrases (nana becomes
            banana).
            Will produce stimulable vowels i n one-syllable words (leck becomes
            lick).
            Will produce stimulable consonants in the final position of one-
            syllable words (mo? Becomes mop).
            Will produce intelligible words containing stimulable sounds instead
            of idiosyncratic productions.
            Will produce stimulable initial or final clusters instead of omitting a
            cluster sound in words (top becomes stoop, geen becomes green
            and mas becomes mask).
            Will produce stridency instead of omitting the feature in stimulable
            single consonants or clusters in words (toup becomes soup, poon
            becomes spoon and glat becomes glass).
            Will produce stimulable initial liquid /r/ and/l/ instead of liquid gliding
            in words Z (wok or yok becomes rock and wamb or yam becomes
            lamb)
            Will produce stimulable vocalic /r/ sounds instead of vowe lization in
            words (letto becomes letter).
            Will produce stimulable /s, z, ch, sh, j and zh/ sounds without
            tongue protrusion in words (thip becomes zip).
            Will produce stimulable /s, z, ch, sh, j an dzh/ sounds without
            lateralization in words (lateralized shoup becomes soup).
Will produce stimulable palatal features in /sh, ch, j, zh and
y/sounds in words (so becomes show, mats becomes match and
zim becomes jim).
Will produce stimulable voiced and unvoiced /th/ sounds without
substitution in words.
Will add the voicing feature to stimulable postvocalic consonants
which were devoiced in words (hos becomes hose).
Will cooperatively listen when presented with auditory
bombardment.
Will participate with the therapist in drawing a selected number of
pictures on cards representing the target sound(s).
Will indicate awareness of correct versus incorrect production of the
target sounds (represented in the pictures drawn in by the
therapist).
Will produce words represented in pictures drawn.
Will produce the target sound(s) within the phrase “It’s a _____”.
Will demonstrate use of the target sounds in structured
conversational speech during therapy.
Will demonstrate use of the target sound(s) in unstructured
conversational speech during therapy.
Domain: Language Processing
State Standard: 1A

Goal
Will improve language processing skills with _____% accuracy

Objectives
      Will categorize by group when given visual cues.
      Will identify category when presented with 2-6 items from that category
      (visual cues may be provided).
      Will identify items belonging to a category when given the name of the
      category.
      Will eliminate items which do not belong in a given category (visual cues
      may be provided).
      Will pair like items when given visual stimuli (pictures or written).
      Will describe the similarities and/or differences between paired items
      (visual and/or auditory stimuli).
      Will name the associated item and tell the relationship when given one
      item (picture or word).
      Will indicate which objects presented fit the description whe n given a
      positive/negative verbal description.
      Will answer questions comparing a range of characteristics for the items
      when given 2 items presented aloud.
      Will choose the item which exhibits the characteristic when given a
      characteristic in the form of a question.
      Will identify the object described when given definition.
      Will state the relationship (same or different) when presented with 2
      words.
      Will identify the incorrect word in a sentence.
      Will complete analogous statements when presented with an incomplete
      statement.
      Will recognize absurdities visual and/or auditory.
      Will name an item when given category and description (Name something
      you eat that’s long and yellow. Banana.).
      Will tell how two objects, pictures or events from the same category are
      different.
      Will describe a category by listing some of its attributes (Tell me some
      things about vehicles. They move; people can ride in or on them; they
      provide transportation.).
      Will tell how two objects, pictures or events from the same category area
      alike.
      Will categorize nouns by sorting.
      Will express category label.
      Will express category members.
      Will select the item that does not belong given a field of 3-4.
      Will state why an item does not belong in a field of 3 -4.
Will state which word does not belong given a field of 3-4.
Will state why a word does not belong in a field of 3-4.
Will express unique similarities of category members.
Will identify/express an item given attribute(s).
Will identify/express noun labels given attribute(s).
Will identify/express noun labels given function/attribute(s).
Will identify/express noun labels given category/attribute(s).
Will identify/express an attribute to describe a noun.
Will identify/express multiple attributes to describe a noun.
Will state the members of a group given function/sub-classes.
Will identify/express similarities of nouns.
Will identify/express differences between nouns.
Will identify/express antonyms.
Will identify/express synonyms.
Will identify/express one or more definitions for a multiple meaning word.
Domain: Vocabulary
State Standard: 1A

Goal
Will improve vocabulary skills with _____% accuracy.

Objectives
      Will name objects/pictures having specified attributed.
      Will name objects/pictures having specified category.
      Will name objects//pictures belonging to specified category.
      Will explain strategy of categorization for group of objects/pictures.
      Will name antonyms for specified words.
      Will name synonyms for specified words.
      Will name homonyms/multiple meanings for specified words.
      Will complete phrase/sentence with appropriate word(s).
      Will state definitions of specified words.
      Will name body parts.
      Will name animals.
      Will demonstrate an understanding of spatial concepts.
      Will demonstrate an understanding of temporal concepts.
      Will demonstrate an understanding of ordinal concepts.
      Will demonstrate an understanding of quantitative concepts.
      Will demonstrate an understanding of size.
      Will demonstrate an understanding of comparative relationships.
      Will name food.
      Will name transportation.
      Will name community helpers.
      Will name clothing.
      Will name household objects.
      Will name school supplies.
      Will name tools.
      Will use nouns, verbs and modifiers to describe critical features of an
      object.
      Will define pictures objects by using critical attributes.
      Will define action verbs by describing the movement.
      Will define modifiers by comparison, synonyms or descriptors.
      Will demonstrate understanding and use of homonyms correctly.
      Will demonstrate understanding and use of multiple meaning words.
      Will demonstrate understanding and use of synonyms and antonyms.
      Will identify nouns as demonstrated by pointing.
      Will match an object to an object.
      Will match an object to a picture.
      Will select a picture of an object named.
      Will express noun labels.
      Will imitate actions.
      Will perform an action.
Will identify an action by pointing.
Will express actions.
Will identify/express the meaning of signs and symbols in the
environment.
Will demonstrate function or use of object.
Will select a noun given a function.
Will express function of nouns.
Will identify/express spatial relations.
Will identify/express adjectives.
Will identify/express size concepts.
Will identify/express quantitative concepts.
Will identify/express time sequence concepts.
Will identify/express texture material concepts.
Will identify/express social emotional concepts.
Domain: Verbal Reasoning
State Standard: 1C

Goal
Will improve verbal reasoning skills with _____% accuracy.

Objectives
      Will paraphrase directions.
      Will follow directions containing conditional concepts (i.e., if…then).
      Will put directions in the correct order and follow them after hearing the
      directions out of order.
      Will identify key words in oral directions.
      Will paraphrase oral directions.
      Will identify missing information in oral directions.
      Will discriminate between statements and questions.
      Will answer questions requiring a choice.
      Will answer why/how questions.
      Will answer negative “wh” questions.
      Will express answers to exclusionary statements/questions.
      Will recognize the difference between fact and opinion statements.
      Will explain reasons/excuses.
      Will answer questions correctly about information presented verbally.
      Will answer questions correctly regarding inferred information presented
      verbally.
      Will identify/express the main idea.
      Will summarize paragraph/short story presented verbally.
      Will recall details as instructed in verbally presented material.
      Will identify absurdities.
      Will explain absurdities.
      Will predict outcomes.
      Will explain inferences.
      Will identify a problem/situation.
      Will identify cause(s) of a problem/situation
      Will express solution(s) to a problem.
      Will explain plan/procedure to address a problem/situation.
      Will express missing information given sequenced information.
      Will identify/express positive and negative aspects of a situation (i.e., how
      would you feel about being invisible?).
      Will verbally identify relevant information in oral presentation.
      Will verbalize cause and effect.
      Will identify/express key elements in a sentence.
      Will identify/express key elements in a paragraph.
      Will verbally identify problems in orally presented situations.
      Will choose the appropriate solution for orally presented problems.
      Will formulate and verbalize appropriate solutions for orally presented
      problems.
Will verbally predict outcomes for orally presented situations.
Will verbally identify relevant information in orally presented situations.
Will verbalize the cause and effect of an orally presented situation.

								
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