Given a phrase or sentence that includes “have” and “has” (e.g., “The boy has a dog”, and “The girls have ice skating”), STUDENT will answer “yes or no” if the phrase or sentence uses the tense accurately with 80% accuracy in 4 out of 5 opportunities. The following Goals and Objectives written to the California Standards were developed by a group of speech-language pathologists from school districts around the state. Given a difficult task or activity, STUDENT will use words and/or signs to ask for “help” with 80% accuracy in 4 out of 5 opportunities. Given 2 sentences that represent different meanings of the same word, STUDENT will provide a definition for each with 80% accuracy in 4 out of 5 opportunities. The person may develop secondary behaviors to hide stuttering. Given a short story or video, STUDENT will answer wh-questions (who, what, when, where, why, & how) using complete sentences with 80% accuracy in 4 out of 5 opportunities. Given a picture or story, STUDENT will use nouns to answer WHO or WHAT questions with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will identify and reduce each of their secondary behaviors with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will point to gain the communication partner’s attention with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information during a conversational exchange with 80% accuracy in 4 out of 5 opportunities. 3. Given 10 words, STUDENT will identify the sounds in the words with 80% accuracy in 4 out of 5 opportunities. Given 10 objects or pictures and a verbal description of a word, STUDENT will select the correct object or picture to match the given verbal description with 80% accuracy in 4 out of 5 opportunities. No Prep Articulation Printables Using High Frequency Words Bundle for SLPs, Vocabulary Worksheets for Speech Therapy: One Sheet, Digital, Uses Real Pictures. Given 5 objects or pictures at a time (e.g., ball, bat, car, fork, and ring) and asked what item is associated with … (e.g., with a seatbelt), STUDENT will select an item that is associated with the objects or pictures (e.g., car) with 80% accuracy in 4 out of 5 opportunities. Given an assignment, STUDENT will write down the assignment in HIS/HER planner or electronic device with 80% accuracy in 4 out of 5 opportunities. The original group was given the task of writing goals for the Association of California School Administrators (ACSA) publication. Given an object or picture and a phrase that uses agent action form (e.g., “boy jump”, “girl eat”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. One of the most important reports you create is the student’s individualized education program (IEP). Given a reading task, STUDENT will make predictions and inferences based on textual evidence with 80% accuracy in 4 out of 5 opportunities. Here are some specific goals that can be put into your child’s IEP: 1. I know, because I struggle with this too! Given warning and a change in routine, STUDENT will identify exactly what is changing, ask questions, remain calm, and explain HIS/HER feelings of concern with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will ask WH questions (i.e., “What is the girl doing?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities. using HIS/HER AAC device, a gesture, or a sign with 80% accuracy in 4 out of 5 opportunities. Given an event or object, STUDENT will describe the event or object using at least 3 descriptors with 80% accuracy in 4 out of 5 opportunities. Given a toy(s), STUDENT will play with the toy(s) using their appropriate function with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes articles (e.g., “a”, “an”, “the”, and “some”), STUDENT will answer “yes or no” if the phrase or sentence uses the articles accurately with 80% accuracy in 4 out of 5 opportunities. ), STUDENT will adjust HIS/HER language style and topics of conversation based on the conversation partner with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce the palatal sounds  in words (sh, zh) to reduce the process of depalatalization (i.e., using non-palatal for palatal “fit”  for “fish”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a phrase or sentence that includes object pronouns (e.g., “me”, “him”, “her”, “you”, “us”, “them”), STUDENT will answer “yes or no” if the phrase or sentence uses the pronoun accurately with 80% accuracy in 4 out of 5 opportunities. I'll be in your inbox in a moment to get to know you better and give you my favorite resources & freebies! Given an object or picture, STUDENT will say 3 to 4-word utterances (e.g., “dog sitting in car”) with 80% accuracy in 4 out of 5 opportunities. Context Clues Strategy Task Cards for Middle School Speech Therapy. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 2-step directions with 80% accuracy in 4 out of 5 opportunities. Given a picture or object, STUDENT will select matching word using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a functional classroom symbol, STUDENT will demonstrate knowledge of the symbol by performing an action or going to the appropriate place when shown a symbol with 80% accuracy in 4 out of 5 opportunities. Given a classroom discourse or conversation, STUDENT will actively listen to the speaker by facing the speaker, keeping mouth and body still, nodding head to show listening, asking questions and/or making on-topic comments with 80% accuracy in 4 out of 5 opportunities. Given an idiom verbally, STUDENT will identify a social situation where the idiom may be used appropriately with 80% accuracy in 4 out of 5 opportunities. Many children are able to master their speech goals in elementary school and no longer require therapy services. Given a word pair verbally, STUDENT will explain the primary difference between the two words with 80% accuracy in 4 out of 5 opportunities. Given a reading passage, STUDENT will use the preparatory set method to minimize disfluencies during reading with 80% accuracy in 4 out of 5 opportunities. Given a toy or object and asked to share, STUDENT will share the toy or object with a peer or adult with 80% accuracy in 4 out of 5 opportunities. Given a story read aloud, STUDENT will select the picture that tells WHERE with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the initial position of words to reduce initial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given expected and unexpected behaviors, STUDENT will identify how the expected and unexpected behaviors affect the thoughts and feelings of others with 80% accuracy in 4 out of 5 opportunities. Given a wh-question, STUDENT will use2-4 words to answer simple Wh-questions (i.e., who, what, when, where, why, how) with 80% accuracy in 4 out of 5 opportunities. Given a verbal prompt, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities. Given a social setting, STUDENT will demonstrate expected behaviors that are expected in that setting with 80% accuracy in 4 out of 5 opportunities. Given 10 items presented verbally, STUDENT will describe the object or picture by identifying a minimum of (3) attributes (e.g., color, size, number etc.) Given 5 pictures of facial emotions, STUDENT will identify the emotion using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given 3 objects or pictures at a time, STUDENT will select and hand clinician the requested object or picture with 80% accuracy in 4 out of 5 opportunities. Given a make-up or missed assignment, STUDENT will ask the teacher for the make-up or missed assignment with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce the alveolar sounds  in words (t, d, n) to reduce the process of alveolarization (i.e., using alveolar for non-alveolar “tan”  for “pan”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a familiar or unfamiliar person to greet, STUDENT will look at the person, use a kind voice, and say “hi” or “hello” following all 3 steps with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the medial position of words to reduce medial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. flying vs. driving), STUDENT will compare likeness(es) and difference(s) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all the phonemes in words to reduce the process of reduplication (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a new person entering or leaving a situation, STUDENT will independently volunteer social greetings and farewells, such as “hi” and “bye” with 80% accuracy in 4 out of 5 opportunities. Given 10 common words, STUDENT will verbally name the word in a phrase or sentence with 80% accuracy in 4 out of 5 opportunities. Given 20 words, STUDENT will use the easy onset technique to minimize disfluencies at the word level with 80% accuracy in 4 out of 5 opportunities. 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Store 2020 Guide to middle school speech language therapy at the middle school and Clinic you my resources.