Grade: Pre-Kindergarten Subject: Speech/Language Therapy
1. Topic-
The Very Hungry Caterpillar Comprehension Question and Describing Activity
2. Content-
Answering comprehension questions
Describing items

caterpillar, cocoon, chrysalis, category, function, material, location
3. Goals: Aims/Outcomes-
1. The student will answer comprehension questions about a short story read aloud with 80% accuracy.

2. The student will describe an item orally by stating its category, function and two additional attributes with 80% accuracy.
4. Objectives-
1. After listening to a story, the student will answer a "who, what, where" question about the story with multiple choices, if needed.
2. Given an item, the student will describe the item using several of the following: category, function, size, shape, color, trait, material, etc. with cueing/prompting, if needed.
5. Materials and Aids-
Printed items from the story
Expanding Expression Tool (EET) "caterpillar"
6. Procedures/Methods-

A. Introduction-

1.The students will listen to the story, "The Very Hungry Caterpillar.


B. Development-

1.The students will sequence the story events with props, demonstrating an understanding of the story.

C. Practice-

The students will be divided into small groups. The SLP will ask a student a "who, what, where" question. After answering, the student will draw an item out of a bag. Once all of the "who, what, where" questions have been answered, the students will then use the EET caterpillar to describe their item, with cueing/prompting, as needed. At the end of each turn, the student will feed the caterpillar their item.

D. Independent Practice-

The student will manipulate the EET "caterpillar" with little or no prompting/cueing from the SLP to determine understanding of EET progression.

E. Accommodations (Differentiated Instruction)-

Instruction has already been differentiated in the format of the IEP

F. Checking for understanding-

Assessment: The student's performance will be logged on their data sheet

Feedback: The students will be given positive reinforcement for correct answers and adequate effort.


G. Closure-

The SLP will ask the students how well they liked the activity and allow them to "vote": thumbs up= got it; thumb sideways= fun, but somewhat difficult, thumbs down= did not like activity/did not understand activity.
7. Evaluation-
The SLP will also analyze data taken and enter results onto a rubric to further assess students' skills with activities.

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