| Grade: Pre-Kindergarten |
Subject: Speech/Language Therapy |
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1. Topic-
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| The Very Hungry Caterpillar Comprehension Question and Describing
Activity |
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2. Content-
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Answering comprehension questions
Describing items
caterpillar, cocoon, chrysalis, category, function, material, location |
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3. Goals: Aims/Outcomes-
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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.
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4. Objectives-
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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.
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5. Materials and Aids-
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Printed items from the story
Expanding Expression Tool (EET) "caterpillar" |
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6. Procedures/Methods-
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A. Introduction-
1.The students will listen to the story, "The Very Hungry Caterpillar.
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B. Development-
1.The students will sequence the story events with props, demonstrating
an understanding of the story.
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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. |
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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. |
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E. Accommodations (Differentiated Instruction)-
| Instruction has already been differentiated in the format of the
IEP |
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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.
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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. |
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7. Evaluation-
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| The SLP will also analyze data taken and enter results onto a rubric
to further assess students' skills with activities. |
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