| Grade: Primary |
Subject: Speech-language |
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1. Topic-
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2. Content-
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| Naming categories, generating category members, making associations,
comparing and contrasting objects |
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3. Goals: Aims/Outcomes-
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1. Separate everyday items into specific categories
2. Label categories
3. Compare and contrast category members based on attributes |
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4. Objectives-
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1. When presented with a
variety of items, the student will identify which specific category
each
item belongs in, with and without prompts, with 90% accuracy.
2. When presented with a variety of category members, the student
will
explain why each item belongs in the specific category, with and without
prompts, with 90% accuracy.
3. When presented with a category name, the student will generate
3 to 5
category members, with and without prompts, with 90% accuracy
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5. Materials and Aids-
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Plastic animal figures,
computer game, cardboard "doll" house with pictures of household items
that attach to the walls of each room with magnets, cut and paste
work
sheets, Webber "Funalogy" Cards |
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6. Procedures/Methods-
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A. Introduction-
1. The speech-language
pathologist (SLP) will introduce the concept of categories by explaining
that the students and SLP belong to several categories, groups or
families. SLP will point out that they all belong in the category
of
"people" but only some of them belong in the category of
"girls/females".
2. The students will think of other categories represented in the
classroom
3. These groups will be asked to stand and form visually represented
categories |
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B. Development-
1. SLP will take out
plastic figures of various animals along with name cards that have
animal categories written on them (zoo animals, farm animals, pets,
ocean)
2. SLP will put each category name card on the table and ask each
student to place an animal in an appropriate category.
3 SLP will display a cardboard house with rooms and magnetic pictures
of
items that belong in a specific room
4. SLP will put a few items in the correct place in the house according
to category (refrigerator in kitchen) |
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C. Practice-
1. SLP will give each
student an equal amount of animals and each student will put his/her
animals in the correct categories.
2. SLP will give each student an equal amount of household items and
each student will put his/her picture items in the correct room based
on
its use and category.
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D. Independent Practice-
1. Students will play
QUIA "Name the Category Game" on the computer, which gives them
immediate feedback on their accuracy and gives them a final score
that
they will record for the SLP, each time they play. The SLP will record
scores on a data therapy log sheet to track progress.
2. Students will use worksheets to cut out pictures of household items
and paste them to pictures of various rooms of a house. SLP will check
worksheets for accuracy and will record results on therapy data log
sheet, noting errors for future review
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E. Accommodations (Differentiated Instruction)-
1. Students who have
difficulty with providing spontaneous answers will be provided with
2
possible choice prompts to pick from
2. Students who have difficulty with spontaneous answers will be
provided with a verbal prompt such as the beginning sound of the correct
answer.
3. Students who have difficulty with spontaneous answers will be
provided with the correct answers and repetition of the task. |
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F. Checking for understanding-
1. Observation of student performance
2. Review of data logs
3. Informal assessment information gathered from worksheets |
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G. Closure-
1. SLP will discuss how
categories help use to learn and remember information similar to a
file
system
2. SLP will give an example of the above by naming specific categories
and having students tell 3 to 5 members in each category named |
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7. Evaluation-
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1. Student observation
2. Review of therapy data log sheets |
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