Page 46 - Literacy Based Speech Language Therapy Activities Digital Version

Literacy-Based Speech Language Therapy Activities

Cloze procedures
The educator provides the first part of an utterance and the student completes the thought (e.g.

E: Goldilocks tried the porridge of the small bear and it was…. S: just right).

Syntactic and semantic expansions
The educator expands on an utterance provided by the student using the grammar and vocabulary

targets (e.g. S: Goldilocks asleep. E: Yes, Goldilocks is asleep in the little bear’s bed.).

Comprehension questions
The educator asks the student a question targeting an appropriate level of complexity for the student
(E: Why do you think Goldilocks ate the little bear’s porridge? S: It was just the right temperature.).

Binary choice
The educator offers the student two choices of responses (e.g. E: Whose chair did Goldilocks break?
Was it the little bear’s chair or the papa bear’s chair? S: The little bear’s chair.).

Modeling
The educator models the target structure for the student (e.g. E: What happened when the bears got

home from their walk? They found all the things Goldilocks had used.)

Scaffolding Strategies Data Chart

Here is a chart of strategies that can be used to take data on your students’ responsiveness to
different types of scaffolding. Share these results with parents and educators on the student’s team.

Scaffolding Strategy Response and Example

Modeling (show)

Print reference (picture cues)

Expansions (add to sentence)

Binary choice (give 2 choices)

Cloze procedure (fill in the blank)

Comprehension questions

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