Page 97 - Literacy Based Speech Language Therapy Activities Digital Version

Assessing What to Work on, Choosing Goals, and Taking Data

complexity. Students are expected to express an opinion supported by accurate
information, employing eye contact, speaking rate, volume, and enunciation, and the
conventions of language to communicate ideas effectively.

4 Grade – Receptive Language
th
2B. Use the context of the sentence (e.g., in-sentence example or definition) to determine
the meaning of unfamiliar words or multiple meaning words

6A. Sequence and summarize plot's main events and explain the influence on future events
11A. Summarize the main idea and supporting details in text in ways that maintain meaning
11D. Use multiple text features (e.g., guide words, topic and concluding sentences) to gain an
overview of the contents of text and to locate information

13A. Determine the sequence of activities needed to carry out a procedure (e.g., recipes)
24C. Take simple notes and sort evidence into provided categories or an organizer

27A. Listen attentively to speakers, ask relevant questions, and make pertinent comments
27B. Follow, restate, and give oral instructions that involve a series of related action

4 Grade – Expressive Language
th
2C. Complete analogies using knowledge of antonyms and synonyms
6A. Sequence and summarize plot's main events and explain the influence on future events

11A. Summarize the main idea and supporting details in text in ways that maintain meaning
11C. Describe explicit and implicit relationships among ideas in texts organized by cause-
and-effect, sequence, or comparison
15C. Revise drafts for coherence, organization, use of simple and compound sentences

15D. Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
20A. Use and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
(i) verbs (irregular verbs)

(ii) nouns (singular/plural, common/proper)

(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their
comparative and superlative forms (e.g., fast, faster, fastest)

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)
(v) prepositions and prepositional phrases to convey location, time, direction, or to
provide details
(vi) reflexive pronouns (e.g., myself, ourselves)

(vii) correlative conjunctions (e.g., either/or, neither/nor)
(viii) use time-order transition words and transitions that indicate a conclusion

20C. Use complete simple and compound sentences with correct subject-verb agreement

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