Ruby Isaly Laura Jester

Aneta Milojevic Stephanie Schlimgen

Student: Tommy Sassy DOB: 05/03/1997 Age: 11 Medical Diagnosis: Attention Deficit Disorder (ADD),

Dyslexia Treatment Diagnosis: Language Delay

Common Core State Standard • Engage effectively in a range of collaborative discussions (one-one-one, in

groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on other’s ideas and expressing their own clearly Come to discussion prepared, having read or studies required material;

explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

• Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study

• Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Client will improve receptive language skills to commensurate with same-age peers as evidenced by collaboration and participation in discussions.

In a 5 minute small group discussion, client will make at least 3 comments pertinent to the discussion as judged by the clinician.

Client will accurately summarize 3 key points from small group discussion verbally to class.

SLP and teacher will team teach about culture. An introduction about “culture” will be taught.

Group discussion: Ask students to imagine they are extraterrestrials, whose mission on earth is to find answers about humans in their community. • What is unique, different, or interesting about your

school/community? • What explains why humans in your community and school

think and act the way they do? • What sorts of observations would extraterrestrials make

about life in their community? After discussion, one “reporter” will be chosen

from each group to tell the class what was discussed in the small groups. www.opi.mt.gov

Common Core State Standard Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence

or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin

affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Long-Term Goal: Student will demonstrate vocabulary skills commensurate to same-aged peers as measured by Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4).

Student will learn the 20 most common prefixes measured by the ability to state a definition and example of each. • Common Prefixes: Un-, Under-, Anti-, De-, Dis-,

Fore-, Inter-, Mid-, Mis-, Non-, Over-, Pre-, Re-, etc.

The SLP and regular classroom teacher will collaborate and create a list of the most commonly used prefixes in English and their definitions. The SLP and classroom teacher will present a small lecture at the beginning of a book-reading activity and share the list and definitions with all students in the classroom. After this lesson, students will participate in the classroom book-reading of Twilight and read aloud when prompted by the SLP and teacher. The student will be stopped during their read-aloud and asked to discuss the meanings of read words. (Example words that could be stopped upon: subcutaneous, subhuman, semiconscious, prehistoric, ect.) The teacher and SLP will both collect data on student’s use and understanding of prefixes and suffixes.

Student will demonstrate understanding of 20 common suffixes measured by their ability to correctly use 20 words in a sentence during a 10-minute structured activity.

The SLP and regular classroom teacher will collaborate and create a list of the most commonly used suffixes in English and their definitions. The SLP and regular classroom teacher will present a small lecture defining 20 suffixes, providing examples, and determining parts of speech to all students in the classroom. The SLP will work with Susie to create a short-story that she will present orally to the classroom that will include the appropriate usage of all 20 suffixes.

Common Core State Standard • Reading Standards for Informational Text Integration of Knowledge and Ideas Integrate information presented in different media or formats

(e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Include texts by and about American Indians.

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Include texts by and about American Indians.

Student with improve receptive written language abilities to be commensurate with same aged peers as measured by standardized assessments.

Student will identify arguments or claims in a written text with 80% accuracy as measured by in class assignments.

In a group activity, students will be given a variety of short stories about Native American Indians. Half the students will have to identify arguments or claims in the stories about Native American history. The other half of the students will then have to find direct evidence either proving or disproving each claim or argument. The groups will then switch with a different story.

Progress will be measured by student’s ability to identify an argument or claim as well as their ability to relate evidence in the text to that argument or claim.

Student will demonstrate ability to evaluate an argument about a written text and provide evidence to prove it with 80% accuracy as measured by in class assignments.

Teacher will give students a passage about Native American lifestyle, traditions, or history along with a general argument about the passage. Students will have to read the passage and find 3 direct statements which serve as evidence for or against the general argument they were given. Students will present their evidence out-loud for the class or in small groups.

Progress will be measured by number of evidence statements student can find as well as whether or not statements are in fact evidence.

Common Core State Standard • Write narratives to develop real or imagined experiences

or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events

Student will improve written narrative technique to be commensurate with same aged peers.

Student will identify transition words and/or phrases when reading traditional stories with 80% accuracy as measured by in-class assignments.

Students will be given a traditional story to read and discuss the history or lessons on life that are being passed on to the next generation. Student will be asked to circle transition words and/or phrases used in the traditional story that convey sequence or a shift from one time frame or setting to another.

Student will correctly use transition words, phrases, and/or clauses when assigned a write their own story in 4/5 opportunities as measured by the classroom teacher.

Students will listen to the teacher read a traditional story and then will be asked to compare the traditional story to something important in their life. Student will use transition words, phrases, clauses to convey sequence and/or shift from one time frame to another.

http://www.opi.mt.gov/Curriculum/Mont CAS/GetReady.php

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Montana Common Core Standards for 6th GradeHypothetical ClientReceptive Spoken LanguageReceptive Spoken Language GoalObjectivesActivityExpressive Spoken LanguageExpressive Spoken LanguageObjective #1:Activity 1Objective #2:Activity 2Receptive Written LanguageLong Term GoalObjective 1Activity #1Objective #2Activity #2Expressive Written LanguageLong Term GoalObjective 1Activity 1Objective 2Activity 2References