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10/1-10/3 Project IMPRESS Required Lesson Plan Format Name(s) of client Avis V. STO(s) being addressed Short-term objective(s) Avis will correctly produce /s/ in final positions of words in phrases and sentences with 80% accuracy over 3 consecutive sessions. Avis will correctly produce /sh/ and /ch/ in initial, medial, and final positions of phrases with 80% accuracy over 3 consecutive sessions. Avis will correctly identify irregular nouns and verbs when presented auditorily and visually with 80% accuracy over 3 consecutive sessions. Introduction Irregular Plurals Fun Deck Irreguar Verbs Fun Deck Irregular plural noun guide. /Sh/, /ch/, and /s/ word lists. 4th Grade reader story “Kai’s Journey to Gold Mountain” Mouse Race worksheet identifying the singular and plural irregular nouns. Instruction To begin this session, the therapist will probe Avis’s irregular noun and verb skill using the Webber fun decks. Once this task is completed, the therapist will review the “guide” about irregular plurals used in the first session. Next, Avis will complete the mouse race worksheet. This is an activity for him to quickly identify singular and irregular plural nouns. He will color the singular ones blue and the irregular ones red. In the next activity, the therapist and Avis will read the chapter from his reader called “Kai’s Journey to Gold Mountain.” While we are reading this, we will look for and identify any irregular plural nouns or irregular verbs used within the story. Avis will identify and tell whether it is singular/plural 10/1-10/3 noun or regular/irregular verb. Avis will retell the story in his own words after, concentrating on using the correct verbs/nouns. When we are finished the story we will work on his articulation goals. The therapist and Avis will play an open ended game focusing on his articulation skills. When it is Avis’s turn he will correctly use his good sound in the target position desired using a word list of “s”, “sh”, and “ch”. He will need to make this sound correctly 3 times before he is able to take his turn. This will continue until someone makes it to the end. Correction Procedures Gestural cues by pointing to the “guide” and pictures naming or words practicing. Verbal cues by asking Avis to use his good sounds (when needed) Visual cues using the webber fun deck cards. Lesson Wrap-up The therapist and Avis will review activities worked on during the session. The therapist will send home practice sheets for Avis to review at home with mom or dad. Evidence supporting intervention strategies C. S., Law, T., & Li, X. (2012). Influence of additional language learning on first language learning in children with language disorders. International Journal Of Language & Communication Disorders, 47(2), 208-216. doi:10.1111/j.14606984.2011.00105.x http://web.ebscohost.com.navigatorbloomu.passhe.edu/ehost/pdfviewer/pdfviewer?sid=e9836c77-d33c-40ca-95e218aef247053c%40sessionmgr111&vid=2&hid=122 Pennsylvania Academic Standards: 1.5.3. Quality of Writing F. Edit writing using the conventions of language. Use nouns, pronouns, verbs, adjectives, adverbs and conjunctions properly. 1.5.3. Quality of Writing F. Edit writing using the conventions of language. 1.5.3. Quality of Writing D. Write with an awareness of the stylistic aspects of composition. Use descriptive words and action verbs. 1.5.3. Quality of Writing F. Edit writing using the conventions of language. Use nouns, pronouns, verbs, adjectives, adverbs and conjunctions properly. 10/1-10/3