Speech Language Positivity

This packet includes a variety of prompts to obtain broad date for students at the start of the year or before doing a comprehensive assessment. All tasks are criterion based rather than norm referenced, so this will provide you an idea of what tasks are easier and where further investigation of skills is warranted. The product includes stimuli to obtain qualitative baseline information for narrative writing, semantics, vocabulary, grammar, spelling, inferencing, and listening comprehension.

The purpose of this course is for students to develop tools and skills to help them with managing their schoolwork and life outside of the classroom. This product includes three components: (1) document outlining the course schedule, (2) the lesson plans in the form of a weekly slideshow, and (3) student workbook that corresponds to the units. The units include: RoutinesTask InitiationSelf-ControlPlanningTime ManagementCommunicationCommunity and CollaborationI have used this curriculum with mid

Push-in therapy is often the most effective for supporting students in a least restrictive environment. However, co-planning time with classroom teachers can be limited. The middle school speech push-in binder is a collection of visual aids that can be modeled for a variety of different lessons. During push-in sessions, I bring all the visuals and determine which one will be most supportive for that student based on the teacher's lesson. The visuals can be used to Support a student at summariz

This packet was developed to support students with comprehension challenges and developing inferences in a text. Students often demonstrate comprehension skills and make inferences in the therapy room, but this does not generalize to the classroom. This packet will provide explicit steps for teaching comprehension skills and then students can use the guided carryover strategy in the classroom during push in sessions. The packet includes lessons for the following strategy: Pronoun referents (h

Support students in getting the gist of a video or reading. Outlines steps for generating the gist or main ideas of a reading or videoGreat or push-in therapy to summarize activities, labs, and expository textsUse during Push-in therapy

This is a note catcher bundle that corresponds with biography channel videos. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Target areas include: Extracting key details, writing the gist, making inferences, activating background knowledge, Summarizing,

Support students in developing inferences using observations and background knowledge. Steps to generating inferences based on observationsIncludes sentence starters for each of the categories: observation, inferences, and background knowledgeGreat push-in resources

Help students in using context clues to determine word meanings. Acronym to remember the different types of context cluesUse curricular vocabulary to teach identifying word meaning using clues in the sentence awarenessModels signal words to determine clue typeWorks well for push-in

This is a note catcher that corresponds with a biography channel video. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Target areas include: Extracting key details, writing the gist, making inferences, activating background knowledge, Summarizing, contex

This is a note catcher bundle that corresponds with biography channel videos. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Target areas include: Extracting key details, writing the gist, making inferences, activating background knowledge, Summarizing,

This product is an escape room style activity for use with mixed groups for speech and language or special education. The escape room uses candy to motivate students to decode locks by answering questions and using critical thinking skills. Target areas include: Inferencing, using context clues, social thinking through role play, logical thinking, problem solving, sequencing, critical thinking skills, and responding to wh-questions. Included you will find the following: Teacher instructions

This product includes a pull-out lesson and corresponding push-in visual aid. This activity requires the student to identify whether a sentence is an observation, background knowledge, or an inference. This also models the process of developing an inference using what you see and know.

This is a note catcher that corresponds with a biography channel video. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Target areas include: Extracting key details, writing the gist, making inferences, activating background knowledge, Summarizing, contex

This is a bundle of note catchers that corresponds with biography channel videos. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Targets areas include: Extracting key details Writing the gistMaking inferencesActivating background knowledgeSummarizingConte

This is a note catcher that corresponds with a biography channel video. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Target areas include: Extracting key details, writing the gist, making inferences, activating background knowledge, Summarizing, context

Do you ever just want to play a game, but are unsure how to embed language into the game? Do you have mixed groups where one student is working on language and the remainder are working on articulation? You can use this to support your students with developing summarizing and using trial based games for the arctic students. A printable summary outline to use for any game. This tool aids students in Identify the goal or main idea of the gameRules or exceptions in the gameDeveloping a cohesive s

This is a note catcher that corresponds with a biography channel video. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Target areas include: Extracting key details, writing the gist, making inferences, activating background knowledge, Summarizing, contex

This product includes a pull-out lesson and corresponding push-in visual aid. This activity requires the student to identify whether a sentence is an observation, background knowledge, or an inference. This also models the process of developing an inference using what you see and know.

This is a note catcher that corresponds with a biography channel video. This is a pull-out resource that can be used for mixed groups as there are three levels of scaffolding (minimal, moderate, maximal) support. The structure guides students to activate background knowledge before the video, take notes, and then make inferences and summarizes after watching. Target areas include: Extracting key details, writing the gist, making inferences, activating background knowledge, Summarizing, contex

Support students in responding to literal and inferential based questions. Requires pre-teaching of the question typesIncludes signal words to alert students where to look for the answerEncourages students to use their own ideas to explainWorks well for push-in therapy