communication disorder
articulation
Characteristics
 Difficulty combining
words to express ideas,
thoughts, and feelings
 Sometimes
appropriateness of intent
to communicate is
compromised (knowing
what words are best for
specific situations)
Stop & Jot:
Based on the characteristics,
which students come to mind?
How does it manifest in the
classroom?
Classroom Strategies
 Unable to use appropriate
grammatical structures
(e.g., pronoun reversals,
plural forms, verb tenses)

Use pictures and/or colors to
associate with correct grammatical
form (e.g., boy=he, girl=she,
blue=boy=he, pink=girl=she).

Include the student in ELD
lessons on grammatical structures.

Use teacher “think-alouds” to
model language.

Use language or sentence frames.

Use turn and talk frequently and
check in on identified student.
Provide prompts and/or model
appropriate responses.
How does it manifest in the
classroom?

Provide clues about the object (characteristics
and use, give the first sound/letter of the
word, etc.).

Utilize word wall (with pictures, as
appropriate).

Encourage child to add an adjective/adverb or
modifying phrase to their initial attempt.

Suggest modifiers.

Model correct response and have child
repeat.

Use sentence frames.

Provide response choices.

Verbally model and have child repeat.

Have child repeat a modeled phrase or
sentence.

Do “Masterpiece Sentence” lessons/activities.
Classroom Strategies
 Unable to formulate
sentences of varying
lengths and complexities.
How does it manifest in the
classroom?
Classroom Strategies
 Inappropriate response to
social situations.

Practice identifying different emotions.

Teach routine greetings.

Restate response in a more appropriate
manner and have the student repeat the
appropriate response.

Video clip of appropriate interactions
(Calif. Streaming may be possible
source).

Role-play appropriate responses.
How does it manifest in the
classroom?
Classroom Strategies
 Difficulty with tasks such as
writing to dictation or notetaking

Provide teacher notes or
Powerpoint/Keynote slides or notes
pages.

Utilize visual aides (i.e., cell phone
photo of lesson charts).

Provide peer assistance for note taking.

Use turn and talk strategy frequently.

Pre-teach or frontload the child with
outline.

Pre-teach key terms/vocabulary.

Chunk sentences for dictation into
smaller segments.

Have students count the number of
words in a sentence to be written.
How does it manifest in the
classroom?
Classroom Strategies
 Unable to recall words for
verbal expression/stalled
speech (um, um,…)
 Use visual prompts and
carrier phrase/sentence
frames for speaking or
writing.
 Practice verbalizations
while pointing to words.
 Allow time for oral practice
before written work.
Turn & Talk:
* Which strategies have you tried
and found successful?
* Name a new strategy that
you’d like to try on!