4/2/2013
Name(s) of client
Zachary S.
Required Lesson Plan Format
Short-term objective(s)
1.
In a structured speech setting, Zachary will describe pictures or objects by using two attributes appropriately with 80% accuracy.
2.
Zachary will verbally identify and correctly use regular and irregular plurals in a structured speech setting with 80% accuracy.
STO(s) being addressed Introduction
Attribute Map
“The Foot Book” by Dr. Seuss
Fun Deck Four worksheet- Find the adjective.
Irregular plural picture memory game.
Instruction
To begin this session, the therapist will read “The Foot Book” to
Zachary. The therapist will read it though once to him, and then a second time together with Zachary talking about the book as we go. This book is great for him because it drills or repeats the singular and irregular plural of “foot/feet” throughout the story.
Along with the singular/plural aspect, this book allows Zachary to see describing words for the different feet. We addressed the different attributes of each foot as we went. Since we did not get to cover all of the materials last session, in the next activity we will play an irregular plurals matching game. We will review the pictures so Zachary knew what matches he needs. We will continue play until all the correct matches have been found.
Lastly, we will begin work on the “finding the adjective” worksheet.
There are sentences that contain an adjective and Zachary will have to identify the describing word in each. He will then have to write it down and then color a picture. Since there are eight sentences, we will do four and he will complete the rest at home

4/2/2013 with his parents.
Correction Procedures
Verbal Cues to help provide some
Visual Cues using the plurals flash cards.
Verbal Cues prompting him with a carrier
Visual cues using the attribute map. adjectives if needed. sentence for the plurals
Lesson Wrap-up
The therapist will review all strategies covered in the session with
Zachary.
Zachary will take home the find the adjective worksheet to complete at home with mom and dad.
Zachary will place stickers on his chart based on his behavior, having his homework, and his book.
Evidence supporting intervention strategies
~ Language disorders: from Infancy through Adolescence Assessment and
Intervention by Rhea Paul
Drill, it’s a form of Clinician Directed Approach (CD). “Often contain Prompts”, if the response is one that the clinician intended, the child is reinforced with verbal praise or some tangible reinforcer. It makes use of the classic format of discrete trial intervention (DTI).
~Plurals: Common Core State Standards (2010) b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
~Adjectives: Common Core State Standards (2010)
6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Second Grade Common Core State Standards (2010) b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Second Grade Common Core State Standards (2010) e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
~ Phonological Intervention within Storybook Reading . Topics in Language Disorders
February 1997. pgs 69-88; Paul Hoffman PhD, Professor Department of
Communication Sciences nad Disorders Louisiana State University Baton Rouge,
Louisiana.