morphology speech therapy goals

Perspectives on School-Based Issues, Volume 16, April 2015. The Los Angeles Unified School District Speech and Language Program consists of a dedicated staff of over 300 qualified speech-language pathologists. For more information on writing objectives using the SMART framework, this n2y.com blog post is very helpful, Techniques and Interventions to Correct R course, if a student is demonstrating a tongue thrust or improper tongue resting posture and is also demonstrating a lisp, articulation carryover is teaching my student how to self-evaluate speech, Here is another fun articulation carryover activity, its really important to work on grammar and syntax in speech therapy, creating complex and compound sentences using conjunctions about pictures, straw technique for tackling a lateral lisp, BEST Books for Speech Therapy: 4th and 5th Grade - The Pedi Speechie, Website + Branding Design by Christi Fultz, have a better understanding of the articulators, realize they can control, shape, and move the tongue, maintaining the correct lingual positioning (i.e. Whether they are using a communication board or a communication device, be sure to provide that student with access to increasing morphology, grammar, and syntax. You can access that article here. I also find having a typodont on hand especially helpful, so I can show where lingual-palatal contact occurs. In this goal bank youll find the fluency goals we use most often. during structured language activitiesProducir lenguaje figurativo (smiles, metforas, hiprboles, personificacines, etc.) Speech pathologists are language experts- but we arent English teachers! You can read about my favorite games for 4th and 5th grade and dont forget to learn about my favorite straw technique for tackling a lateral lisp. For structured language activities that target past tense verbs and morphology, you can check out this grammar program. Vocabulary, following directions, and answering questions are among the areas targeted when we work on Receptive language. Bundle. Examples include bothand, ifthen, and eitheror. Case in pointI am currently working with a 24-year-old young man, Chris. In this blog post, Im sharing a get started guide for SLPs interested in using core vocabulary in speech, Read More Core Vocabulary Speech Therapy: Get Started Guide for SLPsContinue, Do you need some therapy ideas to teach r in speech therapy that actually work? They had to research these people, then present a report explaining what theyd learned. Your students will start with the basics. To encourage the student to increase utterance length and overall communication skills, they need access to more than just single words. My 4th and 5th graders often have difficulty understanding spatial relationships, comparative relationships, and time vocabulary. Syntax Goals for Speech Therapy Part 3: Adverbial Clauses and Temporal/Causal Conjunctions. Early grammatical morphemes can include present progressive -ing (i.e. They are absolutely perfect for upper elementary or middle school speech therapy students who need to work on semantic relationships, and involve no prep- making them quick and easy to use during a busy day! endstream endobj 1 0 obj <> endobj 2 0 obj <>stream See more ideas about speech language therapy, language therapy, speech and language. Continued education is supported by the district for our . Ive already discussed that I feel like it is super important to include morphology in expressive language intervention. Some of our favorites are included below. Objective 1:1: Child will produce /s/ clusters with 80% accuracy and minimal assistance. Now, you might have noticed I used a more generic term like parts of speech. %h-\ *@EW@nZ-]cCdQfV+9*{ V&slrlNs# ra. Fluency goals are intended to support children who stutter by desensitizing them to the stutters and providing them with tools to modify and shape their stutters to give them more control over their speech. At the sound level, phonology refers to the rules of the sound system and the rules of sound combination. Audio record your sample, then transcribe utterances onto the provided pages. Typically, I send 3-4 emails per month. To address these needs, I write semantic relationship speech therapy goals such as: You can make these objectives very functional. When my students have the basics down, we practice in a more open-ended way, creating complex and compound sentences using conjunctions about pictures. Will approximate target volume level in wordsAproximar un nivel de volumen apropiado en palabras, Will approximate target volume level in sentencesAproximar un nivel de volumen apropiado enoraciones, Will approximate target volume level in connected speechAproximar un nivel de volumen apropiado enhabla continua, Will approximate target volume level in non-therapy situationsAproximar un nivel de volumen apropiado ensituaciones no-terapeuticas, Will approximate target volume level for optimal participationAproximar un nivel de volumen apropiado para participacin ptima, Will approximate target volume level in classroom activitiesAproximar un nivel de volumen apropiado enactividades en el aula, Will speak using a volume appropriate to varied situations, within the limits of his/her physical mechanismHablar usando un volumen apropiado en diferentes situaciones, dentro del rango normal de su mecanismo fsico, Will describe the general problem and the goal of therapyDescribir el problema general y la meta de terapia, Will explain the function of the vocal mechanismExplicar la funcin del mecanismo vocal, Will judge appropriateness of model voiceEvaluar la calidad apropiada de la voz con un modelo de la terapista, Will judge appropriateness of students own voiceEvaluar la calidad apropiada de su propia voz, Will identify appropriate/inappropriate nasal resonance in self and othersIdentificar resonancia nasal apropiada/no apropiada en s mismo/a y los dems, Will speak using optimal voice resonance, within the limits of his/her physical mechanismHablar usando resonancia vocal ptima, dentro de los lmites de su propio mecanismo fsico, Will use appropriate nasal resonance in single words/ phrases/ sentences/ paragraphs/ conversational speechsar resonancia nasal apropiada en el nivel deseado [palabras, frases, oraciones, conversaciones], Will approximate target resonance in phonemes, syllables, words, phrases, sentences, connected speech, different speaking situationsUsar resonancia nasal aproximada en fonemas, slabas, palabras, frases, oraciones, conversacin, y situaciones diferentes, Will imitate optimum pitch in syllables, words, phrases and sentencesImitar tono de voz ptimo en slabas, palabras, frases y oraciones, Will use optimum pitch in syllables, words, phrases, and sentencesUsar tono de voz ptimo en slabas, palabras, frases y oraciones, Will use optimum pitch in reading and structured conversationUsar tono de voz ptimo en lectura y conversacin estructurada, Will use optimum pitch in conversational speech across two environmentsUsar tono de voz ptimo al nivel de conversacin a travs de dos lugares, Will use appropriate vocal pitch in single words progressing to conversational speechUsar tono vocal apropiado al nivel deseado [palabras, frases, oraciones, conversaciones], Will use appropriate stress patterns in single words progressing to conversational speechUsar patrones de estrs apropiados al nivel deseado [palabras, frases, oraciones, conversaciones], Student will describe the general problem and the goal of therapyDescribir el problema general y la meta de terapia, Will judge appropriateness of his/her own voiceEvaluar la calidad apropiada de su propia voz, Will identify situations in which appropriate volume is neededIdentificar situaciones cuando sea necesario usar un volumen apropiado, Will establish adequate breath supportEstablecer un nivel de respiracin adecuada para el habla, Will sustain phonation for 10-15 seconds at target loudness levelSostendr fonacin por 10-15 segundos al nivel apropiado de volumen, Will identify basic anatomical features (larynx [voice box], throat, tongue. After that, I let my students take a turn thinking of an adjective to use to finish a sentence. Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique nouns by pointing to picturesAumentar conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] sustantivos, sealando a fotosWill increase understanding of age-appropriate receptive vocabulary by identifying [#] unique action verbs by pointing to picturesAumentar conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] verbos, sealando a fotos, Will increase understanding of age-appropriate receptive vocabulary by identifying [#] unique adjectives by pointing to pictures (size/shape/color/texture, etc. There are grammatical morphemes (such as a plural -s ending) and derivational morphemes (prefixes and suffixes). i'm shannon. But now that you understand a little bit about my approach, the articulation goals I write will hopefully make more sense. Basically, I break things waaaaay down before expecting my speech therapy student to produce s and z in all positions and all levels (i.e. Thats why I like to take a structured approach and really break things down. Your student will work on pronouncing the suffixes correctly once they have been added to a base word. Think about it, how successful would you be if you didnt have goals set for what you wanted to accomplish? The tongue needs to be in the correct resting posture because our resting posture is the starting point for speech. ), Will identify word-relationships by identifying parts of a whole by pointing to pictures/objectsIdentificar las relaciones entre palabras al identificar partes de un entero, sealando a fotos/objetosWill identify word-relationships by identifying category members by grouping items/pointing to picturesIdentificar las relaciones entre palabras al identificar miembros de una categora, juntando objetos/sealando a fotosWill identify word-relationships by completing analogies by pointing to a pictureIdentificar las relaciones entre palabras al completar analogas semnticas, sealando a fotos, Will identify age-appropriate concepts by pointing to parts of the body on self or a dollIdentificar conceptos apropiados para su edad al apuntar a partes del cuerpo, en si mismo/a on en una muecaWill identify age-appropriate concepts by pointing to pictures/objects of color conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de color, sealando a fotos/objetos, Will identify age-appropriate concepts by pointing to pictures/objects of size conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de tamao, sealando a fotos/objetos, Will identify age-appropriate concepts by pointing to pictures/objects of shape conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de formas geomtricas, sealando a fotos/objetos, Will follow #-step directionsSeguir instrucciones de #-paso, Will follow #-step directions with age-appropriate spatial concepts (in front, behind, on top, under, etc. I follow it up with a nice serving of sentence diagramming. What SPECIFIC areas of language could I target that would best help, Read More The Advanced Grammar and Sentence Structure Program for Speech Therapy: Why Grammar and Syntax is SO ImportantContinue, SLPs often address idioms in speech therapy! That said, once your student HAS mastered vocalic er in isolation, nonsense word combinations, and real words, I might write more specific vocalic r objectives, and even carryover objectives, such as: When your student is ready, you could move on to phrases, sentences, and carryover activities. Dog Themed Speech & Language Therapy Unit Bundle (no prep!) P.S. The Basic Grammar Program addresses areas of concern such as morphology and grammar. Its very important. HVM6WQ.%i `=lr$JF+ Utilize state-of-the-art technology in the provision of speech/language services. By the way, I discussed my speech goals for 4th and 5th graders earlier. Younger students can- and SHOULD- work on grammar and syntax, too! I also often used a map of the United States we located all states and cities containing our target speech sound. )Aumentar conocimiento de vocabulario receptivo apropiado para su edad al identificar [#] adjetivos, sealando a fotos (tamao/forma/color/textura, etc. Includes manual explaining this approach plus practice materials and drill sheets for articulation, language, and literacy. After reviewing 22 studies Bowers et al. HWYs~ I*UhV-RADL_> &D 3=}~rr[.a#fo ?pMW~b71Lrb8,\3 Speech Therapy Goals for Life Skills General Conversation Social Skills Return to Top -General Given a functional symbol (cooking, community, safety, etc. If youre feeling stuck, keep on reading! A sample speech goal with objectives would look like this: Goal 1: Child will produce all age-appropriate sounds with 80% accuracy and minimal assistance. Youll need to decide on factors like what % progress will be measured, how many consecutive sessions you would like your student to demonstrate that percentage, and by what date youd like your student to achieve this goal. Students with language disorders benefit from explicit instruction in these areas and affixes are one functional way to make vocabulary instruction explicit and direct. ,"8H/w!%$=ggC5w8IQl-'*(Tv|@|&'$qx&-kVn{fRI&,[;`%>"sJEut\ with 80% accuracy for 3 data collections. Here are some of our favorites. Next, I like to use the long t to elicit final ts words. When I am working with my clients and students, I make sure everything is measurable. I typically first work on s in isolation- however, I never call it s to my students. We either write a second goal or this is where goal objectives come in. Skills as basic as making gestures or as complex as retelling a narrative can be addressed in speech therapy. A third item you might find helpful is a mirror. Normal resting posture is important. Additionally, suffixes can change the class of words, which changes how we use them in sentences. You can teach related affixes along with units, themes, and activities youre already doing! That doesn't mean that's EXCLUSIVELY what you'd target, of course. @]MjVwqN]2>j2}4^wU[,iz=,{:;Y}wnte NT: AtHEv-x>j1L([XBy&KuSfZ4lnJUCg}47jWh,5+ Retrieved 13 June 2022, from http://www.butte.edu/departments/cas/tipsheets/grammar/parts_of_speech.html#:~:text=There%20are%20eight%20parts%20of,as%20grammatically%20within%20the%20sentence. Speech Therapy Goal Bank for Measurable Treatment Goals: School-Aged. Will select the image/object that does not fit into a given categoryEscoger el imagen/objeto que no pretenece a una categora dada. The words hurt and germs are spelled very differently, but both contain the vocalic er sound, whereas cherry and dairy both contain vocalic air spelled in very different ways. 6. Although I studied), generate an, when the base word ends with a voiceless sound, -ed or -d sounds like /t/ (example: laughed), when the base word ends with a voiced sound, -ed or -d sounds like /d/ (example: waved), when a base word ends with a /t/ or a /d/, -ed or -d sounds like id (example: painted). Speech therapy studies are undertaken within the Department of Special and Rehabilitation . I think there is a huge importance, as well, in teaching our students how to pronounce grammatical endings (especially for past tense and plurals). Need some ideas for grammar and sentence structure goals? Then, we take some scrambled up words and make a meaningful sentence out of those words. Dec 19, 2022 - This board is filled with resources and information that will help speech-language pathologists work on grammar and morphology with students who have language disorders. a short fictional story or video. Basically, this has allowed my students to: I discussed how to treat r in this YouTube video, and also this blog post. a variety of text and materials (i.e. Speech therapy can help individuals with Down syndrome improve their speech production and clarity. possessive s: the cats toy) in sentences, create complex sentences using conjunctions (i.e. STANDARD BASED SPEECH GOALS AND OBJECTIVES Kindergarten Through Fifth Grade SYNTAX & MORPHOLOGY SELECTED SPEECH & LANGUAGE STANDARDS ANNUAL GOALS OBJECTIVE/BENCHMARK Sentence Structure/Grammar K.1.1 recognize and use complete and coherent sentences when speaking 1.1.1. write and speak in complete, coherent sentences Thats why I break things down with R: to make the objective attainable. l2tfh|2?w|677Y e>~wobm ;{!D%Y,Pe$rz ^ c:^|){)r[#:lkJ#(!-Zqw;.UE\5/5phr$eh,/f6oq{Q&Vf5n!-IuWO42RRmiILRm3et"]_Y =hQEj|01M\(N=>C\)/N7QZgjL^ngXz[zoMkbkL$F*D0v(D=. If you think about our language system and the core skills involved in it: phonology, semantics, and syntax. )Describir los comportamientos esperados e inesperados de una conversacin (mantenerse en tema, cambiar de tema, hacer preguntas, hacer comentarios en tema, hacer comentarios que no estn de tema, interrupciones apropriadas, hablar demasiado, no contestar, iniciar una conversacin, etc. Will pair vocalizations with gestures when indicating want or requesting objectsCombinar vocalizaciones con gestos cuando indica en deseo o cuando pide algoWill ask for more with words and/or signsPedir mas con palabras y/o gestos, Will indicate that he is finished with words and/or signsIndicar se acab con palabras y/o gestosWill ask for help using words and/or signsPedir ayuda con palabras y/o gestos, Will imitate vocalizations when requesting objectsImitar vocalizaciones cuando pide objetosWill vocalize and gesture to communicate want.Vocalizar y har un gesto para comuicar quiero, Will imitate duplicated syllablesImitar slabas duplicadasWill imitate/produce four different syllable typesImitar/producir cuatro tipos de slabas distintasWill imitate non-speech sounds, such as animal sounds or environmental noisesImitar sonidos que no son del habla, como los sonidos de animales o ruidos ambientalesWill imitate/produce 5 vowel soundsImitar/producir 5 sonidos vocalesWill respond to a question with yes or noResponder a una pregunta con s o noWill use a word or phrase to request an object/activityUsar una palabra o frase para pedir un objeto/una actividad, Will imitate names of 5-7 objectsImitar los nombres de 5 a 7 objetos, Will describe objects/pictures by identifying 2-3 critical featuresDescribir objetos/dibujos al identificar 2 a 3 caractersticas importantes, Will describe 20 common objects by giving name, attribute (color, size), function, or number with one request/questionDescribir 20 objetos comunes dando el nombre, atributo (color, tamao), funcin, o nmero con una pregunta, Will label [common objects/nouns/actions] in [a phrase/sentence/conversation]Nombrar [objetos comunes/sustantivos/acciones] en [una frase/oracin/conversacin], Will use vocabulary to clearly describe ideas, feelings, and experiencesUsar vocabulario para describir ideas, sentimientos y experiencias. THIS JUST IN: click here to CHECK OUT MY LATEST RESOURCE TARGETING VISUALIZATION SKILLS! given a diagramIdentificar las caractersticas anatmicas bsicas (laringe, garganta, lengua, etc) dado un diagrama, Will describe how voice is produced to include phonation, resonance, and respirationDescribir cmo se produce la voz para incluir fonacin, resonancia, y respiracin, Will describe basic features of voice (quality, volume, pitch, nasality)Describir las caractersticas bsicas de la voz (calidad, volumen, tono, nasalidad), Will describe and imitate optimal breathing while speakingDescribir e imitar la respiracin ptima mientras habla, Will name [#] healthy vocal hygiene practicesNombrar [#] prcticas saludables de hygiene vocal, Will implement hydration regimen over [#] weeks/sessionsImplementar un rgimen de hidratacin durante [#] semanas/sesiones, Will eliminate vocal overuse to improve health of vocal foldsEliminar el use excesivo de la voz para mejorar la salud de la cuerdas vocales, Will reduce vocal effort and fatigue by decreasing upper body tensionReducir el esfuerzo vocal y la fatiga al disminuir la tension en la parte superior del cuerpo. Retrieved 13 June 2022, from https://7esl.com/verb-tenses/. So, one day, when Jose had a great day producing his initial /r/ sounds, James said, Jose, you did awesome on your /r/ sound today! The comment was meaningful to Jose, and the students learned to support one another. Our students also need to know how these grammatical endings will look in print. Think of this blog post as an informal goal bank- one you can use to get some ideas for goal, Read More Grammar Goals for Speech Therapy (IEP Objectives)Continue, Speech therapy articulation activities that will engage older students can be a little more difficult to find. I am also providing a list of idioms that you can use right now in your speech therapy session! If youre interested in earning CEUs, I highly recommend Sandra Holtzmans Techniques and Interventions to Correct R course for SLPs. Schedule for the day: When you outline what the days session will be about, have each child state their goal right after the Greetings. In this blog post, Ill dig deep and discuss some of the most important areas that I like to treat (hint, a lot of these areas involve expressive language and articulation), and Ill also share some get started materials and resources you could use in therapy. No worries! )Usar oraciones compuestas usando (y, pero, o, etc. . Think of this blog post as an informal goal bank- one you can use to get some ideas for goal writing. As Ive mentioned throughout this post, I like to make sure Im also addressing morphology. Your student may need to focus on specific parts of speech, and thats fine too. Client will engage in speech at the conversational level using balanced resonance. Then, the student would practice a presentation in the speech room, while focusing on correctly producing his target articulation sounds. The base goal is key, because it helps to keep you focused on the "big picture", and helps organize you as you sort through the massive number of syntax goals for speech therapy you COULD be working on. Feel free to modify or expand on them. This one is a bit of a challenge and perfect for the competitive students on your caseload. 9\69he5}X@-48%n3* 6c 3 9p3I&4#w9>@ ,` You can talk about how the pencil sharpener is to the right of the door. Read what we wrote on Sequencing Goals. `IaDD=FI}Ef$as6X,AV-Q 2023 The Pedi Speechie Website + Branding Design by Christi Fultz, CH Words for Speech Therapy (Word Lists and Activities), The Top 10 Lesson Plans for Speech Therapy, Core Vocabulary Speech Therapy: Get Started Guide for SLPs, 19 TOP Speech Therapy Materials (SLP Must Haves). I used highlighter tape and paired it with student textbooks or AR reading books- just have your student bring a book from class. If you need help writing a measurable goal, you may want to read about the SMART framework. I get this. in words/phrases/sentences (his, hers, theirs, etc). (client) will maintain grammatical accuracy in sentences 5+ words in length in 80% of opportunities across 3 data collections. The Wordy Birdy SLP. Voice goals target volume, resonance, pitch, breath support, and vocal hygiene to support those whose voices interfere with their ability to communicate effectively. Once air has been added, you can hear the /s/ in isolation. This assessment was designed to take the guesswork out of your language sample, by allowing you to evaluate a student's morphology, syntax, semantics, pragmatics, and speech (articulation, phonology, voice, and fluency) within 1 language sample. ), STUDENT will match identical symbols given a choice of 4 options wit 80% accuracy in 4 out of 5 opportunities. Enter your email and get weekly essays on topics and research that improves your life and practice. This course includes 80 downloadable vocabulary and morphology interventions & activities! easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) during a 5-minute conversation in the therapy settingUtilizar 2 estrategias que facilitan la fluidez (empezar suave, respiracin relajada, habla lenta, contacto ligero, fonacin continua) durante una conversacin de 5 minutos en el entorno de la terapia, Will use fluency shaping techniques (i.e. They will practice sorting words by suffix for increased understanding. It may also include working on receptive language skills . Youll also find some great ideas for making ch therapy more effective with a variety of engaging games,, Read More CH Words for Speech Therapy (Word Lists and Activities)Continue, Speech-language pathologists often work on the fly- but sometimes it can be really nice to have a solid therapy plan for your speech therapy sessions! Big picture language skills like reading comprehension or vocabulary are huge skills that are comprised of many smaller skill areas. Expressive language goals are developed once it has been determined that an individual qualifies for speech-language intervention. To establish vocalic er in isolation, I like to use flavored tongue depressors. If you are working with a student who has failed to make progress with r, and you need some fresh ideas- I highly recommend becoming familiar with the basics of orofacial myology. 1jkD%EVx6vmPSBfKa] PNECz/9JTTDn|Z %]7tu_;Uhww^/A_(v`YT?v [7Ysw58rGkUTw%%ekq +y49WSWWshSV")]Z [V#j- K5zJL$4[R=?kX| <9"+`4CrOsg.tjiF?V4+Ju84v=(i8PSmb(4#iZ>mY7ba$6{!s?vunocEr-av\YDDN9K]{J0gzIL`y&(>:S&qAsROr^*x*"M#{|K| )s By that time, you may only have a few specific vocalic r articulation targets to address. translation missing: en.general.search.loading. In this post, Ill provide some suggestions you could use for writing iep goals for grammar and sentence structure. Let your student determine if any errors were made. An SLPs job in the schools for many students is choosing academic language targets and providing language intervention contextualized within the curriculum. 98 0 obj <>stream This is my professional opinion only, but. Another idea might be checking with the teacher to see if any upcoming presentations or book reports will need to be presented to the class. It targets all areas of language, including semantics, pragmatics, syntax, phonology, and morphology through games, activities, and worksheets. It shouldnt be flat or resting against the back part of the front teeth. I needed to make sure my speech goals and objectives really impacted my clients day-to-day life. 91 0 obj <>/Filter/FlateDecode/ID[<65B3A097104036C07E99A145CFDF06C4>]/Index[86 13]/Info 85 0 R/Length 49/Prev 51968/Root 87 0 R/Size 99/Type/XRef/W[1 2 1]>>stream Core vocabulary is very important, of course. #2 Affixes are functional, everywhere, and easier to target than you might think. stories, articles, poems, videos, etc.) A ti te toca.), Will use descriptive words in utterances [to describe pictures/in a structured activity/in conversation]Usar palabras descriptivas en frases [para describir dibujos/durante una actividad estructurada/en conversacin], Will use complete, grammatical sentences to express his/her wants and needs and share informationUsar oraciones completas y gramaticales para expresar sus deseos y necesidades y para compartir informacin, Will use simple grammatical sentences to relate past eventsUsar oraciones sencillas y gramaticales para contar de eventos del pasado, Will use simple grammatical sentences to explain word relationshipsUsar oraciones sencillas y gramaticales para explicar la relacin entre palabras, Will use 2-4 words for a variety of communicative functions during daily activitiesUsar oraciones de 2-4 palabras por varias razones comunicativas durante actividades diarias, Will use 2-4 words to express his/her wants and needsUsar 2-4 palabras para expresar sus deseos y necesidades, Will use 2-4 words to comment or share information during structured activitiesUsar 2-4 palabras para comentar o compartir informacin durante actividades estructuradas, Will use 2-4 words sentences to answer simple Wh-questions during structured activitiesUsar 2-4 palabras para responder a preguntas sencillas durante actividades estructuradas, Will use article/noun gender agreement [in a structured activity/in conversation]Usar los artculos con el gnero apropiado [durante una actividad estructurada/en conversacin], Will use article/noun number agreement [in a structured activity/in conversation]Usar los artculos con el nmero apropiado [durante una actividad estructurada/en conversacin], Will use [#] present progressive-tense verbs in [a phrase/sentence/conversation]Usar [#] verbos en el tiempo presente progresivo en [una frase/oraciones/ conversacin], Will use [regular/irregular] plural markers in [phrase/sentence/conversation]Usar el -s (ej, perros) y -es (arboles) que indican la forma plural en [frases/oraciones/conversacin], Will use present-tense verbs in [a phrase/sentence/conversation]Usar los verbos en el tiempo presente en [frases/oraciones/conversacin], Will use future-tense verbs in [a phrase/sentence/conversation]Usar los verbos en el tiempo futuro en [frases/oraciones/conversacin], Will use regular/irregular past-tense verbs in [a phrase/sentence/conversation]Usar los verbos [regulares/irregulares] en [frases/oraciones/conversacin], Will form simple sentences containing a noun+verb during structured/unstructured therapy activitiesFormar oraciones simples que contienen un nombre+verbo durante actividades estructuradas/no estructuradas, Will form grammatically correct, simple sentences during structured activitiesFormar oraciones sencillas y gramaticales durante actividades estructuradas, Will use correct word order to describe or respond to questions regarding an activity, picture, or storyUsar el orden correcto de las palabras para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento, Will use correct subject-verb agreement in sentences to describe or respond to questions regarding an activity, picture, or storyUsar las formas correctas de los verbos en oraciones para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento, Will accurately use the preterit tense in sentences to describe or respond to questions regarding an activity, picture, or storyUsar el pretrito en oraciones para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento, Will include all necessary prepositions in sentences to describe or respond to questions regarding an activity, picture, or storyIncluir todas las preposiciones necesarias en oraciones para describir o responder a preguntas acerca de una actividad, un imagen, o un cuento, Will use compound subjects/objects in sentencesUsar sustantivas compuestas en oraciones, Will use compound sentences using (and, but, or, etc.

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