Continue to practice letter sounds and symbols, both in order and out of ABC order. Practice sight words and word families. Re-read sight word story, practicing the sight words from yesterday. Work on sounding out words by letter and then blending them.
Continue to practice letter sounds and symbols, both in order and out of ABC order. Practice sight words and word families. Re-read sight word story, practicing the sight words from yesterday.
Talk about how homophones are words that are spelled differently, but pronounced the same and have different meanings. Make a list of different ones and their spellings and meanings.
Describe the difference in opinion writing vs. argumentative writing. Read examples of each and what the argumentative writing has that the opinion paper does not.
Letter recognition, sight words, word families, reading
Lesson Outline
Practice letter recognition of the sounds and symbols out of ABC order. Build word families for -it and -ip words. Practice sounding out the letters and then blending to make the words. Read sight word story for did and it. Find the words in the story.
2/10/2025 3:30PM-4:30PM
S: Noah was seen at the Batt School for a rapport building session, as well as for assessment to develop an updated plan of care. He was eager to talk to and work with the SLP throughout the session, telling the SLP about school, friends, family, etc. Play-based therapy techniques, speech sound screening assessment and structured language tasks were utilized to assist in developing an appropriate plan of care for Noah. O: Through speech sound screening assessment and play-based therapy, some speech sound difficulties were displayed. Errors patterns included deaffrication (e.g. a “stop” sound (/p/, /b/, /t/, /d/, /k/, /g/) replaces an affricate (/ch/, /j/) and incorrect production of /th/. Language probes were also provided. First, Noah was asked to spell his first name and completed the task with 100% accuracy. He then was asked to spell his last name given verbal cues (i.e. isolated letter sounds). He was able to spell his last name with 43% accuracy. Lastly, Noah completed a letter-sound correspondence activity where he was asked to identify the letter when provided with its sound and a field of 3 letter choices. He completed the activity with 54% accuracy A: Noah presents with both speech sound and language difficulties. Speech sound difficulties include production of affricates and production of /th/ across positions of words. Language difficulties include phonological processing skills such as letter-sound correspondence. P: Continue assessment and develop a plan of care.
