We had an IEP for my daughter in September. I felt like her goals were "too easy" but I was "overruled", so I let it be. Well, she met all her old goals by December (told you so!!) and we are looking at these as new goals.
What would be the "typical age" for these sorts of skills?
Language
1. Katrina will use Sentence Pattern II (i.e. The boy walked the dog), Sentence Pattern III( The boy is funny), Sentence Pattern IV(The boy is on the table), Sentence Pattern V (This is my mom) in 4 out of 5 opportunities in spontaneous conversation, as recorded in at least two monthly language samples.
***These sentence patterns require Katrina to use the copula be, such as, is, am, are. Having these patterns down, also requires her to use ing, as well as prepositional phrases, adverbs, adjectives. ***
2. Katrina use basic What, Where, Why, and How question forms in 3 out of 5 opportunities in spontaneous conversation, as recorded in at least two monthly language samples.
***Inverted question forms are highly advanced, examples are "Will you want to leave home?" "He is not sad, is he?" while we want to get Katrina to that point, it is important that she uses and understands What, Where and How questions first. Wh questions are complex as well some examples are" What is the color of the sun?" "How do you think they eat?" "Where do cats sleep"? "Why do you want to run?" These are complex examples, but this gives you an idea of why it is important to have her have a solid foundation of Wh questions before moving to inverted question forms. I believe as well once she has a complete handle on Wh questions, she will have the language to naturally use inverted questions. What we want to see Katrina do with her Wh questions is use : How many/much? What the boy eat?, How you do that?, Why not?, What for? Where is she running to? Who is Jon pushing? Questions are key to pragmatics/socialization. We want her to be able to converse in spoken language naturally with friends and family.***
3. Katrina will use the following adverbs-place in prepositional phrases, at, into, to, up, on, above, down, out, over, under, in 3 out of 5 opportunities in spontaneous conversation, as recorded in at least two monthly language samples.
***Having these adverbs of place will insure Katrina's ability to use the Sentence Patterns above, having a solid foundation of the 5 sentence patterns is key to spoken language fluency***
Listening
1. Katrina will answer What happened?, How many?, Where and Who questions in 3 out of 5 attempts, in each of 6 consecutive sessions.
***Not only do we want Katrina to aske these questions, but it is most important that she understands these questions in social situations, but during instruction. You wrote that you wanted her to use Wh questions when presented a five sentence paragrpah about a picture. This is key to her reading comprehension...so while I am worded it differently, the end result is the same. An example of how I would test if she has this, would look something like I have her read a leveled reading book to me, then I has Wh questions after words. Another example would be I would read a picture book to her, after 1 or 2 pages, I ask these Wh questions to her.***
2. Katrina will sequence 3 critical elements/events from a story in 4 out of 5 attempts, in each of 6 consecutive individual
tutoring sessions.
***This goes right with your goal of senquencing a four part picture story. The reason I have three? During reading we are continually going over comprehension, one way we do that is ask what happened first, middle and last. I will cut out pictures from the story have the page numbers unseen, and mix the pictures up,and then ask students to show me what happened first, middle and last. This helps them comprehend, and understand sequencial order, as well as auditory memory. ***
3. Katrina will answer simple riddles in 4 out of 5 attempts, in each of 6 consecutive individual
tutoring sessions.
***How I will test this, there will be 4-6 items on the table, items that have nothing in common, I will say some similar to "Katrina so me the item that eats bananas and has brown fur" one of those items will obviously be a monkey...before she will reach for it I will ask her to repeat what she is looking for. In that excercise, she will had to of listened for descriptions and fuctions, as well as identify the object I am talking about***
4. Katrina will repeat a 6-7 word sentences in 4 out of 5 attempts, in each of 6 consecutive individual tutoring sessions.
***Having Katrina sucessfully repeat a 6-7 word sentence really works on her auditory memory, as well as her articulation. Yes we need to work on her articulation, to have strong articulation she needs to have the mechanics of oral language down. It is something that we are working on all the time, but I do not want to discourage her by focusing on the articulation of each work in her sentence excessively. I want her to feel confident in her ability to use the 5 Sentence Patterns we discussed earlier.***
What would be the "typical age" for these sorts of skills?
Language
1. Katrina will use Sentence Pattern II (i.e. The boy walked the dog), Sentence Pattern III( The boy is funny), Sentence Pattern IV(The boy is on the table), Sentence Pattern V (This is my mom) in 4 out of 5 opportunities in spontaneous conversation, as recorded in at least two monthly language samples.
***These sentence patterns require Katrina to use the copula be, such as, is, am, are. Having these patterns down, also requires her to use ing, as well as prepositional phrases, adverbs, adjectives. ***
2. Katrina use basic What, Where, Why, and How question forms in 3 out of 5 opportunities in spontaneous conversation, as recorded in at least two monthly language samples.
***Inverted question forms are highly advanced, examples are "Will you want to leave home?" "He is not sad, is he?" while we want to get Katrina to that point, it is important that she uses and understands What, Where and How questions first. Wh questions are complex as well some examples are" What is the color of the sun?" "How do you think they eat?" "Where do cats sleep"? "Why do you want to run?" These are complex examples, but this gives you an idea of why it is important to have her have a solid foundation of Wh questions before moving to inverted question forms. I believe as well once she has a complete handle on Wh questions, she will have the language to naturally use inverted questions. What we want to see Katrina do with her Wh questions is use : How many/much? What the boy eat?, How you do that?, Why not?, What for? Where is she running to? Who is Jon pushing? Questions are key to pragmatics/socialization. We want her to be able to converse in spoken language naturally with friends and family.***
3. Katrina will use the following adverbs-place in prepositional phrases, at, into, to, up, on, above, down, out, over, under, in 3 out of 5 opportunities in spontaneous conversation, as recorded in at least two monthly language samples.
***Having these adverbs of place will insure Katrina's ability to use the Sentence Patterns above, having a solid foundation of the 5 sentence patterns is key to spoken language fluency***
Listening
1. Katrina will answer What happened?, How many?, Where and Who questions in 3 out of 5 attempts, in each of 6 consecutive sessions.
***Not only do we want Katrina to aske these questions, but it is most important that she understands these questions in social situations, but during instruction. You wrote that you wanted her to use Wh questions when presented a five sentence paragrpah about a picture. This is key to her reading comprehension...so while I am worded it differently, the end result is the same. An example of how I would test if she has this, would look something like I have her read a leveled reading book to me, then I has Wh questions after words. Another example would be I would read a picture book to her, after 1 or 2 pages, I ask these Wh questions to her.***
2. Katrina will sequence 3 critical elements/events from a story in 4 out of 5 attempts, in each of 6 consecutive individual
tutoring sessions.
***This goes right with your goal of senquencing a four part picture story. The reason I have three? During reading we are continually going over comprehension, one way we do that is ask what happened first, middle and last. I will cut out pictures from the story have the page numbers unseen, and mix the pictures up,and then ask students to show me what happened first, middle and last. This helps them comprehend, and understand sequencial order, as well as auditory memory. ***
3. Katrina will answer simple riddles in 4 out of 5 attempts, in each of 6 consecutive individual
tutoring sessions.
***How I will test this, there will be 4-6 items on the table, items that have nothing in common, I will say some similar to "Katrina so me the item that eats bananas and has brown fur" one of those items will obviously be a monkey...before she will reach for it I will ask her to repeat what she is looking for. In that excercise, she will had to of listened for descriptions and fuctions, as well as identify the object I am talking about***
4. Katrina will repeat a 6-7 word sentences in 4 out of 5 attempts, in each of 6 consecutive individual tutoring sessions.
***Having Katrina sucessfully repeat a 6-7 word sentence really works on her auditory memory, as well as her articulation. Yes we need to work on her articulation, to have strong articulation she needs to have the mechanics of oral language down. It is something that we are working on all the time, but I do not want to discourage her by focusing on the articulation of each work in her sentence excessively. I want her to feel confident in her ability to use the 5 Sentence Patterns we discussed earlier.***
