Tag Archives: Kindergarten

In Alignment

12 Sep

Yogis like to be in alignment.  So do Speech & Language Therapy goals in a school setting.  And now, here at PS20, all of the Kindergarten, 1st and 2nd grade Speech-Language therapy goals are aligned with the Common Core Curriculum Standards.

As explained in a previous post, the Common Core Standards define the knowledge and skills students should have within their K-12 education. Students who have Speech & Language disorders often have trouble mastering these skill sets.  Speech and language therapy in our school focuses on helping students with speech and language disorders access the classroom curriculum and master the skill sets defined in the Common Core Standards.

In an effort to increase collaboration with classroom teachers and in striving for a more interdisciplinary approach to Speech-Language therapy, I have spent time this summer dissecting the Common Core Standards and looking at ways to align student Speech/Language therapy goals to address grade level skill sets.

On the bulletin-board outside my classroom, teachers and parents can see which Common Core Standards we are addressing in therapy.  The big domains we work on in therapy are articulation, phonics, sequencing/ story retells, morphology, syntax, fluency,pragmatics/conversational skills and vocabulary/semantic relationships between words.  The language of the Common Core Standards are now reflected on student’s IEP‘s in their measurable annual goals.

Here is an example of an aligned goal:

“Given a general conversational prompt or when retelling an orally presented story, {FirstName} will orally construct sentences containing appropriate morphologic features (word endings) such as plurals (trees, dishes), possessive (boy’s), articles (a, an, the), present progressive -ing (running), regular and irregular past tense (spilled, wrote), third person singular (he walks), comparatives/superlatives (-er, -est), negation (not, or un as in unhappy), reflexive pronouns (themselves, myself) and prepositions (in, on, under, behind, beside, between, in front).”

A student with a language disorder may have difficulty discriminating between and using word endings and appropriate morphological features.  When you look at the Common Core Standards for Kindergarten, First and Second grade, students are expected to construct sentences that include a variety of  word forms, depending on the grade.

Each IEP goal will have a corresponding rubric that I can use to track where a student is at in September and measure growth throughout the year.  In the example above, I would be collecting a student’s language sample at 3 or 4 points over the course of the school year to see if their use of word endings and prepositions is increasing and approaching competency.

I’m excited to have finished with this little project as I know it will help us build upon our already strong and integrative special education program here at PS20.

Please feel free to contact me by email or stop by my office if you have questions or want to talk more about this!

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