Speech Therapy Lesson Plan
Speech Therapy Lesson Plan
Speech Therapist: |
[YOUR NAME] |
Email: |
[YOUR EMAIL] |
Date: |
[DATE] |
I. Student Information:
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Name: [STUDENT'S NAME]
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Age: [STUDENT'S AGE]
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Grade: [STUDENT'S GRADE LEVEL]
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Diagnosis/Concerns: The student has been diagnosed with a phonological processing disorder, affecting his ability to correctly produce certain speech sounds, particularly /r/, /s/, and /th/. He also demonstrates difficulty with language comprehension and expressive language skills.
II. Goals/Objectives:
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Articulation:
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[STUDENT'S NAME] will improve articulation skills by correctly producing targeted speech sounds (/s/, /r/, /l/, etc.) in words and sentences at the word, phrase, and sentence levels with [percentage]% accuracy.
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Language Comprehension:
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[STUDENT'S NAME] will enhance comprehension skills by accurately answering questions related to stories or classroom instructions with [percentage]% accuracy.
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Expressive Language:
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[STUDENT'S NAME] will increase expressive language abilities by generating complete sentences or responses during structured activities with [percentage]% accuracy.
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III. Activities/Interventions:
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Articulation Practice:
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Use flashcards or word lists targeting [specific speech sounds].
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Practice correct sound production at the word, phrase, and sentence levels.
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Provide visual and auditory cues as needed.
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Language Comprehension Activities:
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Read a short story or passage aloud.
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Ask comprehension questions related to the story (e.g., Who? What? Where? When? Why? How?).
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Encourage [STUDENT'S NAME] to retell the story in their own words.
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Expressive Language Exercises:
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Engage in conversation about a chosen topic.
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Encourage [STUDENT'S NAME] to express thoughts and ideas using complete sentences.
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Provide sentence starters or visual prompts to support expression.
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IV. Materials/Resources:
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Flashcards with targeted speech sounds
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Storybooks or reading materials
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Visual aids or picture cards
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Whiteboard and markers
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Timer or stopwatch
V. Progress Notes:
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Jeremy showed improvement in correctly producing /r/ and /s/ sounds during articulation practice.
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He struggled with answering comprehension questions but demonstrated improvement with visual cues.
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[STUDENT'S NAME] expressed himself more confidently during expressive language exercises, although he still relied on prompting for complete sentences.
VI. Homework/Assignments:
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Practice /r/, /s/, and /th/ sounds for 10 minutes each day using provided flashcards.
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Read a short story aloud and answer comprehension questions at home.
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Engage in a conversation with a family member or friend, focusing on using complete sentences.
VII. Note:
This Lesson Plan is designed to guide therapy sessions for [STUDENT'S NAME] as part of their Individualized Education Program (IEP). Adjustments may be made based on ongoing assessment and progress monitoring. For any questions or concerns, please contact [Your Name] at [Your Email].