Speech Therapy Lesson Plan

Speech Therapy Lesson Plan

Speech Therapist:

[YOUR NAME]

Email:

[YOUR EMAIL]

Date:

[DATE]


I. Student Information:

  • Name: [STUDENT'S NAME]

  • Age: [STUDENT'S AGE]

  • Grade: [STUDENT'S GRADE LEVEL]

  • 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:

  1. Articulation:

    • [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.

  2. Language Comprehension:

    • [STUDENT'S NAME] will enhance comprehension skills by accurately answering questions related to stories or classroom instructions with [percentage]% accuracy.

  3. Expressive Language:

    • [STUDENT'S NAME] will increase expressive language abilities by generating complete sentences or responses during structured activities with [percentage]% accuracy.

III. Activities/Interventions:

  1. Articulation Practice:

    • Use flashcards or word lists targeting [specific speech sounds].

    • Practice correct sound production at the word, phrase, and sentence levels.

    • Provide visual and auditory cues as needed.

  2. Language Comprehension Activities:

    • Read a short story or passage aloud.

    • Ask comprehension questions related to the story (e.g., Who? What? Where? When? Why? How?).

    • Encourage [STUDENT'S NAME] to retell the story in their own words.

  3. Expressive Language Exercises:

    • Engage in conversation about a chosen topic.

    • Encourage [STUDENT'S NAME] to express thoughts and ideas using complete sentences.

    • Provide sentence starters or visual prompts to support expression.

IV. Materials/Resources:

  • Flashcards with targeted speech sounds

  • Storybooks or reading materials

  • Visual aids or picture cards

  • Whiteboard and markers

  • Timer or stopwatch

V. Progress Notes:

  • Jeremy showed improvement in correctly producing /r/ and /s/ sounds during articulation practice.

  • He struggled with answering comprehension questions but demonstrated improvement with visual cues.

  • [STUDENT'S NAME] expressed himself more confidently during expressive language exercises, although he still relied on prompting for complete sentences.

VI. Homework/Assignments:

  • Practice /r/, /s/, and /th/ sounds for 10 minutes each day using provided flashcards.

  • Read a short story aloud and answer comprehension questions at home.

  • 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].

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