I know many of you have told me that you struggle with finding age-appropriate materials for your middle school students. Elementary School, Materials, Middle School, Therapy Ideas Books for Teaching Story Grammar in Speech Therapy One of the things I was most nervous about when starting to work at the middle school level was working on the dreaded /r/ sound. Given 20 sentences, STUDENT will use the preparatory set method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given an opportunity to offer someone help, STUDENT will ask what the other person needs, listen, provide the help requested with 80% accuracy in 4 out of 5 opportunities. Given offered help from a peer or adult, STUDENT will accept the help and thank the person, or politely decline the help with 80% accuracy in 4 out of 5 opportunities. Many children are able to master their speech goals in elementary school and no longer require therapy services. This strategy-based product is great for teaching types of context clues to your students! Erik X. Raj (SLP, Blogger, App Creator) Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities. Conditions of low grades and an object and describing each feature and … a pediatric speech-language pathologist and founder of speechy musings! Given a category, STUDENT will name (3-5) items in that category (e.g., school items, home items, clothing, animals, colors, toys, etc.) Get access to freebies, quarterly sales, and a stellar community of SLPs! Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow 2-step directions with 80% accuracy in 4 out of 5 opportunities. Given verbal or written directions, STUDENT will identify the action words in the directions (e.g., “Read the book”…the action word is read)with 80% accuracy in 4 out of 5 opportunities. Given 3-step directions, STUDENT will follow the directions with 80% accuracy in 4 out of 5 opportunities. One of the most important reports you create is the student’s individualized education program (IEP). Given a conversation, STUDENT will demonstrate the ability to provide the appropriate amount of information during a conversational exchange with 80% accuracy in 4 out of 5 opportunities. Share Tweet Google Pinterest Mail. Given 20 sentences, STUDENT will use the cancellation method to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will spontaneously make a request or greet a peer or teacher using augmentative symbols or device with 80% accuracy in 4 out of 5 opportunities. Given a small group or classroom discussion, STUDENT will demonstrate active listening skills (track the speaker with their eyes, keep mouth and body still and quiet, nodding head to show listening, ask questions and/or make comments, etc.) Given a 2 minute tape-recording of HIS/HER reading or conversational speech with “bumpy” or “smooth” speech, STUDENT will identify if HIS/HER speech is “bumpy” or “smooth” with 80% accuracy in 4 out of 5 opportunities. I have a passion for helping other SLPs save time by providing them with helpful resources, how-to videos, and easy to implement therapy materials. Given a toy(s), STUDENT will demonstrate symbolic play with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will use 2 words to show agent action (e.g., “dog jump”) with 80% accuracy in 4 out of 5 opportunities. Commentingto share enjoyment and interests. Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities. You can also choose to play a game listed in the “Middle School Speech Games” button. Given 20 sentences, STUDENT will use the easy onset technique to minimize disfluencies at the sentence level with 80% accuracy in 4 out of 5 opportunities. Given a small group discussion, STUDENT will identify expected and unexpected behaviors for a conversation (e.g., topic maintenance, topic changes, asking questions, on-topic comments, unrelated comments, appropriate interruptions, long talking turns, not responding, initiating conversations, etc.) Hi there! Given a classroom discourse, STUDENT will generalize articulation of the sound(s) of / / in all positions of words at the conversational level outside of the therapy setting with 80% accuracy in 4 out of 5 opportunities. Given an object or picture, STUDENT will say 3 to 4-word utterances (e.g., “dog sitting in car”) with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce age-appropriate consonants in the medial position of words to reduce medial consonant deletion at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a story or activity, STUDENT will sequence the story or activity that includes # parts with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all the phonemes in words to reduce the process of reduplication (i.e., when complete or incomplete syllable is repeated “baba” for “bottle”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Given a conversational topic, STUDENT will independently articulate the sound(s) of / / in all positions of words at the conversational level with 80% accuracy in 4 out of 5 opportunities. Given a conversation, STUDENT will look at the speaker, ask questions when appropriate, and not interrupt others with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities. Given a social situation or role-play scenario, STUDENT will maintain personal space at least an arm’s length distance between HIMSELF/HERSELF and others across all settings with no more than 1 verbal prompt with 80% accuracy in 4 out of 5 opportunities. Given a greeting from a peer or adult, STUDENT will acknowledge the greeting by looking at the person and returning the greeting (e.g., “hello”, “hi”, “how are you?”, etc.) Given  3 to 5 items, STUDENT will identify the item that does not belong in the group and explain why with 80% accuracy in 4 out of 5 opportunities. Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities. Given a communication partner, STUDENT will track the eye gaze of others and predict what they are thinking and will modify their behavior based on what others are looking at with 80% accuracy in 4 out of 5 opportunities. Not talking too much (ask the other person questions) Responding to others with relevant information. Given a need and a verbal prompt, STUDENT will sign a basic “need” sign, such as (help, more, done, want, need etc.) Let me know if there are other speech therapy goals and objectives that would be helpful or if you have examples of speech therapy goals. Given a real-life or role-play conflict scenario, STUDENT will remain calm and relaxed, listen to the other person, determine what they can agree on with 80% accuracy in 4 out of 5 opportunities. Given 10 modeled sentences, STUDENT will use the pull-out method to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. Given manipulatives (e.g., object, paper, pencil, scissors), STUDENT will follow multi-step directions with quantity modifiers (i.e., numbers, more/less) with 80% accuracy in 4 out of 5 opportunities. We only recommend products and services that have tried, trust and love. Given 10 modeled sentences, STUDENT will use the light articulatory contact technique to repeat the sentences with 80% accuracy in 4 out of 5 opportunities. For me, i, It’s the most wonderful time of the year... and, What does your favorite book say about you? I’m a speech-language pathologist and mama to twin boys. Given an object or picture and a phrase that shows an emotion (e.g., “girl sad”, “man angry”), STUDENT will answer “yes or no” if the phrase describes the object or picture accurately with 80% accuracy in 4 out of 5 opportunities. Given a picture or object to describe, STUDENT will produce all age-appropriate phonemes in 2-3 syllable words to reduce the process of alveolar assimilation  (i.e., using alveolar /t, d, n, l, s, z/ for non-alveolar “tot” for “toss”) at the word, phrase, or sentence level with 80% accuracy in 4 out of 5 opportunities. Put into your child ’ s ability to focus on multiple items or actions at time! 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