Following two and three part directions is a measure of receptive language skills; worksheets include: Picture cards to place in order; following directions coloring page; following directions on a
...map; following directions on a page of various shapes and objects; following written directions and filling in a diagram of the anatomy of an ear.
Picture prompts and instructions to practice answering wh- questions and questions requiring higher order thinking. Includes information for students about the importance of key words and the opportun
...ity to identify key words in questions. Data collection form provided.
The Auditory Language & Learning Guide is an EXCELLENT informal evaluation tool for listening and language that can be used with students of any age and language ability. The 2 page checklist format e
...asily allows the teacher to develop IEP goals based on identified student weaknesses in the 4 areas of audition/listening, receptive language, expressive language, and social communication. Skills can be rated as 'targeted', 'emerging', 'mastered' or 'previously assessed' and checked off by date achieved. This assessment tool can be used from year to year allowing instructors and parents to see growth in a students language and learning.
Listening & Language Compare & Contrast targets listening, growing vocabulary, descriptive language skills, critical thinking, two-way conversations and help develop reasoning skills in identifying si
This overview discusses the levels of comprehension for recognizing time in a sentence or phrase each building on the previous. Level 1 is concrete, stated, and explicit moving to Level 4 where the a
...mount of time spent on an activity or location has to be figured.
Just Say It! is a fun, no-prep, competitive listening, and language game that kids love that builds vocabulary and category skills. It features 32 categories with engaging and a colorful game deck or
Playing Listening Lotto is an entertaining game that targets auditory skills for early and advanced listeners including sound identification, auditory discrimination, and localization skills. Targets
Explains 7 factors contributing to student difficulty with following directions, including discussion about importance of critical elements. Includes teacher scripts for practice following common spok
...en directions on paper (e.g., Number your paper from 1 to 7). Includes suggestions for differentiation.
Playing WAR! is a great card game to foster listening and spoken language abilities. Follow the traditional game directions except lay the cards face down and announce the name of the card being playe
...ayed such as Four of Hearts or King of Diamonds. The key is to listen and NOT look! If the player sees the cards they lose the opportunity to focus on hearing alone.So simple yet kids listen and learn the language of early math concepts like numbers, their value, comparing, more, same, different, greater, less than, higher, lower, and so on.Taking turns, patiently waiting for their turn, quickly taking a turn without making others wait too long, how to be a gracious winner or loser and other social skills flourish while playing WAR.IDEAL FOR: Listening & Spoken Language, Auditory Verbal, Deaf & Hard of Hearing, Speech, ELA, Teletherapy, Home Carryover or Distance Learning, Face to Face, Digital, Print...INCLUDESPrintable reference gameplay sheetsTwo sizes
The CAVE Checklist (Fillable Version) is a self-report checklist is intended to be completed students age 9 and above who are deaf or hard of hearing to identify possible communication access issues t
...hat may occur during virtual education situations. It is recommended that the CAVE be completed in an interview format with the DHH specialist discussing each situation with the student. Students read 10 questions related to accessing communication in online learning situations and rate them from Always Easy to Always Difficult, or Doesn't Happen. A total score can be obtained. Not every situation will apply to every student. Situations indicating appropriate access will receive scores of 4 or 5. Items scoring 1, 2, 3, need to be addressed for appropriate access needs. The 10 questions are followed by a list in which the student identifies what he or she thinks helps most during online learning.
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