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Speech, Language Services Curriculum

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Subject:  Speech, Language Services




Articulation, speak intelligently


Voice - speak with appropriate voice quality, pitch and loudness

Fluency - speak in a smooth, fluent manner

Auditory skills:

            attend to and process information and direction of appropriate length and complexity, commiserate with age level

            attend to auditory presented information for appropriate length of time

            discriminate between fine and small differences in similar sounds within words


                        Vocabulary:  understand and use vocabulary commiserate with age

                        Syntax - understand and use syntax sentence structures appropriately, request information using appropriate syntax

                        Semantics - understand subtle changes in meaning of language with changes in words order


                                                understand and use language concepts appropriate to grade, age, time, space, quantity, opposites are examples

                                                  understand subtleties of language - idioms - figurative language


                                                use appropriate social language, greetings, taking turns, eye contact, referents

                                                writing - produce and comprehend written language appropriate to grade/age level









To be able to write a sentence, using subjects and predicates.

To be able to develop and write a paragraph using a topic sentence / main idea and sub-topic sentences.

To be able to learn to write stories, such as fantasy, mystery, biographies and non-fiction using and introduction, rising action, climax and a conclusion.

To be able to write poetry, including haiku’s, cinquains, free verse.

To be able to plan and develop the various steps in writing book reports, compositions, non-fiction reports and a research paper by learning the format of an outline note cards and a rough draft.

To be able to proofread, edit and revise each of the above objectives.




The ability to:

write simple and compound subjects and predicates in sentences

write declarative, interrogative, commanding and exclamatory sentences

use adjectives and adverbs to make sentences more interesting

join sentences by making complex or compound sentences using “and”, “or”, or “but”

use phrases to expand sentences

edit sentences

write a topic sentence for a paragraph

write a paragraph in proper sequence

write a descriptive paragraph

write a paragraph to compare or contrast

write paragraphs that give an opinion, explain, prove, or convince

revise a paragraph

to write a story/composition about characters, using dialogue, tall tales, mysteries, biographies, fantasies

begin, develop and end a story

write a report or research paper using encyclopedias, card catalog, bibliography

organize information for a report by writing an outline, note taking and rough draft

write a book report.

write a friendly letter, business letter, invitation and/or response, thank you letter, newspaper advertisement, directions for a recipe, address an envelope.

write poetry in free verse, cinquains, and haiku’s.

Paraphrase when taking notes.






To be able to identify sentences and fragments.

To be able to distinguish between an antonym, synonym, homonym, compound work and contraction.

To be able to identify nouns, pronouns, verbs, adjectives, adverbs, articles, and prepositions in a sentence.

To be able to be able to identify subjects, predicates, and objects in a sentence.

To be able to develop an agreement between the subject and predicate.

To be able to distinguish the differences between singular, plural, and possessive.

To be able to review the rules of capitalization and punctuation (including use of quotation marks), apostrophes, and contractions.

To be able to identify a prepositional phrase.

To be able to understand how to use a dictionary and thesaurus, and to see the values in using these.

To be able to reinforce the use of context clues to develop vocabulary skills.




Recognize the four kinds of sentences: declarative, interrogative, imperative and exclamatory.

Recognize the subject – predicate pattern of N-V, N-V-N, N-LV-N, N-LV-Adj.

Recognize the function of subject, direct object, indirect object and proper nouns to help identify various kinds of nouns in a sentence.

Understand the function and use of pronouns, both as subjects and direct objects.

Understand the function of a verb in a sentence, in a predicate, and  in various tenses.

Understand the function of an adjective, predicate adjective, comparative adjective, superlative adjective and their uses in enlivening sentences, paragraphs and compositions.

Understand the function of adverbs as modifiers of verbs, recognize that many end in an –ly form, have a comparative and superlative form, can modify adjectives and other adverbs, and can be positioned almost anywhere in a sentence.

Locate dictionary entries especially when given another form of the word besides the root word.

Identify parts of speech through the dictionary, as well as meaning pronunciations, spellings and synonyms.

Identify information in an encyclopedia, using key words, alphabetical order, volume number, and guide words.

Identify prepositions, objects of prepositions, and prepositional phrases in a sentence.

Distinguish between prepositions and adverbs.

Identify conjunctions in a compound/complex sentence, in compound subjects or compound predicates.

Identify and correct run-on sentences.

Organize information for a report using an outline, notecards, rough draft and final copy including a bibliography.

Proofread to reinforce rules of capitalization, punctuation, and word usage.

Write interesting friendly, business and thank you letters using correct capitalization, punctuation, abbreviations, greetings, closings, and addressing of envelopes.






To be able to derive the main idea and locate specific information.

To be able to relate to ideas in a sentence.

To be able to summarize materials and relates outcomes.

To be able to evaluate material and relate events in a story.

To be able to understand details and make comparisons.

To be able to infer the authors’ meaning and answers factual question.

To be able to discuss character development.

To be able to distinguish fact from fantasy.

To be able to read for retention.

To be able to read for enjoyment.

To be able to appreciate poetry.




The ability to:

Understand word meanings.

Understand meanings of phrase and special expressions.

Understand meanings from syntactic and rhetorical relationships.

Use punctuation marks and typographical variations as meaning aids.

Comprehension application.

Follow directions.

Noting and remembering important details.

Note correct sequence.

Identify the topic and the main idea of a paragraph or longer passage.

Draw conclusions.

Make inferences.

Predict outcomes.

Recognize cause and effect.



Understand types of literature.

Understand types of story elements.

Understand writing styles and devices.

Use the library and special reference sources.

Locate and use information within books.

Evaluate information.

Organize information for retention and/or reporting.

Identify and recognize words in unfamiliar form.

Identify and recognize words unfamiliar in form and in pronunciation.


Speaking and Listening




Spelling units.

To be able to understand vowel rules.

Compound words and contractions.

Prefixes and suffixes.

Synonyms, antonyms, homonyms.

Syllables and plurals.

To be able to understand root words and derivatives.

To be able to use a dictionary.

To be able to read expressively – good phrasing – both prose and poetry.

To be able to choral speaking dramatizations.

To be able to deliver a speech effectively.

To be able to participate in discussions.

To be able to recite poetry.




The ability to:

Persuade (oral reports – panel discussions).

Compare and contrast (oral reports and group discussions).

Inform (oral reports and group discussions).

Evaluate facts and opinions (oral reports and group discussions).

Appreciate others thoughts (oral reports and group discussions).






Grammar / Composition




to feel comfortable composing prose and poetry

to be aware of and use standard English

to enjoy expressing oneself in written form




The ability to:

identify and write basic sentence patterns

identify and use adjectives, adverbs, prepositions, connectives, subordinate clauses, and appositives

use regular and irregular verb forms

generate ideas by brainstorming, and use them to write clearly and concisely

write letters, factual material, creative prose, and poetry

edit written work

summarize and evaluate stories and articles

write and deliver speeches

participate in drama presentations

gather information and synthesize it in writing






to develop an appreciation of good literature

to cultivate a love of reading

to comprehend stories using higher thinking levels

to recognize some of the characteristics of excellent literature




read and identify the features of different types of literature, including mythology, folktales, fantasy, realistic fiction, and poetry

recognize similes, metaphors, personification, foreshadowing, onomatopoeia, idioms, and euphemisms

identify the climax, the plot, the setting, point of view, and the main idea

use the context of the story, base words, and affixes, a dictionary, and thesaurus to determine meanings of words

make predictions, based on informed ideas

use details from the stories to support conclusions

use new vocabulary orally and in writing

use critical thinking to interpret and evaluate the author’s purpose

apply lessons learned in stories to real-life situations

compare and contrast characters








to be aware of spelling patterns

to relate spelling words to reading

to understand the relationship of sound and symbol

to use dictionary skills




The ability to:

correctly spell words with:

regular and variant spellings for vowels and consonants;

consonant blends and digraphs

the schwa sound

inflectional endings (-ed, -ing, -s, -es)

irregular plurals

prefixes and suffixes

contractions, possessives and compound words

proofread written work for spelling errors

use a spelling dictionary and regular dictionary

write sentences using spelling words








to establish an environment that encourages writers

to have the classroom become a community of writers

to share my own excitement about writing

to develop the skills of writing

to provide plenty of time for writing

to provide plenty of time for reading

to give students responsibility for choices

to use conferences to help the student react to his/her own writing




The ability to:

use the skills of writing (prewritng, planning, researching, organizing, drafting, editing and publishing)

take responsibility for choices

react to own writing and diagnose possible writing problems and solve them

correctly use the tools of writing (correct spelling, mechanics and grammar)

make use of resources

respect the written words as the property of the author

share (their) writing to build self-esteem and foster appreciation of others






to help students feel successful and make reading and writing dynamic

to share and enjoy freely all kinds of literature

to laugh and feel our feelings through literature

to react and respond to the ideas of authors

to continue development of reading comprehension and critical analysis

to continue developing interpretation skills

to expand reading, writing and speaking vocabulary

to promote speaking, oral discussion and listening skills




The ability to:

read and identify the features of different types of literature including essays, poetry, folktales, drama, autobiographies

recognize similes, metaphors, personification, foreshadowing, idioms, and euphemisms

identify the following elements in a work of literature: conflict protagonist, antagonist, characterization, setting tone, imagery, symbol, irony, satire plot, theme, moral climax, point of view and main idea

develop interpersonal skills such as making inferences, making predictions, understanding character innovation, discriminating between fact and detail and evaluating author’s purpose

compare and contrast authors’ writing styles

learn and use “new words” from literature selections through use of C. S. D. ( context clues, structural analysis and/or thesaurus)









to be able to read and enjoy short stories, nonfiction, novels, and poetry

to be able to use literary terminology to analyze a literary work

to be able to understand and critically evaluate the importance of common cultural values that appear in literary works

to become familiar with the characteristics of a variety of literature

to be able to develop analytical and creative writing skills

to be able to develop vocabulary skills




The ability to:

develop and use evaluating, classifying, and generalizing, synthesizing

develop and use alliteration, characterization, connotation, denotation, figurative language, flashback, imagery, inference, irony, metaphors, personification, plot, point of view, rhyme, setting, simile, syntax, theme, tone, foreshadowing

develop and use cause and effect relationship

develop and use main idea

differentiate fact and opinion

compare and contrast

inferring word meaning from context

develop skills in determining word meaning

Ask Dr. Susan