LITERACY skills plan for a 10 Y.O Child
LITERACY LAB
Oral and written language share important connections, including many of the same processes and knowledge bases. Literacy skills are built on a foundation of spoken/oral language, and because of the reciprocal relationship between spoken and written language, SLPs address both skill areas.With this in mind, plan an intervention session for Evey, that includes a book or literacy material.
Please select one or more books/materials for your client. You may use one book for all of your activities, or work with different books; it is your choice.
Use the following guidelines to complete your lab:
- Target at three different literacy skills. You should highlight either emergent literacy skills (e.g., print awareness, phonological awareness, literacy motivation, etc.)and/or conventional literacy skills (e.g., phonemic awareness, reading fluency, text comprehension, etc.), depending on your client.
- For each of these three skills, you must come up with one activity that you will use to address the area. For each activity, provide the following:
- Provide the target skill area; for example,
- Vocabulary knowledge
- Phonemic awareness
- Text comprehension
- Print awareness
- Provide a description of the book-reading experience, which includes specific examples from your book AND a brief description about how you will target the skill within the context of the book. For example,
- Activity #1 – While reading The Big Red Barn, the clinician will point to and name pictures of target vocabulary words.
- Activity #2 – While reading Animalia, the clinician will discuss beginning sounds of target words and ask the client to find pictures that begin with that sound.For example, using /g/, “Find a picture that begins with /g/.”
- Activity #3 – After reading select paragraphs from Harry Potter, the clinician will explain one key fact about the story content, then ask the client to explain one key fact about the content he/she read.
- Provide rationales for the use of each of these activities/techniques. In other words, why are you doing this activity and using these techniques? Follow the same case that I gave you for July. This time, you don’t have any info about her written skills or areas of difficulties so for the rational, just explain why did you choose the target skill that you choose. See the examples and PPT slides
- For Activity #1 – Verbally labeling pictures promotes vocabulary learning by using a visual image paired with the spoken word to define the meanings of vocabulary words.
- For Activity #2 – By modeling initial sounds and asking clients to find words that begin with target sounds, this activity promotes initial sound identification, an important phonemic awareness skill
- For Activity #3 – Modeling the identification key facts and asking clients to identify their own key facts promotes text comprehension by teaching clients to identify salient information in written text.
Example Outline:
Target Literacy Skill #1 (make sure to name which skill area you are targeting) very important
- Book
- Methods/Strategies #1
- Rationale #1
Target Literacy Skill #2 (make sure to name which skill area you are targeting)
- Book (may be the same as above)
- Methods/Strategies #2
- Rationale #2
Target Literacy Skill #3 (make sure to name which skill area you are targeting)
- Book (may be the same as above)
- Methods/Strategies #3
- Rationale #3
This assignment is worth 25 points.You will be graded on the following:
- Target literacy skill is appropriate for client (6 points)
- Book/s are appropriate (6 points)
- Methods/strategies are appropriate (6 points)
- Rationale is clear and justified (6 points)
**You will lose points for grammatical errors, misspellings, and run-ons.**
Follow the same case that I gave you for July. This time, you don’t have any info about her written skills or areas of difficulties so for the rational, just explain why did you choose the target skill that you choose. See the examples and PPT slides
