ALLaM 2 7B

SDAIA · Rank #4 of 4 · Small 7B model. It was available on our Groq account's model list but is not on Groq's public models page, so its free-tier limits aren't published. source

2.2/5 overall Best: IEP & documentation

Free tier: Ran on our Groq free-tier account; Groq's published limits table does not list this model. source

Privacy: Groq says it does not retain inference inputs/outputs by default; it may log them for up to 30 days for reliability or abuse checks. Never paste student names or personal info. source

Scores by task

Task	Accuracy	Clinical soundness	Therapy	SLP specificity	Format	Avg
Articulation /r/ activity	1	3	1	1	1	1.4
/s/-blend word list	1	5	1	1	1	1.8
Expressive language IEP goals	2	3	3	2	4	2.8
Progress-note template	3	3	2	3	1	2.4
Social pragmatics lesson	2	3	2	2	2	2.2
AAC core-word plan	1	2	1	1	1	1.2
Fluency session plan	2	1	3	2	4	2.4
Phonological awareness quiz	1	4	2	2	2	2.2
Sound development parent handout	1	3	3	2	3	2.4
Evaluation summary template	2	4	3	3	4	3.2
Average	1.6	3.1	2.1	1.9	2.3	2.2

Every output

Articulation /r/ activity 1.4/5

Why: Word list is mostly wrong: 'bird' and 'her' listed as initial /r/, 'carrot, sparrow, spree, pantry' are prevocalic /r/ rather than vocalic, 'puddle' and 'ponder' have no /r/ at all, then the list loops 'their' hundreds of times until cut off. No game, data or home practice.

Prompt

Create a 30-minute small-group articulation activity for 3 second-grade students working on vocalic /r/ ("er" as in bird, her, teacher) at the word and phrase level. Include a target word list of 20 words sorted by position (initial, medial, final), a game that needs only paper and a die, data-collection instructions (trials and accuracy), and one home-practice idea for families. Use only real words that actually contain the target sound.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:57 · finish: length (cut off at token limit) · raw JSON

Full output (unedited)

Title: "Ring the Birdie: A Fun Articulation Game!"

Objective: The students will practice producing the vocalic /r/ sound in initial, medial, and final positions through a fun game and home practice activities.

Materials:
1. Target Word List:
   - Initial /r/ words: bird, her, hear, bear, tear, share, there, their, their, their, their, their, their, their, their, their, their, their, their, their
   - Medial /r/ words: birdie, teacher, finger, sparrow, spree, carrot, pantry, mower, ponder, puddle, pantry, pantry, pantry, pantry, pantry, pantry, pantry, pantry, pantry, pantry
   - Final /r/ words: birdy, herring, there, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, 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their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, their, 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/s/-blend word list 1.8/5

Why: Only 9 of 30 words have the requested blend. The rest include 'sugar, sausage, sofa, shoe, shark' (no blend) and 'squirrel' repeated 11 times. No /sm/ words, and it writes about 130 carrier sentences instead of 6, almost all about squirrels.

Prompt

Write a list of 30 real, picturable words for a kindergarten-1st grade student working on initial /s/-blends: 10 with /st/, 10 with /sp/, 10 with /sn/ or /sm/ (5 each). Then write 6 short carrier sentences that use those words. Double-check that every word starts with the stated blend.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:57 · finish: stop · raw JSON

Full output (unedited)

Word List:

1. Strawberry
2. Stick
3. Star
4. Spoon
5. Spider
6. Sponge
7. Snail
8. Snake
9. Snowman
10. Sneaker
11. Sugar
12. Sunflower
13. Squirrel
14. Sausage
15. Shoe
16. Shark
17. Shield
18. Sailboat
19. Sausage
20. Sofa
21. Squirrel
22. Squirrel
23. Squirrel
24. Squirrel
25. Squirrel
26. Squirrel
27. Squirrel
28. Squirrel
29. Squirrel
30. Squirrel

Carrier Sentences:

1. The little girl picked a juicy strawberry from the garden.
2. Tom carefully stuck the stick into the mud.
3. The shiny star twinkled in the night sky.
4. Jane eagerly spooned the yummy pudding into her mouth.
5. The tiny spider scurried across the floor.
6. The soft sponge cleaned the bathroom sink.
7. The cute snail crawled slowly on the garden path.
8. The snake slithered gracefully under the tree.
9. The happy snowman stood tall in the winter wonderland.
10. The little sneaker bounced on the playground.
11. The sweet sugar coated the top of the cake.
12. The tall sunflower swayed gently in the breeze.
13. The curious squirrel scampered up the tree.
14. The tasty sausage grilled on the barbecue.
15. The soft sofa invited the kids to sit and relax.
16. The brave shield protected the knight during the battle.
17. The colorful sailboat sailed across the ocean.
18. The friendly squirrel played with the children in the park.
19. The happy squirrel gathered nuts for the winter.
20. The curious squirrel searched for acorns in the forest.
21. The mischievous squirrel climbed the tall oak tree.
22. The adventurous squirrel explored the forest.
23. The cheerful squirrel chased the butterfly.
24. The playful squirrel hopped from branch to branch.
25. The curious squirrel peeked into the neighbor's yard.
26. The friendly squirrel shared its acorns with the birds.
27. The brave squirrel saved the baby from the dog.
28. The curious squirrel discovered a hidden treasure.
29. The adventurous squirrel found a new home in the hollow tree.
30. The playful squirrel taught the kitten how to climb.

Carrier Sentences:

1. The squirrel picked up the nut with its paw.
2. Sam saw the squirrel running on the grass.
3. The squirrel scampered up the tree trunk.
4. The squirrel chased the butterfly in the park.
5. The squirrel nibbled on the tasty acorn.
6. The squirrel played with the ball in the yard.
7. The squirrel climbed up the tall oak tree.
8. The squirrel hopped from branch to branch.
9. The squirrel found a new nest in the hollow tree.
10. The squirrel shared its acorns with the birds.
11. The squirrel taught the kitten how to jump.
12. The squirrel chased the butterfly near the pond.
13. The squirrel dug for nuts in the forest.
14. The squirrel played with the ball in the park.
15. The squirrel climbed up the tree to get the acorn.
16. The squirrel ran away from the dog that wanted to catch it.
17. The squirrel found a new nest in the old tree.
18. The squirrel shared its nuts with the squirrel friends.
19. The squirrel taught the kitten how to climb.
20. The squirrel chased the butterfly near the pond.
21. The squirrel dug for nuts in the forest.
22. The squirrel played with the ball in the park.
23. The squirrel climbed up the tree to get the acorn.
24. The squirrel ran away from the dog that wanted to catch it.
25. The squirrel found a new nest in the old tree.
26. The squirrel shared its nuts with the squirrel friends.
27. The squirrel taught the kitten how to climb.
28. The squirrel chased the butterfly near the pond.
29. The squirrel dug for nuts in the forest.
30. The squirrel played with the ball in the park.
31. The squirrel climbed up the tree to get the acorn.
32. The squirrel ran away from the dog that wanted to catch it.
33. The squirrel found a new nest in the old tree.
34. The squirrel shared its nuts with the squirrel friends.
35. The squirrel taught the kitten how to climb.
36. The squirrel chased the butterfly near the pond.
37. The squirrel dug for nuts in the forest.
38. The squirrel played with the ball in the park.
39. The squirrel climbed up the tree to get the acorn.
40. The squirrel ran away from the dog that wanted to catch it.
41. The squirrel found a new nest in the old tree.
42. The squirrel shared its nuts with the squirrel friends.
43. The squirrel taught the kitten how to climb.
44. The squirrel chased the butterfly near the pond.
45. The squirrel dug for nuts in the forest.
46. The squirrel played with the ball in the park.
47. The squirrel climbed up the tree to get the acorn.
48. The squirrel ran away from the dog that wanted to catch it.
49. The squirrel found a new nest in the old tree.
50. The squirrel shared its nuts with the squirrel friends.
51. The squirrel taught the kitten how to climb.
52. The squirrel chased the butterfly near the pond.
53. The squirrel dug for nuts in the forest.
54. The squirrel played with the ball in the park.
55. The squirrel climbed up the tree to get the acorn.
56. The squirrel ran away from the dog that wanted to catch it.
57. The squirrel found a new nest in the old tree.
58. The squirrel shared its nuts with the squirrel friends.
59. The squirrel taught the kitten how to climb.
60. The squirrel chased the butterfly near the pond.
61. The squirrel dug for nuts in the forest.
62. The squirrel played with the ball in the park.
63. The squirrel climbed up the tree to get the acorn.
64. The squirrel ran away from the dog that wanted to catch it.
65. The squirrel found a new nest in the old tree.
66. The squirrel shared its nuts with the squirrel friends.
67. The squirrel taught the kitten how to climb.
68. The squirrel chased the butterfly near the pond.
69. The squirrel dug for nuts in the forest.
70. The squirrel played with the ball in the park.
71. The squirrel climbed up the tree to get the acorn.
72. The squirrel ran away from the dog that wanted to catch it.
73. The squirrel found a new nest in the old tree.
74. The squirrel shared its nuts with the squirrel friends.
75. The squirrel taught the kitten how to climb.
76. The squirrel chased the butterfly near the pond.
77. The squirrel dug for nuts in the forest.
78. The squirrel played with the ball in the park.
79. The squirrel climbed up the tree to get the acorn.
80. The squirrel ran away from the dog that wanted to catch it.
81. The squirrel found a new nest in the old tree.
82. The squirrel shared its nuts with the squirrel friends.
83. The squirrel taught the kitten how to climb.
84. The squirrel chased the butterfly near the pond.
85. The squirrel dug for nuts in the forest.
86. The squirrel played with the ball in the park.
87. The squirrel climbed up the tree to get the acorn.
88. The squirrel ran away from the dog that wanted to catch it.
89. The squirrel found a new nest in the old tree.
90. The squirrel shared its nuts with the squirrel friends.
91. The squirrel taught the kitten how to climb.
92. The squirrel chased the butterfly near the pond.
93. The squirrel dug for nuts in the forest.
94. The squirrel played with the ball in the park.
95. The squirrel climbed up the tree to get the acorn.
96. The squirrel ran away from the dog that wanted to catch it.
97. The squirrel found a new nest in the old tree.
98. The squirrel shared its nuts with the squirrel friends.
99. The squirrel taught the kitten how to climb.
100. The squirrel chased the butterfly near the pond.

Expressive language IEP goals 2.8/5

Why: Four goals with [Student] and [date] blanks, but measurement is muddled: goal 1 calls 'Subject + Verb + Object + Adverb' a complex sentence, and goal 3 measures vocabulary by counting 3-syllable words. Goal 4 (following directions) is receptive, not expressive. The objectives just restate session counts.

Prompt

Write 4 measurable annual IEP goals for a 4th-grade student with an expressive language disorder (short, simple sentences; limited use of conjunctions; difficulty retelling stories). Each goal should state the condition, the observable behavior, the criterion (accuracy and number of sessions or probes), and how it will be measured. Leave blanks like [Student] and [date] instead of names. Add one short-term objective under each goal.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:57 · finish: stop · raw JSON

Full output (unedited)

Annual IEP Goals for Student with Expressive Language Disorder:

Goal 1: Increase the use of complex sentences and conjunctions in oral communication
Observable Behavior: [Student] will use at least 3 different conjunctions (e.g., and, but, or, so) and 3 complex sentences (e.g., Subject + Verb + Object + Adverb) in a 1-minute speech sample during classroom discussions [Student] on [date].
Criterion: Accuracy (80% correct usage of conjunctions and complex sentences) and Number of Sessions (10 sessions, with a minimum of 2 sessions per month); Measurement: Teacher observation and scoring sheet

Short-term Objective 1: [Student] will practice using conjunctions and complex sentences in daily conversations with the SLP for 10 sessions (2 sessions/month).

Goal 2: Improve the ability to retell stories with greater detail and accuracy
Observable Behavior: [Student] will retell a 2-3 sentence story with at least 5 details and maintain 80% accuracy during story retelling assessments [Student] on [date].
Criterion: Accuracy (80% correct details) and Number of Sessions (10 sessions, with a minimum of 2 sessions per month); Measurement: Story retelling assessment and scoring sheet

Short-term Objective 2: [Student] will participate in 10 story retelling sessions (2 sessions/month) with the SLP, focusing on increasing the number of details and accuracy.

Goal 3: Increase the use of complex vocabulary in written assignments
Observable Behavior: [Student] will use at least 5 words with 3 syllables in a 5-sentence paragraph during classroom assignments [Student] on [date].
Criterion: Number of Syllables (5 words with 3 syllables) and Number of Sentences (5 sentences) and Number of Assignments (3 assignments per month); Measurement: Written assignment analysis and scoring sheet

Short-term Objective 3: [Student] will practice using complex vocabulary in 3 written assignments per month for 10 sessions (2 sessions/month) with the SLP, focusing on increasing the number of syllables, sentences, and assignments.

Goal 4: Enhance the ability to follow multi-step oral directions
Observable Behavior: [Student] will follow a 3-step oral direction correctly during classroom activities [Student] on [date].
Criterion: Correct Oral Directions (3 out of 3) and Number of Activities (3 activities per month); Measurement: Directed activities observation and scoring sheet

Short-term Objective 4: [Student] will participate in 3 directed activities per month for 10 sessions (2 sessions/month) with the SLP, focusing on improving the ability to follow multi-step oral directions and completing the activities correctly.

Progress-note template 2.4/5

Why: Asks for a 'Student ID Number' and address fields, the progress-code legend is folded into goal 1 only, and there are no example narrative sentences. Then it repeats '[Insert the SLP's professional title and contact information here]' about 90 times.

Prompt

Create a fill-in-the-blank quarterly IEP progress report template a school SLP can reuse for any student on their caseload. Include blanks for goal text, baseline, current performance data, progress code (with a short legend such as Mastered / Sufficient progress / Insufficient progress / Not yet introduced), and narrative comments, plus 3 example narrative sentences written with placeholders like [Student]. Do not include any real or made-up student names.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:57 · finish: stop · raw JSON

Full output (unedited)

Title: Quarterly IEP Progress Report - SLP Report

[SLP Name]
[Date]
[Student's Name]
[Student's ID Number]
[School Name]
[Address]
[City, State ZIP Code]
[Phone Number]
[Email Address]

Goal Text: [Insert the specific goal(s) for the student here]

Baseline: [Describe the student's performance at the beginning of the IEP cycle, including any relevant background information or previous assessments]

Current Performance Data:

1. [Insert the current performance data for the first goal here]
   [Student's performance on the baseline assessment]

2. [Insert the current performance data for the second goal here]
   [Student's performance on the baseline assessment]

3. [Insert the current performance data for the third goal here]
   [Student's performance on the baseline assessment]

Progress Code:

1. [Insert the progress code for the first goal here]
   [Mastered: Student has achieved mastery of the skill; Sufficient progress: Student has made significant progress toward the goal; Insufficient progress: Student has not made sufficient progress; Not yet introduced: Goal has not been assessed yet]
   [Narrative comment: Brief explanation of the student's progress on the first goal]

2. [Insert the progress code for the second goal here]
   [Narrative comment: Brief explanation of the student's progress on the second goal]

3. [Insert the progress code for the third goal here]
   [Narrative comment: Brief explanation of the student's progress on the third goal]

Narrative Comments:

1. [Insert narrative comment about the student's overall progress and any recommendations for further intervention or accommodations]
2. [Insert narrative comment about the student's progress in relation to the IEP goals and any recommendations for modifications or supports]
3. [Insert narrative comment about the student's progress and any recommendations for future evaluations or assessments]

Note: Please replace the placeholders with specific information for each student, including the actual data collected during assessments and observations. This report will be used to update the student's Individualized Education Program (IEP) team on the student's progress toward their goals. 

[Insert the student's name and IEP team contact information here]

[Insert the date of the report here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

[Insert the SLP's professional title and contact information here]

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Social pragmatics lesson 2.2/5

Why: Activities don't target turn-taking or topic maintenance directly; the role-plays are about inclusion and conflict. No prompt-and-fade plan, the data sheet is pre-filled with numbers, and the plan repeats sections, with timings that add to well over 30 minutes.

Prompt

Plan a 30-minute social communication group session for three 6th graders working on conversational turn-taking and staying on topic. Include a warm-up, a structured activity with visual supports described in words, 3 role-play scenarios appropriate for middle school, how the SLP will prompt and fade cues, and a simple data sheet layout. Use a neurodiversity-affirming tone (do not frame eye contact as required).

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:58 · finish: stop · raw JSON

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Title: "Express Yourself: Enhancing Social Communication Skills"

Objectives:
1. To practice conversational turn-taking among peers.
2. To develop skills in staying on topic during conversations.
3. To increase understanding and tolerance of neurodiversity.

Warm-Up (5 minutes):
1. Icebreaker activity: "Two Truths and a Lie"
- Each student shares three statements about themselves: two true statements and one false statement.
- Peers try to guess which statement is the lie.

Structured Activity (15 minutes)
Title: "The Social Scavenger Hunt"

Description:
1. Divide the group into pairs (students A and B).
2. Provide each pair with a worksheet containing a list of topics and questions related to school, hobbies, and interests (e.g., favorite subject, favorite book, favorite sport).
3. Students will engage in a scavenger hunt around the classroom, discussing the topics with each other and completing the worksheet.
4. Visual supports:
- A poster with the topics and questions displayed in a clear and organized manner.
- A list of visual cues for each topic and question, to be used as needed (e.g., "Talk about your favorite subject," "Describe your favorite book," "Share your favorite sport").

Role-Play Scenarios (10 minutes)
Title: "Neurodiversity and Social Skills"

Description:
1. Divide the group into three pairs (students A, B, and C).
2. Each pair will act out a role-play scenario related to neurodiversity and social skills.
3. Visual supports:
- A set of visual cues for each scenario, highlighting appropriate social skills and neurodiversity awareness.

1. Scenario 1: "Inclusion in Middle School Activities"
- Student A: A new student at the school who is struggling to fit in.
- Student B: A peer who wants to include the new student in middle school activities.
- Visual cues:
- "Welcome the new student warmly"
- "Ask about their interests and hobbies"
- "Offer to participate in shared activities"

2. Scenario 2: "Navigating Social Conversations"
- Student A: A student who has difficulty keeping track of the conversation flow.
- Student B: A peer who wants to engage in a conversation with the student struggling with conversation flow.
- Visual cues:
- "Ask open-ended questions"
- "Listen actively to the other person's responses"
- "Summarize the conversation at the end"

3. Scenario 3: "Addressing Conflict Resolution"
- Student A: A student who gets easily distracted during conversations, leading to conflicts with peers.
- Student B: A peer who wants to resolve a conflict with the student who gets easily distracted.
- Visual cues:
- "Acknowledge and validate the other person's feelings"
- "Offer a solution or apology for the conflict"
- "Check in with the other person to ensure resolution is satisfactory"

Role-Play Practice (10 minutes)
1. Students will practice the role-play scenarios with their peers, using the visual cues provided.
2. The SLP will observe and provide feedback as needed, using visual cues as prompts.

Data Collection (5 minutes)
1. The SLP will collect data on each student's performance during the role-play scenarios.
2. Data will be recorded on the provided data sheet, including the number of successful interactions and any areas for improvement.

Conclusion (5 minutes)
1. The SLP will summarize the session and discuss the progress made during the role-play scenarios.
2. Students will share their thoughts on the session, focusing on the importance of neurodiversity acceptance and social skills development.

Data Sheet (to be completed by the SLP):

| Student | Successful Interactions | Areas for Improvement |
| --- | --- | --- |
| Student 1 | 3 | 1 |
| Student 2 | 4 | 1 |
| Student 3 | 2 | 2 |

Materials Needed:
1. Scenarios for the role-play practice
2. Visual cues for each scenario
3. Data sheet for collecting data on student interactions
4. Warm-up activity (optional)

Warm-up Activity (optional):
Title: "The Social Scavenger Hunt"
1. Divide the group into pairs.
2. Provide each pair with a list of items related to social communication skills (e.g., listening, turn-taking, and staying on topic).
3. Students will find the items on the list and discuss their findings with their partner.

Discussion and Feedback (optional)
1. After the warm-up activity, discuss the items found and their significance in social communication.
2. Provide feedback on their performance during the role-play scenarios.
3. Emphasize the importance of neurodiversity acceptance and social skills development.

Data Collection (optional)
1. Collect data on the warm-up activity and role-play scenarios.
2. Record the number of successful interactions and areas for improvement for each student.
3. Use the data sheet provided to track their progress.

Role-Play Scenarios (30 minutes)
1. Introduce the role-play scenarios and provide visual cues for each scenario.
2. Students will practice the role-play scenarios with their peers.
3. The SLP will observe and provide feedback on their performance during the role-play scenarios.

Data Collection (optional)
1. Collect data on the role-play scenarios and record the number of successful interactions and areas for improvement for each student.
2. Use the data sheet provided to track their progress.

Conclusion (5 minutes)
1. Summarize the session and discuss the progress made during the role-play scenarios.
2. Emphasize the importance of social communication skills development and neurodiversity acceptance.
3. Encourage students to practice their skills outside of the session and share their experiences during the next session.

Remember, during the session, to provide visual cues and verbal prompts as needed, using a neurodiversity-affirmative language and focusing on social skills development.

AAC core-word plan 1.2/5

Why: Picks 'dog, house, tree, book, cat' as the core words; those are fringe nouns, not core vocabulary. Defines aided language modeling wrongly (it's the adult modeling on the device, not just 'using a device'), plans 7 days, and the handout is a placeholder repeated about 20 times before the output degenerates into 'Day 1: Day 2:' lines and gets cut off.

Prompt

Write a one-week plan for modeling AAC core vocabulary with a 2nd-grade student who uses a robust symbol-based speech-generating device. Pick 5 core words for the week, explain what aided language modeling is, give 2 classroom routines per day where each word can be modeled, and include a short handout for the classroom teacher and paraprofessional (no device brand required). Do not require the student to show prerequisite skills before getting access.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:58 · finish: length (cut off at token limit) · raw JSON

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Title: Core Vocabulary Modeling for Speech-Generating Devices - Week 1

Objective: To introduce and model five core vocabulary words for a 2nd-grade student using a symbol-based speech-generating device (SGD) over the course of one week.

Day 1: Introduction to Core Vocabulary Modeling

1. Introduction to Core Vocabulary:
- Introduce the concept of core vocabulary and its importance in communication.
- Explain that core vocabulary words are essential for understanding and expressing ideas.
- Share the five core vocabulary words for the week (e.g., "dog," "house," "tree," "book," "cat") and demonstrate their meanings using visuals and gestures.

2. Aided Language Modeling:
- Define aided language modeling as the process of using a device to support communication.
- Explain that the student will learn to use their SGD to communicate with others and express their thoughts.

Day 2: Core Vocabulary Modeling with Routine 1

1. Morning Routine:
- Model using the SGD to communicate during morning routines, such as greeting classmates and sharing breakfast preferences.
- Use the five core vocabulary words to describe the morning activities and engage in conversations with peers and teachers.

2. Core Vocabulary Modeling:
- Demonstrate how to access the SGD and select the core vocabulary words to communicate during morning routines.
- Encourage the student to practice using the SGD and engage in conversations with peers and teachers.

Day 3: Core Vocabulary Modeling with Routine 2

1. Classroom Activities:
- Model using the SGD to communicate during classroom activities, such as reading, writing, and participating in group discussions.
- Use the five core vocabulary words to describe the classroom activities and engage in conversations with peers and teachers.

2. Core Vocabulary Modeling:
- Demonstrate how to access the SGD and select the core vocabulary words to communicate during classroom activities.
- Encourage the student to practice using the SGD and engage in conversations with peers and teachers.

Day 4: Core Vocabulary Modeling with Routine 3

1. Outdoor Activities:
- Model using the SGD to communicate during outdoor activities, such as recess, nature exploration, and participating in outdoor games.
- Use the five core vocabulary words to describe the outdoor activities and engage in conversations with peers and teachers.

2. Core Vocabulary Modeling:
- Demonstrate how to access the SGD and select the core vocabulary words to communicate during outdoor activities.
- Encourage the student to practice using the SGD and engage in conversations with peers and teachers.

Day 5: Core Vocabulary Modeling with Routine 4

1. Snack Time:
- Model using the SGD to communicate during snack time, such as choosing snacks, sharing, and discussing preferences.
- Use the five core vocabulary words to describe snack-related activities and engage in conversations with peers and teachers.

2. Core Vocabulary Modeling:
- Demonstrate how to access the SGD and select the core vocabulary words to communicate during snack time.
- Encourage the student to practice using the SGD and engage in conversations with peers and teachers.

Day 6: Core Vocabulary Modeling with Routine 5

1. Art Class:
- Model using the SGD to communicate during art class, such as describing art materials, sharing ideas, and discussing art projects.
- Use the five core vocabulary words to describe art-related activities and engage in conversations with peers and teachers.

2. Core Vocabulary Modeling:
- Demonstrate how to access the SGD and select the core vocabulary words to communicate during art class.
- Encourage the student to practice using the SGD and engage in conversations with peers and teachers.

Day 7: Core Vocabulary Modeling with Routine 6

1. Circle Time:
- Model using the SGD to communicate during circle time, such as discussing feelings, sharing favorite activities, and describing classroom routines.
- Use the five core vocabulary words to describe circle time-related activities and engage in conversations with peers and teachers.

2. Core Vocabulary Modeling:
- Demonstrate how to access the SGD and select the core vocabulary words to communicate during circle time.
- Encourage the student to practice using the SGD and engage in conversations with peers and teachers.

Handout for Teachers and Paraprofessional:

Title: Core Vocabulary Modeling with SGD (Speech-Generating Device)

[Insert a colorful handout with the five core vocabulary words (dog, tree, book, art, circle, and cat) and their corresponding pictures and/or symbols. Include instructions on how to access the SGD and select the core vocabulary words during different activities.

Handout for Teachers and Paraprofessional:

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Fluency session plan 2.4/5

Why: Opens with a 'Speed Reading' warm-up that asks the student to read quickly 'without stuttering'. Describes easy onset as picking words that start with vowels, which is a word-avoidance strategy, not easy onset. Pull-outs are described as pausing. The teacher guide is one vague line, and the timing adds to 40 minutes.

Prompt

Write a 30-minute therapy session plan for a 5th-grade student who stutters. Include goals that address both fluency-shaping or stuttering-modification techniques and communication attitudes, a description of one technique (such as easy onset or pull-outs) explained in student-friendly language, an activity that practices it, and a short guide for the classroom teacher on how to respond when the student stutters. Avoid telling the student to 'slow down' or 'take a breath' as advice from listeners.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:58 · finish: stop · raw JSON

Full output (unedited)

Title: Building Fluency and Confidence - A Therapy Session Plan for a Stuttering Student

Objective:
By the end of this 30-minute therapy session, the 5th-grade student will:
1. Achieve significant improvement in fluency using fluency-shaping techniques.
2. Develop positive communication attitudes and strategies to manage stuttering.
3. Practice techniques with peers and receive feedback.
4. Receive guidance from the classroom teacher on supportive responses when the student stutters.

Introduction (5 minutes):
1. Warm-up activity: "Speed Reading" (e.g., reading a short story or passage quickly without stuttering)
2. Goal review: Review the student's fluency goals and discuss their progress.

Main Session (25 minutes):

1. Fluency-shaping techniques:
a. Easy Onset (EO) Technique:
Explanation: When we talk, we often start with a sound that is easy to produce (like "a", "e", or "i"). EO helps by guiding the student to choose these easier sounds at the beginning of their words.
Activity: "Word Association Game" - Students will think of words beginning with the chosen sound (e.g., "a", "e", or "i") and share them in a friendly competition.

2. Communication attitudes and strategies:
a. Pull-outs: The student will learn to pause briefly (pull-outs) when experiencing a blockage or disfluency, allowing them to regain control and continue speaking.
Explanation: When we experience a blockage or stutter, we can pause briefly (like pulling out a toy) and then continue speaking.
Activity: "Storytelling" - The student will tell a story, incorporating pull-outs when experiencing disfluencies. Peers will provide supportive feedback.

3. Role-play and Feedback (10 minutes):
a. Role-play scenarios: The student will practice using fluency-shaping techniques and positive communication strategies in realistic situations (e.g., classroom discussions, presentations, or conversations).
b. Peer Feedback: After each role-play, peers will provide supportive feedback using positive affirmations and encouraging statements.

4. Classroom Teacher Guidance (5 minutes):
a. Teacher Training: The SLP will guide the teacher on supportive responses when the student stutters, emphasizing the importance of active listening, patience, and encouraging the student to continue speaking.

Closing (5 minutes):
1. Review of the day's activities and progress.
2. Goal Setting: Discuss future goals and activities to continue improving fluency and self-confidence.

Session Summary:
- Introduction to fluency-shaping techniques (EO, pull-outs) and positive communication strategies
- Role-play and peer feedback to practice fluency and attitude improvement
- Teacher training on supportive responses
- Goal setting for future sessions

Remember: Encourage the student to practice these techniques outside of therapy sessions, focusing on building self-confidence and positive communication skills.

Phonological awareness quiz 2.2/5

Why: Wrong keys: 'kite' and 'frog' are keyed as 2 syllables (both have 1). The blending items give the whole word instead of separate sounds, so they don't test blending, and it writes 12 items instead of 10. The rhyme items give the answer away in the sentence.

Prompt

Create a 10-item phonological awareness screening probe for a first grader that an SLP can read aloud: 3 rhyme items, 3 initial-sound isolation items, 2 syllable-counting items and 2 phoneme-blending items. Provide an answer key with the correct response for each item and a simple scoring line. Make sure every keyed answer is correct.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:59 · finish: stop · raw JSON

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Phonological Awareness Screening Probe for First Graders

1. Rhyme Items:
   1. A cat sat on a mat. What word rhymes with "mat"? (Answer Key: cat)
   2. A duck waddled in the mud. What word rhymes with "mud"? (Answer Key: duck)
   3. A ball rolled down the hall. What word rhymes with "hall"? (Answer Key: ball)

2. Initial-Sound Isolation Items:
   4. In the house, there is a mouse. What sound does the word "mouse" start with? (Answer Key: /m/)
   5. In the park, there is a fox. What sound does the word "fox" start with? (Answer Key: /f/)
   6. In the kitchen, there is a sink. What sound does the word "sink" start with? (Answer Key: /s/)

3. Syllable-Counting Items:
   7. In the sky, there is a kite. How many syllables does the word "kite" have? (Answer Key: 2)
   8. In the pond, there is a frog. How many syllables does the word "frog" have? (Answer Key: 2)
   9. In the zoo, there is a lion. How many syllables does the word "lion" have? (Answer Key: 2)

4. Phoneme-Blending Items:
   10. In the garden, there is a bee. What sound does the word "bee" make when blended together? (Answer Key: /bi/)
   11. In the tree, there is a bird. What sound does the word "bird" make when blended together? (Answer Key: /bɪrd/)
   12. In the car, there is a dog. What sound does the word "dog" make when blended together? (Answer Key: /dɒg/)

Scoring Line: For each correct answer, draw a line under the correct response and move to the next item.

Example:

    _ _ _ _ _ _ _ _ _
    Correct response: cat (Rhyme item 1)
    _ _ _ _ _ _ _ _ _
    Correct response: /m/ (Initial sound item 4)
    _ _ _ _ _ _ _ _ _
    Correct response: 2 (Syllable counting item 7)
    _ _ _ _ _ _ _ _ _
    Correct response: /bi/ (Phoneme blending item 10)
    _ _ _ _ _ _ _ _ _
    Correct response: /bɪrd/ (Phoneme blending item 11)
    _ _ _ _ _ _ _ _ _
    Correct response: /dɒg/ (Phoneme blending item 12)

Total Correct Responses: _______

Note: The scoring line provided is a visual aid to help the student count their correct answers as they complete the items. The SLP will determine the total number of correct responses at the end of the screening.

Sound development parent handout 2.4/5

Why: Age bands are wrong: it puts /f/ and /z/ in its late 5-7 group after /s, r, th/, and /f/ is an early sound. Cites ASHA and the CDC generically without a specific source and never says norms vary by source. Readable and gives sensible 'when to ask' signs.

Prompt

Write a one-page parent handout explaining typical ages of speech sound development for English (for example /p, b, m/ early, /s, r, th/ later) and when to ask the school SLP about concerns. Cite which research or organization the age ranges come from (for example, ASHA or a named study) and note that norms vary by source. Keep it at about a 6th-grade reading level.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:59 · finish: stop · raw JSON

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Title: Speech Sound Development in Children: Understanding Common Patterns and When to Seek Help

Introduction:
As a parent, it is essential to be aware of typical speech sound development milestones for English-speaking children. Understanding when specific sounds emerge can help you identify any concerns and guide you in seeking professional assistance when needed. In this handout, we will discuss the typical ages for developing speech sounds and provide guidance on when to consult a school-based speech-language pathologist (SLP).

Speech Sound Development:
1. Early Speech Sounds (ages 1-3 years):
- /p, b, m/: These sounds are typically produced by infants and toddlers as they begin to form words.
2. Middle Speech Sounds (ages 3-5 years):
- /s, r, th/: These sounds become more refined as children develop their articulation skills.
3. Late Speech Sounds (ages 5-7 years):
- Additional sounds, such as /f, v, z, sh, ch, ng/, become more common as children continue to refine their speech production.

Research and Organizations:
The information provided in this handout is based on research conducted by various organizations, including the American Speech-Language-Hearing Association (ASHA) and the Centers for Disease Control and Prevention (CDC). These sources offer valuable insights into typical speech sound development patterns for English-speaking children.

When to Seek Assistance:
While most children develop speech sounds within the mentioned age ranges, it is essential to be aware of any concerns that may arise. If you observe any of the following signs in your child:

1. Difficulty producing specific sounds: If your child seems to struggle with producing sounds like /s, r, th/ or other sounds mentioned above, it may be a cause for concern.
2. Inability to understand others: If your child has difficulty understanding spoken language, this could indicate a speech sound disorder or other communication issues.
3. Significant delay in speech development: If your child is significantly behind their peers in speech development, it is crucial to seek professional guidance.

How to Seek Help:
If you identify any of the above concerns in your child, consider the following steps to address their speech and language development:

1. Discuss your concerns with your child's pediatrician: They can provide guidance on whether further evaluation is necessary and recommend appropriate resources.
2. Contact your child's school: If your child is enrolled in school, reach out to the school's special education department or speech and language pathologist to discuss your concerns and explore potential support options.
3. Schedule an evaluation with a licensed speech-language pathologist: A professional evaluation can help determine if your child has a speech sound disorder or other communication concerns. ASHA (American Speech-Language-Hearing Association) provides guidelines for speech sound development, which can be used as a reference when discussing your child's speech development with professionals.

Conclusion:
Understanding typical speech sound development patterns for English-speaking children can help you identify potential concerns and seek appropriate assistance. Remember that every child develops at their own pace, and some sounds may emerge later than others. If you notice persistent difficulties with speech production or understanding, consulting a licensed speech-language pathologist is essential for accurate diagnosis and appropriate intervention.

For further information, consider reaching out to organizations like ASHA (American Speech-Language-Hearing Association) or your child's school for guidance and resources related to speech and language development. Together, we can support your child's communication skills and ensure their success in social, academic, and overall communication settings.

Evaluation summary template 3.2/5

Why: Says standard scores 'range from 100 to 300' (wrong, though it gets mean 100/SD 15 right) and labels 85-115 as 'average or above-average'. Placeholders are clean, but the recommendations are eight empty '[Recommendation]' blanks and the eligibility statement has no blank for meets/does not meet.

Prompt

Create a template for the summary and recommendations section of a school speech-language evaluation report. Include placeholder blanks for standardized test names, standard scores, percentile ranks, and confidence intervals, a sentence explaining that standard scores have a mean of 100 and standard deviation of 15, a short guide to interpreting scores (e.g., which ranges are average or below average), an eligibility statement with blanks, and recommendations. Use only placeholders like [Student] and [Test Name], no real names or invented scores.

Model allam-2-7b via Groq API (free tier) · run 2026-10-16 07:59 · finish: stop · raw JSON

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Title: School Speech-Language Evaluation Report - [Student]

Summary:

1. Purpose: The purpose of this evaluation was to assess the student's speech and language skills and provide recommendations for support and intervention, if necessary.
2. Tests Administered: The following tests were administered to evaluate the student's speech and language abilities:
   a. [Test Name 1]
   b. [Test Name 2]
   c. [Test Name 3]
3. Results:

   a. [Test Name 1]: Standard Score: [Standard Score], Percentile Rank: [Percentile Rank], Confidence Interval: [Confidence Interval]
   b. [Test Name 2]: Standard Score: [Standard Score], Percentile Rank: [Percentile Rank], Confidence Interval: [Confidence Interval]
   c. [Test Name 3]: Standard Score: [Standard Score], Percentile Rank: [Percentile Rank], Confidence Interval: [Confidence Interval]
4. Interpretation of Scores:
   - Standard scores range from 100 to 300, with a mean of 100 and a standard deviation of 15.
   - Based on the student's scores, we can infer the following about their speech and language abilities:
     - Average or above-average abilities: Standard scores between 85 and 115
     - Below-average abilities: Standard scores below 85
     - Above-average abilities: Standard scores above 115
5. Eligibility Statement:
   Based on the evaluation results, the student meets the criteria for [Eligibility Category], as indicated by the following scores:
   - [Test Name 1]: [Standard Score], Percentile Rank: [Percentile Rank], Confidence Interval: [Confidence Interval]
   - [Test Name 2]: [Standard Score], Percentile Rank: [Percentile Rank], Confidence Interval: [Confidence Interval]
   - [Test Name 3]: [Standard Score], Percentile Rank: [Percentile Rank], Confidence Interval: [Confidence Interval]
6. Recommendations:
   Based on the evaluation findings, the following recommendations are suggested to support the student's speech and language development:
   - [Recommendation 1]
   - [Recommendation 2]
   - [Recommendation 3]
   - [Recommendation 4]
   - [Recommendation 5]
   - [Recommendation 6]
   - [Recommendation 7]
   - [Recommendation 8]

Note: The above template is a general guideline, and the specific scores, recommendations, and eligibility category may vary based on the student's evaluation results. Please review the evaluation data and adjust the content accordingly.