Microsoft Copilot (copilot.microsoft.com web app, signed-in personal account, Auto mode)

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.

Microsoft Copilot

30-Minute Small-Group Articulation Activity

Target Sound: Vocalic /r/ ("er" as in bird, her, teacher)
 Group: 3 second-grade students
 Level: Word and phrase level
 Materials: Paper, pencil, 1 die

Goal

Students will accurately produce vocalic /r/ ("er") in words and short phrases during structured practice and a game.

Target Word List (20 Words)
Initial Position ("er" at the beginning)
early
earn
earth
earthquake
urgent
Medial Position ("er" in the middle)
bird
turtle
purple
circle
birthday
thirsty
person
turkey
perfect
dirty
Final Position ("er" at the end)
teacher
sister
brother
mother
summer
Session Plan (30 Minutes)
1. Warm-Up Review (5 Minutes)

Briefly remind students:

Lips relaxed
Tongue pulled back/up for the /r/ sound
Strong "er" sound, not "uh"

Model and practice each position:

Initial: earth, early
Medial: bird, turtle
Final: teacher, summer

Have each student say 2 practice words.

2. Word-to-Phrase Practice (10 Minutes)

Present each target word and have students produce it in a short phrase.

Examples:

early → "early morning"
earn → "earn points"
earth → "the Earth"
bird → "little bird"
purple → "purple shirt"
thirsty → "very thirsty"
teacher → "my teacher"
sister → "big sister"
summer → "hot summer"

Practice Format

Student says the word 3 times.
Student says a phrase using the word 1 time.
Move to the next student.

This gives frequent repetitions while keeping engagement high.

3. Game: Roll-and-Reach Race (12 Minutes)
Setup

Draw a simple path of 30 boxes on a sheet of paper.

Example:

START □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ FINISH

Place the numbered target-word lists nearby.

How to Play
Students take turns rolling the die.
Move that many spaces.
Draw a word card list on paper or simply number the 20 words.
The clinician selects a target word.
Production Requirements
Correct word = move stays.
Correct phrase = earn 1 bonus space.
If production is incorrect, provide a model and have the student repeat.
Challenge Option

If a student lands on:

Even number space: say the word.
Odd number space: say the word in a phrase.

The first student to reach the finish wins.

Data Collection
Trial Opportunities

Aim for 20 trials per student.

Suggested breakdown:

10 word-level productions
10 phrase-level productions
Accuracy Recording Sheet
Student	Trial Opportunities	Correct	Incorrect	AccuracyStudent 1	20	___	___	___%
Student 2	20	___	___	___%
Student 3	20	___	___	___%
Accuracy Calculation

Accuracy % = (Correct Productions ÷ Total Trials) × 100

Example:

16 correct out of 20 trials
16 ÷ 20 = 0.80
Accuracy = 80%
Cueing Notes

Record:

I = Independent
V = Verbal cue
M = Model provided

Example:

bird (I)
teacher (V)
thirsty (M)
4. Quick Wrap-Up (3 Minutes)

Have each student choose:

1 easiest word
1 hardest word

Then say each word in a phrase before leaving.

Home Practice Idea for Families
“Find and Say 5”

During a car ride, walk, or bedtime routine, have the child practice five target words.

Example list:

bird
purple
thirsty
teacher
summer

For each word:

Say the word 3 times.
Use it in a short phrase.

Example:

"bird, bird, bird"
"I see a bird."

Goal: About 2-3 minutes of practice, 3 times per week. This keeps practice short and successful while increasing accurate vocalic /r/ productions.

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.

Microsoft Copilot

I double-checked that every word begins with the target blend.

/st/ Words (10)
star
stem
step
stick
sting
stool
stone
stop
stove
street
/sp/ Words (10)
space
spade
spark
speaker
speed
spell
spider
spin
spoon
spot
/sn/ Words (5)
snail
snake
snap
snack
snow
/sm/ Words (5)
small
smile
smoke
smore
smoothie
Carrier Sentences
I see a star.
Look at the spider.
I found a stone.
The snake is long.
I have a spoon.
I see a smile.

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.

Microsoft Copilot

Below are four measurable annual IEP goals written for a 4th-grade student with an expressive language disorder. Each goal includes the condition, observable behavior, criterion, measurement method, and one short-term objective.

Goal 1: Sentence Expansion

Annual Goal:
 By [date], given a visual prompt, picture, or classroom topic, [Student] will verbally produce complete sentences containing at least 6 words with appropriate grammar and meaning in 80% of opportunities across 3 consecutive therapy sessions, as measured by speech-language pathologist (SLP) data collection and language samples.

Short-Term Objective:
 Given a visual prompt, [Student] will verbally produce complete sentences containing at least 4 words in 80% of opportunities across 2 consecutive sessions, as measured by SLP data collection.

Goal 2: Use of Conjunctions

Annual Goal:
 By [date], given a picture, story, or conversation task, [Student] will use age-appropriate conjunctions (e.g., and, but, because, so) to combine two related ideas into one sentence in 80% of opportunities across 3 consecutive therapy sessions, as measured by SLP observation and language sample analysis.

Short-Term Objective:
 Given sentence-combining activities, [Student] will use the conjunction and to connect two related ideas in 4 out of 5 opportunities across 2 consecutive sessions, as measured by SLP data collection.

Goal 3: Story Retell

Annual Goal:
 By [date], after listening to or reading a grade-level story, [Student] will retell the story including at least 4 key story elements (characters, setting, problem, events, solution) in the correct sequence with 80% accuracy across 3 consecutive probes, as measured by retell rubrics and SLP data collection.

Short-Term Objective:
 After listening to a short story, [Student] will identify and verbally retell 3 key story elements with 80% accuracy across 2 consecutive probes, as measured by SLP data collection.

Goal 4: Narrative Language Organization

Annual Goal:
 By [date], given a sequence of 4–6 pictures or a personal experience prompt, [Student] will verbally generate a narrative containing a beginning, middle, and end and at least 3 sequential transition words (e.g., first, next, then, finally) with 80% accuracy across 3 consecutive probes, as measured by SLP narrative rubrics and language samples.

Short-Term Objective:
 Given a sequence of pictures, [Student] will use at least 2 transition words to describe events in order with 80% accuracy across 2 consecutive probes, as measured by SLP data collection.

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.

Microsoft Copilot

Below is a reusable quarterly IEP progress report template designed for school-based Speech-Language Pathologists. It can be copied into a document, student information system, or IEP software and reused for any student.

Quarterly IEP Progress Report

Speech-Language Pathology

Student: ____________________________
 Grade: __________
 Reporting Period: ____________________________
 IEP Date: ____________________________
 Service Area: Speech-Language Pathology
 SLP: ____________________________

Goal 1

IEP Goal Text:

Baseline Performance:

Current Performance Data:

Progress monitoring date(s): _______________________________
Data collected: ___________________________________________
Accuracy/percentage/frequency: ____________________________
Setting/support level: ___________________________________

Progress Code: _______

Progress Code Legend

M = Mastered
SP = Sufficient Progress
IP = Insufficient Progress
NYI = Not Yet Introduced

Narrative Comments:

Goal 2

IEP Goal Text:

Baseline Performance:

Current Performance Data:

Progress monitoring date(s): _______________________________
Data collected: ___________________________________________
Accuracy/percentage/frequency: ____________________________
Setting/support level: ___________________________________

Progress Code: _______

Narrative Comments:

Goal 3

IEP Goal Text:

Baseline Performance:

Current Performance Data:

Progress monitoring date(s): _______________________________
Data collected: ___________________________________________
Accuracy/percentage/frequency: ____________________________
Setting/support level: ___________________________________

Progress Code: _______

Narrative Comments:

Additional Comments (Optional)

Areas of strength:

Areas needing continued support:

Recommendations for next reporting period:

Example Narrative Statements

"[Student] demonstrated improvement toward this goal during the reporting period, increasing performance from [Baseline]% accuracy to [Current]% accuracy across [Number] data collection opportunities with [Level of Support]."

"[Student] continues to make sufficient progress toward mastery of this goal and currently demonstrates the target skill in [Setting] with [Cueing Level]. Continued intervention is recommended to improve consistency across environments."

"[Student] has demonstrated limited progress toward this goal during this reporting period. Performance averaged [Current Data], and additional instruction, practice, and support will be provided during the next reporting period."

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).

Microsoft Copilot

30-Minute Social Communication Group Session

Group: Three 6th-grade students
 Target Skills: Conversational turn-taking and staying on topic
 Approach: Neurodiversity-affirming, strengths-based, and supportive of diverse communication styles. Students may engage through spoken language, gestures, AAC, writing, or other preferred communication methods. Eye contact is not required for successful participation.

Session Objectives

Students will:

Participate in reciprocal conversations by taking turns appropriately.
Maintain a shared conversational topic across multiple exchanges.
Use strategies to repair conversations when the topic shifts unexpectedly.
Materials
Visual conversation supports (described below)
Topic cards
Whiteboard or paper
Tokens, check marks, or stickers (optional)
1. Warm-Up: "Conversation Chain" (5 minutes)
Procedure

Students sit in a circle.

The first student shares a brief response to a prompt such as:

What's something you've enjoyed this week?
What's a favorite game, hobby, or activity?
What's something you're looking forward to?

The next student:

Comments on what was shared.
Asks a related question.

The third student responds and adds a related idea.

Visual Support

Display a visual titled "Conversation Recipe":

Listen
Comment
Ask
Share

Example:

"I watched a soccer game."
"That sounds fun. Who was playing?"
"My cousin plays soccer too."
SLP Support

Prompt as needed:

"Whose turn is next?"
"Can you add something connected to what was just said?"
"What question could help keep the conversation going?"
2. Structured Activity: "Stay on Topic Challenge" (15 minutes)
Visual Support (Described in Words)

Create a visual called "Topic Tracker Road."

Draw:

A large circle labeled Current Topic
Three connected boxes labeled:
Related Question
Related Comment
Related Experience
An arrow connecting each box to show the conversation moving forward

Off to one side, draw a separate cloud labeled:

Different Topic

Explain: "When our comments connect to the shared topic, we stay on the road together. Sometimes our brains make connections that lead somewhere else. If that happens, we can notice it and decide whether to return to the shared topic or intentionally start a new one."

Activity Directions

Each student selects a topic card.

Sample topics:

Favorite school subjects
School clubs
Video games
Weekend activities
Sports
Music
Favorite movies
Pets

Students work together to keep the topic going for 6-8 conversational turns.

When someone contributes:

Group decides whether the comment stayed connected to the shared topic.
If the topic shifts, students practice conversation repair.
Conversation Repair Scripts

Teach simple options:

"How does that connect to our topic?"
"Can we bring it back to ___?"
"That reminds me of something related..."
"Should we start a new topic or stay with this one?"
3. Role-Play Scenarios (8 minutes)
Scenario 1: Planning Lunch With Friends

Students are discussing where to sit and what they hope is on the lunch menu.

Targets

Taking turns
Asking follow-up questions
Building on others' comments

Possible Extensions

Someone introduces an unrelated topic and peers practice bringing the conversation back.
Scenario 2: Working on a Science Project

Students need to divide responsibilities for a group assignment.

Targets

Staying focused on a shared goal
Responding to classmates' ideas
Encouraging balanced participation

Practice Language

"What do you think?"
"Building on your idea..."
"Who wants the next turn?"
Scenario 3: Waiting Before Class Starts

Students are chatting about weekend plans before the teacher arrives.

Targets

Maintaining a topic for multiple exchanges
Asking relevant questions
Sharing related experiences

Challenge Maintain one topic for at least five connected conversational turns.

SLP Prompting and Cue Fading
Level 1: Direct Support

SLP provides explicit instruction and models.

Examples:

"Ask a question about what Sam just shared."
"Let's think of a related comment."
Level 2: Verbal Cue

SLP provides a brief reminder.

Examples:

"What's our topic?"
"How could you connect that idea?"
Level 3: Visual Cue

SLP points to the Topic Tracker visual or conversation steps without speaking.

Level 4: Gestural Cue

SLP uses a simple gesture such as pointing to the current speaker or the visual support.

Level 5: Independent Use

Students monitor turn-taking and topic maintenance with minimal adult support.

Fading Plan

Throughout the session:

Model
Verbal prompts
Visual prompts
Gestures only
Independent performance

The SLP gradually increases wait time and encourages peer-supported problem solving before providing additional cues.

Wrap-Up Reflection (2 minutes)

Students reflect using a quick rating scale:

✅ = Usually
 ➖ = Sometimes
 ⭕ = Still practicing

Questions:

I took turns during conversations.
I helped keep the topic going.
I asked a question or made a related comment.
I noticed when the topic changed.

Optional discussion:

"What strategy helped you today?"
"What would you like to practice next time?"
Simple Data Sheet

Date: ____________
 Group Members: __________________________

Student	Activity	Opportunities	Appropriate Turn-Taking	Stayed on Topic	Prompt LevelStudent A	Warm-Up	___	___	___	I / G / V / VP / M
Student A	Structured Activity	___	___	___	I / G / V / VP / M
Student A	Role-Play	___	___	___	I / G / V / VP / M
Student B	Warm-Up	___	___	___	I / G / V / VP / M
Student B	Structured Activity	___	___	___	I / G / V / VP / M
Student B	Role-Play	___	___	___	I / G / V / VP / M
Student C	Warm-Up	___	___	___	I / G / V / VP / M
Student C	Structured Activity	___	___	___	I / G / V / VP / M
Student C	Role-Play	___	___	___	I / G / V / VP / M

Prompt Key

I = Independent
G = Gesture
V = Visual cue
VP = Verbal prompt
M = Model

Notes:

This session emphasizes collaborative communication, self-awareness, and flexible conversational problem-solving while honoring different communication styles and ways of demonstrating engagement.

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.

Microsoft Copilot

Below is a practical one-week AAC core vocabulary modeling plan for a 2nd-grade student who uses a robust symbol-based speech-generating device (SGD). The plan assumes the student has full access to their AAC system throughout the day and does not require demonstrating any prerequisite skills before receiving access to communication supports.

AAC Core Vocabulary Modeling Plan (1 Week)
Student Profile
Grade: 2nd grade
Communication: Robust symbol-based speech-generating device
Goal: Increase exposure to, understanding of, and opportunities to use core vocabulary through aided language modeling across natural classroom activities
Approach: Presume competence and provide access to AAC at all times
What Is Aided Language Modeling?

Aided Language Modeling (also called aided language stimulation) is when communication partners speak naturally while simultaneously selecting symbols on the student's AAC device. The adult is not testing the student or requiring imitation. Instead, the adult demonstrates how language can be expressed using the AAC system.

For example, during cleanup, the teacher might say:

"We put the markers away."

While speaking, the teacher selects the symbol for PUT on the student's AAC system.

Just as children learn spoken language by hearing it thousands of times before speaking it, AAC users benefit from seeing symbols modeled repeatedly in meaningful situations before being expected to use them independently.

Key Modeling Guidelines
Model more than you question.
Do not require the student to repeat or imitate.
Keep speech natural.
Model 1-3 words at a time.
Honor all communication attempts.
Provide access to the AAC system all day.
Assume understanding is developing even when expressive use is limited.
Core Words for the Week
GO
STOP
MORE
HELP
LIKE

These words are highly versatile and can be used across academic, social, and classroom contexts.

Monday
Focus Word: GO
Routine 1: Morning Arrival

Model:

"Time to go inside."
"Let's go to our seat."
"We go to breakfast."
Routine 2: Transition to Specials or Recess

Model:

"We go to PE."
"Class, let's go."
"Go with your partner."
Additional Opportunities
Line up
Moving between centers
Starting activities
Focus Word: MORE
Routine 1: Snack

Model:

"Do you want more crackers?"
"I have more juice."
"You can get more if you're hungry."
Routine 2: Read-Aloud

Model:

"Let's read more."
"One more page."
"We want more of the story."
Tuesday
Focus Word: STOP
Routine 1: Hallway Walking

Model:

"Stop at the door."
"We stop and wait."
"The line will stop here."
Routine 2: Classroom Games

Model:

"Stop when the music stops."
"Ready, go... now stop."
"Cars stop at the red light."
Additional Opportunities
Safety routines
End of an activity
Freeze dance
Focus Word: HELP
Routine 1: Independent Work

Model:

"I need help."
"Can someone help me?"
"Teacher can help."
Routine 2: Art Activity

Model:

"Need help opening that?"
"I'll help you."
"Friends can help each other."
Wednesday
Focus Word: LIKE
Routine 1: Morning Meeting

Model:

"I like soccer."
"You like dinosaurs."
"We like different things."
Routine 2: Lunch

Model:

"I like pizza."
"Do you like apples?"
"You like chocolate milk."
Additional Opportunities
Opinion writing
Sharing time
Social conversations
Focus Word: MORE
Routine 1: Small Group Instruction

Model:

"One more problem."
"Let's do more reading."
Routine 2: Recess

Model:

"Want more swings?"
"Let's play more."
Thursday
Focus Word: GO
Routine 1: Science Activity

Model:

"Let's go explore."
"The water will go down."
"The car can go fast."
Routine 2: Centers

Model:

"You can go to the math center."
"Where should we go next?"
Focus Word: HELP
Routine 1: Writing Workshop

Model:

"I need help spelling."
"Ask for help if needed."
Routine 2: Technology Time

Model:

"Need help with the computer?"
"Someone can help."
Friday
Focus Word: LIKE
Routine 1: Weekly Reflection

Model:

"I like reading."
"I like recess."
"What did we like this week?"
Routine 2: Choice Time

Model:

"I like blocks."
"You like drawing."
"We like games."
Focus Word: STOP
Routine 1: Cleanup

Model:

"Stop working."
"Stop and clean up."
"Time to stop."
Routine 2: End-of-Day Routine

Model:

"Stop at your cubby."
"We stop and listen."
"The day will stop soon."
Weekly Data Collection (Optional)

Focus on communication opportunities rather than correct responses.

Track:

Number of times adults modeled target words
Contexts in which modeling occurred
Student communication attempts (spoken, gestural, AAC, facial expression, approximation, etc.)

Example:

Day	GO	STOP	MORE	HELP	LIKEMon	12	3	10	2	1
Tue	5	11	4	9	2
Wed	4	2	8	5	10
Thu	9	3	2	11	4
Fri	2	8	3	2	10
Quick Handout for Teacher and Paraprofessional
AAC Modeling Reminders
What To Do

✅ Keep the AAC system available all day.

✅ Model words on the student's device while speaking.

✅ Use natural activities and routines.

✅ Accept all communication attempts.

✅ Pause briefly after modeling to allow participation.

✅ Model frequently without expecting imitation.

What To Avoid

❌ Don't take away the device for "misuse."

❌ Don't require matching, requesting, pointing, or other prerequisite skills before access.

❌ Don't make the student prove readiness before using AAC.

❌ Don't turn AAC into a test with constant quizzing.

❌ Don't require eye contact before communication.

Easy Modeling Formula

Talk + Touch a Symbol + Keep Moving

Example:

"Need HELP?" (touch HELP)
"Let's GO." (touch GO)
"Want MORE?" (touch MORE)
Remember

The goal is not perfect production. The goal is language exposure. Students learning AAC need many meaningful examples of language used on their system before they are expected to use words independently.

Presume competence, provide access, and model throughout the day.

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.

Microsoft Copilot

30-Minute Speech Therapy Session Plan

Student: 5th Grade Student Who Stutters
 Session Length: 30 Minutes

Session Goals

Fluency/Stuttering Management Goal

The student will use a taught stuttering-management technique (easy onset or pull-out) during structured speaking tasks in at least 4 out of 5 opportunities with clinician support.

Communication Attitudes Goal

The student will identify and practice one positive communication belief (for example, "I can still share my ideas even if I stutter") and participate in speaking tasks with confidence and willingness to communicate.
Session Outline (30 Minutes)
1. Check-In and Confidence Rating (5 minutes)

Purpose: Build awareness of communication attitudes.

Ask the student to rate how they are feeling about talking today on a scale of 1-5.
Brief discussion:
"What is something you talked about this week?"
"What went well when you were talking?"
Reinforce the message that successful communication means sharing ideas, not speaking perfectly.
2. Teach/Review Technique: Easy Onset (5 minutes)
Student-Friendly Explanation

"Sometimes our voice starts like a car that suddenly jumps forward. Easy onset means we let our voice start gently, like slowly pushing the gas pedal instead of stomping on it. We begin the sound smoothly and easily, especially on words that start with a vowel sound."

Examples

"apple" → gentle "aaaaapple"
"open" → gentle "ooooopen"

Model several examples and have the student imitate.

3. Technique Practice Activity: "Mission Impossible Reporter" (10 minutes)

Materials

Picture cards, interesting photos, or topic cards

Activity The student becomes a reporter who must describe pictures and gather "news stories."

Progression:

Practice easy onset on single words.
Practice in short phrases.
Practice in complete sentences.
Practice answering simple interview questions.

Examples:

"Aaaalligator in the water."
"Oooour class went outside."
"I think the animal is hiding."

Provide praise for strategy use rather than fluency alone:

"Nice gentle start."
"I noticed you remembered your easy onset."
"Great job sharing your idea."
4. Communication Attitude Activity: "Strong Speaker Thoughts" (5 minutes)

Read statements and discuss whether they are helpful or unhelpful:

"People can understand me even if I stutter."
"My ideas are important."
"Everyone gets stuck sometimes."
"I should stop talking if I stutter."

Have the student choose one positive statement to practice saying aloud.

Optional reflection: "What's something you're proud of about your talking today?"

5. Wrap-Up and Home/Classroom Connection (5 minutes)
Review:
What is easy onset?
When might you use it?
Set a simple goal:
"Use one easy onset when answering a question in class."
End with a confidence rating and compare it to the beginning of the session.
Classroom Teacher Guide: Responding to Stuttering
Helpful Responses
Maintain natural eye contact.
Allow the student time to finish their message.
Listen to the content of what the student is saying.
Respond to the student's ideas rather than to the stuttering.
Use a calm, patient speaking style.
Acknowledge communication success and classroom participation.

Examples

"Thanks for sharing that idea."
"That's an interesting point."
"Tell me more about that."
Avoid
Finishing the student's sentences.
Interrupting or rushing the student.
Asking the student to "slow down," "relax," or "take a breath."
Drawing unnecessary attention to moments of stuttering in front of peers.
Requiring the student to repeat an answer solely because of the stutter if the message was understood.
Key Message

The goal is to create a classroom where the student feels comfortable communicating. Supportive listeners focus on the student's message, give adequate time to speak, and reinforce participation and confidence.

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.

Microsoft Copilot

First Grade Phonological Awareness Screening Probe (10 Items)

Directions for Examiner (SLP): Read each item aloud exactly as written. Allow the student to respond orally. Score 1 point for each correct response.

Rhyme (3 items)

1. Do these words rhyme: cat - hat?
 Student response: __________

2. Do these words rhyme: sun - run?
 Student response: __________

3. Do these words rhyme: book - tree?
 Student response: __________

Initial-Sound Isolation (3 items)

4. What is the first sound in fish?
 Student response: __________

5. What is the first sound in ball?
 Student response: __________

6. What is the first sound in moon?
 Student response: __________

Syllable Counting (2 items)

7. How many syllables are in apple?
 Student response: __________

8. How many syllables are in banana?
 Student response: __________

Phoneme Blending (2 items)

9. What word do these sounds make: /s/ - /u/ - /n/?
 Student response: __________

10. What word do these sounds make: /m/ - /a/ - /p/?
 Student response: __________

Answer Key
Item	Correct Response1	Yes
2	Yes
3	No
4	/f/
5	/b/
6	/m/
7	2
8	3
9	sun
10	map
Scoring

Total Correct: _____ / 10

Percent Correct: _____ %

Notes: _______________________________________________

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.

Microsoft Copilot

Understanding Speech Sound Development: A Parent Guide

Children learn speech sounds over many years. Some sounds, such as/p/, /b/, and /m/, are usually learned early. Others, such as/r/,/th/, and some speech blends, often develop later. Every child is different, and speech sound development happens gradually.

Typical Ages for Learning English Speech Sounds

The chart below shows the approximate age by which most children correctly produce these sounds. These age ranges are based primarily on research reviews by Crowe & McLeod (2020) and McLeod & Crowe (2018) and are commonly used by speech-language pathologists. Norms vary somewhat across studies and references.

Early Sounds (usually by age 2-3)
/p/, /b/, /m/
/n/, /h/, /w/
/d/

Examples: pop, baby, mom, no, hat, we, dog

Developing Around Age 3-4
/t/, /k/, /g/
/f/
/y/ (as in yes)
Final-ng (as in sing)

Examples: top, cat, go, fish, yes, sing

Developing Around Age 4-5
/v/
/s/, /z/
/sh/, /ch/, /j/ (as in jump)
/l/

Examples: van, sun, zoo, shoe, chair, jump, leaf

Later Sounds (usually by age 5-7)
/r/
Voiced and voiceless/th/ (as in this and think)
Some consonant blends (such as sp, tr, gr)

Examples: red, think, this, tree, grass

When Should I Talk With the School SLP?

Consider contacting your school's speech-language pathologist if:

Your child is hard for family members to understand after age 3.
Teachers or other adults frequently have trouble understanding your child after age 4.
Your child becomes frustrated when trying to talk.
Speech errors are affecting reading, spelling, classroom participation, or friendships.
Your child is much older than the expected age range for a sound and still cannot produce it.
You notice speech becoming less clear rather than improving over time.
You have concerns about speech, language, hearing, or overall communication. Parents know their children best.
A Note About Speech Norms

Speech sound charts are guides, not strict rules. Different studies may report slightly different ages for learning sounds because they use different methods and groups of children. Researchers and organizations, including the American Speech-Language-Hearing Association (ASHA), emphasize that development occurs within a range and that individual differences are expected.

References
American Speech-Language-Hearing Association (ASHA). Communication Milestones and Developmental Norms.
Crowe, K., & McLeod, S. (2020). Children's English Consonant Acquisition in the United States: A Review. American Journal of Speech-Language Pathology.
McLeod, S., & Crowe, K. (2018). Children's Consonant Acquisition in 27 Languages: A Cross-Linguistic Review. American Journal of Speech-Language Pathology.

Remember: If you are concerned about your child's speech, it is always appropriate to ask the school SLP, pediatrician, or another speech-language pathologist for guidance. Early support can make a big difference.

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.

Microsoft Copilot

Below is a professional, customizable template for the Summary and Recommendations section of a school speech-language evaluation report. It includes placeholders only, so you can adapt it to individual students and assessment results.

Summary of Evaluation Results

Student: [Student]
 Date of Evaluation: [Date]
 Examiner: [Evaluator]
 Grade: [Grade]
 Age: [Age]

Background and Assessment Procedures
Student] participated in a comprehensive speech-language evaluation to assess current communication skills and determine the need for speech-language services. Information was gathered through review of records, observations, interviews, and administration of standardized and non-standardized assessment measures. The following assessments were administered: * \[Test Name] * \[Test Name] * \[Test Name] * \[Language Sample/Informal Measure] * \[Additional Assessment] ## Standardized Test Results **Interpretation of Standard Scores** Most standardized language assessments use a **mean (average) score of 100 and a standard deviation of 15**. Scores that fall near 100 are considered average when compared to same-age peers. ### General Guide for Interpreting Standard Scores | Standard Score Range | Interpretation | | -------------------- | --------------------------- | | 130 and above | Very Superior | | 120-129 | Superior | | 110-119 | High Average | | 90-109 | Average | | 80-89 | Low Average | | 70-79 | Below Average | | 69 and below | Significantly Below Average | *Interpretation may vary slightly depending on the assessment publisher's guidelines.* ### Test Results | Assessment | Standard Score | Percentile Rank | Confidence Interval | Interpretation | | ------------ | ----------------- | ------------------ | ---------------------- | ----------------- | | \[Test Name] | \[Standard Score] | \[Percentile Rank] | \[Confidence Interval] | \[Interpretation] | | \[Test Name] | \[Standard Score] | \[Percentile Rank] | \[Confidence Interval] | \[Interpretation] | | \[Test Name] | \[Standard Score] | \[Percentile Rank] | \[Confidence Interval] | \[Interpretation] | | \[Test Name] | \[Standard Score] | \[Percentile Rank] | \[Confidence Interval] | \[Interpretation] | ## Summary Results of the evaluation indicate that \[Student] demonstrated strengths in \[areas of strength]. Areas of concern include \[areas of need]. On the **\[Test Name]**, \[Student] earned a standard score of **\[Standard Score]**, which falls within the **\[Interpretation]** range and corresponds to the **\[Percentile Rank]** percentile (confidence interval: **\[Confidence Interval]**). On the **\[Test Name]**, \[Student] earned a standard score of **\[Standard Score]**, which falls within the **\[Interpretation]** range and corresponds to the **\[Percentile Rank]** percentile (confidence interval: **\[Confidence Interval]**). Additional assessment information, including observations, language sample analysis, teacher input, and classroom performance, revealed \[summary of functional communication performance]. Based on the evaluation results, \[Student]'s communication skills are \[description of overall performance] when compared to same-age peers. ## Educational Impact Statement The identified communication difficulties may affect \[Student]'s ability to: * \[Educational impact area] * \[Educational impact area] * \[Educational impact area] * \[Classroom participation concern] These challenges may impact access to and progress in the general education curriculum. ## Eligibility Statement Based on the results of this evaluation, review of educational data, and consideration of state and district eligibility criteria, it is the opinion of the evaluation team that: ☐ \[Student] **does meet** eligibility criteria for speech-language services under the category of **\[Eligibility Category]**. ☐ \[Student] **does not meet** eligibility criteria for speech-language services under the category of **\[Eligibility Category]**. Rationale: \[Eligibility rationale summarizing assessment findings, adverse educational impact, and need for specialized services.] ## Recommendations Based on evaluation findings, the following recommendations are suggested: 1. Consider speech-language services targeting: * \[Goal Area] * \[Goal Area] * \[Goal Area] 2. Implement classroom accommodations such as: * \[Accommodation] * \[Accommodation] * \[Accommodation] 3. Provide opportunities for: * \[Practice activity] * \[Communication support] * \[Peer interaction support] 4. Monitor progress in: * \[Area] * \[Area] * \[Area] 5. Consult and collaborate with educational staff regarding: * \[Support strategy] * \[Support strategy] 6. Reassess communication skills as needed to monitor growth and educational impact. ## Closing Statement Evaluation findings should be considered in combination with classroom performance, teacher reports, parent/guardian input, observations, and other relevant educational data when making educational programming and eligibility decisions for \[Student].