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Language LAB® RTI Program

Response to Intervention Program for Teaching Grammar, Vocabulary, and Storytelling

by JoAnn Wiechmann, M.A., CCC-SLP; Dr. Judy Rudebusch, CCC-SLP; and Nancy Kuhles, M.S., CCC-SLP - Grades K-4

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Common Core - Language LAB® RTI Program

Grades: K-12 Common Core State Standards
3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Kindergarten Course 1 Common Core State Standards
3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Kindergarten Course 1 Common Core State Standards
b. Use frequently occurring nouns and verbs.
Kindergarten Course 1 Common Core State Standards
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
Kindergarten Course 1 Common Core State Standards
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Kindergarten Course 1 Common Core State Standards
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Kindergarten Course 1 Common Core State Standards
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
First Grade Common Core State Standards
3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
First Grade Common Core State Standards
b. Use common, proper, and possessive nouns.
First Grade Common Core State Standards
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
First Grade Common Core State Standards
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
First Grade Common Core State Standards
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
First Grade Common Core State Standards
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
First Grade Common Core State Standards
f. Use frequently occurring adjectives.
First Grade Common Core State Standards
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
First Grade Common Core State Standards
h. Use determiners (e.g., articles, demonstratives).
First Grade Common Core State Standards
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
Second Grade Common Core State Standards
4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Second Grade Common Core State Standards
6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Second Grade Common Core State Standards
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Second Grade Common Core State Standards
b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Second Grade Common Core State Standards
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Second Grade Common Core State Standards
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
Third Grade Common Core State Standards
3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Third Grade Common Core State Standards
8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Third Grade Common Core State Standards
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Third Grade Common Core State Standards
b. Form and use regular and irregular plural nouns.
Third Grade Common Core State Standards
d. Form and use regular and irregular verbs.
Third Grade Common Core State Standards
d. Form and use possessives.
Third Grade Common Core State Standards
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Third Grade Common Core State Standards
f. Ensure subject-verb and pronoun-antecedent agreement.
Third Grade Common Core State Standards
g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Third Grade Common Core State Standards
h. Use coordinating and subordinating conjunctions.
Fourth Grade Common Core State Standards
9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Fourth Grade Common Core State Standards
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Fourth Grade Common Core State Standards
c. Use a comma before a coordinating conjunction in a compound sentence.
Fourth Grade Common Core State Standards
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
Fourth Grade Common Core State Standards
d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
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