Practical examples of lesson plans for speech and language impairments

Real examples of lesson plans for speech and language impairments

Let’s start where most teachers and SLPs actually need help: what does a session look like from start to finish? Below are real-world style examples of lesson plans for speech and language impairments you can adapt to your own students and settings.

Each example includes:

• A sample goal
• Materials you probably already have (or can print in minutes)
• A simple structure for the session
• Ideas for data collection and generalization

Example of an articulation lesson plan (R sound in connected speech)

Student profile: 3rd grader, average cognitive skills, difficulty producing /r/ in words, phrases, and conversation. Receives school-based speech twice a week.

Sample goal:

Student will correctly produce /r/ in sentences with 80% accuracy across two sessions, given visual and verbal cues.

Lesson flow:

Warm-up begins with a quick 5-word drill using picture cards or a digital flashcard app. The student says each word three times, focusing on tongue placement. You provide immediate feedback and tally correct productions on a sticky note or tablet.

Next, you move into sentence-level practice using a simple story. You highlight or underline target /r/ words in a short passage about something motivating (for example, a story about a pet or favorite sport). The student reads each sentence aloud, then rephrases it in their own words to get extra practice in connected speech.

To increase engagement, you shift into a game-based activity: a board game where every space has a sentence containing /r/. Each turn, the student must say the sentence correctly before moving their game piece. This keeps the energy up while giving dozens of practice opportunities.

The session closes with a 1-minute conversation about their day. You listen for /r/ productions, provide light correction, and jot down a quick percentage estimate for conversational accuracy.

Why this works:
This is one of the best examples of a lesson plan that moves from structured to more natural speech, which is exactly what students need to carry skills into the classroom.

Example of a receptive language lesson plan using classroom texts

Student profile: 5th grader with a language impairment, struggles with following multi-step directions and understanding details in reading passages.

Sample goal:

Student will answer literal WH- questions (who, what, where, when) about a grade-level text read aloud with 70% accuracy and visual support.

Lesson flow:

You start with a visual schedule for the session so the student knows what to expect: listen, highlight, answer, draw. Then you preview key vocabulary using simple pictures or quick sketches. This step is especially helpful for multilingual learners.

You read a short, curriculum-aligned passage aloud while the student follows along. As you read, you pause to model how to underline important details: names, places, and times. You might say, “I’m underlining ‘on Saturday’ because that tells me when it happened.”

Next, you ask WH- questions and let the student find the answer in the text before saying it. At first, you point to the sentence containing the answer. Later, you ask them to scan and find it independently. You record their responses with a simple plus/minus system.

To reinforce understanding, you have the student draw a quick picture of one key event from the story and label who, what, and where. This turns abstract comprehension into something concrete.

Why this works:
This is a clear example of a lesson plan for speech and language impairments that is easy to integrate into general education reading time, which makes collaboration with classroom teachers smoother.

Examples of lesson plans for speech and language impairments in expressive language

Expressive language goals often feel “big” and vague. Turning them into concrete activities helps everyone—student, teacher, and family—know what success looks like.

Student profile: 2nd grader who speaks in short, incomplete sentences and has trouble retelling events.

Sample goal:

Student will use complete sentences (subject + verb, with or without object) to describe pictures or events in 4 out of 5 opportunities.

Lesson flow:

You begin with a photo or picture sequence (for example, a child baking cookies in three steps). You model a full sentence: “The girl is mixing the dough.” Then you prompt the student: “Tell me what is happening in this picture.” If they say, “Girl mixing,” you expand: “Yes, the girl is mixing the dough. Say the whole sentence with me.”

You repeat this across several pictures, gradually fading your model. You might use a sentence frame card that says “The ___ is ___ing the ___.” The student can point to each part as they speak.

Next, you shift to personal narrative practice. You ask, “Tell me about something you did this weekend.” As they talk, you gently guide them to use full sentences, sometimes restating their idea in a complete sentence and having them repeat.

The session ends with a quick recording (audio or video) of the student describing one picture in a complete sentence. You play it back so they can hear their progress.

Why this works:
Among the best examples of lesson plans for speech and language impairments, this one is especially powerful because it connects structured picture description to real-life storytelling, which students need for classroom participation.

Social communication: examples include role-play and scripts

Social communication (pragmatics) is an area where students often need very explicit teaching. Here’s an example of a lesson plan that balances structure and real-world practice.

Student profile: 6th grader with autism, difficulty starting and maintaining peer conversations.

Sample goal:

Student will initiate a conversation with a peer using an appropriate greeting and follow-up question in 3 out of 4 opportunities, given visual support.

Lesson flow:

You start with a mini-lesson on greetings and follow-up questions. You write a few examples on the board: “Hi, how’s your day going?” or “Hey, what are you working on?” Then you show a simple visual: Greeting → Question → Comment.

You and the student role-play short conversations. First, you model both parts. Then, you let the student be the initiator using a conversation script card. They read: “Hi [name], what are you doing?” You respond naturally and help them add a comment like, “That sounds fun.”

Once they’re comfortable, you bring in a peer (or another adult) for a structured practice round. The student uses the same script but begins to look at the peer instead of the card. You track each successful initiation with a check mark.

To end, you reflect together: “Which greeting felt easiest? Which question worked best?” This builds self-awareness and ownership.

Why this works:
This is a strong example of a lesson plan for speech and language impairments that respects how hard social situations can be, while still giving students clear tools and practice.

Early childhood: play-based examples of lesson plans for speech and language impairments

For preschoolers, lesson plans should look and feel like play, even when they’re carefully structured.

Student profile: 4-year-old with a mixed receptive-expressive language delay, limited vocabulary, and short phrases.

Sample goal:

Child will use 2–3 word combinations (for example, “more bubbles,” “big truck”) during play in 10 opportunities per session, with verbal modeling.

Lesson flow:

You set up a high-interest play activity: bubbles, cars on a ramp, or a pretend kitchen. Before starting, you choose target phrases such as “more bubbles,” “my turn,” “big car,” or “open door.”

During play, you pause before giving the child what they want and model the phrase: “More bubbles!” You wait expectantly. If they imitate even part of it, you respond with enthusiasm and the action. You keep a quiet tally of each time they use a 2–3 word phrase, whether imitated or spontaneous.

You incorporate repetitive routines—for example, counting “1, 2, 3, go!” before sending a car down the ramp. Over several weeks, the child begins filling in words or whole phrases.

To support families, you send home a one-page summary of the target phrases and simple ideas for using them during daily routines like snack time or bath time.

Why this works:
This is one of the best examples of lesson plans for speech and language impairments in early childhood because it respects developmental needs and uses natural routines instead of forced drills.

Using technology: updated 2024–2025 examples of lesson plans for speech and language impairments

Recent years have brought an explosion of tools that can make your planning easier and your sessions more engaging.

Here are a few ways current trends show up in real examples of lesson plans for speech and language impairments:

Teletherapy-friendly articulation practice
You design a virtual lesson where the student logs into a secure video platform. You share your screen with a digital board game. Each space has a picture and a sentence with the target sound. The student practices, you mark accuracy in a shared Google Sheet, and the family can see a simple progress chart over time.

Language lessons using digital books
Using an online library or interactive e-books, you conduct a receptive and expressive language session. You pause the story to ask WH- questions, have the student predict what will happen next, and type their answers into a shared document. Later, you print this as a “story journal” for their folder.

Progress monitoring apps
You use a data collection app to track how many correct responses the student makes in each activity. Over weeks, you can show growth visually, which is helpful for IEP meetings and parent conferences.

When building any tech-based example of a lesson plan, keep accessibility in mind: large fonts, clear visuals, and simple navigation. Many districts now encourage aligning digital tools with evidence-based practice guidelines from organizations like the American Speech-Language-Hearing Association (ASHA) and federal resources on assistive technology.

For more on communication disorders and supports, you can explore:

• The CDC’s overview of speech and language disorders: https://www.cdc.gov/ncbddd/childdevelopment/communication-disorders.html
• ASHA’s resources for speech and language services in schools: https://www.asha.org/practice-portal/clinical-topics/school-age-language-disorders/

Writing your own lesson: turning IEP goals into real examples

Once you’ve seen several examples of lesson plans for speech and language impairments, patterns start to appear. Most effective plans include:

• A clear, observable target (for example, “answer WH- questions,” “produce /s/ in words,” “use greetings with peers”).
• A short warm-up to review familiar skills.
• One or two core activities that give many practice opportunities.
• A quick wrap-up with data collection and a plan for carryover.

Imagine you have this IEP goal:

Student will follow 2-step directions containing basic concepts (for example, under, next to, before) in 4 out of 5 opportunities.

A realistic lesson might use a “teacher helper” game where you give directions like, “Put the red marker under the book, then stand next to the door.” You gradually increase complexity, always tracking which parts they followed correctly. This kind of plan becomes another real example of a lesson plan that’s easy to explain to families and classroom teachers.

For evidence-based guidance on language interventions, you can look at resources from the National Institute on Deafness and Other Communication Disorders (NIDCD):
https://www.nidcd.nih.gov/health/speech-and-language

FAQ: examples of lesson plans for speech and language impairments

Q: Can you give a quick example of a lesson plan for a student who stutters?
A: One simple example of a fluency lesson might start with a brief relaxation or breathing exercise, followed by practicing slow, easy speech in short phrases while reading a familiar passage. Then you move into structured conversation about a preferred topic, modeling strategies like easy onset or pausing. You track how often the student uses their strategies rather than how often they stutter. This can be adapted for individual or small-group sessions.

Q: How many activities should be in one lesson plan?
A: Most students do well with one warm-up and one or two main activities. Too many different tasks can be distracting, especially for students with attention or sensory needs. The best examples of lesson plans for speech and language impairments keep the structure predictable while varying the materials.

Q: Are these examples only for SLPs, or can classroom teachers use them too?
A: Classroom teachers, special educators, and paraprofessionals can absolutely use these ideas—especially the ones tied to reading, writing, and classroom routines. Many schools build collaborative plans where the SLP models the lesson once, then the teacher or para repeats a shorter version in the classroom for extra practice.

Q: What are some examples of low-prep materials I can use?
A: Picture cards, classroom textbooks, whiteboards, sticky notes, and simple toys like cars or blocks all work well. Many of the best examples of lesson plans for speech and language impairments rely on what you already have, rather than fancy materials.

Q: How do I adapt these real examples for multilingual learners?
A: Use clear visuals, check understanding of vocabulary, and allow the student to respond in their stronger language when needed while you model in English. Collaborate with families to learn which words or topics are meaningful at home. The structure of these lesson plans stays the same; you simply adjust language load and cultural references.

The bottom line: when you look at enough examples of lesson plans for speech and language impairments, you realize you don’t need something flashy—you need something repeatable, clear, and connected to real life. Start with a specific goal, choose one or two focused activities, and build from there. Over time, your own lesson plans will become the “best examples” other educators want to borrow.