Talking in Sentences !!

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TALKING INSENTENCES

Marilyn M. Toomey

artist

Susan Christy-Pallo

Maplewood, NJ


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Copyright 1997

by Circuit Publications

PO Box 1388

Maplewood, NJ 07040

All rights reserved.

11 10 09 08TS 8 7 6 5

The text of this publication, or any part thereof, may be reproduced for use in classes

for which TalkinginSentencesis the text. It may not be reproduced in any manner

whatsoever for any other purpose without prior written permission from the publisher.

ISBN: 0-923573-26-7

Printed in the United States of America on recycled paper.


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T A B L E O F C O N T E N T S

Introduction

This is (name, female) 2

This is (name, male) . 4

This is (item) 6

Name/she is (action) 8

Name/he is (action) 10

Name and name (they) are (action) 12

Person (noun/pron oun) can/c an't (action) 14

Name has (item); his (item) 16

Name has (item); her (item) 18

Name and name have (item); their (item) 20

Animal has (feature) 22

Animals have (feature) 24

Name/p ronoun likes/doe sn't like (item) 26

Name/pronoun likes/doesn't like to (action) . . . . .28

Person is (action) and (action) 30

Item is ( phrase; location: in, on) 32

Person is (phrase; location: in front, between,

behind, next to) 34

Animal (descriptive phrase) is (location) 36

Person (descriptive phrase) is (action) 40

Animal (descriptive phrase) is (phrase including

modifier, location) 42

Person (descriptive phrase) is (specific worker) . . .44

I know where to put (item) 46

Person knows where to find (item) 48

Person doesn't know where to find/can't

find (item) 50

Person knows when to (action or verb phrase) . . . .52

Person knows how to (action or verb phrase) . . . .54

Person is looking at (item) 58

Person (is talking/thinking about or wants to

talk about) (item) 60

Person (verb phrase) (time phrase;

morning/afternoon) 64

Event happen s (time phrase; day/night) 66

Someone (verb phrase) (under certain conditions) .68

Someone knows how/doesn't know how

to (verb phrase) 70

Teacher teaches someone how to (verb phrase)

teacher teaches someone about (item) 74

Parents show children how to/tell children

not to (verb phrase) 76

Person and person like to (action) and (action)

(phrase; location) . .78

Person and person (past action) and (past action)

(phrase; location) (day) 80

Person/animal needs (item) so she can

(action or verb phrase) 82

People should (verb phrase) 90

People are supposed to (verb phrase) 92

Person knows where he is supposed to

(verb phrase) . 94

Someon e, no one is (action) 96

Anyone, everyone, no one; various positions

in sentences 98

Comparativ e sentences 100

Person/people (past action)

himself/herself/themselves 102

Person woul d like to (verb phra se) . . . 104

Person/people would (action) if (condition) 108Person (action); (indirect object) (item) 112

Person (action) (object or compliment) but

(unexpected outcome) 116Simple stories; simple sentence

formulation activit ies 118

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Introduction

When students come to us using incorrect

syntax or using very short utterances-often

one or two words-in place of sentences, we

know what has to be done. We want to hear

these children talking in sentences! We might

help these students learn to do this by follow

ing educational plans with written goals and

objectives. Or we might try to increase stu

dents' sentence formulation skills in different

ways in various settings.

both in order to practice doing this as well as

to build their self-images as better speakers.

We know how gratifying it is to hear a child

come forth with a longer-than-expected utter

ance, and, while anticipating a response, dis

play a look of satisfaction or even surprise.

(Wow! Did I say that?) This is why we work so

hard to help them!

Children who have difficulty formulatingsentences often speak in very short utter

ances. Our conversations with them involve

asking detailed questions which cue simple

responses. Or we might find ourselves repair

ing children's sentences or finishing sen

tences for them. Teachers and parents come

to us hoping we can do something that will

change these patterns for their children. We

know that our job is to structure activities

where children generate their own sentences,

Over years of helping children express

themselves a method of teaching children to

talk in sentences has evolved. This methodhas been quite effective for me. Now, with the

text in this book and Susan's beautiful artwork,

I wish to share it with you. The method that

I've used is a combination of principles or

techniques that most of us have probably tried

working to help students learn to formulate

sentences: shared knowledge of information,

modeled sentences or reconstructions of stu

dents' sentences, minimal prompts, and fol

low-up activities for carryover.

This book presents over 50 lessons, each devoted to a particular sentence element or pattern

referred to as a target. The goal of each lesson is for your student to express the target in sentences.

A picture page illustrates the concept expressed by the target. A corresponding text page presents

the steps of teaching the target, each step applying one of the principles noted above:

The Target is stated at the beginning of its text page.

Shared knowledge is established in the Introduction. Here you familiarize your stu

dent with information used in the lesson including the vocabulary and concepts.

Modeling of the target is done through the receptive language tasks in the Listen

and respond section. In this section your student processes questions or state

ments which include the target and is asked to respond to each one.

In the Talk about section of each lesson you present specific instructions directing

your student to formulate sentences including the target element or pattern. Do this

by giving your student each instruction (referred to as a stimulus request) which

includes a minimal prompt. He holds this stimulus request in his working memory as

he formulates his sentence. The minimal prompt is the first word (or words) of his sen

tence.

Let's talk, the final section, is the follow-up portion of the lesson. Here your student

uses the target in a less structured manner, often expressing his own experiences. In

most lessons you're encouraged to stimulate and request him to formulate sentences

using the target and the words /, we, me, myand other first person terms.

The book is designed so your student looks at the pictures while you look at the text as you go

through each lesson. The structured, repeated format helps students anticipate and become com

fortable using longer utterances as they grow in sentence formulation ability. The target sentence ele

ments or patterns do not necessarily occur in order of expected development or difficulty. Lessons

are intended for you to select which of the targets would best help your students. The order in which

you present these targets or lessons is up to you.

The last twelve pages of the book present six five- or six- part stories in which your student uses

many of the target sentence elements and patterns. Various targets occur in each story; your student

following your stimulus requests, retells the story in sentences!

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Now I'll talk you through a sample lesson where you'll see how a particu

lar target is addressed in each part of the lesson.

Target: The (item) is on/under the table. Youwant your student torlearn to formulate this sentence telling where things are in re/a- \

tion to a table.

Introduction: Look at the table. I see something to eat.

It's a cake. It's on the table. The cake is on the table. I see

something to wear on my foot. It's a shoe. It's under the

table. The shoe is under the table.

Listen and respond: I see something to eat. It'son the table. Point to it. What is it? (a cake) You're right.

It's a cake. The cake is on the table. I see something to wear.

It's under the table. Point to it. What is it? (a shoe) Right, it's

a shoe! The shoe is under the table.

Talk about the things that are on the table and the things that are under

the table. (Point to the cake.) I see the cake. It's on the table. Start with the

and tell me where the cake is. Or, startwiththecakeand tell me where it is.

Your student should respond: "The cake is on the table." Repeat this stimu-

lus request asking your student to tell you where the shoe is. Construct your

stimulus requests keeping in mind the limits of your student's processing and

working memory ability.

Let's talk about where things are. Place some things on thetable andunder the table in your classroom. Ask your student to tell you where each

thing is.

Lessons should be presented several

times. The tasks will become easier for your

student each time. A student who needs

encouragement to talk in sentences will

respond to the structure of these lessons and

generate sentences more readily. With your

help she can carry this skill into settings out

side of a language lesson. This method

establishes a partnership between you and

your student. She knows she can depend on

you for help, but it's clear to her that she must

do most of the work. She knows that when

she hears your stimulus, "Start with . . .," she

must get ready to express a thought in a sen

tence rather than just a word or two.

It's easy to carry this method into many

general conversational settings as well. For

example, if your student wants to tell you that

she got new shoes, she might point to her

shoes and say a word or two. You can say,

"Oh, I see you got new shoes. They're pretty

Tell me about your shoes." Start with / and tell

me what you got. You can use this method

just to enjoy the pleasure of conversing with

your students or to demonstrate this "lan

guage partnership" to parents and teachers.

New shoes, friends, stories, parties,

games, pets~so many wonderful things are

alive in our students' minds-ready to be

talked about. Susan and I hope this book will

help you teach your students to talk about allthese special thingsin sentences!

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Todd is looking

at the bird.

Kevin knows how to

play the guitar.

Jenny doesn't

like medicine.

Jude can't

find his radio.

The boy with

sunglasses iswalking his dog.

f I can tell y o u \

f about all these )

\ y people!

Mary Ellen is

jumping.

Sam and Matt are ridingtheir bikes in the park.

The clown is showing the

children how to juggle.

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1 ) 1 1 1 ) 1 M M ) I ) 1 ) ) I I ) ) I ) ) ) I I I i I I i i i | )

Wh o is this? Wh at is her name ?

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Target: This is (name). Her name is (name).

Introduction: Identify each of these girls by name using the sentences, This is (name) and Her name is (name). Repeat girls' names one by one,

pointing to each picture and saying, Her name is (name).

Listen and respond: Repeat girls' names often so your students

easily associate names with pictures.

Miko has straight, black hair. She is wearing glasses. Find Miko.

Maria has pretty long braids. Point to Maria.

Abby has freckles on her cheeks. She has short hair. Where is Abby?

Look at Kathy. Her long hair is tied back. Point to Kathy.

Tonya has black, curly hair. She has a bow in her hair. Where is

Tonya?

Jenny has dark, wavy hair. She doesn' t have a bow in her hair. Point to

Jenny.

Mary Ellen has long, blond hair. She has two big buttons on her dress.

Where is Mary Ellen?I see someone with pretty long braids. What 's her name?

Someone has a bow in her black curly hair. What 's her name ?

I see someone with two big buttons on her dress. She has long, blond

hair. What is her name?

Someone has short, black hair. She is wearing glasses. What 's her

name?

Someone has freckle s. She has short hair. What 's her name ?

Someone's blond hair is tied back with a ribbon. What 's her name?

I see someone with wavy, dark hair. What 's her name?

Talk about these girls. Point to the picture to which you want your student

to respond.

I see Miko. Start with this and tell me who this is.

I see Tonya. Start with this and tell me who this is.

I see Mary Ellen. Start with this and tell me who this is.

I see Jenny. Start with this and tell me who this is.

I see Kathy. Start with this and tell me who this is.

I see Maria. Start with this and tell me who this is.

I see Abby. Start with this and tell me who this is.

Ask your student to tell you each girl s name. Point to the picture to which

you want your student to respond. Example: Start with her and tell me what

her name is.

Let's talk about the names of girls whom you know. Ask your student to tell you what his name is. Ask him to start with my_ and tell you what his nameis. Ask him to tell you names offemale family members or friends. List these people and their names and ask him to tell you about each one. Example: Tell

me about your sister. Start with hgr and tell me what her name is.

Introduce words associated with female relatives: aunt, grandmother, sister, mother. Ask your student to talk about his female relatives using these terms.

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M i l l ) ! I 1 ) ) ) j i ) | | i j | | | | | , , ) j

Who is this? What is his name?

Todd

JeromeKevin

Sam

Alan

J ud e Matt

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Target: This is (name). His name is (name) .

Introduction: Identify each of these boys by name using the sentences, This is (name) and His name is (name). Repeat boys' names one by one

pointing to each picture and saying His name is (name).

Listen and respond: Repeat boys' names often so your students

easily associate names with pictures.

Todd has wavy, blond hair. There are two buttons on his shirt. Find Todd.

Jerom e has dark, curly hair. Point to Jerome .

Kevin has blond hair. There are three buttons on his shirt. Find Kevin.

Alan has straight, dark hair. He is wearing glasses. Where is Alan?

Jude has straight, dark hair, too. He does not have glasses. Find Jude .

Sam has straight, black hair. There is a soccer ball on his shirt. Find Sam.

Matt has freckles. He has straight, blond hair. Where is Matt?

I see someone who has freckles. What's his name?

I see someone with straight dark hair. What 's his name?

Someone is wearing glasses. He has straight dark hair, too. Wha t's his

name?

Someone has a soccer ball on his shirt. What' s his name?

I see someone with fre ckles. What 's his name ?

Someone has wavy, blond hair. He has two buttons on his shirt. What 's

his name?

Someone else has blond hair. His shirt has three buttons. What 's his

name?

Talk about these boys. Point to the picture to which you want your student

to respond.

I see Jerom e. Start with this and tell me who this is.

I see Kevin. Start with this and tell me who this is.

I see Todd. Start with this and tell me who this is.

I see Sam. Start with this and tell me who this is.

I see Jude. Start with this and tell me who this is.

I see Matt. Start with this and tell me who this is.

I see Alan. Start with this and tell me who this is.

Ask your student to tell you each boys name. Point to the picture to which

you want your student to respond. Example: Start with his and tell me what

his name is.

Let's talk about the names of boys who you know. Ask your student to tell you what her name is. Ask her to start with m and tell you what her name is.

Ask her to tell you the names of male family members or friends. List these people and their names and ask her to tell you about each one. Example: Tell

me about your brother. Start with his and tell me what his name is.

Introduce words associated with male relatives: uncle, grandfather, father, brother. Ask your student to talk about her male relatives using these terms.

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I ) I I I I I I I I I I I 1 I

Wh at is this? Wh at are the se? Wh at do you do with a(an) (object)?

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Target: This is a (name ). Thes e are (plural/objec t). I, you, someone (use of object) with a (object).

Introduction: Identify each object. Ask your student to identify and name each object. Use only items in the following sections with which your

student is familiar. Also, present a sentence telling about the use of each of these objects.

Listen and respond:

Find something to write with.

Show me something that sticks

things to paper.

Point to something to make

toast in.

Point to something to play with.

Find something to play music on.

Point to something to brush

my hair.

Show me something to cook

food on.

Where is something to watch?

Show me something to read.

Find something to dig a hole with.

Show me something that children

ride to school.

Point to something to put things in.

Find something to wear on

your feet.

Point to something to pound

a nail with.

Find something to sit on.

Show me something to eat.

Point to something to live in.

Show me something to cut with.

Find something to measure with.

Find something to mow the

lawn with.

Talk about these things. Ask your student to tell you what each of these

objects is. Example: Start with this (these) and tell me what this (these) is

(are). Then ask her to use these words in sentences as follows.

I see somethi ng to write with. Start with^ow and tell me what you do with a pencil.

Here is somethi ng that sticks things to paper. Start with vow and tell me what yo u do with tape.

This is something to make toast in. Start with you and tell me what you do with a toaster.

I see something to play with. Start with you and tell me what you do with a yo-yo.

Here is something to play music on. Start with you and tell me what you do with a guitar.

This is something to brush my hair with. Start with you and tell me what you do with a brush.

Here is something to cook food on. Start with you and tell me what you do with a stove.

This is somethin g to watch. Start with vow and tell me what you do with a TV.

I see something to read. Start with you and tell me what you do with a newspaper.

Here is something to dig a hole with. Start with you and tell me what you do with a shovel.

I see something to ride to school in. Start with you and tell me what you do in a school bus.

Here is something to pound a nail with. Start with you and tell me what you do with a hammer.

This is something to put things in. Start with you and tell me what you do with a bag.

These are things to wear on your feet. Start with you and tell me what you do with shoes.

I see something to sit on. Start with you and tell me what you do with a chair.

Here is something to eat. Start with you and tell me what you do with an ice cream cone.

I see something to live in. Start with you and tell me what you do with a house.

These are things to cut with. Start with you and tell me what you do with scissors.

Here is something t o measure with. Start with^ow and tell me what you do with a ruler.

I see something to mow the lawn with. Start with you and tell me what you do with a lawn

mower.

Let's talk about these things. Find some objects that you can use and repeat these tasks using actual objects. Use simple familiar objects such as a

pencil, crayon, book, key, money or a cup.



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I ) I I I I I I I I 1 I ) )

Wh at is (nam e) doing? Wh at is she doing? Wh at can (nam e) do?


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Target: (Name) is (action). He is (action). (Name)/He can (action).

Introduction: Each of these boys is doing something . Matt is running. Jude is sitting. Alan is talking. Sam is riding his bike . Jerome is jump ing.

Todd is walking. Kevin is sleeping . The boys can do many things. Matt can run. Alan can talk about things. Jude can sit on a high stool. Sam can ride

his bike. Jerome can jum p high. Todd can walk to school. Kevin can sleep when he's tired.

Listen and respond:

Someone is talking. Who is talking? Point to him.

Someone is riding his bike . Point to him.

Let's be quiet; someone is sleeping. Who is sleeping?

Someone is sitting. Point to him.

Someone is walking. He is going for a walk. Who is walk ing?

Someone is in a hurry. He is running. Point to him.

Someone is jumping. Who is jumping?

Someone can jump up high. Show me who can jump .

Someone can sit up high on a tall stool. Point to him

Someone can run. He can run fast. Who can run?

Someone can talk. He can tell what happened. Point to him.

Talk about these boys. Point to the picture to which you want your student

to respond.

Start with Jerome and tell me what he is doing.

Start with Jude and tell me what he is doing.

Start with Alan and tell me what he is doing.

Start with Sam and tell me what he is doing.

Start with Kevin and tell me what he is doing.

Start with Matt and tell me what he is doing.

Start with Matt and tell me what he can do.

Start with Jude and tell me what he can do.

Start with Alan and tell me what he can do.

Start with Sam and tell me what he can do.

Start with Jerome and tell me what he can do.

Let's talk about some things that you can do. Discuss things that your student can do. Possibly use these pictures for ideas. List some of the things he

tells you and ask him to tell you about each one. Example: Can you run? (Yes) Start with [and tell me this.

Ask your student to do some simple actions (walk, run, sit, stand, jump). Ask him to tell you what he's doing as he does each of these. Example: Are you

jumping? (Yes) Start with Um_ and tell me what you 're doing.

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! ] ) ) ) ) ] I ) )

Wh at are (name ) and (name) doing? Wh at are the y doing? Wh at ca n (nam e) and (nam e) do?

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Target: (Name) and (name ) are (action). They are (action). They can (action).

Listen and respond:

Who is running? Who else is running?

Show me two children who are riding their bikes.

Point to two children who are sleeping.

Someone is talking . Someon e else is talking. Who are they?

Show me two children who are sitting.

Point to two children who are walking.

Someone is jumping . Someone else is jumping . Who are they?

Two children can walk. Who are they?

Two children can run. They can run fast. Who are they?

Two children can jump up high in the air. Find them.

Two children can sit on high stools. Who are these children?

Two children can talk. They can tell what happened. Find them.

Two children can ride their bikes. Who are they?

Two children can sleep. They must be tired. Find them.

Talk about these children. Tell me what they 're doing. Point to the picture

to which you want your student to respond.

Start with Abby and Alan and tell me what they're doing.

Start with Miko and Mattand tell me what they're doing.

Start with Maria and Toddand tell me what they're doing.

Start with Jenny and Sam and tell me what they're doing.

Start with Tonya and Jude and tell me what they're doing.

Start with Mary Ellen and Jerome and tell me what they're doing.

Start with Kathy and Kevin and tell me what they're doing.

Abby and Alan can talk. Start with they and tell me this.

Miko and Matt can run. Start with they and tell me this.

Maria and Todd can walk. Start with they and tell me this.

Jenny and Sam can ride their bikes. Start with they and tell me this.

Tonya and Jude can sit. Start with they and tell me this.

Mary Ellen and Jerome can jum p. Start with they and tell me this.

Kathy and Kevin can sleep. Start with they and tell me this.

Let's talk about what children are doing. Talk about simple actions that you and your student (or two or more students) are doing. Use simple actions

and do each one together as you ask your student to tell you about this. Example: Are we standing? (Yes) Start with we 're and tell me what we 're doing.

Two children can (do something). If there are more than two children in your group, ask two of them to do simple actions and ask the third one to tell you

what these two are doing. Example: Are Jack and Laura sitting? (Yes) Start with thev 're and tell me what they 're doing.


Introduction: These children are doing many different things. Maria and Todd are walki ng. Abby and Alan are talking. Kevin and Kathy aresleeping. Jenny and Sam are riding their bikes . Mary Ellen and Jerome are jump ing . Miko and Matt are runni ng. Tonya and Jude are sitting.


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1 1 1 1 1 1 I I I I I I I I I i I I I I I ) I I i J J J , ] J , J I , , , , , ,

Who can (do some thing )? Wh o ca n't (do some thing )?

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Target: (Name) can (action). He/she can (action). (Name) can't (action). He/she can't (action.)

Introduction: These children can do some things; they c an't do other things. Maria and Todd can walk on a street, but they can't walk on a

tightrope. Alan can build things with blocks, but he can't build a brick wall. Sam and Jenny can ride their bikes, but they can't drive a car. People can do

some things, but they can't do other things.

Listen and respond:

Show me someone who can walk on a tightrope.

Show me someone else who can walk on a street.

Who can't walk on a tightrope?

Who knows how to walk on a tightrope?

Who doesn't know how to walk on a tightrope?

Can you walk on a tightrope?

Show me someone who can build things with blocks.

Point to someone who can build a brick wall.

Who can't build a brick wall?

I see a grown-u p driving a car. He is old enough to drive a car. Point

to him.

Find some children who are not old enough to drive a car. They can 't

drive a car.

Can you drive a car?

Talk about these people and what they can do. Talk about what they can't

do.

Here is Maria. She can walk on a street. Start with Maria and tell me what

she can do.

Todd can walk on a street. Start with Toddand tell me what he can do.

Todd can't walk on a tightrope, can he? (No) Start with Toddand tell me this.

Maria can't walk on a tightrope, can she? (No) Start withMaria and

tell me this.

The bricklayer can build a brick wall, can 't he? (Yes) Start with the

bricklayerand tell me what he can build.

Alan can build something with blocks. Start with Alan and tell me this.

Alan can't build a brick wall, can he? (No) Start withAlan and tell me this.

This man can drive a car, can' t he? (Yes) Start with this man and tell me this.

Jenny can 't drive a car, can she? (No) Start with Jenny and tell me this.

Sam can't drive a car, can he? (No) Start withSam and tell me this.

Let's talk about things that you can and can't do. Discuss things that some people can't do and some of the reasons why We can't do some thingsbecause special skills are needed. Only certain people have these skills. Laws often tell us that we can't do certain things. Some things can be done in

certain circumstances but not in others. Talk about some things that your student can and can't do. List them and ask him to talk about each one. Example:

Can you jump rope? (Yes) Start with I and tell me this. Can you drive a car? (No) Start with I and tell me this.



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' I I I J ! I I I ! I I I I ) ) ] | |

Wh o is this? Wh at does he hav e? Wh ose (object) is this? Wh ose (objects)


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Target: This is (name ). He has (object/ob jects). This is his (object). These are his (objects).

Introduction: Here is Jude. He has many things. Here are some of his things. He has a bike and a bike helmet. He has a suit, bathrobe , swim

trunks , shoes and a baseball cap. He has a baseba ll bat, too. He has a trumpet. He has a towel, a toothb rush and a bed. He has a backpack and some

crayons. He has a pair of sunglasse s. Jude likes baseball. He uses his baseball bat and he wears his baseball cap and his sungla sses when he plays

baseball. He wears his suit and his new shoes when he goes to special places. He uses his toothbrush and his towel when he gets ready for bed. He wears

his bathrobe after his bath. Jude likes music . He is learning to play his trumpet. He likes to listen to music on his radio , too. He puts his pencils and hisnotebook in his backpack before he goes to school.

Listen and respond:

Jude has something to wear on his head when he plays outside. Point to it.

Jude has something to play music on. Find this.

Jude has something to wear when he goes to the beach. Show me these.

Jude has something to ride. Find this.

Jude has something to put his books and homew ork in. Find this.

Jude has something to hit a ball with. Point to this.

Jude has something to protect his eyes from the sun. Find this.

Finish these sentences:

Jude goes to sleep in his .He plays music on his .

When Jude rides his bike, he wears his .

Jude listens to his .

When Jude brushes his teeth, he needs his and .

When Jude gets dressed up, he wears his .

Jude listens to music on his .

Jude colors pictures with his .

When it snows, Jude wears his .

After Jude 's bath, he drys himself with his and wears his .

Talk about the things that Jude has. Point to the picture to which you want

your student to respond.

(Point to the bike.) Start with Jude and tell me what he has.

(helmet) Start with Jude and tell me what he has.

(suit) Start with Jude and tell me what he has.

(radio) Start with Jude and tell me what he has.

(bathrobe) Start with Jude and tell me what he has.

(backpack) Start with Jude and tell me what he has.

(baseball and bat) Start with Jude and tell me what he has.

(baseball cap) Start with this and tell me whose baseball cap this is.

(bed) Start with this and tell me whose bed this is.

(sungla sses) Start with this and tell me whose sunglasses these are.

(shoes) Start with these and tell me whose shoes these are.

(swim trunks) Start with these and tell me whose swim trunks these are.

(toothbr ush) Start with this and tell me whose toothbrush this is.

(notebook and pencil) Start with these and tell me whose notebook and pencil

these are.

(crayons) Start with these and tell me whose crayons these are.

Let's talk about some things that you have. Ask your student to tell you about some of his things. List these and ask him to tell you about each one.

Example: Do you have a pillow? Start with I and tell me this. Ask him to tell you about some things that belong to a male family member or friend. List

these and ask him to talk about each one. Example: Does your brother have a football? Start with he and tell me this.

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Target: This is (name ). She has (object/objects). This is her (object). These are her (objects).

Introduction: Here is Tonya. She has many things. Here are some of her things. She has a bike and a bike helmet. She has a baseba ll and a

baseball mitt. She likes to play catch. She likes to kick her soccer ball, too. Tonya has ice skates too. She uses her ice skates in the winter. She has a

backpa ck. She puts her notebook and her marke rs in her backpa ck when she gets ready for schoo l. She has a pretty party dress and pretty dress-up shoes.

Her bed has a lace ruffle on the bottom and a canopy on top . She uses her toothbrush and her towel and wears her bathrobe when she 's getting ready for

bed. She uses her jum p rope when she plays outside. She plays with her doll inside. She wears her warm coat and her mitten s when it's cold outside.Tonya is learning to play her piano. She has a piano in her house.

Listen and respond:

Tonya has something to play music on. Point to this.

She has some things to wear when it's cold outside. Show me these.

Tonya has some things to use at school. Point to them.

She has something to wear when she rides her bike. Show me this.

Show me what Tonya needs when she's getting ready for bed.

Show me what Tonya wears when she's going to a special place.

Tonya has something soft and cuddly that she plays with. Point to this.

Finish these sentences:

Tonya brushes her teeth with her .Tonya likes to ride her .

Tonya has something to jum p with outside. I t's a .

When it's cold, Tonya keeps her hands warm with her .

Tonya likes to kick her .

Tonya draws pretty pictures with her .

Tonya dries her hair with her .

Tonya sleeps in her .

Tonya likes to play catch with her and .

Tonya puts her markers and notebook in her .

Talk about the things that Tonya has. Point to the picture to which you

want your student to respond.

(Point to the notebook. ) Start with Tonya and tell me what she has.

(backpack) Point to Tonya and tell me what she has.

(bike) Point to Tonya and tell me what she has.

(baseball and mitt) Start with Tonya and tell me what she has.

(ice skates) Start with Tonya and tell me what she has.

(dress) Start with this and tell me whose dress this is.

(shoes ) Start with these and tell me whose shoes these are.

(bed) Start with this and tell me whose bed this is.

(bathrobe) Start with this and tell me whose bathrobe this is.

(jump rope) Start with Tonya and tell me what she has.

(doll) Start with Tonya and tell me what she has.

(mittens ) Start with Tonya and tell me what she has.

(piano ) Start with Tonya and tell me what she has.

(soccer ball) Start with Tonya and tell me what she has.

Let's talk about Tonya's things. Ask your student to tell you some things that she has. List some of these and ask her to tell you about each one.Example: Do you have a doll house? Start with / and tell me. Ask her to tell you about some things that a female relative or friend has. List these and ask

her to tell you about each one. Example: Does your sister have a tennis racquet? Start with she and tell me this.



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J > J M ) ) ) J ]1

) ) ) ) ) ] ) } J ) ) ] J ) ) ) ) ) ) } J )) ]

What d o Kathy and Jerome have in the i r town?

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( f r i \

Target: Here are (name) and (name) . They have a (place) in their town.

Introduction: Jerome and Kathy live in the same town. They have many nice things and nice places in their town. They have a fire station in their

town . Kathy and Jerome have a grocery store in their town. Their families can buy all their groce ries at this store. Jerome and Kathy have an office

buildin g in their town. Their dentist has an office in this building. Their doctor 's office is in this building too. Kathy and Jerome have an ice cream shop

in their town. They like to go to the ice cream shop and have special treats. Kathy and Jerome have a hardwar e store in their town. Their families can

buy many useful things at the hardwa re store. They have a toy store in their town. The toy store is their favorite store. Jerome and Kathy ha ve a park intheir town. Their friends and families can have picnics at the park.

Listen and respond:

Jerome and Kathy have a place to buy tools in their town. Point to this

place.

They have an office building in their town. Show me this building.

Kathy and Jerome have a place to have picnics in their town. Point to

this place.

They have a place to buy food in their town. Show me this place.

Kathy and Jerome have a place to run and play. Where is this place?

Jerome and Kathy see their doctor in her office. Where is their doctor 's

office?

Kathy or Jerome have a place to buy games and puzzles in their town.

Where is this place?

Jerome and Kathy feel safe because they have a fire station in their

town. They can call their fire fighters if there is an emergency.

Talk about the special places that Kathy and Jerome have in their town.

What do they have in their town?

Do Kathy and Jerome have a grocery in their town . (Yes) Start with they and

tell me this.

Do they have a hardware store in their town? (Yes) Start with they and

tell me.

Do Jerome and Kathy have a park in their town? (Yes) Start with they and

tell me.

Do they have a fire station in their town? (Yes) Start with they and

tell me this.

Do Kathy and Jerome have a toy store in their town? (Yes) Start with they

and tell me.

Do they have a docto r in their town? (Yes) Start with they and tell me.

Do they have a dentist? (Yes) Start with they and tell me.

Do Kathy and Jerom e have an ice cream shop in their town? (Yes) Start with

they and tell me.

Do Kathy and Jerom e have picnic tables in their park? (Yes) Start withKathy

and Jerome and tell me.

Let's talk about the special places in our town! Discuss places or special things in your and your student's school, town, city, or neighborhood. Ask your

student to tell you about each of them. Example: Do we have a grocery store in our town? (Yes) Start with we and tell me this.

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1 1 1 1 1 1 1 I M 1 I I I I I ) I ] ) ) i i i i i i i ) i i i i i i i i i i

Which i s the an imal wi th ( un iq ue f eatures) ?

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Target: A (animal) has (a unique feature). A (animal) is an animal with (unique fea ture).

Introduction: Each of these animals is different from the others. The anima ls are different from each other because they have special body pa rts or

marks that other animals do not have. A fish has fins. A fish moves its fins as it swims. A kanga roo has a pouch . A mothe r kangaroo carries its babies in

its pouch. A pig is an animal with a curly tail. A rabbit has long ears. A cat has long whiskers and says "meow. " Look at the deer. The deer has antlers

on top of its head. A bird is an animal with wings. A bird spreads its wings when it flies. A zebra has stripes all over its body! An alligator has lots of

teeth! A turtle has a hard shell. The turtle lives in its shell. A squirrel has a bushy tail. A spider has eight legs.

Listen and respond:

Point to an animal that has stripes.

Find an animal that has a curly tail.

Show me an animal that has a pouch.

Where is an animal that has long ears?

Point to an animal that has long whiskers and says "meow.'

Show me an animal that has wings.

Where is an animal that has fins?

Point to an animal that has antlers.

Show me an animal that has a bushy tail.

Where is an animal that has eight legs?

Point to an animal with a hard shell.

Which animal has lots of teeth?

Point to the small animal with the very long tail.

Talk about these animals Tell me what is special about each one. Point to

the picture to which you want your student to respond.

Which animal has stripes? (zebra) Start with a and tell me.

Which animal has a pouch? (kangaroo) Start with a and tell me.

Which animal has eight legs? (spider) Start with a and tell me.

Which animal has fins? (fish) Start with a and tell me.

Which animal has a bushy tail? (squirrel) Start with a and tell me.

Which animal has long ears? (rabbit) Start with a and tell me.

Which animal has wings? (bird) Start with a and tell me.

Which animal has a hard shell? (turtle) Start with a and tell me.

Which animal has a curly tail? (pig) Start with a and tell me.

Which animal has antlers? (deer) Start with a and tell me.

Which animal has lots of teeth? (alligato r) Start with an and tell me.

Which animal has a very long tail? (mouse ) Start with a and tell me.

Which animal has long whiskers and says "meow? " (cat) Start witha and

tell me.

Let's talk about animals and what makes them special. Discuss various animals and their unique characteristics. List some animals familiar to yourstudent. Ask him to tell you about each one and what makes each one special. Encourage him to talk about classes of animals or individuals.

Example: Does a monkey have a long tail? (Yes) Start with a monkey and tell me.

Example: Does your friend s cat have white paws? (Yes) Start with mx and tell me.



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I ) ) ] ) ) ] I ) I I 1 I I ] I I ) I ! II I ) )

Which an imals have ( un iq ue f eatures) ?

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Target: (Animals) have (unique features). (Anima ls) are animals with (unique features).

Introduction: Different kinds of animals have features that make them special from other animals. Zebra s have stripes. Squirrels have bus hy tails.

Pigs have curly tails. Birds have wings. Turtles have hard shells. Spiders have eight legs. Kanga roos have pouc hes. Alligators have lots of teeth.

Rabbits have long ears. Cats have very long whiskers.

Listen and respond:

Find the animals that have stripes.

Which animals have bushy tails?

Point to animals that have curly tails.

Show me the animals that have wings.

Point to the animals that have hard shells.

Show me the animals that have eight legs.

Point to the animals that have pouches.

Which animals have lots of teeth?

Which animals have very long whiskers?

Which animals do not like cats?

Point to animals that have bushy tails and

collect nuts to eat during the winter?

Talk about these animals. Tell me what is special about them . Ask your

student to identify each animal by name. Then ask her to use the name of this

animal in a sentence telling you what these animals have. Focus on plurals

and the verb have.

Which animals have stripes? (zebras) Start with zebras and tell me this.

Which animals have curly tails? (pigs) Start withpigs and tell me.

Which animals have pouches? (kangaroos) Start with kangaroos and tell me.

Which animals have hard shells? (turtles) Start with turtles and tell me.

Which animals have eight legs? (spiders) Start with spiders and tell me.

Which animals have wings? (birds) Start with birds and tell me.

Which animals have long ears? (rabbits) Start with rabbits and tell me.

Which animals have lots of teeth? (alligato rs) Start with alligators and tell

me.

Which animals have bushy tails? (squirrels) Start with squirrels and tell me.

Which animals have very long whiskers? (cats) Start with cats and tell me.

Let's talk Discuss various classes of animals with your student. List some classes of animals that are familiar to your student or look at books with

pictures of different animals. Use pictures to help visualize animals and their characteristics. Ask your student to tell you what makes groups or classes of

animals special.

Example: Do leopards have spots? (Yes) Start with leopards and tell me.

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1 1 1 1

1 1 1 I I ] ) ) ) ) ] ) I I I ] I ) ) ] ) ) ) I ) I

Wh at does Kevin l ike? Wh at does n't Jenn y l ike? Wh at do the y like? Wh at don't they l ike?



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Target: (Name) likes (object). (Name) doesn't like (object). He/she likes/doesn't like (object). They like (object). They don't like (object).

Introduction: Kevin likes many things. He likes ice cream and pizza. He likes his baseball cap. He likes his football. He likes his guitar. There

are some things that Kevin does not like. Kevin doesn 't like rain. He doesn 't like medicine .

Jenny likes many things, too. She likes ice cream. She likes tacos. Jenny likes her bike. She likes her ice skates and her jum p rope. There are some

things that she does not like. She doesn't like mice. She doesn't like medicine.

Listen and respond:

Point to someone who likes tacos.

Show me someone who likes a football.

Point to something that Kevin likes to eat.

Show me something that Jenny doesn't like.

Show me something else that Jenny doesn't like.

Show me something that Kevin likes to play with.

Show me something that Jenny likes to wear on her feet.

Point to something that Kevin likes to wear on his head.

Who likes pizza?Who likes ice cream?

Who else likes ice cream?

Find something to play music on. Who likes this?

Show me something that Kevin doesn't like.

Point to something else that Kevin doesn't like.

Show me something that Jenny and Kevin both like.

Point to something than Kevin and Jenny don't like.

Talk about Kevin and Jenny. Talk about things that they like. Talk about

things that they don't like. Point to each item that you wish your student to

include in her sentence.

Start with Jenny and tell me what she likes.

Start with Kevin and tell me what he likes.

Repeat these stimulus requests for each item that each child likes.

Start with Kevin and tell me what he doesn't like.

Start with Jenny and tell me what she doesn't like.

Repeat this stimulus request for each item that each child doesn't like.

Start with Kevin and Jenny and tell me something that they like (ice cream).

Start with Jenny and Kevin and tell me something that they don't like

(medicine).

Let's talk about some things that you like and some things that you don't like. Ask your student to tell you some things that she likes and some things that

she doesn't like. List several objects like food items, toys, clothing items or animals that she likes. Then list items that she doesn't like. Ask her to tell you

about each one. Example: Do you like ice cream? (Yes) Start with land tell me this. Example: Do you like medicine? (No) Start with [and tell me this.

Ask your student to tell you some things that she and a sibling or a friend like and things that they don't like. Ask her to tell you about each one. Example:

Do you like parties? (Yes) Start with we and tell me this. Do you like thunderstorms? Start with we and tell me this.



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) I I I II 1 1 ) 1 1 1 ) 1 1 1 ) )

Wh at doe s Jenny l ike to do? Wh at doesn't Kevin l ike to do? Wh at do Jenn y and K evin l ike to do? Wh at don 't the y like to do?


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Target: (Name) likes to (action). (Name) doesn't like to (action). He/she likes/doesn't like to (action). (Name and name) like to/don't like to (action).

They like to/don't like to (action).

Introduction: Kevin likes to do some things. There are many things that he does not like to do. Kevin likes to play football. He likes to use the

compute r. He likes to listen to music . He likes to go fishing. Kevin doesn' t like to get sick! Jenny likes to do many things. Jenny likes to play soccer.

She likes to plant flowers. She likes to use the compu ter and listen to music, just like Kevin. There are some things that she does not like to do. Jenny

doe sn't like to change the litter in her cat's litter box! Jenny does not like to go to the dentist! Kevin doe sn't like to go the dentist either.

Listen and respond:

Someo ne likes to play a sport. Who? Which sport?

Someone else likes to play a sport. Who? Which sport?

Someone likes to go fishing. Who likes to go fishing?

Show me something that Jenny likes to do.

Show me something else that she likes to do.

Point to something that Jenny and Kevin like to do.

What else do Jenny and Kevin like to do?

What doesn't Jenny like to do?

What doesn't Kevin like to do?

Point to Kevin and to Jenny. Find two things that they both like to do.

Find something that Jenny and Kevin don't like to do.

Talk about things that Jenny and Kevin like to do. Talk about things that

they don't like to do. Point to the picture to which you want your student to

respond.

Start with Jenny and tell me what she likes to do.

Start with Kevin and tell me what he likes to do.

Repeat these stimulus requests for each item that each child likes.

Start with Kevin and tell me what he doesn't like to do.

Start with Jenny and tell me what she doesn't like to do.

Repeat these sentences for each thing that each child doesn't like to do.

Start with Kevin and Jenny and tell me what they like to do.

Start with Jenny and Kevin and tell me what they don't like to do.

Repeat these sentences for things that both children like/don't like to do.

Let's talk about things that you like to do. Discuss things that your student likes to do and things that he doesn't like to do. List some of these things.Ask him to tell you about each one. Example: Do you like to ride your bike? (Yes) Start with I and tell me that you like to do this. Example: Do you like

to fall off your bike? (No) Start with I and tell me that you don't like to do this.

List some things that your student and a sibling and a friend don't like to do. Ask him to tell you about each one of these things. Example: Do you and

your sister like to play tag? (Yes) Start with we and tell me that you like to do this. Do you and your sister like to clean up spilled milk? (No) Start with

we and tell me that you don't like to do this.



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M J ) J I I J ) I 1 ! ) ) J I I I ) ) ) ] ) ) ) ] ] ) ) ]

Wh at is som eon e doing? Wh at else is she/h e doing?

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Target: The (person) is (action) and (action)

Introduction: Look at these people . They are doing different things at the same time. We are doing different things at the same time, too . I'm

sitting down and talking to you! You're sitting down and talking to me! A boy is runni ng and wearing a baseball cap. A girl is sitting on a stool and

holdi ng a kitten. A girl is holding a balloon and looking up. A boy is wearing sungla sses and walking his dog. The baker is holdi ng a bowl and mixingbatter. The builder is holding a nail and swinging a hammer. A man is looking at paper s and talking . A woman is kneeling down and digging a hole.

Listen and respond: Think about each of these people and two

things that each one is doing.

Someone is

Someone is

Someone is

Someone is

Someone is

Someone is

Someone is

Someone is

things?

wearing a baseball cap and running . Who is this?

holding a balloon and looking up. Point to her.

holding her kitten and sitting on the stool. Who?

looking at papers and talking. Point to him.

weari ng sunglasses and walking his dog. Who is this?

holding a bowl and mixing the batter. Who is this?

standing up and eating a hot-dog. Point to him.

holding a nail and swinging a hammer. Who is doing these

Someone is kneeli ng down and digging a hole. Point to her.

Talk about these people. Tell me two things that each one is doing . As

you present the stimulus request, point to the section of each picture

associated with the particular action.

(boy running, wearing a baseball cap) This boy is doing two things. Start

with he, tell me what he's doing and what else he's doing.

(girl sitting, holding a kitten) This girl is doing two things . Start with she,

tell me what she's doing and what else she's doing.

(girl holding balloon, looking up) This girl is doing two things. Start with

she, tell me what she's doing and what else she's doing.

(boy wearing sunglasses, walking his dog) This boy is doing two things.

Start with he, tell me what he's doing and what else he's doing.

(baker holding bowl, mixing batter) This bake r is doing two things . Start

with she, tell me what she's doing and what else she's doing.

(builder holding nail, swinging hammer) This builder is doing two things.

Start with she, tell me what she's doing and what else she's doing.

(man looking at papers , talking) This man is doing two things. Start with he,

tell me what he's doing and what else he's doing.

(woman kneeling down, digging hole) This woman is doing two things. Start

with she, tell me what she's doing and what else she's doing.

Let's talk about people who do different things at the same time. Encourage your student to focus on two things that he is doing at once. Model

sentences by telling him two things that you are doing. Structure this by asking him to stand up and hold something or look at and touch something. Then

ask him to sit down and do the same things. Ask him to tell about the two things that he is doing. Present stimulus request: Start with / and tell me whatyou ' re doing and what else you 're doing. Look at pictures in magazines or books and note people doing two things at once such as talking and pointing,

listening and writing, etc.



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1 1 1 1 1 1 1 1 i I I I I I I ) I I ) ) I ) J ] I I I ] ] ) J I ) I I j ) I ) j

Wh ere is the (object)? W he re are the (objects)?



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Target: The (object) is in the (location ). The (object) is on the (location). The (object is under ) the location. I put a/an (object) in (container) , on

(surface), under (furniture).

Introduction: Look at the things in the basket, on the table and unde r the table. There are many delicious fruits in the basket. There is a banana in

the basket. There is an apple and a pear in the basket. There is an orange, a plum and a peach in the basket. There are some grapes in the basket. Look at

all the things on the table. There is a pinea pple on the table. There is some peanut butter on the table. There is a cake on the table. There is a jar of

musta rd and a bottle of catsup on the table. There is a plate of cookie s on the table. There is a jar of pickle s on the table. There is a hot dog on the table.There are some things under the table. There is a watermelon under the table. There is a hammer under the table. There is a shoe and a pencil under the

tabl e. There is a baseba ll and a football unde r the table. There is a soccer ball under the table.

Listen and respond:

Point to something in the basket that has a thick yellow skin.

Find something on the table that is a fruit with a rough brown skin.

Show me something under the table that you wear on your foot.

Find something on the table that is made from peanuts.

Find two fruits in the basket that have big seeds inside.

Point to something on the table that has icing on top.

Show me something under the table that you hit with a bat.

Point to something in the basket that has red skin, is crunchy and juicy.

Find some things on the table that are green and sour.

Show me something to pound a nail with. It's under the table.

Find something under the table that you kick. It's black and white.

Find something else under the table that you're supposed to kick.

Find two things on the table that you put on a hot-do g. Find a hot-dog,

too!

Find a large delicious fruit under the table.

Find some things in the basket that come in bunches.

Point to something to write with. It's under the table.

Talk about the things in the basket, on the table or under the table. Point

to the item to which you want your student to respond.

Talk about the things in the basket.

Start with the and tell me where the banana is.

Repeat this sentence for the other fruits in the basket (peach, plum, grapes,

orange, apple, pear).

Talk about the things on the table.

Start with some and tell me where the peanut butter is.

Repeat this sentence for other things on the table (pineapple, catsup, mustard,

hot-dog, pickles, cookies, cake).

Talk about some things under the table.

Start with the and tell me where the watermelon is.

Repeat this sentence for the baseball, football, soccer ball, pencils, shoe,

hammer.

Let's talk about where some things are. Encourage your students to talk about objects that are in familiar containers, on surfaces or under pieces of

furniture. Use the stimulus request as above.

Instruct your student to place objects in containers, on surfaces or under furniture and tell you what she did. Example: Instruct her to put a pencil in the

box. Then ask her to tell you what she did. Present stimulus request: Start with I and tell me where you put the pencil; or: Start with I and tell me what

you did.



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1 1 i 1 I I I I I I I ] ) ) ] ] ] ) ) ] J I ) ] ) ) ) ) ) ) ) j ] ] ] ) ) ] )

Wh o is behi nd (name)? Wh o is on (object)? Wh o is next to (name)?

Wh o is in f ront of (name )? Wh o is betwe en (nam e) and (name)?


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Target: (Name) is (standing) behind (name), (Nam e) is (sitting) on a stool. (Name) is (standing) next to (name). (Name ) is (lying) in front of (nam e).

(Name) is (crawling) between (name) and (name).

introduction: Talk about the location of each of these people or animals in relation to others. Use the sentence, (Name) is (location), or (Name) is(action) (location), depending on your student's ability. Look at Jude. He is sitting on the stool. Bruce is standing behind Jude. Kathy is standing next to

him. Muffin, the cat, is lying in front of Jude. Look at Tonya. She is on the stool Niki is behind her. Todd is next to her. Fargo, the dog, is in front of

her. Fargo is lying down. See the baby. His name is Jimmy. Jimmy is between Jude and Tonya. Jimmy is crawling.

Listen and respond:

Point to someone who is standing behind Jude.

Show me a pet that is lying in front of Tonya.

Find someone who is next to Tonya.

Show me a pet that is lying in front of Jude.

Point to someone who is sitting on a stool.

Who else is sitting on a stool?

Show me a pet that is in front of Jude.

Who is standing next to Jude?

Who is behind Tonya?

Point to someone who is between Tonya and Jude.

Talk about where these people and animals are.

Start with Jude and tell me where he is.

Some one is behind Jude. Start with Bruce and tell me where he is.

Start with Tonya and tell me where she is.

Some one is behind Tonya. Start with Niki and tell me where she is.

Some one is next to Tonya. Start with Toddand tell me where he is.

Someone is next to Jude. Start with Kathy and tell me where she is.

Someone is in front of Jude. Start with Muffin and tell me where she is.

Start with Fargo and tell me where he is.

Someo ne is betwe en Tonya and Jude. Start with Jimmy and

tell me where he is.

Note; insert verbs standing, lying to these requests if you wish.

Let's talk about where someone is. Encourage your student to talk about people located in different relationships to others. Here is an activity that will

provide opportunities to practice these sentences:

Ask a student (Student A) to sit on a chair. Ask another student (Student B) to stand behind Student A. Instruct both students to talk about this relationship.

Example: Ask Student B to tell you where he is. Start with Vm and tell me where you are. Ask Student B to tell you where Student A is. Start with (Student

Aname) and tell me where he is. Reverse students 'positions and repeat the activity.

For students seated in rows in their classrooms, ask their classroom teacher for a seating chart and repeat this activity referring to where students sit inrelation to other students in class. Example: Find your student's place in class and those surrounding him. Present stimulus request: Start with (Name)

and tell me who sits next to (behind, in front of) you. Repeat this, talking about a different student.



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Target: The animal with (descriptive characteristic) is in the (shape).

Introduction: This activity is presented so students can practice using the above-mentioned sentence form.

Look at these animals. Each one is special in some way. The alligator has lots of teeth. The spider has eight legs. The turtle has a hard shell. The bird

has wings. The zebra has stripes. The deer has antlers. The cat has long whiskers. The pig has a curly tail. The elephant has a trunk. The peacock has

beautiful feathers. The fish has fins. The squirrel has a bushy tail. The butterfly has beautiful colorful wings. The kangaroo has a pouc h. The rabbit has

long ears. The mouse has a very long thin tail. Each of these animals is inside a shape.

Listen and respond:

Find the animal with lots of teeth. It's in a recta ngle.

Point to the animal with eight legs. It's in a circle.

Point to an animal with a hard shell. It's in a triang le.

Find an animal with wings. It's in a rectangle.

Point to an animal with stripes. It's in a diamond.

Find an animal with antlers. It's in a diamon d too.

Point to an animal with long whiskers. It's in a square .

Point to an animal with a curly tail. It's in a circle.

Find an animal with a trunk. It's in a circle.

Point to the animal with beautiful feathers. It's in a circle.

Find an animal with fins. It's in a triangle.

Find an animal with a bushy tail. It's in a triang le.

Find an animal with beautiful colorful wings. It's in a circle.

Find an animal with a pouch. It's in a diamond.

Point to an animal with long ears. It's in a triang le.

Find the animal with a long thin tail. It's in a triangl e too.

Talk about these animals. Tell me where each one is. Your student should

be able to easily identify shapes by name before he does this activity. Point to

each animal as you present the stimulus request.

Start with the animal and tell me where the an imal with lots of teeth is.

(alligator) animal with sharp teeth, rectangle

Repeat this stimulus request asking your student to find all the animals.

(spider) animal with eight legs, circle

(turtle) animal with a hard shell, square

(bird) animal with wings, rectangle

(zebra) animal with stripes, diamond

(deer) animal with antlers, diamond

(cat) animal with long whiskers, square

(pig) animal with curly tail, circle

(elepha nt) animal with trunk, circle

(peacock) animal with beautiful feathers, circle

(fish) animal with fins, triangle

(squirrel) animal with bushy tail, triangle

(butterfly) animal with beautiful colorful wings, circle

(kangaroo) animal with pouch, diamond

(rabbit) animal with long ears, triangle

(mouse ) animal with very long thin tail, triangle

Let's talk about these animals. On the next two pages, you will find eight rows of shapes with pictures of animals inside them. There are four shapes ineach row. Instruct your student to continue talking about animals with different characteristics inside different shapes. Each of the four shapes is

represented in each row. Ask your student to tell you about the animals, either by name or by characteristic, row by row. Example: Which shape is eachanimal in the first row in? He should respond: The fish is in (or inside) the triangle. The cat is in the diamond. The butterfly is in the circle. The turtle is

in the square. Example: Where is the animal with whiskers? (Point to the cat in the diamond.) Start with the and tell me.



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Whe re i s each one o f the an imals?


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Wh ere i s ea ch one o f the an imals?

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Target: The (animal) is (spatial relationship) the big/small ball

Introduction: Look at these animals. Each one is near a big or a small ball The cat is on a big ball. The fish is under a small ball The elephant

is on a big ball The squirrel is next to a big ball. The tiger is on a big ball. The bear is next to a small ball The turkey is on a big ball The cow is

under a big ball The rabbit is next to a big ball The sheep is between two balls. The goat is under a big ball. The squirrel is next to a big ball The

mouse is between a big ball and a small ball.

Listen and respond:

Which animal is next to a big ball?

What other animal is next to a big ball?

Which animals are on big balls?

Which animal is on a small ball?

Which animal is under a big ball?

Which other animal is under a big ball?

Which animals are next to big balls?

Which animal is next to a small ball?

Which animal is between two big balls?

Which animal is between two small balls?

Which other animal is betwe en two balls? What size are these balls?

Talk about these animals. Tell where each one is.

Start with the and tell me where the cat is.

Start with the and tell me and tell me where the fish is.

Start with the and tell me where the elephant is.

Start with the and tell me where the squirrel is.

Start with the and tell me where the bear is.

Start with the and tell me where the tiger is.

Start with the and tell me where the lion is.

Start with the and tell me where the turkey is.

Start with the and tell me where the rabbit is.Start with the and tell me where the sheep is.

Start with the and tell me where the cow is.

Start with the and tell me where the goat is.

For an extra challenge try these:

Start with the and tell me where the animal with stripes is.

Start with the and tell me where the animal with long ears is.

Start with the and tell me where the animal with a very long tail is.

Start with the and tell me where the animal with fins is.

Start with the and tell me where the animal with a trunk is.

Start with the and tell me where the animal with feathers is.

Let's talk about where something is. You can do activities like this one using objects and placing them next to, on, under or between other objects (suchas big/small boxes, long/short pencils, etc.).



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Who is the worker wi th someth ing sp ecia l?



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Target: The worker with the (tool) is a (name of occupation).

Introduction: Each of these workers is near one of the things that she or he uses to do their job. The worker with the computer is a teacher. The

worker with the wrench is a mechanic. The worker with the hammer is a carpenter. The worker with the stethoscope is a doctor. The worker with the

badge is a police officer. The worker with the hydrant is a firefighter. The worker with the trowel is a bricklayer. The worker with the make-up and funnyhat is a clown. The worker with the microphone is a broadcaster The worker with the bowl and spoon is a baker. The worker with bare feet is a tightrope

walker.

Listen and respond: Give your student many opportunities to

learn to identify and pronounce the words denoting all workers and

tools. Ask her to complete each of these sentences or answer the

questions telling you either the name of a worker or tool.

The worker with the make-up and funny hat is a

The worker with the computer is a .

The worker with the wrench is a

Who is the worker with the hydrant?

The broadcaster is the worker with the _

The carpenter is the worker with the

Who is the worker with the badge?

The worker with the stethoscope is a

The worker with the trowel is a .

The worker with bare feet is a .

The worker with a bowl and spoon is a

Talk about these workers. They are near the tools that they need for their

jobs . Point to the picture to which you want your student to respond.

Start with the worker and tell me who the worker with the microphone is

Start with the worker and tell me who the worker with the computer is.

Start with the worker and tell me who the worker with the trowel is.

Start with the worker and tell me who the worker with the badge is.

Start with the worker and tell me who the worker with the hydrant is.

Start with the worker and tell me who the worker with the hammer is.

Start with the worker and tell me who the worker with the stethoscope is.

Start with the worker and tell me who the worker with the wrench is.

Start with the worker and tell me who the worker with the silly make-up is.

Start with the worker and tell me who the worker with the bowl and spoon is.

Start with the worker and tell me who the worker with bare feet is.

Let's talk about workers and their tools. Expand these ideas by encouraging students to name other items needed by each of these workers for their jobs.Or, encourage students to think of other workers and tools needed for their jobs. List some tools and workers discussed. Ask your student to tell you about

each worker and tool that this worker has. Example: Does a dentist have a drill? (Yes) Start with a dentist and tell me what she has (needs or uses).

Also, discuss workers around school, the neighborhood or the nation, and associate workers with objects used for jobs. Ask your student to ask family

members or friends about their jobs and what kind of tools they have (need or use). These activities are excellent for building vocabulary.



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Do you kno w wher e to put a(an ) (object)?

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Target: I know where to put the (object).

Introduction: Look at this picture of a kitchen. Look at all the things that belong in different places in the kitchen . Some of these things bel ong in

the refrigerator. Some of them belong in the cabinets. Some belong in a drawer. Do you know where to put the things on this page? Do you know

where to put the things that need to stay cold? Do you know where to put the snacks when you're finished with them? Do you know where to put the

dishes, silverware, pots and pans? Do you know where to put the things to use to keep things clean? Could you help your mom and dad put away thegroceries when they bring them home from the store?

Listen and respond:

The milk, eggs and yogurt must stay cold. Do you know where to put

them? Where?

Do you know where to put the box of pasta or macaroni? Where?

Do you know where to put the cereal when you're finished with it?

Where?

Do you know where to put the pretzels and crackers when you're

finished with them? Wher e?

Do you know where to put the silverware when it's clean? Where?

Do you know where to put the dishes and cups when they're clean?

Where?

Do you know where to pots and pans and silverware when they're

dirty? Where?

Do you know where to put the soap and other things for wash ing the

dishes? Where?

Do you know where to put things for cleaning the floor? Whe re?

I know where to put the things for cleani ng the floor. Wher e?

Talk about these things. Do you know where to put them? Point to each

object that you want your student to respond to. Repeat this sentence, pointing

to each of these items.

Ask your student to tell you where she puts each of these objects:

cereal crackers pasta or macaroni

pretzels eggs lettuce

grapes yogurt pizza slicer

ice cream scoop pot bowl

knife fork spoon

broom dust pan liquid soap

Example: Where do you put the cereal? Start with / and tell me.

Children s responses will reflect their home practices. Some of these items

might be kept in different places in various homes.

Now ask her if she knows where to put each object.

Example: Do you know where to put the cerea l? (Yes) Tell me this. Start

with / and tell me that you know where to put the cereal.

Let's talk about things in your classroom or your house. Discuss places where different things belong. List some objects and places familiar to yourstudent. Ask her to tell you about each one. Example: Do you know where to put the peanut butter? (Yes) Start with I and tell me that you know where to

put it. Where do you put it? (Your student should be encouraged to answer these questions using simple locative phrases: in the drawer, in the cabinet, etc.)



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Wh er e does Mary Ellen put/ke ep her (object)? Does Mary El len know wh ere to f ind her (object)?

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! f f f ( I

Target: Mary Ellen knows where to put (object). Mary Ellen knows where to find (object). Mary Ellen puts/keeps her (object) in/on (loca tion). She

can find (object) in/on (location), (object) belongs in/on (location).

Introduction: Mary Ellen knows where to put her book s, her trophy, her radio and her music box. She puts them on the shelf. She puts her doll

hous e, her picture album and her plant on the shelf, too. She puts her things where they belong. When she needs somethi ng she knows where to find it.

She finds her things in the places where they belong. Some of her things belong in her drawers. Her pencil, scissors and tape belong in her desk drawer.

Her coat, her dress and her jean s belong in her closet. Her shoes and her ice skates belong in her closet too.

Listen and respond:

Does Mary Ellen know where to find something to write with? Where?

Does she know where to put her championship trophy? Where?

Does she know where to find her ice skates? Where?

Does she know where to put something to read? Where?

Does she know where to find something to wear outside when it's cold?

Where?

Does she know where to find something to listen to? Where ?

Does she know where to find something to put jewelry in? Where?

Does she know where to find things to wear on her feet? Where?

Does she know where to put her games? Where?

Does she know where to find something to cut with? Where ?

Does she know where to find something to write with? Where?

Does she know where to keep her doll house? Where?

Talk about Mary Ellen. Does she know where to put her things? Point to

the picture to which you want your student to respond.

crayons

pencil

scissors

photograph album

tape

Ask your students where Mary Ellen puts her things:

coat trophy

party dress plant

robe radio

jeans era ser

shoes books

ice skates games

jew el ry box

doll house

Example: Where doe s Mary Ellen put her coat ? (in the closet) Start withshe and tell me.

Repeat this stimulus request asking where she keeps or finds each of her

things.

Now ask her if Mary Ellen knows where to find each of her things.

Example: Does Mary Ellen know where to put her scissors? (Yes, in her

desk) Start with Mary Ellen (or with she) and tell me that she knows

where to put them.

Let's talk about where you put your things. Ask your student where some of his things belong. If he puts his things where they belong he will find them

when he needs them. List some things that he tells you about. Ask him to tell you about each one. Example: Do you know where to put your baseball

glove? Start with I and tell me that you know this. Example: Do you know where to find your boots? Start with I and tell me where to find your boots

when you need them. Example: Where do you put (keep) your books? Start with I and tell me.

Use these various patterns to stimulate your student to tell you about the things listed. Discuss the relationship between putting things in their places and

being able to find them. Discuss what happens when something you need is not in the place where it belongs.

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Does Jude kn ow wh er e to f ind his (object)? Ca n Ju de f ind his (object)?



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Does Kevin know wh en to do somethin g?



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Target: Kevin knows when to do (action or verb phrase).

Introduction: Kevin must get up at seven o'cl ock so he can be ready to get the bus for school. He knows when to get up in the morning . The bus

com es at eight o'clock. Kevin knows when to go out and get the bus. He knows when to go out for recess. His class goes out for recess at ten o'cloc k.

Kev in knows when to go to lunch. His class goes to lunch at twelve o'clock. Kevin knows when to get on the bus and go home from school. School ends

at three o'clock. Studen ts walk home or get on the bus to go hom e. Kev in's family has dinner at five thirty. Kevin know s when to be home so he will be

read y for dinner. He comes home at five o'clo ck so he can wash his hands and help set the table. He knows when to turn on the TV so he can watch his

favorite show. His favorite show is on at eight o'cl ock.

Listen and respond:

What time does Kevin get up in the morning?

When does he get on the school bus?

When does Kevin's class have recess?

When does his class have lunch?

When does Kevin get on the school bus to go home?

When does he come in and help get ready for dinner?

When does he watch his favorite TV show?

Does Kevin know when he must get up to get ready for school? When?

Does Kevin know when he must be at the bus stop? When?

Does he know when his class has recess? When?

Does he know when his class has lunch? When?

Does he know when he goes home from school? When?

Does he know when to come in and help with dinner? When?

Does he know when his favorite TV show is on? When?

Talk about Kevin. Does he know when to do these things? Point to each

picture to which you want your student to respond.

Ask your student to tell you when Kevin does each of these things:

wake up come home from school

get to the bus get ready for dinne r

go out for recess watch his favorite TV show

have lunch

Example: When does Kevin wake up? (seven o'clock) Start with Kevin

and tell me when he wakes up.

Now ask your student to tell you if Kevin knows when to do each of these

things.

Example: Does Kevin know when to get to the bus stop? (Yes, eight

o'clock) Start with he and tell me that he knows this.

Let's talk about when you do things. Discuss some things that your student knows when to do. Ask questions such as: Do you know when to get up inthe morning so you won't be late for school? When? Do you know when your school bus comes? When? Do you know when your class has recess?

When? What are some other important things that happen during the day at school? Do you know when they happen? When? Do you know when to have

lunch? When? Do you know when school is over? When? Do you know when to get ready for dinner? When? Do you have a favorite TV show? Do you

know when your favorite show is on? When?

List some of her responses indicating that she knows when to do these thing. Ask her to tell you about each one: Example: Do you know when to watch

(favorite TVshow)? (Yes) Start with [and tell me that you know this.

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Does (someone) know how to (do something)?



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Target: (Someone) knows how to (do something).

Introduction: Kevin knows how to play the guitar. Each of these workers knows how to do some special things. The mechanic knows h ow to check

the oil in a car' s engine. The teacher knows how to use a computer. A veterinarian know s how to set a dog 's broken leg. A police officer kno ws how to

direct traffic. A scientist know s how to make new chemi cals. A clown knows how to do many tricks in the circus. This clown know s how to juggle fiveballs at one time!

Listen and respond:

Kevin can do somethi ng special. He knows how to play a musical

instrument. Which instrument can he play?

Which worker knows how to check the oil in a car's engine?

Which worker knows how to use a computer and to teach children how

to use a computer?

Which worker knows how to set a dog's broken leg?

Which worker knows how to juggle many balls at one time?

Which worker knows how to give a traffic ticket?

Which worker knows how to make new chemicals?

Talk about these people and tell me what each one knows how to do.

Kevin knows how to do something special. Start with Kevin and tell me what

he knows how to do.

Start with a mechanic and tell what she knows how to do.

Start with a teacherand tell me what she knows how to do.

Start with a veterinarian and tell me what she knows how to do.

Start with a police officerand tell me what he knows how to do.

Start with a scientistand tell me what he knows how to do.

Start with a clown and tell me what she knows how to do.

Let's talk about things that people know how to do. Ask your student to tell you some things that he knows how to do. List them and ask him to tell you

about each one. Example: Do you know how to toss a Frisbee? (Yes) Start with I and tell me this.

Ask your student to tell you about things that family members or friends know how to do. List these and ask him to tell you about each one.

Example: Does your dad know how to ride a motorcycle? (Yes) Start with mv dad

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