Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
H-08 Language Arts
H-1 Ask student to write the address of his/her home. Have student complete a piece of art work using that number and/or street name for a special display.
H3- Ask students to write about a significant home or school activity of the week on 3×5 cards. Collect and attach 4 cards each to 8.5×11 paper. Copy enough for class and staple into booklet/newspaper.
H4- Assign each student to select one familiar story (classic movies or fairy tales work well) and rewrite with the addition of one new character him/ herself.
H5- Assign student to write sentences with vocabulary or subject area words they are studying.
H6- Avoid traditional ‘write the word 5 times and put it in a sentence.’ Assign, instead, using the words in a slogan, bumper sticker, headline, campaign button, want ad, birthday card, etc.
H7- Buy or make numeral-writing worksheets. Students trace the numerals with their fingers saying the numeral, then trace it with a pencil and paste correct number of stickers or stars below numeral. Repeat for each numeral and staple pages together to make a one-to-ten booklet.
H8- Clap your hands for each syllable said in the singular form. Have the student repeat. Do the same for the plural form which requires an extra syllable, and emphasize the extra clap. Repeat. Have the student repeat.
H10- Collect pictures which show objects in isolation and in combination with others. Explain the purpose of adjectives and their use. Demonstrate by verbal example how to use adjectives. Start with one adjective, then two, then three, etc. Have students initiate their own examples or descriptions.
H11- Collect slogan buttons. Distribute one button to each student. Students take turns reading their button. Discuss the purpose and mood of the slogan. Collect and switch buttons on another day.
H13- Create a worksheet. In the beginning of each row, print the word to be reviewed. Print the word across the page, but with a letter or letters missing each time. Students are to add the missing letters.
H14- Cut names of months from old calendars. These are passed out to 12 students. Print name of each month on board, leaving out first letter. Point to each month on board, have student look at his/her paper, compare letters, and if it is the same as he/she has, he/she goes to the board and writes the correct letter.
H15- Designate certain assignments that must be done in cursive writing. Gradually increase the number of assignments that must be done with cursive writing.
H16- Discuss circles and things that are round. Draw several on board: clock, wheel, smiley face, cookie, etc. Have students copy them.
H17- Discuss components of a complete sentence. Give students a checklist of them. As each sentence is read, students must place a check mark beside each component as it is read.
H18- Discuss rules for capitalization. Have students illustrate understanding of rules by rephrasing rules and writing them in their notebooks.
H19- Discuss the weather conditions every day. Ask students to state what clothes they would wear for this type of weather.
H20- Discuss ways a civilization, with and without paper, would be able to pass information from one generation to another. Use the suggestions in the classroom. Ex.: Draw pictures of daily activities., etc.
H21- Display copies of words which are frequently used by the students. Have students view words to observe the proper spacing.
H22- Display letters in room for easy review. Have students make copies on slates, paper, transparencies, in clay or in sand.
H23- Display words related to an approaching holiday. Add to the list as students find or think of others. Compose holiday stories and study words as spelling words.
H24- Distribute lined paper and samples of letters to be written. Demonstrate as to the correct formation.
H25- Divide an 8 x11 inch card into 12 squares. Write a lower case or upper case letter in each square. Use the cards in a Bingo like game.
H26- Divide and cut poster board in 4 sections. Put a town, state and zip code on top of each section. Write a series of names and street addresses in each section. Have students write complete addresses for the person in each section. Have the students include their own address.
H27- Divide class into teams of 4-5 students. On board or wall, tape or draw a picture in which are hidden upper and lowercase letters. First students go to board, circle matching pairs and go to ends of lines; second students follow. Play ends when one team finds all pairs.
H28- Divide Dolch word list into 22 lists of 10 and put in library book pockets or envelopes so each list is available. Be sure the student can define the words. Have him copy the models, saying each letter as written; then turn card over and write from memory. Check for errors.
H29- Divide students into groups of four. Have them develop the plot of a story. Have one student choose a setting, another the tone of the story, another the mood of the story, and the other the point of view of the main character.
H30- Divide words into collection groups as they are presented and put them in the computer using Word Wizards or Spelling Arcade. Students play computer games using the selected words.
H31- Divide worksheet in 8 sections and place a holiday picture in each section. List holiday words at the bottom of the page to be cut out and pasted under the correct picture. Prepare a story omitting words but supplying pictures where words can be pasted under them.
H32- Draw a ladder on the chalkboard. Have students trace the horizontal and vertical lines of the ladder. Have the students draw the ladder on paper.
H33- Draw dot patterns on chalkboard by making dotted stencils out of stiff paper. Place stencil on board, rub chalk on eraser, pat eraser over stencil. A dotted pattern appears on the chalkboard. Connecting dots will have student drawing desired strokes.
H34- Draw shape or letter on student’s back and have student identify what shape or letter was drawn. Have student write letter or shape on paper.
H35- Each student is secretly given a common object, such as a pencil, paper, eraser, paint brush, etc. Each must describe the object. Other class members try to guess the object.
H36- Explain the construction of compound sentences, giving examples, and using pictures to encourage students to produce their own sentences. Record the lesson. Then play back the tape for the students, encouraging them to assess their own production. Go slowly, always explain the importance, and always review.
H37- Explain the use of past tense forms to students. Give examples indicating ‘What happened?’ Emphasize the final sounds of verbs which serve as indicators for past tense. Have the students make up sentences of their own describing pictures in past tense forms.
H38- Focus on one specific pronoun each week during conversations with the students. Use that pronoun as often as possible. Parent contact suggested.
H39- Form a circle. Give a ball to someone, saying, ‘I gave the ball to Sue. He has the ball.’ Use incorrect pronoun and have students supply the correct pronoun.
H40- Give a list of adjectives to students. Have them list several synonyms for each adjective.
H41- Give a list of subjects and a list of predicates to the students who join them together. Each sentence is recopied and the subject and predicate are underlined.
H42- Give a list of words to students. Have them list a homonym for each word and write a brief sentence using the homonym.
H43- Give a list of words with prefixes and suffixes. Have students draw a line between them and the root word. Student will divide paper into three columns (prefixes, suffixes, root words) and group each under the proper heading.
H44- Give a run-on typed dialogue between two people to students. Have them mark where each speaker starts and ends his dialogue. Have the student recopy the dialogue putting in changes of paragraphs and correct punctuation.
H45- Give a short paragraph to the students. Have them locate words in which they can identify an antonym. Students then read the paragraph.
H46- Give an article to the students to read. Have them write the main idea of each paragraph. The students put these ideas together, adding information which will make the summary coherent.
H47- Give each student a card containing the 2 words to be combined, a pair of scissors, paper, glue and a paper apostrophe. He/she cuts out the letters to be omitted, glues the correct letters onto the new paper, and glues the apostrophe in place of the omitted letters.
H48- Give each student a list of names and places. Supply colored pencils and have them write list using one color for any capitals and another for the rest of the word.
H49- Give each student a personal diary or notebook. At the end of the day, have students write 3-4 words, or sentences about what they learned or did in school that day.
H50- Give each student a topic. Have him/her write a statement, question, exclamatory sentence, and imperative sentence on his/her topic. Have each student read his/her sentence to the class with proper inflection.
H51- Give examples of different relationships that can be found in analogies such as part to part, part to whole, etc. Have the student write several examples of the given relationship.
H53- Give lined or blocked paper to students. Have them trace the lines with their finger, then a pencil or a crayon.
H54- Give one-inch or half-inch grid paper to the students to write 2-digit numbers. The grid paper will help students use the correct vertical alignment.
H55- Give poster board to students after parts of speech have been discussed. Students cut pictures or words of examples of each part of speech. Students write sentences using each part of speech and then place them on the poster board along with the pictures.
H56- Give rules for singular and plural possessives to students. Ask them to rewrite the rules in their notebooks. Examples are given. Then students give examples and put them into sentences.
H57- Give several objects to students to describe using adjectives. Students must them supply several more descriptive synonyms for the adjectives that they list.
H58- Give student a dark crayon and manila paper. Encourage scribbling. Take dark crayon away and have student fill in spaces with light colors.
H59- Give student a pencil upon which you have placed a pencil grip so he/she can get the feel of the way he is to hold it. (Demonstrate first how a writing tool is to be held.)
H60- Give student a word card to put around his/her neck. Each word is part of a compound word. The students walk around the room until they find a buddy with a word that will combine with theirs to form a compound word. The two students stand side by side in correct order.
H61- Give student link letters or anagrams. Show, discuss and spell a base word. Then ask student to change the beginning letter(s) to make new words.
H62- Give students a list of sentences and sentence fragments. Have the students identify all the sentence fragments. Have them change all the sentence fragments into complete sentences. Have students write their new sentences.
H63- Give students a red marker and material to read. Each student should have different reading material. Have students circle the definite and indefinite articles in the reading material. Prepare a graph that shows how many articles each student found.
H64- Give students a typed double-spaced paragraph. Ask them to locate all contractions and write the words that the contraction represents above the contraction.
H65- Give students characteristics of various types of literature. Provide samples and have students match literary types. Student states reason for making the match.
H66- Give students copies of letters with the parts of the letters out of sequence. Have the student rewrite the letters putting them back in correct order.
H67- Give students paper with top and bottom writing lines of contrasting colors. Have them print all the tall letters touching each color.
H68- Give students practice paper and list words using known letters. Have students arrange words into sentences, write original sentences, or write a story. If written correctly, let he/she read to group or put it on display.
H69- Give students shape templates to trace which will give them some degree of security in using a writing tool.
H70- Give the students 5 compound word cards. Ask them to use scissors to divide the words. Successfully-divided words may be shuffled for a matching activity to reform the original 5 words.
H71- Give the students half-inch grid paper to list literary titles properly using 2 spaces high for capitals and one for small letters.
H72- Give two columns of words. Have students match and join words to form compound words. Meaning of the words will be discussed. Sentences can then be written using the compound words.
H73- Give typed paragraph to students where none of the words are plurals. Students read silently, then add plural endings to make the paragraph complete. Student reads revised paragraph orally.
H74- Guide student an understanding of reading material by asking specific questions about the material. Use questions related to the characters, the main theme of the story and the consequences of the actions of the characters.
H75- Have 3 piles of words cards: 2 sets of one category such as animals, and one set of appropriate traits to be compared. The student chooses one from each pile and builds an analogy. Ex: dog, cat talks–A dog is to bark as a cat is to meow.
H76- Have a student trace, then copy his/her name on paper. When the student has practiced tracing and copying his/her name, remove the copy and have the student write his/her name without a model.
H77- Have each student be reporter of the day. Have him/her express thoughts in complete sentences. ‘Today is Monday’. ‘We will have pizza for lunch’, etc.
H78- Have each student choose an item from a ‘holiday chest’ containing pictures, objects, or costume pieces. Have the student show, name, and spell the name of the items he/she has chosen.
H79- Have each student choose his/her favorite cartoon character and pretend to tell the cartoon friend about a book he/she has read. Have student write four sentences about the book. The first sentence should contain the title of the book; the second, a favorite character; the third, a favorite part; the fourth, why his cartoon friend should read the book.
H80- Have each student keep a daily weather journal in which he/she writes out the day of the week, complete date, and a sentence describing the day’s weather.
H81- Have each student put the correct spelling of words missed on a spelling test on index cards. Keep the cards in file boxes, one for each student. The student can remove the cards when he/she spells the word correctly in a test.
H82- Have each student write a descriptive paragraph about a particular teacher, administrator, or worker at the school without using the name. Have other students guess who is described in the paragraph.
H83- Have each student write a letter of application for jobs within the classroom. Develop a checklist of items to include in a letter of application. Have each student check his/her letter for each item on the checklist.
H84- Have each student write a letter to another student. The letters are to be written in cursive writing. Have the students read their letters to other students.
H85- Have each student write a sentence with each word or write a short poem using each word. If done correctly, let he/she type it on the computer or typewriter.
H86- Have each student write at least five subordinate clauses and five independent clauses on 3×5 cards. All the cards are placed in containers, one for subordinate clauses and one for independent clauses. Each student then selects five of each and combines them to make five sentences.
H87- Have each student write down a name, then pass paper on to next student. This student writes down the street or box number and passes it on to next student. This student writes down the town and passes it on. The next student writes down the state and ZIP code.
H88- Have spelling bee using words with phonetic and structural rules. Have groups decide rule after word is spelled.
H89- Have student circle a, an, the, in given sentences and identify them as articles. Students will understand that articles usually precede nouns by underlining nouns that come after the articles.
H90- Have student compose concepts on a word processor using the Bormuth Readability Scale program to measure his reading grade level.
H91- Have student copy word on 3×5 cards. Each letter is to be said as it is written. Card is turned and word is written from memory. Check for errors.
H92- Have student create a review list which classifies key words from the notes into categories. Have each student write a complete sentence for each word.
H93- Have student form letter with clay; then return it to clay ball and print on practice paper or desk slate.
H94- Have student group words together that are synonyms. Use either word cards or lists of words.
H95- Have student make a polka dotted Easter egg by decorating paper cut in the shape of a large Easter egg. Have student draw circles over the entire egg.
H96- Have student move arm in air making rainbows, zig-zags, etc. Then make large strokes at blackboard. He/she can then perform this at his desk on manila paper and scribble with crayons as he/she likes.
H97- Have student place jumbo pegs in holes and remove them. Then give him/her a crayon to hold between thumb and forefingers as he/she has worked with pegs. To refine motor skills with older students, use small pegs and pegboard.
H98- Have student rewrite a short story using contractions instead of the original words.
H99- Have student select from a variety of templates. Have student choose from different colored pencils and make a design using templates on paper.
H100- Have student sit with back to small group of students. Another student spells a word on the seated student’s back, one letter at a time. This student then goes to the chalkboard and writes the word. If he misses, the speller again writes the word.
H101- Have student spell singular words with anagrams or letter cards, then form plural of word to visualize difference, ex. man-men.
H102- Have student trace name tag on his/her desk with tracing paper. Name can also be placed on a transparency and traced on a board or paper. Upper case, lower case, as well as numbers can be traced in the same way.
H103- Have student use a marker to trace around a cardboard copy of his/her initial, making an attractive design.
H104- Have student use red marker for straight lines and blue for diagonal lines.
H105- Have students act out or role-play situations angrily, happily, hurriedly, etc. Elicit verbal descriptions of actions from students observing role plays.
H106- Have students begin to write words by using words which have relevance to them. Use students’ names, the name of the school or city, and names of pets.
H107- Have students challenge each other to spell area towns. Student who spell a town correctly may place it on a blank map with his/her initials beside it. As students become more proficient, the geographic area can be expanded.
H108- Have students copy declarative, interrogative, exclamatory sentences onto large poster board period, question mark, and exclamation point. Hang from ceiling or mount on bulletin board.
H110- Have students create ‘word hunt’ puzzles for classmates. List the words at the bottom of each puzzle.
H111- Have students design and make a graffiti-type bulletin board of words containing suffixes. Provide guidelines for acceptance.
H112- Have students design poster for his/her favorite film. Decide as a class what information must be included. Discuss the fact that the poster often sells the film. Vote for the top ten.
H113- Have students discuss a specific value, then read a story that illustrates this value. Students compare/contrast their values to those expressed in the story.
H114- Have students discuss a well-known personality, such as an actor, musician, sports figure, politician, etc. Students then exaggerate a character trait and develop a story within this character trait.
H115- Have students fold a square sheet of paper into squares top to bottom, left to right. It may be opened and folded corner to corner for diagonal lines. When paper is laid flat these straight lines may be traced.
H116- Have students form the letters of their name with clay. Then have them trace each letter
H117- Have students list all the activities in which they were involved on a particular day. They then summarize these activities into a narrative.
H118- Have students list names of persons, places and things from a story they have read or one which was read to them.
H119- Have students locate words with a specified phonetic element. Use newspapers, other textbooks, and other reading materials.
H120- Have students look up spelling words or other words in the dictionary. Students are to copy the meaning into a notebook using cursive writing.
H122- Have students make a monthly or weekly planning calendar to keep track of tests and assignments. The month, days of the week and holidays for that month should be included.
H123- Have students play games using game boards which have been purchased at flea markets. Cards for the games have singular nouns printed on the out side. Have students spell the plural word of the noun on the selected card in order to move or take a turn.
H124- Have students read a literary piece centered around a specific theme. Students then express how society reflects that particular theme. Discuss in relation to literary piece.
H125- Have students read a particular literary piece and then select a situation in the story with which they have had similar experiences. Students compare their reaction to those in the story.
H126- Have students read a story with well-defined characters. Have students identify words or phrases which describe mood or character traits.
H127- Have students read and discuss Aesop’s fables. After discussion, give each student a card with a title of a fable. Make a statement summarizing meaning of one of the fables. Student holding title corresponding to summarization comes to front of room, and tells why he is correct.
H128- Have students research historical information and philosophical beliefs of a given period of history. Prepare a list of ways a particular literary piece reflects this researched information.
H129- Have students send postcards to family members living in their home. Suggested topics are things which happened or will be happening in school.
H130- Have students share information for the ‘Daily News’ of the classroom. Write on the chalkboard. Include information such as the date, weather, cafeteria food, and scheduled activities. Have students copy the information onto paper.
H131- Have students sort 5 sets of 3 like objects from a deck of 15 3×5 cards. Students will then write sentences using these sets as series of three and link them with commas and conjunctions.
H132- Have students submit in writing news or information they want to share with their classmates. Put the notes into a container. Read them or have them read during sharing time.
H133- Have students tape record a real life event as described by a friend or relative. Have the students exaggerate the facts of the story to write a legend or tall tale.
H134- Have students use pipe cleaners to form letters. Use the pipe cleaner letters to make personal titles such as Mr., Mrs., and Miss.
H135- Have students use weather words for spelling and writing activities. Have students write letters to friends telling them about the weather. Be sure the students use complete addresses.
H136- Have students work as partners. One student says and spells a word. The partner then uses them in a sentence.
H137- Have students work with seashells which have nouns printed on them. They are to place the shells with nouns requiring an ‘s’ to make it plural into a sand-lined fishbowl. Nouns requiring an ‘es’ are placed into another fishbowl. An answer key can be attached to the fishbowl.
H138- Have students write a poem about the person sitting next to them. They must list at least two facts or details. Collect poems. Shuffle them and pass them out to class. Each student reads a poem orally. Students try to guess about whom the poem was written.
H139- Have students write complete sentences. Then have other students read them and use a checklist of sentence components to be sure that all components are present.
H140- Have students write directions to some mystery location in the classroom or school. Students exchange directions and by reading the directions, attempt to find the mystery locations. This method can be used to locate objects, also.
H141- Have students write letters on a transparency. Project the transparency onto the chalkboard or a bulletin board where a correct copy of the letters is written. Have the students check their letters to see if they are correctly written. This process could be reversed by having the students write their letters on the chalkboard.
H142- Have students write notes to classmates, friends in other classes, and staff members. Have students deposit them into a box marked ‘Tell-A-Grams’. Assign a student to deliver the mail.
H144- Have students write sentences using their current spelling words. Words from previous spelling lessons can also be included.
H145- Have the student draw horizontal and vertical strokes as he/she draws a picture of his/her house. This activity would follow a discussion of families and houses.
H146- Have the student select a 3×5 card with a coordinating conjunction on it. Have the student write a correct compound sentence using the selected conjunction.
H147- Have the students give examples of direct dialogue to be put on the board with no capital letters or punctuation. Students will then write the examples correctly.
H148- Have the students proofread their own work and that of other students. Have them use proofreading symbols when errors are found. Have students make corrections.
H149- Have the students publish a school newspaper each day. Include the following: school name, day, date, year, thought for the day, trivia question, activities for today, teachers absent, recommended TV show for tonight. Duplicate the paper. Have students deliver daily to each classroom. Supervisor approval suggested.
H150- Help a student in providing the proper space between words by having him/her put a finger on the paper at the end of a word. Have the student start the next word on the other side of their finger.
H151- Help students locate reference books on a selected topic. Provide help to the students in taking notes on the material which is relevant to their research topic.
H152- Help students locate various types of figurative language from a reading selection. Have them give written examples of their own.
H153- Help students prepare notebook with definitions of literary terms. Also give examples. Select certain sections of an assignment and have students discuss the terms, symbols, etc. in that assignment.
H154- Include days, months, seasons, holiday words, and weather words in weekly spelling list; test when appropriate. Let students suggest words they’d like to learn to spell.
H155- Include spelling words in language experience (group dictation) practice. Have student read and write words in context, underlining target words in red. When giving test, read student’s own sentences.
H156- Instruct a student to act out a verbal command requiring he/she to place a common object or self at different locations in the room. For example, ‘Sit under the desk. Put the pencil on the book. Put the pencil between you and the book.’
H157- Instruct students on steps in writing a research paper. Prepare a checklist. Have student check off each step as it is completed.
H158- Introduce consonant + vowel +/t/+/s/ combinations. Place three blank cards in front of the students. Produce the consonant + the vowel + the /t/ while pointing to each card. Add a fourth card and produce /s/. Ask the students to repeat.
H159- Introduce consonant + |i|t|z| combinations. Place two blank cards in front of the student. Produce the consonant sound while pointing to the first card. Produce the vowel while pointing to the second card. Add a third card and produce |z|. Ask the student to repeat.
H160- Keep a folder of the writing each student does. Have he/she self- evaluate at intervals. Let he/she choose almost-perfect letters and the ones needing improvement.
H161- Label and discuss such pictures as ‘one mouse,’ ‘two mice,’ and underline the part of the plural which changes. Display problem words with pictures, and use these cues for reading and speech.
H162- List verbs on the board. Students take turns acting out verbs. 155 H163 Make 1×6 cards. Write compound words on each card with a wide space between the words. Double the card so that the word can be brought together or can be separated into two.
H164- Make 4×6 word. Half have root words and half have endings. Each student picks one. Gives various directions for root words and for endings. For example: ‘Root words stand up. Endings remain seated.’ ‘Root words touch head. Endings touch nose.’ After directions, students show cards for a check.
H165- Make a big triangle on the easel, board, or overhead. Let students trace it. Have them return to seat and make as many copies as they can make on paper given.
H167- Make a worksheet of student’s full name. Have student trace and copy name, gradually fading to dotted lines.
H168- Make bulletin board of map of area. Identify an attraction or highlight of town with a picture. Use a paper car to travel to other towns. Have written instructions with a scrambled word for destination. Student has to unscramble the name of the town.
H169- Make cards containing singular and plural forms of regular and irregular nouns. Have students use cards to play Fish.
H170- Make up lists of words using letters learned and give practice time. Let them write on a transparency to see them on the screen.
H172- Name is placed on desk slate and student copies it on remaining lines of slate.
H173- Pair two students together. Have them dictate letters to each other. The work can be done at the chalkboard, on paper, or on desk slates.
H174- Place 2 tablespoons of liquid tempera paint in a Ziploc bag. Reinforce seal with tape. Students can finger-paint writing their upper and lower- case letters by tracing finger on the outside of the bag against a smooth hard surface.
H175- Place compound/complex sentences on an overhead transparency. Students rewrite each sentence underlining the dependent and independent clauses, making sure they have at least two independent and one or more independent clauses.
H176- Place half-inch lined paper on the student’s desk so that the lines are perpendicular to the desk. Have students write between the lines.
H177- Place sample sentences using punctuation on a transparency. Students determine the use of the punctuation marks. Notebook notations are written with punctuation symbols, name and use along with a sample sentence.
H178- Place sand or sugar in Styrofoam meat trays Student makes copies of letter samples in/the substance with finger or short stick.
H179- Place two objects or two pictures in front of the student. Assure that the two items differ by only one feature such as color, size or shape. Ask student to point out the feature which makes them different.
H180- Play ‘I’m Going To California, and I’m Going to Take’, except require students to take two of each item. Prompt use of plural form. Fade prompts after sufficient repetition.
H181- Point to objects and ask questions regarding ownership for students to answer: Whose jacket is it? It is Don’s jacket. Whose shirt is it? It is Mary’s shirt. The hat belongs to the man. Whose hat is it? It is the man’s.
H182- Prepare a bulletin board center for each month with holidays. Students prepare all signs for the display for practice in capitalization.
H183- Prepare a handout with a list of sentence-completion activities. The student is asked to supply only the suffix. For example, ‘We keep matches on a high shelf because they could be harm____.’ Student supplies suffix.
H184- Prepare a handout with sentences in which there is an incorrect verb. For example, ‘The boy ate the milk.’ Students are to find the incorrect verb, cross it out and write the correct one.
H185- Prepare a large tree with a variety of fall colored leaves. Put hooks on the tree, enough for each student in the class. When the student recognizes his/her first name, he/she places it on a hook on the tree.
H186- Prepare a list of dependent clauses. Students supply a related independent clause and write sentences. The reverse is then presented to students who must supply a related dependent clause.
H187- Prepare a list of sentences on the blackboard in which there are incorrect auxiliary verbs. For example, ‘Sue was gone to school.’ Student must go to board, find incorrect verb, erase it and write correct verb.
H188- Prepare a list of statements concerning a specific concept. Have students rewrite the statements, placing them in sequential order.
H189- Prepare a list of words or phrases and a list of synonyms. Give them to the student as a handout. The student is to match the words or phrases with the correct synonyms.
H190- Prepare a poster for each month. List holidays, students’ birthdays, and other important dates on the poster. Use as a display for the bulletin board.
H191- Prepare a worksheet listing a variety of suffixes and root words. The student is to cut out the suffixes and root words, then paste them onto another sheet of paper matching a root word with an appropriate suffix. Each new word would then be put into a sentence.
H192- Prepare a worksheet with 10-12 sentences. Have the students group the sentences together according to similar subject matter. Then have the student write the similar subject sentences into paragraphs.
H193- Prepare a worksheet with a column of words which can be abbreviated. In another column, put the abbreviations. Have students match each word with its correct form of abbreviation. Use upper case letters where appropriate.
H194- Prepare a worksheet with correct and incorrect ways of spelling the number words. Have students circle the correct spelling.
H195- Prepare a worksheet with words with the common endings of s, ed, ing, etc. Have the students underline the root word of each word. 186 H196 Prepare a worksheet. Draw flowers (without stems) across the middle of the page. Have students draw vertical lines for the stems of the flowers.
H197- Prepare an outline format for a book report. Have the students fill in parts of outline with information gained in reading a book.
H198- Prepare cards for card readers of words to be learned. Notch the card in the middle. Have student then spell the words onto the card.
H199- Prepare cards for each letter and trace the letters with white glue. Then sprinkle with sand. Have students match capital and lower case or turn them over and play a concentration game.
H200- Prepare cards with punctuation marks on them. These are put into a box and each student picks one. The student writes a sentence using the punctuation marks that he/she picked. He/she then read the sentence using proper inflection for that type of sentence.
H201- Prepare copies of the alphabet for the students. Let the students trace the letters before writing them.
H202- Prepare flash cards made of each preprimer word as it is presented. Use these as models for spelling words to be learned. Student can copy from the model, shut eyes and picture it in his/her mind, say it as he/she writes it and compare what he/she has written with model.
H203- Prepare large letter cards for each town in the area. Put the cards for each town in a separate envelope. Have the students select an envelope. Then have each student (as many as needed) select a letter card. Have the students arrange themselves in the correct sequence for the spelling of the town’s name.
H204- Prepare notebook with alphabetical tabs: cut one-half inch off each page, except for tab, with each page cut lower to expose another tab. Label tabs. Have student list words missed in assignments on correct page of his own spelling book.
H206- Prepare strips with partial sentences such as: ‘He likes, She makes, Is the ______ funny?’ Draw or paste pictures from the vocabulary list on cards. Have students make sentences by combining a partial sentence with the card.
H207- Prepare transparencies of the letters. Have students copy them as they are projected on a chalkboard. Students can also trace the letters on the transparencies.
H208- Prepare two name tags for each student. Attach the one tag to the student’s desk. Place the other tag on the chalkboard. When the student enters the classroom, he/she selects his/her name tag from the chalkboard, then finds his/her desk.
H209- Prepare visual of house with many windows. Cut windows so they can be lifted up. Match up another paper with windows. Trace windows on second paper. Write words to be contrasted or abbreviated on back sheet. Students open window, see word, and write abbreviation or contraction.
H210- Prepare worksheet master with 3xHin. rectangle centered on paper. Have student sign (cursive) name inside rectangle. Distribute white drawing paper cut into 6×6 in. blocks. Choose a portion of signature and enlarge to fill square. Color in with magic markers. Assemble all blocks into large composition.
H211- Prepare worksheets with 5 subordinate clauses, ten independent clauses, and a list of coordinating conjunctions. Have the students write 5 compound/complex sentences. Use a particular topic: football, TV shows, seasonal holiday themes, etc.
H212- Present Harrisburg as a spelling word. Use the word, Harrisburg, as part of a picture, drawing in the capitol building and other known structures.
H213- Present phonetic word attack or word structure rules. Provide anagrams, stamp set, or word builder cards to practice examples. Give student words and have him state rules before spelling.
H214- Present students with verb cards as stimuli and direct them to make up complete sentences using noun-verb agreement. Establish criteria in advance, and reinforce appropriately.
H215- Present two columns of simple sentences to students. Have students match the two sentences which are related in meaning and join them with an appropriate conjunction.
H216- Print a numeral on each desk using shaving cream. Student traces and identifies the numeral and then uses paper towels to clean the desktop.
H217- Print several conjunctions on 3×5 cards for each student who then spreads them out on his/her desk. Make up a story using these words. The students listen to the story. When they hear one of their words, they hold up the correct word card. Keep changing the story.
H218- Print student’s name on cardboard and then laminate it. The student uses a wax crayon or erasable marker to trace over the letters.
H219- Print student’s name on construction paper. Have the paper laminated. Use this model for students to trace their names with crayon. Wipe the crayon with tissue to remove and practice printing their names repeatedly.
H220- Print the letter s/s on the board. Have student erase it by tracing the s/s with his/her finger. Have student then replace the s/s by writing it with chalk.
H221- Produce a class directory by having each student print his complete address on a 3×5 card. Work with them to arrange the cards in alphabetical order by the students’ last name.
H225- Provide grid paper and have students make designs with capital letters that form their initials. A series can be done with family members initials.
H226- Provide model of full name. Require full name on all work. Remove model after one week. Include full name on spelling test.
H227- Provide paper, letter stamps and pad. Let student print list of names of things he knows about or has at home.
H229- Provide students with one-inch or half-inch grid paper. Have students write out a word, one letter in each space. A space should be left between each word.
H230- Provide students with ruled paper so one-space and two-space relationship between capital and small letters can be retained.
H231- Provide three scenic photographs such as mountain peaks, a beach at sunset, or a desert. Students write a descriptive paragraph about one of the pictures. Discuss descriptive words that will set the same mood that the picture shows.
H232- Put student’s full name on desk. Also put name on cardboard with yarn to wear around his neck. As student comes in the room he gets his tag, then he finds his desk.
H233- Read a list of compound words. Ask students to tell what the entire word means, what words it is made off, and what the smaller words mean.
H234- Read a story to the group and then list the items named in the story. Make another list of the people who were in the story. Match each item in the story to a person in the story and rewrite the names. Examples are: Henry’s hat, Ed’s books.
H235- Read sentences and phrases to the class. If they think it is a sentence, they stand. If they think it isn’t a sentence, they remain seated.
H236- Read sentences in which nonsense words have been substituted for appropriate adjectives. Students must identify the nonsense words and replace them with adjectives which make sense.
H237- Read sentences that contain several adjectives. Then question students. For example, ‘The boy had 2 small red pails. What color were the pails? What size were the pails?’
H238- Read sentences to the class in which the adverbs are misused, as in ‘The turtle crawled quickly to the pond.’ The students must identify the incorrect adverb in each sentence and replace it with an appropriate one.
H239- Read sentences to the class which have incorrect prepositions, as in ‘The flowers are under the garden.’ The students must identify the wrong word in each sentence and correct it.
H240- Read sentences to the class with nonsense words substituted for appropriate adjectives. Students identify the nonsense words and replace them with adjectives which make sense
H241- Refine motor coordination with finger tracing, mazes, cutting, tracing stencils, dot to dots, etc., until he/she can handle a writing tool with the appropriate pressure. Practice removing it as he/she writes.
H242- Remove letters from display area and have student print alphabet on practice paper, chalkboard or overhead. Return display and allow student to judge the letters he has made.
H243- Require that the day of the week, month, and/or season be written on each assignment.
H244- Save coffee can or margarine lids. Use them as patterns which students can use.
H245- Select a food item and list the ingredients. Have students copy the ingredients.
H247- Set up a scene using dolls, stuffed animals, assorted small props. On chalkboard, chart, or worksheet list sentences about the same which require possessive phrases. Omit the phrase the student is to complete. Ex: The monkey’s tail is curly.
H248- Set up classroom mailboxes from half-gallon milk cartons. Print each student’s full name on a compartment. Use mailboxes to distribute papers or handouts.
H249- Set up learning centers with short tasks that require researching in atlas, encyclopedia, or other type of research material. Have students work with partners.
H250- Spread dry Jell-O powder in shallow tray. Have student print letters with finger in the tray. Student may lick finger after successfully tracing each letter. Parental permission suggested.
H251- Student will rewrite sentences substituting prefixed words in place of two words. Ex. We will paint the fence again. We will repaint the fence.
H252- Take photograph of 2 students talking to each other. Students together write a dialogue of what was being said.
H253- Take photograph of each student doing an activity such as swinging on a swing. Students write several sentences describing pictures and how they feel about the activities.
H255- Tape manuscript and cursive alphabet lines to student’s desk, manuscript above cursive. Allow student to refer to samples when reading and writing cursive. As he learns letters, black-out corresponding manuscript letters.
H256- Teach students how to write the various strokes used in handwriting. Have students use the strokes to form the basis for an art picture. Dictate the ones you want them to use.
H257- Teach students to use the ‘finger space test’. There should be the space of a little finger between words. Finger should not fit between letters in words.
H258- Trace ‘Sam Snake’ on board, wipe-off card and paper. Fade the cue as students practice in upper and lower-case ‘s’ improves. Reinforce shape of ‘s’ with Sam’s sound /sssss/. Use it, say it, trace it, write it sequence.
H259- Underline certain words in a short story. Have students supply a synonym for each underlined word.
H260- Unwind ‘magic string’ around the room, going under desks, over chairs, around wastebaskets, etc. Students must follow the string, verbalizing the prepositional phrase to describe each action. Use numerous strings, or one for each student.
H261- Use a ‘dirty’ chalkboard, water and a large paint brush. Have student practice writing skills with the brush. As it disappears, just like magic. Supervisor approval suggested.
H262- Use a 6 inch form cut from a meat tray to help students with correct form and to overcome reversal problems.
H263- Use a large meat tray for a visually impaired student to trace the cursive form of his/her name or words.
H265- Use a variety of entry forms from magazines, coupons and newspapers. Have student fill in his/her names and address. Supervisor approval suggested. Parent contact suggested.
H266- Use a variety of paper progressing from large to smaller spaces. Notebooks are used for keeping a log and summary remarks are placed on 5×7 cards.
H267- Use a worksheet with samples of strokes student is to make. Have him try making them from recall. Try flashing patterns from overhead projector. Turn it off for drawing time.
H268- Use cards which show action pictures to explain the concept of present tense. Elicit answers to the questions, ‘What is happening?’ and ‘What happens?’ Stress the importance of the use of ‘is’ as a helping verb for singular subjects and ‘are’ as a helping verb for plural subjects.
H269- Use cards, pictures, objects, or actual real-life demonstrations to emphasize use of auxiliary verbs. Auxiliary ‘is’ goes with singular noun subjects, ‘are’ with plurals, etc. Give examples, ask questions, converse. Encourage students to listen to themselves and to correct any obvious errors, with or without cues.
H270- Use creative writing to provide an opportunity for students to display the words they can write.
H271- Use games of analogies. Snow is to white, grass is to ______. Apples are red, bananas are______. As concepts develop, Use: Boy is to girl as man is to ______. Hat is to head as roof is to _______.
H272- Use lined practice pads for students who need extra practice.
H273- Use Link Letters or letter cards for students to create names of days, months or holidays using capital letters.
H274- Use maps of area. Make printed cards of names of towns. Student finds card of designated town, spells it, then attaches it to the correct location on the map.
H275- Use pictures from a picture file. Have the student select one for the topic of a paragraph. Student writes about the action or describes what is in the picture.
H276- Use salt trays, sand boxes, or clay pans to be sure student knows correct model. Then have him print on chalkboard, paper, or desk slate.
H277- Use set of 52 cards having one upper-case or lower-case letter on each card. Students place cards face-down and try to match cards by turning up 2 cards at a time. For slower students, use only half of the cards.
H278- Use tongue depressors or sticks from Popsicles. Draw a face on the one end or have students draw the faces. Call the figure Mr. (Ms., Miss.) Sticky Space. Have students use the stick to hold the space between words when they are writing.
H279- Write a list of sentences without upper case letters. Provide colored pencils and have students trace over any letter that needs to be capitalized. Include proper names and places for extra practice.
H280- Write a sentence on the board such as ‘I really like to eat _’. One student completes the sentence as he whispers it to a partner. The partner writes down exactly what he heard and puts it in quotation marks. These are put into a box, picked by various students and read. Author identifies his/her own.
H281- Write all directions, new words, experience sentences and facts in cursive writing. Use cursive writing for the ‘Daily News’. Have the students read the information together.
H282- Write commands on poster board. Hold up card and have student do as the card says. Commands can be listed and verbs circled with a colored pencil.
H283- Write contractions on 5×8 cards. Prepare other cards with the two words that match each contraction. Cards are passed out to students. Students walk around showing their card and finding a matching card.
H284- Write each student’s name in cursive on poster board. Hang all names around the room. The student finds his name, takes it back to his seat, traces it in one color, cuts around the entire name, and hangs it on a mobile base such as a hanger. Repeat procedure in other colors or on different paper.
H285- Write end punctuation marks and sentences on the chalkboard. Have students match end punctuation marks to sentences. Have student copy each sentence and then write another sentence of the same type.
H286- Write home address on desk slate or paper. Student can trace and then write it. Use it as part of heading on papers he writes.
H287- Write nouns, verbs, adjectives or adverbs on 5×8 cards. Noun cards have ‘the’ or ‘a’ on card. Each student picks a card and holds card in front of him. Call a student with a noun, one with a verb, one with adjective or adverb, to front of room. Students arrange themselves to form a sentence.
H288- Write proper names and places on cards without capitalized letters. Student selects a card, writes the words on the chalkboard with the correct letters capitalized.
H289- Write sentences on 3×5 cards. Omit either the subject or verb. Place cards on a desk top and cover with clear plastic. Students use a wipe-off crayon to write a missing word for each sentence.
H290- Write sentences on the board, underlining one word. The students read them and write a word meaning the opposite of the word underlined.
H291- Write spelling words in large print on construction paper, one word to a sheet. Glue yarn or string on letters. Students can trace the words when learning to spell them.
H292- Write student’s name very large on paper with color marker for the student to trace with index finger, then pencil, etc. Then he/she may progress to a ‘look, cover and write’ method.
H293- Write the student’s name on chalkboard. Gently erase it so you can just faintly see it. Student can trace each letter as he spells.
H294- Write the student’s name on poster board. Use a wide, felt tip pen. Write the student’s name several times. Staple or clip a blank sheet of paper on the poster board. Have student trace his/her name on the blank paper.
H295- Write words on 5×8 cards. Some cards have nouns, some verbs, some adjectives, and some adverbs. Strings are attached so that a card can be hung around a students neck. Each student wears a card and responds to appropriate directions from teacher. For example: All nouns stand up, etc.
H296- Writes sentences on chalkboard with punctuation omitted. Give students cutouts of punctuation and ask them to tape the punctuation mark where it is needed. Use masking tape and remove before the end of the day.
