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
C-03 LanguageDevelopment
C1- Add on an absurdity when reading a story aloud. When a student protests, ask him/her to explain what you said that was silly. Have the student explain the absurdity in terms of its classification, i.e., ‘Why doesn’t shoe belong with pie and cake?’
C2- Allow students to listen to some rhymes and songs during small group time. Check for understanding by asking such questions as, ‘What rhyme is about the little girl who lost her sheep?’ Reinforce the correct answer by singing the song or reciting the rhyme together.
C3- Allow students to make costumes out of large grocery bags. Encourage them to pretend to be the characters or creatures they’ve created while inside their costumes.
C4- Alter familiar routine by adding something that is obviously out of place: e.g. toothbrush in crayon basket, give
one student a fruit when others receive instruments during music, etc. Praise students who notice what does not belong.
C6- Appoint student interviewer. Have student complete an interview with a faculty member. Publish interview in school newsletter.
C7- Arrange for students to watch an imaginative television or movie special, such as the Wizard of Oz. Discuss what is imaginary about the program and why.
C8- Ask a simple factual question (‘Who helps you when you are sick?’). If no response is given, provide 2 choices, the correct one and a ridiculous one (‘A nurse or a bumble bee?’). As the student’s correct responses improve, replace absurd choices with realistic choices.
C9- Ask a student to choose between three toys by pointing to or by saying the name of his/her choice. Praise the response.
C10- Ask a student to relate a prior experience or activity, maintaining logical sequence, while you write down each event on a 3×5-inch card. Mix up the cards, then call upon someone else to put them back in order.
C11- Ask a student, ‘Who is this girl (or boy)?’ Prompt the student to say his/her name. Gradually fade the prompt.
C12- Ask individual students what they like to do. Prompt use of ‘I like to’ plus a verb. Ask ‘Do you like to’ plus the verb. Prompt use of a complete sentence response. Have students ask the question of another student.
C13- Ask student ‘Do you have color …?’ Those who do, get in line. The same procedure can be used for many other activities.
C14- Ask student to lay out a person from odd bits of Styrofoam, felt, or wood. Ask student to label major body parts.
C15- Ask student to use a stuffed animal to identify certain body parts of self and others.
C16- Ask students basic, relevant questions. Then switch roles, allowing the student to ask you the same types of questions, e.g., What is your name? What is your age? Where do you live? Continue with simple questions until they are mastered. Then expand to more difficult question forms.
C17- Assemble a small group of students. Give a simple direction to student A. Have student A complete the direction satisfactorily and give one to student B to follow. Continue through the group. As students become competent, have directions increase to 2 and 3 steps.
C18- Assemble students in a small group. Each student takes a turn relating an experience to the group. As he/she does so, write down his/her language in a speech balloon next to a drawing of that student. Read the monologue aloud together.
C19- Assign a student to be row (table, group) monitor. When roll is taken, that student must inform you of absent classmates.
C20- Assign each student the task of designing a bulletin board, the theme of which must be an obvious category, teacher or student generated. Vote for the best design, then construct it as a group.
C21- Assign phone ‘contracts’ to student e.g., ‘Call retail store and price popular game.’ ‘Call operator and request phone number of local library.’ Tape completion of contract (audiotape) for discussion.
C22- Assist each student in the creation of a stand-up replica of him/herself. To illustrate the many roles each one plays in his/her respective family (son, daughter, brother, sister, niece, nephew, etc.), he/she stacks hats labeled as such on the figure. Real hats may also be labeled for students to wear.
C23- Assist students in the creation of family trees constructed of poster board. Relatives’ names may be printed on leaves and hung on appropriate branches. Provide students with opportunities to explain their family relationships to others.
C24- Begin a popcorn making activity by showing students items to be used: popcorn, oil, measuring cup and spoon, popcorn popper, and salt. Review the items after the activity by asking students to point to pictures of them as you label them.
C25- Begin an adjective game with a simple statement, e.g., I have a ball. Each student takes a turn by adding an adjective, e.g., I have a big, yellow, spotted rubber ball.
C26- Call a student’s name and look at the student. When eye contact is established smile and reward with verbal praise.
C27- Celebrate ‘opposite day’ by doing the opposite of what is expected. Say ‘good-bye’ in the morning, ‘hello’ when going home; walk backwards; put hands down rather than up in the air; do afternoon activities in the morning; etc.
C28- Chant the words in a series while clapping, slapping, snapping, or tapping. Develop a rhythm with the words and the action. Fade cues.
C29- Choose one student to be ‘leader.’ When assembling the class for dismissal (to move to another classroom, rest room, cafeteria). The leader calls the other students into line one at a time. Each day, choose a different student to take a turn at being leader.
C30- 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.
C31- Cluster a group of students together on the basis of some common characteristic–size, clothing, first letters of names, ages, interests, positions, etc. Ask the rest of the class to determine what the common factor is. Later, a student can do the grouping.
C32- Collect an assortment of familiar objects or pictures of same and place in box. Have student take one at a time to play the game ‘see and say’.
C33- Collect cardboard cylinders for students to make into telescopes. Provide them with detailed descriptions of aspects of their environment. Instruct students to find described elements through their telescopes.
C35- Collect various noise making toys. Move a specific toy while making its target sound, e.g., ‘choo-choo’ for train. Give the toy to the student and encourage imitation of movement and sound.
C36- Conduct and record a classroom activity. Play back the tape, instructing the student to assess correct syntax patterns and those needing improvement. Continue to reinforce the importance of self-monitoring.
C37- Cover small boxes (half pint milk cartons e.g.) with paint, construction paper, or contact paper. Attach one picture of a familiar activity or story sequence to each box. Ask students to arrange pix in sequential order.
C38- Create a dress-up box of sashes, hats, badges, and such in varying colors. A team of three students selects and puts on three sashes, two of which are identical. The remaining members of the class must decide which two are the same and label them appropriately. Continue the activity with a new team and new items.
C39- Create a file of laminated pictures of faces which convey a variety of emotions. A team of students draws a picture from the file. One teammate must mimic its expression, while another teammate labels it. The opposing team may earn match points by stating appropriate synonyms.
C42- Cut comic strips into individual pictures. Have students reconstruct the comic strip.
C43- Cut out a comic strip from the newspaper. Read and discuss it with students. Cut up the strip into individual blocks; have students paste them back together in sequence while stressing what comes first, in the middle, and last.
C44- Cut out cartoon strips. Cut off ending block of each strip. Ask student to describe how cartoon strip may end. Encourage use of future tense verbs.
C45- Cut out catalog pictures of boys’, girls’, women’s and men’s clothing, accessories, and jewelry. Put the pictures into a box for students to sort according to gender.
C46- Cut out newspaper pictures of a current event and place them on the bulletin board. Leave space under the pictures for students to fill in known details about the event. Review the details as a group.
C50- Demonstrate marble painting while students watch, then allow each student to take a turn doing the same thing, i.e., place paper in box lid; dip marble in paint, place marble on paper; tilt lid back and forth, making a design.
C51- Demonstrate working with a form puzzle, then hand the pieces to the student. After he/she is successful in completing the puzzle, repeat your actions, but hide one piece so that the student must look or ask for it.
C52- Design a game of ‘Twenty Questions’ for students to play using left or right directions. Ex: ‘I’m thinking of something on the right side of the room. It’s to the left of the pencil sharpener.’
C53- Designate a portion of the play area to be an elevator. Post a chart of make believe buttons and numerals representing floors adjacent to the elevator. Students enter the elevator, press a button, and step out onto the desired floor, where the activity continues.
C55- Direct a student to draw a self-portrait. Ask the student, ‘What did you draw?’ As he/she labels body parts, print their names on the portrait. Then read the names together.
C57- Direct a student to read an article in the newspaper, and to formulate a relevant question. If no one can answer the question, the student will provide the answer. Points are given for stumping the class. Answers must be in the newspaper article.
C58- Direct students to role play the task of giving directions connected to seasons, holidays, or commemorative weeks, i.e., tell firemen how to get to the fire during fire Safety Week; tell Santa how to find their houses at Christmas time.
C61- Discuss how flowers grow. Encourage students to pretend to be seeds that are planted and just beginning to germinate. Students start out in hunched positions on the floor, rise slowly, and raise their arms up and out, encircling their heads.
C62- Display a neighborhood scene on the bulletin board, including such items as a house, car, tree, etc. Place a target item within the neighborhood, such as a cat. Have students state the cat’s position in relation to neighborhood objects (the cat is in the tree, by the car, etc.).
C64- Display sample dictionary entries of words with more than one meaning. Give each student a sentence to read. Each must tell which meaning applies to his/her sentence.
C65- Distribute comic strips to the class. Students must identify and underline all contractions, rewrite the comic strips using the missing words instead of the contractions, and read the strips aloud to show vocal inflections.
C66- Distribute local newspaper headlines pasted on construction paper. Read prepared news narratives. Ask student to identify headline for each narrative prompt discussion.
C69- Divide the day into parts: before school, morning, afternoon, after school. Early in the morning, ask multiple choice ‘when’ questions–‘When do we go to art, this morning or this afternoon?’ List the day’s activities on the board, heading the lists ‘morning’ and ‘afternoon.’
C72- Draw a picture of a cart. Print a noun beginning with a vowel after it. Give the student a card with ‘an’ printed on it. Say ‘vowel at the start, an on the cart.’ Tell the student to place the card on the cart and read the phrase.
C74- Encourage students to create imaginary creatures with clay. Discuss their creatures as a group. Then have them pretend to be their creatures while playing with one another.
C77- Explain the basic rules for correct noun-verb agreement, giving examples. Have students make up sentences and record them to see if they can hear the difference between correct and incorrect production.
C79- 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.
C80- Fasten a personal fact sheet to each student’s desk. These sheets can be in a variety of shapes: houses, mailboxes, etc. Data might include name, address, phone number, birthday, and age. Periodically drill the class until all facts have been acquired.
C83- Fill bag/box with diverse objects. Students in circle. First student selects item and begins story with sentence about object. Continue around circle. Regardless of object selected, each sentence must refer to object as well as continue story line.
C87- Give a student the answer to a question, instructing him/her to ask you an appropriate question for that answer.
C88- Give each student 2 index cards, one with a period and one with a question mark. Read sentences to the class. Tell Students to hold up the correct punctuation mark for each sentence that is read.
C89- Give each student a card with his/her full name on it and keep one for yourself. First ask each student his/her full name, prompting ‘Andy who?’ or supplying the surname while pointing to the student’s name card. Have him/her repeat, ‘I am (full name).’ Then ask, ‘Who are you? Say the whole thing.’
C91- Give each student a comic strip with the last frame omitted. Students must tell, write, or draw what will happen next. For self-evaluation allow students to compare their endings with one another’s as well as with the official one.
C95- Give each student two cards, one bearing a large R (for real) and one bearing a large M (for make believe). Have students listen while you read a paragraph, then hold up the R cards if the story they’re heard could really happen, or the M cards if the story could not. Encourage them to explain what makes each event make believe.
C96- Give half the pieces of a puzzle or game to a pair of students. Tell them that they may play only the game or puzzle they have and that they’ll have to seek and cooperate with other pairs of students in order to acquire missing components.
C97- 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.
C99- Give several objects to students to describe using adjectives. Students must them supply several more descriptive synonyms for the adjectives that they list.
C102- Give students an incomplete text selection with instructions for completing it by predicting concluding events and characters’ reactions to them. Provide opportunity for students to share their ideas and rationales with one another.
C103- Give the student a pencil, a pen, a crayon, and a marking pen. Tell him/ her to do something on paper with each object. Ask him/her to describe or categorize what was done with all of them (They were all used for writing, drawing, etc.).
C104- Give the student a verb such as laugh, sit, or crawl. Instruct him/her to act it out for the class to guess. Give the next turn to the student who guesses correctly.
C106- Group students in pairs sitting across from each other. Have one student complete a simple task. Prompt the partner to point to the student and say, ‘He is done.’ or ‘She is done.’
C107- Have a bulletin board in class devoted to current events. Encourage students to bring in articles to post. Take 10 or 15 minutes each day to discuss current events.
C108- Have a parade. Take turns letting each student be first, last, and in the middle. Emphasize their positions as they switch places.
C109- Have a sharing period in class where each student shares something special with classmates.
C110- Have a student hide an object. Ask him/her to give clues to another student or to you until the object is found.
C112- Have a student phone a classmate to relay a homework assignment in a sequence provided by you.
C113- Have a student place a secret object in a paper bag. He/she must define, describe, or tell what it does until you guess the object.
C114- Have a student repeat simple directions using teacher cues if needed. Instruct the student to relay the directions to another student. Use such prompts as, ‘Tell how you did this.’
C118- Have magazine ads available for the students. Ask them to choose three of the ads. Have students decide if they contain facts, opinions, or both.
C120- Have several students stand in various locations within the classrooms. Give each of them a noisemaker. Blindfold a student and have him/her in the center of the room. Point to one of the students to activate his/her noisemaker. Have the blindfolded student identify the location of the sound.
C122- Have student construct a two column cause/effect data table understanding the causes about water pollution.
C124- Have student create interrogative reversal questions from the topic sentences during the formation of an outline of reading material.
C125- Have student cut out newspaper cartoon strips. Cut each strip into blocks, mix up the blocks, and place them into an envelope. Ask student to choose envelope and sequence the strip. Discuss sequencing and outcome clues.
C126- Have student demonstrate he/she understands social words by successfully resolving peer confrontations utilizing Glasser’s Reality Therapy Techniques.
C127- Have student draw self on construction paper. Prompt student to draw target body parts. Cut completed drawing into puzzle. Ask student to complete puzzle and verbally label added parts.
C130- Have student follow simple instructions read to him/her to complete such food recipes as making fruit salad or no cook Jell-O pudding.
C132- Have student help devise a ‘never-ending story’. Start a story line. Alternately add to the story using a new conjunction for each story line addition.
C133- Have student identify size differences by listing and ranking observed data in a range from smallest to largest.
C136- Have student match cut out shapes to shapes of real objects in classroom. Match circle to circle shaped masking tape ring, rectangle to rectangular shaped work table, and so forth.
C137- Have student play ‘mother’s helper’ by washing body parts of a body doll upon command.
C139- Have student role play and order meals from real restaurant menus or place mats. Playing will enable you (the instructor) to model or rephrase correct target grammar in dialogue.
C141- Have student tape calendar to desk. Assist in labeling holidays, writing assignment due dates, and marking off past days. For drill, call out holiday and have student identify month and season, e.g., Thanksgiving — fall — November.
C144- Have students act out a favorite play using puppets. Encourage students to rewrite the play to increase their motivation to act it out.
C145- Have students act out or role-play situations angrily, happily, hurriedly, etc. Elicit verbal descriptions of actions from students observing role plays.
C146- Have students conduct a television interview. Questions will be asked about an activity done in the classroom that students are familiar with.
C148- Have students hold edges of play parachute. Ask students to follow such positional commands as ‘Go under the chute.’ ‘Stand in the middle of the chute.’
C151- Have students recite various stories to you. Make them into a booklet of language experience stories and use them for reading class.
C152- Have students role-play an imaginary time and place, such as New York City in the year 3000. Set up the activity by discussing how things might be.
C154- Have students use a calendar with large blocks to mark in coming tests and homework. They can see at a glance coming assignments and plan and organize accordingly.
C156- Have students who have creative ability think of a simple art project. Have these students take turns coming to the front of the class. Have them talk the rest of the class through the project by giving directions for their original ideas.
C158- Help student identify and cut out large shapes of different colors using — a red triangle, a blue circle, etc. Position shapes around floor of room. Direct student to run to shape/color when shape or color name is called out.
C159- Help students to conjugate verbs in the affirmative, negative, and interrogative on a worksheet. Have them then read their written work. Present them with various subject pronouns and ask for the correct verb form. Prompt as needed.
C160- Help students to prepare a fashion show. Each student models his/her favorite outfit while another student describes it to the class. Beforehand, discuss various descriptions that could be used. Each student has one opportunity to model and one to describe.
C162- Hide a tape recorder playing taped environmental or speech sounds and encourage students to search for the source.
C163- Hide an object in the room. Tell a student where to stand to be able to find it. After he/she finds the object, ask him/her to describe where he/she had to stand to find it.
C165- Hide toy person in toy house and ask student to verbally identify where person is hidden. Encourage use of ‘place’ words.
C166- Hold up an object and ask students to tell you what it is. Provide a verbal cue by saying the first part of the word. Gradually fade the cue.
C167- Imitate any sound that the student makes. Praise the student when he/she produces the sound after you.
C168- Include a ‘Dear Gabby’ column in a student paper/newsletter. Have student develop answers to problem letters.
C171- Instruct a student to draw two cards from a word card pile. He/she must read the words printed on the cards, determine their relationship to one another–synonyms, antonyms, or homonyms–and hang them on appropriate hooks labeled synonyms, antonyms, and homonyms.
C172- Instruct a student to name as many items belonging in a selected category as he/she can in a given time period (3 minutes). Repeat the activity sometime later, shortening the time frame and encouraging the student to match his/her previous record. Play ‘Facts in Five.’
C173- Instruct students to climb into large boxes cut and designed as ‘Jacks in the Box.’ Students crouch and jump into the air in response to teacher commands: ‘Jack in the box,’ ‘Jack out of the box.’
C174- Instruct students to create posters or collages about themselves, including things that they like, hate, do in school and at home. Give each one the opportunity to share his/her finished product with the class.
C175- Instruct students to listen to both live and taped voice recordings of conversations, sentences, reading passages, etc. As they listen, require them to point out incorrect patterns, to identify reasons for errors, and to correct errors.
C176- Instruct students to move in relation to a yardstick: stand in front of or behind it, walk around it, jump over it, crawl under it.
C179- 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.
C181- Keep an on going collection of poems and rhymes on assorted topics. Grab bag style, encourage each student to choose one to learn each month. Set aside a special time when they may share their poems with one another.
C183- Label and display materials to be used in an art activity, i.e., paint brushes, watercolors, paper, pencils. Review materials before and after the activity by asking students to point to specific items.
C185- Laminate small cardboard shirts, pants, skirts, etc. in various colors, and label them with color names. Using clothespins, hang several pieces on a portable clothesline to ‘dry.’ Then have students match coordinating outfit pieces by pinning them together on the line.
C186- Lead students through ‘Alien Arrival’ in which they must explain to an outer space visitor (puppet, teacher, etc.) here he is and what is going on in this land he’s visiting. Key concepts might include local, national, and seasonal events.
C187- Let students scatter color words on 18×24-inch manila paper. Provide old magazines, papers, workbooks, etc. Ask students to find, cut out and paste pictures of that color on the paper.
C188- Let students use nonsense as well as meaningful words in rhyming games. They can rhyme their names, things in room, or anything that comes to mind.
C189- Line students up to make a tunnel with their legs. The last person in line crawls through the tunnel to the head of the line. Students then label their positions in line: I’m first,’ ‘I’m second,’ ‘I’m third,’ etc. Continue until all have had turns.
C190- List all singular and plural subject pronouns on one side of an index card. Ask the student to repeat after the conjugation of one verb in the affirmative, negative and interrogative. Use all the pronouns. Print the successfully completed verbs on the reverse side and star them.
C192- Look in a mirror with a student. Point to the student and say his/her name. Encourage him/her to imitate you.
C194- Make a large box into the ‘Language Box.’ Direct students to manipulate themselves, various objects, and the box to demonstrate understanding of spatial concepts/prepositional phrases.
C195- Make a large box the ‘language box.’ Place students or objects around the box. Using spatial concepts/prepositional phrases, each student must describe his/her location in relation to the box and objects.
C196- Make a list of objects in the room. Tell a student to describe where each is located, using three different prepositions–in the corner, on the table, under the book.
C199- Make an obstacle course for students to follow according to your oral directions, using space and time concepts. For example, ‘Go over the third chair.’
C202- Make up ‘What would you do if’ stories. Present these to your class and have discussions about them.
C205- Mispronounce a word in a sentence by changing the initial consonant blend, such as ‘I build with tricks.’ The student must identify and correct the error. Continue with similar sentences.
C208- Physically prompt the student to turn toward such auditory stimuli as rattles, bells, and other noisemakers. Gradually eliminate the physical prompt, and reinforce correct behavior.
C210- Place a box of toy items in the center of the table. Take up one item and say, ‘I want _____.’ Encourage the student to take another item and say, ‘I want ____.’ Prompt with ‘Your turn’ or ‘What do you want?’ Continue with
prompts or models until the student understands the sequence.
C213- Place a student in a specific area of the room. Ask him/her to describe where he/she is located. Continue to place him/her in varying locations.
C214- Place a student’s picture at the center of a flower. Have him/her label an inner row of petals with his/her relationships to others: son, brother, cousin. Label an outer row with others ‘relationships to him: mother, sister, cousin. Attach additional pictures if available. Finish by having students describe their work to one another in pairs.
C215- Place an object in a bag wrapped with a bow. Tell students there is a surprise in the bag and allow each to ask five questions to determine what it is. Give clues. Give each student one turn to state in a short sentence what he/she thinks is in the bag before opening it.
C217- Place high-preference item(s) (toys, snacks, etc.) out of reach but within student’s visual field. Reinforce gestures or sounds used to request the item(s).
C218- Place laminated picture cards of common objects in a circle on the floor, one per student. Play music and have students walk around the circle, stepping on the cards. When the music stops, each student must name the object on which he/she is standing.
C220- Place student in front of a full length mirror. The student is asked to point to different body parts in the mirror; points to body part on self while teacher says name of part.
C223- Place three familiar items (include one food item) on the table across from the student but out of reach. Ask ‘Which one do you want?’ The student must respond with ‘Want (_____).’ Model correct response if necessary. Give the item to the student as reinforcement.
C224- Place three familiar items on the table in front of the student but out of reach. Include one food item. Ask, ‘Which one do you want?’ The student must name one item. Reinforce the student by giving him/her the item.
C225- Place three familiar items on the table in front of the student but out of reach. Include one food item. Ask, ‘Which one do you want?’ The student must respond with ‘I want _____.’ Model response if necessary. Giving student the item as reinforcement.
C227- Play ’20 Questions.’ Think of an object. Students may ask up to 20 questions to determine what the object is.
C228- Play ‘How did you do that?’ Instruct a student to make a simple action statement, e.g., Daddy drove to town. The class must chant, ‘How did Daddy drive to town?’ The student might answer, ‘Daddy drove (carefully).’ Continue until each student has a turn, and encourage creative responses. Students may enjoy acting out their answers.
C229- Play ‘I Spy’ in which an object is described, one attribute at a time, by the teacher or a student. Allow each student to guess what the object is after each description. A higher minimum (‘Tell me three things about it’) can be used as the game progresses.
C231- Play ‘match game’ with students. Begin by choosing a student contestant. Ask all students to write responses to open ended sentences on index cards. Contestant scores points for matching other students. Switch contestants.
C232- Play ‘Mother May I?’ using spatial concepts. Example: ‘ You may take three tiny steps backwards.’
C233- Play ‘Simon Says’ using body part commands, i.e., ‘Put your hand on your hip,’ and demonstrate while talking. Allow students to take turns being Simon after leading a few rounds.
C234- Play ‘Simon Says’ with a student as ‘Simon.’ The student must give commands using spatial concepts, left and right concepts, and prepositional phrases showing location.
C235- Play ‘Treasure Hunt’ using clues which give specific left/right directions around the school: turn left at Mrs. Smith’s room, turn right at the office. Hide a prize for students to find at the end of the hunt.
C236- Play ‘Which one?’ Use a store set up with assorted objects on the shelf. As student/customer points out object, i.e., dog, ask ‘Which dog?’ Student must clarify with accurate article and/or adjective.
C238- Play a recorded message for students, accompanied by instructions to reformulate the message in their own words. Record their individual messages onto the tape. As a group compare them to one another, as well as to the original.
C239- Play pin the tail on the donkey with a twist. Give blindfolded child verbal directions as to location and position.
C240- Play same-or-different game with unusual or silly objects. ‘A boy is like a frog because they both like the water; people eat frog legs but frogs don’t eat people legs.’ ‘I am like a marshmallow because we are both sweet; I have a nose but a marshmallow doesn’t.’
C241- Play store. The student who works in the store must carry out 3-part commands utilizing prepositions.
C242- Play the game, ‘What would you do if this happened to you?’
C243- Point to a student while saying the students name followed by ‘is’. Shake your head and say ‘not’. Name an action while modeling the action. Prompt another student to repeat your verbalizations and actions. Gradually fade cues.
C245- Point to oneself and say, ‘I am done’ when a task is completed. Require the student to do the same consistently. Prompt when necessary.
C247- Prepare 4-inch paper circles as baseballs. On these print endings such as ‘an’ or ‘at’. Cut a window in the side of the ball. Cut a strip of paper in the shape of a bat and print several consonants on the bat. The bat is pulled through the window; words are read.
C248- 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.
C249- Prepare a list of statements concerning a specific concept. Have students rewrite the statements, placing them in sequential order
C250- Prepare descriptive paragraphs that illustrate idioms. Put idiomatic expressions on slips of paper. Read a paragraph. Have student identify idiom slip that matches descriptive paragraph, e.g., ‘the clouds let loose with a heavy burst’ matches ‘raining cats and dogs’.
C251- Prepare for each student a 4×6 inch card with a question mark printed on one side and a period on the other. Students must listen as you read a sentence, then hold up the punctuation mark they feel would end the sentence correctly. Hold up your card, allowing students to check their answers against yours.
C252- Prepare name tag in design of complete train including engine, car, and caboose. Each session have child identify full name to fill in tag. Stress ‘whole’ train/name identification.
C255- Prepare worksheets with the numbers 1-10 down the left side of the sheet. Put four circles after each number. Distribute worksheets. Read off four words–three of which rhyme. The students are to put an x in the circle which represents the word which does not rhyme (first, second, third, fourth).
C258- Present a student with several tools. Ask him/her to do a task requiring the use of one of the tools. Ask him/her to choose the correct tool to use.
C260- Present four pictures at a time (of single objects). Name each one, and have a student point to it. Then mix up the order, and repeat the activity until mastery is achieved.
C261- Present pictures in pairs, i.e., ‘one shoe,’ ‘two shoes.’ Discuss labeled pictures and emphasize final /s/ sound, underlining it on each picture. Display problem words around the room, and write them on poster board cards for students to use as cues.
C263- Present students with a starter phrase, and help them to turn it into a poem. Brainstorm a list of good starter phrases together for future use.
C264- Present students with nonsense sentences such as: I will dig with the Pencil. Have student replace either the subject or the object to make the sentence make sense.
C267- Print several possessive forms of nouns and pronouns on 3×5 cards for each student. The students spread them out on their desks. They read a sentence with a possessive form of a noun or pronoun missing. The students listen carefully and hold up the missing word.
C268- Produce a sound in conjunction with an activity. Prompt the student to engage in that activity and encourage the student to imitate the sound associated with it.
C269- Produce a weekly class newspaper. Ask students to volunteer information about events that have occurred in class during the week. Display pictures and sentences on the board and duplicate them to take home. 176
C271- Provide half the members of the class with diagrams not shown to the remaining members. Each student with a copy of the diagram must orally instruct one without a diagram to draw the design. Compare results, then have students switch roles.
C272- Provide the student with ‘Proofreader’s Battlegear’ — a pretend magnifying glass to find the errors in a given paragraph or short story, and a giant crayon to circle them or to note errors using proofreader’s marks.
C273- Provide the student with two-word combinations while engaged in an activity. Ask questions; prompt the combination that is appropriate. Praise correct responses.
C275- Put students in pairs. Instruct them to ‘clap’ various body parts together, such as elbow to elbow, knee to knee, back to back, etc.
C278- Read a book to the student. Point to each picture as you say its name. Ask what it is. Prompt the correct response. Provide praise. Ask again. Praise spontaneous appropriate responses.
C279- Read a passage to the students that states a problem. Ask the students how they would solve the problem. Encourage them to work together to generate ideas.
C280- Read a set of sequential directions to the student. Instruct him/her to listen to the sequence, then illustrate understanding by placing pictorial representations of described events in the correct order, and/or by actively demonstrating the sequence.
C283- 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.
C285- 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.
C286- 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.
C287- Read to the class a short description about a student in the class– appearance, age, address, and so forth. The student about whom the description is read must raise his/her hand. Continue with other descriptions.
C288- Recite days and months with student while pointing to chart. Then student says day and date and locates on calendar as teacher writes it on board. Use this as part of opening exercises, eliminating recitation as student becomes proficient.
C289- Relate a hypothetical problem situation paralleling real life. Help students to predict possible outcomes, then weigh all suggestions for merit as a group.
C290- Roll a ball to the student, with instructions to roll it back. Say, ‘What do you want me to do with the ball?’ Prompt ‘Roll.’ Gradually eliminate the prompt.
C291- Rub a stuffed animal against the student’s face and hands. Praise him/her for reaching for it.
C292- Say a silly sentence, one containing an absurdity. Ask a student to identify, explain, and correct it. Continue with additional examples. See if students are able to create their own silly sentences for one another.
C294- Seat students in a circle. Begin with sentence, then toss a soft sponge ball to a student, who must then complete the sentence. This student then begins a sentence and tosses the ball to another.
C295- Seat students in a circle. Hold up a common object. Toss a sponge ball to one student, who must give a descriptive sentence about the object and toss the sponge ball to another student, who must tell something else about the object. Play continues in this manner.
C296- Select a special time when the student is permitted to select an activity. Ask the student what activity will be done. Prompt the use of ‘I want to’ plus the verb.
C297- Select categories to be reviewed. Use pictures or words to label containers for categories. Describe a food, animal, or other item on small cards. Use items from the categories. Do not name the item but provide enough information so the students can make the identification. Have student place the description into the correct container.
C301- Select simple experiments in which the size, shape, weight, color, etc. of a material changes quickly. Example: chocolate powder to stir into milk, a pin to pop a balloon, an orange to lower into full bowl of water. Show and talk about component materials. Just before action, ask students to predict outcome.
C302- Select student(s) to be detectives and leave room. One remaining student is chosen to hum, but all cover mouths and feign humming. Detectives return to room to locate true hummer.
C305- Set up a time for students to take turns teaching one another how to make simple crafts. In this way students will gain practice in giving and following directions. Allow listeners to help determine one another’s strengths.
C306- Set up an imaginary situation such as ‘If I could fly….’ Students discuss what they would do in this situation, or act out their ideas.
C307- Set up an obstacle course using objects as barriers. Let students give you directions using spatial and left-right concepts to walk you through the course.
C309- Set up small obstacle course on table. Use toy car to maneuver from established ‘start’ line to ‘finish’ line. Have student give directions and time the race.
C310- Set up the room for a treasure hunt in which students search for a variety of and old to man. Discuss how meanings change. 218
C339- Train students to identify objects by shape, color, function, etc. After a substantial repertoire is built, play a form of guessing game in which one student describes aspects of an object while others guess its name. 219
C340- Transcribe communication errors heard in classroom discussion and conversation throughout the day onto an overhead transparency. Correct the transparency together with students. Avoid the tendency to name the guilty parties. 220
C341- 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. 221
C342- Use a Cookie Monster stuffed animal to demonstrate positional concepts. Hold C.M. over the chair, under the chair, around the chair, through the back of the chair. Give C.M. to the student, and instruct him/her to place the animal in specific positions. Then ask, ‘Where is C.M.?’ while holding him in different positions. Finally, let the student play teacher. 222
C346- Use an unfamiliar word several times during the day 223
C347- 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. 224
C348- 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. 225
C349- Use class participation to develop a list of attention-seeking behaviors, both positive (good grades, repair something, current event, etc.) and negative (stealing, disrupting class, name calling, etc.). Talk about why people, adults and children, do these things. 226
C352- Use known objects to begin increasing utterance length. Point out some obvious trait of each object in very simple terms, e.g., blue ball, big boy, small chair, etc. Don’t confuse students with too much stimulation. Keep utterance simple, and keep reviewing. 227
C353- Use pictures as stimuli. Ask a student to make up a meaningful sequence for each picture. Ask such questions as, ‘What is happening?’ and specify a verb, i.e., ‘run.’ (Answer: The boy is running.) 228
C354-Use plastic play tunnel to demonstrate such prepositional/positional phrases as through the tunnel, beside the tunnel. Help students to follow commands which include these phrases. 229
C355- Use printed copies of local and national candidates’ speeches for discussion and illustration of fact and opinion. 230
C356- Use puzzle pieces to set up a matching activity with analogies. Have students match the pieces.. The student reads the completed analogy aloud and tells what the analogy compares. Ex: ‘A fish swims and a bird flies’ tells how they move. 231
C357- Use the tune of Hokey Pokey to make up original song with different body parts. Have students participate by pointing to the specified body part as it is sung. 232
C358- With a targeted person out of a student’s view, ask the student, ‘Where’s ____?’ Encourage him/her to search for the person named, with physical prompting and by repeating the target name. 233
C359- Write declarative sentences on the board. Have each student take a turn circling with colored chalk a verb which must be moved to invert a statement into a question, then reciting what the question will be. 234