words on the circle-in-circle chart. If no one answers, ask an aide to answer, or answer the question yourself. Ask the question several times, and allow different children to answer.If someone uses a nonsensical word, e.g., “four legs,” say the whole sentence. Say: “The cat likes four legs? Does that make sense? Let’s look back in the circle and find something the cat likes.”
18. Write students’ answers on the branch organizer on the board. For each answer, say: “Write (the answer) under the word ‘Likes’ on your branch organizer.”
19. For each word that students write, say the whole sentence, e.g., “The cat likes milk.” As you say each word of the sentence, point to the corresponding word on the branch chart.
20. Praise students, pass out reinforcers, and take a short break.
21. Draw a large version of the lined paper on your chart paper, using the watercolor marker. Tape the chart paper to the board. Pass out the lined paper. Tape one to each desk, next to the branch organizer. It’s important that all three graphic organizers stay in front of students for the sentence-building phase.
22. Say: “It’s time to make a sentence. Let’s make a sentence from the first column of the branch organizer, using the word ‘Can.’” (Example sentence: The cat can jump.) Point to the words on the branch chart on the board as you slowly say them, forming the sentence. Show the students the relationship between the words on the chart and a spoken sentence. This will help them read the chart and form the sentences themselves.
23. Write the sentence on your “lined paper” on the board.
24. Say: “ Copy the sentence on the first line of your paper.”
25. Say: “ Let’s make a sentence from the second column of the branch organizer, using the word ‘Has.’” (Example sentence: The cat has a tail.) Point to the words on the branch chart on the board as you slowly say them, forming the sentence.
26. Write the sentence on your “lined paper” on the board.
27. Say: “Copy the sentence on the second line of your paper.” Make sure they write on the lines and not in the blank space above. This is for the illustration.
28. Say: “ Let’s make a sentence from the third column of the branch organizer, using the word ‘Likes.’” (Example sentence: The cat likes milk.) Point to the words on the branch chart on the board as you slowly say them, forming the sentence.
29. Write the sentence on your “lined paper” on the board.
30. Say: “Copy the sentence on the third line of your paper.”
When students become familiar with this process, they may choose any of the three words to make a sentence.
31. Say: “Now we will read our sentences aloud.” Group students in pairs to read to each other, or let each child read aloud to you, an aide, or the whole class.
32. Praise students and pass out reinforcers.
33. Say: “Now we will draw a picture to go with our sentences.” Lead students to read the first sentence and then draw a picture of it. Do this for each sentence, one sentence at a time at first. Monitor the drawings and try to limit them to drawing only one cat. If a higher-functioning child is drawing three cats, clearly intending one cat for each sentence, without exhibiting difficulties, then that is okay. Later in the program, they may be able to remember two or three details at once and incorporate them all into one cat picture.
The illustration must reflect the information in the sentence. If you see an illustration of a cat missing a tail or not drinking from a bowl of milk, ask the student to read the corresponding sentence again. Then show the student what’s missing. (“Your sentence says, ‘The cat has a tail.’ Your picture of the cat does not have a tail. Draw a tail on the cat.”)
34. Collect papers and pencils, praise students, and pass out reinforcers.
Materials:
Worksheet 2 (Variation 1), pencils, and boxes of crayons for each child
Color Variation 1:
Orange Cat Blue Bowl
Before the Lesson:
At http://fhautism.com/arc.html, find Worksheet 2 (Variation 1). Print one for each student, plus a few extras. Write the date on the board.
Teaching the Lesson
1. Distribute the worksheets and pencils to your students. Say: “Write your name on your paper.” Make sure everyone writes his or her name. Then say: “Write the date. It is on the board.” Make sure everyone writes the date. Take the pencils from them.
2. Say: “(student’s name), please read the sentences at the top of the paper.” Ask several students to read. If no one can read the passage, read it yourself, or have an aide read it.
3. Say: “We want to color the picture. What two crayons do we need?” Ask the question several times, and allow different children to answer. Then help them find the orange and blue crayons. Take the crayon boxes from them.
4. Say: “We will color the cat orange and the bowl blue. What color do we color the cat?” Ask the question several times, and allow different children to answer.
5. Say: “Color the cat.” Make sure they color only the cat. Repeat the words “orange cat” as often as possible.
6. Say: “What color do we color the bowl? Let’s look back at our story if we need a reminder.” Ask the question several times, and allow different children to answer.
7. Say: “Color the bowl.” Make sure they color only the bowl. Repeat the words “blue bowl” as often as possible. Then take the crayons.
8. Ask comprehension questions. Lead students to answer orally, in a complete sentence. For each question, if the student answers incorrectly, guide him or her to read the text again. Questions: 1. What color is the cat? 2. What is the cat drinking? 3. Where is the milk? 4. What color is the bowl? Answers: 1. The cat is orange. 2. The cat is drinking milk. 3. The milk is in the bowl. 4. The bowl is blue.
9. Ask the questions again in random order. Give each student a chance to answer
