the bowl. 4. The bowl is pink
9. Ask the questions again in random order. Give each student a chance to answer correctly, in complete sentences.
10. Pass out pencils. This activity will help students make the connection between spoken and written language. Ask each comprehension question again. (See step 8 for questions and answers.) When a student answers correctly, write the sentence on the board. Say: “Copy the sentence onto your paper.” Do this for each question and answer. Take pencils from them.
Some students will not be able to copy the full sentence. If they write only the first letter, praise them for trying. Teach individualized lessons later to practice copying sentences from the board.
11. Give out reinforcers.
Materials:
Worksheet 2 (Variation 4), pencils, and boxes of crayons for each child
Color Variation 4:
Gray Cat Red Bowl
Before the Lesson:
At http://fhautism.com/arc.html, find Worksheet 2 (Variation 4). 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 gray and red crayons. Take the crayon boxes from them.
4. Say: “We will color the cat gray and the bowl red. 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 “gray 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 “red 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 gray. 2. The cat is drinking milk. 3. The milk is in the bowl. 4. The bowl is red.
9. Ask the questions again in random order. Give each student a chance to answer correctly, in complete sentences.
10. Pass out pencils. This activity will help students make the connection between spoken and written language. Ask each comprehension question again. (See step 8 for questions and answers.) When a student answers correctly, write the sentence on the board. Say: “Copy the sentence onto your paper.” Do this for each question and answer. Take pencils from them.
Some students will not be able to copy the full sentence. If they write only the first letter, praise them for trying. Teach individualized lessons later to practice copying sentences from the board.
11. Give out reinforcers.
Materials:
photograph of cat, students’ circle-in-circle charts and branch organizers, lined paper, tape, completed circle-in-circle chart on chart paper (from Lesson 5 sentence-building exercise), two pieces of blank chart paper, dry-erase marker, watercolor marker
Before the Lesson:
1. At http://fhautism.com/arc.html, find the circle-in-circle chart, branch organizer, and lined paper. Print one of each for each student, plus a few extras.
2. On the blank chart paper, draw the lined paper and branch organizer.
3. On the board, hang the completed circle-in-circle chart on chart paper (from Lesson 5 sentence-building exercise) and blank branch organizer.
4. Write the date on the board.
Teaching the Lesson
1. Gather the children in a circle. Hold up the photograph of the cat. Ask: “What animal is this?” If no one can identify the animal, ask an aide to answer, or answer the question yourself.
2. Ask: “What can the cat do?” If no one answers, prompt the students to look at the circle-in-circle chart on the board. If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include jump, run, say meow. Students may come up with different answers. Ask the question several times, and allow different children to answer.
3. Ask: “What does the cat have? If no one answers, prompt the students to look at the circle-in-circle chart on the board. If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include four legs, two ears, a tail. Students may come up with different answers. Ask the question several times, and allow different children to answer.
4. Ask: “What does the cat like? If no one answers, prompt the students to look at the circle-in-circle chart on the board. If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include milk, fish, cat food. Students may come up with different answers.
