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    Visual Schedule Pictures: Cut Out, Laminate and Put On Vercal Velcro Strip

    Uploaded by

    Sadaf Rizwanhumayoon
    skills

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Visual Schedule Pictures: Cut Out, Laminate and Put On Vercal Velcro Strip

    Uploaded by

    Sadaf Rizwanhumayoon
    183 views6 pages
    skills

    Original Title

    Life-Skills-Visual-Schedule-1

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    skills

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    183 views6 pages

    Visual Schedule Pictures: Cut Out, Laminate and Put On Vercal Velcro Strip

    Uploaded by

    Sadaf Rizwanhumayoon
    skills

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Visual

    Schedule Pictures
    Cut out, laminate and put on vercal Velcro strip*

    queson of the day surprise bag Song

    pregunta del día bolsa de sorpresa canción

    story story quesons game

    cuento preguntas del cuento juego

    cra& recipe listen

    arte receta escucha

    work group Individual

    trabajar grupo Individual

    A color version of this visual schedule is available in the resource library at: www.bilinguiscs.com.
    23 Copyright © 2014 Bilinguiscs, Inc. All Rights Reserved.
    Queson of the Day (10-15 minutes)
    This acvity will be completed the same way for every lesson. Select the queson and/or prompts
    based on your students’ goals. This acvity can be modified and done with
    all students in the circle me area. Visuals for the suggested quesons
    are included in the lesson. It is recommended that students’ pictures or
    names be used to place under their answer to the queson. The chart
    below shows examples of how a variety of goals can be targeted during
    this acvity.

    Materials: (1) Pictures and/or wri9en names of each student


    (2) Board

    SLP Dialog Students’ Dialog Targeted Goal

    Who’s picture/name is this? David! ‘Who’ quesons, literacy


    Where is David? Next to Anna ‘Where’ quesons

    What sound does “David” start with? /d/ Phonological awareness

    Let’s clap out the syllables Da—vid Phonological awareness

    Hi David, how are you? Fine, thanks (shakes hand) Greengs

    Are you a girl or a boy? “Boy” or “I am a boy.” (scks Personal informaon


    name under boy as a non verbal
    answer)
    How many boys/girls are in your class? 3 boys, 1 girl Quantave concepts,

    Are there more boys or more girls? More boys plurals

    Arculaon Chart (op1onal in place of surprise bag)


    The arculaon chart is a list of suggested words that are part of the story in the lesson. The words
    are separated by target sounds and place of arculaon. They are also listed in order of linguisc
    complexity beginning with one syllable words and increasing in length. Students who are working on
    specific sounds may require individual therapy to have more repeve pracce producing target
    sounds, or the speech therapist may use the suggested target words to plan ahead and provide
    students an opportunity for pracce within the context of a group lesson.

    24 Copyright © 2014 Bilinguiscs, Inc. All Rights Reserved.


    Surprise Bag (10-15 minutes)
    The purpose of this acvity is to introduce vocabulary used in the lesson. Have all
    of the students sit in a circle and take turns pulling items out of the “surprise bag.”
    Surprise items vary according to the theme. Each chapter includes picture cards
    that may be printed and cut apart for quick lesson preparaon. There are also
    suggesons for real objects to be used with each theme in the modificaons table.
    The following is a sample script with suggested goals.

    SLP Dialog Students’ Dialog Targeted Goal

    Close your eyes, put your hand in, and pull out a (Pulls out a surprise) 3-step direcons
    surprise.
    Who’s turn is it? My turn/David’s turn Requesng, turn-taking, ‘who’ ques-
    ons
    What would you like? I want to grab a surprise Requesng, sentence expansion

    What do you have? A fish Labeling

    What can a fish do? Swim Object funcon

    Please put the fish on the board (Puts the fish on the 1-step direcons
    board)

    Song (5 minutes)
    The song acvity can be done with the whole group of students as well. This acvity can be used to
    break up the seated acvies and re-energize the students. Provide visuals and allow students to
    pick the song. A&er students pick a song, place the picture on a board. If there is
    me for more than one song, place both pictures on the board under the tles
    “first/then” or “primero/después.” If the group of students requires more
    repeon, the same song can be sung for every lesson. Songs about greengs, days
    of the week, or songs that have gestures are great choices. Encourage parcipaon
    with hand movements and/or the use of visuals.
    Each lesson has a recommended song with printable visuals to use before, during,
    and/or a&er singing.
    Materials: Music player, song, printable visuals

    Copyright © 2014 Bilinguiscs, Inc. All Rights Reserved. 25


    Story book (10-15 minutes)

    Each unit includes two stories. These stories can be read to a large group or a
    small group depending on the students’ a9enonal, behavioral, and cognive
    abilies. A story board is also included as an accompaniment to each story.
    Story boards can be used to increase a9enon during story reading and also
    to encourage parcipaon for students who are nonverbal. Story boards can
    also be used to help students increase their mean length of u9erance and/or
    improve syntacc structures.

    Comprehension Quesons (5-10 minutes)


    While siFng at a table in a small group, students can complete a worksheet with quesons about
    the story recently read. There are worksheets with mulple choice answers and worksheets that are
    open-ended. These worksheets are modified to meet the students’ linguisc needs. Use language
    scaffolding techniques to improve language when reviewing the answers to the
    quesons. Rely heavily on successful students to demonstrate to peers how to
    follow instrucons or complete a task. Each worksheet includes five basic wh-
    quesons. Increase the number of quesons and/or include more complex wh-
    quesons as part of this acvity depending on student needs. The speech-
    language pathologist (SLP) can add to or take away from these quesons.

    Game (10-15 minutes)


    Games are an interacve way for students to get exposure to theme-based vocabulary. Included in
    each unit is a printable matching or bingo game. The SLP can also create a
    game of ‘fishing’ by tying a magnet on the end of a string that is a9ached to a
    sck and using it to pick up vocabulary cards that are a9ached to paperclips. In
    addion to targeng speech and language goals, games are a “real world” way
    to teach appropriate pragmac skills (i.e. turn-taking, establishing eye-contact, etc.).

    26 Copyright © 2014 Bilinguiscs, Inc. All Rights Reserved.


    Cra's (15-20 minutes)
    Cra&s are beneficial for students who respond best to tacle input. Gather the materials listed at the
    beginning of each unit and make the minimal preparaons. Empower and challenge students by having
    them set up for the acvity. Explain what the students will be doing, show an
    example of the finished product and ask for helpers to gather colors, paper, glue,
    etc. Increase the level of difficulty by including a sequence of materials to
    gather, quantave concepts or descripons of the materials. Students can
    pracce requesng materials, following direcons, sequencing, and discussing
    what they did using past tense verbs.
    Ask the inial helpers to gather and return the materials a&er compleng the cra&. Have students stand,
    present their work, comment or describe their work, and carry it to their backpack, folder, or cubbie.

    Recipe (20-25 minutes)


    The recipe acvity is an extremely funconal, “real world” applicaon of the curriculum. Students can
    target mulple communicaon goals during this acvity. More acve students who
    benefit from hands-on acvies may enjoy the freedom to move around while sll engag-
    ing with the group and compleng a specific task. Each unit includes a printable recipe.
    The steps of the recipe are sequenced with pictures and words to help students request
    materials, describe what they are doing and review how they created the end product.

    Discrete Trial Training (15 minutes)


    Some students may benefit from individual therapy to target pre-linguisc goals related to
    communicaon or may need structured and repeve tasks to master a specific communicaon
    goal. The introducon to this book includes a joint a9enon protocol that may be used to target
    pre-linguisc skills necessary for successful communicaon. A list of recommended objects that are
    related to each lesson is also provided so that discrete trials can be implemented while the students
    are engaged in the curriculum.

    Note: To condense the lesson plan, choose either a game, cra' or recipe to use for the lesson plan that
    day. The same lesson plan can be used several mes (by either the SLP or the teacher) using a different
    acvity for each day.

    Copyright © 2014 Bilinguiscs, Inc. All Rights Reserved. 27


    Life Skills Speech and Language
    Enrichment Activities
    Volume 1 & 2 are now available!
    Click here to view books and samples

    All About Me Animals in Their


    School Days Homes

    My Community City and Country


    Seasons and the Sky

    Note for longƟme fans: The original Ɵtle of Volume 1 has changed as of April 2016 to match Volume 2.

    www.bilinguistics.com

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