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At the Fair

Stage One
Use Single Words

Stage One Plans
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The student will speak using single core words and core phrases.

 At the Fair Flipbook

 Speaking

rice

In – Teach this word while putting rice, beans, water, or sand from the bin into different containers (or while reminding students to keep the materials IN the bin).

Out – Model and use this word while pouring sensory materials out of containers into the bin.

More – Use this word when adding materials to cups, bowls, or bins.

Eat/Drink – Use this word when pretending to consume the contents of the bins.

Stop/Go – Use these words when initiating and terminating movement and games like pouring, digging, or picking up and dropping materials.



 Reading

bumper car

Read the book “At the Fair!” Encourage your student to find the words as they appear in the story. Red words are from the 20 Word Starter set; yellow words are others you may decide to teach as well. Model the words the student can’t find.

Read “Chicka Chicka Boom Boom” with your student. Have the student use his/her device to talk about the letters going “in” the tree and when they fall “out.” He/she can direct you to “go” or “stop” the story.


BOOKS


 Writing

night lights

Use the "Amusement Park" writing template with your student.  Have the student choose words from the target word list ot complete each sentence.  If ths student chooses one word, model a phrase to expand it.  For example, if they choose the word, "go", model "go fast."  

Connect the device to the computer using a USB cable or Bluetooth adaptor. Let the student use his/her device to write the target vocabulary. Be sure to make the font large. Print out the words for your student.

If you are using WordPower (Saltillo or TouchChat), save the person’s writing using Stories and Scripts within the vocabulary.  Learn more about this feature here. 


WRITING TEMPLATES


 Extension

colored noodles

Mix greek yogurt with neon food coloring to make fun edible finger paint. Pour different colored paint onto a shower curtain liner and let your student play in the paint. After the student finishes, talk about the experience. Talk about putting hands “in” the paint, pouring the paint “out” of the container, “play more” with the paint, “eat” the paint etc.

Make colored spaghetti noodles:

  1. Prepare the pasta noodles as instructed on the box and then strain & rinse under cold water for several minutes.
  2. Coat the noodles in a touch of oil to prevent sticking. Divide the noodles into bowls (one bowl per desired color) and add several drops of food coloring to each bowl.
  3. Mix well and allow to dry for ten to fifteen minutes. The drying just prevents kids’ hands from getting badly stained from the wet food coloring.
  4. Just like in the previous activity, use this to encourage your students to talk about the noodles and how they are playing with them.
  5. They can discuss when they put their hands “in” the noodles, take them “out,” play “more,” and also “stop that” and “get more.”

Watch “Chicka Chicka Boom Boom” on YouTube. Have the student use his/her device to talk about the letters going “in” the tree and when they fall “out.” He/she can direct you to “go” or “stop” the story.

After reading/watching “Chicka Chicka Boom Boom,” hide plastic letters in a sensory bin filled with beans, rice, or lentils. Ask the student to find the letters in the tub. The student can use the device to say that he/she found one and take it “out” of the bin. He/she can also use “stop” and “go” to direct the activity. After the student finds all the letters, work with him/her to spell the core words from this lesson with the letters.





 Homework Card

Can-Do Cards are fun, motivational activities the entire family can do to help your child improve their communication skills. Most activities will fit nicely into your daily family routines.

Start Homework Plan

letter tiles

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social distance

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Select if you’re proficient at this objective and ready to move onto the next objective


Common Core Standards
Below are references to the Common Core Standards organized by grade level and associated with the goals and objectives of this lesson plan. When considering which standards to target in your lessons with students, begin by looking at the standards at your student’s grade level. You may need to refer to that same standard at a lower grade level to adapt your lesson to best meet the needs of your student.