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At the Fair

Stage One
Use Single Words

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Stage One Plans

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Use Single Words

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The student will speak using single core words and core phrases.

 At the Fair Flipbook

 Speaking

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

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

At the Fair

 Writing

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

The Amusement Park

 Extension

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:

Prepare the pasta noodles as instructed on the box and then strain & rinse under cold water for several minutes.
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.
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.
Just like in the previous activity, use this to encourage your students to talk about the noodles and how they are playing with them.
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.

Objectives

The student will use target vocabulary to indicate a basic action or preference.

Data Collection Sheets

Materials Needed

(In addition to the books, games and activities provided in this lesson plan)

greek yogurt
neon food coloring
shower curtain liner
sensory bin
plastic letters
The book "Chicka Chicka Boom Boom"

Vocabulary Targets

Go
Stop
Get
In
On
Eat

Drink
More
Turn
That
Fast
Slow

Realize Language Tip

Make a Word Cloud

Learn how to see exactly what words you student is using throughout the day. Learn how to print out their personal Word Cloud.

A Smart Chart is a list of the icon sequences you will need to locate the target vocabulary for this lesson. Choose your language system and level to access the specific Smart Chart you’ll need.

 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

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Use Single Words

Select for another lesson to reinforce this objective

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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.

K.RIT.1 Ask and answer questions about key details in a text.
K.RIT.4 Ask and answer question to help determine or clarify the meaning of words and phrases in a text.
K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly.
K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.L.1b Use frequently occurring nouns and verbs.
K.W.2 Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RIT.7 Use the illustrations and details in a text to describe its key ideas.
1.SL.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
2.L.6 Use words and phrases acquired through conversations, reading and being read to and responding to texts, including using adjectives and adverbs to describe.
2.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3.L.6 Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships.
3.W.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

4.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting.
4.W.10 Write routinely overextended time frames and shorter time frames for a range of descipline-specific tasks, purposes and audiences.

5.SL.6 Adapt speech to a variety of context and tasks, using formal English when appropriate to task and situation.
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition and other logical relationships.
5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
5.W.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

6.SL.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text or issue under study.
6.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
6.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
6.W.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.
6.HSS.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
6.HSS.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical contest relevant to grades 6-8 texts and topics.

7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
7.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.
7.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension and expression.
7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
7.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
7.W.6 Use technology, including the internet to produce and publish writing and link to and cite sources as well as interact and collaborate with others, including linking to and citing sources.
7.W.10 Write routinely overextended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

8.SL.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts and issues, building on others' ideas and expressing their own clearly.
8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
8.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
8.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
8.W.6 Use technology, including the internet, to produce an publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8.W.10 Write routinely overextended time frames and shorter time frames.

9.10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
9.10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
9.10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
9.10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.
9.10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
9.10.W.10 Write routinely overextended time frames and shorter time frames.
9.10.W.6 Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9.10.ST.7 Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words.
9.10.HSS.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

11.12.SL.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.
11.12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
11.12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11.12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
11.12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
11.12.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
11.12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.
11.12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
11.12.W.6 Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
11.12.W.10 Write routinely overextended time frames and shorter time frames for a range of tasks, purposes and audiences.
11.12.ST.2 Determine the central ideas of conclusions of a text, summarize complex concepts, processes or information presented in a text by paraphrasing them in simpler but still accurate terms.
11.12.ST.4 Determine the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
11.12.HSS.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.