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Let's Play Dress Up

Stage One
Express Negatives

Home > Lesson Plans > Let's Play Dress Up

Stage One Plans

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Express Negatives

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The student will practice using core vocabulary for a variety of functions.

 Do You Want? Flipbook

 Speaking

Play Dress Up with your student. Have a variety of clothing and accessories available.

Ask your student, "What should we do?" If they have trouble responding, model words "play" or "put."

When making a choice, ask the student to tell you what color they would like.

You can also ask them if they "like" or "don't like" something, if they "want" or "don't want" something, etc.

Show the student an article of clothing. Ask them if it belongs to them and model the word "mine." Show them another one and ask "Whose hat is this?"

After a while, ask the student if they want to play "more" or are "all done."

RESOURCES

Dress Up Vocabulary Builder Activity Guide

 Reading

There are three books included with this lesson plan. Model all vocabulary before reading the story. Read the book once. Point out target vocabulary when it appears. The next time, ask the students to find the target vocabulary words as they appear in the story. Talk about other things during the day that can help students practice using those words.

BOOKS

 Writing

Have students use their device to fill in the target vocabulary words on the t-shirt writing template. If the device has computer emulation capabilities, the student can use their device as an alternative keyboard.

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

TShirt Writing Template Young Adult

 Extension

Print out a set of paper dolls. Teachers Pay Teachers has a lot of options. Choose one that is right for your student. You have a lot of options. Free play with your student. Have them tell you what outfit to "put" on the doll. They can tell you to "look" when they are ready. They can tell you which color shoes they "want" or "don't want." Provide lots of opportunites for device use during this open ended activity. When they are ready, they can tell you they are "all done." If they have trouble getting started, play with the dolls and model on the device all that you are doing. Provide verbal prompts for them to do the same.

Create a Paper Doll Chain with your student. Choose the paper. The length of the chain will depend on the length of the paper. Accordian fold your paper making the folds as wide as you want your doll. The arms of the doll should reach all the way to the edges of the fold. Draw your character. You can make a basic doll shape or experiment. Create a robot, monster, or alien. Be sure to include the student in the entire process. Ask them what the "want or "don't want." Ask them where to "put" things and when it is "all done." Carefully cut out the design. You will be cutting through all the folds of paper at once. Unfold the chain and your dolls will be holding hands. Ask you student to "look" as you unfold the chain. You can then decorate the chain with your student. They can choose colors, sequins, or other decorations. Be sure they use their device for all requests.

Use the Clothing Match worksheet with your student. Have them use their device to tell you where to "put" each article of clothing. During the activity, you can also use sabotage and place the article of clothing on the incorrect body part. The student can then tell you "don't put" as you play. You can model target vocabulary as needed.

WRITING TEMPLATES

Clothing Match

Objectives

The student will use single core words to express negatives.

Data Collection Sheets

Materials Needed

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

clothes and accessories for playing dress up
pastels or crayons
construction paper
scissors
paper dolls

Vocabulary Targets

Do
Make
Look
Put
Want
Mine
Don't
All done
Play

Realize Language Tip

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

Discover Common Words

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

MORE PRACTICE
Express Negatives

Select for another lesson to reinforce this objective

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Express Requests

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.

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.
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.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.

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.

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.

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.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.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.W.10 Write routinely overextended time frames and shorter time frames.
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.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.
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.