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No, No, Don't Eat That!

Stage Two
Phrases to Express Negatives

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Stage Two Plans

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Phrases to Express Negatives

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Phrases to Express Requsts

The person will produce two word utterances to express negatives.

 No, No, Don't Eat That Flipbook

 Speaking

Model and prompt the words on the device. Encourage and demonstrate one quick motor pattern from one word to the next, so that the two words are spoken as close together as possible.

Repeat the word that the person speaks on the device, then proceed to act it out.

Try different prompting methods. Consider hand over hand, verbal prompting, and/or using a penlight or laser pointer to highlight the word.

Print out Do or Do Not cards. Use the cards with your student to talk about things you should do and things you should not do.

Print out the Negative Puzzle cards. Have your student use their device to tell you which words go together.

GAMES

 Reading

When you have finished reading a book, ask the person to indicate whether he or she wants to read more. Model the phrase “don’t read” or “stop read.” Also model the phrase “read more.” Be sure to do what the person requests.

Ask the person to choose the next book. Model the phrases “read that” and “don’t read.” If the person says “don’t read,” put the book away.

BOOKS

 Writing

The writing template allows for students to decide whether if the picture shows something you can 'eat' or 'don't eat.' If the student's device has computer emulation capabilities, they can use their device to fill in each text box. If not, simply do it for them after they say 'eat' or 'don't eat.'

Connect the device to a computer with a USB cable or Bluetooth module. Let the person practice writing phrases in a word document. Model and prompt the negative phrases that the person is learning.

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

Eat, Don't Eat Young Adult

 Extension

Do art projects with various materials. Model the phrases “like that” and “don’t like.” Ask the person to make a choice of material by using either “like that’ or “don’t like.” Put some un-favorite items out for choices (coffee grounds, dirt, – but be careful, this might backfire!)

Have 2 or 3 different toy choices - e.g., bubbles, blocks, and cars. Model the phrases “do that” and “not that” (in conjunction with pointing/eye pointing) to choose the activity. Once the activity has been chosen, use appropriate two-word phrases within the activity. For bubbles or cars, for example, you can use “go more” to request more bubbles/car movement. For blocks, you could use the phrase “need more” when he/she runs out of blocks. Try doing things that sabotage the person’s play, for example putting roadblocks in front of cars. Model the phrases “stop that,” and “not that.” Encourage the person to direct you by expressing negatives.

If the person continues to use one-word phrases (e.g., “eat” instead of “want eat”), acknowledge that you understand them, model the two-word phrase, and ask them to repeat. If they still use one word, give them a choice between stopping and continuation (e.g., "more eat" or "don’t eat").

During snack time, ask the person if you can have his or her snack. Reach for something the person is eating. If the person does not say “stop that” or “don’t eat,” then model the phrases on the device.

Objectives

The person will use target vocabulary phrases to express negatives.

Materials Needed

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

things that student likes and doesn't like

Vocabulary Targets

Don't
Eat
Help
Like
More
No

Not
Read
Stop
That
Want

Realize Language Tip

Setting Goals

Use Word Groups to compare Target Vocabulary words in different grammatical categories. You can then set goals as to what is needed next based on this data.

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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Phrases to Express Negatives

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Phrases to Express Requsts

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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.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.L.1h Use determiners.
1.L.1i Use frequently occurring prepositions.
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.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.1 Engage effectively in a range of collaborative discussions on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
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.