Ready, Set, Go

Stage One
Use Single Words

Stage One Plans
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The student will use single core words.

 Ready Set Go! Flipbook

 Speaking

scrabble game

Go – use this word to encourage your student to request being pushed on the swing. Remember that it has a great built in verbal prompt: “Ready, set…”

Stop – model this word when you stop the swing, and allow your student to tell you that he/she is done with the swing by saying “stop.”

Turn – many students enjoy spinning on the swing. Allow your student to request the swing to “turn.”

Fast/Slow – encourage the use of these words when allowing your student to request the speed at which he/she is being swung.

2-word level:

Get on – before initiating movement, you may model this phrase to teach the preposition “on.”

Get off – gently sabotage your student’s routine by getting on the swing and prompting him/her to tell you to “get off!”



 Reading

monkey on a swing

Read the book “Ready, Set, Go!” 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.


BOOKS


 Writing

usb cable

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. 



 Extension

alligator clothespin

Tower Tumble - First, help your student build a tall tower a few feet away from his/her swing using empty cardboard boxes or shoe boxes. Have the student use his/her device to direct the activity with phrases such as “get it,” “turn it,” etc. See if he/she can get himself/herself swinging high enough to kick the tower down! Have the student try it again, this time lying on his/her stomach and reaching out in front to knock the tower down with his/her hands! Talk about the activity after you finish. Model phrases like “go fast,” “get off,” or “go slow.”

Breaking the Rules - Let your student stand with his/her feet on the swing holding onto the chains tightly with both hands. If the student is older, give him/her a core strength challenge by encouraging him/her to get himself/herself swinging independently. If you have a younger student, give him/her a soft push and see if he/she can keep his/her balance and tolerate the sensory experience of swinging while standing. After the activity, have the student use his/her device to talk about what he/she did – “get on,” “go fast,” “go slow,” and “get off”.

Teasing Mr Alligator - Paint a clothespin green and add 2 googly eyes for Mr. Alligator. Print 5 monkey images. You can laminate them so they last longer. Place a small ball of playdoh or sticky tack on the back of each monkey and hang them from a "tree" (a fireplace mantel, edge of a chair or table). Say the rhyme below and, each time, have your student snap or clip that monkey right out of that tree with the Mr. Alligator clothespin!

  • Five little monkeys swinging in a tree,
  • Teasing Mr. Alligator, “Can’t catch me!”
  • Along comes Mr. Alligator, as quiet as can be
  • And SNAPS that monkey right out of that tree.

You can also watch the “5 Little Monkeys” video on YouTube.

Have the student use his/her device to predict what is going to happen. Will the alligator “stop?" Will he “go fast” or “go slow?" Will the monkeys “get on” the tree or “get off” the tree?


GAMES




 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

girl with teddy bear

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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.