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Stop, Go, Fast, Slow

Stage One
Direct Actions

Home > Lesson Plans > Stop, Go, Fast, Slow

Stage One Plans

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Direct Actions

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Express Negatives

The student will use single core words to direct actions.

 Stop Go Fast Slow Flipbook

 Speaking

Go – Model and teach this word while making the cars move or to initiate a race.

Stop – Allow your student to direct you to make the cars “stop.”

Up – Have your student use this word while pushing a car “up” a ramp or move "up" in a toy garage.

Down – Use this word while allowing cars to race “down” ramps or racetracks.

Go up/down– Teach prepositions when making cars go in/under/next to tunnels, furniture, or toys. Race a car along their body, “up” their arm, “down” their other arm.

Go fast/slow – Allow your student to direct the speed of movement of the cars by using these simple adverbs.

 Reading

Read the book “Stop, Go, Fast, Slow!” 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

Stop, Go, Fast, Slow

 Writing

Have students use their device to fill in the target vocabulary words on each car. 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

Stop, Go, Fast Slow

 Extension

Draw a bullseye on the ground with sidewalk chalk. Have your student use his/her device to say when he/she wants to make the car “go.” The student can then push the car and try to get a bullseye. Have him/her tell you when the car stops. Practice a variety of phrases before each car can get pushed to the bullseye.

Other Toy Car Activities

1. Play with cars in the sand box (or make one in a plastic tub). Practice “stop,” “go,” etc.

2. Make a tunnel with a piece of paper taped to the table. The cars can “go in” or “go out.”

3. Race two cars. Practice “go fast,” “go slow,” or “make go.”

4. Draw roads with sidewalk chalk. Have the student use his/her talker to direct the activity.

5. Make a balloon powered car. Practice phrases like “make go,” “go fast,” “go down,” etc. while playing with the car.

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)

sidewalk chalk
toy cars
balloons

Vocabulary Targets

Go
Stop
Up
Down
Fast
Slow

Realize Language Tip

Finding When Words are Used

You can explore when and how words are used. For instance, you can check how often words that were taught during a lesson were used in real life communication.

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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Direct Actions

Select for another lesson to reinforce this objective

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Express Negatives

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.
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.SL.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
1.L.1b Use common, proper, and possessive nouns.
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.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.