Body Parts, Pronouns and Other Language Activities
Description
11 pages of body part, pronoun, receptive and expressive language activities. 6 images of children to choose from, 1 page of bandages in 3 sizes (10 total bandages), lists of receptive and expressive language activities.
Strategies and techniques
Receptive Language Tasks:
1. Sarah was walking the her dog when she tripped and fell. Which one is Sarah?
2. Sarah scraped her knee when she fell. Put a Band-Aid/bandage on Sarah’s knee.
3. Brayden wore a blue shirt and orange overalls to school. Which one is Brayden?
4. Brayden fell at recess and hurt his chin. Put a Band-Aid/bandage on Brayden’s chin.
*Create other examples with other target body parts.
Additional Receptive Language tasks:
1. Laminate pages and use a dry erase marker to identify body parts (place a dot or an “x” on named body parts).
2. His/Her (provide a picture of one girl and one boy): Put a Band-Aid/bandage on his shoulder. Put a Band-Aid/bandage on her foot.
3. Quantities: Put 2 Band-Aids/bandages on her arm.
4. Complex commands: Put 1 Band-Aid/bandage on his hand and 3 Band-Aids/bandages on her leg. Put a small Band-Aid/bandage on her knee and a large Band-Aid on her forehead.
EXPRESSIVE LANGUAGE:
1. Place a Band-Aid/bandage on a body part. Ask- “What hurts?”
Responses can vary depending on language target: Knee, Her knee, The girl’s knee
2. Place a Band-Aid/bandage on the child you are working with and ask the same questions.
Responses can vary depending on language target: Hand, My hand
3.After creating a short story regarding the injury, ask Wh-questions or have the child re-tell the story.
Example: Madison was playing with her friends on the playground. They were playing tag. Her friends chased her around the slide. Madison fell and hurt her foot. Her friends helped her to the school nurse. The school nurse put a bandage on Madison’s foot. Madison’s foot felt better the next day.
Who was playing on the playground?
What happened when her friends chased her around the slide?
What body part was hurt?
Where did her friends take her?
When did her foot feel better?
1. Sarah was walking the her dog when she tripped and fell. Which one is Sarah?
2. Sarah scraped her knee when she fell. Put a Band-Aid/bandage on Sarah’s knee.
3. Brayden wore a blue shirt and orange overalls to school. Which one is Brayden?
4. Brayden fell at recess and hurt his chin. Put a Band-Aid/bandage on Brayden’s chin.
*Create other examples with other target body parts.
Additional Receptive Language tasks:
1. Laminate pages and use a dry erase marker to identify body parts (place a dot or an “x” on named body parts).
2. His/Her (provide a picture of one girl and one boy): Put a Band-Aid/bandage on his shoulder. Put a Band-Aid/bandage on her foot.
3. Quantities: Put 2 Band-Aids/bandages on her arm.
4. Complex commands: Put 1 Band-Aid/bandage on his hand and 3 Band-Aids/bandages on her leg. Put a small Band-Aid/bandage on her knee and a large Band-Aid on her forehead.
EXPRESSIVE LANGUAGE:
1. Place a Band-Aid/bandage on a body part. Ask- “What hurts?”
Responses can vary depending on language target: Knee, Her knee, The girl’s knee
2. Place a Band-Aid/bandage on the child you are working with and ask the same questions.
Responses can vary depending on language target: Hand, My hand
3.After creating a short story regarding the injury, ask Wh-questions or have the child re-tell the story.
Example: Madison was playing with her friends on the playground. They were playing tag. Her friends chased her around the slide. Madison fell and hurt her foot. Her friends helped her to the school nurse. The school nurse put a bandage on Madison’s foot. Madison’s foot felt better the next day.
Who was playing on the playground?
What happened when her friends chased her around the slide?
What body part was hurt?
Where did her friends take her?
When did her foot feel better?
License
Additional information
Resource details
Description
11 pages of body part, pronoun, receptive and expressive language activities. 6 images of children to choose from, 1 page of bandages in 3 sizes (10 total bandages), lists of receptive and expressive language activities.
Strategies and techniques
Receptive Language Tasks:
1. Sarah was walking the her dog when she tripped and fell. Which one is Sarah?
2. Sarah scraped her knee when she fell. Put a Band-Aid/bandage on Sarah’s knee.
3. Brayden wore a blue shirt and orange overalls to school. Which one is Brayden?
4. Brayden fell at recess and hurt his chin. Put a Band-Aid/bandage on Brayden’s chin.
*Create other examples with other target body parts.
Additional Receptive Language tasks:
1. Laminate pages and use a dry erase marker to identify body parts (place a dot or an “x” on named body parts).
2. His/Her (provide a picture of one girl and one boy): Put a Band-Aid/bandage on his shoulder. Put a Band-Aid/bandage on her foot.
3. Quantities: Put 2 Band-Aids/bandages on her arm.
4. Complex commands: Put 1 Band-Aid/bandage on his hand and 3 Band-Aids/bandages on her leg. Put a small Band-Aid/bandage on her knee and a large Band-Aid on her forehead.
EXPRESSIVE LANGUAGE:
1. Place a Band-Aid/bandage on a body part. Ask- “What hurts?”
Responses can vary depending on language target: Knee, Her knee, The girl’s knee
2. Place a Band-Aid/bandage on the child you are working with and ask the same questions.
Responses can vary depending on language target: Hand, My hand
3.After creating a short story regarding the injury, ask Wh-questions or have the child re-tell the story.
Example: Madison was playing with her friends on the playground. They were playing tag. Her friends chased her around the slide. Madison fell and hurt her foot. Her friends helped her to the school nurse. The school nurse put a bandage on Madison’s foot. Madison’s foot felt better the next day.
Who was playing on the playground?
What happened when her friends chased her around the slide?
What body part was hurt?
Where did her friends take her?
When did her foot feel better?
1. Sarah was walking the her dog when she tripped and fell. Which one is Sarah?
2. Sarah scraped her knee when she fell. Put a Band-Aid/bandage on Sarah’s knee.
3. Brayden wore a blue shirt and orange overalls to school. Which one is Brayden?
4. Brayden fell at recess and hurt his chin. Put a Band-Aid/bandage on Brayden’s chin.
*Create other examples with other target body parts.
Additional Receptive Language tasks:
1. Laminate pages and use a dry erase marker to identify body parts (place a dot or an “x” on named body parts).
2. His/Her (provide a picture of one girl and one boy): Put a Band-Aid/bandage on his shoulder. Put a Band-Aid/bandage on her foot.
3. Quantities: Put 2 Band-Aids/bandages on her arm.
4. Complex commands: Put 1 Band-Aid/bandage on his hand and 3 Band-Aids/bandages on her leg. Put a small Band-Aid/bandage on her knee and a large Band-Aid on her forehead.
EXPRESSIVE LANGUAGE:
1. Place a Band-Aid/bandage on a body part. Ask- “What hurts?”
Responses can vary depending on language target: Knee, Her knee, The girl’s knee
2. Place a Band-Aid/bandage on the child you are working with and ask the same questions.
Responses can vary depending on language target: Hand, My hand
3.After creating a short story regarding the injury, ask Wh-questions or have the child re-tell the story.
Example: Madison was playing with her friends on the playground. They were playing tag. Her friends chased her around the slide. Madison fell and hurt her foot. Her friends helped her to the school nurse. The school nurse put a bandage on Madison’s foot. Madison’s foot felt better the next day.
Who was playing on the playground?
What happened when her friends chased her around the slide?
What body part was hurt?
Where did her friends take her?
When did her foot feel better?
License
Focus areas
- ST -> Expressive Language -> Answering Questions
- ST -> Expressive Language -> Asking Questions
- ST -> Expressive Language -> Basic Concepts
- ST -> Expressive Language -> Adjectives
- ST -> Expressive Language -> Comparisons
- ST -> Expressive Language -> Describing
- ST -> Expressive Language -> Labeling
- ST -> Expressive Language -> Narrative Development
- ST -> Expressive Language -> Nouns
- ST -> Expressive Language -> Prepositions
- ST -> Expressive Language -> Verbs
- ST -> Expressive Language -> Vocabulary
- ST -> Expressive Language -> Utterance Expansion
- ST -> Expressive Language -> Syntax
- ST -> Pragmatics / Social Skills / Life Skills -> Conversation
- ST -> Pragmatics / Social Skills / Life Skills -> Friendship-Making
- ST -> Receptive Language -> Adjectives
- ST -> Receptive Language -> Answering Questions
- ST -> Receptive Language -> Attributes
- ST -> Receptive Language -> Basic Concepts
- ST -> Receptive Language -> Following Directions
- ST -> Receptive Language -> Nouns
- ST -> Receptive Language -> Prepositions
- ST -> Receptive Language -> Pronouns
- ST -> Receptive Language -> Verbs
- ST -> Receptive Language -> Vocabulary
21 more focus areas. Click arrow to view all.
Evidence based practice citations
-
What Are Basic Concepts?
Author(s): Super Duper -
Subject Pronoun and Article Omissions In the Speech of Children With Specific Language Impairment
Author(s): McGregor, K. & Leonard, L.
Grade levels
Grades PK - 2
Themes
None
Weekly Themes
None
Daily Themes
None
Blends
None
Phonemes
None
Activity Lists
Resource slides
Create a free Ambiki account to preview the slides of this PDF resource.