School Speech, Language, Reinforcer Activities
Description
28 pages of school items and scenes, question and command cards, telling time, alphabet, reinforcers
Strategies and techniques
School Activity Ideas:
**Large classroom photo- following directions with first/next/last, first/second/third, prepositions (in front of, next to, behind). Add school items as reinforcer for correct productions. Follow directions using picture and cut out school items. Laminate page and use a dry erase marker to write on page (i.e. write your name on the board, write X sight word on the board, write a word that has your “k” sound on the board).
**Blank book and blank page- following directions with left/right, top/bottom. Laminate and use a dry erase marker to write words or sentences containing target sounds or vocabulary. Target book parts (i.e. words, sentences, page numbers).
**Blank book cover- target book parts author/illustrator/title. Laminate and use a dry erase marker to complete directions.
**School bus- use as reinforcer, place children on the bus for correct productions. Use to follow a variety of directions (i.e. place the girl with the pink shirt in the third row/ put a boy in the first seat, put 2 boys and 1 girl on the bus/ put a girl with straight, black hair on the bus).
**Clocks for telling time and labeling clock. Target “when” questions.
**Teacher and Student holding blank pages- Laminate/use a dry erase marker to write target articulation words from session. Create lists (i.e. categories, items needed to complete craft project). Write target vocabulary words (i.e. modifiers, verbs, pronouns) and use throughout session. Write visual reminders. Use to take notes for story retell.
**School items- identification, labeling, what questions, label an item when described
**Black/white school items- target colors, following directions to design items, color an item after correct word productions or as reward to correct responses to language tasks.
**Large backpack- follow directions to design your own backpack. Use as a reinforcer (place school items in backpack after correct productions or responses)23 pages
**Large classroom photo- following directions with first/next/last, first/second/third, prepositions (in front of, next to, behind). Add school items as reinforcer for correct productions. Follow directions using picture and cut out school items. Laminate page and use a dry erase marker to write on page (i.e. write your name on the board, write X sight word on the board, write a word that has your “k” sound on the board).
**Blank book and blank page- following directions with left/right, top/bottom. Laminate and use a dry erase marker to write words or sentences containing target sounds or vocabulary. Target book parts (i.e. words, sentences, page numbers).
**Blank book cover- target book parts author/illustrator/title. Laminate and use a dry erase marker to complete directions.
**School bus- use as reinforcer, place children on the bus for correct productions. Use to follow a variety of directions (i.e. place the girl with the pink shirt in the third row/ put a boy in the first seat, put 2 boys and 1 girl on the bus/ put a girl with straight, black hair on the bus).
**Clocks for telling time and labeling clock. Target “when” questions.
**Teacher and Student holding blank pages- Laminate/use a dry erase marker to write target articulation words from session. Create lists (i.e. categories, items needed to complete craft project). Write target vocabulary words (i.e. modifiers, verbs, pronouns) and use throughout session. Write visual reminders. Use to take notes for story retell.
**School items- identification, labeling, what questions, label an item when described
**Black/white school items- target colors, following directions to design items, color an item after correct word productions or as reward to correct responses to language tasks.
**Large backpack- follow directions to design your own backpack. Use as a reinforcer (place school items in backpack after correct productions or responses)23 pages
License
Additional information
Resource details
Description
28 pages of school items and scenes, question and command cards, telling time, alphabet, reinforcers
Strategies and techniques
School Activity Ideas:
**Large classroom photo- following directions with first/next/last, first/second/third, prepositions (in front of, next to, behind). Add school items as reinforcer for correct productions. Follow directions using picture and cut out school items. Laminate page and use a dry erase marker to write on page (i.e. write your name on the board, write X sight word on the board, write a word that has your “k” sound on the board).
**Blank book and blank page- following directions with left/right, top/bottom. Laminate and use a dry erase marker to write words or sentences containing target sounds or vocabulary. Target book parts (i.e. words, sentences, page numbers).
**Blank book cover- target book parts author/illustrator/title. Laminate and use a dry erase marker to complete directions.
**School bus- use as reinforcer, place children on the bus for correct productions. Use to follow a variety of directions (i.e. place the girl with the pink shirt in the third row/ put a boy in the first seat, put 2 boys and 1 girl on the bus/ put a girl with straight, black hair on the bus).
**Clocks for telling time and labeling clock. Target “when” questions.
**Teacher and Student holding blank pages- Laminate/use a dry erase marker to write target articulation words from session. Create lists (i.e. categories, items needed to complete craft project). Write target vocabulary words (i.e. modifiers, verbs, pronouns) and use throughout session. Write visual reminders. Use to take notes for story retell.
**School items- identification, labeling, what questions, label an item when described
**Black/white school items- target colors, following directions to design items, color an item after correct word productions or as reward to correct responses to language tasks.
**Large backpack- follow directions to design your own backpack. Use as a reinforcer (place school items in backpack after correct productions or responses)23 pages
**Large classroom photo- following directions with first/next/last, first/second/third, prepositions (in front of, next to, behind). Add school items as reinforcer for correct productions. Follow directions using picture and cut out school items. Laminate page and use a dry erase marker to write on page (i.e. write your name on the board, write X sight word on the board, write a word that has your “k” sound on the board).
**Blank book and blank page- following directions with left/right, top/bottom. Laminate and use a dry erase marker to write words or sentences containing target sounds or vocabulary. Target book parts (i.e. words, sentences, page numbers).
**Blank book cover- target book parts author/illustrator/title. Laminate and use a dry erase marker to complete directions.
**School bus- use as reinforcer, place children on the bus for correct productions. Use to follow a variety of directions (i.e. place the girl with the pink shirt in the third row/ put a boy in the first seat, put 2 boys and 1 girl on the bus/ put a girl with straight, black hair on the bus).
**Clocks for telling time and labeling clock. Target “when” questions.
**Teacher and Student holding blank pages- Laminate/use a dry erase marker to write target articulation words from session. Create lists (i.e. categories, items needed to complete craft project). Write target vocabulary words (i.e. modifiers, verbs, pronouns) and use throughout session. Write visual reminders. Use to take notes for story retell.
**School items- identification, labeling, what questions, label an item when described
**Black/white school items- target colors, following directions to design items, color an item after correct word productions or as reward to correct responses to language tasks.
**Large backpack- follow directions to design your own backpack. Use as a reinforcer (place school items in backpack after correct productions or responses)23 pages
License
Focus area
Evidence based practice citations
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Building Semantic Networks: The Impact of a Vocabulary Intervention On Preschoolers’ Depth of Word Knowledge
Author(s): Elizabeth B. Hadley, David K. Dickinson, Kathy ...
Grade levels
None
Themes
Weekly Themes
None
Daily Themes
None
Blends
None
Phonemes
None
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