Literature/Curriculum Based Activity

Clients: Two kindergarten students (5 & 6 years old) Location: Speech Therapy RoomTime: 11:00 - 11:30 a.m. Date:

This lesson was created for two students working on basic concepts. One student in particular struggles with math concepts, while the other student’s goals also target forming complete 3-4 word sentences.

COMPONENT RATIONALE ACTIVITY/PROCEDURE/MATERIALS

IntroductionGreeting

A few minutes

Build rapport, overview the session, and review concepts beginning, middle, and last

Introductions Students and clinician will share something positive from the day, and then go over the visual schedule for the session. The schedule will be on the white board, sectioned into beginning, middle, and last. Throughout the session, students will be prompted to erase the beginning, middle, or last part of the schedule.

Direct Instruction

10 minutes

Introduce the concepts more, same, and fewer through children’s literature

Concept BookThe students will participate in a shared book reading activity. Animals on Board by Stuart J. Murphy will introduce the new concepts for the lesson: more, same, and fewer. Within the story, there is a caravan of trucks carrying exotic loads of animals. The trucks are each filled with a different number of tigers, swans, frogs, horses, and pandas. Students will be prompted to participate throughout the story (e.g., “There are three tigers in this truck, and two tigers in this truck. Which truck has fewer tigers?” or “There are four frogs in this truck, and four frogs in this truck. Does one truck have more or fewer? Or, are they the same?” or “If we add one more swan to this truck, will there be more, the same, or fewer swans?”).

Prep SetWarm-Up

5-10 minutes

Direct instruction and hands-on practice with new concepts

Manipulative Demonstration and PracticeThe clinician and students will have toy trucks and baggies of animal crackers. The clinician will lead the first and then each student will get a chance to lead. For example, “I am putting 2 animals in my truck. (Student name), put 3 animals in your truck. (Student name), put 1 animal in your truck.” Comprehension checks include questions or prompts about the concepts. For example, “Does your truck have more, the same, or fewer animals than my truck?” Or, “Make your truck have fewer animals than my truck.”

InstructionDirect Practice

5-10 minutes

Application of concepts more, same, and fewer to a familiar activity

Formulating complete 3-4 word sentences

Would you like more, the same, or fewer Animal Crackers?Using the Animal Crackers, the clinician will begin as the leader, placing two Animal Crackers on everybody’s plate. The clinician will then go around and ask “Do you want more, the same, or fewer Animal Crackers?” Each student will take turns being the leader for the snack activity. Students will be prompted to “Say the whole thing” as a reminder to formulate complete sentence (e.g., Say “I want more Animal Crackers” instead of just “More”).

Direct Practice

If time, the last 5 minutes

Reinforce previous concepts of beginning, middle, and last

Formulating complete 3-4 word sentences

Sequence the StoryStudents will be given three picture cards depicting a shortened version of the story read earlier about the trip to the circus (attached). The students will be asked to put the pictures in the right order. Which picture is the beginning of the story? Which picture is the middle of the story? Which picture comes last? The students will then tell the story, with prompts to “Say the whole thing.”

ClosureReview Erase the last part of the schedule and remind students that we are all

done with the beginning, middle, and last part of our lesson. Send home the story sequence with a short note to parents discussing the basic concepts we covered and how they can incorporate the concepts into daily routines.

Foreshadow Briefly introduce the topic for the next session

Materials book, three trucks, animal crackers, plates, sequence cards