Lesson Overview:
Students will practice expressive language skills by verbally identifying a picture on a card. Skills practiced include expressive language, picture identification and photo identification.
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Objective:
The student will demonstrate his/ her expressive language labeling abilities by verbally identifying the picture he/she is shown on a card.
Skills Practiced:
- Expressive language
- Picture identification
- Photo discrimination
Materials Needed:
-
Stages Learning Materials Language Builder Noun Picture Nouns 2.
People:
- This lesson is designed for 1:1 instruction with a teacher or therapist.
Set Up:
Decide which cards you would like to work on with your student. The Language Builder Picture Nouns 2 cards can be separated by the following categories, making it easy to work on related vocabulary words in this lesson:
- Body Parts
- Insects & Bugs
- Sea Life
- Animals
- Transportation
- Foods
- Tools
- Musical Instruments
- On the Farm
- Clothing
- Everyday Objects
- Safety Signs
In this example, the teacher chose
to use cards from the On the Farm category, but you can use any card(s) #1 – 200.
to use cards from the On the Farm category, but you can use any card(s) #1 – 200.
Sit across from student so they can see image and you can see answer on the back of the card. Please note that for this activity (and all labeling activities using the Language Builder Cards), you should label the card by the word your student is most likely to hear and use in everyday speech. For example, say “sofa” rather than “couch”, or “TV” rather than “television.”
Procedures:
- Hold up a picture (for example, #144, barn) and ask your student to identify it.Try a phrase like, “What is it?” or “Tell me what this is.”
- Your student should answer by verbalizing the correct label, “Barn.”Move on to other words (for example, hay, pitchfork, and saddle) and complete the same activity with the new cards.Your student can start by giving a one-word answer, then progress to full sentences answers such as, “That is a barn.”
- Move on to other words (for example, hay, pitchfork, and saddle) and complete the same activity with the new cards.
- You may want to repeat this activity a few times, shuffling theorder of the cards in between rounds to ensure your student isn’t simply memorizing the order of the cards and is indeed visually and verbally identifying the picture on each card.
