What's Included

  • Expressive Identification of Environmental Sounds Program

  • Present child with Sd: “What sound do you hear”

  • Play the sound of a fire truck for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a train for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a horn (on a car) for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a airplane for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a ambulance for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a bird for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a telephone ringing for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a door bell for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a dog for the child, then present the child with the Sd: "What sound do you hear?"

  • Play the sound of a baby crying for the child, then present the child with the Sd: "What sound do you hear?"

  • Expressive Identification of Body Parts Program

  • Present child with the Sd: “Point to a body part and ask the child to name it”

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your nose and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your eyes and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your ears and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your mouth and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your arm and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your leg and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your foot and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your hand and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your elbow and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your knee and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your chin and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your head and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your hair and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your back and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your stomach and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your forehead and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your neck and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Point to your tongue and present the child with the Sd "what is this?"

    G eneralization of this program should be labeling body parts on other items: other people dolls pictures etc.

  • Expressive Identification of Familiar People Program

  • Present child with Sd: “Who is this _____ (while holding up a picture)”

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Hold up a picture of the child's mom and present the child with the Sd: "Who is this?"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Hold up a picture of the child's dad and present the child with the Sd: "Who is this?"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Hold up a picture of the child's sibling and present the child with the Sd: "Who is this?"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Hold up a picture of the child's grandmother and present the child with the Sd: "Who is this?"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Hold up a picture of the child's teacher and present the child with the Sd: "Who is this?"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Hold up a picture of the child's friend and present the child with the Sd: "Who is this?"

    G eneralization should be actual person and other pictures of the person in addition to be presented with the picture in different settings and with different people

  • Expressive Identification of Objects Program

  • Present child with Sd: “What is this _____ (while holding up object/pointing to object)”

  • Present child with Sd: “What is this?" while holding up/pointing to a sock.

  • Present child with Sd: “What is this?" while holding up/pointing to a shoe.

  • Present child with Sd: “What is this?" while holding up/pointing to a pencil.

  • Present child with Sd: “What is this?" while holding up/pointing to a paper.

  • Present child with Sd: “What is this?" while holding up/pointing to a crayon.

  • Present child with Sd: “What is this?" while holding up/pointing to a cup.

  • Present child with Sd: “What is this?" while holding up/pointing to a camera.

  • Present child with Sd: “What is this?" while holding up/pointing to a phone.

  • Present child with Sd: “What is this?" while holding up/pointing to a television.

  • Present child with Sd: “What is this?" while holding up/pointing to a door.

  • Present child with Sd: “What is this?" while holding up/pointing to a toilet.

  • Present child with Sd: “What is this?" while holding up/pointing to a sink.

  • Present child with Sd: “What is this?" while holding up/pointing to a book.

  • Present child with Sd: “What is this?" while holding up/pointing to a balloons.

  • Present child with Sd: “What is this?" while holding up/pointing to a table.

  • Present child with Sd: “What is this?" while holding up/pointing to a chair.

  • Present child with Sd: “What is this?" while holding up/pointing to a teddy bear.

  • Present child with Sd: “What is this?" while holding up/pointing to a candy.

  • Present child with Sd: “What is this?" while holding up/pointing to a blocks.

  • Expressive Identification of Pictures Program

  • Present child with Sd: “What is this _____ (while holding up picture/pointing to picture)”

  • Present the child with the Sd "What is this?" while holding up a picture of a table.

  • Present the child with the Sd "What is this?" while holding up a picture of a paper.

  • Present the child with the Sd "What is this?" while holding up a picture of a computer.

  • Present the child with the Sd "What is this?" while holding up a picture of a chair.

  • Present the child with the Sd "What is this?" while holding up a picture of a door.

  • Present the child with the Sd "What is this?" while holding up a picture of a sink.

  • Present the child with the Sd "What is this?" while holding up a picture of a toilet.

  • Present the child with the Sd "What is this?" while holding up a picture of a spoon.

  • Present the child with the Sd "What is this?" while holding up a picture of a plate.

  • Present the child with the Sd "What is this?" while holding up a picture of a book.

  • Present the child with the Sd "What is this?" while holding up a picture of a toy.

  • Present the child with the Sd "What is this?" while holding up a picture of a crayon.

  • Present the child with the Sd "What is this?" while holding up a picture of a window.

  • Present the child with the Sd "What is this?" while holding up a picture of a teddy bear.

  • Present the child with the Sd "What is this?" while holding up a picture of a candy.

  • Present the child with the Sd "What is this?" while holding up a picture of a camera.

  • Present the child with the Sd "What is this?" while holding up a picture of a phone.

  • Present the child with the Sd "What is this?" while holding up a picture of a socks.

  • Present the child with the Sd "What is this?" while holding up a picture of a shoe.

  • Expressive Identification of Shapes Program

  • Hold up the shape and ask the child "WHAT SHAPE IS IT"

  • Hold up a circle and present the child with the Sd: "What shape is this?"

  • Hold up a square and present the child with the Sd: "What shape is this?"

  • Hold up a triangle and present the child with the Sd: "What shape is this?"

  • Hold up a rectangle and present the child with the Sd: "What shape is this?"

  • Hold up a oval and present the child with the Sd: "What shape is this?"

  • Hold up a star and present the child with the Sd: "What shape is this?"

  • Expressive Identification of Colors Program

  • Hold up the color and ask the child "What color is this?"

  • Hold up blue and present the child with the Sd: "What color is this?"

  • Hold up green and present the child with the Sd: "What color is this?"

  • Hold up red and present the child with the Sd: "What color is this?"

  • Hold up purple and present the child with the Sd: "What color is this?"

  • Hold up orange and present the child with the Sd: "What color is this?"

  • Hold up yellow and present the child with the Sd: "What color is this?"

  • Hold up brown and present the child with the Sd: "What color is this?"

  • Hold up black and present the child with the Sd: "What color is this?"

  • Hold up white and present the child with the Sd: "What color is this?"

  • Hold up pink and present the child with the Sd: "What color is this?"

  • Expressive Identification of Articles of Clothing Program

  • Hold up the article of clothing and ask the child "What is this?" Generalization should include identifying the clothing on self and on others.

  • Hold up a shirt and present the child with the Sd "What is this?"

  • Hold up a pair of pants and present the child with the Sd "What is this?"

  • Hold up a pair of socks and present the child with the Sd "What is this?"

  • Hold up a shoe and present the child with the Sd "What is this?"

  • Hold up underwear/diaper and present the child with the Sd "What is this?"

  • Hold up shorts and present the child with the Sd "What is this?"

  • Hold up a jacket and present the child with the Sd "What is this?"

  • Hold up a hat and present the child with the Sd "What is this?"

  • Hold up gloves and present the child with the Sd "What is this?"

  • Expressive Identification of Community Helpers Program

  • Present child with Sd: “Who is this _____ (while holding up picture/pointing to picture)”

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Show the child a picture of a police man and present the child with the Sd: "Who is this?"

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Show the child a picture of a firefighter and present the child with the Sd: "Who is this?"

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Show the child a picture of a mail man and present the child with the Sd: "Who is this?"

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Show the child a picture of a doctor and present the child with the Sd: "Who is this?"

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Show the child a picture of a nurse and present the child with the Sd: "Who is this?"

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Show the child a picture of a bus driver and present the child with the Sd: "Who is this?"

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Show the child a picture of a waiter and present the child with the Sd: "Who is this?"

    G eneralization should try to include the child identifying an actual community helper and not just through pictures.

  • Expressive Identification of Emotions Program

  • Present child with Sd: "What is this person feeling"

    G eneralization should be actual people acting out the motion which can include television

  • Show the child a picture of someone who is happy and present the child with the Sd: "What is this person feeling?"

    G eneralization should be actual people acting out the motion which can include television

  • Show the child a picture of someone who is angry/mad and present the child with the Sd: "What is this person feeling?"

    G eneralization should be actual people acting out the motion which can include television

  • Show the child a picture of someone who is surprised and present the child with the Sd: "What is this person feeling?"

    G eneralization should be actual people acting out the motion which can include television

  • Show the child a picture of someone who is scared and present the child with the Sd: "What is this person feeling?"

    G eneralization should be actual people acting out the motion which can include television

  • Show the child a picture of someone who is bored and present the child with the Sd: "What is this person feeling?"

    G eneralization should be actual people acting out the motion which can include television

  • Show the child a picture of someone who is embarrassed and present the child with the Sd: "What is this person feeling?"

    G eneralization should be actual people acting out the motion which can include television

  • Expressive Identification of Actions Program

  • Present child with Sd: “What is the person doing _____ (while holding up picture/pointing to picture)”

  • While holding up a picture of someone jumping, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone hopping, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone walking, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone sleeping, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone hugging, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone sitting, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone drinking, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone eating, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone falling, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone playing, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone cutting, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone crying, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone brushing, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone blowing, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone dancing, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone crawling, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone reading, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • While holding up a picture of someone drawing, present the child with the Sd "What is the person doing?

    G eneralization should include an actual person acting out the action with the Sd: W hat am I doing?

  • Expressive Identification of Adjectives Program

  • Hold up a picture or an item and ask the student to tell you about the item. For example, hold up a picture of a red ball and ask the student "Tell me about the ball". The student will say it is red.

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is red

  • Present the child with the Sd "Tell me about the picture"

    The student will say The picture is tall

  • Present the child with the Sd "Tell me about the picture"

    The student will say The picture is short

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is round

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is big

  • Present the child with the Sd "Tell me about the ball"

    The student will say The ball is little

  • Present the child with the Sd "Tell me about the ice"

    The student will say The ice is cold

  • Present the child with the Sd "Tell me about the food"

    The student will say The food is hot/warm

  • Present the child with the Sd "Tell me about the stuffed animal"

    The student will say The stuffed animal is soft

  • Present the child with the Sd "Tell me about the scissors"

    The student will say The scissors are sharp

  • Present the child with the Sd "Tell me about the toy"

    The student will say The toy is new

  • Present the child with the Sd "Tell me about the toy"

    The student will say The toy is old

  • Expressive Identification of Pronouns Program

  • Ask the child a question in which they would need to answer with the correct pronoun. Example of step 1 would be "Tell me what that person is doing." The child would need to answer "He is jumping."

  • Present the child with the Sd "Tell me what the man is doing"

    The child will need to answer with He is jumping

  • Present the child with the Sd "Tell me what the woman is doing"

    The child will need to answer with She is jumping

  • Present the child with the Sd "Tell me what we are doing"

    The child will need to answer with We are jumping

  • Present the child with the Sd "Tell me what I am doing"

    The child will need to answer with You are jumping

  • Present the child with the Sd "What are they doing"

    The child will need to answer with They are jumping

  • Present the child with the Sd "Who does this belong to"

    The child will need to answer with It is hers

  • Present the child with the Sd "Who does this belong to"

    The child will need to answer with It is his

  • Present the child with the Sd "Who do these belong to"

    The child will need to answer with It is theirs

  • Present the child with the Sd "Who does this belong to"

    The child will need to answer with It is mine

  • Present the child with the Sd "What are you doing"

    The child will need to answer with I am ___

  • Expressive Identification of Adverbs Program

  • Either using a video, pictures, or actual demonstration ask the child to "tell me how the person is ____(name the adverb).

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to walk softly, then present the child with the Sd "Tell me how I am walking?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to walk quickly, then present the child with the Sd "Tell me how I am walking?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to act nicely, then present the child with the Sd "Tell me how I am acting?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to sit quietly, then present the child with the Sd "Tell me what I am doing?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Demonstrate what it looks like to act happily, then present the child with the Sd "Tell me what I am doing?"

    Example of step 2- demonstrate what it looks like to walk quickly ask the child tell me how I am walking ? The child will say quickly.

  • Expressive Identification of Prepositions Program

  • Use an item such as a small ball and a cup and put the ball in, on, below, etc the cup. Present the child with the Sd "Tell me where the ball is". The child will name the preposition.

  • Put the ball "in" a cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "off" of the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "on" the cup. Present the child with the Sd "Tell me where the ball is."

  • Take the ball "out" of the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "under" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "over" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "next to" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "behind" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "near" the cup. Present the child with the Sd "Tell me where the ball is."

  • Put the ball "far" from the cup. Present the child with the Sd "Tell me where the ball is."

  • Expressive Identification Of Items In A Class Program

  • Present the child with the Sd "Tell me/name things that are ____(name the class)"

  • Present the child with the Sd "Tell me/name things that are types of clothing"

  • Present the child with the Sd "Name types of animals"

  • Present the child with the Sd "Name types of food"

  • Present the child with the Sd "Name types of drinks"

  • Present the child with the Sd "Name types of toys"

  • Present the child with the Sd "Name types of vehicles"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Present the child with the Sd "Name types of sports"

  • Present the child with the Sd "Name types of instruments"

  • Present the child with the Sd "Name types of songs"

  • Present the child with the Sd "Name types of colors"

  • Present the child with the Sd "Name types of shapes"

  • Present the child with the Sd "Name different numbers"

  • Present the child with the Sd "Name different letters"

  • Present the child with the Sd "Name different types of weather"

  • Present the child with the Sd "Name different months"

  • Present the child with the Sd "Name different days of the week"

  • Present the child with the Sd "Name different types of jewelry"

  • Present the child with the Sd "Name different things you take to the beach"

  • Present the child with the Sd "Name different rooms in a house"

  • Present the child with the Sd "Name different type of transportation"

  • Expressive Identification of Features Program

  • Present the child with the Sd "tell me about a ____(name item)"

  • Present the child with the Sd "Tell me about the dog"

  • Present the child with the Sd "Tell me about the cat"

  • Present the child with the Sd "Tell me about the car"

  • Present the child with the Sd "Tell me about the house"

  • Present the child with the Sd "Tell me about the bunny"

  • Present the child with the Sd "Tell me about the book"

  • Present the child with the Sd "Tell me about the phone"

  • Present the child with the Sd "Tell me about the truck"

  • Present the child with the Sd "Tell me about the playground"

  • Present the child with the Sd "Tell me about the bed"

  • Present the child with the Sd "Tell me about the sink"

  • Present the child with the Sd "Tell me about the classroom"

  • Present the child with the Sd "Tell me about the door"

  • Present the child with the Sd "Tell me about the table"

  • Present the child with the Sd "Tell me about the library"

  • Present the child with the Sd "Tell me about the desk"

  • Present the child with the Sd "Tell me about the closet"

  • Present the child with the Sd "Tell me about the family room"

  • Present the child with the Sd "Tell me about the computer"

  • Present the child with the Sd "Tell me about the sandbox"

  • Expressive Identification of Function Program

  • Present child with the Sd "what do you ___(name function)"

    Pictures or actual objects of scissors car/truck pencil/pen hat/jacket phone/cell phone book/magaize couch/chair bagel/pasta/food milk/juice/drink pot/pan fork/spoon brush/comb pool/ocean paper/chalkb...

  • Present the child with the Sd "What do you cut with"

  • Present the child with the Sd "What do you drive"

  • Present the child with the Sd "What do you write with"

  • Present the child with the Sd "What do you wear when it's cold"

  • Present the child with the Sd "What do you talk on"

  • Present the child with the Sd "What do you read"

  • Present the child with the Sd "What do you sit on"

  • Present the child with the Sd "What do you eat"

  • Present the child with the Sd "What do you drink"

  • Present the child with the Sd "What do you cook with"

  • Present the child with the Sd "What do you eat with"

  • Present the child with the Sd "What do you brush your hair with"

  • Present the child with the Sd "What do you swim in"

  • Present the child with the Sd "What do you write on"

  • Present the child with the Sd "What do you clean with"

  • Present the child with the Sd "What do you work on"

  • Present the child with the Sd "What do you drink from"

  • Present the child with the Sd "What do you ride"

  • Present the child with the Sd "What do you wear when it's hot"

  • Present the child with the Sd "What do you play"

  • Present the child with the Sd "What do you blow"

  • Present the child with the Sd "What do you build"

  • Present the child with the Sd "What plays music"

  • Present the child with the Sd "What do you use to color with"

  • Present the child with the Sd "What do you put clothes in"

  • Expressive Identification of Letters Program

  • Hold up a letter card and ask the child "What letter is this?"

  • Hold up the letter a/A and present the child with the Sd; "What letter is this?"

  • Hold up the letter b/B and present the child with the Sd; "What letter is this?"

  • Hold up the letter c/C and present the child with the Sd; "What letter is this?"

  • Hold up the letter d/D and present the child with the Sd; "What letter is this?"

  • Hold up the letter e/E and present the child with the Sd; "What letter is this?"

  • Hold up the letter f/F and present the child with the Sd; "What letter is this?"

  • Hold up the letter g/G and present the child with the Sd; "What letter is this?"

  • Hold up the letter h/H and present the child with the Sd; "What letter is this?"

  • Hold up the letter i/I and present the child with the Sd; "What letter is this?"

  • Hold up the letter j/J and present the child with the Sd; "What letter is this?"

  • Hold up the letter k/K and present the child with the Sd; "What letter is this?"

  • Hold up the letter l/L and present the child with the Sd; "What letter is this?"

  • Hold up the letter m/M and present the child with the Sd; "What letter is this?"

  • Hold up the letter n/N and present the child with the Sd; "What letter is this?"

  • Hold up the letter o/O and present the child with the Sd; "What letter is this?"

  • Hold up the letter p/P and present the child with the Sd; "What letter is this?"

  • Hold up the letter q/Q and present the child with the Sd; "What letter is this?"

  • Hold up the letter r/R and present the child with the Sd; "What letter is this?"

  • Hold up the letter s/S and present the child with the Sd; "What letter is this?"

  • Hold up the letter t/T and present the child with the Sd; "What letter is this?"

  • Hold up the letter u/U and present the child with the Sd; "What letter is this?"

  • Hold up the letter v/V and present the child with the Sd; "What letter is this?"

  • Hold up the letter w/W and present the child with the Sd; "What letter is this?"

  • Hold up the letter x/X and present the child with the Sd; "What letter is this?"

  • Hold up the letter y/Y and present the child with the Sd; "What letter is this?"

  • Hold up the letter z/Z and present the child with the Sd; "What letter is this?"

  • Expressive Identification of Numbers Program

  • Hold up the number and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 1 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 7 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 2 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 3 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 4 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 5 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 6 and ask the child "WHAT NUMBER IS IT"

    The child must be able to identify their upper and lower case letters before starting this program. when teaching this program make it fun! Allow the child to practice writing their letters in shaving...

  • Hold up the number 8 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 9 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 10 and ask the child "WHAT NUMBER IS IT"

    Make sure you speak with the other students before contriving this situation so they know they have to say yes.

  • Hold up the number 11 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 12 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 13 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 14 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 15 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 16 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 17 and ask the child "WHAT NUMBER IS IT"

  • Hold up the 18 number and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 19 and ask the child "WHAT NUMBER IS IT"

  • Hold up the number 20 and ask the child "WHAT NUMBER IS IT"

  • Expressive Identification of Coins Program

  • Hold up the coin of the step you are working on and ask the child "What is it". The child will name the coin.

  • Show the child a quarter and present with Sd "What is it?"

  • Show the child a dime and present with Sd "What is it?"

  • Show the child a nickel and present with Sd "What is it?"

  • Show the child a penny and present with Sd "What is it?"

  • Expressive Identification of Telling Time Program

  • Hold up a picture of a clock that represents the step that you are on. Present the child with the direction "What time is it"? The child will need to state the correct time.

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 1:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 2:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 3:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 4:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 5:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 6:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 7:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 8:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 9:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 10:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 11:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying 12:00. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying half an hour. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying one quarter of an hour. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Hold up a picture or a clock displaying one minute. Present the child with the Sd "What time is it?"

    Generalization should include the child being to identify the correct time on an actual clock

  • Expressive Identification of Same and Different

  • Get pictures or items of at least two things that are either the same or different (depending on the step you are on) and then at least two more pictures that are not the same and present the child with the Sd "Tell me which ones are ____(name the s

    Example of same- Put down on the table two bananas and then a shoe and a flower. Ask the child to tell you the ones that are the same. Example of different- Put down on the table two bananas and then ...

  • Present the child with the Sd "Tell me which ones are the same"

    Example of same- Put down on the table two bananas and then a shoe and a flower. Ask the child to tell you the ones that are the same. Example of different- Put down on the table two bananas and then ...

  • Present the child with the Sd "Tell me which ones are different"

    Example of same- Put down on the table two bananas and then a shoe and a flower. Ask the child to tell you the ones that are the same. Example of different- Put down on the table two bananas and then ...

  • Expressive Identification Of What Goes Together Program

  • Present the child with the Sd "tell me what goes with ____(name one of the items in the step that you are working on)". The child will need to tell you 1-2 items that goes with the item that you named. You can present the Sd as "Tell me 1 thing that

  • Present the child with the Sd "Tell me 1 thing that goes with sock, shoe, foot?"

  • Present the child with the Sd "Tell me 1 thing that goes with bat, ball, mitt?"

  • Present the child with the Sd "Tell me 1 thing that goes with pillow, bed, blanket?"

  • Present the child with the Sd "Tell me 1 thing that goes with pant, belt, leg?"

  • Present the child with the Sd "Tell me 1 thing that goes with cup, drink, straw?"

  • Present the child with the Sd "Tell me 1 thing that goes with toothbrush, toothpaste, teeth?"

  • Present the child with the Sd "Tell me 1 thing that goes with refrigerator, milk, eggs?"

  • Present the child with the Sd "Tell me 1 thing that goes with slide, swing, playground?"

  • Present the child with the Sd "Tell me 1 thing that goes with plate, food, fork?"

  • Present the child with the Sd "Tell me 1 thing that goes with paper, pencil, crayon?"