Lesson 201
Lesson 201
Developing Comprehension of Simple Sentences
that Use Descriptions, Actions, and Locations
Objectives
To teach your child to
a) understand sentences that use descriptive words and action words
b) associate key characteristics with familiar objects
a) understand sentences that use descriptive words and action words
b) associate key characteristics with familiar objects
Points To Remember
1. Children at this stage will not be able to say all the sentences used. It is more important that they understand the sentences right now.
2. New vocabulary must be taught on an ongoing basis. These descriptions need to be associated with familiar vocabulary for people, objects, animals, etc.
3. Make sure that you need to provide sufficient repetition of these types of sentences before your child will begin to understand them.
4. Always begin your activity with a small, closed set. Read about closed sets and open sets before you begin this activity.
2. New vocabulary must be taught on an ongoing basis. These descriptions need to be associated with familiar vocabulary for people, objects, animals, etc.
3. Make sure that you need to provide sufficient repetition of these types of sentences before your child will begin to understand them.
4. Always begin your activity with a small, closed set. Read about closed sets and open sets before you begin this activity.
Method
This is a structured activity. You will need either pictures of items your child knows, or the objects themselves. To begin, sit beside the child with your materials. Use a familiar auditory routine consisting of
i) child asks to see the item,
ii) child listens,
iii) a third person listens and identifies the object, and
iv) child listens and identifies an object.
Remember that, at this stage, you would have set up auditory routines (from Level 100 lessons: specifically, Lessons 119 and 120) and will already be using such routines If you need to, go back and review these lessons now.
Watch the videoclips now to see an example of teaching a child to understand descriptions using this auditory routine.
1. Hold an object in your hands without showing your chld. Wait for him to ask to see it.
2. If he doesn’t ask, encourage him to say “I want to see please” by modeling or having a third person model this sentence and see the picture.
3. Show him the picture, then tell him what it is, and tell him a key description or function of the item. When you first begin doing this, say just one thing about the object. Keep the item aside and go to the next one. Repeat this procedure for 2-3 items.
4. Now, increase the complexity of the description by talking about at least 2 or 3 characteristics of the object. Your child should know at least 2 out of three key words you use to describe the obect. For example, if you say the apple is ‘red, round, and grows on a tree’ your child may know the words red, and round, but not ‘grows’ . That’s ok. He will learn the phrase ‘grows on a tree’ as he hears it in other contexts.
5. Repeat step 4 with at least 4-5 items.
6. Finally, have the child listen as you describe each object again to pick it up and put it away. Always have a third person do this first, so that your child sees what he needs to do. Then give your child a turn.
i) child asks to see the item,
ii) child listens,
iii) a third person listens and identifies the object, and
iv) child listens and identifies an object.
Remember that, at this stage, you would have set up auditory routines (from Level 100 lessons: specifically, Lessons 119 and 120) and will already be using such routines If you need to, go back and review these lessons now.
Watch the videoclips now to see an example of teaching a child to understand descriptions using this auditory routine.
1. Hold an object in your hands without showing your chld. Wait for him to ask to see it.
2. If he doesn’t ask, encourage him to say “I want to see please” by modeling or having a third person model this sentence and see the picture.
3. Show him the picture, then tell him what it is, and tell him a key description or function of the item. When you first begin doing this, say just one thing about the object. Keep the item aside and go to the next one. Repeat this procedure for 2-3 items.
4. Now, increase the complexity of the description by talking about at least 2 or 3 characteristics of the object. Your child should know at least 2 out of three key words you use to describe the obect. For example, if you say the apple is ‘red, round, and grows on a tree’ your child may know the words red, and round, but not ‘grows’ . That’s ok. He will learn the phrase ‘grows on a tree’ as he hears it in other contexts.
5. Repeat step 4 with at least 4-5 items.
6. Finally, have the child listen as you describe each object again to pick it up and put it away. Always have a third person do this first, so that your child sees what he needs to do. Then give your child a turn.
Video Clips
CLIP 1
CLIP 2
Modifications
For children under three years of age, use actual objects. Describe object characteristics as you take toys out of a toy box. Group items based on a difference in one key characteristic. For example, if you begin with color, then talk about fruit and their different colors. You might say “I have something yellow. It is something to eat!" You may need to shorten the activity based on your child’s attention.
For children who are 4 and older, vary the activity so that you use puzzles, make a picture using known objects etc. using the same vocabulary and language to provide repetition without losing the child’s interest. Here are some ideas
a) pick up an object and throw it into a bowl of water
b) pick up and eat! ( obviously for edible items only)
c) listen and glue pictures of items onto a scene e.g. animals onto a jungle picture
d) listen and color the correct item
For children who are 4 and older, vary the activity so that you use puzzles, make a picture using known objects etc. using the same vocabulary and language to provide repetition without losing the child’s interest. Here are some ideas
a) pick up an object and throw it into a bowl of water
b) pick up and eat! ( obviously for edible items only)
c) listen and glue pictures of items onto a scene e.g. animals onto a jungle picture
d) listen and color the correct item
What Next
1. Expand your child’s knowledge of descriptive words and action words for the categories of people, animals, fruits and vegetables, furniture, and household items.
2. When your child is able to identify items based on 2 key characteristics in a closed set of 6, continue expanding the set size up to 10. This means that when the child has 10 items in front of him -- he is able to pick out the correct item based on its two key characteristics.
3. When your child is able to identify items based on 2 key characteristics in a closed of set of 6, read and do lesson 202, while continuing to expand the closed set size to 10.
2. When your child is able to identify items based on 2 key characteristics in a closed set of 6, continue expanding the set size up to 10. This means that when the child has 10 items in front of him -- he is able to pick out the correct item based on its two key characteristics.
3. When your child is able to identify items based on 2 key characteristics in a closed of set of 6, read and do lesson 202, while continuing to expand the closed set size to 10.
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