Lesson 205
Lesson 205
Discriminating Sentences of At Least 4-5 Words
Based on 1 Critical Element
Objectives
To teach your child to
a) identify an item or a picture when he hears a 4-5 word sentence, based on one critical element of the sentence.
b) understand 4-5 word sentences.
a) identify an item or a picture when he hears a 4-5 word sentence, based on one critical element of the sentence.
b) understand 4-5 word sentences.
Points To Remember
1. When you first begin discrimination activities such as this, remember that your child will need to learn what to do.
2. Mix sentences so that the critical element is sometimes in the middle of the sentence and other times at the end.
3. In the beginning, use acoustic highlighting to help the child focus on the critical element.
4. Once your child has learned the task, make sure you stop using acoustic highlighting and speak naturally.
2. Mix sentences so that the critical element is sometimes in the middle of the sentence and other times at the end.
3. In the beginning, use acoustic highlighting to help the child focus on the critical element.
4. Once your child has learned the task, make sure you stop using acoustic highlighting and speak naturally.
Method
Before you begin this activity, read the section on critical elements (in Technical School) and review the acoustic highlighting technique (under AV Techniques).
You will need 6-8 pictures of an activity you did with your child earlier. Make a sentence to go with each picture. Each sentence should have one key word that will help the child identify the picture. For example, if one of your pictures is of the child painting, don’t have any other picture of anyone painting. That way, when you say “ Where is _______ painting a boat?” the child can identify the picture based on the word 'painting' even if he doesn’t understand the rest of the words. If the child is very young, he can be taught to place a block or toy on the picture to identify his selection.
Watch the video clip for an example of this activity.
1. When doing this activity, position yourself beside your child so that your child has to listen. Put all your pictures in front of the child so he can see them.
2. Have blocks or toys for the child to place on a picture when he identifies it.
3. First model the task by having a third person hold up a block to their ear to listen. (If a third person is not available, model the task yourself).
4. Say one of the sentences and ask the third person to find the picture and place the block on it.
5. Then have the child listen with the block.
6. Use acoustic highlighting when saying the sentence. You may need to repeat the sentence in the beginning. If your child doesn’t identify the picture, that’s okay. Just point it out to him and ask him to listen again.
7. After your child has listened to all the sentences, repeat the procedure with each sentence one more time.
You will need 6-8 pictures of an activity you did with your child earlier. Make a sentence to go with each picture. Each sentence should have one key word that will help the child identify the picture. For example, if one of your pictures is of the child painting, don’t have any other picture of anyone painting. That way, when you say “ Where is _______ painting a boat?” the child can identify the picture based on the word 'painting' even if he doesn’t understand the rest of the words. If the child is very young, he can be taught to place a block or toy on the picture to identify his selection.
Watch the video clip for an example of this activity.
1. When doing this activity, position yourself beside your child so that your child has to listen. Put all your pictures in front of the child so he can see them.
2. Have blocks or toys for the child to place on a picture when he identifies it.
3. First model the task by having a third person hold up a block to their ear to listen. (If a third person is not available, model the task yourself).
4. Say one of the sentences and ask the third person to find the picture and place the block on it.
5. Then have the child listen with the block.
6. Use acoustic highlighting when saying the sentence. You may need to repeat the sentence in the beginning. If your child doesn’t identify the picture, that’s okay. Just point it out to him and ask him to listen again.
7. After your child has listened to all the sentences, repeat the procedure with each sentence one more time.
Video Clips
CLIP 1
Modifications
For children who are older, you can play a game where you hide a magnet chip under the picture. The child can listen and pick up the picture with a magnet. Another way to practice discrimination is to have the child listen and hand over the pictures to you to put them away (at the end of an activity). The disadvantage of this last method is that as you put the pictures away, the number of choices become less. However, it is a good way to introduce the activity.
You can also do this with toys and other objects your child plays with (instead of pictures).
You can also do this with toys and other objects your child plays with (instead of pictures).
What Next
1. Continue with Lessons 205 and 206, until your child can easily understand 4-5 word sentences based on one critical element in closed sets in natural situations around the house. This means that your child can identify an item or get an item on request 8/10 times. You will need to provide enough opportunities for your child to demonstrate this skill.
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