Not large categories, like animals vs. vehicles, but smaller differences, like animals with feathers vs animals with fur.
I thought about maybe introducing the word MAMMAL, but then another idea came to me and I went with it.
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I decided to see if Alejandro could match a toy animal to a written comment about that animal.
I grabbed a piece of paper and a pen and wrote 2 sentences, drawing a large rectangle around each one.
Alejandro read the two statements I had written down.
The cow gives milk. The cow flies.
I gave him a toy cow and said, "PUT IT WHERE IT GOES."
He placed it by The cow gives milk.
"Ding-ding-ding," I said. "You have 1 point."
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I gave him a toy chicken and 2 new sentences:
The chicken has fur. The chicken has feathers.
He read each one aloud and then put the chicken on the side of the paper
with The chicken has feathers.
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It occurred to me that this was a good way to introduce TRUE or FALSE.
The animal was placed on the comment that was TRUE.
Saying, "That's TRUE! The chicken does have feathers!" is a good way to introduce the term TRUE.
Saying, "The chicken has fur!?! No way! That is not TRUE. That is FALSE!" is a good way to focus on the word FALSE and it's meaning.
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Being able to take a True/False quiz is an important functional academic skill to have when in the classroom environment.
Being able to differentiate when you are saying something that is TRUE and when either you, yourself, or another person is making a FALSE statement (i.e., lying), is an important functional social skill to have.
I think that starting off with this somewhat concrete activity (using a small toy replica) is an excellent first step.
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I'm Noelle Michaels, speech and learning specialist.
I am always trying to think of new ways to help children learn important skills, and I truly love my job!
Noelle Michaels, MA, CCC-SLP, LDT-C
Superb Therapy, LLC
201-919-4805 (Text or Call)
noellemichaels@hotmail.com
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http://www.youtube.com/watch?v=4LB02k9r5HI
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