Talking in Sentences

-A

Marilyn M. Toome
artist
CIRCUIT PUBLICATIONS

Susan Christy-Pallo

TALKING IN SENTENCES
Marilyn M. Toomey
artist

Susan Christy-Pallo

Maplewood, NJ

Copyright ©1997 by Circuit Publications PO Box 1388 Maplewood, NJ 07040 All rights reserved. 11 10 09 08TS 8 7 6 5 The text of this publication, or any part thereof, may be reproduced for use in classes for which Talking in Sentences is the text. It may not be reproduced in any manner whatsoever for any other purpose without prior written permission from the publisher. ISBN: 0-923573-26-7 Printed in the United States of America on recycled paper.

morning/afternoon) 64 60 Person (descriptive phrase) is (specific worker) . location: in. on) Person is (phrase. . Person and person (past action) and (past action) (phrase. location) (day) Person/animal needs (item) so she can (action or verb phrase) People should (verb phrase) People are supposed to (verb phrase) Person knows where he is supposed to (verb phrase) . . . .68 12 14 16 18 20 22 24 26 .TABLE OF CONTENTS Introduction This is (name. . . This is (item) Name/she is (action) Name/he is (action) Name and name (they) are (action) Person (noun/pronoun) can/can't (action) Name has (item). . location: in front.52 Person knows how to (action or verb phrase) . . . location) 42 34 36 40 2 4 6 8 Event happens (time phrase. . no one. . 50 Person/people would (action) if (condition) Person (action). next to) Animal (descriptive phrase) is (location) Person (descriptive phrase) is (action) Animal (descriptive phrase) is (phrase including modifier. his (item) Name has (item). their (item) Animal has (feature) Animals have (feature) Name/pronoun likes/doesn't like (item) Name/pronoun likes/doesn't like to (action) Person is (action) and (action) Item is ( phrase.28 30 32 Someone knows how/doesn't know how to (verb phrase) Teacher teaches someone how to (verb phrase) teacher teaches someone about (item) Parents show children how to/tell children not to (verb phrase) Person and person like to (action) and (action) (phrase. location) . day/night) 10 Someone (verb phrase) (under certain conditions) .44 I know where to put (item) Person knows where to find (item) Person doesn't know where to find/can't find (item) 46 48 Person knows when to (action or verb phrase) . behind. Someone.78 80 66 Person (is talking/thinking about or wants to talk about) (item) Person (verb phrase) (time phrase. male) .54 Person is looking at (item) 58 ©Circuit Publications Talking in Sentences . between. various positions in sentences Comparative sentences Person/people (past action) himself/herself/themselves Person would like to (verb phrase) . female) This is (name. simple sentence formulation activities 102 104 108 112 116 118 98 100 94 96 82 90 92 70 74 76 . everyone. (indirect object) (item) Person (action) (object or compliment) but (unexpected outcome) Simple stories. . . her (item) Name and name have (item). no one is (action) Anyone. .

Modeling of the target is done through the receptive language tasks in the Listen and respond section. Our conversations with them involve asking detailed questions which cue simple responses. The order in which you present these targets or lessons is up to you. me. Children who have difficulty formulating sentences often speak in very short utterances. Teachers and parents come to us hoping we can do something that will change these patterns for their children. (Wow! Did I say that?) This is why we work so hard to help them! Over years of helping children express themselves a method of teaching children to talk in sentences has evolved. Now. each step applying one of the principles noted above: The Target is stated at the beginning of its text page. The goal of each lesson is for your student to express the target in sentences. We know how gratifying it is to hear a child come forth with a longer-than-expected utterance. each devoted to a particular sentence element or pattern referred to as a target. In most lessons you're encouraged to stimulate and request him to formulate sentences using the target and the words /. We want to hear these children talking in sentences! We might help these students learn to do this by following educational plans with written goals and objectives.part stories in which your student uses many of the target sentence elements and patterns. Here your student uses the target in a less structured manner. Lessons are intended for you to select which of the targets would best help your students. with the text in this book and Susan's beautiful artwork. The last twelve pages of the book present six five. The method that I've used is a combination of principles or techniques that most of us have probably tried working to help students learn to formulate sentences: shared knowledge of information. and follow-up activities for carryover. This method has been quite effective for me. we. Here you familiarize your student with information used in the lesson including the vocabulary and concepts. and. your student following your stimulus requests. while anticipating a response. both in order to practice doing this as well as to build their self-images as better speakers. Various targets occur in each story. Let's talk. Or we might try to increase students' sentence formulation skills in different ways in various settings. In this section your student processes questions or statements which include the target and is asked to respond to each one. retells the story in sentences! ©Circuit Publications Talking in Sentences . Shared knowledge is established in the Introduction. Or we might find ourselves repairing children's sentences or finishing sentences for them. A picture page illustrates the concept expressed by the target. A corresponding text page presents the steps of teaching the target. the final section. The target sentence elements or patterns do not necessarily occur in order of expected development or difficulty. This book presents over 50 lessons. minimal prompts. modeled sentences or reconstructions of students' sentences. often expressing his own experiences. is the follow-up portion of the lesson. my and other first person terms. repeated format helps students anticipate and become comfortable using longer utterances as they grow in sentence formulation ability. In the Talk about section of each lesson you present specific instructions directing your student to formulate sentences including the target element or pattern. The structured.Introduction When students come to us using incorrect syntax or using very short utterances-often one or two words-in place of sentences. display a look of satisfaction or even surprise. He holds this stimulus request in his working memory as he formulates his sentence. The minimal prompt is the first word (or words) of his sentence. Do this by giving your student each instruction (referred to as a stimulus request) which includes a minimal prompt. The book is designed so your student looks at the pictures while you look at the text as you go through each lesson. I wish to share it with you. we know what has to be done.or six. We know that our job is to structure activities where children generate their own sentences.

pets~so many wonderful things are alive in our students' minds-ready to be talked about. She knows that when she hears your stimulus." she must get ready to express a thought in a sentence rather than just a word or two." Start with / and tell me what you got. I see something to wear. start with the cake and tell me where it is. Point to it. Your student should respond: "The cake is on the table. It's under the table. I see something to wear on my foot. It's easy to carry this method into many general conversational settings as well. The shoe is under the table. Talk about the things that are on the table and the things that are under the table. . Lessons should be presented several times. The cake is on the table. if your student wants to tell you that she got new shoes. she might point to her shoes and say a word or two. Construct your stimulus requests keeping in mind the limits of your student's processing and working memory ability. You can use this method just to enjoy the pleasure of conversing with your students or to demonstrate this "language partnership" to parents and teachers. Susan and I hope this book will help you teach your students to talk about all these special things—in sentences! Talking in Sentences ©circuit Publications . You want your student to learn to formulate this sentence telling where things are in re/a\ tion to a table. "Oh. Place some things on the table and under the table in your classroom. The tasks will become easier for your student each time. Start with the and tell me where the cake is. She knows she can depend on you for help. it's a shoe! The shoe is under the table. It's a shoe. Ask your student to tell you where each thing is. Listen and respond: I see something to eat. parties. I see something to eat. r Introduction: Look at the table. It's a cake. friends. "Start with . . Let's talk about where things are.) I see the cake. It's on the table. It's on the table. A student who needs encouragement to talk in sentences will respond to the structure of these lessons and generate sentences more readily. games. They're pretty Tell me about your shoes. The cake is on the table.Now I'll talk you through a sample lesson where you'll see how a particu lar target is addressed in each part of the lesson. It's a cake. Point to it. What is it? (a shoe) Right. Target: The (item) is on/under the table. With your help she can carry this skill into settings outside of a language lesson. stories. (Point to the cake. It's under the table." Repeat this stimulus request asking your student to tell you where the shoe is. You can say. Or. What is it? (a cake) You're right. For example. This method establishes a partnership between you and your student. I see you got new shoes. It's on the table.. New shoes. but it's clear to her that she must do most of the work.

Jude can't find his radio. Mary Ellen is jumping. Sam and Matt are riding their bikes in the park. Jenny doesn't like medicine. f I can tell y o u \ f about all these ) \y people! Kevin knows how to play the guitar. The clown is showing the children how to juggle. ©Circuit Publications Talking in Sentences . The boy with sunglasses is walking his dog. Todd is looking at the bird.

1 ) 1 1 1 ) 1 M M ) I ) 1 ) ) I I ) ) I ) ) ) I I I i I I i i i |) W h o is this? W h a t is h e r n a m e ? Kathy Talking in Sentences .

What's her name? I see someone with two big buttons on her dress. What's her name? I see someone with wavy. blond hair. I see Maria. She has long. What's her name? Repeat girls' names one by one. What's her name? Someone has freckles. sister. She has two big buttons on her dress. List these people and their names and ask him to tell you about each one. Where is Mary Ellen? I see someone with pretty long braids. Where is Abby? Look at Kathy. Start with this and tell me who this is. Abby has freckles on her cheeks. Point to Jenny. Her name is (name). black hair. Her name is (name). Introduction: Identify each of these girls by name using the sentences. What is her name? Someone has short. Where is Tonya? Jenny has dark. Example: Tell me about your sister. Maria has pretty long braids. Ask your student to tell you what his name is. Introduce words associated with female relatives: aunt. Listen and respond: Repeat girls' names often so your students easily associate names with pictures. Mary Ellen has long. blond hair. dark hair. Start with this and tell me who this is. Tonya has black. She has short hair. pointing to each picture and saying.Target: This is (name). I see Miko. I see Abby. Ask your student to talk about his female relatives using these terms. Miko has straight. She has short hair. Find Miko. Let's talk about the names of girls whom you know. She has a bow in her hair. Start with this and tell me who this is. Ask your student to tell you each girl s name. She is wearing glasses. Example: Start with her and tell me what her name is. Point to the picture to which you want your student to respond. I see Jenny. Start with hgr and tell me what her name is. mother. This is (name) and Her name is (name). Her long hair is tied back. Point to Kathy. wavy hair. Ask him to tell you names offemale family members or friends. What's her name? Someone's blond hair is tied back with a ribbon. Talk about these girls. I see Kathy. What's her name? Someone has a bow in her black curly hair. black hair. 3 Talking in Sentences ©Circuit Publications . Start with this and tell me who this is. She doesn't have a bow in her hair. curly hair. Start with this and tell me who this is. Point to Maria. She is wearing glasses. Start with this and tell me who this is. I see Mary Ellen. Ask him to start with my_ and tell you what his name is. grandmother. I see Tonya. Start with this and tell me who this is. Point to the picture to which you want your student to respond.

. ) j W h o is this? W h a t is his n a m e ? Todd Jerome Kevin Alan Sam Jude ©Circuit Publications Matt Talking in Sentences 4 .M i l l ) ! I 1 ) ) ) j i ) | | i j | | | | | .

I see Alan. dark hair. I see Sam. dark hair. Ask your student to talk about her male relatives using these terms. List these people and their names and ask her to tell you about each one. Find Todd. Alan has straight. Where is Matt? I see someone who has freckles. Ask your student to tell you what her name is. Repeat boys' names one by one pointing to each picture and saying His name is (name). Point to the picture to which you want your student to respond. Matt has freckles. Introduce words associated with male relatives: uncle. Listen and respond: Repeat boys' names often so your students easily associate names with pictures. Start with his and tell me what his name is. curly hair. Sam has straight. Where is Alan? Jude has straight. too. Start with this and tell me who this is. Start with this and tell me who this is. There are two buttons on his shirt. What's his name? Someone has wavy. Start with this and tell me who this is. Introduction: Identify each of these boys by name using the sentences. blond hair. Todd has wavy. I see Jude. What's his name? Someone has a soccer ball on his shirt. Ask her to start with m£ and tell you what her name is. Let's talk about the names of boys who you know. This is (name) and His name is (name). blond hair. grandfather. brother. Start with this and tell me who this is. Point to the picture to which you want your student to respond. Example: Tell me about your brother. Jerome has dark. I see Matt. father. There are three buttons on his shirt. 5 Talking in Sentences ©Circuit Publications . What's his name? I see someone with straight dark hair. I see Kevin. I see Todd. I see Jerome. He is wearing glasses. Start with this and tell me who this is. He has straight dark hair. Find Kevin. What's his name? Talk about these boys. black hair. too. His shirt has three buttons. Point to Jerome. Kevin has blond hair. Start with this and tell me who this is. What's his name? Someone is wearing glasses.Target: This is (name). His name is (name). He has two buttons on his shirt. Start with this and tell me who this is. Example: Start with his and tell me what his name is. blond hair. What's his name? Someone else has blond hair. Find Jude. There is a soccer ball on his shirt. Ask your student to tell you each boys name. Ask her to tell you the names of male family members or friends. Find Sam. He does not have glasses. What's his name? I see someone with freckles. He has straight.

I ) I I I I I I I I I I I 1 I W h a t i s this? W h a t a r e t h e s e ? W h a t d o y o u d o w i t h a ( a n ) (object)? Talking in Sentences .

Target: This is a (name). Start with you and tell me what you do in a school bus. Here is something to play music on. I see something to live in. Where is something to watch? Show me something to read. Show me something to cut with. Start with^ow and tell me what you do with a pencil. Start with you and tell me what you do with a lawn mower. Then ask her to use these words in sentences as follows. key. Point to something to play with. Start with you and tell me what you do with shoes. Point to something to live in. crayon. Point to something to put things in. I see something to write with. Also. These are things to cut with. Show me something to cook food on. Ask your student to identify and name each object. I see something to ride to school in. Find something to play music on. Here is something to measure with. Show me something that sticks things to paper. Example: Start with this (these) and tell me what this (these) is (are). Find something to dig a hole with. Show me something that children ride to school. someone (use of object) with a (object). Start with you and tell me what you do with a chair. Start with you and tell me what you do with a newspaper. Find something to measure with. These are things to wear on your feet. Start with vow and tell me what you do with tape. I see something to sit on. Ask your student to tell you what each of these objects is. This is something to watch. book. Here is something that sticks things to paper. Point to something to brush my hair. money or a cup. Here is something to pound a nail with. Find something to sit on. Start with you and tell me what you do with a bag. Use only items in the following sections with which your Listen and respond: Find something to write with. This is something to brush my hair with. Identify each object. pencil. Start with you and tell me what you do with a hammer. This is something to put things in. Here is something to cook food on. Start with vow and tell me what you do with a TV. Here is something to dig a hole with. Find something to wear on your feet. Start with you and tell me what you do with a guitar. present a sentence telling about the use of each of these objects. Start with you and tell me what you do with a brush. Introduction: student is familiar. This is something to make toast in. Talk about these things. Point to something to pound a nail with. I see something to play with. Start with you and tell me what you do with a shovel. These are (plural/object). Here is something to eat. Start with you and tell me what you do with a toaster. Start with you and tell me what you do with scissors. Start with you and tell me what you do with a house. I. 7 Use simple familiar objects such as a Talking in Sentences ©Circuit Publications . Show me something to eat. Start with you and tell me what you do with a stove. Point to something to make toast in. I see something to read. Start with^ow and tell me what you do with a ruler. Find something to mow the lawn with. I see something to mow the lawn with. you. Start with you and tell me what you do with a yo-yo. Start with you and tell me what you do with an ice cream cone. Find some objects that you can use and repeat these tasks using actual objects. Let's talk about these things.

I ) I I I I I I I I 1 I ) ) W h a t i s ( n a m e ) d o i n g ? W h a t i s s h e doing? W h a t c a n ( n a m e ) do? .

stand. Listen and respond: Talk about these girls. Who can run? Point to her. She can walk to school. She is sleeping. Abby can talk. Someone is riding her bike. Someone can talk. Miko is running. Who is this? Someone can ride her bike. Jenny can ride her bike. Example: Are you sitting? (Yes) Start with Vrn and tell me this. walk. Start with Mary Ellen and tell me what she can do.Target: (Name) is (action). Discuss people in such pictures and ask your student to tell you what each one is doing. Start with Jenny and tell me what she can do. Start with Miko and tell me what she's doing.) Then ask her to talk about each one. These girls can do many things. Start with Maria and tell me what she's doing. Ask your student to do some simple actions (sit. jump). Who can talk? Someone can run fast. She can tell what happened. Start with Mary Ellen and tell me what she's doing. Point to her. Point to the picture to which you want your student to respond. She is (action) (Name)/She can (action). Someone is jumping. Start with Tonya and tell me what she's doing. Who is talking? Someone is walking. Start with Kathy and tell me what she's doing. Kathy is sleeping. She is telling someone what happened. Start with Abby and tell me what she can do. Jenny is riding her bike. Start with Kathy and tell me what she can do. run. Introduction: Each of these girls is doing something. Let's talk about some things that you can do. List some of these (Simple action words are best. Ask her to tell you what she is doing for each one. Start with Jenny and tell me what she's doing. Who is jumping? Point to her. Tonya is sitting. Maria is walking. Start with Abby and tell me what she's doing. Discuss some things that your student do. Kathy can sleep when she is tired. Start with Maria and tell me what she can do. Who is sleeping? Someone is sitting on a high stool. Someone is talking. Who is riding her bike? Someone is tired. Mary Ellen can jump up high. Who is walking? Someone is running. 9 Talking in Sentences ©Circuit Publications . Look at pictures of people doing different things. Maria can walk. Who is this? Someone can walk. Example: Can you run? (Yes) Start with [and tell me this. She can tell her mom and dad what she did at school. Mary Ellen is jumping. Miko can run. She can run fast. She can jump up high. Start with Miko and tell me what she can do. She can walk to school. Point to someone who is running. Abby is talking. Who is this? Someone can jump.

©Circuit Publications Talking in Sentences 10 .

Point to him. Someone is walking. Start with Matt and tell me what he is doing. Start with Sam and tell me what he is doing. Point to him. Start with Alan and tell me what he can do. Sam is riding his bike. Todd can walk to school. Matt is running. Start with Kevin and tell me what he is doing. Start with Alan and tell me what he is doing. Point to the picture to which you want your student to respond. Point to him. Start with Jerome and tell me what he can do. Who is sleeping? Someone is sitting. He is (action). Start with Jerome and tell me what he is doing. Who is walking? Someone is in a hurry. Example: Can you run? (Yes) Start with [and tell me this. He can tell what happened. Example: Are you jumping? (Yes) Start with Um_ and tell me what you 're doing. Someone is talking. Jerome can jump high. Point to him Someone can run. Discuss things that your student can do. Kevin can sleep when he's tired. The boys can do many things. Start with Sam and tell me what he can do. Someone is jumping. tells you and ask him to tell you about each one. Point to him. stand. someone is sleeping. Listen and respond: Talk about these boys. Start with Jude and tell me what he can do. Todd is walking. Jude can sit on a high stool. Sam can ride his bike. run. Matt can run. List some of the things he Ask your student to do some simple actions (walk. Ask him to tell you what he's doing as he does each of these. Start with Jude and tell me what he is doing. Start with Matt and tell me what he can do. Someone can sit up high on a tall stool. Jude is sitting. sit. Someone is riding his bike. Alan is talking. jump). Let's talk about some things that you can do. Alan can talk about things. Kevin is sleeping. Show me who can jump. Introduction: Each of these boys is doing something. He can run fast. 11 Talking in Sentences ©Circuit Publications . Jerome is jumping. He is going for a walk. Who is jumping? Someone can jump up high. (Name)/He can (action). He is running. Let's be quiet. Possibly use these pictures for ideas.Target: (Name) is (action). Who is talking? Point to him. Who can run? Someone can talk.

! ] ) ) ) ) ] W h a t a r e ( n a m e ) a n d ( n a m e ) doing? W h a t a r e t h e y doing? W h a t c a n ( n a m e ) a n d ( n a m e ) do? I ) ) ©Circuit Publications Talking in Sentences 12 .

Start with Mary Ellen and Jerome and tell me what they're doing. Who are these children? Two children can talk. Two children can sit on high stools. Jenny and Sam are riding their bikes. Miko and Matt can run. They can tell what happened. Start with they and tell me this. Point to the picture to which you want your student to respond. Two children can ride their bikes. Tonya and Jude are sitting. Start with Tonya and Jude and tell me what they're doing. Someone else is jumping. They can run fast. They are (action). Mary Ellen and Jerome can jump. Kathy and Kevin can sleep. Talk about these children. Maria and Todd are walking. Example: Are we standing? (Yes) Start with we 're and tell me what we 're doing. Example: Are Jack and Laura sitting? (Yes) Start with thev 're and tell me what they 're doing. Start with Jenny and Sam and tell me what they're doing. Find them. Who are they? Two children can run. Start with Abby and Alan and tell me what they're doing. Who are they? Two children can sleep. They can (action). Start with they and tell me this. Talk about simple actions that you and your student (or two or more students) are doing. 13 Talking in Sentences ©Circuit Publications . Start with Kathy and Kevin and tell me what they're doing. They must be tired. ask two of them to do simple actions and ask the third one to tell you what these two are doing. Tell me what they 're doing. Start with they and tell me this. Introduction: These children are doing many different things. Jenny and Sam can ride their bikes. Listen and respond: Who is running? Who else is running? Show me two children who are riding their bikes. Kevin and Kathy are sleeping. Start with Maria and Todd and tell me what they're doing. Let's talk about what children are doing. Someone is jumping. Someone else is talking. Who are they? Show me two children who are sitting. Start with they and tell me this. Start with they and tell me this. Who are they? Two children can jump up high in the air. Abby and Alan are talking. Start with they and tell me this. Start with they and tell me this. Start with Miko and Matt and tell me what they're doing. Who are they? Two children can walk. If there are more than two children in your group. Two children can (do something). Abby and Alan can talk. Tonya and Jude can sit. Maria and Todd can walk. Find them.Target: (Name) and (name ) are (action). Use simple actions and do each one together as you ask your student to tell you about this. Point to two children who are sleeping. Point to two children who are walking. Mary Ellen and Jerome are jumping. Someone is talking. Miko and Matt are running. Find them.

. .1 1 1 1 1 1 II I I I I I I I i I I I I I ) I I i J J J . W h o c a n (do s o m e t h i n g ) ? W h o c a n ' t (do s o m e t h i n g ) ? ©Circuit Publications Talking in Sentences 14 . ] J . . . . J I .

Start with Alan and tell me this. Point to someone who can build a brick wall. can she? (No) Start with Maria and tell me this. can he? (No) Start with Todd and tell me this. Maria and Todd can walk on a street.Target: (Name) can (action). but they can't drive a car. Who can't walk on a tightrope? Who knows how to walk on a tightrope? Who doesn't know how to walk on a tightrope? Can you walk on a tightrope? Show me someone who can build things with blocks. Alan can build things with blocks. Alan can build something with blocks. Laws often tell us that we can't do certain things. (Name) can't (action).) Introduction: These children can do some things. can't he? (Yes) Start with the bricklayer and tell me what he can build. Maria can't walk on a tightrope. They can't drive a car. Todd can walk on a street. Listen and respond: Talk about these people and what they can do. Who can't build a brick wall? Alan can't build a brick wall. Sam and Jenny can ride their bikes. can he? (No) Start with Alan and tell me this. Sam can't drive a car. Find some children who are not old enough to drive a car. She can walk on a street. Start with Todd and tell me what he can do. People can do some things. The bricklayer can build a brick wall. Jenny can't drive a car. Some things can be done in certain circumstances but not in others. can't he? (Yes) Start with this man and tell me this. but he can't build a brick wall. but they can't walk on a tightrope. Start with Maria and tell me what she can do. List them and ask him to talk about each one. can she? (No) Start with Jenny and tell me this. I see a grown-up driving a car. 15 Talking in Sentences ©Circuit Publications . He is old enough to drive a car. Todd can't walk on a tightrope. Talk about some things that your student can and can't do. they can't do other things. He/she can (action). Example: Can you jump rope? (Yes) Start with I and tell me this. Point to him. but they can't do other things. Show me someone who can walk on a tightrope. He/she can't (action. can he? (No) Start with Sam and tell me this. This man can drive a car. Discuss things that some people can't do and some of the reasons why We can't do some things because special skills are needed. Talk about what they can't do. Can you drive a car? Let's talk about things that you can and can't do. Can you drive a car? (No) Start with I and tell me this. Show me someone else who can walk on a street. Only certain people have these skills. Here is Maria.

1 ' I I I J ! I I I ! I I I I ) ) ] | | W h o is this? W h a t d o e s he h a v e ? W h o s e (object) is this? W h o s e (objects) .

He uses his baseball bat and he wears his baseball cap and his sunglasses when he plays baseball. . . List these and ask him to talk about each one. (suit) Start with Jude and tell me what he has. . and . he wears his When Jude brushes his teeth. too. (bed) Start with this and tell me whose bed this is. He has a pair of sunglasses. Listen and respond: Jude has something to wear on his head when he plays outside. Find this. This is his (object). Jude has something to hit a ball with. . swim trunks. Show me these. Finish these sentences: Jude goes to sleep in his He plays music on his Jude listens to his . He likes to listen to music on his radio. He has many things. Example: Do you have a pillow? Start with I and tell me this. too. . (radio) Start with Jude and tell me what he has. Jude has something to ride. bathrobe. shoes and a baseball cap. Ask your student to tell you about some of his things. He is learning to play his trumpet. (crayons) Start with these and tell me whose crayons these are. (shoes) Start with these and tell me whose shoes these are. He has a backpack and some crayons. He wears his suit and his new shoes when he goes to special places. Talk about the things that Jude has.) Start with Jude and tell me what he has. Here are some of his things. He has a towel. He uses his toothbrush and his towel when he gets ready for bed. Find this. (helmet) Start with Jude and tell me what he has. a toothbrush and a bed. Point to the picture to which you want your student to respond. He has (object/objects). (notebook and pencil) Start with these and tell me whose notebook and pencil these are. (backpack) Start with Jude and tell me what he has. After Jude's bath. Find this. Jude likes music. (sunglasses) Start with this and tell me whose sunglasses these are. Point to this. Ask him to tell you about some things that belong to a male family member or friend. Jude likes baseball.Target: This is (name). Example: Does your brother have a football? Start with he and tell me this. He has a suit. When Jude rides his bike. he wears his Jude listens to music on his Jude colors pictures with his When it snows. Jude has something to wear when he goes to the beach. Jude has something to put his books and homework in. Introduction: Here is Jude. he drys himself with his Let's talk about some things that you have. He has a trumpet. Find this. He puts his pencils and his notebook in his backpack before he goes to school. He has a baseball bat. Jude has something to play music on. (swim trunks) Start with these and tell me whose swim trunks these are. he needs his When Jude gets dressed up. These are his (objects). Jude wears his . Jude has something to protect his eyes from the sun. Point to it. He has a bike and a bike helmet. (baseball cap) Start with this and tell me whose baseball cap this is. (Point to the bike. (bathrobe) Start with Jude and tell me what he has. List these and ask him to tell you about each one. (toothbrush) Start with this and tell me whose toothbrush this is. (baseball and bat) Start with Jude and tell me what he has. 17 Talking in Sentences ©Circuit Publications . He wears his bathrobe after his bath. . and wears his .

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Example: Do you have a doll house? Start with / and tell me. (ice skates) Start with Tonya and tell me what she has. (bike) Point to Tonya and tell me what she has. Listen and respond: Tonya has something to play music on. Tonya keeps her hands warm with her Tonya likes to kick her Tonya dries her hair with her Tonya sleeps in her . She has some things to wear when it's cold outside. . (shoes) Start with these and tell me whose shoes these are. (dress) Start with this and tell me whose dress this is. She uses her jump rope when she plays outside. (bathrobe) Start with this and tell me whose bathrobe this is. Tonya is learning to play her piano. She wears her warm coat and her mittens when it's cold outside. List these and ask her to tell you about each one. too. She plays with her doll inside. Her bed has a lace ruffle on the bottom and a canopy on top. Ask your student to tell you some things that she has. This is her (object). She has many things. (soccer ball) Start with Tonya and tell me what she has. Tonya puts her markers and notebook in her Let's talk about Tonya's things. She has a piano in her house. Show me these.) Start with Tonya and tell me what she has. She has a backpack. She has (object/objects). Here are some of her things. These are her (objects). Tonya has something to jump with outside. She puts her notebook and her markers in her backpack when she gets ready for school. Finish these sentences: Tonya brushes her teeth with her Tonya likes to ride her . (baseball and mitt) Start with Tonya and tell me what she has. Tonya draws pretty pictures with her (doll) Start with Tonya and tell me what she has. Tonya likes to play catch with her . . . Point to this. Point to the picture to which you want your student to respond. Tonya has something soft and cuddly that she plays with. . (backpack) Point to Tonya and tell me what she has. List some of these and ask her to tell you about each one. She likes to kick her soccer ball. 19 Talking in Sentences ©Circuit Publications . Show me what Tonya needs when she's getting ready for bed. Show me what Tonya wears when she's going to a special place. . (jump rope) Start with Tonya and tell me what she has. (piano) Start with Tonya and tell me what she has. She uses her ice skates in the winter. She has a baseball and a baseball mitt. Tonya has ice skates too. She has a pretty party dress and pretty dress-up shoes. and . Tonya has some things to use at school. She has a bike and a bike helmet. (mittens) Start with Tonya and tell me what she has. (Point to the notebook. She likes to play catch. (bed) Start with this and tell me whose bed this is. Introduction: Here is Tonya. Ask her to tell you about some things that a female relative or friend has. Point to this. Talk about the things that Tonya has. . Example: Does your sister have a tennis racquet? Start with she and tell me this.Target: This is (name). Show me this. Point to them. She uses her toothbrush and her towel and wears her bathrobe when she's getting ready for bed. It's a When it's cold. She has something to wear when she rides her bike.

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©Circuit Publications

Talking in Sentences

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Here are (name) and (name). They have a (place) in their town.

Introduction: Jerome and Kathy live in the same town. They have many nice things and nice places in their town. They have a fire station in their town. Kathy and Jerome have a grocery store in their town. Their families can buy all their groceries at this store. Jerome and Kathy have an office building in their town. Their dentist has an office in this building. Their doctor's office is in this building too. Kathy and Jerome have an ice cream shop in their town. They like to go to the ice cream shop and have special treats. Kathy and Jerome have a hardware store in their town. Their families can buy many useful things at the hardware store. They have a toy store in their town. The toy store is their favorite store. Jerome and Kathy have a park in their town. Their friends and families can have picnics at the park.

Listen and respond:

Talk about the special places that Kathy and Jerome have in their town. What do they have in their town?

Jerome and Kathy have a place to buy tools in their town. Point to this place. They have an office building in their town. Show me this building. Kathy and Jerome have a place to have picnics in their town. Point to this place. They have a place to buy food in their town. Show me this place. Kathy and Jerome have a place to run and play. Where is this place? Jerome and Kathy see their doctor in her office. Where is their doctor's office? Kathy or Jerome have a place to buy games and puzzles in their town. Where is this place? Jerome and Kathy feel safe because they have a fire station in their town. They can call their fire fighters if there is an emergency.

Do Kathy and Jerome have a grocery in their town. (Yes) Start with they and tell me this. Do they have a hardware store in their town? (Yes) Start with they and tell me. Do Jerome and Kathy have a park in their town? (Yes) Start with they and tell me. Do they have a fire station in their town? (Yes) Start with they and tell me this. Do Kathy and Jerome have a toy store in their town? (Yes) Start with they and tell me. Do they have a doctor in their town? (Yes) Start with they and tell me. Do they have a dentist? (Yes) Start with they and tell me. Do Kathy and Jerome have an ice cream shop in their town? (Yes) Start with they and tell me. Do Kathy and Jerome have picnic tables in their park? (Yes) Start with Kathy and Jerome and tell me.

Let's talk about the special places in our town! Discuss places or special things in your and your student's school, town, city, or neighborhood. Ask your student to tell you about each of them. Example: Do we have a grocery store in our town? (Yes) Start with we and tell me this.

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Talking in Sentences

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Talking in Sentences

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Which animal has long whiskers and says "meow?" (cat) Start with a and tell me. Find an animal that has a curly tail. The deer has antlers on top of its head. A bird spreads its wings when it flies. Which animal has a bushy tail? (squirrel) Start with a and tell me. The animals are different from each other because they have special body parts or marks that other animals do not have. List some animals familiar to your student. Which animal has a curly tail? (pig) Start with a and tell me. Show me an animal that has a pouch. Ask him to tell you about each one and what makes each one special. Point to an animal that has stripes. A fish has fins. Point to the picture to which you want your student to respond. Which animal has stripes? (zebra) Start with a and tell me. Which animal has a pouch? (kangaroo) Start with a and tell me. Which animal has lots of teeth? Point to the small animal with the very long tail. Let's talk about animals and what makes them special.Target: A (animal) has (a unique feature). Example: Does a monkey have a long tail? (Yes) Start with a monkey and tell me. Introduction: Each of these animals is different from the others. A cat has long whiskers and says "meow. 23 Talking in Sentences ©Circuit Publications . A squirrel has a bushy tail. Which animal has a hard shell? (turtle) Start with a and tell me. A mother kangaroo carries its babies in its pouch. A spider has eight legs. Show me an animal that has a bushy tail. A bird is an animal with wings. A pig is an animal with a curly tail. Discuss various animals and their unique characteristics. A fish moves its fins as it swims. Which animal has wings? (bird) Start with a and tell me.' Show me an animal that has wings. A (animal) is an animal with (unique feature). A kangaroo has a pouch. Listen and respond: Talk about these animals Tell me what is special about each one. A rabbit has long ears. Where is an animal that has long ears? Point to an animal that has long whiskers and says "meow." Look at the deer. Where is an animal that has fins? Point to an animal that has antlers. A zebra has stripes all over its body! An alligator has lots of teeth! A turtle has a hard shell. Where is an animal that has eight legs? Point to an animal with a hard shell. Which animal has antlers? (deer) Start with a and tell me. Encourage him to talk about classes of animals or individuals. Which animal has lots of teeth? (alligator) Start with an and tell me. Which animal has fins? (fish) Start with a and tell me. Which animal has long ears? (rabbit) Start with a and tell me. Example: Does your friend s cat have white paws? (Yes) Start with mx and tell me. Which animal has a very long tail? (mouse) Start with a and tell me. The turtle lives in its shell. Which animal has eight legs? (spider) Start with a and tell me.

I ) ) ] ) ) ] I ) I I 1 I I ] I I ) I ! II I ) ) W h i c h animals have ( u n i q u e f e a t u r e s ) ? Talking in Sentences .

25 Talking in Sentences ©Circuit Publications . Point to the animals that have hard shells. Point to the animals that have pouches. Introduction: Different kinds of animals have features that make them special from other animals. Which animals have very long whiskers? (cats) Start with cats and tell me. Which animals have long ears? (rabbits) Start with rabbits and tell me. Which animals have bushy tails? (squirrels) Start with squirrels and tell me. Spiders have eight legs. Then ask her to use the name of this animal in a sentence telling you what these animals have. Which animals have wings? (birds) Start with birds and tell me. (Animals) are animals with (unique features). Tell me what is special about them. Listen and respond: Find the animals that have stripes. Show me the animals that have eight legs. Rabbits have long ears. Pigs have curly tails. Ask your student to identify each animal by name. Focus on plurals and the verb have. Which animals have bushy tails? Point to animals that have curly tails. Use pictures to help visualize animals and their characteristics. Show me the animals that have wings. Let's talk Discuss various classes of animals with your student. Squirrels have bushy tails. Which animals have eight legs? (spiders) Start with spiders and tell me. Kangaroos have pouches. Which animals have lots of teeth? (alligators) Start with alligators and tell me. Which animals have hard shells? (turtles) Start with turtles and tell me. Cats have very long whiskers. Which animals have curly tails? (pigs) Start with pigs and tell me. Birds have wings. Which animals have pouches? (kangaroos) Start with kangaroos and tell me. Zebras have stripes. List some classes of animals that are familiar to your student or look at books with pictures of different animals.Target: (Animals) have (unique features). Which animals have lots of teeth? Which animals have very long whiskers? Which animals do not like cats? Point to animals that have bushy tails and collect nuts to eat during the winter? Talk about these animals. Turtles have hard shells. Alligators have lots of teeth. Example: Do leopards have spots? (Yes) Start with leopards and tell me. Ask your student to tell you what makes groups or classes of animals special. Which animals have stripes? (zebras) Start with zebras and tell me this.

1 1 1 1 1 1 1 I I ] ) ) ) ) ] ) I I I ] I ) ) ] ) ) ) I ) I W h a t d o e s Kevin like? W h a t d o e s n ' t J e n n y like? W h a t d o t h e y like? W h a t d o n ' t they like? ©Circuit Publications Talking in Sentences 26 .

Example: Do you like ice cream? (Yes) Start with land tell me this. Show me something that Kevin likes to play with. Ask your student to tell you some things that she and a sibling or a friend like and things that they don't like. Who likes pizza? Who likes ice cream? Who else likes ice cream? Find something to play music on. (Name) doesn't like (object). Ask her to tell you about each one. There are some things that she does not like. Then list items that she doesn't like. Show me something that Jenny and Kevin both like. She likes her ice skates and her jump rope. clothing items or animals that she likes. Start with Jenny and tell me what she doesn't like. Repeat these stimulus requests for each item that each child likes. Kevin doesn't like rain.Target: (Name) likes (object). Start with Kevin and tell me what he doesn't like. Start with Kevin and tell me what he likes. Do you like parties? (Yes) Start with we and tell me this. He likes his football. They don't like (object). She likes ice cream. Point to something else that Kevin doesn't like. Show me something else that Jenny doesn't like. List several objects like food items. Ask her to tell you about each one. She doesn't like medicine. Point to something that Kevin likes to eat. He doesn't like medicine. Jenny likes her bike. Show me someone who likes a football. Start with Kevin and Jenny and tell me something that they like (ice cream). Point to something than Kevin and Jenny don't like. Ask your student to tell you some things that she likes and some things that she doesn't like. She doesn't like mice. He likes his guitar. too. Jenny likes many things. Talk about Kevin and Jenny. Example: 27 Talking in Sentences ©Circuit Publications . Talk about things that they like. She likes tacos. Show me something that Jenny likes to wear on her feet. Do you like thunderstorms? Start with we and tell me this. There are some things that Kevin does not like. Repeat this stimulus request for each item that each child doesn't like. Show me something that Jenny doesn't like. Listen and respond: Point to someone who likes tacos. Example: Do you like medicine? (No) Start with [and tell me this. Talk about things that they don't like. Start with Jenny and Kevin and tell me something that they don't like (medicine). toys. He/she likes/doesn't like (object). They like (object). Start with Jenny and tell me what she likes. Introduction: Kevin likes many things. He likes his baseball cap. He likes ice cream and pizza. Who likes this? Show me something that Kevin doesn't like. Point to something that Kevin likes to wear on his head. Point to each item that you wish your student to include in her sentence. Let's talk about some things that you like and some things that you don't like.

) I I I II 1 1 ) 1 1 1 ) 1 1 1 ) ) W h a t d o e s J e n n y like t o do? W h a t d o e s n ' t Kevin like t o d o ? W h a t d o J e n n y a n d K e v i n like t o do? W h a t d o n ' t t h e y like t o d o ? .

Point to something that Jenny and Kevin like to do. (Name) doesn't like to (action). Point to the picture to which you want your student to respond. Jenny doesn't like to change the litter in her cat's litter box! Jenny does not like to go to the dentist! Kevin doesn't like to go the dentist either. She likes to plant flowers. He likes to go fishing. Someone likes to play a sport. List some of these things. Who? Which sport? Someone else likes to play a sport. Introduction: Kevin likes to do some things. Start with Kevin and Jenny and tell me what they like to do. Example: Do you like to ride your bike? (Yes) Start with I and tell me that you like to do this. Example: Do you like to fall off your bike? (No) Start with I and tell me that you don't like to do this. She likes to use the computer and listen to music. There are some things that she does not like to do. Who? Which sport? Someone likes to go fishing. He likes to listen to music. Listen and respond: Talk about things that Jenny and Kevin like to do. Start with Jenny and tell me what she likes to do. Kevin likes to play football. Discuss things that your student likes to do and things that he doesn't like to do. What else do Jenny and Kevin like to do? What doesn't Jenny like to do? What doesn't Kevin like to do? Point to Kevin and to Jenny.Target: (Name) likes to (action). (Name and name) like to/don't like to (action). Who likes to go fishing? Show me something that Jenny likes to do. Find two things that they both like to do. Start with Jenny and tell me what she doesn't like to do. Repeat these sentences for each thing that each child doesn't like to do. Show me something else that she likes to do. just like Kevin. Jenny likes to play soccer. Kevin doesn't like to get sick! Jenny likes to do many things. List some things that your student and a sibling and a friend don't like to do. Start with Kevin and tell me what he doesn't like to do. 29 Talking in Sentences ©Circuit Publications . Example: Do you and your sister like to play tag? (Yes) Start with we and tell me that you like to do this. Ask him to tell you about each one. Repeat these stimulus requests for each item that each child likes. Ask him to tell you about each one of these things. There are many things that he does not like to do. Do you and your sister like to clean up spilled milk? (No) Start with we and tell me that you don't like to do this. Start with Kevin and tell me what he likes to do. He likes to use the computer. Repeat these sentences for things that both children like/don't like to do. Let's talk about things that you like to do. Talk about things that they don't like to do. Find something that Jenny and Kevin don't like to do. He/she likes/doesn't like to (action). They like to/don't like to (action). Start with Jenny and Kevin and tell me what they don't like to do.

M J ) J I I J ) I 1 ! ) ) J I I I ) ) ) ] ) ) ) ] ] ) ) ] W h a t is s o m e o n e doing? W h a t else is she/he doing? ©Circuit Publications Talking in Sentences 30 .

Start with she. Start with he. Listen and respond: Think about each of these people and two things that each one is doing. Who is this? Someone is holding a bowl and mixing the batter. Point to him. (baker holding bowl. (man looking at papers. The builder is holding a nail and swinging a hammer. Model sentences by telling him two things that you are doing. tell me what she's doing and what else she's doing. The baker is holding a bowl and mixing batter. Start with she. mixing batter) This baker is doing two things. etc. point to the section of each picture associated with the particular action. Start with he. Ask him to tell about the two things that he is doing. tell me what he's doing and what else he's doing. tell me what she's doing and what else she's doing. Structure this by asking him to stand up and hold something or look at and touch something. digging hole) This woman is doing two things. Encourage your student to focus on two things that he is doing at once. Who? Someone is looking at papers and talking. walking his dog) This boy is doing two things. tell me what she's doing and what else she's doing. Tell me two things that each one is doing. We are doing different things at the same time. Start with she. Point to her. listening and writing. Then ask him to sit down and do the same things. Start with he. (boy wearing sunglasses. Start with she. wearing a baseball cap) This boy is doing two things. tell me what he's doing and what else he's doing. They are doing different things at the same time. Present stimulus request: Start with / and tell me what you 're doing and what else you 're doing. too. Who is this? Someone is standing up and eating a hot-dog. holding a kitten) This girl is doing two things. Start with she. (boy running. A man is looking at papers and talking. Someone is holding her kitten and sitting on the stool. Who is this? Someone is holding a balloon and looking up. tell me what she's doing and what else she's doing. 31 Talking in Sentences ©Circuit Publications .Target: The (person) is (action) and (action) Introduction: Look at these people. (builder holding nail. Someone is holding a nail and swinging a hammer. Someone is wearing sunglasses and walking his dog. A girl is holding a balloon and looking up. Let's talk about people who do different things at the same time. talking) This man is doing two things. tell me what he's doing and what else he's doing. A girl is sitting on a stool and holding a kitten. A boy is wearing sunglasses and walking his dog. Who is doing these things? Someone is kneeling down and digging a hole. As you present the stimulus request. Point to him. Talk about these people. A woman is kneeling down and digging a hole. I'm sitting down and talking to you! You're sitting down and talking to me! A boy is running and wearing a baseball cap. (girl sitting. (woman kneeling down. swinging hammer) This builder is doing two things. tell me what she's doing and what else she's doing. looking up) This girl is doing two things. (girl holding balloon. Someone is wearing a baseball cap and running. Point to her. Look at pictures in magazines or books and note people doing two things at once such as talking and pointing.

1 1 1 1 1 1 1 1 i I I I I I I) I I ) ) I ) J ] I I I ] ] ) J I ) I I j ) I ) j W h e r e i s t h e (object)? W h e r e a r e t h e (objects)? ©Circuit Publications Talking in Sentences 32 .

It's under the table. Show me something to pound a nail with. There is a pineapple on the table. 33 Talking in Sentences ©Circuit Publications . Present stimulus request: Start with I and tell me where you put the pencil. Look at all the things on the table. pencils. grapes. There is a soccer ball under the table. There is some peanut butter on the table. Find something else under the table that you're supposed to kick. Start with some and tell me where the peanut butter is. Then ask her to tell you what she did. catsup. There is a cake on the table. Find two fruits in the basket that have big seeds inside. orange. football. mustard. Introduction: Look at the things in the basket. under (furniture). shoe. The (object is under) the location. Point to something on the table that has icing on top. There are some things under the table. There is an orange. pear). Find something under the table that you kick. on surfaces or under pieces of furniture. Listen and respond: Point to something in the basket that has a thick yellow skin. There is an apple and a pear in the basket. on (surface). There is a baseball and a football under the table. The (object) is on the (location). Start with the and tell me where the banana is. It's under the table. too! Find a large delicious fruit under the table. Instruct your student to place objects in containers. There is a hammer under the table. There are some grapes in the basket. I put a/an (object) in (container). Talk about the things in the basket. Point to something in the basket that has red skin. There is a plate of cookies on the table. It's black and white. soccer ball. on surfaces or under furniture and tell you what she did. Show me something under the table that you hit with a bat. or: Start with I and tell me what you did. Show me something under the table that you wear on your foot. Find a hot-dog. a plum and a peach in the basket. There is a watermelon under the table. Let's talk about where some things are. There are many delicious fruits in the basket. Talk about some things under the table. cookies. Find something on the table that is made from peanuts. Find some things in the basket that come in bunches. Talk about the things on the table. on the table and under the table. Encourage your students to talk about objects that are in familiar containers. on the table or under the table. Start with the and tell me where the watermelon is. Find two things on the table that you put on a hot-dog. Find something on the table that is a fruit with a rough brown skin. Find some things on the table that are green and sour.Target: The (object) is in the (location). plum. Example: Instruct her to put a pencil in the box. Repeat this sentence for other things on the table (pineapple. There is a banana in the basket. is crunchy and juicy. Use the stimulus request as above. Point to something to write with. There is a jar of pickles on the table. There is a jar of mustard and a bottle of catsup on the table. Talk about the things in the basket. Repeat this sentence for the baseball. hammer. There is a shoe and a pencil under the table. Repeat this sentence for the other fruits in the basket (peach. pickles. cake). apple. There is a hot dog on the table. hot-dog. Point to the item to which you want your student to respond.

1 1 i 1 I I I I I I I ] ) ) ] ] ] ) ) ] J I ) ] ) ) ) ) ) ) ) j ] ] ] ) ) ] ) W h o is b e h i n d ( n a m e ) ? W h o is on (object)? W h o is next to ( n a m e ) ? W h o is in f r o n t of ( n a m e ) ? W h o is b e t w e e n ( n a m e ) a n d ( n a m e ) ? .

Example: Ask Student B to tell you where he is. Bruce is standing behind Jude. She is on the stool Niki is behind her. Someone is behind Tonya. Start with Niki and tell me where she is. or (Name) is (action) (location). is in front of her. Todd is next to her. talking about a different student. His name is Jimmy. the dog. Ask Student B to tell you where Student A is. ask their classroom teacher for a seating chart and repeat this activity referring to where students sit in relation to other students in class. Point to someone who is sitting on a stool. See the baby. Start with Muffin and tell me where she is. lying to these requests if you wish. Jimmy is between Jude and Tonya. Present stimulus request: Start with (Name) and tell me who sits next to (behind. Start with Vm and tell me where you are. Talk about where these people and animals are. (Name) is (lying) in front of (name). Who is standing next to Jude? Who is behind Tonya? Point to someone who is between Tonya and Jude. Note. Repeat this. Someone is behind Jude. Kathy is standing next to him. Encourage your student to talk about people located in different relationships to others. Someone is in front of Jude. Fargo. Show me a pet that is lying in front of Jude. Someone is between Tonya and Jude. Start with Tonya and tell me where she is. For students seated in rows in their classrooms. Start with Todd and tell me where he is. Ask another student (Student B) to stand behind Student A. (Name) is (crawling) between (name) and (name). Show me a pet that is lying in front of Tonya. the cat. Jimmy is crawling. Someone is next to Tonya. (Name) is (standing) next to (name). Start with Kathy and tell me where she is. He is sitting on the stool. Listen and respond: Point to someone who is standing behind Jude. Fargo is lying down. Look at Jude. depending on your student's ability. Instruct both students to talk about this relationship. Start with (Student A—name) and tell me where he is. Start with Fargo and tell me where he is. 35 Talking in Sentences ©Circuit Publications . Reverse students 'positions and repeat the activity. Someone is next to Jude. in front of) you. Let's talk about where someone is.Target: (Name) is (standing) behind (name). Muffin. insert verbs standing. Look at Tonya. introduction: Talk about the location of each of these people or animals in relation to others. Use the sentence. (Name) is (location). Example: Find your student's place in class and those surrounding him. is lying in front of Jude. Start with Jimmy and tell me where he is. Who else is sitting on a stool? Show me a pet that is in front of Jude. (Name) is (sitting) on a stool. Start with Jude and tell me where he is. Start with Bruce and tell me where he is. provide opportunities to practice these sentences: Here is an activity that will Ask a student (Student A) to sit on a chair. Find someone who is next to Tonya.

I M i I I I I I I ) I I ) ) W h e r e is t h e a n i m a l with (descriptive c h a r a c t e r i s t i c ) .

The mouse has a very long thin tail. Introduction: This activity is presented so students can practice using the above-mentioned sentence form. The kangaroo has a pouch. triangle (mouse) animal with very long thin tail. Point to an animal with stripes. It's in a diamond too. diamond (deer) animal with antlers. It's in a triangle. circle (kangaroo) animal with pouch. triangle (squirrel) animal with bushy tail. It's in a square. Point to the animal with eight legs. It's in a triangle. Example: Which shape is each animal in the first row in? He should respond: The fish is in (or inside) the triangle. Point to an animal with long whiskers. Instruct your student to continue talking about animals with different characteristics inside different shapes. (spider) animal with eight legs. It's in a circle.Target: The animal with (descriptive characteristic) is in the (shape). The bird has wings. Find an animal with a trunk. rectangle (zebra) animal with stripes. circle (elephant) animal with trunk. The deer has antlers. The turtle is in the square. Find an animal with antlers. Point to an animal with a hard shell. It's in a circle. The cat has long whiskers. It's in a rectangle. Talk about these animals. There are four shapes in each row. It's in a triangle too. square (pig) animal with curly tail. Find an animal with a pouch. Each one is special in some way. The spider has eight legs. The squirrel has a bushy tail. The cat is in the diamond. circle (peacock) animal with beautiful feathers. Point to an animal with a curly tail. It's in a circle. Your student should be able to easily identify shapes by name before he does this activity. circle (fish) animal with fins. Point to each animal as you present the stimulus request. It's in a circle. you will find eight rows of shapes with pictures of animals inside them. diamond (rabbit) animal with long ears. The rabbit has long ears. Start with the animal and tell me where the animal with lots of teeth is. Find an animal with fins. Each of the four shapes is represented in each row. Tell me where each one is. It's in a rectangle. It's in a triangle. 37 Talking in Sentences ©Circuit Publications . Point to an animal with long ears. row by row. It's in a diamond. Find an animal with a bushy tail. The alligator has lots of teeth. It's in a triangle. The pig has a curly tail. triangle (butterfly) animal with beautiful colorful wings. The zebra has stripes. Point to the animal with beautiful feathers. The butterfly is in the circle. Listen and respond: Find the animal with lots of teeth. On the next two pages. The butterfly has beautiful colorful wings. The elephant has a trunk. The peacock has beautiful feathers. diamond (cat) animal with long whiskers. square (bird) animal with wings. Look at these animals. (alligator) animal with sharp teeth. Each of these animals is inside a shape. Find the animal with a long thin tail. circle (turtle) animal with a hard shell. The turtle has a hard shell. The fish has fins. either by name or by characteristic. Find an animal with wings. Ask your student to tell you about the animals. triangle Let's talk about these animals. It's in a diamond. It's in a circle.) Start with the and tell me. Example: Where is the animal with whiskers? (Point to the cat in the diamond. rectangle Repeat this stimulus request asking your student to find all the animals. Find an animal with beautiful colorful wings.

1 1 1 J ] ) ) ) ) ) ] ) ) ) ) ) ) ] W h e r e is e a c h o n e of t h e a n i m a l s ? ) ] ) ) ] ) ) ) ) ) ) ) ] .

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©Circuit Publications Talking in Sentences 40 .

Give your listener some clues so he knows who you mean to talk about. Start with the girl and tell me what the girl with the backpack is doing. For example. The girl with the bandage is holding a kitten. The boy with sunglasses is walking his dog. The boy with binoculars is looking at birds. The children might have different color shirts on. Everyone is doing something. Start with the girl and tell me what the girl with the birthday crown is doing. The girl with the birthday crown is opening a present. What is the girl with the teddy bear doing? What is the woman with the hammer doing? What is the boy with binoculars doing? What is the girl with the bandage doing? What is the boy with sunglasses doing? What is the girl with the backpack doing? What is the boy with black shoes doing? What is the girl with the birthday crown doing? Start with the girl and tell me what the girl with the teddy bear is doing. The woman with the hammer is hitting a nail. Start with the woman and tell me what the woman with the hammer is doing. Encourage your student to identify people using these target forms. Use a variety of sentences including descriptive phrases referring to what these children are doing. Listen and respond: T a l k a b o u t these children. Introduction: Look at these people. The girl with blond hair is listening. The girl with the teddy bear is reading a book. Start with the girl and tell me what the girl with the bandage is doing. The boy with black shoes is eating a hot-dog. L e t ' s t a l k Let's talk about what some people are doing. Tell what that child is doing. 41 Talking in Sentences ©Circuit Publications . Start with the boy and tell me what the boy with the black shoes is doing. Tell how we know which child you're talking about.Target: The girl/boy with the (animal or object) is (action). The girl with the backpack is walking. Start with the boy and tell me what the boy with the binoculars is doing. Say some things that will help your listener know whom you are talking about. Then say what that person is doing. Look at a group of children or at pictures of groups of people doing different things. They might have different color eyes or hair. Start with the boy and tell me what the boy with sunglasses is doing. The bov with the yellow shirt is talking.

i ! I I I I I I : I j I I I I I I j j W h e r e is e a c h o n e of t h e a n i m a l s ? ©Circuit Publications Talking in Sentences 42 .

The bear is next to a small ball The turkey is on a big ball The cow is under a big ball The rabbit is next to a big ball The sheep is between two balls. long/short pencils.). under or between other objects (such as big/small boxes. The goat is under a big ball. Start with the and tell me where the elephant is. Start with the and tell me where the animal with long ears is. etc. Tell where each one is. Start with the and tell me where the squirrel is. Start with the and tell me where the goat is. Start with the and tell me where the tiger is. Which animal is next to a big ball? What other animal is next to a big ball? Which animals are on big balls? Which animal is on a small ball? Which animal is under a big ball? Which other animal is under a big ball? Which animals are next to big balls? Which animal is next to a small ball? Which animal is between two big balls? Which animal is between two small balls? Which other animal is between two balls? What size are these balls? For an extra challenge try these: Start with the and tell me where the animal with stripes is. Listen and respond: Talk about these animals. Start with the and tell me where the animal with fins is. Start with the and tell me where the animal with feathers is. The squirrel is next to a big ball The mouse is between a big ball and a small ball. You can do activities like this one using objects and placing them next to. Start with the and tell me where the cow is. Start with the and tell me where the bear is. Each one is near a big or a small ball The cat is on a big ball. Start with the and tell me where the turkey is. on. Start with the and tell me where the lion is.Target: The (animal) is (spatial relationship) the big/small ball Introduction: Look at these animals. The tiger is on a big ball. The fish is under a small ball The elephant is on a big ball The squirrel is next to a big ball. Start with the and tell me where the sheep is. Start with the and tell me where the cat is. Start with the and tell me and tell me where the fish is. Let's talk about where something is. Start with the and tell me where the animal with a trunk is. Start with the and tell me where the rabbit is. 43 Talking in Sentences ©Circuit Publications . Start with the and tell me where the animal with a very long tail is.

! I ) J W h o is the w o r k e r w i t h s o m e t h i n g special? 1 ) 1 I I I ! ) ] ©Circuit Publications Talking in Sentences 44 .

The worker with a bowl and spoon is a Let's talk about workers and their tools. and associate workers with objects used for jobs. Start with the worker and tell me who the worker with the microphone is The worker with the make-up and funny hat is a The worker with the computer is a The worker with the wrench is a Who is the worker with the hydrant? The broadcaster is the worker with the _ The carpenter is the worker with the Who is the worker with the badge? The worker with the stethoscope is a The worker with the trowel is a The worker with bare feet is a . The worker with the trowel is a bricklayer. Ask your student to ask family members or friends about their jobs and what kind of tools they have (need or use). Start with the worker and tell me who the worker with bare feet is. List some tools and workers discussed. Listen and respond: Give your student many opportunities to learn to identify and pronounce the words denoting all workers and tools. The worker with the wrench is a mechanic. Start with the worker and tell me who the worker with the trowel is. Talk about these workers. Start with the worker and tell me who the worker with the badge is. Start with the worker and tell me who the worker with the hammer is.Target: The worker with the (tool) is a (name of occupation). Or. discuss workers around school. Start with the worker and tell me who the worker with the hydrant is. The worker with the computer is a teacher. Ask your student to tell you about each worker and tool that this worker has. . The worker with the stethoscope is a doctor. The worker with the microphone is a broadcaster The worker with the bowl and spoon is a baker. Start with the worker and tell me who the worker with the stethoscope is. Expand these ideas by encouraging students to name other items needed by each of these workers for their jobs. 45 Talking in Sentences ©Circuit Publications . The worker with the hydrant is a firefighter. The worker with the badge is a police officer. The worker with the make-up and funny hat is a clown. the neighborhood or the nation. Start with the worker and tell me who the worker with the silly make-up is. Ask her to complete each of these sentences or answer the questions telling you either the name of a worker or tool. The worker with bare feet is a tightrope walker. . encourage students to think of other workers and tools needed for their jobs. They are near the tools that they need for their jobs. Start with the worker and tell me who the worker with the bowl and spoon is. Example: Does a dentist have a drill? (Yes) Start with a dentist and tell me what she has (needs or uses). Start with the worker and tell me who the worker with the computer is. Introduction: Each of these workers is near one of the things that she or he uses to do their job. Start with the worker and tell me who the worker with the wrench is. Point to the picture to which you want your student to respond. These activities are excellent for building vocabulary. The worker with the hammer is a carpenter. Also.

I l l ) 1 ) 1 ) 1 1 ] ] D o y o u k n o w w h e r e t o p u t a ( a n ) (object)? I ) 1 i I I I I I I I i ©Circuit Publications Talking in Sentences 46 .

Repeat this sentence. Discuss places where different things belong. Start with / and tell me that you know where to put the cereal. Do you know where to put them? Point to each object that you want your student to respond to. pots and pans? Do you know where to put the things to use to keep things clean? Could you help your mom and dad put away the groceries when they bring them home from the store? Listen and respond: The milk. Some belong in a drawer. Do you know where to put them? Where? Do you know where to put the box of pasta or macaroni? Where? Do you know where to put the cereal when you're finished with it? Where? Do you know where to put the pretzels and crackers when you're finished with them? Where? Do you know where to put the silverware when it's clean? Where? Do you know where to put the dishes and cups when they're clean? Where? Do you know where to pots and pans and silverware when they're dirty? Where? Do you know where to put the soap and other things for washing the dishes? Where? Do you know where to put things for cleaning the floor? Where? I know where to put the things for cleaning the floor. Look at all the things that belong in different places in the kitchen. Some of them belong in the cabinets. might be kept in different places in various homes. Example: Do you know where to put the peanut butter? (Yes) Start with I and tell me that you know where to put it. eggs and yogurt must stay cold. Do you know where to put the things on this page? Do you know where to put the things that need to stay cold? Do you know where to put the snacks when you're finished with them? Do you know where to put the dishes. Where do you put it? (Your student should be encouraged to answer these questions using simple locative phrases: in the drawer. Children s responses will reflect their home practices.Target: I know where to put the (object). List some objects and places familiar to your student. Some of these things belong in the refrigerator. in the cabinet. Where? Talk about these things. Ask your student to tell you where she puts each of these objects: cereal pretzels grapes ice cream scoop knife broom crackers eggs yogurt pot fork dust pan pasta or macaroni lettuce pizza slicer bowl spoon liquid soap Example: Where do you put the cereal? Start with / and tell me. Example: Do you know where to put the cereal? (Yes) Tell me this. Now ask her if she knows where to put each object. Some of these items Let's talk about things in your classroom or your house.) 47 Talking in Sentences ©Circuit Publications . pointing to each of these items. Introduction: Look at this picture of a kitchen. Ask her to tell you about each one. silverware. etc.

M M i i I I I i I I I I I I M I ! I I I II I I I I I M I I I I II M I ) W h e r e d o e s M a r y Ellen p u t / k e e p h e r (object)? Does M a r y Ellen k n o w w h e r e t o find h e r (object)? ©Circuit Publications Talking in Sentences 48 .

Ask your students where Mary Ellen puts her things: coat party dress robe jeans shoes ice skates trophy plant radio eraser books games jewelry box doll house crayons pencil scissors photograph album tape Does Mary Ellen know where to find something to write with? Where? Does she know where to put her championship trophy? Where? Does she know where to find her ice skates? Where? Does she know where to put something to read? Where? Does she know where to find something to wear outside when it's cold? Where? Does she know where to find something to listen to? Where? Does she know where to find something to put jewelry in? Where? Does she know where to find things to wear on her feet? Where? Does she know where to put her games? Where? Does she know where to find something to cut with? Where? Does she know where to find something to write with? Where? Does she know where to keep her doll house? Where? Example: Where does Mary Ellen put her coat? (in the closet) Start with she and tell me. Listen and respond: Talk about Mary Ellen. Discuss the relationship between putting things in their places and being able to find them.! f f f ( I Target: Mary Ellen knows where to put (object). 49 Talking in Sentences ©Circuit Publications . Mary Ellen puts/keeps her (object) in/on (location). Ask your student where some of his things belong. Does she know where to put her things? Point to the picture to which you want your student to respond. Let's talk about where you put your things. her dress and her jeans belong in her closet. Repeat this stimulus request asking where she keeps or finds each of her things. Example: Does Mary Ellen know where to put her scissors? (Yes. Her coat. Now ask her if Mary Ellen knows where to find each of her things. Introduction: Mary Ellen knows where to put her books. Example: Where do you put (keep) your books? Start with I and tell me. She puts her doll house. her radio and her music box. her picture album and her plant on the shelf. She finds her things in the places where they belong. She puts her things where they belong. her trophy. Ask him to tell you about each one. List some things that he tells you about. She puts them on the shelf. Use these various patterns to stimulate your student to tell you about the things listed. Her pencil. Some of her things belong in her drawers. in her desk) Start with Mary Ellen (or with she) and tell me that she knows where to put them. Example: Do you know where to put your baseball glove? Start with I and tell me that you know this. Discuss what happens when something you need is not in the place where it belongs. Her shoes and her ice skates belong in her closet too. too. (object) belongs in/on (location). If he puts his things where they belong he will find them when he needs them. Example: Do you know where to find your boots? Start with I and tell me where to find your boots when you need them. scissors and tape belong in her desk drawer. Mary Ellen knows where to find (object). When she needs something she knows where to find it. She can find (object) in/on (location).

I ) j ) ) ) ] ) ) ] ) ) ] ) ) D o e s J u d e k n o w w h e r e t o find his (object)? C a n J u d e find his (object)? ©Circuit Publications Talking in Sentences 50 .1 1 11 1 1 1 1 I I I I M I I I I I I ) I I I I | .

Start with he and tell me if he knows where to find his Frisbee™. Start with he and tell me if he knows where to find his yo-yo. Example: Did your dad lose his keys? (Yes) Did he know where they were? (No) Could he find them? (No) Dad couldn't find his keys. Start with Jude and tell me if he knows where to find his shoes. Let's talk about times when we can't find something. Can he find them? Talk about Jude and his things. He can't find his football. Start with Jude and tell me if he can find his notebook and his pencil. Start with he and tell me if he knows where to find his cap. What does he need? Can he find them? Can Jude find his shoes or his cap? Jude wants to look at something that's far away. Ask her if she ever lost something. Start with Jude and tell me if he knows where to find his radio. He likes to play with it. He can't find his new toy car either. could he? (No) Start with Dad and tell me this. Start with Jude and tell me if he can find his binoculars. Jude can't find (object) Introduction: Look at Jude. He doesn't know where they are! Jude can't find his backpack. Discuss the relationship between putting things in their places and being able to find them when these things are needed. then found it later. When the object was lost someone couldn't find it List some of her responses and ask her to tell you about each one. He can't find his cap or his shoes. Start with he and tell me if he can find his football. He doesn't know where to find his notebook or his pencil. but he can't find his binoculars! Listen and respond: Can Jude find his football? Can Jude find his brush? What else would he use for keeping his hair neat? Can he find either of them? Can Jude find his backpack? What does Jude need when he wants to listen to music? Does he know where it is? Does Jude know where to find his yoyo? Jude wants to teach his dog to catch a Frisbee™. He can't find his Frisbee™. He needs his binoculars. Now Jude wants to look at something that's far away. { { { { { [ Jude doesn't know where to find (object). Start with Jude and tell me if he knows where to find his toy car. He doesn't know where to find his things. Ask your student if she ever lost something and never found it. He doesn't know where his radio is. Start with he and tell me if he can find his comb. Does he know where it is? Can he find it? When Jude goes to school he needs something for writing and keeping notes. Talk about times when your student or someone she knows lost something.f Target: ( f f ! . He doesn't know where to find some of his things. He can't find his brush or comb. 51 Talking in Sentences ©Circuit Publications . He can't find them! Start with Jude and tell me if he knows where to find his backpack. He is confused. Does he know where to find it? Jude has a new toy car. Start with Jude and tell me if he can find his brush. Jude can't find his yoyo.

| I I I ) I I ) I I t ] I I I I I I I I D o e s Kevin k n o w w h e n t o d o s o m e t h i n g ? ©Circuit Publications Talking in Sentences 52 .1 1 1 1 1 1 1 1 1 ' I M ! ! ! I I ! I I I .

His class goes out for recess at ten o'clock. Ask her to tell you about each one: Example: Do you know when to watch (favorite TV show)? (Yes) Start with [and tell me that you know this. His class goes to lunch at twelve o'clock. Students walk home or get on the bus to go home. Listen and respond: What time does Kevin get up in the morning? When does he get on the school bus? When does Kevin's class have recess? When does his class have lunch? When does Kevin get on the school bus to go home? When does he come in and help get ready for dinner? When does he watch his favorite TV show? Does Kevin know when he must get up to get ready for school? When? Does Kevin know when he must be at the bus stop? When? Does he know when his class has recess? When? Does he know when his class has lunch? When? Does he know when he goes home from school? When? Does he know when to come in and help with dinner? When? Does he know when his favorite TV show is on? When? Talk about Kevin. Discuss some things that your student knows when to do. Now ask your student to tell you if Kevin knows when to do each of these things. eight o'clock) Start with he and tell me that he knows this. He knows when to get up in the morning. He comes home at five o'clock so he can wash his hands and help set the table. Kevin's family has dinner at five thirty. His favorite show is on at eight o'clock. Kevin knows when to get on the bus and go home from school. Kevin knows when to go to lunch. 53 Talking in Sentences ©Circuit Publications . Ask questions such as: Do you know when to get up in the morning so you won't be late for school? When? Do you know when your school bus comes? When? Do you know when your class has recess? When? What are some other important things that happen during the day at school? Do you know when they happen? When? Do you know when to have lunch? When? Do you know when school is over? When? Do you know when to get ready for dinner? When? Do you have a favorite TV show? Do you know when your favorite show is on? When? List some of her responses indicating that she knows when to do these thing. Does he know when to do these things? Point to each picture to which you want your student to respond. Ask your student to tell you when Kevin does each of these things: wake up get to the bus go out for recess have lunch come home from school get ready for dinner watch his favorite TV show Example: When does Kevin wake up? (seven o'clock) Start with Kevin and tell me when he wakes up. Kevin knows when to go out and get the bus. The bus comes at eight o'clock.Target: Kevin knows when to do (action or verb phrase). Introduction: Kevin must get up at seven o'clock so he can be ready to get the bus for school. Example: Does Kevin know when to get to the bus stop? (Yes. He knows when to go out for recess. School ends at three o'clock. Let's talk about when you do things. He knows when to turn on the TV so he can watch his favorite show. Kevin knows when to be home so he will be ready for dinner.

I I D o e s ( s o m e o n e ) k n o w h o w t o (do s o m e t h i n g ) ? ©Circuit Publications Talking in Sentences 54 .' 1 1 ! ' I I ! I I I i! M I I I I ! I M I I I 1 I I I I I I I l I.

Introduction: Kevin knows how to play the guitar. Let's talk about things that people know how to do. Start with a police officer and tell me what he knows how to do. 55 Talking in Sentences ©Circuit Publications . A scientist knows how to make new chemicals. Each of these workers knows how to do some special things. Kevin can do something special. List these and ask him to tell you about each one. Start with a veterinarian and tell me what she knows how to do. Example: Do you know how to toss a Frisbee™? (Yes) Start with I and tell me this. List them and ask him to tell you about each one. A clown knows how to do many tricks in the circus. He knows how to play a musical instrument. Start with a clown and tell me what she knows how to do. Example: Does your dad know how to ride a motorcycle? (Yes) Start with mv dad and tell me this.Target: (Someone) knows how to (do something). Start with a mechanic and tell what she knows how to do. Which instrument can he play? Which worker knows how to check the oil in a car's engine? Which worker knows how to use a computer and to teach children how to use a computer? Which worker knows how to set a dog's broken leg? Which worker knows how to juggle many balls at one time? Which worker knows how to give a traffic ticket? Which worker knows how to make new chemicals? Kevin knows how to do something special. The mechanic knows how to check the oil in a car's engine. Start with Kevin and tell me what he knows how to do. A police officer knows how to direct traffic. Start with a scientist and tell me what he knows how to do. Ask your student to tell you about things that family members or friends know how to do. This clown knows how to juggle five balls at one time! Listen and respond: Talk about these people and tell me what each one knows how to do. A veterinarian knows how to set a dog's broken leg. Ask your student to tell you some things that he knows how to do. Start with a teacher and tell me what she knows how to do. The teacher knows how to use a computer.

1 1 ' 1 ' 1 1 1 I M ! I I I I I I I I I I ! i M I i I I I I I I I I l i i | D o e s ( s o m e o n e ) k n o w h o w t o (do s o m e t h i n g ) ? ©Circuit Publications Talking in Sentences 56 .

The broadcaster knows how to tell what's happening during a special event. List these things and ask him to tell you about each one. Start with the firefighter and tell me what she knows how to do. The bricklayer knows how to build a brick wall. Possibly discuss careers of his family members or friends. Example: Does your mom know how to send an e-mail? Start with my mom and tell me this. The artist knows how to paint beautifiil pictures. Start with the carpenter and tell me what he knows how to do. Start with the broadcaster and tell me what he knows how to do. Let's talk about special things that people know how to do. The doctor knows how to help you get well. and discuss some things that each one knows how to do. What does Maria know how to do? Which worker knows how to bake bread and cakes? Which worker knows how to talk in a microphone so many people can hear him? Which worker knows how to build a wall from bricks? Which worker knows how to balance herself very high up? Which worker knows how to paint beautiful pictures? Which worker knows how to open a fire hydrant? Which worker knows how to help you get well? Which worker knows how to build a wooden stool? Which worker knows how to bake cakes and bread? Start with Maria and tell me what she knows how to do. People can hear the broadcaster on their radios. The baker knows how to bake bread and cakes. Listen and respond: Talk about these people and what each one knows how to do. Start with the artist and tell me what she knows how to do. The tightrope walker knows how to walk on a tightrope. 57 Talking in Sentences ©Circuit Publications . The firefighter knows how to open a fire hydrant. It's lots of fun. Start with the doctor and tell me what he knows how to do. She knows how to balance on the tightrope so she doesn't fall. Start with the baker and tell me what she knows how to do. Point to the picture to which you want your student to respond. Ask your student to tell you about things that other workers know how to do. Introduction: Maria knows how to fly a kite. He uses a microphone so his voice can be carried by electricity to people far away. Start with the tightrope walker and tell me what she knows how to do.Target: (Someone) knows how to (activity). The carpenter knows how to build a stool out of wood. Start with the bricklayer and tell me what he knows how to do. if you know how to do this. Maria knows how do something outside.

M ) ) ) 1 J I ) J j I ) ) J I ) ) ) ) ) ) ) ) } j ) ) ) ) ) ) ) ) ) ) j ) ) ) ) W h a t is (child) looking at? ©Circuit Publications Talking in Sentences 58 .

Which animal is this? Todd is looking at an animal with stripes. Todd is also looking at something. Which animal is she looking at? Todd is looking at an animal that lives near the water. too." You also might look at pictures of people looking out windows and ask your student to tell you what the person in the picture is looking at. He's looking at a kangaroo. Miko is looking at a deer. Which animal is this? Miko is looking at an animal with a very long neck. (bird) Start with Miko and tell me what she's looking at. She is looking at a big bird flying above. Listen and respond: Talk about the animals that Miko and Jeff are looking at. Which animal is this? (giraffe) Start with Miko and tell me what she's looking at. He's looking at a tiger and an alligator. She's looking at a rabbit and a giraffe. This animal hops across the field. (kangaroo) Start with Todd and tell me what he's looking at. Which animal is this? Miko is looking at an animal with antlers. (tiger) Start with Todd and tell me what he's looking at. Which animal is this? Miko is looking at an animal with antlers. Let's talk about some things that you can look at. This animal has lots of teeth. Start with Ljn and tell me what you 're looking at. too. Which animal is he looking at? Miko is looking at an animal flying high above. We '11 start with we're and say what we 're looking at. This animal is very proud of its feathers. (alligator) Start with Todd and tell me what he's looking at. (peacock) Start with Todd and tell me what he's looking at. They are using binoculars so they can see these animals. (rabbit) Start with Miko and tell me what she's looking at. (deer) Start with Miko and tell me what she's looking at. Example: "Lets look at the calendar and let's talk about this. Point to the picture to which you want your student to respond. Which animal is this? Miko is looking at an animal with long ears. Then suggest that both of you look at the same item and talk about it. Ask your student to select one at a time and tell you what she's looking at. Introduction: Miko and Todd are looking at something far away. He's looking at a peacock.Target: (Child) is looking at (object or animal). Todd is looking at an animal with big beautiful feathers. List some items in this room that you can look at and identify. 59 Talking in Sentences ©Circuit Publications . Which animal is this? Todd is looking at an animal that carries her babies in her pouch. a bird with beautiful feathers.

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(Child) is talking about (object or animal). (Child's) thinking about (object or animal). (Child) wants to talk about (object or animal).

Introduction: Alan is talking about something. He is talking about something he likes to eat. He's telling us that he likes to eat tacos. He's telling us that a taco has a crunchy shell outside and meat or cheese and vegetables inside. Abby is thinking about some things. She's thinking about things that she wants to talk about. She wants to talk about her cat. She wants to talk about ice cream. She likes to eat ice cream. She's thinking about her bike. She wants to talk about her bike. She's thinking about a castle. Abby is talking about something. She's telling us about something she likes to ride in. She's telling us about an airplane. She's telling us that an airplane is something to ride in. You can fly across the sky in an airplane. Alan is thinking about some things that he wants to talk about. He wants to talk about his dog. He wants to talk about a tow truck. He wants to talk about his baseball cap, and he wants to talk about rabbits.

Listen and respond:
What is Alan talking about? Alan is thinking about some things. He's thinking about an animal that has long ears. This animal likes to eat carrots. Which animal is this? Alan is thinking about an animal that wags its tail and barks. What is it? Alan is thinking about a vehicle that tows cars when the cars break down. What is it? He is thinking about something to wear on his head to keep the sun out of his eyes. What's this? Alan wants to tell about a rabbit, a dog, a tow truck and his baseball cap. What is Abby talking about? Abby is thinking about some things. She's thinking about something cold that's good to eat. What is it? She's thinking about an animal that purrs and says "meow." Which animal is it? She's thinking of a place where kings and queens live. It's big and has many rooms. What is it? She's thinking about something that has two wheels and is fun to ride. What is it?

Talk about Alan and Abby. Tell me what they're talking about. Tell me what they're thinking about. Tell me what they want to talk about. Point to each picture to which you want your student to respond, (taco) Start with Alan and tell me what he's talking about. (airplane) Start with Abby and tell me what she's talking about. Abby is thinking about some things. (bike) Start with she and tell me what she's thinking about. Repeat this stimulus request for (cat), (castle) and (ice cream). Abby wants to talk about the things that she's thinking about. (bike) Start with Abby and tell me what she wants to talk about. Repeat this stimulus request for (cat), (castle) and (ice cream). Alan is thinking about some things. (dog) Start with Alan and tell me what he's thinking about. Repeat this stimulus request for (tow truck), (baseball cap) and (rabbit). Alan wants to talk about the things that he's thinking about, (dog) Start with Alan and tell me what he wants to talk about. Repeat this stimulus request for (tow truck), (baseball cap) and (rabbit).

Let's talk about things and animals that you want to talk about. Use the items on the next two pages and ask your student to select one at a time and tell you what he wants to talk about. When he's made his selection, encourage him to say two things about the object or animal.
Before asking him to do this, discuss each object, presenting at least two facts about each of these objects (classification, use, descriptive characteristics). Give him enough manageable information from which to generate his own comments. Example; (Present stimulus request) Start with I and tell me what you want to talk about. He should point to his choice and tell you that he wants to talk about a particular animal or object. Then encourage him to tell you two things about his choice. (Present stimulus request) Start with a/an {object or animal of choice) and tell me something about (object or animal of choice). You can help him further by presenting more structured stimulus requests such as; Tell me what a (choice) has, does, eats, says/ where a (choice) goes/ what a (choice) looks like, etc.

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what does Kevin do at school? How does Kevin get home from school in the afternoon? What does Kevin do after school in the afternoon? In the afternoon. Let's talk about what you do in the morning and in the afternoon. (child) (action or verb phrase). In the afternoon. Listen and respond: Talk about things that Kevin does in the morning and in the afternoon. (child) (action or verb phrase). Example: Do you brush your teeth in the morning? (Yes) Start with I and tell me this. Kevin does his homework and plays outside in the afternoon. Introduction: Kevin does some things in the morning. Kevin wakes up and stretches. 65 Talking in Sentences ©Circuit Publications . In the afternoon. (outdoor play) Start with in and tell me what Kevin does in the afternoon. (school bus) Start with Kevin and tell me what he does in the afternoon. too. Kevin has lunch. He rides the bus to school. afternoon. He works hard at school in the afternoon. (Child) (action or verb phrase) in the Target: (Child) (action or verb phrase) in the morning. Example: Do you play outside in the afternoon? (Yes) Start with I and tell me this. Point to the picture to which you want your student to respond. He rides the bus home from school. what does he do at school? When does Kevin eat his lunch? In the afternoon. (homework) Start with in and tell me what Kevin does in the afternoon. He eats breakfast and gets dressed for school. Ask your student to tell you about each of them.i ( I I . what does Kevin do outside? (Point to lunch) Start with Kevin and tell me what he does in the afternoon (school work) Start with Kevin and tell me what he does in the afternoon. (Point to stretching) morning. What's the first thing Kevin does in the morning? What are two things that Kevin does in the morning before he gets on the school bus? How does Kevin get to school in the morning? In the morning. Start with Kevin and tell me what he does in the (breakfast) Start with Kevin and tell me what he does in the morning. In the morning. (school work) Start with in and tell me what Kevin does in the morning. In the morning. (gets dressed) Start with Kevin and tell me what he does in the morning. Kevin works hard at school in the morning. List several activities that your student does in the morning and in the afternoon. (school bus) Start with in and tell me what Kevin does in the morning.

J i l l ] What happens during the day? W h a t h a p p e n s d u r i n g the night? Talking in Sentences .

During the night. During the night (occurrence) takes place. Example: Is it dark outside during the night? (Yes) Start with it£ and tell me about this. Let's talk about things that happen during the day and during the night. Do children go to school during the day or during the night? (Day) Start with children and tell me this. People can work outside.Target: (Occurrence) takes place during the day. many things are happening. Children go to school during the day. Start with the and tell me if the zoo is closed during the night. Birds fly around during the day. Are the moon and stars out during the day or during the night? (night) Start with the moon and stars and tell me this. People are asleep during the night. Ask your student to tell you about each of them. the zoo is closed. Do people plant flowers during the day or night? (Day) Start with people and tell me this. Do children play outside during the day? (Yes) Start with children and tell me this. Introduction: During the day. During the night. the moon and stars are out. children can play outside. Different things are happening during the night. Anyone can go to the zoo and see the animals. Is school opened during the day? (Yes) Start with during and tell me this. (Occurrence) takes place during the night. Listen and respond: Talk about what happens during the day and during the night. They can take care of their yards and plant flowers. The zoo is open. Are owls awake during the day or at night? (Night) Start with owls and tell me this. During the day. List some things that your student experiences during the day and during the night. Example: During the night is it dark? (Yes) Start with during and tell me about this. During the day (occurrence) takes place. Owls are awake during the night. Do children go to school during the day or the night? Are owls awake during the day or the night? When is the zoo closed-during the day or during the night? When are most of the animals at the zoo awake-during the day or during the night? When are most of the animals at the zoo asleep? When can people plant flowers-during the day or at night? Why don't people plant flowers during the night? When are the moon and stars out-during the day or at night? When do birds fly around-during the day or night? When do children play outside? Why don't children play outside during the night? Start with the and tell me if the zoo is open during the day. 67 Talking in Sentences ©Circuit Publications . Do birds fly around during the day? (Yes) Start with birds and tell me this.

- I l l I I j J j j W h a t d o e s ( n a m e ) d o w h e n s h e ' s (state o f b e i n g ) ? W h a t d o e s ( n a m e ) d o w h e n h e ' s (state o f b e i n g ) ? ©Circuit Publications Talking in Sentences 68 .

scared. Let's talk about what you do sometimes. Talk about these children. she smiles. Introduction: Kevin is sick. What does Matt do when he's in a hurry? Start with Matt and tell me. Kathy is thirsty. He stays in bed when he's sick. hungry. Does Matt run fast when he's in a hurry? (Yes) Start with Matt and tell me this. Kathy drinks something when she's thirsty. he runs fast. What does Kevin do when he's sick? When does Kathy drink something? What does Maria do when she's happy? When does Jerome eat something? What does Matt do when he's in a hurry? When does Kevin stay in bed and rest? When does Maria smile? When does Matt run fast? Does Kevin take medicine when he's sick? (Yes) Start with Kevin and tell me this. He's in a hurry to get somewhere. When Mary Ellen is confused. Does Jerome eat something when he's hungry? (Yes) Start with Jerome and tell me this. Example: Do you cry when you 're sad? (Yes) Start with / and tell me. etc. Listen and respond: Answer the questions. He takes medicine when he's sick. happy. Matt is running fast. What does Mary Ellen do when she's confused? What does Jerome do when he's hungry? Start with Jerome and tell me. thirsty. surprised. in a hurry. Does Kathy drink something when she's thirsty? (Yes) Start with Kathy and tell me this. What does Mary Ellen do when she's confused? Start with Mary Ellen and tell me. Ask her to tell you about each one.1 f r r r i Target: (Child) (action) when (circumstance). What does Jerome do when he's hungry? What does Maria do when she's happy? Start with Maria and tell me. Jerome eats something when he's hungry. What does Kathy do when she's thirsty? What does Kathy do when she's thirsty? Start with when and tell me. What does Kevin do when he's sick? Start with when and tell me. 69 Talking in Sentences ©Circuit Publications . she asks questions. He takes his temperature when he's sick. Jerome is hungry. sad. Tell me when they do certain things. When Matt's in a hurry. When Maria is happy. List some things that she tells you she does in certain circumstances. Ask your student what she does when she's sick. Does Maria smile when she's happy? (Yes) Start with Maria and tell me this. Mary Ellen is confused. She doesn't understand something. Maria is happy.

M ) I I ) J ] ) j I ) j I 1 I I I I I I I J ! I I I I ! ) Who knows how to do something? W h o doesn't know how to do something? Who .s showmg someone how to do something? W h o is watching? Who is learning how to do something? .

Is the baker showing Tonya how to bake bread? (Yes) Start with the and tell me. Is the clown showing them how to juggle? (Yes) Start with the and tell me. Talk about what someone knows how to do. Talk about someone who doesn't know how to do something. Discuss the result of watching and UsteningAearning to do something new. Alan is watching Maria. Is the mechanic showing Matt how to check the car's oil? (Yes) Start with the and tell me. Let's talk about watching and learning. Discuss watching and listening to someone who knows how to do these things. Someone doesn't know how to (action or verb phrase). Tonya is watching the baker. They are watching the clown. The clown knows how to juggle five balls. Tell me about someone who showing someone how to do something. Someone is showing someone how to (action or verb phrase). These children are watching the workers and learning to do these special things. Discuss learning to do things that we don't know how to do. The baker is showing her how to bake bread. Maria is showing Alan how to fly a kite. Alan doesn't know how to fly a kite. These workers know how to do some special things for their jobs. Does Tonya know how to bake cakes and bread? (No) Start with Tonya and tell me. These children don't know how to do the things that the workers can do. Does Matt know how to check the car's oil? (No) Start with Matt and tell me. Tonya doesn't know how to bake cakes or bread. Matt doesn't know how to check the car's oil. Do Jerome and Abby know how to juggle? (No) Start with Jerome and Abby and tell me. Ask your student to talk about what he doesn't or didn't know how to do. Talk about someone learning to do something. The baker knows how to bake bread and cakes. Introduction: Maria knows how to fly a kite. The mechanic knows how to check the oil in a car's engine. Jerome and Abby don't know how to juggle five balls. 71 Talking in Sentences ©Circuit Publications . Alan is learning how to fly a kite. Start with Maria and tell me what she knows how to do. Is Maria showing Alan how to fly a kite? (Yes) Start with Maria and tell me this. does he? (No) Start with Alan and tell me this. someone who is watching and learning. Someone is watching someone. Is Alan watching Maria? (Or. Is Alan learning to fly a kite? (Yes) Start with Alan and tell me this.Target: Someone knows how to (action or verb phrase). She is showing Matt how to check the car's oil. is Alan watching Maria fly a kite?) (Yes) Start with Alan and tell me this. He is showing them how to juggle five balls. Someone is learning to (how to) (action or verb phrase). Listen and respond: Does Maria know how to fly a kite? Does Alan know how to fly a kite? What is Maria showing Alan how to do? Who is Alan watching? What is Alan learning to do? What does the baker know how to do? Does Tonya know how to bake cakes or bread? What is the baker showing Tonya how to do? What is Tonya doing? What is Tonya learning to do? What does the mechanic know how to do? Does Matt know how to check the oil in a car's engine? What is the mechanic showing Matt how to do? What is Matt doing? What is Matt learning to do? What does the clown know how to do? Do Abby or Jerome know how to juggle five balls at one time? What is the clown showing Abby and Jerome how to do? What are Jerome and Abby doing? What are they learning to do? Talk about these children and these workers. Talk about how he might learn how to do some of these things. Alan doesn't know how to fly a kite. Matt is watching the mechanic.

M ] ) ) ) ) ) ) I I ) ) } ) ) ) ] ) ) Who knows how to do something? Who doesn't know how to do s o m e t h i n g ' W h o i s showing s o m e o n e h o w t o d o s o m e t h i n g ? W h o i s w a t c h i n g ? W h o i s l e a r n i n g h o w t o d o s o m e t h i n g ? .

Someone doesn't know how to do something. does she? (No) Start with Abby and tell me this. Ask your student to talk about things she doesn't know how to do. Do Kevin or Jenny know how to use the computer? (No) Start with Kevin and Jenny and tell me. Tell me about someone who is showing someone how to do something. Talk about how she might learn to do some of these things. Let's talk about watching and learning. The teacher knows how to use the computer. 73 Talking in Sentences ©Circuit Publications . Someone is watching someone do something. Start with Kevin and tell me what he knows how to do. Is the carpenter showing her how to build a stool? (Yes) Start with the and tell me. Listen and respond: Does Kevin know how to play the guitar? Does Abby know how to play the guitar? Who is showing Abby how to play the guitar? Who is watching Kevin play the guitar? Who is learning to play the guitar? Does the teacher know how to use the computer? Do Jenny or Kevin know how to use the computer? Who is showing someone to use the computer? Who is watching and learning to use to use the computer? Who knows how to build a wooden stool? Does Kathy know how to build a wooden stool? Who is showing someone how to build a wooden stool? Who is watching and learning to build a wooden stool? Who is opening a fire hydrant? Do Maria or Todd know how to open a fire hydrant? Who is showing Maria and Todd how to open a fire hydrant? Who is watching and learning to open a fire hydrant? Talk about these children and these workers. Is the teacher showing them how to use the computer? (Yes) Start with the teacher and tell me. Someone is learning to (how to) do something. Discuss learning to do things that we don't know how to do. Is the firefighter showing them how to open a fire hydrant? (Yes) Start with the firefighter and tell me. Someone is watching. Does Kathy know how to build a wooden stool? (No) Start with Kathy and tell me. The teacher is showing them how to use it. Maria and Todd don't know how to open a fire hydrant. Do Maria or Todd know how to open a fire hydrant? (No) Start with Maria and Todd and tell me this. Is Kevin showing Abby how to play the guitar? (Yes) Start with Kevin and tell me this? Is Abby watching Kevin? (Or. Abby doesn't know how to play the guitar. Talk about what someone knows how to do. Is Abby learning to play the guitar? (Yes) Start with Abby and tell me this. Abby is watching Kevin. Discuss the result of watching and listening-learning to do something new.( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( Target: Someone knows how to do something. Kevin is showing Abby how to play the guitar. The carpenter is showing Kathy how to build a wooden stool. Introduction: Kevin knows how to play the guitar. Abby doesn't know how to play the guitar. is Abby watching Kevin play the guitar?) (Yes) Start with Abby and tell me this. Someone is showing someone how to do something. Discuss watching and listening to someone do these things. Talk about someone who doesn't know how to do something. The firefighter is showing Maria and Todd how to open the hydrant. Jenny and Kevin don't know how to use the computer. She is learning to play the guitar.

UkkkkkkkUUkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk What does someone's teacher teach him to do? What does someone's teacher teach her about? ©Circuit Publications Talking in Sentences 74 .

(fish) Start with she and tell me what she teaches them about. Ms. (letters) Start with she and tell me what she teaches them how to do. She teaches them about different places. Does your teacher teach you about dinosaurs? (Yes) Talking in Sentences ©Circuit Publications . Banks teach the students how to spell hard words? Does she teach them how to do math problems? Does Ms. She teaches them how to use the computer. Introduction: Todd and Jenny like their teacher. Banks teaches her students many things. (computer) Start with she and tell me what she teaches them how to do. List several things that your student tells you that her teacher teaches her or her class about or that she teaches them how to do. Point to each picture to which you want your student to respond. She teaches them how to tell stories. (math) Start with she and tell me what she teaches them how to do. Start with our teacher and tell me this. She teaches her students how to write letters. (plants) Start with she and tell me what she teaches her students about. She teaches them about different plants. She teaches them how to take care of the fish in the aquarium. Listen and respond: Talk about the things that Todd and Jenny's teacher teaches them. Our teacher teaches us to/about (activity). Banks teach her students how to write letters? What do you think she teaches them about plants? Does she teach them how to use the computer? (story) Start with she and tell me what she teaches her students how to do. Do Todd and Jenny like their teacher? What do you think she teaches them about fish? What does their teacher teach them about plants? What does she teach them about telling stories? What does Todd and Jenny's teacher tell them to do with the globe? Does Ms. She teaches them how to do math problems. Let's talk about your teacher and what she (he) teaches you. (spell) Start with she and tell me what she teaches them how to do. Ask your student to tell you about each of these. Ms. (places) Start with she and tell me what she teaches them about.Target: Their teacher teaches them to/about (activity). Example: Does your teacher teach you how to read? (Yes) Example: Start with our and tell me about this. Banks.

M ) M ) J ) ) ) J I ) ) } ) ) ) } ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) W h a t d o ) J J J } J P a r e n t s s h o w their c h i l d r e n how t o do? W h a t d o p a r e n t s tell their c h i l d r e n not t o do? Talking in Sentences 76 .

He is showing her how to set an alarm clock. Their mother and father are showing them how to do some things. Dad is showing Jenny how to set an alarm clock so she can wake up on time. She is showing Sam how to dial 911. List some things that her parents tell her to do or not to do in order to stay out of danger. Parents also tell their children not to do some things.Target: (Parents) are showing (children) how to (action or verb phrase). They tell their children not to do things that could put them in danger. What are some things that parents tell children not to do? List some things that your student says that her parents teach or show her how to do. What are they telling the children to help keep them out of danger? Start with Mom and Dad and tell me what they're telling Sam and Jenny not to do. Introduction: Look at Sam and Jenny. Example: Does your dad tell you not to get in a car with a stranger? (Yes) Start with Dad and tell me what Dad tells you not to do. find a police officer if you 're lost. cross the street at a crosswalk or with a crossing guard. Let 's talk about things that parents show children how to do. Parents show children how to do many things. Mom is showing Sam what to do if there's an emergency. Suggestions. go swimming when there s no one else around. always tell a grown-up where you 're going. Start with Mom and tell me what she's showing Sam how to do. Dad wants Jenny to know how to set an alarm clock so that she'll wake up in the morning. Example: Did your mom show how to use the printer on your computer? (Yes) Start with Mom and tell me what your mom showed you how to do. What are they telling them not to do? Mom wants Sam to know how to dial an emergency phone number. Start with Dad and tell me what he's showing Jenny how to do. Ask your student to tell you about each of these things. Mom is showing Sam how to dial an emergency phone number. Listen and respond: Talk about things that Mom and Dad are telling their children. (Parents) tell children not to (action or verb phrase). What is he showing her how to do? Mom and Dad are telling Sam and Jenny not to do something that might put them in danger. 77 Talking in Sentences ©Circuit Publications . Mom and Dad are telling Jenny and Sam something important. Suggestions. (Parents) are telling (children) not to (action or verb phrase). not to do: talk to strangers. play in the street. Parents want their children to be careful and safe. They are telling them not to get in cars with strangers. to do: wear a seat belt. (Parents) show children how to (action or verb phrase). What is she showing him how to do? Dad is showing Jenny how to do something that will help her wake up in the morning. wear a bike helmet. Mom and Dad want Sam and Jenny to be safe.

1 1 1 1 1 1 1 I I N I i I I I I 1 I I I ] I ) i i i i i i | | | | | | | j W h a t d o (child) a n d (child) like t o d o a t t h e p a r k ? W h a t d o ( c h i l d ) . (child) a n d (child) like t o d o a t t h e p a r k ? Talking in Sentences 78 .

Sam and Matt like to pack their lunch and eat it in the park. Abby and Miko like to play on the swings at the park. Sam and Matt like to ride their bikes in the park. What game is this? Matt and Sam like to play a game in which racquets. Matt. What is this called? Miko and Abby like to play a game using a big ball and hitting it to each other over a net. What kind of ball? Sam and Matt like to do something for which they need a rod. bait and a stream. They like to have fun at the park. Matt and Sam like to play a game in which they need a bat and ball. Miko and Abby like to play volleyball in the park. Abby and Miko are friends too. Matt. Abby and Miko and tell me what they like to do with a baseball bat and ball in the park. They like to do many things at the park in their town. Start with Miko and Abby and tell me what they like to do with the soccer ball in the park Start with Matt and Sam and tell me what they like to with tennis racquets in the park. Sometimes Sam and Matt and Abby and Miko do things together. Sam and Matt like to play on the slide at the park. Abby. Matt. Abby and Miko and tell me this. Let's talk about what you and your friend like to do on the playground. at the park or in some other special place. 79 Talking in Sentences ©Circuit Publications . Start with Matt and Sam and tell me what they like to do with the slide in the park.i Target: ( ( i : (Name) and (name) like to (action or verb phrase) at the park. Then list some things they like to do at a place where they go to have fun. Matt. Abby. Start with Matt and Sam and tell me what they like to do with bikes in the park. Start with Sam and Matt and tell me what they like to do with fishing rods in the park. Sam and Matt like to go fishing at the park. a net and a ball are used. (name) and (name) like to (action or verb phrase) at the park. Matt. (name). Do Sam. Which playground toy is this? Miko and Abby like to kick a ball in the park. Matt. Sam and Matt like to play tennis in the park. Start with Sam. Abby and Sam like to play a game in which children hide and another child finds them. Matt. (Name). What game is this? Miko. Abby and Miko and tell me what they like to do with a picnic lunch in the park. Sometimes Sam. Example: Do you and (name) like to (jump rope) on the playground? (Yes) Start with (name) and I and tell me what you like to do on the playground. Listen and respond: What do Sam and Matt like to ride in the park? What do Miko and Abby like to do on the roads in the park? Miko. What game is this? Sam and Matt like to play on something on which they have to climb up and slide down. Introduction: Sam and Matt are friends. Abby. Matt. Abby and Miko like to play hide-and-seek at the park? Start with Sam. Miko and Sam like to play hide-and-seek at the park. Start with Sam. Sam and Matt like to have a picnic at the park. Ask your student to tell you her best friend s name. Miko and Abby like to kick the soccer ball in the park. a line. Sometimes Sam. Start with Abby and Miko and tell me what they like to do with a volleyball in the park. Miko and Abby play baseball in the park. Abby and Miko like to run on the road at the park. What game is this? Talk about these children and what they like to do at the park. What is this? Miko. Start with Miko and Abby and tell me what they like to do on the road in the park. Ask your student to tell you about each of these things that she and her friend like to do. Miko and Abby eat a picnic lunch together in the park.

1 I ) 1 I I i M I ) I M I I I I I I I I ] 1 ! ) I ] M I I I ] II I I I I I I I ] W h a t did (child) a n d (child) d o a t t h e p a r k (day)? ©Circuit Publications Talking in Sentences 80 .

kites) (Thursday. last week. soccer ball) (Tuesday. Talk about these children and the things that they did at the park on different days last week. On Sunday Matt and Sam played football and rode their bikes at the park.) Start with Miko. 4. Point to the pictures to which you want your student to respond.Sam and Matt and tell me what else they did at the park on Friday. 6. On Thursday Miko and Abby jumped rope and played volleyball at the park. leaves. Repeat this stimulus request for the following days and girls'activities: (Monday. etc.) Start with Miko. Miko and Abby jumped rope and looked at the beautiful butterflies. They went to the park every day last week. On Tuesday Sam and Matt collected leaves. Repeat this stimulus request for the following days and boys' activities: (Monday. Abby and Miko like to play at the park. Matt. Listen and respond: Say each of these sentences and ask your student to repeat each one after you. swings. Wednesday Abby and Miko went fishing and collected leaves at the park. butterflies. Miko. Introduction: Sam and Matt like to play at the park. Miko and Abby collected leaves after they went fishing. (Point to baseball and bat) Start with Miko. jump rope) (Wednesday. List some things that your student and his partner might have done at this time. On Saturday Abby. Miko and Abby and tell me something else they did at the park on Saturday. Matt and Sam collected leaves and jumped rope on Tuesday at the park. Let's talk about some things that you and your (family member) or friend did yesterday.) Start with Abby and Miko and tell me two things they did at the park on Sunday. leaves) (Thursday. (Point to football and bikes. Point to pictures and prompt as needed to help her do this. On Friday Miko. Abby and Miko went fishing and kicked a soccer ball. On Friday Sam. (Point to volleyball. Matt and Sam played baseball and had a picnic. they did two things. Miko. then jumped rope at the park. Sam and Matt and tell me something they did at the park on Saturday. Miko and Abby played volleyball and flew their kites at the park. jump rope. Matt and Sam played on the swings and kicked a soccer ball at the park on Monday On Monday Abby and Miko looked at butterflies and jumped rope. After school on Monday Matt and Sam played on the swings and kicked a soccer ball at the park. Abby. Wednesday Sam and Matt threw a Frisbee™ and flew their kites. Then ask him to tell you about this. butterflies) (Tuesday. Miko and Abby went fishing and kicked a soccer ball on Sunday at the park. Saturday Sam. Sam and Matt played football and rode their bikes in the park on Sunday. race) (Wednesday. volleyball) 2.[ [ f i l l Target: ! : (Day) (name) and (name) did (action or verb phrase) and (action or verb phrase) at the park. fishing rods. (Point to kites. Matt and Sam flew kites and played volleyball at the park. Each time they went to the park. Miko and Abby played on the swings after they ran a race against each other.). 1. Matt and Sam played on the slide and watched the butterflies on Thursday. On Tuesday Miko and Abby ran a race and played on the swings. Matt and Abby played baseball with their friends and had a picnic. Ask your student to tell you of a family member or friend who he might have been with at a time in the past (yesterday. slide) 3. Abby. Example: Did your brother and you read books and watch TV yesterday? (Yes) Start with yesterday and tell me what your brother and you did. last summer. (Point to soccer ball and fishing rods. Sam and Matt threw a Frisbee™ and flew their kites on Wednesday. Frisbee™. AbbySam and Matt and tell me what they did at the park on Friday. Thursday Abby and Miko jumped rope after they played volleyball. 81 Talking in Sentences ©Circuit Publications . 5. Matt. Sam and Matt watched the butterflies after they played on the slide at the park. (Point to picnic table) Start with Sam. jump rope. Abby.) Start with Matt and Sam and tell me two things they did at the park on Sunday. swings.

i . .1 1 1 1 1 1 1 1 1 i I N ! I ) ) I I I I ) I I I I I I I i M I . . . i . W h a t d o e s ( n a m e ) like t o d o ? W h a t d o e s ( n a m e ) h a v e t o do? W h a t d o e s ( n a m e ) w a n t t o d o ? W h y d o e s ( n a m e ) n e e d (object)? Talking in Sentences 82 . .

Jerome likes to play tennis. Miko wants to listen to music. She needs a pan so she can cook something. 83 Talking in Sentences ©Circuit Publications . Matt likes to color pictures. She needs a ruler so she can measure. He needs a knife and fork so he can cut his meat and eat it. He needs crayons so he can color his pictures. Talk about these children and the things that they need. He/she needs a/an (object) so he/she can (activity). He needs a pencil sharpener so he can sharpen his pencil. She needs a radio so she can listen to music. He needs a tennis racquet and ball so he can play tennis. Sam wants to ride his bike. Let's talk about why you need some things. Tonya needs to measure something. Start with Start with Matt needs his crayons so he can Jerome needs his tennis racquet and ball so he can Jenny needs her scissors so she can Jude needs a pencil sharpener so he can Todd needs binoculars so he can Mary Ellen needs a pan so she can Tonya needs a ruler so she can Maria needs a suitcase so she can Kevin needs a knife and fork so he can Miko needs a radio so she can Sam needs a helmet so he can Kathy needs ice skates so she can Alan needs a TV so he can Abby needs a box so she can . .( ( { . . Kevin wants to cut his meat and eat it. Introduction: Each of these children likes to (action or verb phrase) or needs to (action or verb phrase). . Alan needs a TV so he can watch his favorite program. Start with Start with . . Listen and respond: Finish these sentences: . Todd wants to see something far away. Each one needs something special so he or she can do something. . She needs scissors so she can cut. Start with Start with Start with Start with Start with Start with Start with . List some things that your student tells you she likes or needs to do. Kathy wants to ice skate. Jude needs to sharpen his pencil. He needs his helmet so he can ride his bike. Ask her to tell you why she needs each object. Maria needs to pack some things for a trip. Start with Start with Start with . She needs her suitcase so she can pack her things. Jenny needs to cut something. Mary Ellen wants to cook something. She needs her ice skates so she can skate. Example: Do you have to write something? (Yes) Do you need a pencil so you can write? (Yes) Start with I and tell me why you need a pencil. ( ( Target: I I (Name) likes to /needs to/wants to (activity). Then discuss what might be needed to do each of these things. Abby needs a box so she can put some things away. He needs binoculars so he can see something far away.

1 1 ) J )) 1 I I I I I ] I I I ) I ) I i I I I I II I I I I I ) I I I ] I ] I I I I I W h a t d o e s a ( w o r k e r ) do? W h y does he/she n e e d a ( a n ) (object)? Talking in Sentences .

She needs a fire hydrant so she can get water. He/she needs (object) so he/she can (do a job). Start w th a carpenter and tell me why he needs a drill. A carpenter needs a drill so he can drill holes in wood. Start w th a firefighter and tell me why she needs a fire hydrant. What does a teacher use to teach children computer skills? What does a carpenter do? Why does a carpenter need a tape measure? To fasten boards together. places and things. Start w Ith a teacher and tell me why she needs a chalkboard. Start w th a carpenter and tell me why he needs a hammer and nails. She teaches children how to do new things. What does a firefighter need in order to put out fires that water won't put out? What does a teacher do? Why does a teacher need a chalkboard? A teacher needs a globe so she can show children . Ask your student to tell you of each worker and each tool needed for a particular task. List some workers with whom your student is familiar. and _ Start w th a carpenter and tell me why he needs a saw. He needs a hammer and nails to fasten pieces of wood together. Example: Does an artist need brushes and paint so he can paint a picture? (Yes) Start with an artist and tell me this. A carpenter builds things out of wood. He needs a tape measure so he can measure. a carpenter needs a What does a carpenter do with a saw? Why does a carpenter need a drill? Let's talk about the things that people need so they can do their jobs. She needs a globe so she can teach children where different places in the world are. Start w th a carpenter and tell me what a carpenter does. Start w th a firefighter and tell me why she needs a fire extinguisher. Start w Ith a firefighter and tell me what a firefighter does. Listen and respond: Answer the questions or finish the sentences: Talk about what these workers need to do their jobs. He needs a saw to cut the wood. She needs a hose so she can get water from the hydrant to put out the fire.Target: A (worker) (does a job). Start w Ith a teacher and tell me why she needs a computer and software. She needs a computer and software so she can teach children new information and new skills on the computer. Introduction: A teacher teaches children about people. duties or skills and list some tools that he needs in order to do each of those things. What does a firefighter do? What does a firefighter need so she can get water? A firefighter needs a hose so she can get water from the hydrant to the . A firefighter puts out fires. Discuss some of his jobs. Start w th a firefighter and tell me why she needs a hose. Start w th a teacher and tell me what a teacher does. Start w th a carpenter and tell me why he needs a tape measure. Start w Ith a teacher and tell me why she needs a globe. 85 Talking in Sentences ©Circuit Publications . She needs a fire extinguisher so she can put out fires that water won't put out. A teacher needs a chalkboard so she can write things on the board for the class to see. Ask her to tell you about each one.

1 1 1 1 1 1 ) I ) ) ! I l ! I i : i i ii n : i i i i i ) i i i i i ] i l l ) j W h a t d o e s a ( w o r k e r ) d o ? W h y d o e s h e / s h e n e e d a ( a n ) (object)? ©Circuit Publications Talking in Sentences .

Listen and respond: sentences. He needs balloons to give to children to make them smile. She needs wrenches to loosen or tighten bolts. She needs a tool box to put her tools in. . Discuss some of her jobs. List some of the workers that your student is familiar with. Introduction: A mechanic works with machines. Start with a and tell me why a clown needs a silly hat. A clown works to make people laugh. tools and jobs that you discuss with your student. She takes care of them so they keep working as they should. She fixes them when they are broken. Start with a and tell me why a mechanic needs oil. Start with a and tell me why a baker needs baking pans. Example: Does a referee need a whistle so she can tell basketball players to stop playing their game? (Yes) Start with a referee and tell me this. Start with a and tell me why a baker needs a big spoon. Start with a and tell me what a clown does. Start with a and tell me why a mechanic needs a tool box. Start with a and tell me why a mechanic needs wrenches. Let's talk about the things that people need so they can do their jobs. . Start with a and tell me why a clown needs balloons. What does a mechanic do? Answer these questions or finish these Talk about what these workers need to do their jobs. Ask your student to tell you about each one. A mechanic needs a wrench to tighten or loosen What does a mechanic need to put her tools in? A mechanic needs oil to put in What does a clown do? Why does a clown need funny make-up? Why does a clown wear a silly hat? A clown needs balloons so he can What does a baker do? What does a baker need to mix the batter in? Why does a baker need pans? A baker needs a big spoon so she can . She needs pans to bake the bread and cakes in. A baker bakes bread. She needs oil to put into the machines. 87 Talking in Sentences ©Circuit Publications . Start with a and tell me what a mechanic does. She needs a big bowl to mix the batter in. She needs a spoon to mix the batter with. pies and other delicious things. He needs a silly hat to wear as part of his costume. Start with a and tell me why a baker needs a big bowl. List some workers. Ask your student to tell you about each worker and about each tool needed in order to do a particular job. . cakes. He needs make-up to make himself look like a clown. duties or skills and list some tools that she needs in order to do each of these things.Target: A (worker) (does a job) She/he needs (object) so she/he can (do a job). Start with a and tell me why a clown needs funny make-up.

I ) ) J ) ) ) ) ) ) ) ) ) ) ] ! ) < 1 I ) ] ) ) J ) | ) ) ) W h y d o (animals) h a v e (special body p a r t s ) ? ©Circuit Publications Talking in Sentences 88 .

Alligators have lots of teeth so they can eat many different things. Start with cats and tell me why they need whiskers. Discuss such things as meat-eating animals needing sharp teeth to chew meat. Ask her to tell you about each one. Start with crabs and tell me why they need claws. Crabs have claws so they can gather food in the water. Horses have hooves to protect their feet. Example: Do dogs use their paws to dig holes and bury things? (Yes) Start with dogs and tell me this. Deer have antlers to defend themselves. Start with turtles and tell me why they need hard shells. Which animals have fins? Do you know why? Some animal have whiskers to help them feel things close to their faces. Animals that don't eat meat have teeth that are not sharp. Birds have wings so they can fly. Start with deer and tell me why they need antlers. What are they? Some animals have pouches. Listen and respond: Talk about these animals and why they need some special parts of their bodies. Fish have fins so they can swim in the water. What are they? Some large animals that can run fast have hooves to protect their feet. Cats have whiskers to help them feel things that are close to their faces. Turtles have hard shells to cover their bodies and protect them from rain. Which animals are these? Crabs have certain body parts so they can gather food. Talk about how animals protect themselves and certain body parts that help them do this. 89 Talking in Sentences ©Circuit Publications .Target: (Animals) have (special body parts ) so they can (action or verb phrase). Start with fish and tell me why they need fins. Which animals are these? What do alligators have lots of? Why? Why do turtles have hard shells? Which animals have antlers? Why? Some animals have fins. Let's talk about animals and why they have special parts of their bodies. Which animals are these? Why do they have pouches? Birds have special body parts so they can fly. Discuss animals with which your student is familiar. Notice that this is the same today as is it was for dinosaurs a long time ago. (Animals) have (special body parts) to (action or verb phrase). Start with birds and tell me why they need wings. Which animals are these? Why do they have them? Which animals need antlers so they can defend themselves? Note: Deer and fish are irregular plural nouns. Start with kangaroos and tell me why they need pouches. Discuss how dogs use their paws. Kangaroos have pouches so they can carry their babies. Discuss the concept of finding and eating food. Introduction: Animals have special parts of their bodies so they can do things that they need to do. Start with horses and tell me why they need hooves. Start with alligators and tell me why they need lots of teeth.

1 1 1 1 1 1 ! I ! I ) I I I I I I I ) ] ] I ] ) ] ) i ] ] . i . W h a t should c h i l d r e n do? ©Circuit Publications Talking in Sentences 90 . i i i . i i ) i .

They should take care of their pets. Children should use their imaginations. They should get exercise. Example: Should you share your markers with your sister? (Yes) Start with I and tell me this. The pictures presented here should give him ideas. What should children do when they use their imaginations? Start with children and tell me. What are some things that children should do to be good to animals? Why should children use their imagination? How can they do this? Talk about things that children should do. Ask him to tell you what he and his family should do or what he and his friends should do. Ask him to tell you about each one. They should help clean up inside the house and outside. Children should be good to each other. What should children do so their bodies stay strong and healthy? Start with children and tell me what they should do. What should children do to be ready for school on time? Start with children and tell me. They should eat healthy food like fruits and vegetables to stay healthy. What else should children do to stay healthy and strong? Start with children and tell me what they should do. What should children do when they try to be good to each other? Start with children and tell me what they should do. Your students answers should be appropriate but come from his own experience. Listen and respond: Why should children eat good healthy food? Why should children get exercise? What are some things that children should do to help people? Why should children be ready for school on time? Talk about some things that children should do to be good to each other. Children should try to stay healthy. Children should do many things to stay healthy and happy and to be good to people. Children should help their parents. What should children do to help people? Start with children and tell me what they should do. his family or friends should do. Note that the meanings of the word should and the phrase supposed to are often used interchangeably. but the meanings are different: should conveys advisability. supposed to conveys expectation. Encourage your student to say things that he should do in his own environment and experience. i M i ' Introduction*. List several things that he says that he. Children should be good to animals. Let's talk about things that you should do.: Target: Children should (verb clause). What should children do to be good to animals? Start with children and tell me what they should do. They should share their toys. 91 Talking in Sentences ©Circuit Publications . They should play and pretend. Children should be ready to go to school on time.

I W h a t are children supposed to do? ] ) ) ) ) ) ) ] ©Circuit Publications Talking in Sentences 92 .

Are you supposed to listen to your teacher? (Yes) Start with I'm and tell me this. is supposed to do. Children are supposed to so some things. Ask her to tell you about each one. They must get enough sleep so they will be able to pay attention and get their work done at school. Children are supposed to wear helmets when they ride their bikes. Are parents supposed to take care of children? (Yes) Start with parents and tell Let's talk about things that children are supposed to do. Some of these things might well be the same as the things that they say that they should do. they are responsible for more and more things. List several things that your student says that she. Children are supposed to listen to their teachers. Teachers are supposed to help children learn. Example: Are we supposed to throw trash in the trash container? (Yes) Start with we and tell me what we re supposed to do.). environment. Are you supposed to put your things away? (Yes) Start with I'm and tell me this. Are you supposed to do your homework? (Yes) Start with I'm and tell me this. As children grow up. Start with I'm and tell me what you're supposed to wear when you ride your bike. They're are responsible for some things. Instruct your student to begin with I or we when referring to herself or herself along with others. Are you supposed to respect other children? (Yes) Start with I'm and tell me this. People expect children to do more and more. Parents are supposed to take good care of their children. the meanings of should and supposed to differ only slightly. cooperating with parents. Do this before she is asked to talk to you using these target sentences. 93 Talking in Sentences ©Circuit Publications . Listen and respond: Why are children supposed to go to go to bed early? When are you supposed to get to school? Why are children supposed to listen to their teachers? What kinds of chores are you supposed to do at home? What are you supposed to wear when you ride your bike? Why are you supposed to do your homework? What are you supposed to do when you cross the street? Are children supposed to respect other children? How do you think they do this? Are teachers supposed to help children learn? How do you think they do this? Are parents supposed to take care of their children? How do they do this? What are some things that your teacher is supposed to do? Talk about some things that grown-ups and children are supposed to do. Children are supposed to go to bed early. Children are supposed to do their homework. Children are supposed to do their chores. and community (school. Introduction: Children are expected to or supposed to do some things. Are teachers supposed to help their children learn? (Yes) Start with teachers and tell me this. It is important to present the phrase supposed to as a focal point. Discuss responsibilities to oneself (health and hygiene ideas). Children are supposed to respect other children. (Yes) Start with I'm and tell me this. Children are supposed to put their things away when they're finished using them.[( Target: f ( ! Children are supposed to do some things. etc. etc). Parents are supposed to love their children. They must take or share responsibility for some things. Are you supposed to get to school on time. Note that some children who are improving their language skills omit the first syllable of the word suppose: if necessary. Are you supposed to do chores at home? (Yes) Start with I'm and tell me this. If they listen to their teachers they will learn about many new things. alone or along with others. What time are you supposed to go to bed? Start with I'm and tell me. They are supposed to help clean their rooms. Children are supposed to get to school on time. model the correct pronunciation of this word for your student until she pronounces it correctly. This phrase occurs frequently in conversation. family (helping at home.

! I 11 I I I I I I I ) I I J I I I I I I I I I I M Where is Jerome supposed to do some things? Does Jerome know where he's supposed to do some things? Does he know where he's not supposed to do some things? ©Circuit Publications Talking in Sentences 94 .

He's supposed to do his math papers in the classroom. Ask your student to tell you if he s supposed to do each one (in her classroom. inside the house. Example: Do you know where you 're supposed to run? (Yes) Start with / and tell me that you know this. Start with Jerome and tell me where he's not supposed to run and jump. Jerome knows he's not supposed to run and jump in his classroom. He's (She's) supposed to (verb phrase) on the playground. Jerome knows he's not supposed to jump rope in his classroom.). Discuss appropriate indoor and outdoor activities. List some of each. Do you know where you 're not supposed to run? Start with I and tell me that you know this. Does Jerome know where he's not supposed to run and shout? (Yes) Start with he and tell me that he knows this. etc. He's not supposed to yell and shout in his classroom. Does he know where he's supposed to do some things? Start with Jerome and tell me where he's supposed to sharpen his pencil. Does Jerome know where he's supposed to use the computer? Where? Does he know where he's supposed to do his math papers? Does he know where he's not supposed to run and jump? Does he know where he's supposed to feed the fish in the aquarium? Is Jerome supposed to use the computer on the playground? Does Jerome know where he's supposed to yell and shout? Is Jerome supposed to kick a ball in his classroom? Does he know where he's supposed to play baseball? Where is he supposed to run and jump-in his classroom or on the playground? Does he know where he's supposed to use the chalkboard? Where is he supposed to sharpen his pencil-in his classroom or on the playground? Let's talk about where you are supposed to do some things and where you're not supposed to do these things. 95 Talking in Sentences ©Circuit Publications . Start with Vrn and tell me where you 're supposed to run in the house.Target: (Name) knows where he is supposed to (verb phrase). He's not supposed to kick a ball in the classroom. He knows he's not supposed to do some things in his classroom. He knows he's supposed to do some things in his (her) classroom. Start with Jerome and tell me where he's supposed to play baseball. at the park. Does Jerome know where he's supposed to run and jump? (Yes) Start with Jerome and tell me that he knows this. Does he know where he's not supposed to kick a ball? (Yes) Start with he and tell me. He knows he's supposed to sharpen his pencil in his classroom. Start with Jerome and tell me where he's supposed to use the computer. Does he know where he's not supposed to play baseball? (Yes) Start with he and tell me. Start with Jerome and tell me where he's supposed to write on the chalkboard. He's not supposed to play baseball in his classroom. He's supposed to feed the fish in the aquarium and use the computer in his classroom. Start with he and tell me where he's supposed to feed the fish. He's supposed to look at the globe in his classroom. Introduction: Jerome knows where he is supposed to do some things and where he's not supposed to do other things. Jerome knows he's supposed to use the chalkboard in his classroom. on the playground. Ask her to tell you about each one. Start with Jerome and tell me where he's not supposed to yell and shout. Listen and respond: Talk about where Jerome is supposed to do some things. inside a building or outdoors.

) Is a n y o n e (doing s o m e t h i n g ) ? I I ] I ) I I J ] i ) I I i I I I .

Is anyone sleeping? (Yes) Start with someone and tell me. Is anyone eating? (Yes) Start with someone and tell me. Someone's stretching. Is anyone hopping? (No) Start with no one and tell me this. Ask your student questions as above. she should say no or no one is (doing this). 97 Talking in Sentences ©Circuit Publications . Is anyone jumping? (Yes) Start with someone and tell me this. No one's (action). Someone's driving a car. Someone's eating. Is anyone running? (Yes) Start with someone and tell me. Someone is jumping. Encourage your student to listen as you read him the story. Let's t a l k about what someone is doing. Or. Someone's crawling. If she doesn't find someone doing what you ask. The following two pages show pictures that tell the story of Matts birthday party. Is anyone playing the drums? (No) Start with no one and tell me this. Someone's playing a guitar. Is anyone driving a truck? (No) Start with no one and tell me. Someone is usually used by young children before somebody. Someone's juggling. Someone's crawling. Then ask him to retell the story using the indefinite pronouns that are stressed. Introduction: These people are doing many things. Is anyone drinking? (No) Start with no one and tell me. referring to the actions in the pictures. Someone is sleeping. Note that children might use indefinite pronouns such as someone/somebody interchangeably. walk around your school building. Listen and respond: Instruct your student to tell you that someone is doing the action that you ask her about. Is anyone juggling? (Yes) Start with someone and tell me. inside or outside noticing people doing things and ask these questions. Someone's running. Is anyone stretching? (Yes) Start with someone and tell me. Someone's sitting on a high stool. Someone's walking. Is anyone jumping? Is anyone running? Is anyone eating? Is anyone reading? Is anyone driving a car? Is anyone playing the drums? Is anyone drinking? Is anyone swimming? Is anyone hopping? Is anyone juggling? Is anyone sleeping? Is anyone driving a truck? Is anyone crawling? Is anyone flying a kite? Is anyone stretching? Is anyone sitting on a high stool? Is anyone walking? Is anyone looking at something? Is anyone reading? (No) Start with no one and tell me this. Is anyone crawling? (Yes) Start with someone and tell me.Target: Someone (somebody)'s (action). Someone's flying a kite. Example: Is someone sweeping the floor? (Yes) Start with someone and tell me this. Is anyone driving a car? (Yes) Start with someone and tell me. Talk about these people and the things that they're doing. Is anyone swimming? (No) Start with no one and tell me. Is anyone sitting on a high stool? (Yes) Start with someone and tell me. Look at pictures in children s books or magazines of events where many people are doing different things.

1 1 I ] j ) ) j ] ' I I J ) J ) I ) j j 1 I I ] I I I I ) ) i I I I I I I I .

everyone had a good time. "Does anyone want some birthday cake?" Everyone said. Soon it was time for everyone to go home. 99 Talking in Sentences ©Circuit Publications . Someone gave him a toy car. Someone gave him a new baseball cap. Everyone ate the pizza until they had enough. Someone gave him a football. they watched a movie. Matt's mom asked what kind of pizza everyone wanted." Everyone sang "Happy Birthday" to Matt and had some cake. Someone gave him a photo album. Matt wanted only pepperoni on his pizza. He sent invitations to his friends. At the party. He knew that everyone had a good time. Someone gave him a game. Everyone wanted pepperoni and mushrooms on their pizza except Matt. Everyone said that they could come. After everyone ate pizza and birthday cake. "Yes. On the day of the party. Matt was happy that his friends came to his birthday party. Then Matt asked.Matt's Birthday Party For Matt's seventh birthday he wanted to have a party with his friends. everyone came on time. Everyone brought presents for Matt.

) ) T h e s e things a r e different. How a r e they different? . Compare them.1 1 1 1 ] J ) ' ' I I J 1 I I I I I I I I I I I .

A watermelon has more seeds than a peach. A tree is taller than a shrub. Listen and respond: Talk about and compare these animals and these things. yours or mine? (Yours) Start with your and tell me this. 101 Talking in Sentences ©Circuit Publications . the shrub or the tree. Discuss the concept of comparing two things to each other. or between your student and yourself. A drum makes a louder noise than a harmonica. the horse or the pig? Does the dog have as many teeth as the alligator? Does the peach have as many seeds as the watermelon? Which one has more rooms. Ask her to tell you about each one. A castle has more rooms than a house. texture. sound.Target: This (animal/object) is (comparative adjective. the drum or the harmonica. Example. Start with the and tell me which one has longer ears. Use the word compare as you do this. A hammer is heavier than a hat. Introduction: Look at each of these pairs of animals or things. Start with the and tell me which one is heavier. Start with the and tell me which one makes more noise. the horse or the pig. Compare heights. Let's talk about these things. Which one is bigger. the dog or the alligator. This term is used in many of the materials your student will encounter in his school curriculum. the bear or the squirrel. the house or the castle? Is a shrub as tall as a tree? Is the hat as heavy as the hammer? Which one makes more noise. Start with the and tell me which one has more rooms. hair length. Start with the and tell me which one has more seeds. Whose hand is bigger. The bear is bigger than the squirrel. a harmonica or a drum? Start with the and tell me which one is bigger. the house or the castle. We're going to talk about comparing something about each pair. The horse can run faster than the pig. etc. Start with the and tell me which one runs faster. shoe size between two students at a time. the rabbit or the cat. the hammer or the hat. Start with the and tell me which one is taller. Compare size. Talk about ways that two things are the same or different from each other. between familiar objects. the bear or the squirrel? Does the rabbit have longer ears than the cat? Which animal can run faster. a peach or a watermelon. The alligator has more teeth than the dog. The rabbit has longer ears than the cat. weight. adjective phrase or adjective clause) than another (animal/object). Start with the and tell me which one has more teeth.

1 1 I I 1 I I I I i ! 1 I i I I I M I I ! I I I I I I I I I ) ) I I I I I I I I I I I Did (child) do s o m e t h i n g ? Did he/she h a v e any help? Did c h i l d r e n do s o m e t h i n g ? Did they h a v e a n y help? ©Circuit Publications Talking in Sentences 102 .

Did Jude make a model car by himself? (Yes) Start with Jude and tell me. List some things that she tells you that she can do by herself Ask her to tell you about each one. drawing. making things with building toys. Example: Can you tie your shoes by yourself? (Yes) Start with I and tell me this. Example: You can't cook something by yourself can you? (No) Start with I and tell me this. Jude made a model car by himself. The did these things all by themselves. etc. Who made a model car? Did somebody help him make his model car? Did he make the model car with someone or by himself? Who made the building from blocks? Did she have any help making the building? Did she make the building with someone or by herself? Who made the card for their mom? Did anyone help them make the card? Did they make the card with somebody else or by themselves? Did Kathy make a building from blocks herself? (Yes) Start with Kathy and tell me this. He (past action) (object) by himself. Did Alan and Abby make a card for their mother by themselves? (Yes) Start with Alan and Abby and tell me this. They (past action) (object) by themselves. Listen and respond: Talk about these children and the things that they did by themselves. do by herself Ask her to tell you about each one. Let's talk about some things that you can do by yourself. Discuss things that your student can do by herself. Discuss such things as getting dressed. taking care of her things. Introduction: All of these children did something with no help from anyone. Kathy built a building from blocks by herself. Abby and Alan made a card for their mother all by themselves.Target: She (past action) (object) by herself. f Discuss some things that your student can t do by herself Discuss some things that she needs help doing. Talking in Sentences List some things that she tells you that she can't 103 ©Circuit Publications . coloring.

1 1 I I I I ! I I I I I J I I I ) I I I ) I ) 1 I I I I I I ) ) ) | ) W o u l d Kevin like to do s o m e t h i n g ? W h a t w o u l d he like to do? .

He would like to go fishing. 105 Talking in Sentences ©Circuit Publications . Listen and respond: Encourage your student to answer yes only if she knows that Kevin would like to do something. etc. Would Kevin like to have a costume party? (Yes) Start with Kevin and tell me. r r r r i Introduction: There are many things that Kevin would like to do. Discuss some things that your student would like to do or learn to do. He would like to have a costume party. Would Kevin like to roller blade in the park? (Yes) Start with he and tell me this. Discuss places that she would like to go. people she would like to know. Would Kevin like to learn to play the drums? (Yes) Start with he and tell me. Let's talk about things that you would like to do. He would like to build a tree house. Talk about things that Kevin would like to do: Do we know that Kevin would like to play the drums? Would Kevin like to build a tree house? Do we know that Kevin would like to build a bridge? Do we know if Kevin would like to roller blade in the park? Do we know that he would like to play football in the park? Would Kevin like to go fishing? Do we know if Kevin would like to go shopping? Do we know if Kevin would like to play the trumpet? Do we know if he would like to play the violin? Do we know if Kevin would like to have a costume party? Would Kevin like to build a tree house? (Yes) Start with Kevin and tell me this. Would Kevin like to go fishing? (Yes) Start with Kevin and tell me .r Target: (Name) would like to (do something). Ask her to tell you about each one. He would like to roller blade in the park. Example: Would you like to ride on a big ship? (Yes) Start with I would (or I'd) and tell me you'd like to do this. He would like to learn to play the drums. List some of the things she tells you that she would like to do.

. . W o u l d K a t h y like t o d o s o m e t h i n g ? W h a t w o u l d she like t o do? ©Circuit Publications Talking in Sentences 106 .M 1 1 1 1 1 1 1 1 1 ' ) I I ! ) I j ! ] ) | | ] | ) ] ] ) | . . | . . . . ) .

Would Kathy like to learn to play tennis? (Yes) Start with she and tell me. She'd like to ride a horse. 107 Talking in Sentences ©Circuit Publications . friend). things he or she would like to learn. Would Kathy like to ride a horse? (Yes) Start with she and tell me. Let's talk about things that someone you know would like to do. Discuss things that this person would probably like to do. Kate) and tell me this. people she or he would like to meet. She would like to learn to play tennis. Talk about things that Kathy would like to do. places he or she would like to go. sibling. She would like to ride on an airplane. Would Kathy like to have a costume party? (Yes) Start with she and tell me this. Ask your student to tell you about each one. relative. Would Kathy like to win first prize in a contest? (Yes) Start with she and tell me this. etc. Example: Would your sister. like to ride in a hot air balloon? (Yes) Start with Kate (or my sister. Would Kathy like to ride on an airplane? Do we know if she'd like to ride on a bus? Do we know that Kathy would like to learn to play tennis? Do we know that she'd like to learn to play football? Would Kathy like to ride a horse? Do we know if she'd like to ride a camel? Would Kathy like to play the guitar? Do we know if she'd like to learn to play the piano? Would Kathy like to win first prize in a contest? What kind of party would Kathy like to have? Would Kathy like to ride in an airplane? (Yes) Start with Kathy and tell me this. Introduction: Kathy would like to do some things. Talk about a special person in your students life (parent.Target: (Name) would like to do something. She'd like to win first prize in a contest. Would Kathy like to learn to play the guitar? (Yes) Start with she and tell me. Kate. She'd like to learn to play the guitar. Listen and respond: Encourage your student to answer yes only if he knows that Kathy would like to do something. She'd like to have a costume party.

M ) } ) ) ) M I ) I I I i I ) I I ] I i i ) i i ] i i W o u l d M a r i a like to h a v e a kitten? W h a t w o u l d M a r i a do if s h e h a d a kitten? ©Circuit Publications Talking in Sentences 108 .

would she play with it? Would Maria need a special brush if she had a kitten? Why? Would Maria take her kitten to the vet if she had a kitten? Why? Would Maria give her kitten a bath if she had a kitten? Would Maria keep the litter box clean if she had a kitten? Would Maria love her kitten if she had a kitten? If Maria had a kitten. Discuss the types of pets your students would like to have. how would she feel? Talk about things that Maria would do if she had a kitten. she would play with it and love it a lot. If Maria had a kitten. Or talk about someone who your student knows who doesn't have a pet but would like to have one. If Maria had a kitten. Let's talk about what you or your friend would do if you had a pet. If Maria had a kitten. would she pet it? Would Maria buy a special soft cat bed if she had a kitten? Would Maria need some special food for her kitten if she had a kitten? If Maria had a kitten. she would clean out its litter box. she would take her kitten to the vet for its shots. would she give it special food? (Yes) Start with //and tell me this. If Maria had a kitten. If Maria had a kitten. If Maria had a kitten. would she play with it? (Yes) Start with Maria and tell me this. or: Would you take your puppy for a walk if you had a puppy? (Yes) Start with Fd and tell me what you'd do.Target: (Name) would do something if (she/he) had something. If Maria had a kitten. would she give it a bath? (Yes) Start with Maria and tell me. If she had a kitten. If Maria had a kitten. Would Maria like to have a kitten? (Yes) Start with Maria and tell me this. would she keep its litter box clean? (Yes) Start with // and tell me. she would hold the kitten and pet it. Ask her to tell you about each one. Maria thinks about all the things she would do for her kitten if she had a kitten. If Maria had a kitten. If Maria had a kitten. she would give her kitten a bath. would she love it a lot? (Yes) Start with z/and tell me this. She would brush her kitten's fur. she would get a nice soft bed for it. would she brush it? (Yes) Start with Maria and tell me. Example: If you had a puppy would you take it for a walk? (Yes) Start with if and tell me what you'd do. If she had a kitten. she would be very happy! Listen and respond: Would Maria like to have a kitten? If Maria had a kitten. If Maria had a kitten. She would feed her kitten special food for kittens and cats. 109 Talking in Sentences ©Circuit Publications . If Maria had a kitten. Introduction: Maria wishes that she could have a kitten. List some things that she tells you that she or her friend would do if they had a pet. would she take it to the vet? (Yes) Start with if and tell me. If Maria had a kitten. If Maria had a kitten. would she be happy? (Yes) Start with Maria and tell me. would she pet it? (Yes) Start with //and tell me this.

. .M 1 1 I 1 I I i I I I I I ) I I I | ) ) ) j ) | ) j ) ) ) ) ) j j j . | . W h a t w o u l d T o n y a d o i f she could ( d o / h a v e s o m e t h i n g ) ? ©Circuit Publications Talking in Sentences 110 . .

Example: If you could meet the President. whom would they invite? If they could have a costume party. would Kevin dress up like a cowboy? (Yes) Start with //and tell me. She thought about riding in an airplane. etc. He would invite some of his friends up in his tree house and they could pretend they lived in the jungle. Ask her to tell you about this. He and Kathy would invite their friends. Listen and respond: Talk about what Kevin and Kathy would do if they could have the things they want. If Kevin had a tree house. Talk to your students about things that they would like to do. Do Kathy and Kevin want to have a costume party? (Yes) Start with Kevin and Kathy and tell me this. Kevin. would they have cupcakes for their friends? (Yes) Start with //and tell me this. what would they have to eat? Let's talk about what you would do if you had something that you wanted. Kathy and her friend. If they had a costume party. Kathy wanted to ride in an airplane. List things they would do if they could do these things. what else would he do? Does Kathy want to ride in an airplane? If Kathy could ride in an airplane. she would go to many different places.Target: (Name) would do something if she/he did/had something. people they would like to meet. Does Kevin want to build a tree house? (Yes) Start with Kevin and tell me. Does Kathy want to ride in an airplane? (Yes) Start with Kathy and tell me this. If Kevin had a tree house. Remember when we talked about Kevin? He wanted to build a tree house. would he go up in the tree house and watch everyone below? If Kevin had a tree house. would you tell him that you want people in our country to like each other more? (Yes) Start with if and tell me this. If they had a costume party. would he pretend he lived in a jungle? (Yes) Start with if "and tell me. She would bring cupcakes for their friends. would she like to go to see the ocean? (Yes) Start with if 'and tell me this. He thought if he had a tree house he would go up inside his tree house and watch everyone down below. If Kathy could ride in an airplane. Introduction: Remember when we talked about Kathy? We said that Kathy would like to do some things. If they had a costume party. places they would like to go. Kathy. She would go where she could see old castles and palaces. She thought that if she could ride in an airplane. things they would like to learn. 111 Talking in Sentences ©Circuit Publications . Kevin and his friend. If they had a costume party Kathy would dress up like a witch. would they invite their friends? (Yes) Start with //and tell me. he would dress up as a cowboy. She would go somewhere where she could see the ocean. would he look at everyone below? (Yes) Start with if and tell me this. Does Kevin want to build a tree house? If Kevin had a tree house. wanted to have a costume party. would she like to go to see old castles and palaces? (Yes) Start with //and tell me this. If Kathy could ride in an airplane. where would she go? If Kathy could ride in an airplane. Kevin thought if they had a costume party. Then ask your student to tell you what she would do if she could do something she wanted. wanted to have a costume party. He thought about his tree house. where else would she go? Do Kevin and Kathy want to have a costume party? If they could have a costume party.

1 1 1 1 I N I I I I I I I ) ) ) I )) I ] ] ) ) ) ) ] ) ] ] ] j ] I ] ] W h a t is s o m e o n e giving s o m e o n e ? W h a t is s o m e o n e doing f o r s o m e o n e ? ©Circuit Publications Talking in Sentences 112 .

Discuss things that someone your student knows has given someone. Example: Did you give your mom a hug? (Yes) Start with I and tell me what you did. Kevin is playing Abby a song on his guitar. Talk about these people. giving parents a kiss. Is Tonya giving Alan a banana? (Yes) Start with Tonya and tell me. The cow gave the farmer some milk. Did the cow give the farmer some milk? (Yes) Start with the cow and tell me this. Then ask your student to tell you about each. Jerome is giving his dog a bone. Did Matt's friends bring him some presents? (Yes) Start with Matts friends and tell me. Example: giving someone a gift. . child giving a pet a bath. family etc. Discuss things that your student has given her friends. Did Dad buy Todd some popcorn at the movie? (Yes) Start with Dad and tell me. At the movie. parent giving someone a ride. Jerome is giving his dog a Tonya is giving Alan a Tommy wrote his mom a Matt's friends brought Matt some Kevin is playing Abby a . Introduction: Someone is giving someone something or doing something for someone. List these things and ask her to talk about them. Tonya is giving Alan a banana. Dad bought Todd some popcorn at the movie. Did Tommy write his mom a note? (Yes) Start with Tommy and tell me. Krissy is reading her teddy bear a story. List some of these experiences. Listen and respond: Finish these sentences. Matt's friends bought Matt some presents. 113 Talking in Sentences ©Circuit Publications .Target: Someone (action) someone something (indirect object). parent giving a child a haircut. Is Jerome giving his dog a bone? (Yes) Start with Jerome and tell me this. Dad bought Todd some The cow gave the farmer some Krissy is reading her teddy bear a Let's talk about what you or someone you know has given people. Tommy wrote his mom a note. Is Krissy reading her teddy bear a story? (Yes) Start with Krissy and tell me. Is Kevin playing Abby a song? (Yes) Start with Kevin and tell me this.

appro*.What is someone giving someone? What is someone doing for someone? REIIPE SoftCtay Colonm h&cf' nfiar-Hir . t rood —_ 3~/>vns • ©Circuit Publications Talking in Sentences 114 .

Abby and Allen made their mom a Sam is giving Jude his Maria will buy her kitten Mom sent her partner a . Mom sent her partner a fax. Aunt Cassie gave Mom a recipe for soft play clay. List some of these things. Is Tonya telling Kathy a secret? (Yes) Start with Tonya and tell me this. . Will Maria buy her kitten some special food? (Yes) Start with Maria and tell me. Maria will buy her kitten some special food. Mom is giving her friend directions to the zoo. then ask your student to talk about some of them. someone whom your student knows has given someone. Did Mom send her partner a fax? (Yes) Start with Mom and tell me. Discuss what 115 Talking in Sentences ©Circuit Publications . . Listen and respond: Finish these sentences. Sam is giving Jude his soccer ball.Target: Someone (action) someone something (indirect object). Did Abby and Allan make their mom a card? (Yes) Start with Abby and Allan and tell me. family. Talk about these people The officer is giving the driver a Aunt Cassie gave Mom a recipe for Mom is giving her friend directions to Tonya is telling Kathy a . The police officer is giving the driver a traffic ticket. Abby and Allen made their mom a card. etc. Discuss things that your student has given his friends. Did Aunt Cassie give Mom a recipe? (Yes) Start with Aunt Cassie and tell me. Is Sam giving Jude his soccer ball? (Yes) Start with Sam and tell me. Let's talk about what you or someone you know has given someone. Tonya is telling Kathy a secret. Is Mom give her friend directions? (Yes) Start with Mom and tell me this. Example: Did you give your friend a birthday present? (Yes) Start with I and tell me this. Is the police officer giving the driver a ticket? (Yes) Start with the police officer and tell me. Introduction: Someone is giving someone something or doing something for someone.

i i I I 1 . I I I I 1 Does someone expect something? Does it happen as he/she expected? ©Circuit Publications Talking in Sentences 116 . .

Discuss events with unexpected outcomes (a picnic was planned but it rained. Kevin was ready to play baseball. did she? (No) Start with Tonya and tell me this.) List some events that your student might have experienced. Introduction: Tonya saw a beautiful necklace and ring. Your cousin was supposed to spend 117 Talking in Sentences ©Circuit Publications . Kevin got ready to go to the game. etc. she knew that she could not buy them. Kevin's baseball team was supposed to play a game. She thought she could buy the necklace and ring using some money that she had in her bank. Start with Tonya and tell Tonya wanted the necklace and ring. When he was all ready. Kevin's coach called and said that there would be no baseball game today. Kevin's baseball team was supposed to play a game on Saturday. but she didn't have enough money. Kevin's team didn't play the baseball game because it rained. She did not have enough money. didn't it? (Yes) Start with Kevin s team and tell me. but it rained so they didn't play Listen and respond: Talk about these children. but she didn't have enough money to buy them. but he didn't play. Did Tonya want a necklace and ring? Did she plan to buy the necklace and ring? Did she buy them? Did she have enough money to buy the necklace and ring? Was Kevin supposed to have a baseball game on Saturday? Did he put his uniform on? Did he get his bat.Target: (Name) action (object or compliment) but (unexpected result). didn't he? Start with my and tell me this. Let's talk about things that you wanted or expected to happen but didn't happen. Encourage him to tell you about each one. Did Kevin get ready for his baseball game? (Yes) Start with Kevin and tell me. Did Tonya have enough money to buy them? (No) me. Did he play his baseball game on Saturday? (No) Start with Kevin and tell me. ball and glove ready? Was he ready for his baseball game? Did he go to the game? Why? Did Kevin's team play their game? Why? Did Tonya want a necklace and ring? (Yes) Start with Tonya and tell me. When she found out that the necklace and ring each cost ten dollars. it started to rain. a trip was planned but the car broke down. an event was scheduled but someone was late. did he? Start with Kevin and tell me this. Tonya wanted to buy the necklace and ring. Example: Was your cousin supposed to spend the night last Friday? Did he come to spend the night? Did he get sick? the night last Friday but he got sick.

I I 1 I i 1 1 1 ) 1 1 ) 1 ! I I I I I I I I I I I I The Missing Story Book ©Circuit Publications Talking in Sentences 118 .

Start with she and tell me where else she looked. Start with she and tell me what she hopes. Read the story. Start with Maria and tell me where she looked for her story book. Now Maria feels happy. point to the corresponding picture on the picture page. The Missing Story Book. Then Maria saw her story book.The Missing Story Book Maria likes her story book. to your student. Start with she and tell me if she found her story book in any of those places. ask your student to retell this story. Start with Maria and tell me how she felt. One day Maria couldn't find her story book. 119 Talking in Sentences ©Circuit Publications . Start with she and tell me where else she looked. Stimulus Requests Start with Mary and tell me what she likes. (page 118) Then. It was behind the desk. She looked in the car. could she? Start with Maria and tell me this. She hopes she doesn't lose her story book again. Maria looked for her story book under the bed. She didn't find her story book in any of those places. Start with it and tell me where her book was. Start with Maria and tell me what she saw. Do this by pointing to the pictures to which you want your student to respond and presenting the corresponding stimulus requests in the lines below the story text. As you read the lines below each story section on this page. Start with now and tell me how Maria feels now. She felt very sad. She looked in her backpack. One day Maria couldn't find her story book.

1 ) 1 1 1 ) 1 I I I M I! I I I I ! II I I I I I I I I Jerome's Ride ©Circuit Publications Talking in Sentences 120 .

to your student. One day he asked Jerome to ride in the truck with him. They brought toys to a toy store in that city. Start with he and tell me what Jerome told his friends about. Jerome s Ride. Start with Jerome and tell me what he wanted to do. 121 Talking in Sentences ©Circuit Publications . Jerome wanted to ride in the truck with his dad. As you read the lines below each story section on this page. When Jerome and his dad came back home Jerome saw his friends. Do this by pointing to the pictures to which you want your student to respond and presenting the corresponding stimulus requests in the lines below the story text. point to the corresponding picture on the picture page. Read the story. Start with they and tell me what they brought to a toy store. ask your student to retell this story. He takes toys to toy stores in many cities. Start with one day and tell me what Jerome's dad asked him to do.1 1 1 ( 1 ( f ( I Jerome's Ride Jerome's dad drives a big truck. Jerome and his dad went to a city far away. Start with Jerome s dad and tell me what he carries in his truck Start with he and tell me where he takes toys. He drives to many different places. Jerome's dad carries toys in his truck. Start with he and tell me where he drives. He told them about his ride in the big truck. Start with when and tell me what Jerome did when he and his dad got home. Start with they and tell me where they went. Stimulus Requests — Start with Jerome s dad and tell me what he does. (page 120) Then.

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Kathy's Goldfish
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Kathy loves little goldfish. She wanted her own goldfish.

One day Kathy went to a pet store.

She saw a goldfish in the pet store. The goldfish cost three dollars.

Kathy went back home. She got some money from her piggy bank.

Kathy went back to the pet store. She brought her money. She bought the goldfish at the pet store.

Now Kathy has her own goldfish. She feels very happy.

Stimulus Requests —

Start with Kathy and tell me what she loves. Start with she and tell me what she wanted.

Start with one day and tell me where Kathy went one day.

Start with she and tell me what Kathy saw in the pet store. Start with it and tell me how much the goldfish cost.

Start with Kathy and tell me where she went. Start with she and tell me what she got from her piggy bank.

Start with Kathy and tell me where she went. Start with she and tell me what she bought at the pet store.

Start with now and tell me what Kathy has. Start with she and tell me how she feels.

Read the story. Kathy s Goldfish, to your student. As you read the lines below each story section on this page, point to the corresponding picture on the picture page, (page 122) Then, ask your student to retell this story. Do this by pointing to the pictures to which you want your student to respond and presenting the corresponding stimulus requests in the lines below the story text.
123 Talking in Sentences ©Circuit Publications

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Sharing

©Circuit Publications

Talking in Sentences

They both drew pictures.f f f ( ( Sharing Abby likes to draw. Start with Jenny and tell me if she had paper. Abby and Jenny both had paper and crayons. Jenny gave some crayons to Abby. Start with she and tell me what she had. point to the corresponding picture on the picture page. Start with Abby and tell if she had crayons. Sharing. Start with Abby and Jenny and tell me what they both had. She didn't have any paper for drawing Abby needed crayons. Start with Jenny and tell me what she needed. Do this by pointing to the pictures to which you want your student to respond and presenting the corresponding stimulus requests in the lines below the story text. Read the story. Stimulus Requests Start with Abby and tell me what she likes to do. to your student. ask your student to retell this story. Jenny needed paper. Start with Jenny and tell me what she likes to do. Start with Abby and tell me what she gave to Jenny. Start with they and tell me what they drew. She had two drawing pads. Then. (page 124) As you read the lines below each story section on this page. She didn't have any crayons. Jenny likes to draw. Start with she and tell me what she had. Start with Abby and tell me what she needed. Start with Jenny and tell me what she gave to Abby. 125 Talking in Sentences ©Circuit Publications . She had two boxes of crayons. Abby gave some paper to Jenny.

I ) 1 I I I I I I I I I I I ) I I I I I I I I I I I I I I I I I I I I I I I I I I I I I Joe's Important Job ©Circuit Publications Talking in Sentences .

Joe's Important Job Joe works at the zoo. While the lions and tigers sleep Joe eats his dinner. Start with after and tell me what the lions and tigers do after dinner. After their dinner the lions and tigers go to sleep. to your student. ask your student to retell this story. Start with his and tell me what his job is. Read the storv. Joes Important Job. (page 126) As you read the lines below each story section on this page. Stimulus Requests Start with Joe and tell me where he works. Start with Joe and tell me what he has. Joe has an important job. Start with before and tell me what the lions and tigers to before dinner. 127 Talking in Sentences ©Circuit Publications . Before dinner the lions and tigers wait for Joe to feed them. point to the corresponding picture on the which you want your student to respond and presenting the corresponding Then. Do this by pointing to the pictures to stimulus requests in the lines below the story text. picture page. His job is to feed the lions and tigers. Start with while and tell me what Joe does while the lions and tigers sleep.

1 1 I 1 I I ) 1 ) I I I I I I I 1 I I I I I ! ! I I I 1 I 1 I I I I I ) | | I Todd's Birthday Surprise ©Circuit Publications Talking in Sentences 128 .

He wanted to play tennis. Start with Sarah and tell me what she knows how to do. Do this by pointing to the pictures to which you want your student to respond and presenting the corresponding stimulus requests in the lines below the story text. As you read the lines below each story section on this page. She plays tennis with her friends. Start with on and tell me what Sarah did. Start with he and tell me what he would like to do. Todd's sister Sarah knows how to play tennis. Start with Sarah and tell me what she showed Todd how to do. Read the story. to your student. 129 Talking in Sentences ©Circuit Publications . Now Todd knows how to play tennis. On Todd's birthday Sarah gave Todd a tennis racquet. Sarah showed Todd how to play tennis. Start with now and tell me what Todd and Sarah can do. ask your student to retell this story. (page 128) Then. Start with now and tell me what Todd knows how to do. Start with she and tell me what she does with her friends. Now Todd and Sara can play tennis together. Stimulus Requests Start with Todd and tell me what he doesn't know how to do. point to the corresponding picture on the picture page. Todd s Birthday Surprise.Todd's Birthday Surprise Todd didn't know how to play tennis.

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