ng uiSy stems

€
 yanmar
Janet R. Lanza
Lynn K. Flahive

Skill: Grammar
Ages: 4 thru 9
Grades: PreK thru 3rd

Copyright © 2000 LinguiSystems, Inc.

All of our products are copyrighted to

protect the fine work of our authors. You
may, however, copy the worksheets as
needed with your students Please include
LinguiSystems’ copyright notice on each
copy.

Reproduction and distribution of these

® worksheets for an entire school, school
linguiSystems system or group of professionals is not
allowed, including copying this book to
LinguiSystems, Inc. FAX: 1-800-577-4555 use as another primary source or master
service @linguisystems.com copy.
3100 4th Avenue E-mail:
East Moline, IL 61244-9700 —_ Web: www.linguisystems.com Printed in the U.S.A.
1-800 PRO IDEA TDD: 1-800-933-8331
1-800-776-4332 (for those with hearing impairments) ISBN 0-7606-0328-6
About the Authors

Janet R. Lanza, M.S., CCC-SLP, has worked as a speech-language

pathologist in public schools, private practice, and a university clinic
in Texas since 1976. She has been on the faculty of the Department of
Communication Sciences and Disorders at Texas Christian University in
Fort Worth, Texas, since 1989. At the TCU Miller Speech and Hearing
Clinic, Janet is an instructor and clinical supervisor for classroom
settings of preschool children with a variety of communication disorders.
Just for Kids: Grammar is her tenth publication with LinguiSystems.

Lynn K. Flahive, M.S., CCC-SLP, has over 20 years experience as a

speech-language pathologist. She worked in private and public schools
in Wisconsin, Ohio, Illinois, and Texas for 12 years before joining the
Department of Communication Sciences and Disorders at Texas
Christian University in Fort Worth, Texas. Lynn has special interests in
working with early childhood and early elementary-aged children with
phonological and/or language delays. Just for Kids: Grammar is Lynn's
third publication with LinguiSystems.

Dedications
To my parents, Charles and Lamoin Royer, who have always provided me with the opportunities and
confidence to pursue my goals and dreams. Your love, support, and exemplary lives continue to be a
source of comfort and inspiration. — Janet

To Drew — This book is written as you prepare to move into a new phase of your life. My love goes
with you as you “spread your wings.” — Lynn

Illustrations by Margaret Warner

Cover Design by Michael Paustian
Page Layout by Christine Buysse
Table of Contents

giicece (Worl alah Pe eee ee eee ee ee a oe ee ee 5

UNI Bam OUDIS CVE. rOnOUnS mains peice eI i ee Ch ee oe be 9

Uniti2 ieBOSSESSIVO, PIONOUUS ghcua Atria: seme ia pete inte sell omkaon pia 20

UniL Sea ROSSOSSIVO.NOUIS se eek eraie Dante reidieshes GAIN crcl oh ih a's he ace aay 31

Unit4: »Regulag Plural, NOUNS iii lie ceeald eka gree ee ae a ee 42

Unit. Ssulcrequiar PluralsNOUNS ca.cesaiies, Aenea Mee Sui) hace eae iia re Bo

Unit.6; Comparatives «Superlatives: 5.s\gsa = see seen en t 66

Unit 7: Copulas: (is/are) tac. ciece otek sn ae a ee ee Tal,

Unit. 8:.Rresent Progressive: Vers .2.5 5 ts ee ee ee 88

Unit. 9. Past Progressive: Vers: ja. <o ere ee eee ee 99

Unit 0: RequiaiPastwjlonse. VeIDS ceca. anes. ata wae te ane Ari een 109

Unita carota aS lense: Vamps ac. wacie nye peice valane Mitcetcagee anc seaubee tena 120

Wis 2 BROtCr Oreo Ginglial VETS wig. le aa pes til ole a de gh ous oe ca 131

OU Abs eePIU OM OD SEAM OES Io ie oc ciccugla 5 Jlesaly Geatvpert @ Oin vee a lene & wee orb ee 142

CS tS) AVE waren ate enon hissptr Mente, Scag ekrte och sk vglade inwloeke 153

Oia OmeCLOG EAOVGIGObr ria rake, Simnk a jin opted hia ovepe inbiait id dace acne wis 164

SLE AOKI OY aCUOSIOUS Mm ae MMe cis) ol cry cir ee we¥k wile 6 xcioe ae Mes sce 175

Blank P FE POSITSStor OL eer cee hee Ma es chs, ee paki Ghee Sree ete te avd aati 186
 a

zinainoD lo olde
Introduction
Just for Kids: Grammar provides learning that comes from fun, meaningful activities. Each unit
includes themes that are age-appropriate and offer numerous opportunities for the child to practice
the targeted grammar component. By targeting new morphological and syntactic skills in natural,
meaningful activities, generalization occurs more easily.

Each lesson contains suggested activities, picture cards, a rebus story, and a sequence story. A
picture scene with a Pre/Posttest log will help you document each child’s progress. A Family Letter
that gives suggestions for home practice completes each unit.

Just for Kids: Grammar is equally effective when working with individuals or groups. Specific parts of
each lesson can be used, or you can present the lessons in their entirety. Just for Kids: Grammar can
be used successfully exactly as it’s presented, but its flexibility also provides many opportunities for
your students’ and your own creative talents.

The 16 lessons in Just for Kids: Grammar target the following grammar areas:

e Subjective Pronouns
e Possessive Pronouns
¢ Possessive Nouns
Regular Plural Nouns
Irregular Plural Nouns
¢ Comparatives & Superlatives
Copulas (is/are)
Present Progressive Verbs
Past Progressive Verbs
Regular Past Tense Verbs
Irregular Past Tense Verbs
Third Person Singular Verbs
Future Tense Verbs
Has/Have
Interrogative Reversal
Asking Wh- Questions

Major Components of Each Lesson

1. Pre/Posttest

You can use the Pre/Posttests with one child or a group of children. A picture scene and a list of
target words, phrases, or sentences are provided at the beginning of each lesson. Ask the child
to talk about the picture scene using the targeted skill. It may be necessary for you to provide a
model for the child as you point to the person/object/action. Children at a higher level may be
able to respond without a model. We suggest that you give the test before beginning the lesson
and then repeat it after the child has completed all segments of the lesson. Record correct and
incorrect answers with a simple + or — tally system. You can compare the pre- and posttest
results to demonstrate the child’s progress.

Introduction
Just For Kids: Grammar 5 Copyright © 2000 LinguiSystems, Inc.
Introduction, continued

forms are
A blank Pre/Posttest form is also provided on page 186 for you to use in case additional
of the
needed. Use the same activity before the unit is started and again after all the segments
correct and incorrect responses . There are
unit are completed to demonstrate progress. Record
pre- and posttest scores for
eight columns so you can use the blank Pre/Posttest form to record
up to four children.

2. Activities

Children love to play games and make crafts. Many ideas for interactive experiences are
materials
suggested for each lesson. Materials and directions are listed for the activities. The
consist of pictures or common everyday objects that will add fun and meaning to the language
lesson. You may choose to use one or all of the activities throughout the lesson.

the child
For each of these activities, plan ahead for the grammar skill that will be targeted. Have
repeat the targeted item (word/phrase/sentence/quest ion) using the picture cards, your model,
times
and/or the objects as a guide. Once you begin the activity, elicit the targeted skill as many
as possible. You should also aim to reduce the number of models that are given.

3. Family Letter
to
Since home practice is an important part of success in therapy, we have provided a family letter
send home with the child at the beginning of each lesson. The letter introduces the grammar skill
and gives specific ideas for home use of the picture cards, the rebus story, and the sequence
story. It also provides specific suggestions on how family members can incorporate practice with
each skill into their child’s home life.

4. Picture Cards

Each lesson contains three or four pages of carefully selected pictures. These pictures are
of common vocabulary words that address the targeted skill. Make one or two copies of the
pictures, depending on the activity. Cut them apart to produce “cards” to use in the suggested
activities as well as for home practice.

5. Rebus Story

This story incorporates the targeted skill of the lesson. When presenting the story, help the child
name the pictures at the top of the page. Then read the story together. You can read the words
and the child can name the pictures at the appropriate times to use the targeted skill. When the
story becomes familiar, some children will be able to follow along with the pictures and tell the
story in their own words. When the child has mastered the story, send it home for more practice.

6. Sequence Story

A four-part sequence story is also a component of each lesson. These stories provide multiple
opportunities for practicing the targeted skill in structured or spontaneous sentences. You can
present each sequence story directly from the book, or photocopy the page and cut the pictures

Introduction
Just For Kids: Grammar 6 Copyright © 2000 LinguiSystems, Inc.
 |ntroduction, continued

apart so that the child can work on logical sequencing skills by arranging the pictures in the
correct order to tell the story.

Before you tell the story, have the child look at each picture and name the targeted words,
phrases, or sentences. These will then be used frequently as you and the child tell the story
picture by picture.

You might want to make a “book” with the pictures for the child to “read” to you. When the child
has sufficiently practiced the sequence story in therapy, send it home for additional practice.

The sequence stories can also provide opportunities for working on sequencing skills, labeling
objects or people, and targeting specific sounds.

Teaching grammar doesn’t have to be a boring, repetitive task. Just for Kids: Grammar combines
hands-on, real-life activities in contexts that are meaningful to children. We hope that using the ideas
and materials in this book will assist you in planning enjoyable and productive lessons as you help
children improve their communication skills.

Janet and Lynn

Introduction pie
Just For Kids: Grammar YA Copyright © 2000 LinguiSystems, Inc.
 it ¢¢
Mop ypoy aac
+> Hea ar

ry

Vv Vite wy

\ 2 7s 2a\

ee LW ged TET enti ele ae

(aiaae ME ote
Ps oe ta a hingh ler sw sweles
ae Sa - 7
Pre/Posttest
Before therapy begins, have the child look at the picture scene on page 10. Ask the child to talk about
what the various people, animals, and objects are doing using subjective pronouns (he, she, it, and
they). The child can repeat each sentence after you. This provides a structured probing task as you
model the subjective pronouns for the child. Children at a higher level can talk about people, animals,
and objects without help (unmodeled level). Follow the same procedure once the unit activities are
completed to show the child’s progress.

ee
Target Sentences

er
ee
ee
a
a
es
ee
ieee Bebe
a a
ree ee lia
Pili
ts 8
el
foamangie
rel
They are sleeping.

came
They are watching.

Unit 1: Subjective Pronouns

9 Copyright © 2000 LinguiSystems, Inc.
Just For Kids: Grammar
Pre/Posttest Picture Scene

Visiting the Fire Station

yo.

ae fer
, ||| ATL
(Ka
ww (‘D a
| CT lAY
fey)
UE oo
ey IS iF
—/ Ral |

wy

Unit 1: Subjective Pronouns

10 Copyright © 2000 LinguiSystems, Inc.
Just For Kids: Grammar
 Unit 1

Subjective Pronouns
Use the activities and ideas in this unit to teach and provide practice for the correct use of subjective
Pronouns. These pronouns are presented at the word, sentence, and conversational levels. The
Pre/Posttest and all of the activities include the pronouns he, she, it, and they as the subjects of
sentences. Practice in this unit consists of sentences such as “He is working,” “She is smiling,” “It is
Clean,” and “They are sleeping.”

Activities

i Let the child use the correct subjective pronoun to name or describe each of the picture cards in
this unit. As the child names or describes each card, ask him to place it in the correct categorical
group of he, she, it, or they.

. Take advantage of your teaching environment to work on subjective pronouns with your students.
As the children walk down the hall, go out to recess, look out of the window, or look around the
classroom or cafeteria, encourage them to use he, she, it, or they to describe what they see.

. Cut apart the picture cards. On a large sheet of butcher paper, help the child draw the outline
of the rooms of a house and a few pieces of furniture. Let her glue the picture cards into the
different rooms and then use the correct pronouns to tell where each person is. Encourage
sentences such as “They are in the kitchen” and “He is beside the chair.”

. While the child is playing with puppets, dolls, or action figures, encourage him to use the correct
subjective pronouns to describe the people and to tell what is happening.

. Here’s a good group project that you can display in the speech room after it’s completed to use
for additional practice. Cut apart the picture cards and then tape a large poster board or sheet of
butcher paper to the wall or table. Use markers or crayons to draw a simple scene of grass, sky,
trees, and water on the paper. Then let each child glue one of the picture cards onto the paper to
create a picture scene. As each picture card is attached, have the child use the correct subjective
pronoun to describe or tell what is happening in the picture.

. Cut apart the picture cards. Use toy vehicles like cars and fire trucks if you have access to them;
otherwise use pictures of vehicles. Let the child put the picture cards on or in the vehicles and
then tell where they are. For example, the child could say, “It is in the backseat” or “She is riding
on the school bus.”

. Most children’s books are filled with pictures of people, animals, and things that can easily be
described by using subjective pronouns. Help the child get a lot of good pronoun practice while
looking at some favorite books.

. Cut apart the picture cards and draw a tree with many branches on a large sheet of butcher
paper. Let the child glue the picture cards to the branches to create a “family tree.” As each
picture is attached, the child can use the correct subjective pronoun at the word or sentence level
to tell about the picture.

Unit 1: Subjective Pronouns

Just For Kids: Grammar 11 Copyright © 2000 LinguiSystems, Inc.
 to create a photo album. Make a
oI. Have the child bring in pictures of his family members or friends
s of his family members or friends
booklet out of construction paper and help the child glue picture
a subjective pronoun in a sentence to tell
on the pages of the booklet. Then ask the child to use
about each person in the pictures.

s of people and animals. After the child

10. Bring in old magazines and have the child cut out picture
ive pronoun. You might also have
cuts out each picture, have him tell you about it using a subject
nal practice.
the child glue the pictures to index cards to send home for additio

or poster board into four

A variation of this is to divide a large sheet of construction paper
child talks about each picture using
columns. Label the columns he, she, it, and they. After the
correct column. Send the poster
the correct subjective pronoun, have him glue the picture in the
home for additional practice.

Unit 1: Subjective Pronouns

12 Copyright © 2000 LinguiSystems, Inc.
Just For Kids: Grammar
 Dear Family,

Correct pronoun use is a common speech problem that many children with language delays
face. Often, the problem is one of confusion. Some children say sentences like “Him did it” or
“Her is sleeping” rather than “He did it” or “She is sleeping.” Other children just choose one
pronoun to use in all situations rather than differentiating between male and female or between
one person and a group. In this unit in speech, we’re going to learn and practice how and when
to use the subjective pronouns he, she, it, and they. As we progress through the unit, I'll send
home activities that you can work on with your child to practice the correct use of these
pronouns when they are the subjects of sentences.

1. Picture Cards: Help your child use the subjective pronouns he, she, it, or they to tell about
these pictures. When this becomes easy, encourage your child to make up a sentence for
each card using one of these pronouns as the subject of the sentence. You can also display
the picture cards on the refrigerator or on a poster so they are readily available for review
and practice. As you and your child work with the picture cards, talk about the members of
your family and discuss which pronouns can be used to tell about each person.

. Rebus Story (A Visit from Our Grandparents): Each picture at the top of this story
represents the subjective pronoun he, she, it, or they. Help your child learn the correct
pronoun for each picture. Then you can read the story together. You can read the words
and your child can name the pictures at the appropriate times. When the story becomes
familiar, let your child use the pictures as a guide to tell you the story. Your job is to
encourage and praise the correct use of he, she, it, and they.

. Sequence Story (Learning to Ride a Bike): The four pictures in this story tell about a
boy who is learning to ride his first bike without training wheels — certainly a momentous
occasion in many children’s lives! Each picture scene presents numerous opportunities
to use the pronouns he, she, it, and they as the subjects of sentences. Help your child
use these pronouns correctly to tell about each picture. Then listen as your child puts the
pictures in order and uses good speech to tell the story.

. Life Activities: We are surrounded by people, animals, and things. Take advantage of
opportunities throughout the day to help your child talk about these people, animals, and
things using the pronouns he, she, it, and they as the subjects of sentences. Looking at
books, going through family photos, watching TV together, and talking about things you
see out the car window are good activities to help with this practice.

Learning to use these pronouns correctly is a difficult step in language development for some
children, and it requires a lot of repetition and practice at home. | appreciate your assistance
in this important process.

Thank you,

Unit 1: Subjective Pronouns

Just For Kids: Grammar 13 Copyright © 2000 LinguiSystems, Inc.
Picture Cards
g two pages. Cut them apart
Make one or two copies of the picture cards below and on the followin
them to play card games like
to use with the activities listed on pages 11-12. You can also use
Go Fish and Concentration, or send them home for practice.

Unit 1: Subjective Pronouns

Just For Kids: Grammar 14 Copyright © 2000 LinguiSystems, Inc.
 Pictu re Ca rds, continued

Unit 1: Subjective Pronouns

Just For Kids: Grammar 45 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

Unit 1: Subjective Pronouns

16 Copyright © 2000 LinguiSystems, Inc.
Just For Kids: Grammar
 A Visit from Our Grandparents

Use the pictures to help you read the story.

they it

a . aes:
she they %&

he they ee

she Dy

of B
Clare and Pete are excited. Qa are waiting for their grandparents.
They

‘A
fog have : {9
a long way to drive. Mom is in the kitchen.
, Sa
“> is sweeping
:
They } She

the floor. The children are cleaning too. are putting their toys away.
an They

“\ is hanging up clothes. @ is putting shoes in the closet.

He She

Now Mom is making dessert. is a chocolate cake. is baking in the

It It
Se Oo). ;
oven. 4% is making the frosting. The cake is done. /<} is frosting
She She it

looks delicious!

Unit 1: Subjective Pronouns

Just For Kids: Grammar 7 Copyright © 2000 LinguiSystems, Inc.
A Visit from Our Grandparents, continued

The children finish working. read a book while wait. Suddenly

They they

rr hear a car. Grandma and Grandpa are here! ASA honks the horn.
they He
> en ; © Q6esCogive Grandma and Grandpa a
run outside. waves. “
They She They
pees BS
hug. &%@ are all very happy. &% all go into the house.
They They

Mom says it is time for dinner. “4 gives everyone a plate. The food is
She
S
wonderful. Now it is time for dessert. brings out. Pete and Clare
She it off

help mom serve gives everyone apiece. (% gives everyone a

it He She
ea
fork. Grandpa is ready to eat his piece. sé can’t wait. He thinks is
He it

the best ever!

Unit 1: Subjective Pronouns

Just For Kids: Grammar 18 Copyright © 2000 LinguiSystems, Inc.
Learning to Ride a Bike
Cut apart the pictures. Then put them in order to tell a story about a boy who is learning to ride a bike
without training wheels. Be sure to use the pronouns he, she, it, and they to tell the story.

2 Target Sentences: He is working. He has a crescent wrench.

1 Target Sentences: He is riding. He is wearing a helmet. It has
He is helping. They are in the garage. She has lemonade.
training wheels. She is watching. They are watering flowers.
They are sleeping. It is raining.

PeY JK ee
oSRR ©
MOO KK RQ Cee
PoP ROLES
PRICK
Ye; saa
i.aa ), pWe

3 Target Sentences: He is learning. He is helping. They are 4 Target Sentences: He is riding. He is smiling. They are
barking. It is sunny. clapping. They are waving. She is walking the dog.

Unit 1: Subjective Pronouns

Just For Kids: Grammar 19 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 21. Ask the child to name
each object using a possessive pronoun (his, her, their, its). The child can repeat each phrase after
you. This provides a structured probing task as you model the possessive pronouns for the child.
Children at a higher level can name the objects without help (unmodeled level). Follow the same
procedure once the unit activities are completed to show the child’s progress.

SV
a
[co
Pics
eaa ree
oe De
fff
a ae ML P| P| || e| [pa
i [es | val

Unit 2: Possessive Pronouns

Just For Kids: Grammar 20 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

Birthday Party

Unit 2: Possessive Pronouns

Just For Kids: Grammar 21 Copyright © 2000 LinguiSystems, Inc.
 Unit 2

Possessive Pronouns
This unit contains ideas and activities to teach and provide practice for the correct use of possessive
pronouns. These pronouns are presented at the phrase, sentence, and conversational levels. The
Pre/Posttest and all of the activities include the pronouns his, her, its, and their. Practice in this unit
presents these pronouns at the beginnings of sentences (His name is Paul) and after the verb in
sentences (Amanda is brushing her teeth).

Activities

1. Incorporate additional practice with the possessive pronouns his and her when working with a
group of students. Cut apart the picture cards from this unit and put them facedown on the table.
Let the children take turns turning the cards over and using phrases or sentences to describe
them. Before each person in the group takes a turn, have another person tell whose turn it is by
saying a phrase or sentence such as “his turn” or “It is her turn.”

2. When working with a new group of children, play the Name Game. Have everyone sit on the floor
in a circle. Using a large ball, have the children take turns rolling the ball to each other. Before
the person rolls the ball, she must name the person that the ball will go to using sentences such
as “Her name is Melinda” or “Payton is his name.”

3. Let the child use crayons or markers to color specific items on the picture cards in this unit. Then
encourage him to use possessive pronouns to describe the pictures such as “Their shoes are
blue,” “Its tail is brown,” or “Her car is red.”

4. Use four small boxes, brown paper bags, or gift bags to help the child categorize the picture cards
in this unit. First cut apart the picture cards. Next label the boxes or bags by gluing a separate
picture on each one: a boy for his, a girl for her, a group of people for their, and an animal or
object for its. Then write the appropriate possessive pronoun on each box or bag. Have the child
use the pronouns to describe the picture cards as she places them in the correct bags.

An alternate method is to use objects or articulation target pictures. Let the child choose which
bag to put the picture or object in and then say sentences such as “This is her block” or “These
are their cars.”

5. Playing a game of Guess Who? or Guess What? is a good way to elicit possessive pronouns.
You can play this game with a group or with one child. Have the child whose turn it is secretly
choose a person or an object in the classroom, on the playground, or in a book. Ask the child
to use possessive pronouns to describe the person or object such as “Its tail is fluffy’ or “Her
hair is curly.” Then you or the other children can try to guess who or what is being described.

6. Set up dolls, puppets, or pictures of people and objects around the room and let the children take
turns “giving” objects to them. As the child decides “who” or “what” to give each object to, she can
say a phrase or sentence such as “her star’ or “These are their stickers.” If the child also has
articulation targets, have her choose objects that contain her target sounds.

Unit 2: Possessive Pronouns

Just For Kids: Grammar 22 Copyright © 2000 LinguiSystems, Inc.
 7. Put together a bag of goodies by gathering various objects or pictures and putting them in a bag
or a pillowcase. Have the children take turns pulling one item out of the bag. The other children
then describe the item using possessive pronouns in sentences like “His is BO!
“Her is es

For a variation, have the child close his eyes before taking something out of the bag. Then ask
the other children to take turns describing the item using the sentences “His picture is OF
“His object is . After all of the children have given a clue, ask the child to guess what he
drew out of the bag. After he guesses, have him open his eyes and look at the object to see if
he guessed correctly.

8. Have the child bring in pictures of her family or friends. Look through the pictures with the child
and have her tell about the people and animals in the pictures using possessive pronouns.

9. Play Go Fish with any of the picture cards in this book that show objects. Photocopy and cut out
two sets of the cards and glue each picture to an index card. Have the children play Go Fish.
When they request a picture, they should use the sentence “I would like his/her

Unit 2: Possessive Pronouns

Just For Kids: Grammar 23 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,
a
As children learn to use pronouns, we sometimes hear errors such as “That’s hims book” or
“Hers baby is sleeping.” These types of errors occur with the possessive pronouns his, her, its,
and their. As children begin to talk about objects or attributes that belong to other people or
things, they need to learn how to correctly use possessive pronouns. During this unit, we'll be
working on phrases such as “his dog” and sentences such as “I see their car.” As we progress
through the unit, I'll send home activities that you can work on with your child to help practice
these new words.

1. Picture Cards: Help your child use the possessive pronouns his, her, its, and their to tell
about these pictures. You can start with phrases such as “his hat” or work on whole
sentences such as “The horse shook its tail” to describe the pictures. After describing the
pictures, your child can put them in stacks of boys for his, girls for her, groups for their, or
objects and animals for its.

2. Rebus Story (Going to the Dentist): Each picture at the top of this story represents the
possessive pronoun his, her, its, or their. Help your child learn the correct pronoun for each
picture. Then you can read the story together. You can read the words and your child can
name the pictures at the appropriate times. When the story becomes familiar, let your child
use the pictures as a guide to tell you the story. Be sure to listen for the correct use of the
possessive pronouns.

3. Sequence Story (The Pet Show): When the four pictures from this story are put in the
correct order, they tell about three children as they enter their animal friends in a pet show.
Each picture scene presents numerous opportunities to use the possessive pronouns his,
her, its, and their. Help your child use these pronouns correctly to tell about each picture.
Then listen as your child puts the pictures in order and uses good speech to tell the story.

4. Life Activities: When your child wants to tell you about something or someone, it’s likely that
possessive pronouns will be included in the descriptions such as “His bike is cool!” or “I like
her shoes.” You can encourage the use of these pronouns by asking about people, things, or
pictures that interest your child.

Learning to use possessive pronouns correctly will require a lot of practice and reminders from
school and from home. When you listen for these words and help to make them a natural part
of your child’s speech, we’ll all see progress.

Thank you,

Unit 2: Possessive Pronouns

Just For Kids: Grammar 24 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 22-23. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

her coat her rattle

Unit 2: Possessive Pronouns

Just For Kids: Grammar 25 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

his ball

his hat

their blankets their blocks

Unit 2: Possessive Pronouns

Just For Kids: Grammar 26 Copyright © 2000 LinguiSystems, Inc.
 Picture Ca ds, continued

its bell its handle

its lid its tail

Unit 2: Possessive Pronouns

Just For Kids: Grammar ot Copyright © 2000 LinguiSystems, Inc.
Going to the Dentist
Use the pictures to help you read the story.

their 2g its

her his

its his
90/
her
®
DS
ey
Juan and Felicia were going to see the dentist. It was time for
their
ey
six-month checkup. is dad picked them up after school. Then
Their

dad drove them to the dentist.

their

Felicia went first. She sat in the chair. Then the hygienist picked up one of

g tools. It had a mirror on it. OX mirror helped the hygienist see

her |ts her

teeth. Another tool had a pointed tip. \ tip helped the hygienist clean
Its her

teeth. Next the hygienist used g polishing brush. The last thing the

aie
hygienist used was
ge a |
floss. After that, the dentist came in. He used &
her his

tools to check teeth. He said Felicia didn’t have any cavities. teeth
her Her

looked great!

Unit 2: Possessive Pronouns

Just For Kids: Grammar 28 Copyright © 2000 LinguiSystems, Inc.
 Going to the Dentist, continued

Then it was Juan’s turn. He sat in the chair. The hygienist cleaned teeth.
his

She used ge tools. She used g floss. When she was done, the dentist
her on her

came in. He used , tools to check teeth. The dentist said

his his his

teeth were healthy too.

Then the dentist talked to ¢ dad. He said, “ ‘+ teeth look great.

their Their

I'll see you again in six months.” The children left with ~ new
their

toothbrushes.

Unit 2: Possessive Pronouns

Just For Kids: Grammar 29 Copyright © 2000 LinguiSystems, Inc.
The Pet Show
and their pets at the
Cut apart the pictures. Then put them in order to tell a story about some children
story.
pet show. Be sure to use the possessive pronouns his, her, its, and their to tell the

1 Target Sentences: Dad shows his children the newspaper. His 2 Target Sentences: His dog is on a leash. She is holding her
rabbit. She is carrying her hamster in its cage. Other people
dog is wagging its tail. Her rabbit is in her lap. Her hamster is
in its cage. are bringing their pets.

4 Target Sentences: Dad is taking their picture. Their pets are

3 Target Sentences: Their pets are getting ready. He is brushing
his dog. She is feeding her rabbit. She is petting her hamster. winners. His dog has a medal. Her rabbit won a trophy. Her
hamster has a ribbon on its cage.

Unit 2: Possessive Pronouns

Just For Kids: Grammar 30 © 2000 LinguiSystems, Inc.
Copyright
 Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 32. Ask the child to name the
various items that belong to the people, animals, and objects using possessive nouns. The child can
repeat each phrase after you. This provides a structured probing task as you model the possessive
nouns for the child. Children at a higher level can name the objects without help (unmodeled level).
Follow the same procedure once the unit activities are completed to show the child’s progress.

Target Phrases

bt ages | | | oe ||
os

hamster’s wheel

Unit 3: Possessive Nouns

Just For Kids: Grammar 31 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

Playing at Daycare

Unit 3: Possessive Nouns

Just For Kids: Grammar 32 Copyright © 2000 LinguiSystems, Inc.
 Unit 3

Possessive Nouns
Activities

This unit contains activities and ideas to teach and provide practice for the correct use of possessive
nouns. These nouns are presented at the phrase, sentence, and conversational levels. The Pre/
Posttest and all of the activities include singular nouns that are formed by adding ’s to them to show
possession. Practice in this unit consists of phrases such as “baby’s rattle” and sentences such as
“These are Vicky’s shoes.”

as Cut apart the picture cards and put them in a paper sack or shoebox. Ask the child to draw a
picture out of the sack and tell what belongs to the person/animal/thing. Then have the child
think of one more item that could belong to the same person/animal/thing and name it using a
possessive noun. For example, if the child draws the dog’s bone picture out of the sack, the new
item may be the dog’s dish.

. Cut apart the picture cards. Draw three columns on a sheet of construction paper and label them
person, animal, and thing. Have the child select a picture, use the possessive noun to name the
possession, and then glue the picture in the correct column.

To add a challenge, after all the pictures have been categorized, see if the child can think of other
people/animals/things and possessions that could be added to each column.

. Cut apart the picture cards. Draw a simple house and yard to represent inside and outside. Have
the child select one of the pictures and name the item that belongs to the person/animal/thing.
Then the child glues the picture in the house or in the yard, whichever is appropriate. Continue
with the remaining pictures.

. Play / Spy with the child. Give clues to identify something in the room while the child tries to
guess the item. With each guess, the child must use a possessive such as “Is it the door’s
window?” :

A variation of this is to use the picture cards. Have the child select a card and give clues to the
other children to identify the item.

. Let the children bring in photographs of their families or have them draw pictures of their family
members or friends. Then ask them to describe their pictures using possessive nouns such as
“Jessie’s hair is long” or “This is Grandpa’s favorite shirt.”

. You can elicit the use of possessive nouns by asking the child to describe something about
another child such as “Mandy’s shorts are purple” or “I like Brett’s shoes.” Before the activity
begins, establish the rule that only nice, positive descriptions are allowed. This activity works
well in a speech group or in a classroom setting.

For a variation, get a ball and have the children sit on the floor in a circle. Ask the children to take
turns saying something nice about another child in the group and then roll the ball to that child.

Unit 3: Possessive Nouns

Just For Kids: Grammar 33 Copyright © 2000 LinguiSystems, Inc.
 7. Take advantage of all of the wonderful children’s books that are available and let the child use
possessive nouns to describe the pictures. Examples could include sentences such as The
truck’s wheels are big” or “The tree’s leaves are falling.”

8. A study of animals offers many opportunities for working on possessive nouns. You can do this
activity using animal picture books or stuffed animals, by letting the children draw pictures of
animals, or even by taking the children on a trip to the zoo. Encourage the children to use
possessive nouns to describe the animals’ distinctive features. They can talk about such things
as the zebra’s stripes, the elephant’s long nose, the cat’s soft fur, or the rabbit's floppy ears.

9. Have the child make up a story using five or six of the possessive noun picture cards. As the
child dictates the story, write it out on a large sheet of paper or poster board and let the child glue
the pictures into the appropriate spaces. When the story is finished, you read the story and let
the child “read” the pictures. When the child becomes familiar with the story, he can tell the story
in his own words. When working with a group, let each child have one or two pictures to add to
the story and take turns creating sentences.

Unit 3: Possessive Nouns

Just For Kids: Grammar 34 Copyright © 2000 LinguiSystems, Inc.
 con
Dear Family,

Being able to correctly express ownership is an important grammatical skill we use every day.
In speech, we’re beginning to work on using ’s with nouns to show ownership or possession.
This new unit will help your child learn how to correctly use possessive nouns to talk about
objects or attributes that belong to other people or things. We’ll be working on phrases such
as “Mom’s car” and sentences such as “The boy’s dog is barking.” As we progress through the
unit, I'll send home activities that you can work on with your child to help practice the correct
use of possessive nouns.

1. Picture Cards: Help your child use possessive nouns to express possession or ownership in
these pictures with phrases such as “boy’s book” or sentences such as “The bike’s tire is flat”
You can play a game with these picture cards by taping them to the wall and letting your
child throw a small foam ball at them. Have your child say a phrase or sentence to describe
each picture after it is hit. You can also display the picture cards on a poster in your child’s
room or on the refrigerator so that they are readily available for review and practice.

2. Rebus Story (Say Cheese!): Each picture at the top of this story represents a possessive
noun. Help your child use each possessive noun in a sentence to describe the picture.
Then you can read the story together. You can read the words and your child can name
the pictures at the appropriate times. When the story becomes familiar, let your child use
the pictures as a guide to tell you the story. Remember to encourage and praise the correct
use of the possessive nouns.

. Sequence Story (The Hall Family Cookout): When the four pictures from this story are put
in the correct order, they tell about a family cookout. Each picture scene presents numerous
opportunities to use possessive nouns. Help your child use the targeted phrases to tell
about each picture. Then listen as your child puts the pictures in order and uses good
speech to tell the story.

. Life Activities: You can take advantage of everyday activities to help your child practice the
correct use of possessive nouns. Let your child help you with the laundry, saying sentences
such as “These are Dad’s socks” and “I will fold Matt’s shirts.” You can also look at family
photos or videotapes and comment on the people that you see such as “Grandpa’s hat is
funny” or “Keesha’s bike was new.” When your child gets home from school or from playing,
encourage the use of possessive nouns as he or she tells you about friends and activities.

When we all work together, your child will “possess” better speech!

Thank you,

Unit 3: Possessive Nouns

Just For Kids: Grammar 35 Copyright © 2000 LinguiSystems, Inc.
Picture Cards
Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 33-34. You can also use them to play card games like
Go Fish or Concentration, or send them home for practice.

bike’s tire bird’s feather

boy’s book cat’s collar

Unit 3: Possessive Nouns

Just For Kids: Grammar 36 Copyright © 2000 LinguiSystems, Inc.
Picture Ca rds, continued

child’s feet

dog’s bone

girl’s picture Grandpa’s chair

Unit 3: Possessive Nouns

Just For Kids: Grammar 37 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

horse’s saddle
bd
Maria’s glasses

pencil’s eraser

tree’s leaves woman’s bracelet

Unit 3: Possessive Nouns

Just For Kids: Grammar 38 Copyright © 2000 LinguiSystems, Inc.
 Say Cheese!

Janie’s dress es Tyler's smile

Max’s tie ih Mr. Smith’s camera

fe
©
.,
thy

Abigail’s shoes ey

The Watson children were going to have their picture taken. Mom said it was

time to get dressed. e was new. She was excited to wear it.
Janie’s dress

was blue. Max was wearing a shirt and tie.

)
was blue too.
Janie’s dress Max’s tie

Mom was helping Abigail get dressed. 7) looked very pretty. Tyler was
Abigail’s shoes

ready to go. He was practicing his smile. Mom said that ‘2 was great!
Tyler's smile

The children got in the car. Mom told Tyler not to sit on & . Max said he
Janie’s dress

was hot. (/)\ was making him sweat. On the way there, ) fell off.
Max’s tie Abigail’s shoes

Max had to put them on again. ‘

.
got bigger as he watched Max sweat
Tyler’s smile

some more.

Unit 3: Possessive Nouns

Just For Kids: Grammar 39 Copyright © 2000 LinguiSystems, Inc.
Say Cheese! continued

Finally they got to the photographer’s shop. The photographer's name was

| ©,
Mr. Smith. MA was ready. The children sat down. '¥ had to be
Mr. Smith’s camera Max’s tie

tightened. a, needed to be straightened. “ey were still on.

Janie’s dress Abigail’s shoes

fae
SZ was still great.
Tyler's smile

eugo

had a bright light. Mr. Smith told the children to smile.

Mr. Smith’s camera

wae
S was the biggest. NS clicked. There was a bright flash.
Tyler's smile Mr. Smith’s camera

Everyone smiled. Mr. Smith wanted to get one more picture. Everyone smiled

roec (o]
again. clicked. All done!
Mr. Smith’s camera

Unit 3: Possessive Nouns

Just For Kids: Grammar 40 Copyright © 2000 LinguiSystems, Inc.
 The Hall Family Cookout

Cut apart the pictures. Then put them in order to tell a story about the time the Hall family went on
a cookout. Be sure to use possessive nouns to tell the story.

1 Target Phrases: Dad’s mini-van, Mom's picnic basket, Grandpa’s 2 Target Phrases: Dad's apron, grill’s smoke, Mom’s picnic basket,
fishing pole, Michael's kite, Lindsey's hat, Grandma’s dog Bhai acids ackparal ene

bed?
VD

3 Target Phrases: Grandma’s hot dog, Mom’s sunglasses,

4 Target Phrases: mini-van’s door, Mom’s picnic basket, Dad’s
children’s cookies, dog’s tail, Dad’s apron, tree’s shade,
camera, Michael's arm, Grandma’s dog, Grandpa’s fish
Grandpa’s fishing pole

Unit 3: Possessive Nouns

Just For Kids: Grammar 41 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 43. Ask the child to name
the various items in the picture, particularly the regular plural nouns. The child can repeat each word
after you. This provides a structured probing task as you model the regular plural nouns for the child.
Children at a higher level can talk about the regular plural nouns without help (unmodeled level).
Follow the same procedure once the unit activities are completed to show the child’s progress.

ee dd ddd ddd
Words ending in /s/
ducks
elephants
Lay Ply

(oe
as
Nes

giraffes
hats
peacocks
snakes
Words ending in /z/
bears
birds
boys
girls
lions
tails
tigers
trees

Words ending in /1z/

benches
bushes

cages
noses

sunglasses
% Correct

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 42 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest Picture Scene

A Visit to the Zoo

j WSOC GONG )
ONG
Gy
i(
tH i
=
(

ci {

‘Welcomepea
Maine “ea

ZOO cDeD
=>
ciaetl
Unit 4: Regular Plural Nouns
Just For Kids: Grammar 43 Copyright© 2000 LinguiSystems, Inc.
Unit 4

Regular Plural Nouns

This unit contains numerous ideas to teach and provide practice for the correct use of regular plural
nouns. The activities provide work on the regular plural form of nouns at the word, sentence, and
conversational levels. The Pre/Posttest and all of the activities include words that are made plural
by adding the following sounds: /s/ as in cats, /z/ as in dogs, and /1z/ as in houses. Practice in this
unit consists of sentences such as “The baby played with her blocks” and “The dogs barked.”

Activities

1. Cut apart the picture cards. Put them around the room and let the child go “shopping.” The child
can collect the pictures and put them in a grocery bag or toy grocery cart. As she’s shopping, the
child can practice regular plural nouns at the word level by simply naming the picture. Children
at a higher level can practice regular plural nouns at the sentence level in utterances such as
“| want to buy two ” or “I bought three .” Turn this into a group project by letting
several children shop and having one or two others be the cashiers.

2. Help the child plant a “plurals” garden. Cut apart the picture cards or gather pictures that show
regular plural nouns. Then cut out construction paper flowers. Let the child glue the pictures onto
the construction paper flowers. Have the child make a craft to take home by gluing the flowers
onto a large sheet of construction paper or by taping them onto the ends of drinking straws and
“planting” them into a paper cup or flowerpot filled with Styrofoam.

An alternate idea for this activity is to cut out five or six pictures of the same singular noun
(e.g., car) and some construction paper flower petals. Have the child glue each picture onto a
petal and then glue the petals together to make a flower. Encourage the child to use the plural
form of the word when naming or talking about the whole flower. Remember to select a singular
noun that forms a regular plural. Continue until the child has made several flowers to make a
bouquet to send home for additional practice.

3. Have the child make a plurals collage. Let the child cut out pictures of plural items from
magazines and glue them onto a sheet of poster board. The child can name the pictures or
use them in sentences as they are being cut out, glued on, and after the collage is finished.

4. Help the child make a set of plurals puzzles. On index cards, draw or glue pictures of two similar
objects such as two bells. Cut the cards apart at different angles, separating the two pictures.
If you are working with a group, let each child make a plurals puzzle, then mix all of the pieces
on the table and let the children put the correct pieces together to name and make the plurals
puzzles.

5. Play a variation of Concentration with your students. Cut out at least 10 picture pairs. One
picture in each pair should show a singular noun (e.g., car), and the other picture should show
the regular plural form of that noun (e.g., cars). Then glue each picture on an index card. Place
the cards facedown on the table. The children take turns turning over two cards at a time and
naming them. If they match, the child keeps the pair and earns an extra turn.

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 44 Copyright © 2000 LinguiSystems, Inc.
 An alternative is to play a variation of Go Fish with the picture pairs. Give each child two or three
cards—either all singular nouns or all regular plural nouns. When the child asks another player
for a matching card he says, “I have a picture of a hat. Do you have a picture of hats?” or “I have
a picture of hats. Do you have a picture of a hat?” If the player has the child’s requested card,
she gives it to him. If not, the child must “go fish”

6. Help the child “hang” pictures of regular plural nouns on a clothesline. Glue a piece of string onto
a sheet of construction paper to make the clothesline. Then cut out pictures of clothes that show
regular plural nouns (e.g., dresses, socks, shirts, skirts, shoes, coats, mittens). Have the child
pick a picture, say the regular plural noun, and then glue the picture to the clothesline.

7. Play a numbers game called Two to Ten. Give the child a number from two to ten. The child must
think of a regular plural noun that begins with the same sound (e.g., two toes, three thumbs, or
four fans).

8. Have fun talking about food to elicit regular plural nouns. Ask the child about foods that he likes
to eat. Then ask whether he eats just one or more than one of these foods at a time (e.g., French
fries, grapes, cookies, or just one hamburger or just one hot dog).

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 45 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

Our world is full of many things. In order to talk about these things, we often need to use the
plural form of words. In speech, we’re beginning to learn how to make a noun mean more than
one by adding s or es to the end of it. Words such as hats and peaches are the regular plural
forms that we'll be centering our activities around as we continue to develop language skills.
As we progress through the unit, I'll send home activities that you can work on with your child.
Each activity is designed to help your child practice the new vocabulary of regular plural nouns.

1, Picture Cards: Help your child name the items on the cards. Talk about what one of the
items is called and then about the word that is used to tell about two, or three, or many of
them, Use two sets of the cards to play games such as Go Fish or Concentration. You can
also display the cards on the refrigerator or on a “plurals poster” so that they are readily
available for review and practice.

2, Rebus Story (A Birthday Shopping Trip): Each picture at the top of this story represents a
regular plural noun, Help your child name the pictures and then read the story together. You
can read the words and your child can name the pictures at the appropriate times. When the
story becomes familiar, let your child use the pictures as a guide to tell you the story. Be
sure to listen for the s or z sound at the end of the regular plural nouns.

3. Sequence Story (Daniel and Katie Ride Their Bikes): When the four pictures from this story
are put in the correct order, they tell about Daniel and Katie riding their bikes to school. Each
scene is full of pictures that show regular plural nouns. Help your child say the target words
for each picture, Then listen as your child puts the pictures in order and uses good speech
to tell the story.

4. Lite Activities: Almost everything you do with your child will lend itself to working on regular
plural nouns. As you or your child are getting dressed in the morning, talk about shoes,
socks, and shirts. On errands, talk about cars, streets, and buses. At mealtimes, help your
Child name foods such as peas, oranges, and potatoes. Children’s books are also full of
pictures of regular plural nouns. See how many your child can find and name.

As you're helping your child learn about adding s and es to make regular plural nouns, be aware
that many Children also add those sounds to words that have irregular plurals such as foot and
| mouse, At those times, help your child learn the correct irregular plural forms. We’ll soon be
working On activities to learn about irregular plural nouns in another unit.

Your help iin teaching your child how to talk about the multitude of fascinating things in this world
__ iS important and essential for good speech progress.

Thank you,

Uinit 4: Requilair Phunail Nios

Just For Kids: Grenrnmar 46 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following four pages. Cut them apart
to use with the activities listed on pages 44-45. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

blocks

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 47 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

balloons

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 48 Copyright© 2000 LinguiSystems, Inc.
 Picture Ca rds, continued

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 49 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards, continued

crutches dishes

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 50 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards, continued

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 51 Copyright © 2000 LinguiSystems, Inc.
 A Birthday Shopping Trip

Use the pictures to help you read the story.

grandparents MF A books &

gifts games 4

toys r dolls ‘/

bikes xo dresses Trp

sizes dollhouses = 2

colors
WW dishes

Tabitha’s wanted to buy Tabitha her birthday Alcs . They went to

grandparents gifts

the store to look at . Tabitha’s wanted her to pick out the

toys grandparents

she liked the best.

toys

At the store, Tabitha looked at the xo first. The xo came in all

RI AK, bikes bikes

different so and X . Tabitha liked the red and blue o&® the best.
sizes colors bikes

Next Tabitha looked at the & . She saw & that she could read and
books books

& that she could color in. There were also sticker & . There were so
books books

many & to choose from.

books

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 52 Copyright © 2000 LinguiSystems, Inc.
 A Birthday Shopping Trip, continued

The 7] were next to the & . Tabitha liked to play a . She

games books games

looked at the board % and at the card <P . She could not decide
games games

which @ she wanted.

games

Then Tabitha saw the RAS.

dolls
. The were all different so :
sizes
:

Their Dep were different Wh . Tabitha played with two of the big
dresses colors

. She tried different Sep on the . Tabitha liked the

dolls dresses

é 2
Sep that went on the baby . The little could fit in the
dresses dolls dolls

A€& | The paces Jnanenie Tabinarpuithauittie

dollhouses dollhouses dishes e dolls
A A 2) )
in the . She pretended the were using the aed
dollhouses dolls dishes

Tabitha decided she liked the best. Her bought a doll and
dolls grandparents

some doll ep for Tabitha’s birthday

dresses gifts

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 53 Copyright © 2000 LinguiSystems, Inc.
Daniel and Katie Ride Their Bikes

Cut apart the pictures. Then put them in order to tell a story about Daniel and Katie riding their bikes
to school. Be sure to use regular plural nouns to tell the story.

a Atel
IY

f CD \Y| <—F

3 Target Words: twins, bikes, jackets, helmets, backpacks, swings, 4 Target Words: twins, bikes, jackets, helmets, backpacks, locks,
slides, squirrels, benches, birds, trees, dogs cars, buses, friends

Unit 4: Regular Plural Nouns

Just For Kids: Grammar 54 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest
Before therapy begins, have the child look at the picture scene on page 56. Ask the child to name the
various items in the picture, particularly the irregular plural nouns. The child can repeat each word
after you. This provides a structured probing task as you model the irregular plural nouns for the child.
Children at a higher level can name the objects without help (unmodeled level). Follow the same
procedure once the unit activities are completed to show the child’s progress.

LT
Eee
| tl
oe
|| |
ee
fot: arm ia ae a
ie lee
CE ore oe olen Pee

[man atesid alae P|

wolves

women

% Correct

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 55 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest Picture Scene

Gone Fishing!

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 56 Copyright © 2000 LinguiSystems, Inc.
 Unit 5

Irregular Plural Nouns

Use the activities and ideas in this unit to teach and provide practice for the correct use of irregular
plural nouns. These nouns are presented at the word, sentence, and conversational levels. The Pre/
Posttest and all of the activities include nouns that are made plural by changing the spelling of the
word (mouse/mice), by changing f to v and adding es (calf/calves), or by keeping the same form as
the singular noun (sheep).

Activities

ib On a large sheet of blue construction paper, draw the outline of a big fish bowl. Let the child glue
the irregular plural noun picture cards onto construction paper fish and then place or glue them in
the fish bowl. The child can name the pictures or use them in sentences as they are being glued
on and after the project is finished. Let the child count the fish as each one is added with a
sentence such as “There are three fish in the fish bowl.”

As an alternate method, use a real fish bowl (without water). Attach the picture cards to the paper
fish with a paper clip and let the child drop the paper fish into the fish bowl. Then each child can
take turns “fishing” for the picture cards with a fishing pole made out of a stick with a string anda
magnet attached to the end.

. Attach a piece of butcher paper or construction paper to the wall and draw the outline of a tree
with many branches. Let the child use the irregular plural noun picture cards as leaves to glue
onto the branches of the tree. The child can practice using the plural word “leaves” as each leaf is
added and then counted. Also let the child name or use the picture card words in sentences as
they are being added to the tree.

. Have the child make up a story using five or six of the irregular plural noun picture cards. As the
child dictates the story, write it out on a large sheet of paper or poster board and let the child glue
the pictures into the appropriate spaces. When the story is finished, you read the story and let
the child “read” the pictures. When the child becomes familiar with the story, he can tell the story
in his own words. When working with a group, let each child have one or two pictures to add to
the story and take turns creating the sentences.

. Draw a tic-tac-toe board with spaces large enough to accommodate the irregular plural noun
picture cards. Choose nine of the picture cards and let the child name them and glue them into
the spaces. Using coins or tokens for the “X’s” and “O's.” play tic-tac-toe. Each time a picture is
covered, the child should name the picture or use it in a sentence. This is a good activity to send
home with the child to play with her family for extra practice.

. Cut out feet from construction paper. Glue one of the irregular plural noun picture cards on each
foot. The child then steps on a foot and says the irregular plural noun. To make it a fun memory
game, the child says the plural of all the words on the feet such as “The feet have children, geese,
knives, and mice.”

. Cut out different clothes shapes. Glue one of the picture cards on each shape. The child picks a
clothing piece and says the irregular plural noun using a sentence like “The shirt has fish”

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 57 Copyright © 2000 LinguiSystems, Inc.
 7. Draw a barn or farm on a sheet of paper. Cut apart the picture cards and put them in a paper
sack or shoebox. The child pulls a picture out and says, “The belongs on a farm” or “The
does not belong on a farm.” If it does belong on a farm, the child glues the picture on the
barn.

8. Cut apart the picture cards and put them faceup on the table. Write sentences on a sheet of
butcher paper to go with the picture cards. Leave a blank where the irregular plural word goes.
Have the child read each sentence and choose the correct picture card to fill in the blank. Let
the child glue the picture in the blank to complete the sentence.

A variation is to put the pictures in a small paper sack or shoebox. Have the child pull out one
picture at a time and try to figure out which sentence it completes.

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 58 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

In this unit in speech, we’re learning about irregular plural nouns. As you know, regular plural
nouns are formed by adding s or es to the end of the word as in cats or dishes. But the English
language is full of exceptions to the “rules.” One of these exceptions is for irregular plural nouns.
These nouns aren’t formed by adding s or es to the end of the word. During this unit, we'll work
on irregular plural nouns that are formed by changing the spelling of the word (mice/mouse), by
changing the f to v and adding es (leaf/leaves), or by keeping the same form as the singular
noun (fish). As we progress through the unit, I’ll send home activities that you can work on with
your Child to learn and practice using irregular plural nouns.

1. Picture Cards: Help your child name the pictures on the cards. Talk about the singular name
for each item first. Then compare the singular name with the word that’s used to tell about
two, three, or many of each item. Use two sets of the cards to play games such as Go Fish
or Concentration. You can also display the pictures on the refrigerator or on the child’s
bedroom wall so that they are readily available for review and practice.

. Rebus Story (Fish Fry): Each picture at the top of this story represents an irregular plural
noun. Help your child name the pictures and then read the story together. You can read
the words and your child can name the pictures at the appropriate times. When the story
becomes familiar, let your child use the pictures as a guide to tell you the story. Be sure to
listen for the correct name for each of the irregular plural nouns.

. Sequence Story (A Trip to the Farm): When the four pictures from this story are put in the
correct order, they tell about a group of people and their trip to a farm. Each scene is filled
with pictures that show irregular plural nouns. Help your child say the target words for each
picture. Then listen as your child puts the pictures in order and uses good speech to tell the
story.

. Life Activities: To help your child practice irregular plural nouns at home, talk about one and
many of various items. As you and your child are watching television or looking through
books, help your child learn to say words like feet, teeth, knives, and deer instead of foots,
tooths, knifes, and deers. Listen for other common mistakes such as mans for men, mouses
for mice, and leafs for leaves. Be sure to let your child know that you’re proud of his or her
progress when you do begin to hear the correct forms of these words.

By working together, we can help your child’s language skills continue to develop as we teach
that sometimes “irregular” is the right way to go!

Thank you,

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 59 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two
pages. Cut them apart
to use with the activities listed on pages 57-58. You can also use them
to play card games like
Go Fish and Concentration, or send them home for
practice.

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar
60 Copyright © 2000 LinguiSystems, Inc.
Picture Car OS, continued

knives

loaves shelves

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 61 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards, continued

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 62 Copyright © 2000 LinguiSystems, Inc.
 Fish Fry

Use the pictures to help you read the story.

fish ae shelves BZ

men loaves

women As)© knives Ws

Y eae

children 3% halves © ()
x6

reb<| AA) (UE

There’sa © fry at school tonight. Some ha \ | (WYN, and
fish men women
CAS.
had gone fishing. They caught lots of ae . People were coming
children fish
4
to school to eat the <u
fish

S40, en
Some of the /~\\ friedthe <<: . First they took spices off the
men fish
i ©) ro
Z . The /“) putspices onthe <x& . Then they put the
shelves men fish

spices back on the ZB

shelves

fe
Some (VY cut of bread. They used Ss to cut the
women loaves knives loaves

in . They put butter on the ©O~— . When all of the were

halves halves loaves

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 63 Copyright © 2000 LinguiSystems, Inc.
Fish Fry, continued

ready, the
QE
fVY.\ put theminthe oven. Thenthe
QE
AVY... washed the
women women

Ss . They put the clean Ss back on the Z

knives knives shelves

Oe) whe 4
It was time to serve the food. , Tab aee vecine came to eat.
Men women children
©) (IO €
The fas \ and fygf had big plates. The 1 had small plates. All
men women children

of the tables had of bread on them. The Sia was delicious.

loaves fish

4 ;
Soon the <x and all the of bread were gone. It was time to
fish loaves

BO. QQe BO
clean up. Allofthe ("\ , (VY) , and f-A% helped. The ae
men women children men

ems, SOLS.
washed the forks and Ss _The 5) washed the plates. The /VY}
knives children women

put the clean dishes back on the BZ

shelves

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 64 Copyright © 2000 LinguiSystems, Inc.
 A Trip to the Farm

Cut apart the pictures. Then put them in order to tell a story about the day some people took a
trip to
a farm.

: g WV", SS) \\ \

we
hs

1 Target Words: men, women, children, people, deer

TAT

3 Target Words: men, women, children, people, fish, feet . Saga ae men, women, children, people, sheep, calves,

Unit 5: Irregular Plural Nouns

Just For Kids: Grammar 65 Copyright© 2000 LinguiSystems, Inc.
Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 67. Ask the child to describe
the various items in the picture using comparatives and superlatives. To help elicit these responses,
ask the child to compare three similar items at the same time. The child can repeat each comparison
after you. This provides a structured probing task as you model the comparatives and superlatives for
the child. Children at a higher level can compare items without help (unmodeled level). Follow the
same procedure once the unit activities are completed to show the child’s progress.

ened
somone ff ff
dd df
close, closer, closest

cold, colder, coldest

far, farther, farthest

fast, faster, fastest

wovvomneees | | | | | | |
few, fewer, fewest

long, longer, longest

many, more, most

short, shorter, shortest

small, smaller, smallest

tall, taller, tallest

% Correct

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 66 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest Picture Scene

A Snowy Day

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 67 Copyright © 2000 LinguiSystems, Inc.
Unit 6

Comparatives & Superlatives

Use the activities and ideas in this unit to teach and provide practice for the correct use of the
comparative and superlative forms of adjectives. Throughout the unit, these adjectives are presented
at the word, sentence, and conversational levels. The Pre/Posttest and all of the activities include
that
adjectives and their comparative and superlative forms. Practice in this unit consists of adjectives
have regular comparative and superlative forms such as big/bigger/ biggest and fall/taller/ta llest. The
unit also includes a few adjectives that don’t follow the regular methods of forming their comparative
and superlative degrees such as good/better/best and many/more/most.

Activities

1. Cut apart the picture cards and put them in a paper sack or shoebox. Have the child draw one
picture out of the sack. Then give the child directions such as “Point to the heavier package” or
ask questions such as “Which is the smallest fish?”

A variation is for you to point to one of the items on the card the child draws and ask the child to
say a sentence describing that item using a comparative or superlative.

2. Help the children play a game similar to Telephone. Have one child describe two objects using
the comparative such as “A bicycle is fast, but a motorcycle is faster.” The next child then uses
the superlative such as “A bicycle is fast, a motorcycle is faster, but a helicopter is the fastest.”

3. Cut apart picture cards that show nouns from any of the units and place them facedown on the
table. Have the child choose two cards. Then ask the child to say a sentence comparing the two
items to elicit a comparative such as “A turtle is slower than a dog.” Have the child choose three
cards and say a sentence to elicit the superlative form.

An alternate idea when playing with a group of children is to allow the child to ask a question
about the cards using a comparative or superlative such as “Is a car bigger than an elephant?”
The other children can then answer the question using the correct comparative or superlative
such as “No, an elephant is bigger than a car.”

4. Bring in old magazines and have the child create a collage of pictures that show comparatives
and superlatives. Perhaps a picture of a child, a mom, and a grandmother could be used to show
old/older/oldest.

5. Cut apart the picture cards and put them in a paper sack or shoebox. Have the child draw one
picture out of the sack and describe the items on the card using the comparative and superlative
forms of the adjective. Then ask the child to think of another example using the same
comparative and superlative.

6. Encourage the child to look around the classroom and playground. Have the child use
comparatives and superlatives to describe objects and people. If there isn’t another item to
compare to, have the child use his imagination to think of something it can be compared to.

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 68 Copyright © 2000 LinguiSystems, Inc.
 7. Give the children a variety of shapes and sizes of wooden or plastic building
blocks to play with.
Encourage them to use the comparative and superlative forms of adjective
s to describe their play
and the structures they are building. Appropriate vocabulary to practice could
include:

big/bigger/biggest long/longer/longest
small/smaller/smallest high/higher/highest
many/more/most good/better/best
tall/taller/tallest wide/wider/widest

8. Give each child a crayon or marker and a sheet of paper. Then give the
children drawing
instructions that contain the comparative and superlative forms of adjectives
and ask them to
follow the directions. For example, you might say, “Draw a bumpy line. Next
draw a bumpier line.
Now draw the bumpiest line of all.” Good words to practice in this exercise
could include:

long/longer/longest big/bigger/biggest
many/more/most short/shorter/shortest
tall/taller/tallest neat/neater/neatest
little/littler/littlest thin/thinner/thinnest
dark/darker/darkest large/larger/largest

For a variation, when the children become familiar with the target words, let them
try giving each
other the directions.

9. You can easily use transportation toys or pictures to work on comparatives and
superlatives.
While playing with the toys or looking at the pictures, help the children use these
words to
describe and compare the vehicles. Some good vocabulary to practice could include:

loud/louder/loudest big/bigger/biggest
fast/faster/fastest few/fewer/fewest
high/higher/highest long/longer/longest
shiny/shinier/shiniest

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 69 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

see and do. Their descriptions often

Children want to tell all of the details about the things they to correctly
The adjectives they need
contain comparisons of two or more people or things.
es and superlatives. Comparative adjectives
make these comparisons are called comparativ
gger or long/longer. Superlative
compare two items and they usually end in er such as big/bi iggest
adjectives compare three or more items and they usually end in est such as big/bigger/b
r, that don’t follow these rules such
or long/longer/longest. There are a few adjectives, howeve
as good/better/best and many/more/most. As we progress through the unit, I’ll send home
practice using comparative and
activities that you can work on with your child to learn and
superlative forms of adjectives.

ive adjective forms to

4. Picture Cards: Help your child use the comparative and superlat
ary become s familiar, help your
compare the items on each card. Then, when the vocabul
Who is the smallest
child compare items around your home or yard. Which chair is bigger?
person in your home?

ts an adjective in its
2. Rebus Story (The Library): Each picture at the top of this story represen
Help your child learn
positive (big), comparative (bigger), and superlative (biggest) forms.
the words and
the correct form for each picture. Then read the story together. You can read
ate times. When the story becomes familiar,
your child can name the pictures at the appropri
Rememb er to help your child
let your child use the pictures as a guide to tell you the story.
or more items.
understand the difference between comparing two items and comparing three

in the
3. Sequence Story (Doing the Laundry): When the four pictures from this story are put
When talking about each
correct order, they tell about the familiar task of doing the laundry.
picture scene, help your child use all of the target words in sentences such as “Angela is
young. Carmen is younger. Lucy is the youngest child in the family.” Then listen for and
encourage use of this vocabulary as your child puts the pictures in order and tells the story.
Later, let your child help you do the laundry and try to use some of these words in sentences
such as “Dad’s shirt is the dirtiest” or “This towel is fluffier.”

4. Life Activities: Talk about the members of your family. Who is the oldest? Who has the
curliest hair? Which family member is funnier than you are? At mealtime, you can decide
whose plate is fuller than someone else’s and which food tastes the best. Wherever you are
or whatever you’re doing with your child, help your child find items to compare and talk about
using comparatives and superlatives.

Your child is doing a good job in speech. With your help, the progress can be even better. As a
team, we can do the best job possible!

Thank you,

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 70 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 68-69. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

far, farther, farthest fast, faster, fastest

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar ri) Copyright © 2000 LinguiSystems, Inc.
 Picture Ca ds, continued

Hil
i

&>

many, more, most old, older, oldest

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar v2 Copyright © 2000 LinguiSystems, Inc.
 Picture Ca rds, continued

NO nae

ee. OWNS Er
6

ADO . Eo

small, smaller, smallest

wide, wider, widest young, younger, youngest

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 73 Copyright © 2000 LinguiSystems, Inc.
The Library

Use the pictures to help you read the story.

thick == thicker thickest (Eh

tall [EB taller fz tallest IB

GO funnier @ funniest
funny

heavier i heaviest Xe
heavy sis

some Qe more FH most ZB

children
The first grade class went to the public library. It was so exciting. The

Some books were eE7

looked at all the books. There were so many!
thick

Other books were eZ _ And other books were the Ea of all.

thicker thickest

The books were all on shelves. The books about animals were on [E
tall

shelves. The books about airplanes were on EF shelves. The books for
taller

grown-ups were on the A shelves of all. The children each found a book
tallest

to look at. Dan’s book had oi pictures. Anne’s book had pictures.
funny funnier

|
Paul’s book had the
|
> _ pictures of all.
funniest

Unit 6: Comparatives & Superlatives

74
Just For Kids: Grammar Copyright © 2000 LinguiSystems, Inc.
 The Library, continued

The teacher said it was time to decide which books the children wanted to take

home. Dan took home two books. They were & . They were éIé
thick heavy
Anne decided to take home three books. Her books were eZ than Dan’s.
thicker

They were al® than Dan’s. Paul decided to take home four books. His
heavier

books were the et of anyone’s. His books were the se of all.

thickest heaviest

The librarian helped the children check out their books. Dan had “2
some

books. His pile was [E . Anne checked out SS books than Dan. Her
tall more

pile was fz than Dan’s. Paul checked out the S&B books. His pile was
taller most

the E of anyone’s. The children were excited. They would get to read all of
tallest

these books!

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 75 Copyright © 2000 LinguiSystems, Inc.
Doing the Laundry
laundry. Be sure to use
Cut apart the pictures. Then put them in order to tell a story about doing the
comparatives and superlatives to tell the story.

1 Target Words: young/younger/youngest, dirty/dirtier/dirtiest, 2 Target Words: small/smaller/smallest, big/bigger/biggest,

bad/worse/worst high/higher/highest, dirty/dirtier/dirtiest

SESE8E9

3 Target Words: big/bigger/biggest, close/closer/closest, 4 Target Words: cleaner, long/longer/longest, happy/happier.

some/more/most some/more/most

Unit 6: Comparatives & Superlatives

Just For Kids: Grammar 76 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 78. Ask the child
to say
sentences to describe the various people and items using the copulas is or are. The child
can repeat
each sentence following a model from you. This provides a structured probing task as
you model
correct use of the copulas is and are for the child. Children at a higher level can describe
the people
and items without help (unmodeled level.) Follow the same procedure once the unit activities
are
completed to show the child’s progress.

Target Sentences

The bathrobe is flowered.

The bathrobe is long.

The bottles ae open A a a

Tipit Se GS eT pe a | ST
Bubbles are in the bathtub.

The children are in the bathtub.

The comb is on the sink.

Dad is on the floor.

Dad is wet.

The door is closed.

The mirror is foggy.

The soap is in the dish.

Their hair is wet.

They are happy.

The towels are dry.

The towels are on the hooks.

The towels are striped.

Water is on the floor.

% Correct

Unit 7: Copulas (is/are)

Just For Kids: Grammar T Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

Taking a Bath

Unit 7: Copulas (is/are)

Just For Kids: Grammar 78 Copyright© 2000 LinguiSystems, Inc.
Unit 7

Copulas (is/are)
This unit is filled with activities and ideas to teach and provide practice for the correct use of copulas.
Throughout the unit, these verbs are presented at the sentence and conversational levels. The
Pre/Posttest and all of the activities include use of the present tense /s or are in conjunction with
adjectives or prepositional phrases. Practice in this unit consists of sentences such as “She is happy”
or “The books are on the table.”

Activities

1. Let the child use markers or crayons to color specific parts of the picture cards. Then ask the
child to describe the cards using sentences such as “The ball is blue” or “The flowers are purple.”

2. Cut a variety of shapes such as circles, squares, hearts, and triangles out of different-colored
construction paper. Ask the child to glue these colored shapes onto a larger sheet of paper to
create a picture. Each time the child chooses a shape to glue on, have him describe the shape
and color using a copula in sentences such as “The circle is blue” or “The hearts are red.” The
child can also use these verbs to describe where he’s placing the shape with a sentence such
as “The square is beside the triangle.”

3. Encourage the child to use a copula when playing and building with colored blocks. Have her
describe the shape and color of each block and where she’s putting it. She can use sentences
such as “The big block is blue” or “The red blocks are on the green ones.”

4. Using the classroom, cafeteria, or playground as a teaching tool, have the child use a copula to
describe what he sees or experiences. Example sentences could include “My teacher is tall,”
“These cookies are good,” or “He is fast.”

5. Have the child categorize fruits and vegetables to encourage practice with copulas. The child can
describe and categorize real fruits and vegetables or pictures of them by size, shape, color, taste,
and texture. Encourage sentences such as “Bananas and lemons are yellow” or “This orange is
round.”

6. When working with a group or in a classroom, let the children name or describe each other.
Example sentences could include “Her name is Mallory,’ “The boys are quiet,’ or “His shoes are
new.” Before beginning the activity, establish the rule that only nice, positive descriptions are
allowed.

7. Cut apart the picture cards. Tape them on the wall and let the child throw a soft foam ball at
them. If the child hits a picture with a ball, take the picture down and give it to the child. Then ask
the child to use is or are to correctly describe the picture. Continue playing until the child has hit
and described all of the pictures.

8. Cut out the picture cards. Help the child glue them to different-shaped pieces of construction
paper. Then have the child glue these pieces to a larger piece of construction paper to form a
design. As the child glues each piece, he describes the picture using a copula.

Unit 7: Copulas (is/are)

Just For Kids: Grammar 79 Copyright © 2000 LinguiSystems, Inc.
 9. Cut apart the picture cards and put them in a small paper sack or a shoebox. Ask the child to pull
a picture out of the sack and say a sentence about it using a copula.

To extend the activity, after the child has told about the picture, ask him to think of another item
that has the same trait. An example might be “The ball is round. An orange is round.

10. Have the child play Hide and Seek with the picture cards. Cut apart the picture cards and place
them around the room. Then ask the child to look for the pictures. When she finds each one,
have her use a copula to tell where it is. Example sentences could include “It is on the chair” or
“It is under the table.”

Unit 7: Copulas (is/are)

Just For Kids: Grammar 80 Copyright
© 2000 LinguiSystems, Inc.
 Dear Family,

Sometimes as children are learning to put words together to make sentences, they forget to
include the “little words.” They say things like “dog big” instead of “The dog is big” or “hat on”
instead of “My hat is on.” The unit we’re working on in speech will help your child include these
missing /s and are copula verbs in their sentences. As we progress through the unit, I’ll send
home activities that you can work on with your child to encourage the use of these important
“little words” in your child’s speech at home.

1. Picture Cards: Listen as your child tells about these pictures. Be sure to listen for the use
of is and are in sentences such as “The kittens are soft” and “The sun is behind the clouds.”
Play a game with the picture cards by letting your child put each one in a basket as it is
correctly described. Let your child win a small prize such as a sticker or a piece of candy
when the basket is full of all of the pictures.

2. Rebus Story (Raking Leaves): Each picture at the top of this story represents a noun plus
a copula. Help your child learn the correct copula for each picture. Then you can read
the story together. You can read the words and your child can name the pictures at the
appropriate times. When the story becomes familiar, let your child use the pictures as a
guide to tell you the story. Be sure to listen for is and are in the sentences.

. Sequence Story (Getting Our Hair Cut): The four pictures in this story tell about a brother
and sister going to get their hair cut. When talking about each picture scene, help your child
Say all of the target sentences that contain the copula verbs is and are. Then listen for these
important words as your child puts the pictures in order and tells the Story. If anyone in your
family is scheduled to get a haircut, let your child go along and use some of these same
sentences to talk about the experience.

. Life Activities: Use everyday life experiences such as riding in the car, eating dinner, getting
dressed, or taking a bath to help your child tell about his or her world. Help with the use of
adjectives in sentences such as “Cookies are good” and “The water is cold.” Using
prepositions to tell where things are also helps with the use of is and are in sentences such
as “The train is on the track” or “My shoes are on my feet” Be aware that many children who
are working on including is and are in their speech may also be omitting other “little words”
such as the and a. Allowing your child to use phrases such as “sun is hot ” instead of full
sentences ("The sun is hot”) is fine at this point in your child’s development. If needed, we'll
soon be working on adding those other “little words.”

“Little words” can sometimes make a big difference. | appreciate your help in making a big
difference in your child’s speech.

Thank you,

Unit 7: Copulas (is/are)

Just For Kids: Grammar 81 Copyright © 2000 LinguiSystems, Inc.
Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 79-80. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

The airplanes are fast.

The boxes are open. The book is on the table.

Unit 7: Copulas (is/are)

Just For Kids: Grammar 82 Copyright © 2000 LinguiSystems, Inc.
 Picture Ca ds, continued

The children are running.

The flowers are pretty.

The hair is curly. The kittens are playing.

Unit 7: Copulas (is/are)

Just For Kids: Grammar 83 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

The line is straight.

The man is smiling. The shoes are dirty.

The sun is behind a cloud. The truck is next to the car.

Unit 7: Copulas (is/are)

Just For Kids: Grammar 84 Copyright © 2000 LinguiSystems, Inc.
 Raking Leaves
Use the pictures to help you read the story.

y (
leaves are ‘\Dp» work is fhe,
S e

rake is aye ge ee
pileis ft.8%
Saw?

children are
. if s

a if

It is fall. The ‘Wp on the ground. Mom says, “We need to rake the leaves.”
leaves are
y

Hugo and Lynita put on their coats and hats. They go outside. The ‘Np all
Se leaves are
IN)
different colors. The — Le everywhere. Everyone has a rake. Mom’s
leaves are A

ae big. Lynita’s rail small. Hugo’s yr small. The "N°

rake is rake is rake is children are
very busy.

»)
OG

The 2s fun. The ‘°\ happy. Soon the

pr
«
.
inapile. At first the
. .

work is children are leaves are

‘£2 small. The children keep raking. Then the oe big. The leaves
pile is ) pile is

are not all over any more. The Ne in a big pile. The done. Then
leaves are children are
they whisper to each other.

Unit 7: Copulas (is/are)

Just For Kids: Grammar 85 Copyright © 2000 LinguiSystems, Inc.
Raking Leaves, continued

Oh no! The children jump on the pile of leaves. They throw leaves at each
P38 ,
other. They think it is funny. The *Zs° small again. The children get back to
. pile is fh e

work. Soon all the ‘ip inapile. The <2 big. The fe. done.
af leaves are pile is work is
8 NE ‘ ae. :
The ‘°\ inthe house. It is time to eat dinner.
children are

Unit 7: Copulas (is/are)

Just For Kids: Grammar 86 Copyright © 2000 LinguiSystems, Inc.
 Getting Our Hair Cut
Cut apart the pictures. Then put them in order to tell a Story about the day Erin and Trevor
got their
hair cut.

1 Target Sentences: They are in the bathroom. Mom is behind the | 2 Target Sentences: They are in
the hair salon. Mom is between
children. Trevor's hair is long. The comb is in his hair. Erin’s hair Erin and Trevor. The comic book is funny. Erin is tired. People
is in pigtails. Her hair is tangled. Her bangs are long. are in the chairs.

3 Target Sentences: Erin’s hair is wet. The water is warm. The 4 Target Sentences: The gum is in Erin’s hand. Trevor's bubble is
shampoo is bubbly. The chair is tall. The capes are on Trevor big. Erin’s hair is pretty. Her hair is curly. Her bangs are short.
and Erin. The scissors are sharp. Hair is on the floor. Trevor's hair is short. Mom is happy.

Unit 7: Copulas (is/are)

Just For Kids: Grammar 87 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 89. Ask the child to talk about
what the various people and animals are doing using the present progressive verb form (is, am, or are
+ an -ing verb such as is clapping, am drinking, or are eating). The child can repeat each action after
you. This provides a structured probing task as you model the actions for the child. Children at a
higher level can name the actions without help (unmodeled level). Follow the same procedure once
the unit activities are completed to show the child’s progress.

a ddd
aide
ddd
eA EL,
ema Woe Le LT
i ae
ae ee
Pane
|
ee
lemons
ce
cg
Ss
ce
ae
Be
Unit 8: Present Progressive Verbs
Just For Kids: Grammar : 88 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest Picture Scene

Circus Time

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 89 Copyright © 2000 LinguiSystems, Inc.
Unit 8

Present Progressive Verbs

Use the activities and ideas in this unit to teach and provide practice for the correct use of the present
progressive form of verbs. These verbs are presented at the phrase, sentence, and conversational
levels. The Pre/Posttest and all of the activities include the -ing form of verbs with the auxiliary verbs
is, am, and are. Practice in this unit consists of sentences such as “He is eating,” “I am reading,” and
“They are swimming.”

Activities

ie Using the present progressive verb picture cards, have the child make a book. Ask the child to
name each picture before gluing it onto an index card. Then staple the cards together to make a
book. Encourage the child to use sentences to describe the pictures while making and reviewing
the book. Send the completed project home for more practice. Vary the activity by having the
child glue the pictures on a sheet of poster board.

. Play charades with the children. Choose one child to act out a verb while the other children use
sentences to guess what the action is such as “She is sleeping” or “He is jumping.” This is a fun
group activity since the children enjoy the guessing and the moving.

. Use your environment as a teaching tool and ask the child to use present progressive verb
sentences to describe what he sees happening. This works well in a classroom, at recess,
looking out of the window, and walking down the hall.

. Using baby dolls and accessories like toy bottles, blankets, and doll clothes, play along with the
child and ask her to describe the activity. Examples of target sentences are “I am feeding the
baby,” “You are putting her shoes on,” and “The baby is sleeping.”

. Most children’s books are full of wonderful action pictures. Take advantage of this by letting the
child turn the pages of the book and describe what is happening.

. All children love to watch movies. If you have access to a children’s movie and a VCR or DVD
player, watch the movie with the child with the volume turned off. Encourage the child to describe
what is happening in the movie.

. Create a flower garden with the child. First make a copy of the picture cards and cut them apart.
Then use construction paper to cut out flowers. Have the child pick one of the picture cards, say
the action (using the present progressive), and then glue it to a flower saying, “l am gluing.” As
more flowers are made, they can become a garden. The child can then pick a flower saying, “l
am picking a flower.”

. Use any of the sequence story pictures in this book and let the child tell the story in the present
progressive tense. Newspaper comic strips with the words covered up or whited out also provide
great material for children to practice the present progressive tense in sentences.

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 90 Copyright © 2000 LinguiSystems, Inc.
 9. Use the present progressive verb picture cards to make up a story. You can give one child several
pictures or pass out one picture to each child in a group. Let the children take turns making up
sentences about their pictures. Write the sentences on a large sheet of paper and let the children
glue the pictures in the appropriate places.

10. Play / Spy with the children. Put pictures of objects in a bag and have a child draw one out.
The
child then gives clues to help the others guess what the object is. As he gives the clues he says,
“lam thinking of 4

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 91 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

“What are you doing?” Whether people are in the home, talking on the phone, or “chatting”
online, people who care about each other ask and answer that question many times a day. Our
new unit in speech will help give your child the correct vocabulary to answer that important
question and to tell all about what other things and people are doing. As we progress through
the unit, I'll send home activities that you can work on with your child to practice the present
progressive verb form. These verbs are formed with the helping verbs am, is, or are + an -ing
verb. “I am eating,” “The wind is blowing,” and “You are reading” are examples of this verb tense.

1. Picture Cards: Help your child use sentences to describe what is happening in these picture
cards. Use two sets of the cards to play games such as Go Fish or Concentration. You can
also display the cards on the refrigerator or on your child’s bedroom wall so that they are
readily available for review and practice.

2. Rebus Story (Recess/): At the top of this story, you'll find action pictures of something that’s
happening right now. Help your child use the -ing verb with am, is, or are in a sentence to
describe each picture. Then you can read the story together. You can read the words and
your child can name the pictures at the appropriate times. When the story becomes familiar,
let your child use the pictures as a guide to tell you the story.

3. Sequence Story (Amy and Charlie Are Learning to Swim): The four pictures in this story tell
about Amy and Charlie’s swimming lessons. Each picture scene is full of action pictures that
can be described using the present progressive verb tense (is, am, or are + an -ing verb)
such as “The teacher is helping” and “Mom is watching.” Help your child use this verb tense
to tell about each of the action pictures. Then listen for the correct use of this verb tense as
your child puts the pictures in order and tells you the story.

4. Life Activities: In your busy life and the busy life of your child, something is always
happening! Take advantage of these situations and use them to help your child practice the
present progressive verbs that we’re learning in this unit. Everyday activities like getting
dressed, cooking, playing, looking at picture books, and riding in the car lend themselves to
having your child tell what is happening. Simply ask your child questions like “What are you
doing?” “What is Dad doing?” and “What is happening?” to provide lots of practice with this
verb tense.

Your child’s speech and language skills are growing. Working together, we’re making it happen!

Thank you,

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 92 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 90-91. You can also use them to play card games like
Go Fish or Concentration, or send them home for practice.

are dancing are smelling

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 93 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

is digging is hopping

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 94 Copyright © 2000 LinguiSystems, Inc.
 Picture Ca rds, continued

is kicking is kissing

is peeling

is sewing is towing

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 95 Copyright © 2000 LinguiSystems, Inc.
Recess!

Use the pictures to help you read the story.

walking i laughing @-

running JS sliding {rv

playing Bon climbing A

swinging ly, bouncing aed

pushing ie throwing “f°

It is time for recess. The children ae in a line to the playground. Now

are walking

they Js all around. Madeline and Kristen BPP together. They

are running are playing

({, . Madeline Porm aetense Kristens Mt) Aniohenand higher

are swinging is pushing is swinging

Madeline fe her more. Kristen (Sy, very high. Kristen -

is pushing is swinging is laughing

It is so much fun!

Brian and Jeffrey BO together. They /® . They V\ up the

are playing are sliding are climbing

ladder. First Brian A down. Then Jeffrey & . Brian \ up the

is sliding is sliding is climbing

ladder again. Now Brian i again. The boys @- ;

is sliding are laughing

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 96 Copyright © 2000 LinguiSystems, Inc.
 Recess! continued

Some children Bs ~ basketball. First Monica yw the ball. Now Josh

are playing is bouncing
“t ; -OC) , ; aM
WV the ball. He Ce the ball to Katie. Now Katie ~~ the ball.
is bouncing is throwing is bouncing
LO
She oe the ball to Jack. Jack JS the other way. The ball hits Jack
is throwing is running

in the leg. He @- . The other children @: too. Now the teacher

is laughing are laughing

se out of the building. Recess is over. The children se back into the
is walking are walking

school.

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 97 Copyright © 2000 LinguiSystems, Inc.
Amy and Charlie Are Learning to Swim
Cut apart the pictures. Then put them in order to tell the story of Amy and Charlie learning to swim.

Lay PR
OS eA
Uy:

ge
A Ya oA
“ail

1 Target Sentences:/ Amy and Charite are going to the pool. They} 5 Target Sentences: Amy and Charlie are sitting. They are kicking.
ph tas ae They aie wearing swig ie ou They are splashing. The teacher is getting wet. Mom is watching.
wearing a hat.

3 Target Sentences: The children are sitting. They are waiting. 4 Target Sentences: They are standing. Charlie is shivering.
Charlie is wearing goggles. Amy is floating. The teacher is helping. Amy is drying off. Mom is smiling. The teacher is waving.

Unit 8: Present Progressive Verbs

Just For Kids: Grammar 98 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 100. Ask the child to talk
about what the various people and machines are doing using the past progressive verb form (was or
were + an -ing verb, such as was carrying or were working). The child can repeat each action after
you. This provides a structured probing task as you model the actions for the child. Children ata
higher level can name the actions without help (unmodeled level). Follow the same procedure once
the unit activities are completed to show the child’s progress.

ddddddd
eeeee e eee
od TN 1, | ZG =
Stipe ea ae df nfoMr A, teal
Ree Lm ae
a

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 99 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

Construction Site

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 100 Copyright © 2000 LinguiSystems, Inc.
 Unit 9

Past Progressive Verbs

This unit contains ideas and activities to teach and provide practice for the correct use of the past
progressive form of verbs. These verbs are presented at the phrase, sentence, and conversational
levels. The Pre/Posttest and all of the activities include the -ing form of verbs with the auxiliary verbs
was and were. Practice in this unit consists of sentences such as “She was sleeping” and “The
children were playing.”

Activities
1. Use any of the sequence stories in this book or other sequence picture cards and let the child tell
about them in the past tense. Be sure to encourage use of the past progressive verb form such
as “Charlie was swimming.” To elicit these types of sentences it’s helpful to say, “Tell me what was
happening in this picture.”

. When you begin to work with the child, ask her what has been happening so far that day.
Encourage the past progressive verb form of sentences such as “My teacher was reading”
and “We were drawing.”

. Cut apart the picture cards and glue each one to an index card. Put the cards ina bag and
choose one child to draw one of the cards out and “act out” the action. Then have the other
children use sentences to guess what the action was such as “He was cutting.”

. Cut apart the picture cards and put them in a bag. Have the child draw two pictures out of
the bag. Ask the child to make up a sentence using both verbs in the past progressive form.
Encourage the child to make logical sentences such as “The phone was ringing while the children
were dancing.”

. Cut apart the picture cards and glue each one to an index card. Then place the cards faceup on
the floor as a road. Give the child a toy car to use to “drive” over the road. As he goes over each
card, ask him to use the past progressive form of the verb in a sentence.

. Play flashlight tag. Tape the picture cards to the underside of a table or desk. Have the child lie
on her back under the table and shine a flashlight on the pictures one at a time. After she shines
the flashlight on a picture, have her complete the sentence, “I was looking at 4

. Play Read My Mind. Cut apart the picture cards and put them facedown on the table. Have the
child pick one of the pictures and look at it so that no one else can see what it is. Then ask the
child to give the other children clues as to what the picture is. When the other children guess,
they should use the sentence, “You were describing

. Let the child have a beanbag toss. Cut apart the picture cards and lay them faceup on the floor.
Give the child a beanbag and ask him to throw it on one of the cards. Whichever card the
beanbag falls on, the child says that verb using the past progressive form.

. Number six envelopes 1-6. Cut apart the picture cards and divide them into the numbered
envelopes. Have the child roll a die and find the envelope that is numbered the same as the roll.
Then have the child take one picture out of that envelope and name the action using the past
progressive verb form.

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 101 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

It's important to frequently ask children what has been going on in their lives. In this unit, we'll
be practicing the past progressive form of verbs to give children the vocabulary they need to
answer that question. As we progress through the unit, I’ll send home activities that you can
work on with your child to practice the past progressive verb form. These verbs are formed
with the helping verbs was or were + an -ing verb. “I was talking” and “We were playing” are
examples of this verb tense.

1. Picture Cards: Help your child use sentences to describe what was happening in these
picture cards. Use two sets of the cards to play games such as Go Fish and Concentration.
You can also let your child glue the pictures onto index cards or sheets of paper that are
fastened together to make a book. Then your child can “read” the book by telling what was
happening in each picture.

2. Rebus Story (Play Ball!): At the top of this story, you'll find action pictures of something that
happened in the past. Help your child use the -ing verb with was or were in a sentence to
describe each picture. Then you can read the story together. You can read the words and
your child can name the pictures at the appropriate times. When the story becomes familiar,
let your child use the pictures as a guide to tell you the story.

3. Sequence Story (The Royer Family Photo Album): The pictures in this story show pages
from the Royer family’s photo album. Each scene is filled with pictures of activities that were
happening in different stages of Bill’s, Janet’s, and Mom and Dad Royer’s lives. Help your
child use sentences such as “Bill was splashing,” “Janet was dancing,’ and “Mom and Dad
were getting married” to describe each of the actions. Then listen as your child puts the
pictures in order and uses good speech to tell the story.

4. Life Activities: To help your child practice these past progressive verbs at home, be sure to
ask a lot of questions such as “What were you doing?” and “What were they doing?” You
might also look at family videos or photographs with your child and describe what was
happening on those special occasions.

lt takes teamwork to really make a difference in a child’s speech and language skills. You are
an essential part of that team.

Thank you,

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 102 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them
apart to use with the activities listed on page 101. You can also use them to play card games
like Go Fish or Concentration, or send them home for practice.

was cutting were dancing

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 103 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

was dripping

were peeking was petting

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 104 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards, continued

ae __ or

was raining

were skating

was sweeping was tying

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 105 Copyright © 2000 LinguiSystems, Inc.
Play Ball!

Use the pictures to help you read the story.

throwing Wf? walking Aa

O ‘

catching wh clapping 73:

ifs a, : an"
hitting ee cheering @5

running SEN
=> —

Yesterday was Jamie’s first baseball game. He was excited. While he was

waiting for the game to start, Jamie was warming up. He “ff° the ball to
5 was throwing

his friend. Then he whl the ball. Finally the umpire yelled, “Play ball!”
was catching

The other team was at bat first. Players the ball. Players on Jamie’s
= were hitting
O
team wil the ball. Then they of the ball to the pitcher. Two players
were catching were throwing

WS around the bases. One player “7 . He was out!

were running was walking

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 106 Copyright © 2000 LinguiSystems, Inc.
 Play Ball!) continued

—
~
=

It was Jamie’s turn to bat. Jamie “% the ball. The ball went a long way.
was hitting
SEE Ayer.
Jamie WS
—_ around the bases. People 72% |! They too! Jamie
was running were clapping were cheering
Oo
YS very fast. A boy th the ball. Now he off° it to the pitcher.
was running was Catching was throwing

But Jamie SY to the bench. He had scored a home run! His mom
was walking
Eye! Ji
_Hisdad 2 . Jamie’s team had won the game!
was cheering was Clapping

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 107 Copyright © 2000 LinguiSystems, Inc.
The Royer Family Photo Album

Cut apart the pictures. Then put them in order to tell a story about the Royer family. Tell the story as if
it has already happened.

2 Target Sentences: Bill was splashing. The dog was wagging

1 Target Sentences: They were sitting. They were looking. The dog its tail. Bill was riding his tricycle. Janet was sleeping. Mom
was sleeping. The cat was stretching. They were getting married. was rocking Janet. Janet was dancing. Janet was wearing a
costume. Janet was waving.

ape ences: eee plowing: pene eels EL 4 Target Sentences: They were getting their picture taken. He was
was golfing. Janet was watching. Janet was catching. Dad : : E :
: a a taking a picture. The camera was flashing. The dog was barking.
was throwing. They were riding. They were smiling.

Unit 9: Past Progressive Verbs

Just For Kids: Grammar 108 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest

Before therapy begins, have the child look at the picture scenes on page 110. Ask the child to
compare the two scenes and talk about what the various people did using the regular past tense

ee
verb form (hiked, looked, picked). The child can repeat each action after you. This provides a
Structured probing task as you model the regular past tense verbs for the child. Children at a
higher level can name the actions without help (unmodeled level). Follow the same procedure
once the unit activities are completed to show the child’s progress.

Words ending in /t/

hiked

Pe SS 2

Words ending in /d/

climbed

)srielo a ee ae)
ir eect
me aa NP
melted

rested

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 109 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

Let’s Take a Hike

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 110 Copyright © 2000 LinguiSystems, Inc.
 Unit 10

Regular Past Tense Verbs

This unit contains ideas and activities to teach and provide practice for the correct use of regular past
tense verbs. These verbs are presented at the word, sentence, and conversational levels. The Pre/
Posttest and all of the activities include regular past tense verbs that are formed by adding d or ed
such as cared and pointed. Practice in this unit consists of sentences such as “Juan painted a picture
of a rainbow” and “Natalie waved to her friend.”

Activities

As Use chalk to draw a hopscotch board on the sidewalk outside or use masking tape to make one
on the floor inside. Cut apart the picture cards and place or tape some of them into the squares
on the hopscotch board. Let the child play hopscotch. After the child throws the marker on a
regular past tense verb, have her use the verb in a sentence before jumping. An easier variation
is to simply have the child say the sentence “I hopped” or “I jumped” after throwing the marker and
jumping.

. Take advantage of a child’s fascination with balloons to provide practice with regular past tense
verbs. Cut apart the picture cards and either tape them to the outside of some balloons or insert
them into the balloons before inflating them. Let the child pop one balloon at a time and use the
verb in a sentence. An easier variation is to simply have the child say the sentence “I popped the
balloon” and name the action on the picture card. (Note: Be sure to ask the child if he would like
to participate in this activity before you prepare the materials.)

. Help the child make a book. Cut apart the picture cards. Then have the child name the action
on each card before gluing it to an index card. After the child has glued all the pictures, punch
a hole in the top left-hand corners of the index cards. Then put a metal ring or tie a piece of yarn
through the holes to hold them together. Let the child think of a title for the book and write it on
the first card. The child can then “read” the book using the regular past tense verbs. This is a
great activity to send home for family practice.

. Make a calendar showing each day of one week. In each square of the calendar, help or let the
child draw a picture of something she did on that day. Try to guide her into choosing verbs that
have a regular past tense form. At the end of the week, help the child use the correct past tense
verbs to describe her week.

. For a fun group activity, cut out the picture cards and tape each one to a soft ball. Have the
children sit in a circle on the floor. As the children bounce or roll the balls back and forth, have
them use the words in sentences. An easier variation is to simply have the children say the
sentences “I bounced the ball” or “I rolled the ball” after taking their turns.

. Cut apart the picture cards and tape them around the room. Let the child look at each one using
toy binoculars or a magnifying glass. The child can then say, “I looked at the picture that shows
. Another option is to have the child make up a sentence for each pictured word she sees.

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 111 Copyright © 2000 LinguiSystems, Inc.
 7. Cut apart the picture cards and tape each one onto a small paper plate or cup. Using a large
bowl and a dish towel, let the child pretend to wash and dry the plates and cups. As the child
washes or dries each item, have him make up a sentence for the pictured word. An easier
variation is to simply have the child say the sentence “I washed the picture that shows
”

or “| dried the picture that shows i

8. Help the child create a mobile to take home for additional practice. Cut out the picture cards and
various construction paper shapes. Glue one picture onto each shape. Then punch a hole at the
top of each shape and tie a long string to one end. Have the child select a picture and say the
regular past tense verb on it. The child can then tie the string to a wire coat hanger or dowel rod
while saying, “I tied on the picture that shows ” Continue until the child has tied several
pictures to the coat hanger.

9. Cut apart the picture cards and put them into different-colored boxes. Have the child open one
box and take out a card. Then the child says, “I opened the box. | looked at the picture
that shows “

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar diz Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

Children love to tell about what they did yesterday, last summer, or today at school. To be able
to relay this information correctly, they need to know how to use the past tense of verbs. In this
unit, we'll be learning about regular past tense verbs. These verbs are formed by adding dor
ed to the present tense form. Words such as cooked, played, and skated are examples of
regular past tense verbs. As we progress through this unit, I’ll send home activities that you
can work on with your child to learn and practice using this verb form.

1. Picture Cards: Help your child name the actions on the cards. To elicit the past tense of the
verb, say “What did this person do yesterday?” or “Tell me what this person did last week.”
Use two sets of the cards to play games such as Go Fish or Concentration. You can also
display the cards on a poster or help your child make a book with them so they’ll be readily
available for review and practice.

. Rebus Story (Car Wash): Each picture at the top of this story represents a regular past
tense verb. Help your child use the verb in a sentence to describe the picture. Then you can
read the story together. You can read the words and your child can name the pictures at the
appropriate times. When the story becomes familiar, let your child use the pictures as a
guide to tell you the story. Be sure to emphasize that these words tell about something that
has already happened.

. Sequence Story (David and Eric’s Summer Job): The four pictures in this Story tell about two
teenage boys and their job last summer of helping people care for their yards. Each scene is
full of pictures of actions that happened last summer. Help your child say the target words
for each picture. Then listen as your child puts the pictures in order and uses good speech
to tell you the story.

. Life Activities: By asking some simple questions about your child’s activities, you'll be able
to listen for and help with regular past tense verbs. At dinner time or in the car, let everyone
talk about what happened that day. If you have pictures or videos from special occasions
in the past such as birthdays, holidays, or vacations, look at them with your child and talk
together about what happened. Be sure to listen for and correct the use of regular past
tense verbs.

Be aware that your child may incorrectly add d or ed to verbs that have irregular past tenses
such as eated instead of ate and drived instead of drove. At those times, help your child learn
the correct forms of those irregular past tense verbs. We’ll soon be working on activities to learn
about verbs that don’t follow the rules in another unit.

Hearing about a child’s day and activities is a very important part of being a parent. Working
together, we can help your child have the correct words to tell about those special times.

Thank you,

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 113 Copyright © 2000 LinguiSystems, Inc.
Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 111-112. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

climbed cooked

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 114 Copyright © 2000 LinguiSystems, Inc.
 Picture Car dS, continued

FA

y)

KYS z

hatched

married melted

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 15 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

skated

wrapped

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 116 Copyright © 2000 LinguiSystems, Inc.
Car Wash

Use the pictures to help you read the story.

played Fal opened ey

looked tan en washed CL

laughed [‘y splashed Viwy

ee
S

handed gy dried

Yesterday, Drew and Ashley played outside. They played by their mom's
we
car. They ookeq atthe car. It was very dirty. They printed their names in the
@-
dust. Drew and Ashley tanghenest It was very funny.

Oo ay
Then Mom iooxeq at the car. She jaughea When she saw the children’s
ey
names. Mom said they should wash the car. She eee Ashley a sponge.

Ey He peeged the
Drew a bucket. Drew put water in the bucket.
She handed

soap and poured it in the water. Then the children ashed the back of the car.

Mom washed
the roof of the car.

Unit 10: Regular Past Tense Verbs

117 Copyright © 2000 LinguiSystems, Inc.
Just For Kids: Grammar
 Car Wash, continued

Every time Ashley put her sponge in the water, she AW Drew. Then Drew
splashed
° 9 0
fe} g 0 2

\n24 her back. Ashley \n24 ~=Drew again. Then she fe’! the car door
splashed splashed opened
to try to hide. While the children gal , they Vals Mom! They all
played splashed

Se and @-
laughed laughed

When they finished washing the car, they it. Mom mer them
dried handed

towels. They the car with clean towels. Then Mom “atthe
dried eS looked

car to make sure they itall. The car “&% so clean!

dried looked

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar sis) Copyright © 2000 LinguiSystems, Inc.
David and Eric’s Summer Job

Cut apart the pictures. Then put them in order to tell a story about David and Eric’s summer job. Tell
the story as if it has already happened.

_|BOUDOOUOUC

Aon

2 Target Words: pushed, mowed, waved, weeded, pulled, piled,

barked, sneezed

3 Target Words: carried, smelled, planted, clipped, filled, 4 Target Words: finished, worked, opened, handed, thanked,
trimmed, scratched smiled, waved

Unit 10: Regular Past Tense Verbs

Just For Kids: Grammar 119 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest

Before therapy begins, have the child look at the picture scenes on page 121. Ask the child to
compare the two scenes and talk about what the various people did using the irregular past tense
verb form (blew, caught, fell). The child can repeat each action after you. This provides a structured
probing task as you model the actions for the child. Children at a higher level can name the actions
without help (unmodeled level). Follow the same procedure once the unit activities are completed to
show the child’s progress.

daroaawords Lil lala,

ate

blew

at

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 120 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

At the Park

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 121 Copyright © 2000 LinguiSystems, Inc.
Unit 11

Irregular Past Tense Verbs

Use the activities and ideas in this unit to teach and provide practice for the correct use of irregular
past tense verbs. These verbs are presented at the word, sentence, and conversational levels. The
Pre/Posttest and all of the activities include verbs whose spellings change from the present to the past
tense such as eat/ate and ride/rode, or whose spellings stay the same for present and past tense
such as cut and cost.

Activities

te Cut apart the picture cards. Make a calendar with a square for each day of one week and let the
child glue one of the picture cards in each square. Then help the child use the irregular past
tense verb form to tell about what happened on each day of the week.

. Here’s a great activity to use with a group of children all working on irregular past tense verbs.
Cut apart the picture cards. Using a variety of soft balls, tape one picture to each ball. Have the
children play catch with one ball at a time. As a child catches or throws the ball, she can say, “ |
threw the picture that shows ” or “Il caught the picture that shows ” To have children
practice multiple target words at the same time, tape several pictures to one ball.

For a variation, glue each picture to an index card. Place the cards faceup on the floor. Have the
child throw the ball at a card. When he hits one he says, “I hit the picture that shows "

. Cut apart the picture cards and place them in the open around the room. With one child or a
group of children, take turns being the seller and the buyer as the child “shops” for the picture
cards. Use the carrier sentences “I sold the picture that shows ” or “ | bought the picture
that shows ” to promote use of the target words. Have the child use a shopping bag, a toy
shopping cart, and play money to make this a realistic and fun activity.

. Cut apart the picture cards and scatter them faceup on the floor. Using a real or toy-sized broom,
tell the child that he needs to clean up the “mess.” As the child “sweeps” up each picture card let
him say, “I swept the picture that shows fe

. Cut apart the picture cards. Make a book out of index cards by punching a hole in the top left-
hand corner of each card and putting a metal ring or piece of yarn through the holes to hold the
cards together. Let the child choose a picture card and say the irregular past tense verb before
gluing the picture to one of the cards. Repeat with additional pictures. You might also want to let
the child think of a name for the book and write it on the first card. The child can then “read” the
book by telling about each action in the story. This is a good activity to send home for family
practice.

. Cut out fish shapes from construction paper. Then cut apart the picture cards and glue each one
to a fish. Create a barrier between you and the child and let the child “go fishing” using a ruler
that has a string with a paper clip tied to it. After the child gets a fish he says, “I caught the
picture that shows é

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 122 Copyright © 2000 LinguiSystems, Inc.
 7. A fun way to work on a variety of irregular past tense verbs is to play What Did You Do? Instruct
the child to do an action such as write her name on the chalkboard, stand up, or throw a ball.
Then ask the child, “What did you do?” Encourage the child to describe the action using the
irregular past tense form of the verb, as in “I wrote my name on the chalkboard.” The following
are some good verbs to use in this activity:

¢ blow ¢ get ° sing

¢ bring ° give ° sit
¢ catch e hide e stand
e drink ¢ hold e tear
e eat e read e throw
e feel ° say ° write

8. Play Hide and Find with the child. Cut apart the picture cards. Then take turns hiding one of the
cards around the room. The person hiding the card says, “I hid the picture that shows %
Have the other person try to find the card. When the card is found the person says, “I found the
picture that shows ;

For a variation, hide the pictures in a box filled with sand, packing peanuts, or shredded paper.
Have the child dig through the box. When she finds a picture she says, “I found the picture that
shows %

9. Cut apart two sets of the picture cards to play Go Fish with the child. If you give the child a card
when he asks for a match he says, “You gave me the picture that shows ” If he has to “go
fish” he says, “I drew a card.”

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 123 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

Many times your child will need to use irregular past tense verbs to tell you about things that he
or she has seen and done. These are verbs whose spellings change to make the past tense
form such as eat/ate and ride/rode. They also include verbs whose present and past tense
forms are the same such as cut and cost. As we progress through this unit, I’ll send home
activities that you can work on with your child to learn and practice using irregular past tense
verbs.

1. Picture Cards: Help your child name the actions on the cards. To elicit the past tense of the
verb say, “What did this person/animal do?” or “What happened yesterday?” To make the
cards readily available for practice, help your child make a book with them. Encourage your
child to use the past tense to make up a story to go with the book. You might also display
the cards on the refrigerator or on the child’s bedroom wall.

2. Rebus Story (Feeding Baby): Each picture at the top of this story represents an irregular
past tense verb. Help your child use the verb in a sentence to describe the picture. Then
you can read the story together. You can read the words and your child can name the
pictures at the appropriate times. When the story becomes familiar, let your child use the
pictures as a guide to tell you the story. Remember to help your child understand that these
words tell about something that has already happened.

3. Sequence Story (Dad and Allison’s Garden): The four pictures in this story tell about the
experience that a dad and his daughter had when they planted a garden. Each scene
contains several action words that use the irregular past tense verb form. Help your child
say the target words for each picture. Then listen as your child puts the pictures in order
and uses good speech to tell you the story. If you and your child have ever planted flowers
or a vegetable garden, talk about that experience and try to use some of these same verbs.

4. Life Activities: Many times, you can get your child to practice using irregular past tense verbs
by just asking, “What did you do?” You can also have fun playing a game in which you tell
your child to do something and then ask, “What did you do?” This could include things like
blow a bubble, sit down, stand up, eat a cookie, throw a ball, catch a ball, swing on a swing,
and slide down a slide.

We want children to be able to correctly communicate all of their thoughts and ideas! That’s
one way we'll learn about all of their activities and thoughts during their busy days. Providing
instruction and practice in the correct forms of irregular past tense verbs is an important part of
this process. As we work together on teaching new vocabulary, we can help keep this important
line of communication open.

Thank you,

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 124 Copyright © 2000 LinguiSystems, Inc.
Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 122-123. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 125 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 126 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

aE X

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 127 Copyright © 2000 LinguiSystems, Inc.
Feeding Baby

Use the pictures to help you read the story.

put Sy drank ;a

sat a threw “ff3

gave Bs told €%

ate spit aye

A

Baby Jake was hungry. He wanted to eat. Mom yy Jake in the high chair.
put

Then she $5) a bib on him. She Fa in front of him. Mom Be

put sat A See
Jake some baby food. First she Hs him bananas. He the bananas.
acs gave ate

Then Jake was thirsty. He as some milk. When he was done, Jake
pe meee

the cup down. Mom C2 him not to do that.

threw told

Then Mom ¥s Jake some peas. He did not like peas. He aN them

| ae i
gave spit

out. Mom #s him some more. Jake |, the peas out again. Mom
gave 2 spit z

decided to give Jake some carrots. He the carrots. He did not “/*
ate spit

them out. Then Jake was thirsty. He os some milk. When he was done,
drank

Jake Yeo the cup down again. Mom &) him “No, No.”
threw told

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 128 Copyright © 2000 LinguiSystems, Inc.
Feeding Baby, continued

Then Mom Bs Jake some applesauce. He the applesauce. He

gave e. ate
= 2 wlEO
did not aN it out. Jake ras some more milk. Ohno! He “the
spit drank threw

cup again. Mom Jake it was time for a nap. Mom a in a rocking
told sat
>)

chair. She Jake in her lap. She held Jake until he fell asleep.
put

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 129 Copyright © 2000 LinguiSystems, Inc.
 Dad and Allison’s Garden

Cut apart the pictures. Then put them in order to tell a story about Dad and Allison’s garden. Tell the
story as if it has already happened.

1 Target Words: were, saw, chose, cost, gave

3 Target Words: fell, saw, grew, thought 4 Target Words: were, cut, gave, ate, fed, drank

Unit 11: Irregular Past Tense Verbs

Just For Kids: Grammar 130 Copyright © 2000 LinguiSystems, Inc.
Pre/Postiest
Before therapy begins, have the child look at the picture scene on page 132. Ask the child to talk
about what the various people are doing using the third person singular verb form (holds, jumps). The
child may need a prompt such as “What does the man do?” The child can repeat each action after
you. This provides a structured probing task as you model the actions for the child. Children at a
higher level can name the actions without help (unmodeled level). Follow the same procedure once
the unit activities are completed to show the child’s progress.

eed
ea
atest eaniiembais
e
ddd
ceilasans
ddd.
as a
irae ae
on ara ae
Raak Saga
Peony an ee
aES.
Fw oy Oe
Fae” tein
Se ie
coe
aa
fe
Si
on
a
Bs
Unit 12: Third Person Singular Verbs
Just For Kids: Grammar 131 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

Pizza Time Fun!

]
: er ESN
|5 | CU Boa SSS
SSS
WE ROOMS
MSTA

Oy
WONRE KS PECK
AO... GAS
WMO cae
KASS RES SR
WY Ona S
oe KOO
EIS POP IEC
~
VA

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar ioe Copyright© 2000 LinguiSystems, Inc.
Unit 12

Third Person Singular Verbs

Use the activities and ideas in this unit to teach and provide practice for the correct use of the third
person singular form of verbs. These verbs are presented at the word, sentence, and conversational
levels. The Pre/Posttest and all of the activities include third person singular verbs such as “He walks,
“It works,” “She dances,” and “Rachel talks.”

Activities

1. Cut apart the picture cards. Tape a sheet of butcher paper or a large sheet of construction paper
to the wall or the table. Let the children draw some grass, trees, a house, sky, etc. on the paper.
Then have each child use a word or sentence to describe one of the picture cards and glue it on
the large scene. When all of the cards have been glued on the scene, ask the children to take
turns describing all of the things happening in the picture. You can elicit the third person singular
verbs by saying, “Tell me what each person does.” If the child needs practice at the word level,
you can begin the sentence and let the child fill in the verb such as “He ia

2. Look through the picture cards with the child and have her choose the ones that represent
something that one of her friends or family members does. She can then use their names when
telling about the pictures with sentences such as “Mom cooks” or “Austin plays.”

3. Let the child use the third person singular form to tell you about something that an adult cooks in
the kitchen. Try to elicit sentences such as “He stirs the pancake mix” and “She cracks the eggs.”
To add to the fun and realism of this lesson, bring in some common kitchen items such as mixing
bowls, pans, and spoons, or a child’s toy kitchen set. Help the child include verbs such as reads,
opens, measures, pours, bakes, cooks, stirs, and tastes.

4. Talking about what people do in their different occupations is a great way to work on third person
singular verbs. You can ask the child questions such as “What does a teacher do?” to get the
answer “She reads” or “A teacher teaches.” You can also enhance the lesson with a children’s
book about occupations or with a set of occupation picture cards. Some suggested jobs and
their verbs include: swimmer/swims; firefighter/puts out or fights fires; ball player/throws, catches,
or hits; author/writes; singer/sings; pilot/flies; carpenter/saws, hammers, and builds; mail carrier/
delivers; doctor/helps; hair stylist/cuts.

5. Ask the child to draw a picture of his family or to bring a photograph from home. Then let the
child use third person singular verbs to tell about what each family member does around the
house. The child could include sentences such as “Dad mows the lawn,” “My dog barks,” or
“Mom washes our clothes.”

6. Use puppets to represent a boy and a girl or make simple puppets by gluing the face of a boy
or girl onto the end of craft sticks. Encourage the child to use third person singular verbs when
playing with and then describing the puppets’ actions. You can also use the picture cards by
letting the child choose a card and have the puppet perform the action on the card. Then ask
the child to use the correct verb to describe the action.

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 133 Copyright © 2000 LinguiSystems, Inc.
 7. Using the picture cards, help the child make a book. Ask the child to name each picture before
gluing it onto an index card. Then punch a hole in the top left-hand corner of each card and tie
a piece of yarn or string through the holes to hold the book together. Encourage the child to use
sentences to describe the pictures as she “reads” the book. This is a great project to send home
for carryover.

8. Using old magazines, ask the child to find pictures of people and animals doing things. Let the
child cut out the pictures and glue them to a poster board or large sheet of construction paper to
create a collage. As the child glues each picture, have him describe what the person is doing.

For a variation, cut some sheets of construction paper in fourths and staple them together down
one side to make a book. Have the child glue the magazine pictures in the book while telling a
sentence about what each person or animal is doing. You might want to write the child’s sentence
under the picture. Encourage the child to take the book home and read it to his family.

9. Cut apart the picture cards and put them in a paper sack or shoebox. Have the child pull a
picture out of the bag and tell what the person in the picture is doing.

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 134 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

When you say things to your child such as “What does he do?” or “Tell me what she does,’ the
correct response will contain the third person singular verb form. These verbs are formed by
adding s or es to tell what he, she, or it does. “He eats,’ “Amber dances,’ or “That T-shirt stinks”
are examples of this verb form. As we progress through the unit, I’ll send home activities that
you can work on with your child to help develop these new skills.

1. Picture Cards: Ask your child to describe the actions in these pictures using the third person
singular verb form. You can help get this response by asking your child, “Tell me what she
does” or “What does he do?” You can also display the cards on the refrigerator or on your
child’s bedroom wall so that they are readily available to review and practice. Make a game
out of it by saying something like, “You have to tell about three pictures before you can open
the refrigerator.” Have everyone in the family play so that your child will have opportunities to
both say and hear the correct verbs.

. Rebus Story (A Special Trip): Each picture at the top of this story represents a verb in the
third person singular form. Help your child correctly name all of the pictures. Then read
the story together. You can read the words and your child can name the pictures at the
appropriate times. When the story becomes familiar, let your child use the pictures as a
guide to tell you the story. Your job is to encourage and praise the correct use of the third
person singular verbs.

. Sequence Story (Luis Helos Mom Make a Cake): When the four pictures from this story are
put in the correct order, they tell about the steps Mom goes through when she makes a cake.
Each scene can be described with numerous third person singular verbs such as buys, stirs,
and washes. Ask your child to use these kinds of verbs when telling you about what Mom
does or what Luis does in order to make a cake. To help elicit third person singular verbs,
ask questions such as “What does Mom do next?” or “Tell me what Luis does.”

_ Life Activities: You can help your child practice these third person singular verbs by asking
questions such as “What does your friend do on the playground?” “What does Dad do at
work?” and “Tell me what your teacher does.” If you’re in the car, ask about people you see
such as “Tell me what a police officer does” or “What does that bulldozer do?”

What does a child do who has helpful parents? He learns. She grows. He improves. Your help
is appreciated.

Thank you,

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 435 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two pages.
Cut them apart
to use with the activities listed on pages 133-134. You can also use them to play
card games like
Go Fish and Concentration, or send them home for practice.

carpenter hammers chef bakes

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 136 Copyright © 2000 LinguiSystems, Inc.
Picture Cards. continued

farmer plows gardener digs

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 137 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

janitor cleans judge talks

lifeguard swims

painter paints teacher teaches

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 138 Copyright © 2000 LinguiSystems, Inc.
A Special Trip

Use the pictures to help you read the story.

©
looks lan Ta holds Ss

carries Bs walks i

talks a sits
VR af

Today is a special day. Quin gets to ride on a plane for the first time. She

in her suitcase. She makes sure she has packed everything. She
looks

closes her suitcase. Then she iy it to the car. She is very excited! Quin
carries
‘2
to Mom as they drive to the airport. She <a@ out the windows. Quin
talks looks
G9 . .
s$ her suitcase. She does not want to drop it.
holds

SN Sie,

When they get to the airport, Quin ¥ her suitcase inside. She &
_ ; é KR

carries holds

the suitcase until she gets to the ticket counter. She ZS« atthe man. She
looks
é
shows him her ticket. He to her and tells her to go to Gate 8. Quin
talks
(29
h with Mom to Gate 8. She Mom’s hand. Quin | and waits for
walks holds sits

her plane to board. She is so excited!

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 139 Copyright © 2000 LinguiSystems, Inc.
A Special Trip, continued

Quin «= out the window. She sees a plane. Soon it’s time to get on the
looks

plane. Quin Bs her suitcase. She k on the plane. Mom on the

carries walks walks

plane too. Mom di next to Quin. Quin Pa to Mom while they wait. Then
sits talks
(23 S,
it’s time to take off. Quin S Mom’s hand. She «z_ out the window as
holds looks

the plane goes higher and higher.

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 140 Copyright © 2000 LinguiSystems, Inc.
Luis Helps Mom Make a Cake

Cut apart the pictures. Then put them in order to tell a story about how Luis helps his mom make a
cake. Be sure to use third person singular verbs to tell the story.

puts, buys

3 Target Words: turns, opens, puts, washes, sets 4 Target Words: cuts, gives, drinks, thinks, begs

Unit 12: Third Person Singular Verbs

Just For Kids: Grammar 141 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest
scene on page 143. Ask the child to tell what
Before therapy begins, have the child look at the picture
child may need to be prompted to remember
each person is going to do using the future tense. The
. The child can repeat each action after you.
that the action hasn’t happened yet. It’s going to happen
future tense verbs for the child. Children at
This provides a structured probing task as you model the
eled level). Follow the same procedure
a higher level can talk about the actions without help (unmod
once the unit activities are completed to show the child’s progress.

Target Phrases

ee el t—
ommcretasf
maa

% Correct

Unit 13: Future Tense Verbs

Just For Kids: Grammar 142 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

At School

Unit 13: Future Tense Verbs

Just For Kids: Grammar 143 Copyright © 2000 LinguiSystems, Inc.
Unit 13

Future Tense Verbs

use of future tense
Use the ideas and activities in this unit to teach and provide practice for the correct at
word will to indicate future tense
verbs. The Pre/Posttest and all of the activities include use of the
of phrases such as “will
the phrase, sentence, and conversational levels. Practice in this unit consists
sleep” and sentences such as “I will go to school.”

Activities
set facedown ina stack,
1. Make two photocopies of the picture cards and cut them apart. Put one
card from the stack
and spread the other set facedown on the table. Have the child draw the top
tense. Then the child says, “| will find a
and describe the action on the card using the future
finds a match, he keeps the
match” as he turns over one of the cards on the table. If the child
back over on
cards and takes another turn. If the child doesn’t find a match, he turns the card
person takes
the table and puts the card he’s holding at the bottom of the stack. Then the next
a turn. The winner is the person with the most matched pairs at the end of the game.

animals as
2. This activity provides children the opportunity to practice vocabulary associated with
of animals and put them in a bag, or let the children
well as the future verb tense. Gather pictures
Have the children take turns
help you make a list of animals on a large sheet of butcher paper.
or to move
choosing an animal and then deciding whether to make the sound that animal makes
like that animal. Instruct the children to use the future tense to tell what they'll do before they do
the task. Sentences might include, “I will hop like a frog,” “I will snort like a pig,” or “I will slither
like a snake.”

have
3. Bring in old travel magazines and let the children cut out pictures of vacation destinations, or
them draw pictures of their own favorite vacation sites. Then have each child take a turn telling
what she will do on that vacation using at least three future tense sentences. Sample sentences
could include “I will swim at the beach,” “We will go fishing at the lake,” and “Dad and | will ride the
roller coaster.”

4. Cut apart the picture cards and put them facedown on the floor. Let the child throw a beanbag on
one of the cards. Have the child turn over the card the beanbag lands on and say a sentence to
describe the picture such as “The airplane will fly.”

5. Ona sheet of paper, draw a tic-tac-toe board with squares that are large enough to hold the
picture cards. Cut apart the picture cards and place nine of them on the tic-tac-toe board. Use
tokens or coins to represent the “X’s” and “O’s” for the game and have two people try to get three
in a row. Before placing a coin on a picture, the player must describe the picture using a future
tense verb such as “The girl will skate.”

6. Ona sheet of paper, draw a large calendar with spaces that are large enough to hold the picture
cards. Cut apart the picture cards and let the child choose seven of them to place on one week
of the calendar. Then have the child tell what will happen during that week such as “On Monday,
she will throw” and “On Tuesday, it will break.”

Unit 13: Future Tense Verbs

Just For Kids: Grammar 144 Copyright © 2000 LinguiSystems, Inc.
 7. Go on a nature walk with the child. Look at things going on outside, and have the child talk about
what will happen such as “The flower will bloom,’ “The leaves will fall off the tree,” or “The boy will
cross the street.”

8. Draw a bull's eye on the chalkboard or on a large sheet of butcher paper. Cut apart the picture
cards and tape them in the circles. Then have the child throw a sponge ball at the target. Before
throwing the sponge ball, the child should guess which picture he'll hit by saying, “I will try to hit
the picture that shows ¥

9. You can easily turn any simple craft or cooking activity such as making a paper sack puppet or a
glass of chocolate milk into a lesson to teach future tense verbs. Before starting the craft or
recipe, help the child describe all of the steps such as “First | will open the milk. Then you will
pour the milk,” etc. As you progress through the activity, have the child tell about each individual
step before it’s done such as “Now | will glue on the eyes.” You can also use this activity to work
on the present progressive verb tense while the actions are taking place such as “I am putting the
puppet on my hand.” You could also have the child work on past tense verbs after each step is
completed such as “I drank the milk.”

Unit 13: Future Tense Verbs

Just For Kids: Grammar 145 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

they have
Most children like to tell about plans they have for tomorrow or next week, or dreams
for when they grow up. To tell about these important things, your child will need to talk about the
practice
future using the future tense verb form. In this unit in speech, we're going to learn and
will include phrases such as “will eat” and
how to talk about the future using the word will. This
sentences such as “We will go to Grandma’s house.” As we progress through the unit, I'll send
home activities that you can work on with your child to learn and practice the correct use of
future tense verbs.

1. Picture Cards: Help your child use the future tense to describe the actions on the picture
cards with sentences such as “The plane will fly” and “The bird will carry the worm.” You can
help your child use the future tense verb form by asking questions such as “What will he
do?” You can also display the picture cards on the refrigerator or on your child’s bedroom
wall so that they are readily available for review and practice.

. Rebus Story (Summer Camp): Each picture at the top of this story represents a future tense
verb. Help your child describe each picture using the word will. Then you can read the story
together. You can read the words and your child can name the pictures at the appropriate
times. When the story becomes familiar, let your child use the pictures as a guide to tell you
the story. Be sure to listen for the word will and help your child to understand that these
phrases and sentences tell about things that are going to happen.

. Sequence Story (Planning a Trip): When the four pictures from this story are put in the
correct order, they tell about a family planning a weekend trip. As is common in most
families, everyone has his or her own opinions! Each picture scene presents numerous
opportunities to use the future tense verb form such as “We will go to the beach.” Help your
child use these types of sentences to describe each picture. Then listen as your child puts
the pictures in order and tells the story. You can encourage use of the future tense by asking
your child questions such as “What will they do at the amusement park?” and “What will he
do at the beach?”

4. Life Activities: It’s easy to find times in the day that you can remind your child to practice
using future tense verbs. As you and your child are eating breakfast or riding in the car, ask
your child what he or she will do that day at school. In the evening, before bed, let everyone
have a turn to tell what he or she will do tomorrow. Look at the family calendar with your
child and talk about what will happen next week or next month. If your child is going on a
trip, to a party, or to camp, talk about all of the fun things that will take place.

Your child’s speech and language will improve more quickly when we work on it together.

Thank you,

Unit 13: Future Tense Verbs

Just For Kids: Grammar 146 Copyright © 2000 LinguiSystems, Inc.
Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 144-145. You can also use them to play card games like
Go Fish or Concentration, or send them home for practice.

nw,
will break will call

ee

will cook will drink

Unit 13: Future Tense Verbs

Just For Kids: Grammar 147 Copyright © 2000 LinguiSystems, Inc.
 Picture Ca rds, continued

will eat will feed

“will float will fly

will read will skate

Unit 13: Future Tense Verbs

Just For Kids: Grammar 148 Copyright© 2000 LinguiSystems, Inc.
Picture Cards, continued

will wash will win

Unit 13: Future Tense Verbs

Just For Kids: Grammar 149 Copyright © 2000 LinguiSystems, Inc.
Summer Camp

Use the pictures to help you read the story.

willi go Wy
Ly willil carry as

will pack
AA .
yp
will take fg
will sleep will say Q
6,
will take Sy
S WS

Rosa is excited! She Ly to summer camp tomorrow. To get ready, Rosa

will go
Ax SA ina
© her clothes in a suitcase. When Rosa gets to camp, she
will pack a ; will sleep

cabin. She “ asleeping bag. Rosa «her pillow in her sleeping bag.
will take will pack

When Rosa is done packing, she Ly to bed. She in her room one
will go will sleep

more night.

will go will carry

sleeping bag. Dad t&=/ her suitcase. Mom BES the camera. Rosa Q
will carry will take will say

good-bye to Mom and Dad once she gets to her cabin.

Unit 13: Future Tense Verbs

Just For Kids: Grammar 150 Copyright © 2000 LinguiSystems, Inc.
Summer Camp, continued

Rosa on the top bunk. She YY to eat with her new friends. She
mA
Pe ill sleep will go

& her dirty clothes in the laundry bag. She Bes lots of pictures. When
will pack will take

camp is over, she 2 good-bye to her friends. Mom and Dad will come to
will say

pick her up. Then Rosa Yy home.

will go

Unit 13: Future Tense Verbs

Just For Kids: Grammar 154 Copyright © 2000 LinguiSystems, Inc.
Planning a Trip
end trip.
a story about a family planning a weekend
Cut apart the pictures. Then p ut them in order to tell
Be sure to use the word will to tell about the things
these family members want to do on their trip.

2 Target Sentences: We will swim. He will build a sandcastle. We

will feed the seagulls. | will find seashells.

We will ride a roller coaster. | will drive a car. 4 Target Sentences: We will drive in the car. We will camp. We
3 Target Sentences:
will fish. We will take pictures. We will have fun.
She will eat cotton candy. We will go on the water slide.

Unit 13: Future Tense Verbs

Just For Kids: Grammar 152 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest

Before therapy begins, have the child look at the picture scene on page 154. Ask the child to describe
the various people and items in the picture using the verbs has and have. The child may needa
prompt such as “What do the cans have?” The child can repeat each sentence after you. This
provides a structured probing task as you model the correct use of has/have for the child. Children at
a higher level can describe the people and objects with has/have without help (unmodeled level).
Follow the same procedure once the unit activities are completed to show the child’s progress.

Target Sentences

The aisles have signs.

The boy has a balloon.

[saa ee fee!

bea etal che

ddd /
The baby has a pacifier. ames cans ea

raw |
rearisegsoeie |
esata fp | f
Presennstoes ff | |
Trenacteanese | | |_|
Fremareecwsex | f ||
remenasen |
Pwontver |
Fresnaernewsone
|
i
os
oa
aa
Unit 14: Has/Have
Just For Kids: Grammar 153 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest Picture Scene

Grocery Shopping

FLORAL
Department

Unit 14: Has/Have

Just For Kids: Grammar 154 Copyright © 2000 LinguiSystems, Inc.
Unit 14

Has/Have
Some children with language delays seem to have particular difficulty with the verbs has and have.
These children often make errors with these verbs such as “They has a dog” and “He haves ice
cream.” This unit contains ideas and activities to teach and provide practice for the correct use of has
and have. The Pre/Posttest and all of the activities include practice with these verbs at the sentence
and conversational levels.

Activities

1. Let the child use crayons or markers to color specific parts of the picture cards. Then ask the
child to describe the pictures with sentences such as “The flowers have petals” or “The snowman
has a yellow hat on.”

2. Set up dolls, puppets, or pictures of people to represent a boy, a girl, and a group of people
around the room. Let the children take turns “giving” objects or pictures to the “people” and then
practice using has and have in sentences such as “They have a car” and “He has a football.” If
the children also have articulation targets, choose objects or pictures that contain the target
sounds.

3. Cut apart the picture cards. Use metal paper clips to attach them to paper fish you have cut out
of construction paper. Let the children take turns fishing for the cards using a “fishing pole” that
has a magnet attached to the end of the string. Have the children say sentences as each fish is
caught such as “I have the ” or “She has the -

4. Using any of the Pre/Posttest picture scenes, picture cards, or sequence stories from this book,
let the child use has and have to describe what the people and animals have. You can also use
the pictures from any children’s book.

5. When working with a group, cut apart the picture cards and pass them out to the children. Have
the children lay their cards faceup in front of them. Then let the children take turns telling about
the cards with sentences such as “He has the ” and “I have the “

6. Cut apart two sets of the picture cards to play Go Fish with the children. Each player asks for a
match by saying, “Do you have the ?” Encourage complete sentences for the responses
such as “Yes, | have the ” or “No, | don’t have the . Go fish.” When the game is over,
have the children practice using has by having them describe the matches that other children
have with sentences such as “She has the ” and “He has three matches.”

7. Draw a target on the chalkboard or on a sheet of poster board hung on the wall. Assign points
to the circles in the target (e.g., center circle is worth five points, outside circle is worth one point).
Let the children take turns throwing a soft foam ball at the target and counting the number of
points they get. Have them say sentences to describe the number of points each player has
such as “Kody has seven points” and “You have four points.”

Unit 14: Has/Have

Just For Kids: Grammar V5 Copyright © 2000 LinguiSystems, Inc.
 8. Have the child use has and have to describe what he sees in the classroom, in the cafeteria, in
the hallway, or on the playground. Example sentences include “Matt has jeans on,” “Jay has a
pencil,” and “They have lunches.”

9. Play a game of What is it? or Who is it? with the children. Let one child give three clues about
a secret person, picture, or object. Each clue must contain the word has or have such as “It has
four wheels.” After the child has given three clues, the other children can ask questions with the
target verbs such as “Does it have a fire hose?” When they think they have enough information,
the children can try to guess what the secret object is.

Unit 14: Has/Have

Just For Kids: Grammar 156 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

Many children have trouble learning the correct use of the verbs has and have. They may make
errors such as “She haves a doll” or “They has a swing set.” Young children are often very
interested in what they have or what other people have, so we need to provide them with the
correct way to tell about these important things. As we progress through this unit, I'll send home
activities that you can work on with your child to practice the correct use of has and have.

1. Picture Cards: Help your child use has or have in a sentence to tell about each picture such
as “The squirrel has a nut” or “The papers have writing on them.” Then encourage your child
to use has or have to tell if he or she, you, or someone in your family has the same objects
that are in the pictures. You can also use two sets of the cards to play games such as Go
Fish or Concentration.

2. Rebus Story (Going to a Movie): The pictures at the top of this story represent phrases that
include the verbs has and have. Help your child learn the correct verb for each picture. Then
you can read the story together. You can read the words and your child can name the
pictures at the appropriate times. When the story becomes familiar, let your child use the
pictures as a guide to tell you the story. Your job is to encourage and praise the correct use
of has and have.

3. Sequence Story (Rascal Gets a Bath): The four pictures in this story tell about the time
Rebecca and Taylor gave their dog, Rascal, a bath. Each picture scene presents numerous
opportunities to use the verbs has and have in sentences such as “Rascal has a collar’ and
“They have towels.” Help your child use these verbs correctly to tell about each picture.
Then listen as your child puts the pictures in order and uses good speech to tell the story.
You might also use has and have to talk with your child about a bath you’ve given your pet
or let your child talk about a personal experience of taking a bath.

4. Life Activities: Our children want to tell us about many things. Their lives and what they have
is often the focal point of their conversations, but they also love to tell us about the interesting
and desirable things that other people have. This gives them many opportunities to practice
using has and have. As you and your child go through daily life, you’ll do many activities that
require you to use different items such as cooking, cleaning, and fixing things around your
home. Use activities such as these to help your child build vocabulary and practice the
correct use of has and have.

| hope you and your child “have” a great time while working on these new words!

Thank you,

Unit 14: Has/Have

Just For Kids: Grammar L5/, Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 155-156. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

butterflies have wings

door has a window dresses have bows

Unit 14: Has/Have

Just For Kids: Grammar 158 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

egg has a crack

games have pieces man has a beard

Unit 14: Has/Have

Just For Kids: Grammar 159 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

socks have holes

squirrel has a nut wagon has wheels

Unit 14: Has/Have

Just For Kids: Grammar 160 Copyright© 2000 LinguiSystems, Inc.
Going to a Movie
Use the pictures to help you read the story.
Ge, : &
BEL
has the tickets ep have drinks

have tickets
Se
&
i has the seat
csG
has pop
popcorn xs p
has the napkins

has butter A have napkins

aS

It is a rainy day. Patrick and Adam are bored. Then they have an idea! They

ask Mom if they can go to a movie. Mom thinks that is a great idea. Patrick and

Adam are excited! They decide to see the new adventure movie.

Qe
Mom goes with them. She ay . She gives one ticket to each boy. Now
has the tickets
2)
the boys oe too. They all give their tickets to the usher. Now the usher
have tickets

i . He puts the tickets in the box.

has the tickets

Next they stop at the food counter. Mom says the boys can have a treat.
2s
Patrick (de . The popcorn & onit. Adam (48 too. His popcorn
has popcorn has butter has popcorn

Unit 14: Has/Have

161 Copyright © 2000 LinguiSystems, Inc.
Just For Kids: Grammar
Going to a Movie, continued

eS)
does not have butter on it. They all _ The drinks have ice in them.
have drinks

Mom tells them to hurry. The movie is about to start.

adseat. Mom rc on the aisle. Patrick ro) next to

They each fin
“ has the seat
- has the seat

Mom. Oh no! Who ? Adam es . He gives one to Patrick

has the napkins has the napkins
4
- Soon the movie starts. They have
ae
and one to Mom. Now they all #
have napkins

a wonderful time!

Unit 14: Has/Have

162 Copyright © 2000 LinguiSystems, Inc.
Just For Kids: Grammar
 Rascal Gets a Bath

Cut apart the pictures. Then put them in order to tell a story about the time Rebecca and Taylor
gave their dog, Rascal, a bath. Be sure to use has and have correctly to tell the story.

1 Target Sentences: Rebecca and Taylor have a dog. Rascal 2 Target Sentences: Rebecca has a bucket. Taylor has a hose.
has dirty fur. He has muddy feet. Rascal has an old collar. Mom has shampoo. Mom has towels. The water has bubbles.
Rebecca has a dirty dress. Rascal has wet fur.

3 Target Sentences: Rascal has wet fur. They have towels. They + ee sa Serge atte ta . be A
have wet clothes. The bucket has a hole in it. tail. Rascal has a J tal pen tg oor SOUPS:
Rascal has some friends.

Unit 14: Has/Have

Just For Kids: Grammar 163 Copyright © 2000 LinguiSystems, Inc.
Pre/Posttest
child ask
Before therapy begins, have the child look at the picture scene on page 165. Have the
You may need to remind the child to start each
questions about the various people and items.
after you. This provides a structured
question with /s or Are. The child can repeat each question
probing task as you model the correct use of /s and Are at the beginning of questions for the child.
Children at a higher level can ask questions without your help (unmodeled level). Follow the same
procedure once the unit activities are completed to show the child’s progress.

ee
Target Questions

renew |
Tremecomssoa
|
ee
ee
ee waa ec
associa? |
ee
ere
ae
eee
ae
os
od
Is the sun shining?

os
Is the woman pushing a stroller?

Unit 15: Interrogative Reversal

Just For Kids: Grammar 164 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest Picture Scene

The United States Capital

Unit 15: Interrogative Reversal

Just For Kids: Grammar 165 Copyright © 2000 LinguiSystems, Inc.
Unit 15

Interrogative Reversal
This unit contains ideas and activities to teach and provide practice with the syntax required for asking
questions that begin with /s and Are. Opportunities for work on reversing the order of the subject and
the verb to form a question are provided at the sentence and conversational levels. The Pre/Posttest
and all of the activities include questions that begin with /s and Are as copulas such as “Is he happy?”
and as auxiliary words such as “Are we going?”

Activities

1. Cut apart the picture cards and put them in a paper sack or shoebox. Have the child draw a
picture out of the sack and say a sentence that describes the picture such as “The bags are full.”
Then tell the child to reverse the order of the subject and verb to ask a question about the picture
such as “Are the bags full?”

2. Encourage the use of questions by having your children play Show and Tell. Have the child hide
the Show and Tell item in a bag or shoebox, and then let him give one clue about the item.
Before letting the other children guess what the item is, have them ask questions about the item
such as “Is it red?” “Is it a food?” and “Is it heavy?” Encourage each person in the group to ask
a question before the guessing begins.

3. To work on the preposition under and question reversals, cut apart the picture cards and lay them
faceup on the table. Then hide a small prize such as a penny or a sticker under one of the cards.
Let the child try to win the prize by asking questions such as “Is the sticker under the picture of
2” When the child guesses correctly, remove that card and hide another prize under a
different picture card.

This is also a good activity to work on if the child has articulation targets. Instead of using the
picture cards, hide prizes under pictures that contain the sound or phonological process the
child is working on. Each time the child asks a question to find the prize, she’ll be practicing
the correct syntax for question reversals as well as her articulation target.

4. Play Concentration with your students. Cut apart two sets of the picture cards and put them
facedown on the table. Have the children take turns turning over two cards at a time and asking
a question about each such as “Is the boy sick?” and “Are the bags full?” If the pictures match,
the child only asks one question. She then keeps the pair and earns an extra turn.

5. Let the children play Ten Questions. Cut apart the picture cards and put them faceup on the
table. Select one child to secretly think of one of the pictures. Have the other children take turns
asking questions to try and guess which picture the child is thinking about. The questions must
begin with /s or Are such as “Is it a picture of a person?”

A variation of this is to let the child think of an object/person in the room and have the other
children ask questions following the above process.

Unit 15: Interrogative Reversal

Just For Kids: Grammar 166 Copyright © 2000 LinguiSystems, Inc.
 6. Let one of the children secretly decide on a fun place to go for
a vacation. Then have the other
children try to guess the place by asking questions such as “Are you
going to swim there?” and
“Is it far away?” This can be Strictly a verbal activity, or you can add
visuals by letting the child
draw a picture or cut out vacation destinations from magazines. The
child who is “planning” the
vacation can hide the picture in a small suitcase or travel bag until
someone has guessed
correctly.

7. To provide practice with question reversal as well as prepositions,

play a “hiding” game with the
children. Let one child choose an object to hide in the room. Then
have the other children guess
where it is by asking questions such as “Is it behind the door?” or
“Is it in your backpack?” Let the
child hide more than one object to provide practice with are in questio
n reversal.

8. Play True or False? with your students. Cut apart the picture cards
and put them facedown on the
table. Let the children take turns turning a card over and using a
question to describe it that may
Or may not be correct such as “Is the man hammering?” or “Is the
man sawing?” Let the other
children answer the question. Whoever answers the question correctl
y using a complete sentence
such as “No, the man isn’t hammering’ or “Yes, the man is Sawing,”
keeps the card. The person
who collects the most cards wins.

Unit 15: Interrogative Reversal

Just For Kids: Grammar 167 Copyright © 2000 LinguiSystems, Inc.
 Dear Family,

to see them want

As you know, our curious children are always full of questions. It’s exciting
have trouble putting the
to learn more about everything around them. However, some children
good?” or “We are
words in the correct order to ask a question. These children might say “It is
we're going to work
going?” instead of “Is it good?” and “Are we going?” In this unit in speech,
e to ask a question . As we progress
on changing the order of the subject and verb in a sentenc
child to practice this
through the unit, I'll send home activities that you can work on with your
very important skill.

with /s or
1. Picture Cards: Each picture card can be described with a question that begins
each picture
Are. Listen as your child uses the correct word order to ask a question about
or ona
such as “Are the boys singing?” You can also display the cards on the refrigerator
so that they are readily available for review and
sheet of poster board in your child’s room
practice.

s an important
2. Rebus Story (A Special Lunch): Each picture at the top of this story represent
will be used to ask questions beginning with /s
word from the story. Sometimes these words
or Are. Help your child learn the correct word for each picture, and point out the bolded
question words /s and Are. Then you can read the story together. You can read the words
and your child can name the pictures at the appropriate times. When the story becomes
familiar, let your child use the pictures as a guide to tell you the story. Be sure to emphasize
the correct use of /s and Are at the beginning of questions.

3. Sequence Story (Show and Tell): The four pictures in this story tell about one boy’s
experience with Show and Tell — always a favorite school activity. Each picture scene is
full of opportunities to ask questions as the children try to guess what their classmate
brought for Show and Tell. Help your child use the correct question form to describe the
pictures such as “Are you taking a toy?” “Is it big?” and “Is it your pet hamster?” Then listen
for good speech as your child puts the pictures in the correct order and tells the story.

4. Life Activities: In order to encourage practice of these questions at home, you can turn some
of your everyday activities into a guessing game. If you prepare your child’s lunch for school
in the mornings, encourage questions that begin with /s or Are to guess what itis. This could
include questions such as “Is it round?” or “Is it a ham sandwich?” You can also encourage
questions about the upcoming day’s activities such as “Are we going to go swimming?” or
“Are we staying home today?”

Is your child’s speech and language improving? Yes! Are we working together to make this
happen? Yes!

Thank you,

Unit 15: Interrogative Reversal

Just For Kids: Grammar 168 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards

Make one or two copies of the picture cards below and on the following two pages. Cut them apart
to use with the activities listed on pages 166-167. You can also use them to play card games like
Go Fish and Concentration, or send them home for practice.

ere

Are the birds flying?

Are the boys singing? Are the buildings tall?

Unit 15: Interrogative Reversal

Just For Kids: Grammar 169 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

Are the ribbons curly?

Is the boy happy? Is the boy sick?

Unit 15: Interrogative Reversal

Just For Kids: Grammar 170 Copyright © 2000 LinguiSystems, Inc.
 Picture Cards, continued

Is the cat sleeping? Is the girl climbing?

Is the snow cold? Is the woman stretching?

Unit 15: Interrogative Reversal

Just For Kids: Grammar Eh Copyright © 2000 LinguiSystems, Inc.
A Special Lunch

Use the pictures to help you read the story.

It is almost time for asks, “A__ you hungry, 2?” “Yes, | am!”
lunch Mom Keaton

he says. Then asks , “A__ you hungry too?” answers, “Yes

Mom Kylie

lam! |_ it time for

“Yes, it is time for ; says asks, “A__ we going out for

Junch Mom Keaton lunch

today?” asks, “IL that okay with you, ?” “Sure,” she says. “Where
Kylie Mom

should we go?”

and talk about it, and they decide to go to The Burger Palace.
Keaton Kylie

When they get there, ¢## asks, “I__ this your favorite place to d ?” “Yeah!”
Mom \
a eat

exclaim the children. They ask, “A__ we going to inside?” “Yes,”

eat

says . “Let's go!”

Mom

Unit 15: Interrogative Reversal

Just For Kids: Grammar 172 Copyright © 2000 LinguiSystems, Inc.
 A Special Lunch, continued

At the counter, asks the children, “A___ you getting a hamburger or

Mom

chicken nuggets?” wants a hamburger. wants chicken nuggets.

Kylie Keaton

asks, “A__ you going to have milk or juice to drink?” Both children want
Mom

milk. Then asks, “I__ it okay for us to get French fries too?” says
Keaton Mom
they can.

The clerk gets their food and puts it on a tray. carries it to a table. After a
Mom

while, asks, “A__ you done eating?” The children say yes. asks,
Mom Kylie
“L__ it time to go home?” says yes. asks, “A__ we going to take a
Mom Keaton

nap?” says yes. As they leave, the children thank for taking them
Mom Mom

out fora special 4

Unit 15: Interrogative Reversal

Just For Kids: Grammar io Copyright © 2000 LinguiSystems, Inc.
Show and Tell

Cut apart the pictures. Then put them in order to ask questions about Show and Tell day at school.
Be sure your questions begin with /s or Are.

1 Target Questions: Is Show and Tell tomorrow? Are you taking a 2 Target Questions: Is it time to eat? Is it time to read? Are we
football? Are you taking a book? Is it okay to take Sugar? going to play outside? Is it time for Show and Tell?

3 Target Questions: Is it a book? |s it a football? Is it heavy? 4 Target Questions: Is your hamster's name Sugar? Is Sugar a
Is ita snake? boy or a girl? Is Sugar soft? Are we going to hold Sugar?

Unit 15: Interrogative Reversal

Just For Kids: Grammar 174 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest
Before therapy begins, have the child look at the picture scene on page 174. Have the child ask
questions about the various people, things, and activities. You may need to remind the child to start
each question with Who, What, Where, or When. The child can repeat each question after you. This
provides a structured probing task as you model the correct use of wh- questions for the child.
Children at a higher level can ask questions without your help (unmodeled level). Follow the same
procedure once the unit activities are completed to show the child’s progress.

wPevsner
e d|d111dd_{_{|_|_
d d d
[mesomeveome?
| |_| ||| |
eer
[noise | |_| ff |
Fomatereweorer| | |_-> ff
Sr
[wraacnran? |_| | —-o> >} —
[ratnteroronaai?
| [|
[iracseneoner [||
[ies epion? |
[a etecem |
ee
[irene |
ere oh |
va
a
When will the pinata break?

[coe i
When will the game be over?

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 175 Copyright © 2000 LinguiSystems, Inc.
 Pre/Posttest Picture Scene

Costume Party

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 176 Copyright © 2000 LinguiSystems, Inc.
 Unit 16

Asking Wh- Questions

Use the ideas and activities in this unit to teach and provide practice
with the vocabulary and syntax
required for asking wh- questions. Opportunities to ask questions beginni
ng with Who, What, Where,
and When are provided at the sentence and conversational levels. The
Pre/Posttest and all of the
activities include questions such as “Who takes care of sick animals?”
and “Where can you go to
check out books?”

Activities

i Cut apart the picture cards and put them facedown on the table.
Have one child draw a card, and
let the other children take turns asking a Who, What, Where, or When
question about the picture.
Continue until someone guesses what the picture shows. Then have another
child draw a card
and let the children ask questions.

. Cut apart the picture cards and put them ina paper sack or shoebox.
Then give each child a
sheet of paper with four columns drawn on it. Label the columns Who, What,
Where, and When.
Let the children take turns drawing a card out of the sack and asking a
question about the picture.
Then have the child glue the picture in the correct column on his paper. Send
the student papers
home for additional practice.

. Here’s a good group project that you can display in the room after it’s
completed to use for more
practice. Cut apart the picture cards and tape a large poster board or sheet
of butcher paper to
the wall or table. Let each child glue one of the picture cards onto the paper
to create a collage.
After all of the pictures have been glued on, let the children take turns selecting
a mystery picture
and asking Who, What, Where, and When questions about it such as “Who
is playing the guitar?”
The child who identifies the correct picture gets to pick the next mystery picture
and ask the next
question.

. Place small objects and/or toys in a large paper bag or pillowcase. Have
the children take turns
pulling an item out of the bag without Showing the other children. Then let
the other children take
turns asking a wh- question until someone is able to guess what the object
is.

. Have the children find or draw pictures of the different seasons, daytime, nighttime,
and mealtimes
(breakfast, lunch, dinner, snacks). Then let the children take turns asking and
answering When
questions about the pictures. Example questions include “When do you play in the
snow?” “When
do you brush your teeth?” and “When do you eat cereal?”

. Here’s a Who game to play when working with a group. Have the children sit in
a circle facing
each other. Let each child take a turn asking a Who question about several
people in the group
such as “Who has on tennis shoes?” “Who has black hair?” or “Who has a pet dog?”
Each child
that fits that description gets up and runs to another place in the circle, trading places
with
someone else who fits the description. Before beginning the game, remind the students
that
unkind questions will not be allowed such as “Who is fat?” or “Who is dumb?”

Unit 16: Asking Wh- Questions

Just For Kids: Grammar a ¢ Copyright © 2000 LinguiSystems, Inc.
 7. Have the children cut out pictures from old magazines (or draw pictures) of different vacation
destinations such as the beach, an amusement park, the mountains, a grandparent’s home, or
the woods. Help the children glue these pictures to a poster board or large sheet of butcher
paper taped to the wall or table. Then let them take turns asking Where questions about the
places such as “Where do you find seashells?” “Where can you ride a roller coaster?” and
“Where can you go for a hike?”

8. Try to tie in with an occupations or community helpers lesson by taping pictures of different
professions on the wall. Let the child use a soft foam ball to play this game. Have the child ask
a question about one of the pictures such as “Who drives a fire truck?” or “What does a Carpenter
use?” When the child asks the question correctly, let her throw the ball and try to hit that picture
on the wall. This can also be a great group activity by letting the children take turns asking and
answering questions before throwing the ball.

9. Help the children practice wh- questions by having them conduct an interview. Have each child
select an older person he or she would like to learn more about such as a grandparent, a
neighbor, or someone at the school. Before the interview, have each child prepare at least two
questions beginning with Who, What, Where, and When. Example questions include “What did
you like to play with when you were a child?” “Where did you go to school?” “Who was
your best
friend?” and “When did you have to go to bed each night?” For practice, let the children take
turns asking each other these questions. Then let the children carry out their interviews to learn
something new about someone.

As an alternative, invite a special visitor to the class. Have the students prepare
their questions
ahead of time and then conduct a group interview at school.

Unit 16: Asking Wh- Questions

Just For Kids: Grammar
178 Copyright© 2000 LinguiSystems, Inc.
 Dear Family,

Asking questions is one of the important ways that children learn about their world. However,
some children have problems choosing the right words to ask questions. Other children have
difficulty putting the words in the correct order. In this lesson, we’ll be working on asking
questions that begin with Who, What, When, and Where. As we progress through the unit, 1’
send home activities that you can work on with your child to practice these important questions.

1. Picture Cards: Help your child ask questions about these pictures using Who, What, Where,
and When. Listen as your child uses the correct word order to ask questions about each
picture such as “Who is playing a guitar?” or “When do you sleep?” You can encourage
everyone in the family to help your child practice correct questions by taping some of the
picture cards on the refrigerator or bathroom door. Make a fun rule that the person must ask
a wh- question about one of the pictures each time before opening the door. This will not
only help your child practice question asking, but it will also allow your child to hear lots of
good questions.

. Rebus Story (The Sleepover): Each picture at the top of this story represents a wh- question
word. Help your child learn the correct word for each picture. Then you can read the story
together. You can read the words and your child can name the pictures at the appropriate
times. When the story becomes familiar, let your child use the pictures as a guide to tell you
the story. Your job is to listen and help with the formation of good questions.

. Sequence Story (Who Wants Some Lemonade?): When the four pictures from this story are
put in the correct order, they tell about some children who decided to make money by having
a lemonade stand. Each scene contains many opportunities to ask questions that begin with
Who, What, Where, and When. Help your child use these words to ask questions about the
pictures. You can encourage practice by saying, “Ask a Who question about this picture” or
“Can you ask a question that begins with Where?” Then listen as your child puts the pictures
in order and tells the story.

. Life Activities: When sitting around the table at mealtime or when riding in the car, let
everyone in the group take turns asking each other questions. This way, your child will get to
hear and produce lots of questions. You may also find out some neat information about each
other! You can also encourage your child to prepare and ask Who, What, Where, and When
questions to a grandparent or a favorite older person. Everyone involved will benefit from
this activity.

It's our job to encourage our children’s inquisitive minds. | appreciate your efforts to help your
child ask questions. It’s a great way to learn!

Thank you,

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 179 Copyright © 2000 LinguiSystems, Inc.
Picture Cards
the fo llowing two pages. Cut them apart
Make one or two copies of the picture cards below and on
also use them to play card games like
to use with the activities listed on pages 177-178. You can
e.
Go Fish and Concentration, or send them home for practic

Who is carrying a purse?

Who is wearing a belt? Who is wearing a hat?

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 180 Copyright © 2000 LinguiSystems, Inc.
 Picture Ca rds, continued

Where is the bug? Where is the computer?

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 181 Copyright © 2000 LinguiSystems, Inc.
Picture Cards, continued

Where is the ring?

When do you go to bed? When do you wear mittens?

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 182 Copyright © 2000 LinguiSystems, Inc.
 The Sleepover

Use the pictures to help you read the story.

Who 2 What (oa

When Where @

Ryan asked his mom if he could have someone sleep overnight. “ 2 would
Who

you like to invite?” Mom asked. Ryan thought about it and decided to ask Sam.

Ryan called Sam. “Do you want to spend the night, Sam?” asked Ryan. “Sure!”

said Sam. “ should | come over?” Ryan said to come at six o’clock.
When

When Sam got off the phone he asked his mom, “ 24 is going to take me to
Who

Ryan’s?” Sam’s mom said she would.

<a p

: should | take with me?” Sam asked his mom. Mom asked, “ is your
What Where

backpack?” She told Sam to put his pajamas and toothbrush in his backpack.

Sam looked around his room and said, “ @ is my new game? | want to take it
Where

to Ryan’s too.” “There it is,” said Mom. Mom then asked, “ is your sleeping
Where

bag? You need to take it too.”

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 183 Copyright © 2000 LinguiSystems, Inc.
The Sleepover, continued

When Sam got to Ryan’s house he asked, ° @ should | put my stuff?” Ryan
Where

showed Sam his room. Ryan asked, “ is in your backpack?” Sam showed
What

Ryan his new game. Then the boys decided to watch a video. Ryan’s mom

asked, “ wants popcorn?” Both boys wanted some. The video had a
Who
a? >

funny looking animal and Ryan asked, “ is that?” The boys laughed.
What

After the video, the boys asked, “ do we have to go to bed?” _Ryan’s mom
When

suggested that they play Sam’s new game first. They played for a while and

then went to bed. They were tired, but it had been a fun night!

Unit 16: Asking Wh- Questions

Just For Kids: Grammar 184 Copyright © 2000 LinguiSystems, Inc.
Who Wants Some Lemonade?

Cut apart the pictures. Then put them in order and ask questions about some children who
decide to make money by having a lemonade stand. Be sure your questions begin with Who,
What, Where, or When.

What do you want? Where is your money? 2 Target Questions: What goes in lemonade? What will we put the
1 Target Questions:
When can we buy a swimming pool? When can we go to the toy lemonade in? Where are the lemons? Who will measure the
store? Who has an idea? sugar? When can | stir it? When can | taste it?

3 Target Questions: What are you selling? What does it cost? 4 Target Questions: Who has the money? Where is the
Who made the lemonade? What are you going to buy with swimming pool? What does it cost? When can we go
your money? swimming?

Unit 16: Asking Wh- Questions

Grammar 185 Copyright © 2000 LinguiSystems, Inc.
Just For Kids:
Blank Pre/Posttest

Before therapy begins, have the child say the target words/phrases/sentences/questions after you.
This provides a structured probing task as you model the target items for the child. Children at a
higher level can say the target items without help (unmodeled level). Follow the same procedure
once the activities are completed to show the child’s progress.

Target Words/Phrases/
Sentences/Questions

1-00-987654321
Just For Kids: Grammar 186 Copyright © 2000 LinguiSystems, Inc.