This packet was created as a companion to the book: Caps For Sale, by: Esphyr Slobodkina. Included in this packet are activities that target sequencing, story retell, comprehension, basic language concepts, following directions, vocabulary, written expression, and more. The activities in this packet were created by Mindy Stenger, M.A., CCC-SLP (The Speech Bucket
Page 1 – Cover Page
Pages 2 – 7 target story sequencing, story retell, and identifying story elements. The larger pictures (pages 2 - 3) can be used for a classroom story board, or for individual students. The smaller pictures (pages 4 - 5) are included on a worksheet. The students can cut them out, sequence the story at the top, re-tell it, and take it home. Parents love to hear and see the story that you read with their kids during school! Page 6 can be used for identification and discussion of story elements, then page 7 (story frames) can be used for summary and re-tell (beginning, middle, end).
Pages 8 – 9 target story comprehension (and identifying the types of questions being asked - what, where, who, how). The first set (page 8) asks a variety of questions without picture supports for responses. So students must think of the responses on their own (or look back in the book). The second set (page 9) was made with picture supports. Each question has a choice of three responses (1 correct; 2 foil).
Pages 10 – 15 target picture identification and matching. Name (or receptively find) the characters on the first page (page 10) then cut out the pictures on the second page (page 11) and glue to the match on the previous page. Pages 12 and 13 include the same pictures to match, however it was created with early readers in mind – match by picture and written name. On page 14, the characters are listed by their printed name only. Students find the matching picture (page 15), cut out, and glue it to the correct name on the first page (page 14).
Pages 16 – 22 target prepositions and sentence completion tasks. These pages are differentiated, so you can target the same skill at different ability levels. Each page asks, “Where is the monkey?” - on page 16, there are two pictures (a tree and a monkey), cut out each picture and give your students auditory directions to follow (e.g., move monkey around the tree, put monkey under the tree, etc..); on page 17, the student is given a choice of two picture responses (1 correct; 1 foil); on page 18 the student is given the choice of 3 prepositions to circle to complete a sentence; on page 19 the student is asked to fill in the correct preposition (by writing their response on the blank). On pages 20 - 22, the students are asked, “Where is the cap?” Targeting ‘on’ the students help build a complete sentence using ‘on’ –“The cap is on the monkey.” These pages are differentiated, so they can be used with a variety of students working at different early reading levels. Page 22 also includes a space for writing the complete sentence.
Pages 23 – 24 are game boards. The first one targets following directions (If you land on__, do ___)). The second one is blank…use it for your own language and/or articulation targets!
Page 25 – Cap Speech Practice! Find words in the story using your target sound (s). Write the words on the cap then say them multiple times for practice. There is also a spot for sentence practice.
Pages 26 – 29 are Roll and Color or Roll and Cover Sheets. Use these activities for either language goals or articulation goals. Have your students roll the dice, and say their sound/word/sentence as they color each picture. With a small group – see who can cover all of their pictures first!
Pages 30 – 32 target story vocabulary. Page 30 asks the student to match the word to its definition, page 31 asks the student to create a complete sentence for each vocabulary word listed, and page 32 asks the student to use the vocabulary words in a short story.
Pages 33 – 34 target oral and written language expression. On page 33 the student is given the following writing prompt: If I was a peddler I would…; and on page 34 they are given the following writing prompt: If I was a peddler I would sell…
Page 35 - Credits
Page 36 - TOU
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** Mindy Stenger, M.A., CCC-SLP, is the sole creator of this product and does not claim endorsement or association with the publishers, authors, or book referenced above. A copy of the book, referenced above, must be purchased (or borrowed) to complete the activities in this packet**