What happens when you give a mouse a cookie? Check out this language packet to find out! This packet is a companion to the book, If You Give a Mouse a Cookie by: Laura Numeroff. Included in this packet are activities that target sequencing, story retell and comprehension, basic language concepts, following directions, and more. The activities in this packet were created by Mindy Stenger, M.A., CCC-SLP (thespeechbucket.blogspot.com).
Pages 2 – 4 targets story sequencing. The larger pictures (pages 2-3) can be used for a classroom story board, or for individual students. The smaller pictures (page 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!
Pages 5 – 8 targets story comprehension (and identifying the types of questions being asked - what, where, who, how). The first set (pages 5-6) 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 was made with picture supports. Each question has a choice of three responses (1 correct; 2 foil).
Pages 9 – 10 are game boards. The first one targets picture identification and negation (is it a healthy food, or NOT a healthy food). This game board takes Mouse down a winding path of things he can eat. He needs help finding the fruits and vegetables. The second one is blank…use it for your own language and/or articulation targets!
Pages 11 – 13 include a picture “BINGO” game…although you don’t need to call out the BINGO letters for this one! Give each student a card (pages 11-12) and have them listen to the items being called (you can call the item by name, or you can call an item by function e.g., “this is something we can write with”). If they cover 5 pictures they WIN! Page 13 can be used for a variety of things – you can cut out and place each picture card in a bucket (or paper bag), draw out one picture at a time, and have your students place a marker on their board as you call out the pictures. Or you can use this board as a receptive identification board for item and/or function (“show me the…”, or “point to the one we write with”), or as an expressive vocabulary board (What is this?))
Pages 14 – 16 targets food categorizations - What if you gave a mouse sweets, fruits, or vegetables? What kinds of things would he eat? Students have to cut out the pictures and sort the food items according to what mouse is eating on that page (e.g., sweets, fruits, or vegetables).
Pages 17 – 18 targets expressive language and written language for older students. Both pages ask the student to draw a picture and/or write a short story, given a structured sentence starter. On the first page, the following writing prompt is provided - “If I could make any meal for my friend, I would make …” On the second page, the following writing prompt is provided – “My favorite thing to eat is…”
Again, this is another one of my favorite lessons to do at the beginning of a new school year. My kids love it! (If you’d like to see more pictures or get more information – visit my blog at http://thespeechbucket.blogspot.com)