Use this interactive book with preschool, speech therapy groups, students with autism, non verbal students and special education learners. Spatial concepts can be tricky but they are so important to help our students learn to follow directions and build functional vocabulary. Focusing on one concept intensely with many repetitions and in different environments really helps.
This 24 page book contains pictures of everyday objects (except the mermaid, I put her in to keep it fun) to teach the preposition “under”. Pictures are age appropriate for older students as well.
Presented on a simple white background to avoid confusion and distraction, these simple pictures encourage vocabulary development providing ample opportunities for multiple repetitions. A visual sentence strip at the bottom of each page allows students to follow along during group work.
Laminate the pages and use velcro pieces to make the book interactive.
This book is for preschool, speech therapy groups, students with autism, non verbal students and special education learners.
Check out the preview to see examples of more pages.
- Print pages on card stock and laminate. Print two copies of pages 4-5, one to cut out and one to put at the back of the book to store the cut out “under” and “banana” cards.
- Assemble by coil binding or by using rings.
- OR you can not assemble them and use them as mats (depending on age and ability of students). For example, for the jr. high special education, I would use it as a book. For the K-3rd grade special education classroom, I would use them as mats.
- Before reading teach the concept of “under”. Show the symbol, use some of the banana cards and put them under some items in the classroom.
- Read the first page, following along with your finger. On the corresponding page, have an under symbol and a banana ready. Velcro banana under the table, saying “under” and then put the under card on the sentence strip, saying ”under” and following along with your finger to complete sentence. Then repeat, while pointing, “the banana is under the table.” Remember to focus on the word “under” (not “banana” or the other words) . I like to us the sign for “under” too, to reinforce the concept.
- Next, students take turns doing the same thing. Non-speaking students use pics, verbal students use pics and words.
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