Action + Recipient: Eat it and Drink it

Do you eat it or do you drink it?

The kiddos were having trouble understanding the difference between eating something and drinking something. So a lesson was born!!

Language Targets
Expressive Language: verbs (eat and drink), that
Receptive Language: understanding Do questions

Materials
Paper plate for each student, paper cup for each student, pictures of food for each student to glue on the plates and cups.

Begin the lesson by reviewing full vs. empty. We talked about the plate being empty and the cup being empty. Then revisit this at the end of the lesson (both should be full by then!)

T: (Hold up a picture of a breakfast food) What is that?
S: That is cheese.
T: Do you eat or drink the cheese?
S: Eat the cheese!
Glue the cheese on the plate. Continue until all the food and drinks are glued on either the plate or the cups. We let the kids color the food. Then we hung the plates on the bulletin board. Super cute!!

Preposition Review: in, on, under, next to

Breakfast Vocabulary and Prepositions

For today's focus, we reviewed the breakfast vocabulary and prepositions we have been working on during language time.

Language targets:
Expressive language: that, prepositions
Receptive language: What and where questions and following simple directions

Materials needed: guess bag (this is my favorite tool to use with the kiddos!) and vocabulary cards.

Start the lesson by reviewing breakfast vocabulary words. Then hide the cards in the guess bag (if you don't have one, you can turn the cards face down on the table and just have the kids draw a card). Student should draw a card.
T: What is that?
S: That is oatmeal.
T: Put the oatmeal under the rug.
(The student should take the picture and put it under the rug.)
T: Where is the oatmeal?
S: The oatmeal is under the rug. (Modifications: under, under the rug. Depends on language levels).

** If you prefer use a closed set have pictures of the items you want to use (i.e. rug, chair, door, wall, etc.)



Noun Modifiers: Full or Empty?

For the food unit, I decided to focus on full vs. empty and with (manner). The students  are also reviewing pronouns (he, she, I, and my) and prepositions (in, on, under, next to).  This lesson focuses on full vs. empty.

Language targets
Expressive Language: full, empty
Receptive Language: Is questions

Materials needed: bowl, cup, bag, box and items to fill each. I used water, blocks, candy, cereal, and teddy bear counters. Feel free to use whatever you have on hand to fill the items!

Started the lesson by talking about what is full and what is empty. Holding up the cereal box (which was full)I opened the box and told the students the box is full. Then pulling out the bag, now the box is empty! Then going around the table with one of the items (bowl, cup, box, bag or plate) ask the students the prompt question.
T: Is the bowl full or empty?
S:The bowl is empty.
(then I filled the bowl)
T: How about now, is the bowl full or empty/
S: The bowl is full!

Once the students are familiar with the concept, I gave the students two (a bag and a bowl. One empty, one full)
T:Which one is full?
S: The bag is full.

The homework assignment for the day was to draw a plate that was full and empty. Label each.

Expressive Language: Breakfast Vocublary

It's Breakfast time!

We introduced our food unit today, starting with breakfast food.

Language Targets:
Expressive Language: that, he/she pronouns, and  ing verbs (eating)
Receptive Language: What questions

You will  need pictures of breakfast food, play food, guess bag and Ned's Head for this lesson.

We started the lesson by reviewing the vocabulary cards/pictures. I used the pictures from boardmaker, theme units.

Next, we put the food pictures (Or play food if you have it) in a guess bag. The students took turns pulling out the food.

T: What is that?
S: That is a waffle.
T: Feed it to Ned. What is he eating?
S: He is eating a waffle!

Continue around the circle until all the food is gone from the guess bag and Ned is full! 

These are the pictures from BoardMaker.

Sorting all rooms in a house

Around the House Sorting!

I have a student teacher this semester and she was required to make an interactive bulletin board. I don't have a whole lot of space so we made it into a magnetic board.

Language Targets:
Expressive Language: that, in
Receptive Language: Is questions

Again, I used the vocabulary pictures from the Dot Preschool Language and Vocabulary



We also used the room pictures from kizclub for the rooms. We copied the rooms on color paper and laminated the pictures. Then we put magnetic tape on the back. 

We colored the pictures from the Dot Preschool Language and Vocabulary book and laminated those too. Then magnetic tape went on the back as well.

As each room was introduced, we introduced the pictures for the board.

Putting the pictures into a guess bag, each student would come up and pull out a picture.

T: What is that?
S: That is a bed.

T: Is the bed in the bathroom or the bedroom?

S: In the bedroom! (then the student would put the picture in the bedroom)

Continue until all the rooms have been introduced. Review often, use as a filler activity or a center as well.

You can see we added the rooms as we went.
**We put the room names on paper and taped to the board. The words kept getting erased!!

 

 

Listening for kitchen and living room vocabulary

Kitchen vs. Living Room Vocabulary

Today was listening day! We reviewed the kitchen and living room vocabulary from the week.

Materials needed: crayons for each student, dot preschool language sheets with kitchen and living room vocabulary, speech hoop, pictures of items.

Again, I used the vocabulary pictures from the Dot Preschool Language and Vocabulary

I gave each student a yellow crayon and a blue crayon. They had to listen for directions.

T:  Color the stove yellow.

S: must find the picture of the stove and color it yellow. 

Repeat with living room vocabulary. We changed colors just to keep it fun!

Expressive Language: prepositions using the couch!

Couch Day!

The vocabulary word for the day was couch. My students were struggling to remember this word, so I brought in my daughters Tinker Bell couch (thanks girls for the loan! I had to sneak it out, they get very concerned when I take their toys out of the house!!).

Language Targets:
Expressive Language: under, next to, on, and vocab word Couch. Review of he/she pronouns
Receptive Language: where and following simple directions.

I started off the lesson by reviewing the vocabulary pictures for the unit. Then I gave clues as to the vocabulary word we would be talking about today.
1) It is long. (take out all the pictures that are not long. I think we were left with the TV, fridge, bed and couch)
2: You can sit on it (take away the TV and the fridge)
3. It is found in the living room. (you should be left with the couch now)
T: That's right! Today we will be talking about the couch (at this point I brought out the real couch).
I then modeled sitting on the couch, sitting next to the couch and sitting under the couch (they thought the under the couch was super funny! I put the couch ontop of me and they just laughed!!)

Next, I set the students on the floor and called each one up one at a time. Give each student a directions.

T: Adam, sit on the couch. (ask another student) Where is he?
S: He is on the couch!

*make sure to go through all the prepositions: under, next to, on

I took pictures of each student. Go through your group giving each student as many turns as possible.
At the end of the lesson I asked each student to get in the couch (my couch folded out and had a blanket zipped to it) What fun they all had!!