Week 1 Strand B Lesson Plan Weekly Goal

Week 1: Strand B Lesson Plan Weekly Goal: Responding to Language Weekly Theme: Participating in a Family Activity

Greeting Hi, how are you feeling today?

Greeting Calendar

Greeting Weather

Greeting Routine of the Week: Participating in a Family Activity

Greeting Routine of the Week: Having a Picnic

Greeting Routine of the Week: Watching a Movie

Greeting Routine of the Week: Making Ice Cream

Greeting Routine of the Week: Making S’mores

Greeting Routine of the Week: Making Popcorn

Greeting Routine of the Week: Scavenger Hunt

Greeting Routine of the Week: Virtual Field Trip

Greeting Routine of the Week: Playing a Game

Greeting Routine of the Week: Playing Basketball

Greeting Video Modeling Pick one

Greeting/Circle Finished The caregiver should: • Give the student a choice of a reinforcer • Or transition the student to work with another adult to prepare for the next activity

Teaching Time – Step 1 Using Reinforcement • Reinforcement must be motivating! Provide choices, give small bites of snacks, follow the student’s lead, and use a variety of reinforcers (music, videos, or participating in motivating activities included). • Reinforcement must only be given after desired behaviors. When needed, limit attention to off-task behaviors. • Reinforcement must be immediate and often in order to teach new behaviors.

Teaching Time – Step 2 Using Consistent Language – tell the student what “to do” • Give commands ONE time, then use gestures or prompting to help the student follow the command. • Common commands: • “Come here” • “Walk with me” • “Sit down” • “Hands down” • “Look at me” • • Gross motor imitation – “Do this” • Clapping hands • Raising hands • Thumbs up • Nodding yes • Nodding no After the student has followed these commands (with or without prompting), give reinforcement. **Practice in the beginning of the session, if needed. Intersperse in all lessons. **

Teaching Time – Step 3 Option 1: Following one-step commands Set Up • Choose and gather a few objects in the home related to an activity your student does at home. Examples include: marshmallows, microwave, popcorn, game, basketball, picnic blanket, camera, etc. • Choose a command. Examples include: • Having a picnic- “Open basket. ” • Scavenger hunt- “Pick up list. ” • Making ice cream- “Grab the bowl. ” • Making popcorn- “Pour popcorn in a bowl. ” • Making s’mores- “Put marshmallow on stick. ” • Playing basketball- “Bounce ball. ” Steps for teaching: 1. Say, “go to ____” or point and say, “walk with me” to get the student to the area where the routine occurs. 2. Ensure any required objects are accessible to the student. 3. Give a one-step command. • If correct, label the action and provide reinforcement. • If incorrect, stop and wait for the teacher to guide you. 4. Practice directions that are challenging several times in a row.

Teaching Time – Step 3 Option 2: Following two-step commands Set Up • Choose and gather a few objects in the home related to an activity your student does at home. Examples include: marshmallows, microwave, popcorn, game, basketball, picnic blanket, camera, etc. • Choose a command. Examples include: • Having a picnic: “Open the basket and put napkins inside. ” • Scavenger hunt: “Pick up list and stand up. ” • Making a snack: “Grab the bowl and walk with me. ” • Making popcorn: “Pour popcorn in a bowl and grab napkins. ” • Making s’mores: “Open marshmallows and take out one. ” • Playing basketball: “Bounce ball and throw to X. ” Steps for teaching: 1. Say, “go to ____” or point and say, “walk with me” to get the student to the area where the routine occurs. 2. Ensure any required objects are accessible to the student. 3. Give a two-step command. • If correct, label the action and provide reinforcement. • If incorrect, stop and wait for the teacher to guide you. 4. Practice directions that are challenging several times in a row.

Teaching Time Finished

Caregiver Routine Training Family Activity Day 1 – Setting up the environment Day 2 – Using reinforcement in routines Day 3 – Embedding opportunities to request, comment and use social skills in routines Day 4 – Embedding opportunities to follow one or two-step directions Day 5 – Putting it all together **Teacher: Complete the Routine Planning Form on Day 1 to guide instruction for the week**

Routine Caregiver Training Family Activity– Set-up Discuss the home routine that the caregiver will focus on for the week: family activities. Brainstorm different family activities for the student at home (i. e. playing a game, making a snack, playing ball, watching a movie, etc. ) gather any materials needed, and brainstorm areas for setting up the environment. • Environment ideas include: • Setting up the activity space area for independence • Labeling items with visuals, names, or amounts needed. • Materials needed include: • Checklist with words or sequence strip with pictures • Reinforcement for student motivation • Functional communication system (if necessary) • The required activity items (i. e. table, game board, tv)

Routine Practice Family Activity- Routine 1. 2. 3. 4. 5. 6. 7. Say, “Time for family activity. ” Say, “Make a choice. ” If needed, have the options available on the table. Say, “Get materials. ” Say, “Do activity. ” Provide one or two-step directions as needed throughout the routine. Say, “Clean up. ” Encourage and model comments or ask appropriate questions about the family activity. 8. Provide communication opportunities during the routine by asking the student to label or request items needed. 9. Use safety instructions if transitioning to an outdoor family activity area. Use common phrases such as “Walk with me, ” “Stop, ” and “Wait. ”

Routine Practice Finished

Teaching Time – ELA: Step 1 and 2 Create Materials and explain the activity Option 1: Matching pictures to words – presented alone Creating the materials: 1. Write the words: • Popcorn, chocolate, game, ball, movie, blanket, smores, marshmallow, cracker, picnic, scavenger hunt 2. Identify a way to communicate correct and incorrect responses. • For example: thumbs up or thumbs down behind the student Explaining the activity: 1. Put the correct word that matches to the picture in front of the student. 2. Teacher will say, “Point to the word X. ” • If correct, teacher will say the name of the word and caregiver will provide immediate reinforcement. • If incorrect, teacher will repeat the cue and caregiver will help student point to the word and give student high-five. The teacher will then try again.

Teaching Time – ELA: Step 1 and 2 Create Materials and explain the activity Option 2: Matching pictures to words – presented in random rotation Creating the materials: 1. Write the words: • Popcorn, chocolate, game, ball, movie, blanket, smores, marshmallow, cracker, picnic, scavenger hunt 2. Identify a way to communicate correct and incorrect responses. • For Example: thumbs up or thumbs down behind the student Explaining the activity: 1. Put the correct word that matches the picture along with two other words in front of your student (a total of three words in front of your student for each trial). 2. Teacher will say, “Point to the word X. ” • If correct, teacher will say the name of the word and caregiver will provide immediate reinforcement. • If incorrect, teacher will repeat the cue and caregiver will help student point to the word and give student high-five. The teacher will then try again.

Teaching Time – ELA Point to the word X. popcorn Insert new image here

Teaching Time – ELA Point to the word X. chocolate Insert new image here

Teaching Time – ELA Point to the word X. game Insert new image here

Teaching Time – ELA Point to the word X. ball Insert new image here

Teaching Time – ELA Point to the word X. movie Insert new image here

Teaching Time – ELA Point to the word X. blanket Insert new image here

Teaching Time – ELA Point to the word X. s’more

Teaching Time – ELA Point to the word X. marshmallow

Teaching Time – ELA Point to the word X. graham cracker

Teaching Time – ELA Point to the word X. picnic Insert new image here

Teaching Time – ELA Point to the words X. scavenger hunt

Teaching Time – Math Option 1: Counting functional objects The Activity: • The teacher will show pictures on the screen and say, ”Count the objects. ” • If correct, the teacher will say the number and the caregiver will provide immediate reinforcement. • If incorrect, the teacher will repeat the cue, and the caregiver will help them point to each object and count. The caregiver will give student a high-five and then we will try the trial again.

Teaching Time – Math Option 2: Matching objects to numbers – nonverbal response The Activity: 1. The teacher will show pictures on the screen and say, ”Count the objects. ” 2. If student counts correctly, teacher will say, “Point to the number. ” • If the student points to the correct number, the teacher will say the number and the caregiver will provide immediate reinforcement. • If incorrect, the teacher will repeat the cue, and the caregiver will help them point to each object and count. Then, the teacher will say, “Point to the number” and the caregiver will help the student point and give student a high-five. Then, we will try the trial again.

Teaching Time – Math Option 3: Matching objects to numbers – verbal response The Activity: 1. The teacher will show pictures on the screen and say, ”Count the objects. ” 2. If the student counts the correct number, the teacher will say, “how many did you count? ” • If the student says the correct number, the teacher will say the number and caregiver will provide immediate reinforcement. • If incorrect, the teacher will repeat the cue, and the caregiver will help them point to each object and count. The teacher will then ask the question and say the answer. When the student repeats the answer, give student a high-five and we will try the trial again.