Following Directions

Size/comparison concepts

Long- for the duration of

Short-taking a small amount of time

Shallow- of little depth

Deep- having a large distance to the bottom from the surface or highest point

Activities to teach: big/little

Big/large- large, of considerable size, extent, or intensity

Little/small- of a size that is less than normal or usual

• take two familiar household objects (i.e shoe, picture frame) and ask your child which object is considered big/little
• When clothes shopping, ask which item looks big enough for him/her
• Make a scrapbook incorporating big/little objects

Activities to teach: thick/thin

Thick- the busiest or most crowded part of something; having great depth from one surface to its opposite

Thin- having a small distance between top and bottom or front and back

• When preparing food, cut a piece of cheese or a vegetable and ask your child which piece is thin and which piece is thick

Barrier Games: Explanation by playingwithwords365.com

What is a barrier game?

A barrier game requires two or more players sitting around a table with some kind of barrier(s) so that players cannot see each others materials (books, file folders, or binders can work as barriers). Every player has the same set of materials in front of them. The players take turns giving the other players very specific directions (per ability level) on how to arrange the materials in front of them, without any visual cues. The goal of the game is to have all the players’ materials look the same at the end of the activity.

What skills can you target using barrier games?

This is the BEST part of barrier games: you can target SO MUCH and these work really well for groups of children who are working on different goals. Here are some examples of what you can target:

• Expressive use of and receptive understanding of basic concepts such as colors, shapes, sizes, quantity, spacial, temporal, etc.
• Expressive use of and receptive understanding of basically any vocabulary (nouns, verbs, adverbs, etc) you can think of.
• Expressive ability to give one, two, three or more step directives
• Receptive ability to follow one, two, three or more step directives
• Expressive ability to ask “wh” questions
• Receptive ability to answer “wh” questions
• Storytelling/narratives
• For children working on articulation, barrier games can be used to target his/her sounds in structured or spontaneous speech
• For children working on fluency, barrier games can be used to target the use of smooth speech tools in structured or spontaneous speech.
• For children working on social/pragmatic skills or problem solving, you can pair up children in teams and have them work together in teams.
• The possibilities are endless!

Linguistic Concepts

It is important to understand linguistic concepts in order to be successful in the classroom. They are required to follow directions, complete assignments and to participate in classroom discussions. Basic linguistic concepts are often taught in pairs. Linguistic concepts fall into various categories such as size/comparison, shape, direction/position, self/social awareness, texture/material, quantity and time/sequence concepts.

How do I teach Basic Concepts?

• Introduce the pair concept (e.g. big/small)
• Define what the pairs mean
• Provide tangible examples to help the child understand and apply what the term means
• Play a game to practice application

Activities to teach: Equal, Identical, Other Than

Equal-being the same in quantity, size, degree, or value

Identical-similar in every detail; exactly alike

Other than- apart from; except

• Using unshelled nuts, jelly beans, etc. ask your child to show you identical items. Make several groupings according to color, shape, size, etc., and have your child show you identical and equal groups and groups that are the same other than one characteristic.
• Aquarium activity: can be done with real fish or craft materials. fill 3 identical bowls with equal amounts of gravel, fill each with equal amounts of water, put two identical (or very close) fish into bowl 1 and 2, put the 3rd not identical fish in the 3rd bowl, put a red plant in the bowl other than the ones with the identical fish, put a green plant in the identical bowls
• Discuss twins and how some things about them may be identical and other things not
• Question game- name a fruit other than an apple, name a pet other than a dog, what can you do with a spoon other than eat soup....

Activities to teach: same, different, alike, not the same

Same- exactly like someone or something else

Different- not the same as another or each other; unlike in nature, form, or quality

Alike- similar to each other

Not the same- not identical with or similar to another

• Attribute trains: you will need about 10 shapes that have some of the same attributes and some different. Pick a block to start the train. Pick another block that is different in only one way (ie size, shape, color). See how long you can make the train by changing only one thing with each block.
• Play Uno.
• Make an attribute collage by using materials that all have something in common (for example- same shape, same size, same color, same texture)
• Show the child 2 yellow apples, 2 red, and 2 green apples. Compare was is the same and different. Color, shape, taste, size, peeled/unpeeled, juicy? stem?
• At the grocery store, find a deisred item (cereal, ketchup..) Discuss the packages and products that are the same, different, alike, and not the same
• Doing laundry, compare clothes, towels, socks
• Using paper dolls and pattern paper, have the children make two dolls with the same umbrellas and 2 with different umbrellas. Discuss which are the same, alike, not the same
• Complete a puzzle with the child(ren) to help reinforce the concept of same/different

Activities to teach short, tall, medium sized, wide, narrow

Short-measuring a small distance from end to end

Tall- of great or more than average height, especially (with reference to an object) relative to width

Medium sized-neither large nor small, but approximately halfway between the two

Wide- of great or more than average width

Narrow- limited in extent, amount, or scope; restricted

• Put all of your medium-sized toys together. Which is your favorite?
• Pretend you are at a restaurant. take turns being a waiter, a waitress, and a customer. The waiter can give the customer a large, medium, or small drink- whatever the customer orders.
• See how many medium-sized things you can find at the store- medium-sized glass, chair, crayon, milk container
• Help fold laundry and examine the tags to see if any are small, medium, or large.
• Build tall, medium and short towers
• Practice making your mouth wide by saying 'ah' and narrow by saying 'ooo'.
• Go on a scavenger hunt looking for things that are tall (flagpole, principal, shelves), short (table, kindergartener), wide (big doors at the front of the building), narrow (strips around bulletin boards, handrails)
• Look at the advertising section of a newspaper. Find tall letters, short letters, medium-sized, wide and narrow letters.

Direction/postion concepts

Activities to teach: forward, backward, across

Forward- toward the front; in the direction that one is facing or traveling

Backward- directed behind or to the rear

Across-on the opposite side

• As you are making a pie crust or cookie dough that has to be rolled out with a rolling pin, have your child help you. Instruct him/her to use the rolling pin in easy strokes going forward, backward, sideways, and across the dough.
• Exercise with your child, labeling the movements of bending forward, stretching sideways to the right, sideways to the left, backward, and across your body to reach out and stretch.
• Play dress up. Let your child know that he/she should wear his/her clothes backward. Invite the children to do the same. Discuss the front and back of clothing. How are they different? Do you ever accidentally put your clothes on backward? How can you tell the difference between the front and back of clothing? (check the labels, doesn't fit right)
• Invite your child to bowl facing forward and then facing backward (bending and rolling the ball through their legs). Which is easiest? Which is the most fun? You can make your own bowling game at your house using plastic bottles.
• Include walking backwards, forwards and sideways in direction games such as, Mother May I, Follow the Leader, and Simon Says.
• Have your child search for an adult that can recite the alphabet backwards.
• Have your child develop a gymnastics routine. When designing the routine include forward rolls, backward rolls, jumping sideways etc.
• When playing board games such as sorry, trouble, candy land, etc- When you or the child(ren) pick up a card, state what the card indicated while incorporating forward or backward. For example: Sally picked up a card that says move two spaces, the parent can say, Sally move forward two spaces
• Place approximately 6-10 lines of tape on the floor (indoor or outdoor) and give directives to the child(ren) stating hop backward 3 spaces or move forward to the third line

Activities to teach: between

Between- in the space that separates two things

• Give your child a drawing of a very long caterpillar. The caterpillar should have different segments. Each segment should be a different color. Also provide your child with pictures of various food items. Give your child directions explaining where the food items should be placed using the concept between (ie. place the apple between the yellow and blue part of the caterpillar.
• Provide your child with a bag of objects. Tell your child to pick up an object and place it between two other objects. (Pick up the apple and place it between the banana and the cup.)
• Provide your child with two slices of bread and items used to make a sandwich (ie. lettuce, tomato, turkey, cheese). Direct your child on how to make the sandwich using the term 'between' (put 1 slice of turkey between 2 slices of cheese). You can also do this activity with play food or as a craft
• Look at family photographs with your child. Ask your child who is standing 'next to' your child in the picture. Ask who your child is standing 'between.'
• Help your child make a beaded necklace. Direct your child to make a pattern which includes 'between' such a place a heart between two blue beads.
• Have a group of children complete a race. You’ll need two small objects, such as bean bags, small stuffed animals, etc. Divide the players into teams that consist of two lines and have the lines facing one direction. Hand the first person in each team an object. On “Go”, they must hand the object to the next person in line, but only by passing it over their head. The second person in line must pass the item on by passing it 'between' their legs. Each time the object reaches the last person, have them run to the front of the line and be the new head of the line, passing the object back again, over heads and between legs. The race is over when everyone has had a chance to be the head of the line.
• Have your child try running while squeezing a balloon 'between' his legs. You can try the activity with a two man team using only their stomachs to hold the balloon while running together.
• Put a marshmallow between two graham crackers and squeeze gently.
• Blow up a balloon and hold the open end so te air can't get out. Then, have a classmate squeeze the balloon gently between his hands while you slowly let go of the end of the balloon.

Other Direction/position concepts

Open- allowing access, passage, or a view through an empty space; not closed or blocked up

Closed- not open

On-physically in contact with and supported by a surface

Off-away from the place in question

In-expressing the situation of something that is or appears to be enclosed or surrounded by something else

Out-moving or appearing to move away from a particular place; in a direction away from the center or middle

End-the furthest or most extreme part or point of something

Corner-a place or angle where two or more sides or edges meet

Edge-the outside limit of an object, area, or surface

Above- in extended space over and not touching

Up-toward the sky or a higher position

Rising-going up, increasing, or sloping upward

Falling- move downward, typically rapidly and freely without control, from a higher to a lower level

Down-toward or in a lower place or position

Upside down-with the upper part where the lower part should be; in an inverted position

Inside out-with the inner surface turned outward

Top-the highest or uppermost point, part, or surface of something

High-of great vertical extent

Behind-at or to the far side of something, typically so as to be hidden by it.

Back-the side or part of something that is away from the spectator or from the direction in which it moves or faces; the rear

Below- extending underneath

Bottom-the lowest point or part

Beside-at the side of; next to

Next to-in or into a position immediately to one side of; beside

Side-a position to the left or right of an object, place, or central point

Close-a short distance away or apart in space or time

Near-at or to a short distance away; nearby

Middle-at an equal distance from the extremities of something; central

Toward-in the direction of

Following- coming after or as a result of

Straight-extending or moving uniformly in one direction only; without a curve or bend

In front-in a position just ahead of or further forward than someone or something else

Ahead-further forward in space; in the line of one's forward motion

Separated-cause to move or be apart

Outside-the external side or surface of something

Apart- two or more things separated by a distance

Together-with or in proximity to another person or people

Joined-linked; connected

Still- not moving or making a sound

Turn- move or cause to move in a circular direction wholly or partly around an axis or point

Underline- draw a line under (a word or phrase) to give emphasis or indicate special type

Activities to teach: left, right

• http://www.songsforteaching.com/intellitunes/leftandright.htm
• http://www.songsforteaching.com/preschoolkindergartenearlychildhood/myrightandmyleft.php
• Play Twister
• Follow these directions: put up both hands with palms facing away and finger tips to the sky
• -point both the thumbs to touch each other
• -one of the hands will form an L and the other a backward 'l'(the pointer finger and the thumb.
• -The hand that makes an L is LEFT the other is RIGHT
• At the end of the day, kids who followed the rules all day get a hand stamp or a hand shake. Always put it on their right hand. Every day they have to think about which hand to give you.
• Tie a ribbon or string around one wrist, remind the children all day that the ribbon is on their left wrist.
• Use their take home folders to help teach left and right. Write "to be LEFT at home" and "bring RIGHT back" on the a tracing of child's hands, then use book tape to adhere their "left hand" to the left pocket of their folder and "right hand" to the right.
• Setting the table provides a good time to talk. "Forks go on the left, spoons and knives on the right." "Plates go in the center."
• With poster board, draw streets. Use toy cars to discuss that we drive on the right side of the street. Explain that the driver sits on the left side.
• Make poster boards with the three targeted position words. The children will search for pictures to represent the targeted word or they could draw or take photographs.
• Make a centerpiece and put it in the center of the table.

Activities to teach: over, under, around, through

Over-extending directly upward from

Under-at a lower level than

Around-located or situated on every side

Through-moving in one side and out of the other side of (an opening, channel, or location

• A rainy day with lots of puddles will offer fun and valuable drill in going over, through, and around puddles, and under the umbrella

Parents can help their children practice using linguistic concepts while doing science experiments

Activities to teach: above, below

Above-at a higher level or layer

Below- at a lower level or layer than; underneath

• Can create a story that utilizes the terms above and below and have the child(ren) draw/act out what was read
• Do an arts/craft project where they have to build or create an object and give directives such as paste the button above the paper

Cookie Monster's Challenge

PBS Kids and Sesame Workshop have teamed up for Cookie Monster's Challenge, an app that teaches self-control, focus, and following directions to prepare young children for school. Nine different levels of mini games keep your preschooler busy -- and as he progresses, he'll earn more pieces of a cookie-making machine. (3 years+, $2.99; iPad, Android)

-- Written by Chrisanne Grise

Self/Social Awareness concepts

such as crying, laughing, sad, man, girl, boy, afraid, angry, brothers, hurt, sisters, happy, relaxing, resting, tired, woman, old, excited, mother, wrong, sleepy, father, friendly, frowning, worried, right, healthy, easy, difficult, disappointed, young, correct, curious

Activities to teach Self/Social Awareness Concepts

On pinterest, parent(s) can download emotional cards. These cards provide an scenario that can be read and/or acted out to help students guess the emotion.

https://www.pinterest.com/pin/128211920615283891/

When watching tv or reading a book, ask the child(ren) what emotion the character is showing and ask them how they came up with their answer.

Texture/material concepts

such as wet, heavy, loud, dark, quiet, soft, wood, sharp, hard, glass, shiny, light, boiling, flat, bright, gas, metal, reflection, smooth, cloth, rough, clear, dry, tight, loose, light, solid, dull, liquid

Activities to teach: whole, half, piece, full, empty

• whole- all of; entire.
• half-either of two equal or corresponding parts into which something is or can be divided.
• piece-a portion of an object or of material, produced by cutting, tearing, or breaking the whole.
• full-containing or holding as much or as many as possible; having no empty space.
• empty-containing nothing; not filled or occupied
• Cooking activities are great for these concepts.
  • Count 16 whole marshmallows and 30 whole graham crackers
  • Break the whole graham cracker in half, place the halves in the plastic bag, and zip it shut
  • Roll over the bag with a rolling pin until the whole graham crackers are thoroughly crushed into crumbs.
  • Cut the whole marshmallows in half and then half again
  • Measure 1 whole cup of dates. Cut the whole dates into halves, and then cut the date halves in half again
  • Empty the containers of marshmallows and dates into a bowl, and then add graham crackers
  • Get a half-pint of whipping cream. Measure the whole cup of liquid whipping creamand empty it into the mixture
  • Stir until blended
  • Empty the contents of the bowl onto a piece of waxed paper
  • Shape the mixture into a log, wrap the log in waxed paper and put it in the refrigerator overnight.
  • The following day, cut the whole log in half, and then in half again.
• describe Pizza using the terms whole, half, piece
• Fill one clear container with pom-poms or other objects. Secure the lid. Fill the other one with nothing. Secure the lid. Show the two containers to your child, naming them 'empty' and 'full.'
• Worksheets http://www.kidslearningstation.com/full-empty/worksheets/teach-full-worksheet.pdf
• Half and Half Pizzas: Ask a friend what kind of pizza they like. Using a paper plate (or real pizza), draw a line to split the pizza in half. Put the toppings that you like on one half of the pizza and the toppings that your friend likes on the other half.
• Make a special card for someone. Fold a piece of paper in half. On one half draw a picture of something you have done with them in the past. On the other half, draw a picture of something that you would like to do with them in the future.
• At lunch, eat half of something and offer your friend the other half.
• Make a long rope out of Play-Doh. Then, cut it in half.

Activities to teach: many, a lot, some, none

Many-a large number of.

Alot-a large number or amount; a great deal.

Some-an unspecified amount or number of.

None-not any

• Using a sand timer, discuss the many grains of sand in the timer, Discuss there being a lot of grains in the top and none on the bottom
• Place jars, plastic tubs or bowls on the table. Give the children corn, beans or marbles. Give labels with terms full, empty, many, a lot, some, none. Have the children fill up the containers and label them with the terms.

Activities to teach: more, less, most, least, fewest

More-a greater or additional amount or degree

Less- smaller than

Most-greatest in amount or degree.

Least-smallest in amount, extent, or significance.

Fewest-a small number of

• A box of raisins makes a nutritious snack and a great way to make piles of more, less, least/fewest, and most. When you have finished counting and comparing piles, have your child eat one more or one less than the previous time. If in a group, have one child eat the most or the least.
• Take turns blowing bubbles. See who can blow more!
• See how many scoops of ice cream you can put on an ice cream cone. Keep putting one more scoop on top!
• Pour some water into a one-cup measuring cup. Next, pour some water into a one-fourth cup measuring cup. Then, pour each cup into a separate glass. Which glass has less water in it?
• Count the number of shoes each family member has in his/her closet. Who has the fewest? Who has the most?
• Dice throw: Each person picks a number on the die that they think will come up the most. Record each person's number. Take turns rolling a die. Each person rolls the same amount of times (5 or 10). Make a tally next to each number each time it is thrown. After everyone has taken their turns, see which number is the winner!
• Cups of Beans: You will need empty containers, beans and a measuring cup. Guess which container will hold the most beans. Fill containers with beans. Count to see which holds the most.
• Balance: You will need a balance, pennies, quarters and paper clips. Experiment by putting 10 pennies on one side and 10 clips on the other. Which ways more? less? Change the items that you compare.

Time/sequence concepts

such as new, old, finished, last, daytime, waiting, through, starting, skipped, quit, next, beginning, order, morning, before, first, slow, twice, third, always, second, never, late, after, arriving, just, over, fourth, early, nearly

Activities to teach: before, after

Before-at an earlier time

After- at a later time

• lineup action figures and/or dolls in a line and ask your child questions such as is superman before spider man?
• while watching a tv show/movie, ask your child questions during commercial breaks. For example, Sally is upset that she lost her ball, where did she have the ball before she lost it?

Activities to teach: fast/slow

Fast-at high speed.

Slow- reduce one's speed; low speed

• While playing video games, ask your child to make the character go faster/slower and have them show you.
• While playing with instruments at home, you can tell your child to play the instrument faster or slower. This can also be done with pots and pans or anything that can create noise.