Rabbit and Carrots Token Reinforcement or Home Exercise Program
Description
Rabbit with 20 carrots
Can be used during therapy or as Home Exercise Program
Can be modified for articulation or language
Can be modified for all levels
Can be used during therapy or as Home Exercise Program
Can be modified for articulation or language
Can be modified for all levels
Strategies and techniques
ARTICULATION
1. Write target sound, syllables, or words on each carrot (or below each carrot). Let the student color each carrot after correct production.
2. Write matching sounds, syllables or words on 2 carrots. Cut out and play a matching game.
3. Cut out and feed the carrots to the rabbit as the clients says the sound, syllable or word.
4. Add in carrier phrases: I found a ____. I see a _____. The rabbit ate ____. The rabbit is eating ____.
5. Have the student create a novel sentence with the target word.
6. Send home and write instructions for parents (similar to above).
6. For conversational level practice, write target topic on carrots with target sound and an amount of time the child must talk about the topic using his/her "good" sound (i.e. R/1 minute/Topic: Rabbits).
LANGUAGE:
1. Identifying/Naming colors as you color the carrots.
2. Expanding MLU (i.e. I want blue crayon.) to complete activity.
3. Cut out and play color matching game.
4. Each/Every/One/All- Show me one carrot. Show me all the carrots. Point to each carrot. Point to all the purple carrots. Show me one orange carrot.
5. Quantities 1-20- Feed the rabbit 3 carrots. Feed the rabbit 6 carrots.
6. Multi-step instructions- Color one carrot green and two carrots orange. Feed the rabbit 4 blue carrots and 1 red carrot.
7. Before/After- After you color two carrots red, color a carrot green. Before you feed the rabbit the blue carrot, feed him the yellow carrot.
8. Prepositions/Location- Glue the carrot on top/under/beside/next to the rabbit. Color the carrot to the right of the blue carrot.
9. Write verbs on the carrots. Cut out and pick carrots out of hat. Act out the actions.
10. Write present tense verbs on the carrots. Cut out and pick out of a box. Have the client change verb tense to past tense. Client can then glue carrots to a new page for home practice.
11. Write a category on the carrot. Client must generate a list of 3 items that fit into the category before coloring the carrot.
12. Negation- Color an entire row orange and leave one white. Which one is not orange? Cut out and ask which one is not purple/blue/green/etc.
1. Write target sound, syllables, or words on each carrot (or below each carrot). Let the student color each carrot after correct production.
2. Write matching sounds, syllables or words on 2 carrots. Cut out and play a matching game.
3. Cut out and feed the carrots to the rabbit as the clients says the sound, syllable or word.
4. Add in carrier phrases: I found a ____. I see a _____. The rabbit ate ____. The rabbit is eating ____.
5. Have the student create a novel sentence with the target word.
6. Send home and write instructions for parents (similar to above).
6. For conversational level practice, write target topic on carrots with target sound and an amount of time the child must talk about the topic using his/her "good" sound (i.e. R/1 minute/Topic: Rabbits).
LANGUAGE:
1. Identifying/Naming colors as you color the carrots.
2. Expanding MLU (i.e. I want blue crayon.) to complete activity.
3. Cut out and play color matching game.
4. Each/Every/One/All- Show me one carrot. Show me all the carrots. Point to each carrot. Point to all the purple carrots. Show me one orange carrot.
5. Quantities 1-20- Feed the rabbit 3 carrots. Feed the rabbit 6 carrots.
6. Multi-step instructions- Color one carrot green and two carrots orange. Feed the rabbit 4 blue carrots and 1 red carrot.
7. Before/After- After you color two carrots red, color a carrot green. Before you feed the rabbit the blue carrot, feed him the yellow carrot.
8. Prepositions/Location- Glue the carrot on top/under/beside/next to the rabbit. Color the carrot to the right of the blue carrot.
9. Write verbs on the carrots. Cut out and pick carrots out of hat. Act out the actions.
10. Write present tense verbs on the carrots. Cut out and pick out of a box. Have the client change verb tense to past tense. Client can then glue carrots to a new page for home practice.
11. Write a category on the carrot. Client must generate a list of 3 items that fit into the category before coloring the carrot.
12. Negation- Color an entire row orange and leave one white. Which one is not orange? Cut out and ask which one is not purple/blue/green/etc.
License
Additional information
Resource details
Description
Rabbit with 20 carrots
Can be used during therapy or as Home Exercise Program
Can be modified for articulation or language
Can be modified for all levels
Can be used during therapy or as Home Exercise Program
Can be modified for articulation or language
Can be modified for all levels
Strategies and techniques
ARTICULATION
1. Write target sound, syllables, or words on each carrot (or below each carrot). Let the student color each carrot after correct production.
2. Write matching sounds, syllables or words on 2 carrots. Cut out and play a matching game.
3. Cut out and feed the carrots to the rabbit as the clients says the sound, syllable or word.
4. Add in carrier phrases: I found a ____. I see a _____. The rabbit ate ____. The rabbit is eating ____.
5. Have the student create a novel sentence with the target word.
6. Send home and write instructions for parents (similar to above).
6. For conversational level practice, write target topic on carrots with target sound and an amount of time the child must talk about the topic using his/her "good" sound (i.e. R/1 minute/Topic: Rabbits).
LANGUAGE:
1. Identifying/Naming colors as you color the carrots.
2. Expanding MLU (i.e. I want blue crayon.) to complete activity.
3. Cut out and play color matching game.
4. Each/Every/One/All- Show me one carrot. Show me all the carrots. Point to each carrot. Point to all the purple carrots. Show me one orange carrot.
5. Quantities 1-20- Feed the rabbit 3 carrots. Feed the rabbit 6 carrots.
6. Multi-step instructions- Color one carrot green and two carrots orange. Feed the rabbit 4 blue carrots and 1 red carrot.
7. Before/After- After you color two carrots red, color a carrot green. Before you feed the rabbit the blue carrot, feed him the yellow carrot.
8. Prepositions/Location- Glue the carrot on top/under/beside/next to the rabbit. Color the carrot to the right of the blue carrot.
9. Write verbs on the carrots. Cut out and pick carrots out of hat. Act out the actions.
10. Write present tense verbs on the carrots. Cut out and pick out of a box. Have the client change verb tense to past tense. Client can then glue carrots to a new page for home practice.
11. Write a category on the carrot. Client must generate a list of 3 items that fit into the category before coloring the carrot.
12. Negation- Color an entire row orange and leave one white. Which one is not orange? Cut out and ask which one is not purple/blue/green/etc.
1. Write target sound, syllables, or words on each carrot (or below each carrot). Let the student color each carrot after correct production.
2. Write matching sounds, syllables or words on 2 carrots. Cut out and play a matching game.
3. Cut out and feed the carrots to the rabbit as the clients says the sound, syllable or word.
4. Add in carrier phrases: I found a ____. I see a _____. The rabbit ate ____. The rabbit is eating ____.
5. Have the student create a novel sentence with the target word.
6. Send home and write instructions for parents (similar to above).
6. For conversational level practice, write target topic on carrots with target sound and an amount of time the child must talk about the topic using his/her "good" sound (i.e. R/1 minute/Topic: Rabbits).
LANGUAGE:
1. Identifying/Naming colors as you color the carrots.
2. Expanding MLU (i.e. I want blue crayon.) to complete activity.
3. Cut out and play color matching game.
4. Each/Every/One/All- Show me one carrot. Show me all the carrots. Point to each carrot. Point to all the purple carrots. Show me one orange carrot.
5. Quantities 1-20- Feed the rabbit 3 carrots. Feed the rabbit 6 carrots.
6. Multi-step instructions- Color one carrot green and two carrots orange. Feed the rabbit 4 blue carrots and 1 red carrot.
7. Before/After- After you color two carrots red, color a carrot green. Before you feed the rabbit the blue carrot, feed him the yellow carrot.
8. Prepositions/Location- Glue the carrot on top/under/beside/next to the rabbit. Color the carrot to the right of the blue carrot.
9. Write verbs on the carrots. Cut out and pick carrots out of hat. Act out the actions.
10. Write present tense verbs on the carrots. Cut out and pick out of a box. Have the client change verb tense to past tense. Client can then glue carrots to a new page for home practice.
11. Write a category on the carrot. Client must generate a list of 3 items that fit into the category before coloring the carrot.
12. Negation- Color an entire row orange and leave one white. Which one is not orange? Cut out and ask which one is not purple/blue/green/etc.
License
Focus areas
Evidence based practice citations
-
Building Semantic Networks: The Impact of a Vocabulary Intervention On Preschoolers’ Depth of Word Knowledge
Author(s): Elizabeth B. Hadley, David K. Dickinson, Kathy ... -
Phonological Awareness Intervention: Beyond the Basics
Author(s): Schuele, C. & Boudrea, D.
Grade levels
Grades PK - 5
Themes
Weekly Themes
None
Daily Themes
Blends
None
Phonemes
None
Resource slides
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