What’s Behind the Pot of Gold? Language Flap Activity
Description
A flap activity to work on preposition "behind" or "under" and St. Patrick’s Day Vocabulary.
Strategies and techniques
Directions: (see last page for picture steps)
-- Print on two sided paper according to your printers instructions OR
-- Print page with vocabulary items. Fold in half.
-- Then, Cut out strip of pots of gold and paste onto printed, folded in half paper.
-- While paper is unfolded, cut lines HALFWAY between the pots of gold.
-- Place Velcro or just leave folded so that the pot of gold opens like a hatch.
-- Extra blank cards included to switch out vocabulary words.
Suggested activities:
-- Work on prepositions “behind” and ”under” while lifing the flaps.
-- Expressive identification of vocabulary items.
-- Expanding utterances: the rainbow is behind the pot of gold, etc.
-- Answering wh- questions: where is the rainbow? behind the pot of gold.
-- Following directions with ordinal numbers: lift the third flap, the fourth flap, etc.
-- Verbs: lift, pull, push
-- Print on two sided paper according to your printers instructions OR
-- Print page with vocabulary items. Fold in half.
-- Then, Cut out strip of pots of gold and paste onto printed, folded in half paper.
-- While paper is unfolded, cut lines HALFWAY between the pots of gold.
-- Place Velcro or just leave folded so that the pot of gold opens like a hatch.
-- Extra blank cards included to switch out vocabulary words.
Suggested activities:
-- Work on prepositions “behind” and ”under” while lifing the flaps.
-- Expressive identification of vocabulary items.
-- Expanding utterances: the rainbow is behind the pot of gold, etc.
-- Answering wh- questions: where is the rainbow? behind the pot of gold.
-- Following directions with ordinal numbers: lift the third flap, the fourth flap, etc.
-- Verbs: lift, pull, push
License
Additional information
Resource details
Description
A flap activity to work on preposition "behind" or "under" and St. Patrick’s Day Vocabulary.
Strategies and techniques
Directions: (see last page for picture steps)
-- Print on two sided paper according to your printers instructions OR
-- Print page with vocabulary items. Fold in half.
-- Then, Cut out strip of pots of gold and paste onto printed, folded in half paper.
-- While paper is unfolded, cut lines HALFWAY between the pots of gold.
-- Place Velcro or just leave folded so that the pot of gold opens like a hatch.
-- Extra blank cards included to switch out vocabulary words.
Suggested activities:
-- Work on prepositions “behind” and ”under” while lifing the flaps.
-- Expressive identification of vocabulary items.
-- Expanding utterances: the rainbow is behind the pot of gold, etc.
-- Answering wh- questions: where is the rainbow? behind the pot of gold.
-- Following directions with ordinal numbers: lift the third flap, the fourth flap, etc.
-- Verbs: lift, pull, push
-- Print on two sided paper according to your printers instructions OR
-- Print page with vocabulary items. Fold in half.
-- Then, Cut out strip of pots of gold and paste onto printed, folded in half paper.
-- While paper is unfolded, cut lines HALFWAY between the pots of gold.
-- Place Velcro or just leave folded so that the pot of gold opens like a hatch.
-- Extra blank cards included to switch out vocabulary words.
Suggested activities:
-- Work on prepositions “behind” and ”under” while lifing the flaps.
-- Expressive identification of vocabulary items.
-- Expanding utterances: the rainbow is behind the pot of gold, etc.
-- Answering wh- questions: where is the rainbow? behind the pot of gold.
-- Following directions with ordinal numbers: lift the third flap, the fourth flap, etc.
-- Verbs: lift, pull, push
License
Focus areas
- ST -> Expressive Language -> Basic Concepts
- ST -> Expressive Language -> Prepositions
- ST -> Expressive Language -> Vocabulary
- ST -> Receptive Language -> Basic Concepts
- ST -> Receptive Language -> Following Directions
- ST -> Receptive Language -> Vocabulary
1 more focus area. Click arrow to view all.
Evidence based practice citations
-
Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability
Author(s): Hicks, S., Rivera, C., & Wood, C. -
What Are Basic Concepts?
Author(s): Super Duper -
The Ability to Follow Verbal Directions: Identifying Skill Levels and Measuring Progress
Author(s): Cindy Gill, Laura Moorer-Cook, Erika S. Armstro...
Grade levels
Grades PK - 2
Themes
Weekly Themes
None
Daily Themes
None
Blends
None
Phonemes
None
Resource slides
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