No glam lang reasoning

We have included a variety of formats to help students under-stand and practice targeted reasoning and expressive language skills.. The beginning units of No-Glamour Language & Reasoning

Linda BowersRosemary HuisinghCarolyn LoGiudiceJane Orman

LinguiSystems, Inc FAX: 1-800-577-4555

Copyright © 2003 LinguiSystems, Inc All of our products are copyrighted to protect the fine work of our authors You may only copy the worksheets as needed for your own use with students Any other reproduction or distribution of the pages

in this book is prohibited, including copying the entire book to use as another primary source or “master” copy.

Skill Areas: Language, ReasoningAges: 6 through 12

Grades: 1 through 7

About the Authors

Linda Bowers, M.A., CCC-SLP, is a

LinguiSystems co-owner and language pathologist with extensiveexperience serving preschool and school-aged children Her professional interestsinclude critical thinking and languageabilities of children and adults

speech-Rosemary Huisingh, M.A., CCC-SLP, is a

LinguiSystems co-owner and has servedthe communication needs of school-agedchildren for many years Her specialinterests include childhood language,vocabulary, and thinking skills

Carolyn LoGiudice, M.S., CCC-SLP, edits, writes, and coordinates product

acquisitions for LinguiSystems She has broad experience serving the nication disorders of school-aged children Carolyn’s special interest is inpragmatics and thinking skills of children and adolescents

commu-Jane Orman, M.A., CCC-SLP, develops tests for LinguiSystems With extensive

school experience, Jane has a particular interest in the language demands onstudents regarding assessment, critical thinking, and the school curricula.Linda, Rosemary, Carolyn, and Jane have co-authored several tests, therapy kits,and games for LinguiSystems, including the following:

The Listening Test • The Expressive Language Test The WORD Test–Elementary, Revised • The WORD Test–Adolescent

TOPS (Test Of Problem Solving)–Elementary, Revised TOPS (Test Of Problem Solving)–Adolescent TOSS (Test Of Semantic Skills)–Primary TOSS (Test Of Semantic Skills)–Intermediate The Listening Kit • The Expressive Language Kit TOPS (Tasks Of Problem Solving) Kit–Elementary TOPS (Tasks Of Problem Solving) Kit–Adolescent The Reading Comprehension Game–Elementary The Reading Comprehension Game–Intermediate

Illustrations by Margaret Warner • Cover design by Chris Claus • Page layout by Lisa Parker

Carolyn

Linda

Jane Rosemary

Introduction 5

Unit 1: Classifying 7

Unit 2: Comparing and Contrasting 63

Unit 3: Answering True/False Questions 102

Unit 4: Answering Wh- Questions 129

Unit 5: Predicting Outcomes 184

Unit 6: Determining a Missing Event 213

Unit 7: Sequencing 224

Unit 8: Making and Explaining Inferences 235

Unit 9: Identifying Causes of Events 248

Unit 10: Identifying Problems and Solutions 254

Unit 11: Imagining and Role Projection 268

Unit 12: Criticizing 290

Unit 13: Stating Opinions 301

Answer Key 310

Table of Contents

From infancy through adulthood, language and reasoning skills play a criticalrole in success or failure in dealing with life’s varied experiences We all need

to think independently and reason logically to solve problems, determine causes

of events, and predict outcomes in daily life

As educators, we witness the significant problems that result when studentslack logical thinking and adequate expressive language skills We observe pre-schoolers who have trouble answering basic questions or who don’t associatesimple cause-and-effect relationships We see students at the elementary andsecondary level experience difficulty participating in classroom discussions.They respond with tangential and irrelevant answers They approach everydayproblems without applying logic or appropriate organization Deficient reason-ing skills also affect interpersonal relationships Students who fail to generalizefrom previous learning or experience remain at risk in dealing with school andlife in general

We developed this program to teach students specific reasoning and expressivelanguage skills We have included a variety of formats to help students under-stand and practice targeted reasoning and expressive language skills

Each unit in No-Glamour Language & Reasoning addresses a specific thinking

skill area The units are sequenced in a hierarchy that reflects normal ment of these skills The question types reflect classroom, textbook, and stan-dardized test formats Most of the responses are oral in order to give studentspractice in speaking their thoughts You may want to alter the response mode

develop-to have your students respond in writing develop-to improve their written expression.Writing may also help some students refine their thinking skills during theprocess of generating and writing their responses

There is a Pretest/Posttest at the beginning of each unit We recommend a 90%accuracy rate to consider a unit skill (or an individual task) mastered Anaccuracy rate of 60%-89% suggests that training in the skill is appropriate If astudent achieves an accuracy rate below 60% on either a pretest or any of theunit tasks, we suggest reviewing lower-level units or tasks before presentingtasks in the deficient skill area again

The beginning units of No-Glamour Language & Reasoning teach students to

organize their thoughts about attributes, the foundations for higher-levelthinking skills Students learn to recognize key characteristics and to associate,compare, and contrast things and ideas Students receive extensive practice

in classifying, comparing, understanding exclusion statements, and sequencing

by attribute

Introduction, continued

The later units of this book teach students the thinking and language skills theyneed to ask and answer questions appropriately True/false questions teachstudents to think through questions before responding Higher-level questionsteach students to use effective language to share information, ideas, expla-nations, and opinions Learning to ask questions gives students experience inmanipulating language to formulate the most appropriate questions to ask invarious situations

The Answer Key lists sample answers where appropriate; answers for oral cises are printed on the stimuli pages In many cases, more than one answer may

exer-be correct Accept all reasonable answers as correct, taking advantage of naturalopportunities to support the breadth of experience and information your studentsbring to their learning Students who have been conditioned to expect only a

“right/wrong” judgment for answers may need encouragement to think of morethan one “right” answer, or to accept another student’s answer as correct when

it differs from their own “correct” answers Such encouragement may help dents take other people’s perspectives more readily

stu-When a student gives what appears to be an incorrect answer, probe the student

to understand what prompted the answer Use patterns of incorrect answers asvaluable diagnostic information about where you need to provide additionalspecific training Whenever stimuli encourage independent thinking or analysis,encourage students to develop their own opinions and standards to evaluateideas

Some of the worksheets in this book include a question or two at the bottom ofthe page Answers to these questions are not provided because they will varyaccording to personal experiences, values, and opinions

We hope No-Glamour Language & Reasoning helps your students acquire logical

thinking skills and apply them to their future experiences Such application willboost their success in school, social relationships, and everyday problem solving.Their self-confidence will increase as they recognize they can think and reasonfor themselves and can communicate their thoughts effectively to others

Linda, Rosemary, Carolyn, and Jane

Classifying is a basic cognitive function that children normally learn early in life.Once a child attaches an attribute label to an object, he develops the ability toattach meaning to the label Function is often the first attribute a child learnsabout an object Shoes are for wearing on his feet, food is for eating, etc Thechild quickly learns additional critical attributes of words and his internaldefinitions for them become more adult-like Although parents may be confusedand amused when their toddler calls a cow “doggie,” to the linguist, this toddler

is demonstrating his knowledge of primitive class-naming He is simply

over-generalizing doggie to all four-legged animals.

As the child masters critical attributes, he begins to develop classification skills

He learns that all hot things can hurt and that not all red things are apples Asthe child continues to gain experience and knowledge, he refines his sortingabilities He begins by recognizing things that are the same and, therefore,things that are different Then he begins to match and sort objects by attribute,function, or name These receptive skills soon become expressive language asthe child tells his mom, “A dog is a pet but a cow is a farm animal.” Over time,the child applies the same types of object classifying to thoughts and abstractconcepts, such as characters’ emotions or intentions in stories The more orga-nized the child’s vocabulary is, the more easily he can retrieve the precise words

he needs

Ultimately, classifying skills enable children and adults to organize ideas,sequence them, and think about them logically For all of the numerous anddiverse cognitive tasks required in daily life, flexibility in classifying and thecorresponding language is essential Children must be able to prioritize classi-fications to select salient attributes for given situations For example, when achild hears “Watch out for cars,” he must be able to focus upon attributes of thecars’ sizes and dangers, rather than upon attributes of the cars’ parts, colors, orcomposition The child’s experiences and his language flexibility allow him to

identify the most salient features of car at the time the warning is given.

Imagine how the world looks to a student who doesn’t classify and make logicalconnections between words or ideas Learning new vocabulary must be over-whelming and frustrating This student is unable to differentiate or attachimportance to the attributes of words He cannot differentiate critical fromunimportant attributes of a word He does not have a mental grouping system toorganize incoming information into logical chunks This student’s vocabularydoes not grow rapidly as he is exposed to new objects and experiences Recallingwords from memory is labor-intensive for this student His receptive andexpressive communication skills are, consequently, delayed

Unit 1

Classifying

Unit 1

Classifying, continued

The tasks in this unit will help students classify both objects and ideas Firststudents will practice labeling items by function, attribute, part, or composition.Then they will name items within specific categories Next they will identifyitems that have two specific attributes

All of these tasks prepare students to sort and re-sort what they know aboutobjects and ideas They encourage flexible thinking and they are the foundation

of higher-level thinking skills, such as comparing, contrasting, makinginferences, and forming opinions

Some of the tasks in this unit have more than one level of difficulty Select themost appropriate level for each student You can easily increase the difficulty ofmost of the tasks by requesting the student to name additional correct responses.Although some students will be able to respond appropriately to oral-onlystimuli, others will need picture cues at first There are 200 Category SortingPictures on pages 12-21 to offer such visual cues Copy these pages and cut thepictures apart Use them for tasks such as these:

Labeling “Tell me the name of each picture.”

“Tell me what a looks like/feels like/sounds like/tastes like.”

“Tell me what a does/what we do with a .”

“Tell me what group a belongs to.”

“What parts does a have?”

“What is a made of ?”

Sorting “Show me all the (category).”

(animals, foods, things that fly, fasteners, containers, things with a handle, things that are soft, etc.)

An index of the Category Sorting Pictures is listed on pages 9 and 10 for yourreference

ant 12

bat 12

bear 12

bee 12

butterfly 12

camel 12

cat 12

caterpillar 12

chicken 12

chimpanzee 12

chipmunk 12

cow 12

dinosaur 12

dog 12

eagle 12

elephant 12

fawn 12

fish 12

frog 12

giraffe 12

guinea pig 13

horse 13

leopard 13

lion 13

mouse 13

octopus 13

ostrich 13

parakeet 13

penguin 13

pig 13

rooster 13

seahorse 13

seal 13

shark 13

snake 13

spider 13

starfish 13

tadpole 13

tiger 13

turtle 13

worm 14

CLASSROOM calculator 14

calendar 14

crayons 14

desk 14

eraser 14

glue 14

markers 14

pen 14

pencil 14

ruler 14

scissors 14

tape 14

CLOTHING blouse 14

coat 14

dress 14

jacket 14

pajamas 14

pants 14

shirt 15

shorts 15

skirt 15

suit 15

sweater 15

sweatpants 15

swimsuit 15

T-shirt 15

CONTAINERS backpack 15

box 15

can 15

canteen 15

cookie jar 15

garbage can 15

jar 15

laundry basket 15

mailbox 15

milk jug 15

paper bag 15

pitcher 16

purse 16

salt and pepper shakers 16 sugar bowl 16

suitcase 16

thermos 16

DAIRY PRODUCTS butter 16

cheese 16

ice cream 16

milk 16

yogurt 16

FASTENERS button 16

paper clip 16

ribbon 16

rope 16

safety pin 16

snap 16

stapler 16

string 16

thumbtack 16

zipper 17

FIRST AID antibiotic ointment 17

bandage 17

cotton swab 17

crutches 17

pain reliever 17

peroxide 17

rolled gauze 17

sunblock 17

syringe 17

tape 17

thermometer 17

Index

Category Sorting Pictures

bread 17

cereal 17

pizza 17

popcorn 17

pretzels 17

sandwich 17

taco 17

FRUITS apple 17

banana 18

grapes 18

orange 18

pear 18

strawberry 18

tomato 18

watermelon 18

LENSES binoculars 18

glasses 18

magnifying glass 18

microscope 18

sunglasses 18

telescope 18

MEATS bacon 18

chicken 18

ham 18

hot dog 18

pork chop 18

steak 18

PLANTS apple tree 18

bush 19

cactus 19

cattails 19

cornstalk 19

evergreen tree 19

fern 19

lily pad 19

palm tree 19

rosebush 19

sunflower 19

tulip 19

vine 19

willow tree 19

SPORTS EQUIPMENT baseball 19

baseball bat 19

baseball glove 19

baseball hat 19

basketball 19

basketball hoop 19

bowling ball 19

bowling pins 20

fishhook 20

fishing pole 20

football 20

football helmet 20

goalpost 20

soccer ball 20

soccer goal 20

tennis racket 20

volleyball 20

TABLEWARE bowl 20

cup 20

fork 20

glass 20

knife 20

paring knife 20

plate 20

spoon 20

TRANSPORTATION airplane 20

bicycle 20

bus 21

canoe 21

car 21

helicopter 21

motorcycle 21

pickup truck 21

rowboat 21

sailboat 21

semi truck 21

ship 21

train 21

van 21

VEGETABLES broccoli 21

carrot 21

celery 21

corn 21

lettuce 21

onion 21

peas 21

potato 21

Index

Category Sorting Pictures, continued

Labeling by Attribute

“Tell me two things that _.”

1 you can read (book, magazine, sign, letter, card)

2 you can wear (shirt, socks, shoes, hat, pants, jewelry, gloves, jacket)

3 you can wiggle (fingers, toes, nose, ears, loose tooth)

4 have a handle (cup, suitcase, mug, broom, toothbrush, pitcher)

5 have wheels (bicycle, motorcycle, car, truck, train, scooter)

6 are soft (pillow, cotton ball, tissue, cushion, hair, silk)

7 are salty (pretzels, popcorn, pickles, potato chips, crackers)

Naming Category Members

“Tell me two _.”

8 tools (hammer, wrench, pliers, saw, screwdriver, shovel, hoe, rake)

9 dairy products (milk, cheese, ice cream, yogurt)

10 months (January, February, March, April, May, June, July, August, September,

October, November, December)

11 vehicles (car, fire engine, truck, bus, SUV)

Naming Categories

“Tell me the group name/category for each group of things.”

12 chair, bed, dresser (furniture)

13 nickel, quarter, dollar (money)

14 box, jar, bottle (containers)

15 stove, refrigerator, vacuum cleaner (appliances)

Members of Subcategories

“Tell me two _.”

16 body parts that bend (elbow, knee, finger, toe, back, wrist, ankle)

17 letters that are vowels (A, E, I, O, U)

18 shapes that have corners (square, rectangle, triangle, hexagon, pentagon)

19 fasteners made of metal (paper clip, staple, safety pin, snap, zipper)

Classifying

Pretest/Posttest

ant bat bear bee butterfly

Task 1

Classifying

Goal: To sort and regroup items by various attributes

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

laundry

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

pitcher purse salt and pepper shakers sugar bowl suitcase

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

zipper antibiotic

ointment bandage cotton swab crutches

pain reliever peroxide rolled gauze sunblock syringe

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

tomato watermelon binoculars glasses magnifying glass

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

baseball glove baseball hat basketball basketball hoop bowling ball

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

bowling pins fishhook fishing pole football football helmet

goalpost soccer ball soccer goal tennis racket volleyball

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Task 1, continued

Copy the pictures and cut them apart Use them with the activities outlined on page 8

Look at the letters and numbers Draw a circle around each letter Write an X on each

number

Task 2

Classifying

Goal: To sort items into two categories

What is your favorite letter? Why?

What is your favorite number? Why?

Look at each picture Tell what each thing is and what we do with it.

Task 3

Classifying

Goal: To label items and tell their functions

You sit on a chair What else could you sit on?

Look at these pictures Circle the things that can fly.

Task 4

Classifying

Goal: To identify items that do a specific function

Name all the things you could see in the sky

Task 5

Classifying

Goal: To identify objects that do a specific function

Look at all these pictures Circle the things you could write with

What do you like to use when you draw a picture? Why?

Task 6

Classifying

Goal: To tell how things go together in a group

Look at the pictures in each row Say how you use them or what you do with them

Write your answers on the lines beside the pictures The first one is done for you

Look at the pictures in each row Say how you use them or what you do with them.

Write your answers on the lines beside the pictures

Think about all the things you can do with paper List

as many things as you can Then do each one Make

a bulletin board display to show all the things you can

do with paper

Things We Can Do with Paper

How could you send someone a message without using any paper?

Task 8

Classifying

Goal: To list multiple things to do with an object

Level 1: “Tell me something that can _.”

“Tell me something you can _ with.”

Level 2: “Tell me two things that can _.”

“Tell me two things you can _ with.”

1 cook food (stove, oven, microwave, electric frying pan)

2 swim (fish, person, whale, shark, frog, duck)

3 open (door, window, drawer, mouth, letter, present)

4 cut things (scissors, knife, razor blade, paper cutter)

5 clean (soap, spray cleaner, shampoo, detergent)

6 roll (ball, egg, marble)

7 grow (plant, tree, bush, person, animal, insect)

8 stretch (person, rubber band, elastic, rubber, plastic wrap, dog, cat, gum)

9 break (egg, dish, glass, figurine)

10 freeze (water, juice, vegetables, ice cream)

11 make music (violin, piano, guitar, harmonica, flute, clarinet)

12 bounce (tennis ball, basketball, football, Ping-Pong ball)

13 light a fire (match, cigarette lighter, stick and stone)

14 melt (icicle, snowman, ice, ice cream, Popsicle)

15 stain (ink, grape juice, cherries, grass, markers, chocolate, blood)

16 wash (face, hair, body, clothes, towels, sheets, floor, windows)

17 wear (hat, shoes, pants, shirt, shorts, swimsuit, jewelry, dress)

Task 9

Classifying

Goal: To tell who or what can perform specific functions

19 drink (milk, water, juice, soda, hot chocolate)

20 dig (shovel, trowel, hoe, hands, shell, rock)

21 plant (flower, bush, tree, seed, ivy)

22 lick (lollipop, Popsicle, finger, stamp, envelope)

23 climb (ladder, cliff, mountain, hill, tree, playground equipment)

24 ride (horse, carnival ride, donkey, bicycle, motorcycle)

25 kick (football, soccer ball, field goal)

26 write (pen, pencil, chalk, marker, keyboard)

27 dry (bath towel, dish towel, paper towel, hair dryer)

28 repair (shoe, toy, wall, car, bicycle, appliance)

29 practice (piano, math facts, sport, dancing, gymnastics)

30 order (food, clothing, toy, movie, magazine)

31 burn (food, leaves, wood, house)

32 drink from (cup, glass, mug, bottle, thermos, straw)

33 pull (doorknob, wagon, cart, toy)

34 blow (bubble, dandelion, soup, hot chocolate)

35 ride in (car, bus, taxi, subway, train, plane, boat)

36 ride on (bicycle, motorcycle, ski lift, subway, bus, train)

37 pedal (bicycle, tricycle, unicycle)

38 lock (door, window, locker, suitcase, diary)

39 collect (marbles, sports cards, comic books, stamps, coins, autographs)

40 wrap (present, leftover food, scarf, ribbon)

41 put money in (piggy bank, bank, wallet, vending machine, toll booth)

Task 9, continued

42 sleep on (bed, couch, floor, ground, chair)

43 sit on (chair, sofa, bench, ground, log, seat)

44 hang (clothing, picture, sign, curtain, poster)

45 turn off (light, TV, computer, lamp, flashlight, radio, vacuum cleaner)

46 peek into (box, bag, hole, cave, closet, room, refrigerator)

47 drive (car, truck, bus, tractor)

48 sew (needle, thread, thimble, straight pin)

49 throw (ball, Frisbee, horseshoe, stone)

50 tie (shoe, shoelace, ribbon, string, yarn, bow, scarf )

51 zip ( jacket, sweater, pants, skirt, vest)

52 slide on (slippers, sandals, ice, banana peel)

53 push (button, swing, cart, doorbell, revolving door, door, drawer)

54 smell (perfume, onions, skunk, smoke)

55 flip (coin, card, pancake, egg)

56 brush (hair, teeth, dog, cat, horse)

57 wipe things up (paper towel, sponge, cloth)

58 button (shirt, jacket, sweater, blouse)

59 listen to (radio, TV, CD player, tape recorder, speech, conversation, music)

60 chew (gum, food)

61 stir (batter, soup, hot chocolate, pudding)

62 build (house, tree house, doghouse, sandbox, model, building, snowman, fire, bridge)

63 erase (chalk, pencil, erasable ink, chalkboard, white board)

Task 9, continued

Here are pictures of things that belong in a group The group is called fasteners because

each thing in the group fastens things together

Read each list of things Think about what group the things in the list belong to Writethe name for the group in front of the list Then write two more things that belong in thelist The first one is done for you

1 bed, table, desk, , _

2 boat, plane, bus, , _

3 dime, silver dollar, nickel, ,

4 elbow, wrist, knee, ,

5 football, soccer, baseball, ,

6 Iowa, Texas, Florida, ,

7 hurricane, ice storm, tornado, ,

8 clarinet, violin, harp, ,

9 alligator, turtle, lizard, ,

10 Mercury, Venus, Mars, ,

11 anger, sorrow, joy, ,

Task 10

Classifying

Goal: To tell the category name for a list of things

furniture chair dresser

= fasteners

Match these objects to the categories they belong to Write the letter of the correct

category in the blank beside each object

Level 1: “Tell me a/an _.”

“Name a kind of _.”

“What _ can you think of ?”

Level 2: “Tell me two _.”

Level 3: “Tell me all the _ you can think of.”

1 animals (dog, cat, rabbit, elephant, lion)

2 colors (red, blue, yellow, brown, purple, pink)

3 candy (lollipop, chocolate bar, gumdrop, butterscotch)

4 toys (blocks, doll, toy car, ball, jump rope)

5 foods (hot dog, bread, cheese, apple, taco)

6 games (Monopoly, chess, checkers, solitaire, tag)

7 songs (“Happy Birthday,” “Yankee Doodle,” “The Wheels on the Bus”)

8 fruits (apple, banana, strawberry, watermelon, grape, cherry)

9 juices (orange, apple, cherry, prune)

10 body parts (head, leg, arm, hand, elbow)

11 clothing (sweater, pants, shirt, underwear, jacket)

12 buildings (library, store, museum, school, apartment)

13 rooms (living room, dining room, bathroom, classroom, kitchen)

14 stores (drugstore, hardware, department, grocery, convenience)

15 vegetables (carrot, potato, corn, bean, lettuce)

16 soups (vegetable, tomato, chicken noodle, split pea, mushroom)

Task 12

Classifying

Goal: To name objects within specified categories

17 sodas (root beer, cola, orange, ginger ale, grape)

18 numbers (1, 2, 35, 48, 100)

19 letters (A, D, R, F, M)

20 jewelry (bracelet, ring, necklace, earring)

21 silverware (fork, knife, teaspoon, soup spoon, dessert fork)

22 writing utensils (pencil, pen, chalk, marker, chalk)

23 cereals (corn flakes, oatmeal, Grape Nuts, Cheerios)

24 cookies (chocolate chip, Oreo, oatmeal raisin, sugar)

25 pets (cat, dog, hamster, parakeet, gerbil)

26 milk-shake flavors (chocolate, vanilla, strawberry, cherry, Oreo cookie)

27 pizza toppings (cheese, sausage, pepperoni, mushrooms, tomatoes, peppers, onions)

28 musical instruments (piano, violin, flute, clarinet, trombone)

29 tools (hammer, screwdriver, wrench, pliers, saw, drill)

30 sports (soccer, baseball, football, basketball, hockey)

31 cartoon shows (SpongeBob Squarepants, The Simpsons, Kim Possible)

32 dairy products (butter, milk, cream, yogurt, ice cream, cheese)

33 money (dollar, bills, coins, quarter, nickel, dime, penny)

34 shapes (circle, square, rectangle, triangle, octagon, pentagon, cone)

35 holidays (New Year’s Day, Thanksgiving, Fourth of July, Valentine’s Day)

36 machines (vacuum cleaner, furnace, car engine, cash register)

37 flowers (rose, daisy, carnation, violet, lily, daffodil)

38 kinds of weather (windy, cloudy, rainy, clear, sunny, tornado, hurricane)

Task 12, continued

39 medicines (aspirin, Tylenol, cough syrup, decongestant, antibiotic)

40 restaurants (fast food, pizza, Italian, Mexican, cafeteria, diner)

41 department stores (Wal-Mart, Target, Macy’s, Nordstrom’s, Sears)

42 salad dressings (blue cheese, French, ranch, Italian, poppy seed)

43 meats (beef, pork, ham, lamb, hamburger, chicken, turkey)

44 cheeses (Swiss, American, blue, cheddar, Velveeta)

45 roads (avenue, street, lane, boulevard, highway, freeway)

46 desserts (cake, pie, lemon bar, brownie, gingerbread, shortcake, cookie)

47 states (Illinois, Texas, California, Pennsylvania, Florida, Alaska)

48 cities (Chicago, Orlando, Los Angeles, Houston, Boston)

49 cars (Ford, Honda, Buick, Dodge, Chevrolet, sedan, convertible, taxi, racecar)

50 seasons (spring, summer, winter, fall/autumn)

51 movies (Men in Black, Lord of the Rings, The Wizard of Oz)

52 books (Harry Potter series, The Giver, The Wild Thing)

53 eye colors (brown, blue, gray, green, golden)

54 dogs (collie, golden retriever, mutt, beagle, German shepherd)

55 coins (penny, nickel, dime, quarter, half dollar, silver dollar)

56 emotions ( joy, sadness, love, hate, anger, jealousy)

57 school subjects (math, spelling, writing, history, grammar, science)

58 beverages (soda, juice, milk, water, lemonade)

59 containers (bowl, box, suitcase, drawer, backpack, jar)

60 breads (sourdough, rye, white, wheat, oat, raisin, French)

Task 12, continued

61 occupations (pilot, teacher, nurse, lawyer, firefighter, scientist, athlete)

62 months (January, February, May, October, December)

63 kinds of mail (letter, birthday card, package, magazine, invitation, postcard)

64 kinds of music ( jazz, hip hop, classical, organ, blues)

65 kinds of schools (preschool, elementary school, high school, university, dental)

66 plants (ivy, geranium, petunia, pansy, myrtle, dandelion)

67 trees (maple, evergreen, oak, birch, apple)

68 appliances (stove, microwave, iron, fan, refrigerator, dishwasher)

69 relatives (uncle, aunt, grandparent, niece, son, daughter, stepmom, stepdad)

70 hobbies (collecting coins, knitting, reading, sewing, hiking)

71 hardware (nail, bolt, hook, washer, knob)

72 fabrics (cotton, silk, satin, denim, linen, flannel)

73 fasteners (snap, button, zipper, tape, staple, thumbtack)

74 lights (lamp, flashlight, floor lamp, recessed light, florescent light)

75 metals (iron, steel, aluminum, tin)

76 road signs (stop, yield, speed limit, rest area)

77 insects (wasp, mosquito, butterfly, ladybug, ant, fly)

78 mammals (human, whale, bear, lion, giraffe)

79 fish (goldfish, shark, tuna, trout, snapper)

80 reptiles (turtle, alligator, lizard, snake)

81 birds (eagle, chicken, duck, goose, robin, canary)

82 floor coverings (linoleum, tile, wood, carpet)

Task 12, continued

83 animal homes (nest, cave, tree, log, doghouse)

84 uniforms (baseball, nurse, firefighter, army, school)

85 planets (Mars, Venus, Earth, Mercury, Jupiter)

86 liquids (milk, soda, honey, turpentine, water)

87 gases (oxygen, hydrogen, helium, neon, nitrogen)

88 solids (brick, stone, pencil, tile, wood)

89 signals (train crossing, traffic light, Morse code, smoke)

90 vehicles (car, truck, van, Jeep, tractor, semi, police car, taxi, bus)

91 natural disasters (hurricane, tornado, flood, volcanic eruption, hail storm)

92 state capitals (Springfield, Albany, Sacramento, Austin, Tallahassee)

93 continents (Africa, Antarctica, Asia, Australia, Europe, North America,

South America)

94 oceans (Arctic, Atlantic, Indian, Pacific)

95 schools (preschool, elementary, middle, high, college, university, trade)

96 communication devices (phone, computer, satellite, telegraph, radio, TV)

97 military groups (Army, Navy, Marines, Air Force)

98 ex-Presidents (Washington, Jefferson, Lincoln, Roosevelt, Truman)

99 reference books (dictionary, thesaurus, encyclopedia, almanac, book of records)

100 bones (femur, tibia, rib, pelvis, radius, skull, sternum)

Task 12, continued

Have you ever met a gwump? Here is a picture of some gwumps.

Task 13

Classifying

Goal: To identify things that share the same attributes

How can you tell which creatures are gwumps?

Look at the creatures below Which ones are gwumps? Color each gwump

Choose a stimulus at an appropriate level Accept all logical answers Prompt withexamples as necessary.

“Tell me something that is/can be _.”

“Tell me two things that are/can be _.”

1 round (ball, circle, plate, bowl, moon, sun, coin, letter O)

2 soft (tissue, cotton ball, pillow, feather, ribbon, baby’s skin)

3 red (apple, cherry, strawberry, lipstick, STOP sign, rash, marker)

4 flat (paper, countertop, picture, envelope, sign, tile)

5 sharp (knife, scissors, saw, razor blade)

6 heavy (brick, rock, elephant, car, pail of water, suitcase, dresser)

7 cold (ice, milk, snow, icicle, snowman, soda, ice cream, yogurt)

8 square (box, napkin, stamp, tile, room)

9 large (elephant, castle, ship, apartment building, school, whale)

10 hard (metal, rock, board, concrete, glass)

11 slippery (slide, banana peel, grease, wax paper, raw meat/fish/poultry, ice)

12 light (feather, paper, cotton swab, paper towel, balloon)

13 long (worm, snake, railroad tracks, pencil, pen, yardstick, belt, hair)

14 full ( jar, box, basket, hand, bowl, bag, sack, drawer, suitcase, backpack)

15 dark (closet, movie theater, shadow, shade, cave)

16 fat (marker, teddy bear, Santa, raccoon, pig)

17 wet (paper towel, washcloth, floor, grass, lettuce, clothes, hair)

Task 14

Classifying

Goal: To name objects that are/have specified attributes