Learning Area

Concept

Concepts Needed

betrueen

for Math

equal

These size and quantity

concepts are rmportant
for early math and
science activities.

Understood Receptively

Used Expressively

Examples

Understood Receptively

Used Expressively

Examples

empty-full
euefl)

fewlfewest

st- s e con d- t h ir d- las t

fo rut ar d- b ackwar d (countl

fir

large-small
longest-shortest
medium-sized
most-least

pair
same (ali k e)

diff er ent

several
some, but not many

tall-short
thick-thin
utidest-arrowest

Learning Area

Concepts Needed

for Reading

Concept
Storv seouence
befre-aher
beginning-end

first-last

Manv of these involve

time br logical sequences.

neuer

starting- finished
Book knowledse

left-right
to?-bottom
Phonemic awareness
ali ke (same) - differ ent
beginning-end
nltalicized concept indicates that this concept is covered in Boehm-3.

Context

.
o

o
r
r

Observation/Example

Understands directions that include more than one concept

"Mark all the small cars on the bottom line,"
Understands more than one step
"Euery time you see a big cat pat aline under it."
Uses basic concepts to make comparative judguents
"Find the box that is bigger than one, but smaller than another."

to a standard
"Mark all the flowers that are the same as the flower lr the box."
Uses basic concepts for ordering
Uses basic concepts as a comparison

"Put the blocks in order from tallest to shortest."

Uses basic concepts to group or classify by one or more characterisfia

"Find the apples that arclarge andgreen,"

not in order of mention
"You may eat your snack after you wash your hands."

Uses basic concepts

theFxanhtdsMnnanl, The following considerations can also h usell for intervention planning.
1. Based on your observations, the strategy interview, and mini-teach discussed in the manual, at what point does the child's attention break down? Does the

Recommendations for concept insruction ue presented in Chapter 3 of

memory load become too geat? Consider how you might break down the learning task during instruction. Consider whether the child would benefit from
repetition or positive reinforcement.
2. Vhich are the most important concepts for this child to learn to handle his or her needs at home, during extracuricular activities, or at school?
3. Which concepts can the child use appropriately in spontaneous speech? Ae there other basic concepts that are essential for this child to understand in his or
her surroundings?

4. Note that

some concepts are used across contexts, such as

bdore-aftu, beginning-end, forward-backward, first-last, same-different, ad next.

Goal:

Objectives: 1.

Completed:-

2.

Comoleted:

3.

Completed:-