Lesson Plan Cheat Sheet For Toys FINAL

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Graphic Credits
Table of Contents For Toy Companion Cheat Sheets Page number
Toy recommendations for where to buy/find toys for therapy (links
8-10
included)
Tips and tricks for how to use the cheat sheets in therapy 11
Information and tips for implementing play-based therapy strategies 12
Evidence-based practices for building vocabulary in therapy 13
Evidence-based practices for teaching grammar concepts in therapy 14
Blank Cheat Sheet Lesson Plan to customize for your own toys and
15-16
activities (an editable PDF is included)
Cover Sheet for the Toy Companion Cheat Sheets to put in a binder 17
Lesson Plan Cheat Sheet for Bubbles 18-19
Lesson Plan Cheat Sheet for Cars 20-21
Lesson Plan Cheat Sheet for a Farm Toy Set 22-23
Lesson Plan Cheat Sheet for a Potato Head Toy 24-25
Lesson Plan Cheat Sheet for Pet Hospital 26-27
Lesson Plan Cheat Sheet for Dog Toy Set 28-29
Lesson Plan Toy Companion Guide for Play Food 30-31
Lesson Plan Toy Companion Guide for Doll House 32-33
Lesson Plan Toy Companion Guide for Building Blocks 34-35
Lesson Plan Toy Companion Guide for Playdough 36-37
Lesson Plan Toy Companion Guide for Trains 38-39
Lesson Plan Toy Companion Guide for Marble Run 40-41
Lesson Plan Toy Companion Guide for Fishing Toy Set 42-43
Lesson Plan Toy Companion Guide for Tool Toy Set 44-45
Lesson Plan Toy Companion Guide for Dinosaur Toy Set 46-47
Lesson Plan Toy Companion Guide for Ice Cream Toy Set 48-49
Lesson Plan Toy Companion Guide for Magnetic Building Blocks 50-51
Lesson Plan Toy Companion Guide for Baking Cookies 52-53
Graphics and Credits 54
Where can I find toys for my speech room?
Toy Recommendations – Page 1
Amazon, and Target are my go-to places for getting materials to use in therapy. If I am
trying to find materials on a budget, I turn to Facebook Marketplace, Goodwill, or ask
friends/family to donate toys that they no longer use. Here are some of my most used toys
and where you can find them for your caseload.
Dog House Toys
Learning Resources Ruff’s House Teaching Tactile Set has Dalmatian Vet Kit is a pretend play set for taking care of
a lot of options for therapy. You can work on describing a dog when he/she gets sick. If you already own a doctor’s
the bone textures, do pretend play, work on colors and lots kit, all you would need is a dog stuffed animal. You can do
of language! so many social skills and language with a dog vet clinic.
Constructive Play Things Dog Academy has a lot of pieces Buy dog figurines from Melissa & Doug or from Toobs. You
for eliciting speech and language skills. Some of the parts can use these dog figurines for therapy and make your
are smaller, so it can be a choking hazard. The kids love own doghouse, sensory bins or activities.
playing with this set.
Farm House Toys
Use a farm house toy to work on speech and language Use a farm magnetic scene to work on verbs, vocabulary,
skills. Melissa & Doug, Battat Big Red Barn, New Classic or story telling with this Create-a-Scene or reusable
Toys has a wooden farm set, or Baa Baa Barn set are stickers from Melissa & Doug.
good options.
Learning Resources has farm animal counters figurines This farm wooden puzzle is great for teaching CORE
that you can use for more/less, describing the animals, and vocabulary and the farm animals actions, sounds, and parts.
using in sensory bins.
Car Toys
There are car toy mats that you can use to talk about You can also buy car road tape to use on your therapy
places a car can go. This one on Amazon is 15 inches by 23 table, on a carpet, or on top of a storage container to
inches. There are also carpet rugs that are larger. make your own little town/road. Melissa & Doug also have a
Parking garage or a Service Station car toy.
Doll House Toys
This doll house by Playskil is the perfect size for Melissa & Doug also has a mini fold n’ go doll house
an SLP’s therapy closet. It has a lot of that is good for smaller therapy room spaces. It
accessories, has a handle, so you can easily is also made out of wood. Fischer-Price Little
transport from site to site. People also has a nice sized house that is
affordable.
Building Blocks and Marble Run
For your students with fine motor difficulties or using There are a lot of Marble Run toys out there. This set is
building blocks for the first time, the First Builders Big good for preschool and up (even big kids like it). For older
Building Bag is a great. Foam building blocks or Wooden students working on cooperative play and more advanced
building blocks are also fun to use with vehicles and social skills, ThinkFun Gravity Maze Marble Run would be
transportation. Smaller building blocks can be great for great for a social skills group. Want a set that has building
constructing specific items and working together in a group. blocks and a marble run? This set is more friendly for your
Having baseplates can be helpful for students to use students that need an easier set to put together with a
individually. bigger ball to avoid a choking hazard.
Potato Head Toys
The Mr. and Mrs. Potato Head suitcases are great because You can also get the Super Spud container that has both
they come in a container with a handle. You can get Mrs. male and female and pets. On Amazon, there are also
Potato Head HERE and Mr. Potato Head HERE. Having both character sets for super heroes, Star Wars, and pirates.
the male and female sets will allow you to work on
pronouns.
Play Food/Kitchen Items
There are so many options for play food sets. You can do a Melissa and Doug also have a lot of themed food sets that
set that has breakfast, lunch, and dinner items like this set are all made out of wood. They have ice cream, grill and
from Learning Resources. There are a lot of other options serve BBQ, birthday cake and pizza party.
for play food. This set has a nice container that is easy to
transport.
Pet Hospital
If you want a pet hospital toy set that has medical tools, This Vet Pretend Play set from Melissa & Doug comes with
stuffed animals, keys and a good handle to carry around, more supplies to take care of the animals. The other option
then your best options are Pet Vet Toy by Battat or is to invest in a Doctor Pretend Play set and bring in
B Critter Clinic Toy Vet Play Set. stuffed animals that you already own into therapy.
Playdough
One way to use playdough in your speech sessions, is to There are my favorite playdough sets to use in therapy:
make it with your students! Here is a good recipe. Or you Frozen Treats, Noodle Makin Mania Set Barber shop
can always get pre-made playdough for a good deal on playdough and Playdough Pizza Party.
Amazon.
Train Toy Set
Many students love playing with train sets and it is hard to find a good set on a budget. The KidKraft Bucket Top Mountain
Train Set is perfect because it comes with a good storage container and has a variety of pieces for pretend play.
Dinosaur Toy Sets
You can find dinosaur toy sets on Amazon. To have a play There are also dinosaurs sold at places like the Dollar Tree
mat and a container that comes with the toy dinosaurs, you and Walmart. If you are looking for dinosaur themed toys,
can grab this set HERE. If you want larger-sized dinosaurs, Melissa and Doug have magnetic wooden dinosaurs that
this set has a 12-pack with 7-9 inch dinosaurs. For smaller would be great for following directions and story retell.
dinosaurs that you can use as reinforcers to cover items Melissa and Doug also have a reusable sticker pad with
on articulation or language mats, as well as use for pretend dinosaurs.
play, this set has 72 that are 2.5 inches.
Ice Cream Pretend Play Sets

You can make your own ice cream pretend play set by For those of you that want a toy set, Melissa and Doug
grabbing plastic bowls, spoons, a scooper from home and have a great set that will last a long time. This set by
some cotton balls for ice cream. Play dough can also be Battat has fewer options for choices but is under $15 for
used for ice cream. Cut up pipe cleaners to be sprinkles, the set. If you want a container to store the toys, this set
use red cotton balls as cherries, and use plastic beads as by FUNERICA includes ice cream, cake, and tea items.
toppings.
Magnetic Tiles
The cool thing about magnetic tiles is that you can pair this This set has 100 pieces and the tiles are clear, so you can
toy with other fun accessories, such as stuffed animals, build on a light table. You can use a larger container to hold
cars, little people, etc. Whatever you create with your all the tiles if you want to teach your students to explore in
students can be functional to their interests. This set has a contained space. Or, buy a large drip tray to build with
65 pieces, and all the pieces have an opening. the magnetic tiles on a metal surface.
Cookie Baking Toy Sets
You can make your own cookie baking toy set by using a If you want a felt cookie set, you may be able to find
baking sheet from home or from the Dollar Tree, a something on Etsy. Melissa and Doug have a set that is
spatula,a mixing bowl, and felt cookie cutouts. You can also wooden. Learning Resources has a baking set that has a
make cookies using leftover cardboard. If you have play bowl, a rolling pin, eggs, and tray. Your students can
dough, you can make cookies with different colored play pretend to roll out the dough and even to make bread or
dough. pie with this set.
How To use the toy companion
cheat sheets in therapy
Storing Your Toy Companion Cheat Sheets
Option #1: Print the toy companion cheat sheets front and back, place in a page protector and
store in a binder. Grab the cheat sheet you need with whatever toy you are using for
therapy.
Option #2: Print the toy companion cheat sheets front and back and bind together like a
notebook. Store your book close to your therapy table. Pull it out whenever you are using the
specific toys to reference skills and targets to use with that toy.
Option #3: Print the toy companion cheat sheets four to a page. It will create mini versions
of the cheat sheet pages. Tape or attach the cheat sheets to the toys, so you can store
everything with the toy. Reference the cheat sheets when playing with the toys.
Using the Toy Companion Cheat Sheets for Therapy
Speech-language pathologists (SLPs) know how to plan therapy with common toys for a
variety of different skills. These toy companion cheat sheets are designed for the busy SLP
as a reference guide to use during the therapy session. When you are running mixed groups,
it is hard to remember all the targets you can use with one toy. These toy companions will
help the SLP quickly pick and use targets during the therapy session. Using one toy across
many sessions will help cut down time needed to plan therapy without having an effective
therapy session. There are blank cheat sheets included in a separate PDF that you can
customize for your students and the toys you enjoy using in your therapy room.
The cheat sheets are aligned with evidence-based practices for play-based intervention,
vocabulary and grammar. Each toy companion cheat sheet has over 24 unique verbs listed to
help the SLP use those verbs during each session.
How to Use These Cheat Sheets with Parents
The SLP can use the toy companion cheat sheets to begin modeling how parents can play with
these toys at home with their children. The cheat sheets give a guide for all the different
language skills a parent can target at home. It could be overwhelming for the parent to see
all these skills, so the SLP can model one skill at a time during therapy sessions.
If you have any questions, please email me at feliceclark@thedabblingspeechie.com.

What does a play-based speech therapy look like?
Play-Based Speech Therapy is when a speech pathologist (SLP) plans speech and/or language activities
around a play toy or activity. The SLP will create opportunities for the child to practice the target skill
while enjoying motivating toys and activities that are relevant to the child’s interest.
The Benefits of Play-Based Therapy
• Children are motivated to engage and communicate when playing with materials of interest.
• Play-based therapy helps increase attention and build better positive interactions.
• Children learn social skills necessary for playing with toys and make progress on speech and/or language
goals in a naturalistic setting.
• The child will make better connections with real life event, and will improve memory.
Types of Play That Can Be Targeted in Play-Based Therapy
1. Functional play - investigating how common objects work and are used
2. Construction play – building things with objects
3. Game play with rules – board games that have a clear set of rules for playing
4. Outdoor and movement play – activities that involve physical movement
5. Symbolic, dramatic, and pretend play – common activities done in everyday life as play
The Five Stages of Play
• Stage I. Onlooker play – watching and observing (under 1 years of age)
• Stage II. Solitary play – playing by themselves (between 1-2 years of age)
• Stage III Parallel play – playing near others but not engaging with others (between 2-3 years of age)
• Stage IV Associative play – playing with others but sometimes playing by themselves (between 3-4 years of age)
• Stage V Cooperative play – playing with others and will not continue to play without a partner (above 4 years of age)
Tips For SLPs When Implementing Play-Based Therapy

• Let the child take the lead during the play activity as much as you can without moving away from the
target goals. When doing play-based therapy it is important for it to feel natural and not clinician-directed.
• Avoid commands such as “Say this” during the session. When we put too many demands on students, it
takes away from the “play” aspect of therapy. Instead, give 5-10 second wait times after modeling a word
or phrase to see if the child initiates a question, or comment.
• Find toys and materials that are relevant and interesting to the child. Participation will increase with the
right toy.
• If the toy/material is motivating for the child, use it more than one session. Lesson planning will take less
time, and students will have more engagements with the skills.
• Provide two toys or play options in a session. Allow the child to help make decisions about what he/she
wants to play with. Re-introduce toys/materials that were not interesting to the child in the past. They
may have a new interest for the toy.
• Set a timer and have visual supports for students that need preparation before ending a play session. This
will help decrease or eliminate unwanted behaviors during transition times.
• Model speech and/or language skills that you want a child to learn. You can show the child how to get a toy
that he/she wants, show how to play with a toy or use a new phrase the child can use while playing.
How To build vocabulary
With Evidence-based Practices
The Importance of Building Depth of Knowledge With Vocabulary
Speech Pathologists can help students build better vocabulary understanding by working on increasing a
student’s vocabulary depth, which means, “How well do they know the word?”. In order to build a depth of
knowledge with a new vocabulary word, SLPs can teach students how words are connected and give them a
context for the word. As students begin to understand the new vocabulary, they can fit the new word into
different category groups or semantic feature groups. When a student can categorize a vocabulary word, it
is easier to understand and express the vocabulary words, and features (i.e. category group, function, parts,
textures, location, etc.).
How to Teach Depth of Knowledge with Vocabulary
- Provide many exposures to the word in a variety of contexts and activities. Students with
language impairments need up to 36 engagements with a word before it is mastered.
- Provide explicit information (i.e. kid-friendly word definitions) about the word meaning.
- Provide features and/or functions of the word to help students form category groups
for the vocabulary.
- Teach word associations or word themes such as “school”. We can relate bus, backpack,
pencil, teacher, recess, lunch, notebook, glue, scissors, etc. with a school theme.
- You can also teach knowledge of vocabulary with a taxonomy approach of sharing the
attributes of the item: Chips are a type of snack, which is a food. They are salty and
crunchy.
Hadley, E. B., Dickinson, D. K., Hirsch-Pasek, K., & Golinkoff, R. M. (2018). Building semantic networks: The
impact of a vocabulary intervention on preschoolers’ depth of word knowledge. Reading Research Quarterly.
Advance online publication. doi: 10.1002/rrq.225
Results from this study reviewed that when preschool children were taught new vocabulary by using themes
and taxonomy, their vocabulary skills improved. The children appeared to grow the most when taught the
taxonomy or the semantic features of the word by category, function, parts, etc.
Storkel, H.L., Voelmle, K., Fierro, V., Flake, K., Fleming, K.K., Romine, R.S. (2016) Interactive Book Reading to
Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an
Adequate Intensity and Variation in Treatment Response. Language, Speech, and Hearing Services in Schools.
Advance online publication. doi:10.1044/2016_LSHSS-16-0014.
This study found that children with language impairments needed 36 exposures to learn a new word. Using the
activities in this resource more than once will help with building understanding of the word.

How To build Grammar
With Evidence-based Practices
Cueing Your Students with the Correct Grammar Is Beneficial
Cueing our students with the correct grammar form has shown to improve gains
with grammar. In this study below, the researchers looked at using conversational
recasting and cueing. Cueing showed more significant gains, but in other studies
conversational recasting has also shown to be effective.
Smith-Lock, K.M., Leitão, S., Prior, P., Nickels, L. (2015). The Effectiveness of Two Grammar Treatment Procedures for Children With
SLI: A Randomized Clinical Trial. Language, Speech, and Hearing Services in Schools, 46, 312–324.
Explicitly Teaching the Grammar Rules Is Effective

The research shows that children with language impairments make better gains
with generalizing grammar markers when provided explicit teaching of the
grammar rules. That means we have to teach them the rule for the grammar
concept.
Finestack, L. H. (2018). Evaluation of an explicit intervention to teach novel grammatical forms to children with developmental language
disorder. Journal of Speech, Language, and Hearing Research. Advance online publication. doi: 10.1044/2018_JSLHR-L-17-0339.
Conversational Recasting of 24 Unique Verbs Helps With Learning Grammar Concepts

With the results from another study, the researchers found more gains with grammar
concepts when the clinicians used 24 unique verbs in a session with conversational recasting.
Conversational recasting is when the clinician emphasizes what the child said with the
correct grammar target. For example, if the child said, “He eat,” the clinician could say,
“Yes, he eatsssss cookies.”
Each toy companion cheat sheet includes at least 40 verbs that could be used with the toy
set. This will help the clinician to reference what “verbs” have been re-casted during
therapy by checking off the “verbs” used by the clinician. After reading this research, I did
recognize that implementing this approach could be very difficult for SLPs who have high
caseloads and are forced to have therapy groups of 4 and 5 students.
This research helped me to remember that I can target more than just a handful of verbs
during a session (what I was previously doing in my drill) and that using a variety of verbs
really does help our students with language impairments.
© The Dabbling Speechie 2019
Lesson Plan Activity Guide

pp 1
Therapy Materials:
Questions To Ask:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Verbs
Tier II Vocabulary
Word Definition Synonyms Antonyms Sentence example
Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels
CV, VC, CVC
Stops: /b, p, t,
d, k, g/
Consonant
Clusters
Fricatives &
Affricates: /f,
v, s, z, th, sh,
ch, dj/
Liquids: /l, r/
Carrier Phrases
Basic Concept Word Adjectives

Pairs
Other Skills and Activities to Target
Toy Companion
Speech &
Language
Cheat Sheets

Created By: Felice Clark M.S. CCC-SLP
Bubbles
pp 1
Therapy Materials: bubbles, wand

Questions To Ask:
1. How did we make the bubbles? 6. What happens after we blow the bubbles?
2. Where did the bubbles go? 7. Why is it hard to catch all the bubbles?
3. Who has the wand? 8. How do you make bubbles appear?
4. What do the bubbles feel like? 9. How do bubbles feel?
5. Where can we find bubbles? 10. Where can you play with bubbles?
Verbs
 help  step  clap  ask  see  squeeze

 jump  smash  poke  pick  play  grab
 float  reach  go  pull  touch  blow
 put  want  see  point  reach  poke
 chase  shake  catch  bring  open  breathe
 pop  close  look  kick  fly  stomp
 take  go  hold  twist  move  stare
 watch  grow  dip  drop  rise  plan
Tier II Vocabulary
be as part of something, admit neglect 1. We will include everyone
allow to join in or involve exclude when blowing bubbles.
include participate. incorporate separate 2. Let’s include a game as
insert stop we play bubbles.
come into sight, to show up, show disappear 1. After I blew in the wand,
or be present unfold vanish the bubbles appeared.
appear come dissolve
arrive depart
travel along, go after or accompany ignore 1. Let’s follow the
come after observe guide bubbles.
follow watch lead 2. I will follow you back to
class.
to look at something with gaze scan 1. The kids stared at the
stare wide-open eyes peer peek bubbles floating away.
watch glance
Page 1
Bubbles Toy Lesson Plan Guide pp 2
Articulation/Phonology
Sound Words
Vowels no, yahoo, wow, yah, woah
CV, VC, CVC yes, no, in, out, up, pop, on, off, see, go, not
Stops: /b, p, t, blow, pop, put, point, pull, push, clap, do, down, ready, body, wand, good, add, two, take, top,
d, k, g/ toy, not, wet, close, poke, pick, kick, look, catch, shake, go, grow, set, gone, grab, big
Consonant blow, float, fly, clap, smash, step, slow, squeeze, spy, stand, swat, switch, stomp, stare, spill,
Clusters slimy, drip, drop, twist, drop, small, sticky, stop, grab
Fricatives & find, feel, see, save, set, beside, yes, face, pass, zero, amazing, choose, rise, nose, please,
Affricates: /f, there, this, that, these, something, with, show, share, shake, push, smash, finish, wish, chase,
v, s, z, th, sh, choose, catch, watch, reach, touch, dodge, jump
ch, dj/
Liquids: /l, r/ look, little, liquid, run, reach, everywhere, are, stare
Carrier Phrases
I caught _________. I see ______________.
I want to _________. I watched the bubbles ________.
Pairs
1. Turn taking and waiting.
 in/out (wand)  color 2. Play following directions Simon Says.
3. Student has to practice target stimulus items
 open/close (lid)  big/small and then gets a chance to blow bubbles.
4. Describe bubbles by attributes.
 up/down  sticky 5. Make your own wands as a cooperative lesson
for brain in the group, being flexible and
 high/low  clear engaging with peers.
6. Tap different cards on the wall. Students can
say their word or use a carrier phrase with which
 all/none  round picture they want to blow the bubbles near.
7. Following direction: clap your hands then blow a
 on/off (lid)  softly bubble.
8. Answer and teach simple “Who” questions. Who
 few/many  slimy has the wand? Who is popping the bubbles?
9. Play Red Light, Green Light with bubbles to
teach CORE vocabulary for “stop” and “go”.
 full/empty  soapy/foamy 10. Build sentence structures – The bubble is
floating in the sky. The bubbles are under the
 first/last table.
 forward/backward
Page 2
Cars Lesson Plan Activity Guide

pp 1
Therapy Materials: Cars, road play mat, transportation figurines (TOOBS), road tape
Questions To Ask:
1. What does a car do? 6. What parts does a car have?
2. Where can we wash the car? 7. Why are we stuck in traffic?
3. How can we fix our car’s tire? 8. What can we do if our car is dirty?
4. When do we need to drive to the store? 9. How do we drive safely?
5. Where can I get gas for my car? 10. What will we need to bring on our road trip?
Verbs
 drive  race  wash  roll  search  listen
 turn  wait  speed  close  steer  focus
 crash  come  stuck  swerve  spin  deliver
 put  make  make  honk  merge  back
 find  bump  get  hit  fill  pull
 go  brake  flash  wait  place  push
 stop  open  pick  slide  buckle  cross
 park  start  dry  arrive  wipe  ride
Tier II Vocabulary
To get ready or repair, mend break 1. I need to fix the dent in
mend. To cause to be patch bust my car.
fix firmly attached. restore unfasten 2. Please fix your seatbelt.
fasten
To figure out what you are arrange destroy 1. We need a plan for our
plan going to do. A way to get design neglect road trip.
something completed. prepare disorganize
To move suddenly to miss duck confront 1. She turned the car to
dodge hitting something. To avoid weave encounter dodge hitting the
something. avoid handle squirrel in the road.
To go to a place to visit and journey stay 1. Let’s travel by car to
travel see new places and things. proceed wait the beach.
course remain
Page 3
Cars Toy Lesson Plan Guide pp 2
Sound Words
CV, VC, CVC yes, no, in, out, up, on, off, see, go, wait, move, me, you, hi, bye, pay
Stops: /b, p, t, bump, beat, cab, pay, point, passenger, pump, price, pass, wipe, open, stop, tire, pedal, tank,
d, k, g/ top, put, pick, hit, seat, turn, put, do, done, door, dashboard, window, car, can, cop, keys, cool,
caution, crash, ticket, mechanic, market, park, make, take, go, gas, grab, get, gasket, gear,
gravel, signal, big, bug, bag
Consonant stop, spray, spy, slow, start, stuck, slide, speed, swerve, spin, steer, scrub, smooth, slow, fast,
Clusters place, please, plan, plates, flash, close, glue, clean, brake, cross, travel, grab, drive, green,
gravel
Fricatives & fix, fan, fast, fill, focus, find, lift, traffic, off, laugh, van, view, travel, cover, over, move, never,
Affricates: /f, give, super, see, sun, sign, seat, purse, wax, house, pass, zoom, zip, music, whizz, please, visit,
v, s, z, th, sh, keys, think, through, they, path, with, shift, shop, shadow, insurance, dashboard, push, crash,
ch, dj/ wash, polish, choose, chase, catch, dodge, merge, engine, garage, gauge
Liquids: /l, r/ lane, look, listen, license, limit, late, lift, buckle, wallet, gravel, signal, pedal, travel, pull, fill, road,
right, race, roll, race, arrive, merge, arrive, door, repair, turn
Carrier Phrases
The car crashed into _______. Watch out for the _________.
I chased __________. I parked the car next to ________.
The car went over a/an _________. I have a/an ______ in my car.

1. Turn taking, initiating requests, joint attention and comments.
2. Work on basic concepts. Have the students drive the cars around items, park the car next to or behind. Get
a toy bridge and have the cars drive under or through.
3. Describe the cars by attributes, parts, category groups.
4. Have a variety of vehicles. Sort the vehicles into emergency vehicles, flying vehicles or everyday vehicles.
5. Play Red Light, Green Light with the cars to teach CORE vocabulary for “stop” and “go”.
6. Build sentence structures – The car is driving to the store. The car parked at the school.
7. Place articulation/phonology cards on the road. The car has to swerve out of the way before hitting the item
or can roll/crash over the item. The student has to practice his/her sound at the word or sentence level when
he/she runs into the stimulus word. You can adapt for pronouns, verbs, categories or vocabulary.
8. Make a parking lot for the students to park their cars over their sound/vocabulary cards.
9. Make a car wash station to work on verbs, turn taking, answering wh-questions and language.
10. Work on pronouns and sequencing. A woman and man have to run errands around the town. Work on what
“she” or “he” did around the town.
11. Speech fluency for bumpy and smooth speech.
Basic Concepts & Adjectives

top/bottom, in/out, under/over, few/many, all/none, hard, soft, color, shape, size, flat, round, smooth,
high/low, near/far, tall/short/long, around, next to, bumpy, sturdy, brilliant, amazing, awesome, even,
front/back, up/down, behind, in front unbalanced, lopsided, small, big, fast, slow, quickly, new,
old
Page 4
Farm
house
toy
pp 1
Therapy Materials: farm house, farm animals

Questions To Ask:
1. What parts does ______ have? 6. How can we grow food?
2. Who lives in the barn? 7. What does a tractor do?
3. What does a farmer do? 8. Where can we sell vegetables and fruit?
4. How do cows give us milk? 9. Why do farmers grow a lot of food?
5. Why do people raise chickens? 10. Why do we need sheep’s wool?
Verbs
 help  eat  laugh  hop  clean  drive

 jump  roll  play  find  smell  gather
 sleep  kick  collect  move  wash  move
 pick  pour  feed  cover  sit  wake
 chase  run  peck  chew  graze  call
 milk  look  fly  gallop  sweat  fall
 lay  herd  pet  walk  make  open
 brush  clean  sweep  quack  shave  water
Tier II Vocabulary – Kindergarten word list
a place that keeps the shadow light 1. The farmer sat under a
sunlight away. An area that dusk bright tree in the shade.
shade protects something from hazy brilliance
the heat. shine
To stretch out. To touch or extend shorten 1. The horse reached his
reach grasp an object by moving a spread miss mouth towards the apple.
body part. stretch unreachable
Jobs or tasks that need to duty play 1. The children had to do
be done around a home or assignment relax chores on the farm before
chore farm to keep things clean. job break going to school.
task hobby
To be covered in mud. dirty clean 1. Please do not walk in the
grimy immaculate house with muddy shoes.
muddy filthy stainless 2. The dog ran through a
stain pure puddle and is muddy.
Page 5
Farm House Toy Lesson Plan Guide pp 2
Sound Words
Vowels yahoo, oh, wow, woah
CV, VC, CVC moo, neigh, baa, yes, no, hi, bye, meow, ruff, hay, bee, do,
Stops: /b, p, t, barn, bucket, big, boot, barrel, pour, pail, pet, pass, pot, sip, time, take, top, tell, dog, donkey,
d, k, g/ dairy, duck, wind, help, eat, calf, cat, cow, cup, cattle, chicken, chick, coop kick, acre, look, pick,
milk, duck, quack, wake, make, gate, goat, grow, grains, goose, go, get, gallop, pig, hog, dog, egg
Consonant smell, start, scarecrow, stable, sneeze, sweat, scraps, scrape, spray, steer, stallion, sleep,
Clusters scratch, sweep, clean, glass, fly, flock, play, graze, grass, group, grain, grow, trough, tractor,
try, trip, fruit, produce
Fricatives & fall, farmer, field, farm feathers, fence, fertilizer, feed, food, find, view, vegetable, move,
Affricates: /f, shovel, shave hive, have, sow, soil, sit, seed, see, sew, sun, sip, case, horse, house, hose, them,
v, s, z, th, sh, though, the, gather, with, shave, shovel, shears, sheep, shed, brush, chew, chase, chicken,
ch, dj/ chick, mulch
Liquids: /l, r/ look, lay, lamb, leg, collect, milk, mulch, bale, barley, field, foal, animal, shovel, mule, ranch, rabbit,
ripe, rake, rooster, gather, water, herd, scarecrow, dairy, farmer, farm, harvest
Carrier Phrases
The ______ ate my _______! The pig rolled on my ______.
The farmer ran into ________! A ______ flew out of the chicken coop.

Pairs Other Skills and Activities to Target
1. Sort the animals by attributes (wings/no wings, 2 legs/4
 in/out  loud/quiet
legs).
2. Discuss what each animal can do, parts they have, where
 around  smelly you can find them, how they feel, etc.
3. Work on grammar concepts such as plural tense (i.e.
 near  color cows, horses), noun-verb agreement (She has the
bucket), present progressive (i.e. is walking),
 in front/behind  large/small 4. Create a farm sensory bin to work on story telling,
social skills, pretend play, grammar and vocabulary.
5. Give the farm animals items and ask “who” questions.
 through  furry Who has the corn?
6. Work on “where” the animals and items are on the farm.
 inside/outside  hard/soft 7. Make a farm animal washing station to work on verbs,
vocabulary and sequencing. One container has dirt and
 over  fluffy the other has soapy water.
8. Following directions with basic concepts and 1-3 step
directions.
 first/last  hungry 9. Create a fence with popsicle sticks or use plastic play
fence. Students work on around, over, under, etc.
 more/less  sleepy 10. Have the farmer go around the farm doing all of his/her
chores. Work on noun-functions, creating sentences,
 energetic describing and more.
Page 6
Potato
Head Lesson Plan Activity Guide
pp 1
Therapy Materials: Potato Head set, mini trinkets

Questions To Ask:
1. What does ______ do? (functions for body parts) 6. What is Mr. Potato Head going to do?
2. Where should Mr. Potato Head go? 7. Why does he need his hands?
3. Why does Mrs. Potato Head need her purse? 8. What activities can Mr. Potato Head do?
9. When will Mr. Potato Head _______ (insert

4. When would you wear a hat?
activity such as brush his teeth)?
5. Who is wearing _______? 10. Where does Mr. Potato Head keep his clothes?
Verbs
 put  select  decide  open  kick  ask

 pick  see  jump  lay  run  carry
 get  need  walk  think  begin  dance
 go  have  sleep  search  bend  laugh
 want  place  play  find  help  leave
 wear  shop  drive  look  read  meet
 hold  dress  pay  take  wash  read
 grab  choose  cover  close  eat  sit
Tier II Vocabulary – Kindergarten/First word list

To make a final choice. To choose decline 1. I can’t decide if I want to
pick something. settle refuse wear a blue hat or a green
decide pick hat.
In place of something alternative with 1. Let’s give Mr. Potato Head

instead substitute along big teeth instead of red lips.
also
To feel good or relaxed in a content stiff 1. He feels comfortable with
place, what you are wearing calm tense a hat on his head.
comfortable or how you are feeling relaxed tight
To want something with a request dislike 1. I wish I had a different

strong desire. demand hate shaped nose.
wish desire loathe
Page 7
Potato Head Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels woah, ow, yahoo
CV, VC, CVC go, no, hi, bye, see, tie, eat, toe, eye, he, she, buy, day, do
Stops: /b, p, t, pull, pick, potato, bend, help, time, tell, take, feet, want, hat, do, day, date, desk, decide, dance,
d, k, g/ idea, body, lady, head, hide, bed, good, ride, get, go, grab, keep, kick, break, walk, pink, can, go,
get, green
Consonant snatch, smell, scare, slow, slip, snore, stop, step, spend, story, switch, swing, sleep, smile, clap,
Clusters glad, place, black, slip, flat, blue, floor, play, break, cry, drink, drive, friend, greet, truck, tree,
green
Fricatives & feet, find, fall, visit, van, visor, have, cover, travel, over, give, love, glove, wave, see, sing,
Affricates: /f, mustache, outside, dance, face, ,this, miss, purse, arms, ears, legs, nose, eyes, together, think,
v, s, z, th, sh, mouth, with, both, show, share, short, show, shoes, eyelashes, push, wish, rush, finish, check,
ch, dj/ chose, couch, touch, watch, lunch, reach, jump, judge, just
Liquids: /l, r/ laugh, look, lips, leg, lunch, love, lift, hold, help, belly, elbow, yellow, family, silly, pull, hole, call, yell,
run, red, rest, carry, together, wear, ears
Carrier Phrases
Mr. Potato Head put a _____ on his head. Mr. Potato Head stomped on a _________.
Mr. Potato Head went to the store with ____. Mr. Potato Head slipped on a __________.
Basic Concept Adjectives Other Skills and Activities to Target

Word Pairs
1. Use mini trinkets to give the potato head toys items.
Work on “who” has the certain items.
 in/out  color 2. Noun functions for body parts, clothes and accessories.
Work on the five senses.
 first/last  big/small 3. Have the students dress the potato head. They can
sequence the steps for getting him/her dressed.
 next to  round 4. Students can work on following someone’s plan. One
student tells the other student how to dress the potato
 behind  emotion head.
5. Work on following directions while getting the potato
head dressed. Use prepositions and basic concepts.
 in front  long/short 6. Give clues “where” the potato head wants to go, have
students guess.
 on/off  smooth 7. Create a story with the students using the potato head
as the main character.
 under  loud/quiet 8. Work on grammar concepts with “verb actions” the
potato head is doing. Target pronouns, negation, noun-
 together  nice/mean verb agreement.
9. Have a fashion show while one student describes what
the potato head is wearing.
 apart  difficult 10. Comparing/contrasting two potato heads. Have the
student describe how they are the same/different.
 around  easy
Page 8
Pet
Hospital Lesson Plan Activity Guide
pp 1
Therapy Materials: Pet hospital, stuffed animals, medical supplies

Questions To Ask:
1. What is wrong with the animal? 6. What does the animal need to feel better?
2. How can we fix the animal? 7. Where can we get the medicine for the animal?
3. Why is the animal crying? 8. How do I take care of the animal?
4. Who helps us take care of sick animals? 9. When do we go to the doctor?
5. What other jobs do people have? 10. Why is it important to take care of our animals?
Verbs
 jump  pet  bite  eat  have  nap

 cry  take  chew  fall  heal  make
 check  put  behave  fit  hug  open
 inspect  wrap  sleep  growl  hide  offer
 feed  hand  climb  go  knock  play
 give  prepare  scratch  get  look  relax
 carry  cover  curl  want  listen  scare
 stop  rest  explore  need  like  visit
Tier II Vocabulary - Kindergarten/First word list
To look at something examine ignore 1. The animal Vet checked
carefully to find mistakes or inspect overlook to see if the cat broke
check problems. To get look neglect his leg.
information by looking at study
something.
To be kind and not harsh pleasant rough 1. The Vet gently rubbed the
gentle when talking or touching kind aggressive dog’s fur to feel for the
someone or something. peaceful hostile bumps on his skin.
When a person or animal is active unhealthy 1. The Vet said to keep our
healthy not sick or injure. When normal harmful dog healthy, we need to walk
something is good for you. fit disease her every day.
To believe that someone or confident mistrust 1. We trust the doctor’s
trust something is reliable, good, faith uncertain recommendation to get
honest or effective. certain doubt surgery on our dog.
Page 9
Pet Hospital Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels awe, woah, ow
CV, VC, CVC yes, no, go, up, fee, see, bee, tie, sigh, us, paw
Stops: /b, p, t, pet, pass, paw, point, open, puppy, paper, top, up, cap, stop, tape, bath, bed, ball, both, bone,
d, k, g/ rabbit, rub, tube, scrub, hop, nap, dog, dish, do, day, doctor, body, medicine, hide, sad, ride,
food, hand, did, side, vet, cat, cut, comb, key, kitten, cage, jacket, because, difficult, lock, lick,
neck, stick, walk, pick, sick, bark, give, go, good, gulp, again, bigger, wag, hug, dig, big, bag, leg
Consonant sleep, scratch, spring, spray, slip, smile, small, snarl, spoon, step, sting, scrub, start, stay, still
Clusters store, sweet, play, blanket, claw, glad, black, floor, flat, clean, please, crawl, drink, drive, grass
Fricatives & fill, fix, fall, fold, food, feed, fence, find, fit, vet, love, give, see, said, sad, sick, messy, medicine,
Affricates: /f, listen, muscle, beside, ice, us, face, dress, yes, this, think, thumb, thermometer, feather, with,
v, s, z, th, sh, both, chin, choose, chase, chair, itch, reach, temperature, patch, watch, stretch, bench, ouch,
ch, dj/ shut, shot, shy, shampoo, share, push, directions, pet shop, finish, wash, jump, just, jaw, cage,
damage,
Liquids: /l, r/ look, leap, listen, let, lift, love, lay, list, leg, pillow, elbow, calendar, wallet, fall, tail, wall, ball,
muscle, small, run, rescue, wrap, read, bird, lizard, turtle, feather, heart, never, dirt, parrot,
care, where, hear
Carrier Phrases
The _____ put ____ in the cage. The (animal) ate a _______.
The scared (animal) hid behind _____. The (animal) lay on top of a ______.
Basic Concept Adjectives

Word Pairs
 in/out  quiet/loud 1. Work on sequencing steps for cleaning a cut, wrapping a

broken bone, grooming the pet, or doing a check-up.
2. Work on CORE vocabulary with AAC to work on open, close,
 up/down  lazy/sick go, stop, need, want, my turn, your turn.
3. Following directions with basic concepts and prepositions.
 big/little  slobbery 4. Put mini trinkets in the doors of the vet hospital that have
students sounds, vocabulary, etc. The animals can open the
 long/short  miserable/sad doors to find what is in their space. Students can work on
building grammar sentences, working on sounds, describing
vocabulary and answering wh-questions.
 open/closed  heavy/light 5. Put items behind the doors to work on inferencing.
6. Compare/contrast the different doctor tools and/or animals.
 asleep/awake  wet/dry 7. Your animal is sick! Think of all the things and items they enjoy
that you can do with them when the animal is healthy again.
 old/new  color 8. Work on story retell and have the child tell a story to their
sick animal.
 soft/hard  stripes/spot 9. Your new puppy or kitten just got his/her shots and is ready
to come home. Make a list of all the things you need to buy for
home. Talk about the noun’s functions.
 behind/in front  hungry 10. Make an animal obstacle course for the animal to enjoy after
they are feeling better. Work on following directions,
 vicious/calm sequencing, and verb actions.
Page 10
Dog
house
Toy Set
pp 1
Therapy Materials: dog house, dog, bones, toys

Questions To Ask:
1. What does a dog like to do? 6. Who has a dog?
2. How can we help dogs stay healthy? 7. What can we do to keep a dog clean?
3. Where does a dog like to go? 8. When do dogs get muddy?
4. Why does a dog like to dig? 9. Who does a dog like to chase?
5. How do we keep a dog clean? 10. How do we train dogs?
Verbs
 jump  sleep  eat  roll  kick  walk

 fetch  catch  throw  wash  pet  rub
 dig  spray  shake  push  walk  brush
 pick  chase  look  chew  find  go
 want  race  run  put  attach  feed
 wash  give  build  bump  carry  brush
 dry  dive  swim  enter  enjoy  lick
 sit  fight  howl  bark  have  lay
 knock  rinse  scratch  set  sniff  trim
Tier II Vocabulary - Kindergarten/First word list
To make a quiet crying moan laugh 1. I could hear the puppy
whimper sound. cry happy whimpering in her cage.
whine bark
Something that has soap. bubbly dry 1. The dog was all soapy while
soapy Has a slippery feel and frothy flat sitting in the bathtub.
bubbly appearance. foamy
To rub something hard with wash dirty 1. The boy gave his dog’s fur
scrub a rag or brush to clean it. clean ignore a good scrub after the dog
scour keep rolled in the mud.
To rub your skin with mark smooth 1. The dog’s paw left a
something sharp. It leaves a scuff cover scratch on the girl’s leg.
scratch little cut or mark. cut close 2. The cat scratched the
scrape mend dog’s face.
Page 11
Dog House Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels awe, woah, ow
CV, VC, CVC yes, no, go, up, eat, see, bee, tie, sigh, us, paw, whine, pee, poo, yum
Stops: /b, p, t, pet, pass, paw, point, open, puppy, paper, top, up, cap, stop, tape, bath, bed, ball, both, bone,
d, k, g/ rabbit, rub, tube, scrub, hop, nap, dog, dish, do, day, doctor, body, medicine, hide, sad, ride,
food, hand, did, side, vet, cat, collect, cut, comb, key, cage, because, lick, neck, stick, walk, pick,
sick, bark, give, go, good, gulp, gate, again, bigger, doggy, begin, wag, hug, dig, big, bag, leg,
tug, twig
Consonant sleep, scratch, spring, spray, slip, smile, smell, small, snarl, step, sting, scrub, start, stay,
Clusters sweet, play, blanket, glad, black, floor, flat, clean, please, crawl, drink, drive, grass
Fricatives & fill, fix, fall, fold, food, feed, fence, find, fit, vet, love, give, see, soapy, sad, sick, messy, listen,
Affricates: /f, beside, ice, us, face, dress, yes, this, think, thumb, thermometer, with, both, chin, choose,
v, s, z, th, sh, chase, chair, couch, itch, reach, patch, catch, fetch, watch, stretch, bench, lunch, ouch, shut,
ch, dj/ shoe, shot, shop, shampoo, share, push, directions, pet shop, finish, wash, jump, just, jaw, cage,
damage, manage
Liquids: /l, r/ look, leap, listen, let, lift, love, lay, list, leg, pillow, collect, fall, tail, wall, ball, muscle, small, run,
romp, race, right, ride, rescue, never, older, whimper, bark
Carrier Phrases
The dog buried a ______. The dog chewed on a ______.
The dog barked at a _______. The dog chased after a ______.

Word Pairs Other Skills and Activities to Target
1. Describe the dogs by attributes. Compare/contrast the
 up/down  tired/energetic
different dogs.
2. Work on sharing, waiting, and turn taking during play.
 on/off  slobbery 3. Have the students give commands to the dog to work on
following directions/basic concepts and “verb actions”.
 big/little  wet/dry 4. Have the dog do different activities during the day. Then, the
student can sequence what the dog did in the beginning,
middle, and end.
 long/short  color
5. Use the dog items to make a sensory bin. Hide mini objects in
the bin and have the dog dig for the items. Work on
 old/new  furry/fluffy articulation/phonology, fluency, vocabulary, making comments,
verbs and wh-questions.
 soft/hard  hungry 6. Create a dog obstacle course for the dog. Work on
sequencing, answering wh-questions, grammar concepts,
social language.
 first/last  hyper/calm
7. Talk about empathy and caring comments/actions to use when
the dog is sick or sad. Talk about how people feel when dogs
 behind/in
 smelly chew on shoes or make a mess.
front 8. Use dog items to work on plural tense, noun-verb agreement,
noun-function and where to find items.
 next to  loud/quiet 9. Work on negation. Talk about what the dog is “not” doing such
as “not listening”, “not eating”, “not sleeping”.
 under  dirty/clean 10. Work on stop/go and other CORE vocabulary with AAC users.
Page 12
Play
Food Lesson Plan Activity Guide
pp 1
Therapy Materials: basket/cart, play food, utensils/plates

Questions To Ask:
6. What can we make with (include items that go
1. How do we make _______?
together)?
2. What do we use _______ for? 7. Why do we need a pot for cooking spaghetti?
3. Why do we have to wash our hands before

8. What do we do with our plates after we eat?
eating?
4. When do we eat _______? 9. How do we set a table?
5. Where do we buy food? 10. What keeps our food cold?
Verbs
 eat  cut  chew  slice  mash  flip

 turn  stir  mix  ask  fix  buy
 open  close  choke  clear  change  carry
 serve  cook  bake  explain  cover  chop
 fill  pour  fry  feed  grab  fold
 drizzle  have  need  want  hold  keep
 know  lift  lick  move  melt  spill
 order  pay  pass  put  rise  roll
 stain  smell  think  toss  try  wash
Tier II Vocabulary
To make something easy to describe question 1. Mom explained why her son
understand. To tell the details of define wonder needs to eat broccoli.
explain something or share the reason for discuss think
something.
Fruits and vegetables that are fully ready unripe 1. The strawberries were ripe
ripe grown and ready to be eaten. sweet young and ready to be picked.
juicy green
A container that is made by weaving box N/A 1. The children packed a picnic
basket together long pieces of material. It tote lunch and put it in a basket.
has a handle. container
To drop or spread small amounts of drizzle hold 1. The chef sprinkled salt on the
sprinkle something over something. scatter collect pasta dish.
Page 13
Play Food Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels awe, woah, ow, yahoo
CV, VC, CVC yes, no, go, up, eat, see, yum, us, done, more
Stops: /b, p, t, put, pan, banana, basket, timer, cake, cart, corn, carry, carrot, can, cut, ketchup, cone,
d, k, g/ bacon, turkey, breakfast, broccoli, chocolate, napkin, cookie, chicken, baker, because, milk,
steak, snack, shake, pack, lick, pick, garlic, garbage, good, spaghetti, hamburger, sugar, mug,
egg, hot dog, bag
Consonant spray, snack, steak, spoon, spatula, sprinkle, stove, strawberry, spill, stew, smell, small, scrub,
Clusters start, stay, sweet, stir, sweet, glad, black, floor, flour, flat, blueberry, clean, please, plate,
drink, dressing, broccoli, French fries, fruit, frozen, brownies, bread, breakfast, trash
Fricatives & fill, fix, fork, fall, fold, food, feed, find, fit, muffin, knife, view, oven, avocado, give, sandwich,
Affricates: /f, soup, cereal, see, messy, beside, pasta, ice, lettuce, toss, rice, drizzle, this, think, with, both,
v, s, z, th, sh, chop, chance, cherries, chips, chicken, chocolate, chili, cheese, choose, chair, reach, watch,
ch, dj/ lunch, shut, shop, sharp, shake, should, share, push, directions, finish, wash, jar, juice, jelly, jam,
join, vegetables, fridge, dredge, wedge, garbage, sausage
Liquids: /l, r/ look, love, lick, like, lettuce, salad, belly, watermelon melt, milk, apple, bowl, rice, red, ripe, rip,
fork, pear, refrigerator, orange
Carrier Phrases
The chef stirred _____ in the soup. I found a ______ in the fridge.
The ______ tastes ______. I see a gross, rotten ______.
Basic Concept Word Adjectives Other Skills and Activities to Target

Pairs
1. Have one student prepare a meal for another
student. One student can practice his/her
 in/out  hot/cold
articulation, vocabulary, grammar while telling the
student what to do to prepare the meal.
 full/empty  sweet/sour 2. Sequence the steps for setting a table, cleaning the
kitchen, shopping at the grocery store, or making a
 more/less  color meal. Sequence how to make a hamburger, sandwich,
cake, etc.
 before/after  bumpy/smooth 3. Following directions and basic concepts with the food
and utensils.
4. Sort food by sub-categories: desserts, fruit,
 together  gross
vegetables, breakfast, dinner, meat, etc.
5. Describe the food by attributes.
 front/back  tasty/yummy 6. Work on “who” and “where” questions. Give different
food items to students and ask, “Who has a brownie?”
 above  rotten 7. Asking and answering wh-questions while playing with
the food.
 later  ripe 8. Play pretend restaurant to work on social skills,
articulation carryover, and language.
9. Plan a dinner party or birthday party.
 open/close  smooth/rough
10. Practice manners while eating.
11. Work on inferencing by giving the kids clues about the
 clean/dirty  expensive food item and they have to guess the food.
Page 14
Doll
House Lesson Plan Activity Guide
pp 1
Therapy Materials: Doll house, people, furniture

Questions To Ask:
1. What can you do with a _________? 6. Where do we watch TV? Take a shower?
2. How do we take care of our house? 7. Why do we need to clean our room?
3. Who helps us make meals? 8. Where do we keep our clothes?
4. What is in your room? 9. How do we wash our clothes?
5. When do we brush our teeth? Put on PJs? 10. What happens when ________?
Verbs
 open  close  sit  lay  sleep  make

 feed  take  carry  lift  play  dress
 clean  wipe  fix  put  give  drive
 walk  eat  push  arrive  bend  bring
 break  drink  dry  lose  listen  look
 call  plan  place  see  shut  smell
 smile  throw  tie  think  turn  vacuum
 dust  watch  water  whisper  check  decorate
 borrow  build  broil  sprinkle  carve  care
 empty  follow  hang  iron  lock  mow
Tier II Vocabulary
Having a smooth, even smooth bumpy 1. The mom put the
flat surface with no bumps or level curvy casserole on the flat
curves even surface of the table.
Something that is very dirty dirty clean 1. My room is filthy and needs
filthy or disgusting. immaculate to be cleaned up.
Something that is done or routine different 1. I have to feed the dog and
daily used everyday. regular infrequent take out the trash daily.
constantly rare
Clothes, towels, sheets that wash N/A 1. The father folded the
laundry need to be washed. clean clean laundry in the living
room.
Page 15
Doll House Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels ow, yahoo, oh,
CV, VC, CVC yes, no, hi, bye, ouch, mow, need, nap, fan, home, mat, eat,
Stops: /b, p, t, bed, bell, bath, BBQ, bunk bed, broom, patio, plate, put, picture, porch, today, towel, toilet,
d, k, g/ tub, little, water, heater, sit, not, hot, wet, eat, door, day, do, dad, dust, dog, desk, ladder,
radio, feed, bed, food, hand, crib, curtain, key, kitchen, keep, cook, cut, car, can, counter,
cabinet, pick, park, rake, knock, back, go, garbage, garage, gate, gutter, garden, green, grass,
rug, mug, snug, egg
Consonant sweep, sweat, swimming pool, stairs, step, stove, screen, clean, glass, play, please, flat, floor,
Clusters clothes, closet, blinds, plate, flip, floor, sleep, slide, fry, cry, grass, broom. crib, driveway,
drapes, front, frame, green
Fricatives & fold, family, fan, faucet, front, furniture, fence, roof, vacuum, vase, vent, ceiling, closet,
Affricates: /f, grass, house, hose, think, bathroom, bath, with, both, shampoo, shelf, shed, shower, shovel,
v, s, z, th, sh, washer, dish, trash, chimney, chair, couch, porch, jump, jam
ch, dj/
Liquids: /l, r/ lift, lamp, look, laugh, light, lock, love, ladder, listen, last, laundry, living room, hallway, room, roof,
rake, rug, dryer, door, mirror, yard
Carrier Phrases
I put _____ on top of the _____. Don’t step on the ________!
Look! There is a _____ in the ____. A/An ________ is in my messy room.

Word Pairs 1. Categorize house items by room, furniture, color, food, toys,
etc.
 in/out  color
2. Answer wh-questions. Use the people to work on “who”
questions, use items to answer “where”, answer “what”
 under/ on top  shape
questions for noun-functions and actions the people are
 in front/behind  size doing.
3. Sequencing steps for doing different processes around the
 next to/beside  messy/clean house (cleaning your room, making breakfast, folding
laundry).
 top/bottom  smooth/bumpy 4. Put different items in the dollhouse rooms. Go on a
scavenger hunt looking for “where” the items are located.
 inside/outside  comfortable 5. Build sentence structures while playing with the toy items.
Pronouns, noun-verb agreement, prepositional phrases,
 middle  emotion plurals, etc.
6. Play a memory game of telling the child what to do get from
 asleep/awake  heavy/light the kitchen, bedroom, bathroom. The students works on
remembering the items.
 long/dry  sweet 7. Following directions and basic concepts using the items in
the dollhouse.
 same/different  smelly 8. Story telling and building scheme through play. Target social
skills for cooperative play.
 all/none  soft/hard 9. Plan a party or have friends/family come to visit. Talk about
what you need to do to get the house ready.
 after/before  yummy/gross 10. Put items in the bathtub, couch, bed, etc. and have kids
describe the crazy item that is in/on the furniture or item.
 first/last  fast/slow Work on negation, and adjectives.
Page 16
Building
Blocks Lesson Plan Activity Guide
pp 1
Therapy Materials: building blocks, cars, toy props, figurines

Questions To Ask:
1. What can we make with these blocks? 6. Why do some blocks not fit evenly?
2. How can we knock the blocks down? 7. How are these blocks similar and different?
3. Who is (behind/in front/next to) the blocks? 8. Where should we put this block?
4. How do we make a ________? 9. Why are the blocks falling down?
5. What shape is this block? 10. Where should we attach this block?
Verbs
 build  knock  make  put  grab  need

 have  stack  attach  stick  sort  organize
 collect  fall  give  create  construct  take
 design  chose  look  find  search  fix
 decide  wonder  borrow  come  check  carry
 cover  try  think  stash  store  stand
 show  reach  pick  need  laugh  know
 imagine  improve  invent  grow  form  enter
Tier II Vocabulary – First Grade Level
To build or make something. Create destroy 1. I am going to construct a
build break bridge with the building
construct make wreck blocks.
assemble demolish
To change something in a adapt keep 1. I need to adjust one block,
adjust small way so that it works or change maintain so that my tower looks even.
looks better. remodel remain
To move or take something withdraw insert 1. You need to remove this
away from a place. To make extract replace piece, so that there is an
remove something no longer exist. detach attach opening for the people to
enter.
To connect or join one thing connect disconnect 1. The boy attached two
to another. fasten separate building blocks together to
attach join undo build his helicopter.
adhere detach
Page 17
Building Blocks Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels oh, woah, aah, yahoo
CV, VC, CVC boom, knock, yes, no, hi, bye, know, what, in, out, all, none, wait
Stops: /b, p, t, build, be, bet, best, put, pick, pull, stop, do, drop, divide, design, decide, idea, ready, mad, red,
d, k, g/ loud, read, side, hide, loud, tower, two, talk, tire, tip, tiny, take, better, little, wait, sit, create,
cute, not, right, collapse, come, cage, keep, look, stack, check, knock, make, go, get, give, game,
gone, bigger, forget, again, together, bag, big
Consonant stick, stash, store, structure, stack, strategy, sturdy, crash, create, grab, try, bridge, green,
Clusters block, black, flip, blue, place, baseplate
Fricatives & find, fun, fix, forget, fill, few, form, see, fasten, collapse, person, listen, house, pass, place,
Affricates: /f, busy, easy, refuse, amaze, because, think, those, them, that, there, three, thick, something,
v, s, z, th, sh, pathway, together, with, both, show, shortcut, short, share, should, action, wish, push, flash,
ch, dj/ stash, rush, chose, check, reach, attach, watch, touch, bunch, job, jump, imagine, strategy,
dodge, manage, cage, edge
Liquids: /l, r/ like, look, lift, collect, listen, little, learn, Lego, below, wall, fall, wreck, read, race, rate, sturdy,
tower, masterpiece, under, over, destroy, forget, together
Carrier Phrases
The ____ is under the bridge. The block fell on top of a/an ____.
A/an _____ wants to climb the tower. The _____ went across the bridge.
The _____ went inside the (house/tower). The ____ is hiding in the ______.

1. Use as a behavior management reinforcer. The student gets a piece after each round of stimulus practice.
2. Following directions with basic concepts, prepositions and colors. Teach many, few, none, and all.
3. Sequencing how the child made an object practicing first, next, last and correct grammar concepts.
4. Barrier games— play building blocks “Guess who?”. Build a large tower and then put small items behind both
sides. Students have to ask questions about the items to guess what they could be.
5. Cooperative learning. Younger students can work on sharing, waiting and requesting pieces they need. Older
students can work on following the group’s plan or being flexible with what the group is creating (use
clarifying statements, expressing opinion).
6. Create a tower with the different colors (i.e. red, orange, green). Students can sort small items or picture
cards by color. They can put the cards/items behind or in front of each color tower.
7. Use the different colored blocks for phonological awareness of counting syllables, identifying sounds or
substituting sounds or building mean length utterance (MLU).
8. Use the building blocks to explicitly teach grammar markers for third person singular, plurals, past-tense, etc.
9. Put washi tape on the blocks to write numbers (for articulation trials or to ), words to build sentences or
transition words for story telling. Tape pictures on the blocks for any skill or use Velcro dots to interchange.
10. Articulation carryover— Have two mats/baseplates (one for correct vs. incorrect productions). Put blocks
when you hear a correct or incorrect sound. The SLP will have data collection and the student can play with
the amount of blocks earned for correct productions.

high/low, near/far, tall/short/long, around, next to bumpy, sturdy, brilliant, amazing, cool, amazing,
awesome, even, unbalanced, lopsided
Page 18
Playdough
pp 1
Therapy Materials: Playdough, tools, cut out shapes, themed sets

Questions To Ask:
1. How did you make ________? 6. Why did you make a/an _______?
2. What does playdough feel like? 7. What will you need to do next?
3. Why does playdough dry out? 8. Why do we need tools to use with playdough?
4. How do we make _____ out of playdough? 9. Where can you buy playdough?
5. What does a _____ do? (ask after making a noun) 10. What makes playdough soft and squishy?
Verbs
 slice  fold  flat  scrape  chop  cut

 squish  smash  pull  open  close  give
 share  roll  pound  poke  push  chop
 enjoy  pretend  play  like  decide  chose
 carry  put  ask  agree  try  tell
 take  teach  wish  squeeze  switch  rub
 reach  point  need  keep  know  instruct
 grab  form  fill  improve  divide  connect
 cover  place  feel  find  look  guess
Tier II Vocabulary – First Grade Level
To join one thing to another. fasten undo 1. I rolled out the playdough
attach To connect items together. connect disconnect and attached it my cup as a
join separate handle.
To separate something into split join 1. The boy divided the
divide two or more parts/pieces. sever link playdough into smaller round
separate combine balls.
To quickly take and hold snatch miss 1. The children grabbed a
grab someone or something with get lose can of playdough before
your hands. catch give going to their desks.
To act like something is true act real 1. The teacher pretended to
pretend when it is not. To imagine or imagine existing take a bite of the cookie
act something out. portray actual made of playdough.
Page 19
Playdough Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels oh, eew, ow, yahoo
CV, VC, CVC yuck, gooey, off, on, half, no, yes, not, none, eat, up
Stops: /b, p, t, be, ball, begin, rub, put, pass, copy, happy, up, stop, take, two, tool, time, top, little, right, not,
d, k, g/ set, eat, do, done, body, ready, idea, hide, good, add, red, cut, can, cup, cool, cover, circle,
broken, cookie, pick, stick, like, back, get, give, gone, good, go, again, tug, big,
Consonant squishy, smell, stir, smooth, sticky, stuff, slice, start, snap, spy, store, stick, stretch, smash,
Clusters mix, first, flatten, play, playdough, blue, slide, black, create, grab, drop, practice, green, break
Fricatives & fix, fit, fall, funny, fun, before, unfold, laugh, knife, half, off, stuff, enough, over, level, even,
Affricates: /f, cover, move, give, love, five, above, remove, give, circle, see, sort, scissors, separate, listen,
v, s, z, th, sh, decide, guess, nice, this, practice, miss, shape, shut, share, short, show, finish, smash, mash,
ch, dj/ chop, chat, exchange, reach, touch, match, watch, stretch, sandwich, this, that, three, think,
that, thick, something, either, other, together, both, with, path, jar, object, edge, ridge,
damage, storage
Liquids: /l, r/ lift, look, listen, last, leave, lay, help, belong, yellow, tall, ball, hole, small, whole, round, roll, rip,
red, wrap, rub, before, start, share, where, learn, first, short
Carrier Phrases
The _____ is stuck in the playdough. I found a/an ______ in the playdough.
Look! ______ was on the playdough. I rolled a/an ______ in the playdough.

Word Pairs
1. You can work on language and sequencing by making your own
 on/off  long/short playdough with the students.
2. Use playdough as a behavior reinforcer. After the student
 big, bigger, smashes five playdough balls, he/she can play an activity or get
 squishy
biggest the preferred item.
3. Use playdough cutters to create different nouns. Describe by
 more/less  soft attributes (category, function, parts, etc.).
4. Roll out small balls of playdough. Students can have a visual for
 top/bottom  color/shape phonological awareness, counting syllables or building sentence
structures.
5. Target CORE vocabulary such as “more, go, stop, like/don’t
 on top  flat/round
like, help, all done, wait, I, want, turn, don’t eat”.
6. Make a snail and a rabbit with the playdough to work on fluency.
 middle  sticky Students can identify if they are slow or fast.
7. Make a bumpy pattern and a smooth pattern to work on
 in/out  soft/dry fluency strategies.
8. Use a pretend playdough set to work on requesting,
commenting, and cooperative pretend play.
 near/away  smooth/lumpy 9. Students can create their letter sound that they are working
on or make a playdough tongue to visualize where to position
 few/many  shape their tongue.
10. Collect googly eyes, pipe cleaners, beads, buttons, etc. and
use the playdough to build a snowman, spider, monster,
 full/empty  curvy
gingerbread man, etc. Page 20
Trains
pp 1
Therapy Materials: Train, train tracks, people, cargo

Questions To Ask:
1. Where is the train going? 6. What do people use trains for?
2. What can you tell me about a train? 7. What does our train want to deliver?
3. How does a train work? 8. Who can help us if the train breaks?
4. Why is the train stuck? 9. What helps a train go?
5. When do people ride on a train? 10. What does a train sound like?
Verbs
 push  break  find  give  wait  stop

 go  see  build  find  move  start
 look  make  attempt  avoid  borrow  bring
 hold  follow  feel  explore  steer  stay
 roll  crash  fall  play  prepare  call
 lead  pass  keep  knock  invite  hear
 have  hold  climb  direct  explain  watch
 warn  use  turn  touch  share  merge
Tier II Vocabulary – Kindergarten and First Grade Level
To look at something examine ignore 1. The conductor inspected
carefully to make sure it is check overlook the train’s engine before
inspect working right or learn more investigate neglect leaving the station.
about something. observe forget
The course or path that route deviation 1. He could see the train
direction something is moving or going course detour coming in the opposite
towards. path, way bypass direction.
Having a round shape. bent straight 1. The train tracks curved
twisted unbent around the corner to head
curved arched symmetrical into the tunnel.
rounded linear
A person who is traveling traveler driver 1. The train stopped to pick
from one place to another in rider crew up the passengers.
passenger a car, train, bus, ship, commuter
airplane, etc.
Page 21
Trains Toy Lesson Plan Guide pp 2
Articulation
Sound Words
CV, VC, CVC yes, no, in, out, up, on, off, see, go, wait, move, me, you, hi, bye, pay
Stops: /b, p, t, bump, board, beat, cab, pay, point, passenger, pass, wipe, open, stop, town, ticket, Thomas,
d, k, g/ tank, top, put, pick, hit, turn, put, dine, do, derail, diesel, distance, direction, car, can, cool, cab,
caboose, crash, ticket, traffic, park, go, grab, gas, get, navigate, again, luggage, baggage, big,
bag, tug, flag
Consonant stop, spy, slow, start, stuck, slide, speed, swerve, spin, steer, scrub, smooth, place, please,
Clusters plan, flash, climb, block, blue, close, clean, flag, brake, cross, travel, grab, train, traffic, track,
crash, tree, transportation
Fricatives & fix, fast, fill, focus, find, lift, traffic, off, safe, laugh, puff, view, travel, navigate, cover, over,
Affricates: /f, heavy, move, never, give, super, see, sun, seat, service, distance, whistle, express, accident,
v, s, z, th, sh, passenger, caboose, pass, zoom, zip, whizz, please, visit, think, through, they, path, with,
ch, dj/ shadow, direction, vibration, attention, transportation, push, crash, wash, polish, choose,
chase, catch, jam, dodge, merge, luggage, baggage, gauge, engine
Liquids: /l, r/ look, late, long, lift, line, help, wallet, buckle, pull, hill, wheel, travel, road, rail, railroad, race, roll,
race, arrive, merge, arrive, detour, overheat, transportation
Carrier Phrases
All aboard the _______ train! We just crashed into a/an _____.
I just passed a/an _____ on the train. The train delivered ______.

1. Teach cause and effect by knocking the train off the track, crashing into something, stopping all of a sudden,
let go of the train to go down the hill, etc. Work on comments about what happened, joint attention, and
requests to do it again.
2. Work on sequencing with first, next, and last or tell a story with the child’s actions and then work on re-telling
the sequence. Sequence the steps for a train picking up and dropping off the passengers.
3. Have the students make deliveries with the train. The students describe the items by attributes that they
delivered. You can also give clues to work on inferencing.
4. Work on mean length utterance and grammar structures for plural tense, present progress, third person
singular, past tense, adjectives, and prepositional phrases.
5. Work on following directions with basic concepts and prepositions.
6. Use the train to work on slow/fast speech for fluency. Have the train get stuck to demonstrate blocks with
stuttering.
7. Use the trains to help increase articulation or phonology productions. Lay the trains sideways and put cotton
balls above the trains as “smoke” for each production. Take the cotton balls off one by one for more
productions.
8. Build a train track. Place mini trinkets or flashcards along the track. Have the train stop at each item to
practice, answer a wh-question, describe, use in a sentence, etc.
9. Follow the groups plan and flexibility with changing the social routine or play routine. One person is the
conductor and all the cabs have to follow the head train.
10. Pretend play for getting on a train, paying for ticket, collecting the tickets and arriving to the destination.

high/low, near/far, tall/short/long, around, next to, bumpy, sturdy, smoky, powerful, heavy, squeaky, curvy,
between, first/last, on/off, up/down, fast/slow round, steep, full, empty
Page 22
Marble
Run Lesson Plan Activity Guide
pp 1
Therapy Materials: marble run toy, marbles

Questions To Ask:
1. How do we design the marble run? 6. What would happen if we drop the marble?
2. What makes the marble go through the tubes? 7. When do we know the run is finished?
3. What would happen if we put a larger marble in 8. What could we do if we do not have enough
the run? tubes?
9. What would happen if we moved the marble
4. Why are some tubes short and some long?
run?
5. What do we need next for the marble run? 10. How do the pieces connect together?
Verbs
 attach  put  connect  drop  spin  roll

 share  see  watch  try  adjust  want
 catch  give  start  build  go  ask
 race  need  teach  wonder  think  decide
 choose  wish  work  release  reach  prevent
 pretend  learn  know  keep  help  explain
 guide  open  close  attempt  balance  wobble
 hold  pretend  plan  play  lift  move
Tier II Vocabulary
To change something in a alter break 1. The boy adjusted the
adjust small way so that it works adapt disorganize tube, so the marble could
better. change disarrange roll through.
A set of actions for a way procedure improvise 1. The kids made a plan for
to do something. Something strategy how to build the marble run.
plan a person intends to approach
complete.
Information that tells a information questions 1. The parent looked at the
person what to do and how instructions misinformation directions for how to
directions to do it. guidelines deviation connect the tubes on the
marble run.
People or items that are combine apart 1. The group worked
together put in a group or when two join separate together to figure out how
or more things touch. partner to make the marble run.
Page 23
Marble Run Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels oh, wow, yahoo
CV, VC, CVC on, off, in, out, tube, more, yes, no
Stops: /b, p, t, be, bet, about, marble, rub, tube, put, pass, pick, open, super, trap, top, stop, tool, talk, two,
d, k, g/ tube, tall, toy, better, connect, not, do, down, design, decide, done, good, red, keep, correct,
can, pack, back, like, shake, stack, check, get, go, again, bigger, begin
Consonant stop, skip, slip, spy, spin, start, small, switch, swap, stack, please, blue, flat, play, black, drop,
Clusters grab, trap, green
Fricatives & feel, fill, final, five, difficult, before, laugh, off, over, level, even, every, cover, love, give, above,
Affricates: /f, see, inspect, decide, pass, race, this, zoom, zip, noisy, easy, crazy, maze, because, please,
v, s, z, th, sh, those, this, there, think, other, another, something, nothing, both, with, shake, share, show,
ch, dj/ short, shut, should, push, choose, check, reach, switch, attach, join, eject, manage
Liquids: /l, r/ look, like, loud, lift, let, little, color, yellow, tall, all, hole, full, fall, roll, read, red, round, marbles,
Carrier Phrases
The marble rolled over a/an ____. I see a/an _____ through the tube.
I found a/an ______ under the tube. I spy a/an _____ on top of the maze.

Word Pairs
1. Target CORE vocabulary of go, stop, again, more, all
 on/off  round done, turn, want, there, etc.
2. Use this for a social skills group. Students have to
 around  smooth collaboratively work together to build a maze. Target
clarifying, sharing opinion, disagreeing, being flexible, etc.
3. Use the tubes to as a visual to build sentences,
 through  quick phonological awareness visuals or cueing number of
productions.
 in/out  color 4. Use as a behavior reinforcer. Students gets a tube every
time they do their target stimulus item.
 top/bottom  circular 5. Target basic concepts of top/bottom, using pieces for
more/less, all/none, etc.
6. Work on social skills and functional communication for my
 up/down  long/short turn, your turn, initiation, joint attention, and cooperative
play.
 over  curvy 7. Give directions with prepositions and adjectives for your
students to build the marble run.
8. Explain the process of making the marble run, with
 before/after  straight transition words, grammar concepts and prepositional
phrases.
 first/last  quiet/noisy 9. Make predictions about what will happen with the marble
run.
10. Teach the tier II vocabulary words related to the toy and
 many/few then let the kids apply the vocabulary while building.
Page 24
Fishing
Toy Set Lesson Plan Activity Guide
pp 1
Therapy Materials: fishing pole with magnet, fish, net, paper clips
Questions To Ask:
1. What do fish like to eat? 6. What do people do with fish they catch?
2. How do you catch a fish? 7. Where can you go fishing?
3. Why do fish need to live in water? 8. When do people like to go fishing?
4. Where can you buy a fishing pole? 9. Why do you have to be quiet when fishing?
5. What parts does a fishing pole have? 10. Where do you put the fish after you catch it?
Verbs
 fish  throw  pull  tug  catch  look

 flip  swim  wiggle  slip  go  want
 look  dive  attach  ask  hide  can
 lift  twist  take  pat  put  set
 trap  toss  clean  cook  fry  whisper
 wash  hook  fasten  use  help  save
 release  need  fill  dry  bring  jump
 keep  kneel  let  lower  practice  reach
Tier II Vocabulary
To move up and down or twitch still 1. When the man took the
side to side with short, quick squirm calm fish off the hook, it began
wiggle motions. jiggle freeze wiggling on the ground.
wriggle relax
A strong, quick pull with a jerk push 1. The fish yanked on the
sudden force. pull shove fishing pole.
yank tug
snatch
Something that is very large huge tiny 1. The fisherman caught an
enormous in size or amount. large small enormous fish out in the
gigantic little ocean.
To not be seen or found. To disguise reveal 1. All morning the fish were
go or stay in a place that cover expose hiding in the deep, dark
hide you cannot be seen or conceal show waters.
found.
Page 25
Fishing Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels wow, whoa, oh, ah
CV, VC, CVC up, in, out, see, eat
Stops: /b, p, t, bait, bite, boat, box, bucket, boots, nibble, put, paddle, point, pond, open, slippery, zip, rope,
d, k, g/ top, up, tackle, touch, take, water, net, hat, quiet, deep, dive, do, idea, ready, hide, outside,
pond, cook, can, cut, catch, cast, tackle, difficult, weekend, quick, hook, pack, check, look, like,
gut, gone, give, go, grip, gill, gear, bigger, tug, big
Consonant start, swim, skill, scales, splash, strength, string, upstream, cast, clean, play, place, slip,
Clusters slippery, float, grip, throw, break, trap, try, fresh
Fricatives & fish, fin, fillet, fisherman, finger, float, vest, vanish, visor, cover, heavy, five, dive, remove,
Affricates: /f, move, sea, see, ice, zip, clumsy, easily, season, please, think, the, there, three, thick, something,
v, s, z, th, sh, anything, nothing, with, breathe, strength, shallow, shade, shake, shut, ship, ocean, fisherman,
ch, dj/ direction, fresh, push, wash, splash, seashore, choose, search, catch, reach, watch, touch,
jump, jaw
Liquids: /l, r/ lake, look, line, long, lure, let, like, lift, wrap, release, nibble, surface, under, water, river, worm
Carrier Phrases
I caught a enormous ______! The fish is on top of a/an _____.
A/an _____ is in the water. A/an ____ is hiding under the fish.
Word Pairs
1. Attach paperclips to target stimulus cards that you want the
 on/off  wiggly kids to “fish” for in the session. Students practice their skills
when they catch a fish.
 in/out  fidgety 2. Target negation and categories with the cards. If they pick up
a “strawberry”, the student can say, “It is not clothing.” or
 fast/slow  small/big name the category group.
3. Target describing and adjectives. When they catch an item or
card, the student can say, “I caught a red, round ball.” Or put
 loud/quiet  slippery out different looking fish to describe by color, size, stripes,
spots, etc.
 next to  quick 4. Have three nets. When a student fishes for a card, fish or
item, they can put the item in the correct category group,
word family, sound group, etc.
 near/far  color 5. Work on more/less/none/most after playing the fishing game.
Target social skills for turn taking, waiting, winning/losing.
 between  shiny 6. Work on simple inferencing. A student or the clinician can
share clues for what they are looking to catch and then the
 middle  slimy student tries to catch the item they think is being described.
7. Keep it or throw it back. Tape a small piece of paper to each
fish with “keep it” or “throw it back”. Do more “keep it”.
 few/many  fresh Students go fishing and if they catch a fish that says “keep it”,
they get to take the fish. The student with the most fish wins.
 all/none  delicious 8. Sequence the steps for going fishing.
Page 26
Tool
pp 1
Therapy Materials: tools, safety glasses, child-sized apron, caution tape

Questions To Ask:
1. What do you do with a/an _____ (tool)? 6. What tools have a sharp edge?
2. How do you keep wood together? 7. Who can help build a house?
3. Where can you buy tools? 8. Who do we call when ______ is broken?
4. Where do you store tools? 9. When would we need to use a _____ (tool)?
5. Why are some tools dangerous? 10. Why do we need to plug in some tools?
Verbs
 drill  hammer  screw  connect  join  fix

 lift  construct  build  make  hang  put
 get  give  need  have  wear  use
 sharpen  staple  cut  saw  roll  pull
 nail  paint  knock  hit  help  look
 draw  clip  turn  attach  break  drop
 find  fit  move  measure  evaluate  plan
 protect  sand  stop  start  think  tear
Tier II Vocabulary – Kindergarten Level
Something that can cause unsafe safe 1. The electric saw is a
dangerous harm or injury. risky
hazardous
harmless
secure
dangerous tool and must be
used carefully.
To make something work mend break 1. The mechanic fixed the

again or correct a problem. repair damage radiator, so fluid wouldn’t
fix restore destroy leak.
correct
Something that is used to amount estimate 1. The construction worker

measure see how much there is of
something.
distance
dimension
guess measured the wood’s length
with a tape measure.
Something that does not even bent 1. The carpenter drew a

straight bend or have curves. level
vertical
curved
crooked
straight line on the wood.
Page 27
Tool Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels ow, oh, wow, yahoo
CV, VC, CVC go, on, off, in, out, see
Stops: /b, p, t, paint, paper, put, point, paper, apron, tape, rope, be, busy, bucket, tube, dig, do, down, dust,
d, k, g/ ready, idea, loud, hold, hard, side, tool, touch, two, talk, take, safety, hat, hit, nut, cut, get, not,
bolt, keep, cone, hacksaw, work, go, give, garbage, goggles,
Consonant screw, screw, staple, stop, driver, axe, plan, clip, clean, glue, block, drill, green, apron,
Clusters
Fricatives & find, fasten, vest, level, lever, give, site, sand, saw, safety, zone, think, there, those, then,
Affricates: /f, something, with, both, shovel, sharpener, caution, trash, brush, check, change, chisel, wrench,
v, s, z, th, sh, bench, lunch, patch, torch, touch, job, edger, wedge, garbage, measure
ch, dj/
Liquids: /l, r/ lift, ladder, look, level, lever, ruler, tool, bolt, goggles, build, toolbox, help, hold, nail, hammer,
under, warn,
Carrier Phrases
I hit a/an ____ with the hammer. I just found a/an _____ in my toolbox.
There is a/an ______ under the (tool). I tightened the screw with a/an ____.
Pairs
1. Target the category group of tools and the noun-
 on/off  loud functions of items in the group.
2. Pretend play with a construction scene. Make
 front/back  dull/sharp problems during the play to help with flexibility and
problem solving.
 next to  square 3. Give a problem or something that is broken and
talk about how the students could fix it or what
tools to use.
 first/last  round 4. Use the tools in a toolbox to teach about different
speech fluency strategies that can be used.
 tight/loose  dangerous 5. Work on idioms related to tools such as “hit the nail
on the head” or “tough as nails”.
6. Watch YouTube videos for how to build an item.
 long/short  risky Work on sequencing for how to build or fix an item.
7. Work on grammar concepts, mean length utterance
 corner  messy and vocabulary while playing with the toys.
8. Sort tool items by garden tools, building tools, and
 on top/below  heavy household tools.
9. Measure how long items are and work on short/long.
10. Use the hammer to hit the sound or item in a
 before/after  handy category. Students can hit nails or foam circles for
every speech production.
 through  hard/soft
Page 28
Dinosaur
pp 1
Therapy Materials: Dinosaurs, play rug, trees

Questions To Ask:
1. What do dinosaurs eat? 6. What would happen if dinosaurs were still alive?
2. How do dinosaurs get around? 7. How did dinosaurs replicate?
3. Where would a dinosaur live if he was your pet? 8. Who studies dinosaurs?
4. What features do dinosaurs have? 9. When do dinosaurs hunt for food?
5. Why are dinosaurs extinct? 10. Which one are herbivores and carnivores?
Verbs
 stomp  stride  open  guzzle  swish  whip
 flick  smack  swish  scare  roar  spread
 rise  race  run  glide  pounce  hunt
 lunge  show  zoom  trap  whack  hide
 pick  stuff  chew  eat  need  charge
 pound  cut  bite  grab  grind  guard
 hatch  stroll  wave  stroll  fight  lead
 fly  chase  wait  look  sleep  play
To chase down prey or food chase flee 1. The T-rex was hungry and
hunt and kill it. To try to find track ignore hunted for the triceratops.
something. search free
rush delay 1. The triceratops charged

To move forward quickly dash retreat the other dinosaur at full-
charge with great force to attack. launch slow speed.
plunge halt
thud slide 1. The dinosaur stomped his

To press your foot down
stomp with force. A heavy step.
thump stroll feet with great force.
pound tiptoe
guard attack 1. The mother dinosaur

To keep someone or
defend damage protected her baby by
protect something safe from harm
save endanger whipping her long tail at the
or danger.
triceratops.
Page 29
Dinosaur Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels uh oh, woah
CV, VC, CVC go, on, off, in, up, out, see, run, wow, whip, new
Stops: /b, p, t, bone, beak, pick, pass, sharp, take, tail, hunt, want, dig, dead, down, lizard, need, cave, kill,
d, k, g/ volcano, smack, track, neck, talk, look, back, walk, whack, go, give, guard, hungry, egg
Consonant flick, fly, clap, claw, glade, play, place, sleep, skull, skeleton, spot, snack, scare, stuff, snore,
Clusters snort, stroll, spread, swish, sweep, spikes, stiff, smack, nest, tree, track, green, grass, grind,
break, branch, creep, crash, prey
Fricatives & fight, footprint, fear, food, force, feed, follow, volcano, give, cave, soar, surprise, sun, search,
Affricates: /f, fossil, Jurassic, pounce, zoom, lizard, noisy, think, throw, leathery, teeth, show, sharp, shadow,
v, s, z, th, sh, action, vicious, bush, crash, chew, charge, change, chase, hatch, branch, jagged, giant, large
ch, dj/
Liquids: /l, r/ loud, look, long, leaf, lift, leg, large, follow, volcano, tail, rough, rock, reptile, run, race, rise,
enormous, hungry, dirt, charge, guard, arms, roar, predator, carnivore, warm, Jurassic,
surprise, sharp, horn
Carrier Phrases
The dinosaur whipped ___ with his tail. I found a/an _____ in the dinosaur egg.
The dinosaur stomped _______. The dinosaur chased _______.
Basic Concept Word Other Skills and Activities to Target

Adjectives
Pairs
1. Describe the dinosaurs by attributes and features.
2. Teach basic concepts using the dinosaurs: all,
 on/off  enormous some, far, near, next to, behind, etc.
3. Have the children use a dinosaur to stomp on their
 front/back  gigantic speech sounds, vocabulary, grammar, or other
stimulus task cards.
 fast/slow  jagged 4. Put items in dinosaur eggs and have students talk
about what they found in the eggs.
5. Practice acting out different verb actions with the
 first/last  spiky dinosaurs.
6. Use the dinosaurs to role play sharing and fighting.
 hungry/full  fierce Talk about how to share an item instead of fighting
over it.
7. Pretend you have a dinosaur as a pet. Talk about
 long/short  stiff how you will take care of it, where you will take it
and what it will eat.
 far/near  curvy 8. Have your students race to the volcano. Roll a die.
The number on the die is how many “stomps” the
 on top of/below  rough dinosaur can take to get to the volcano. Use as a
reinforcer for any skill.
9. Make dinosaur fossils with play dough and toy
 before/after  noisy dinosaurs.
10. Go on a dinosaur dig with kinetic sand and
 through  wide dinosaurs. Put mini trinkets in the sand as fossils.
Page 30
Ice Cream
pp 1
Therapy Materials: ice cream play set, bowls, spoons

Questions To Ask:
6. Why does ice cream have to stay in the
1. Where would you go to get ice cream?
freezer?
2. How does the ice cream taste? 7. What can you make with ice cream?
3. How is ice cream made? 8. How do you serve ice cream?
4. What would you do if you didn’t have money to

9. When do you eat ice cream?
pay for the ice cream?
5. Why does ice cream melt? 10. Where is your favorite ice cream shop?
Verbs
 lick  drop  give  pick  enjoy  make
 serve  pay  order  scoop  push  hold
 eat  get  drive  sit  wait  stand
 buy  need  place  share  drip  spray
 stir  enjoy  like  think  take  put
 decide  choose  see  take  wipe  melt
 hand  try  help  look  read  taste

To set food or drink in front deliver deny 1. The waiter served the
serve of someone. To give give refuse family their ice cream
something. supply withhold sundaes.
price penalty 1. Two scoops of ice cream

The amount of money or expense gain will cost four dollars.
cost time that is required for amount aid
something. fee
To try a food’s flavor and sample refrain 1. Can I taste your ice cream
texture, usually to eat a test dislike flavor?
taste small quantity to sample if bite
you like it.
To make a final choice. To choose decline 1. I decided to order a scoop
decide pick something. pick refuse of double chocolate cherry.
select
Page 31
Ice Cream Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels wow, oh
CV, VC, CVC ice, top, yum, good, eat
Stops: /b, p, t, buy, bowl, banana, topping, nut, chocolate, pick, party, whipped cream, napkin, cone, cream,
d, k, g/ cool, cold, candy, sticky, milk, shake, make, like, look, go, guess, gooey
Consonant frothy, fruit, frozen, drizzle, drink, creamy, cream, crunchy, grab, treat, spray, small, sweet,
Clusters sticky, sprinkles, spoon, spoonful, scoop, plastic, blend, plop, flavor, float, split, glass
Fricatives & freezer, frozen, fudge, sundae, ice cream, pieces, sauce, dessert, tasty, mess, mix, vanilla,
Affricates: /f, invent, serve, drizzle, choose, cherry, check, churn, chill, chocolate chips, ice cream sandwich,
v, s, z, th, sh, sugar, shop, sherbet, shake, milkshake, marshmallow, garnish, dish, fresh, think, that, thick,
ch, dj/ mouth, froth, together, enjoy, fudge, indulge
Liquids: /l, r/ lick, delicious, vanilla, bowl, melt, small, drizzle, recipe, rate, rocky road, round, wrap, caramel,
dairy, dessert, popular, temperature, syrup, ingredients, dark chocolate, garnish, serve, bar,
cherry
Carrier Phrases
I put ____ on the ice cream cone. I added _____ to the blender.
There is a/an ______ on the sundae. Put the ____ as a topping.
Basic Concept Word
Pairs
Adjectives Other Skills and Activities to Target
1. Role play different social situations using the ice
 on/off  delicious cream toy. Have the students make a sundae or ice
cream for another person working on conversation
 front/back  creamy skills and perspective taking.
2. Create different flavors of ice cream with the
 first/last  sweet student’s speech sound or target adjectives.
3. Work on following directions with basic concepts
using the ice cream cones.
 hungry/full  sticky 4. Answer “who” questions by giving students
different types of ice cream.
 in/out  crunchy 5. Phonology milkshake: Students can only put items in
the blender that have their sound.
 long/short  round 6. Work on sequencing steps for making an ice cream
sundae or a milkshake.
7. Sort ice cream toppings into sub-categories, such
 before/after  big as fruit, crunchy toppings, sweet, and sauces.
8. Discuss problems and solutions related to ice
 on top of  smooth cream, such as if you drop your ice cream or the
shop doesn’t have the flavor you like.
 next to  cold 9. Work on speech and language while doing an ice
cream shop pretend play activity.
10. Talk about the noun functions for spoon, bowl,
 more/less  thick cone, freezer, scooper, etc.
 above/below  frosty
Page 32
Magnetic
Tiles Lesson Plan Activity Guide
pp 1
Therapy Materials: magnetic tiles, task cards, cars, small toy items
Questions To Ask:
1. What can you build with magnetic tiles? 6. What can we do after we build _____?
2. How do the magnetic tiles stick together? 7. Where else can you use magnetic tiles?
3. Why can’t some items stick to the tiles? 8. Who else might like magnetic tiles?
4. What group does magnetic tiles belong to? 9. Why can your magnetic structure break?
5. What can we do if the structure breaks? 10. When do you use magnetic tiles?
Verbs
 knock  build  create  connect  stick  find
 need  place  hand  give  like  pick
 crash  connect  share  think  finish  try
 stick  know  play  plan  take  balance
 design  start  drive  keep  explore  fit
 learn  match  mix  show  interest  close

join separate 1. I will connect the two
To attach or join another
connect object or item together.
attach detach square tiles together.
fasten unfasten
steady flimsy 1. The top of the magnetic

When a building or item does balanced weak tile house is stable and
stable not easily move or be secure shaky shouldn’t break.
destroyed. anchored
To make something new or build abandon 1. I will create a pirate ship

create to bring something into construct destroy with the magnetic tiles.
existence. produce ruin
To hit something very hard crash dodge 1. I smashed the house and
smash and the item is destroyed or slam avoid watched it fall apart.
broken. wreck prevent
Carrier Phrases
Put the ____ on the tile. Drive to _____.
Stick the tile ______. Take the ____ out of the box.
Page 33
Magnetic Tiles Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels oh, yahoo, woah
CV, VC, CVC in, out, on, off, up
Stops: /b, p, t, build, box, ball, put, open, up, shape, tile, take, toy, sit, down, dominoes, idea, side, cube,
d, k, g/ connect, come, castle, count, ask, make, look, quick, knock, go, magnetic, big
Consonant play, flat, floor, close, clean, create, grab, structure, drive, brilliant, bridge, break, fragile,
Clusters through, try, triangle, grab, stop, stick, start, step, sturdy, stand, spill, stable, smash, smooth,
skill,
Fricatives & find, fun, foundation, fill, fit, off, size, sit, support, set, same, side, see, decide, discover,
Affricates: /f, house, design, think, something, both, with, through, share, shape, finish, choose, change,
v, s, z, th, sh, watch, attach, just, judge, imagination, challenge
ch, dj/
Liquids: /l, r/ look, left, light, learn, lay, tile, build, balance, challenge, wall, pull, whole, repeat, ramp, rebuild,
run, right, road, around, measure, square, super, better, explore, interest, apart, together,
destroy, decorate, sturdy, corner, pyramid, equilateral, four, work, more, support
Basic Concept Word Other Skills and Activities to Target

Adjectives
Pairs 1. Create a board game or a path using the tiles.
Place task cards along the game. Students
 on/off  smooth practice as they play.
2. Build numbers or items with the tiles. Have students
request pieces and make comments. Or, earn
 front/back  hard pieces after saying their targets.
3. Stack the tiles “on top” or create a house and have
the child work on put things “around” the house.
 first/last  tall/short 4. Sandwich a task card between two tiles. Students
take the pieces apart to find the target.
 next to  color 5. Place task cards on the table. Have the student
use the tiles to find items, such as, “Find all the
fruits.”
 in/out  shape 6. Bring items that are metal and not metal. Work on
negation and “stick” to discuss which items will stick
to the tiles and which ones won’t.
 long/short  creative 7. Make little houses and place a small item in the
house. Give clues to have the child guess what is in
 around  complex the house to work on inferences. Work on open,
inside, and outside. Then, describe the item by
attributes.
 together/apart  brilliant 8. Use as visual supports for phonological awareness
or building sentences.
9. Build a city with streets and have cars drive
 before/after  colorful through.
10. Write dots or numbers on the tiles. The students
 through  fragile must practice their sound a certain number of
times or name items in a category.
 wide/narrow  pointy/flat
Page 34
Cookie
Baking Toy
set
pp 1
Therapy Materials: baking sheet, oven mitt, cookies, cookie cutter, toppings, rolling pin, milk
Questions To Ask:
1. What can we do with cookies? 6. What ingredients do you need to make cookies?
2. How are cookies made? 7. What utensils do you use to make cookies?
3. Where do you find cookies? 8. When do people eat cookies?
4. Why do you have to wear gloves when taking

9. Who can you make cookies for?
the cookies out of the oven?
10. Why do you have to put cookies in the oven to
5. Who enjoys eating cookies?
bake?
Verbs
 pull  take  give  eat  roll  mix
 stir  pour  crack  measure  bake  frost
 sprinkle  chew  dip  try  taste  buy
 decorate  put  spread  make  cut  slide
 lift  cost  press  hold  move  share
 open  bring  drink  grab  melt  use
 cool  flatten  store  slice  shape  blend

group one 1. I made a batch of 24
The amount of baked goods
batch being made at one time.
collection whole cookies last night.
quantity none
withdraw insert 1. When the timer goes off, I

To move something from extract load will remove the baking sheet
remove one place to another or to move leave from the oven.
take away or take out. transfer
stock discard 1. She stored the sugar

A place where items may be
store kept when not in use.
stash abandon cookies in the jar.
bundle chuck
A set of instructions for formula ingredient 1. I followed the recipe to

recipe how to make different food instructions improvise make the frosting for the
dishes. procedure cookies.
Page 33
Cooking Baking Toy Lesson Plan Guide pp 2
Articulation
Sound Words
Vowels yahoo, oh
CV, VC, CVC wow, chew, eat, yum
Stops: /b, p, t, butter, bowl, pour, pinch, put, top, take, timer, mitt, sheet, nut, chips, dip, dough, spread, cup,
d, k, g/ cut, cutter, cool, bakery, cookie, baking soda, make, bake, milk, gooey, good, eggs, big
Consonant flour, place, plate, blend, preheat, frost, fresh, frosting, crunchy, crumb, crispy, cram, tray,
Clusters dry, drop, spread, sprinkle, stir, scoop, sweet, spatula, spoon, store, slide, whisk
Fricatives & food, knife, vanilla, oven, oven mitt, salt, icing, recipe, mix, thick, three, thin, they, them,
Affricates: /f, something, other, gather, with, both, sheet, sugar, chewy, chocolate chips, batch, jar, just,
v, s, z, th, sh, measure, garbage
ch, dj/
Liquids: /l, r/ lumpy, lift, milk, spatula, almonds, walnuts, oatmeal, delicious, bowl, recipe, roll, raisin, rolling pin,
round, burnt, measure, decorate, warm, ingredients, large, forgot, before, after, pour, butter
Carrier Phrases
Put a pinch of ____ in the bowl. I put a/an _____ on the cookie.
Eat a/an ______ cookie. Stir in some ____.
Basic Concept Word
Pairs
Adjectives Other Skills and Activities to Target
1. Talk about the noun-functions and category groups
 on/off  delicious for the ingredients and kitchen utensils used while
making cookies.
 front/back  sweet 2. Practice decorating and serving cookies to
partners to work on turn-taking and initiation of
 first/last  round communication.
3. Put the cookies “in” and “out: of a jar.
4. Work on vocabulary and grammar skills while making
 hungry/full  warm/hot pretend cookies. Practice sequencing the steps.
Ask the students what happened first, middle, last.
 in/out  crunchy 5. Talk about the social rules for baking (hygiene) and
when/why you would prepare cookies for someone
(party, death, thoughtful gift, etc.)
 before/after  burnt 6. Feed a stuffed animal or cut out the cookies while
practicing speech or language targets.
 apart/together  chewy 7. Put task cards out and have the students “find
the” adjective, category, noun-function, etc. Have
them put a cookie on the correct task card.
 few/many  soft/doughy 8. Work on singular and plural nouns and noun-verb
agreement with stuffed animals. Give the animals
 big/small  thick different items (cookies, oven mitt, rolling pin).
Explain what each animal has or ask simple “who”
 more/less  moist/dry questions.
9. Have different problems occur during pretend play
(burnt cookies, spatula drops, forget an ingredient)
 top/bottom  fresh and discuss solutions to the problems.
Page 34
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Lesson Plan Cheat Sheet For Toys FINAL

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Ice Cream Pretend Play Sets

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Explicitly Teaching the Grammar Rules Is Effective

Conversational Recasting of 24 Unique Verbs Helps With Learning Grammar Concepts

Lesson Plan Activity Guide

CV, VC, CVC

Basic Concept Word Adjectives

© The Dabbling Speechie 2019

Therapy Materials: bubbles, wand

3. Who has the wand? 8. How do you make bubbles appear?

4. What do the bubbles feel like? 9. How do bubbles feel?

 help  step  clap  ask  see  squeeze

Cars Lesson Plan Activity Guide

2. Where can we wash the car? 7. Why are we stuck in traffic?

4. When do we need to drive to the store? 9. How do we drive safely?

Other Skills and Activities to Target

Basic Concepts & Adjectives

Therapy Materials: farm house, farm animals

2. Who lives in the barn? 7. What does a tractor do?

4. How do cows give us milk? 9. Why do farmers grow a lot of food?

5. Why do people raise chickens? 10. Why do we need sheep’s wool?

 help  eat  laugh  hop  clean  drive

Basic Concept Word Adjectives

Therapy Materials: Potato Head set, mini trinkets

9. When will Mr. Potato Head _______ (insert

 put  select  decide  open  kick  ask

Word Definition Synonyms Antonyms Sentence example

In place of something alternative with 1. Let’s give Mr. Potato Head

To want something with a request dislike 1. I wish I had a different

Basic Concept Adjectives Other Skills and Activities to Target

Therapy Materials: Pet hospital, stuffed animals, medical supplies

3. Why is the animal crying? 8. How do I take care of the animal?

4. Who helps us take care of sick animals? 9. When do we go to the doctor?

 jump  pet  bite  eat  have  nap

Basic Concept Adjectives

 in/out  quiet/loud 1. Work on sequencing steps for cleaning a cut, wrapping a

Therapy Materials: dog house, dog, bones, toys

3. Where does a dog like to go? 8. When do dogs get muddy?

5. How do we keep a dog clean? 10. How do we train dogs?

 jump  sleep  eat  roll  kick  walk

Basic Concept Adjectives

Therapy Materials: basket/cart, play food, utensils/plates

3. Why do we have to wash our hands before

4. When do we eat _______? 9. How do we set a table?

5. Where do we buy food? 10. What keeps our food cold?

 eat  cut  chew  slice  mash  flip

Basic Concept Word Adjectives Other Skills and Activities to Target

Therapy Materials: Doll house, people, furniture

3. Who helps us make meals? 8. Where do we keep our clothes?

4. What is in your room? 9. How do we wash our clothes?

 open  close  sit  lay  sleep  make

Basic Concept Adjectives Other Skills and Activities to Target

Therapy Materials: building blocks, cars, toy props, figurines

4. How do we make a ________? 9. Why are the blocks falling down?

 build  knock  make  put  grab  need

Other Skills and Activities to Target