ABLLS -R KIT Suggestions for Use Created by ce Mi Different Roads To Learning ‘Suggestions for Use by Stacy L. Asay, LMSWABLLS®-R Kit Item(s) ABLLS®-R Task Objective ‘COMMON OBJECTS KIT A2, A3, A4, A8, A9, A10, All, B3, B4, B6, B8, B13, B17, B18, B19, B20, B21, B22, B24, C5, C8, CLO, C11, C13, C16, C18, C19, C20, C23, C24, C28, C29, C31, C32, C33, C37, C38, C39, C40, C41 : C50, C51, C56, DI, D2, B13, 1S, B16, 18, B24, Gi, G2, G9, G12, G13, GIS, Gi6, G17, G18, G22, G23, G24, G25, G26, G27, G29, G32, G34, 17, 18, 35, J16, PI, R3, R4, RS, RB, RIS, R16 REINFORCER KIT ‘AI, A2, AS, AG, A12, AI3, A17, B17, C3, C4, C1I,C12, C13, C32, DI4, FI, F2, F3, Fa, F5, F6, F7, F10, FI1, GI, KI, K2, K4, KS, K6, L2, L7, L13, "7 LANGUAGE BUILDER CARDS ‘AB, A9, ATO, A1I, B4, BS, B6, BY, B16, B17, B18, B19, B21, C14, CIT, C18, C19, C20, C23, C37, C8, C39, C40, C41, C49, C56, Ga, G6, G9, G12, G14, G15, G16, G17, G18, G24, G25, G27, G29, PI SHAPE SORTING CU! B2,Z2 COLOR CUBES. B3, B12, B13, B20, B22, C32, C48, D24, R3, R4, RS, RB, R14, RID, R27, Z13 THREE BEAR FAMILY RAINBOW COUNTERS 'B3, B13, B20, B22, C24, C48, C49, D24, RB, RA, RS, RB, R14, RIT, RIB, R19, R25, R26, R27 MONEY JAR B3, B8, B13, B20, C16, R22, R23, R24 EVERYDAY OBJECT MEMORY MATCHING CARDS BS, C14 MIGHTY MIND BO ‘CUBE PATTERN DESIGN CARDS. Bid GO-TOGETHERS LANGUAGE CARDS. WRITING AND ART KIT. SIZE SORT B16, C14, C17, C36, C37, G14 B17, B24, C37, DI, F9, S1-S10, T3, 14, 16, T7, ZI, Z12 B25, C24, C48, C49, N16 ‘ALPHABET CARDS. B25, G9, QI, Q2 COLORS, SHAPES & NUMBERS FLASH CARDS, B25, G9, R3, RO, R7, RS NUMBERS 0-100 FLASHCARDS LEARNING TO SEQUENCE @ AND 4 STEP) B25, G9, RG, RT, RB B26, C53 TENSE SEQUENCING FLASHCARDS B26, 38, 19, 313, ACTIVITY WORKBOOK KIT B27, DI, Q14, QIS, Q16, Z10 BODY PARTS LANG-O-LEARN CARDS. (C21, G5, G9LEARN TO DRESS DOLL C21, US-UIS FARM, JUNGLE AND CITY LIFE PLACEMATS (€23, C43, C44, CAT, G12, G19, G20, G37, G38, G39, G40, G44, H22 WOODEN BEADS (C24, C48, 714 ADJECTT PPOSITES LEARNING CARDS | €24, G9, G13, Gad ‘SKUSHI BALL (C32, C33, K12, Y10, VIS, Y20, V2, V23, Y24, Y25, V6, ‘ACTIONS FLASH CARDS C35, G8, G9, G21, G34, G37, G38, G39, 4 COMMUNITY HELPERS FLASHCARDS | C42, G31 PICTURE BOOK SET C43, C44, G12, G40, H22, QI7, 28, Z16, 220, Z21, 222, 226, 227, Z28_| HEAR & GO SEEK AUDITORY BINGO. C45, G33. TALK ABOUT A CHILD’S DAY FLASHCARDS C53, C57, G46, JB EMOTIONS CARDS (1 LANGUAGE, 1 CONTEXTUAL) ‘C54, C57, G9, G37, G38, G39, G42, G46, 13 SAME OR DIFFERENT WORKBOOK. 5 G29, R15, R16 MAGNETIC WIPE-OFF BOARD AND MAGNETIC ALPHABET | D1, Qi, Q2, Q8, Q9,Q10, QUI, QI2, Qi3, TI, T2 [PUZZLES 7 BI, Bi0, BI, B14, BIS, Z3, Z4 WHAT’S WRONG? FLASHCARDS G28, G30 aa AUDITORY TIMER MI-MI2, NI-NIO =e MEMORY MATCHING PICTURE WORDS GAME. 5 : PICTURE WORDS FLASHCARDS Q6, Q7, Q10 ‘ADDITION FLASHCARDS - R20, R28 - 7 ‘CLOCK = _ R21 ‘SUBTRACTION FLASHCARDS R27, R29 = TALL STACKER PEGBOARD Z. 223SUGGESTIONS FOR USE BASIC LEARNER SKILLS ASSESSMENT ‘A. Cooperation and Reinforcer Effectiveness AL-AI9 ‘The Reinforcer Kit and Common Objects Kit have a lot of great things that can be used for the assessment of all tasks in section A. What you choose depends on the individual child you're ‘working with. Remember, edibles, hugs, tickles, favorite songs and high-fives are always great reinforcers! B. Visual Performance Bi Puzzle with single piece type inset Assess this task with the single, uniquely shaped inset puzzle and the 3-, 4-and 9-piece peg puzzles. B10 Puzzles with multiple connecting pieces in an inset type frame You will find 3, 4, 5, and 6 piece puzzles with an imegularly shaped frame for this task. BII Puzzles with a square edged border frame Thete are chafacter puzzles with 6-12 pieces to be used for this task. B14 Puzzles with multiple pieces which must be juxtaposed Use the same puzzles you did for B10 only without the frame this time. BIS Jigsaw puzzles Use the set of 4 12-piece jigsaw puzzles. 'B3 Match identical objects to sample Use the identical multiples in the Common Objects Kit which include: farm animals, play food, school buses, dollhouse chairs or try the Play Money, Color Cubes, Tall Stacker Pegboard pegs and Rainbow Bear Counters that are in the complete kit B4/B6 Match objects to pictures/match pictures to objects Using the Common’ Objects Kit and Language Builder Cards, you can choose from the following: fork, knife, spoon, cup, plate, stove, table, chairs, toilet, sink, bathtub, police car, ambulance, fire truck, school bus, truck, motoreycle, car, horse, cow, sheep, pig, chicken, duck, dog, baseball, | basketball, book, scissors, pencil, crayon, soccer ball, football, watermelon, ice cream, banana, cookie, pasta, chips, cracker, cheese, bread, donut, French Fries, hot dog, pizza, taco, salad, peas, broccoli, orange, grapes, and apple.B. Visual Performance (continued) | B8 Sort non-identical items Using Common Objects Kit: Animals, dogs, vehicles, and balls. oR Using Language Builder Cards: Apples, cookies, cats, birds, airplanes, cars, shoes, shirts, chairs, beds, bicycles, balls, spoons, cups, and flowers. ‘B9 Block designs on cards Using Mighty Mind: Assess the criteria es outlined in this task with specified number of blocks and foils. BI2 Block Designs from Pictures Using Cube Pattern Design Cards and Color Cubes: This task can be administered in order to determine criterion level. BIS Sequence pattern to match a visual model Identical multiples that can be used to construct a pattern from the Common Objects Kit are: farm animals, play food, schoo! buses, dollhouse chairs or the Play Money, Color Cubes, Tall Stacker Pegboard pegs and Rainbow Bear Counters in the complete kit. BIT Sort by function (See Feature Function Class List on Page 17 for corresponding target response suggestions) Using Reinforcer Kit Bubbles and whistle. Using Common Objects Kit Play food, balls, vehicles, dollhouse furniture, and dish set. Using Language Builder Cards: Foods, balls, clothing, toys, furniture, pencil, crayons, vehicles, wagon, stroller, swing, vacuum, broom, liquid soap, ice cream cone, popsicle, knife, scissors, fork, spoon, plate, and bowl. Using Writing & Art Kit Pencils, crayons, and scissors. Many ordinary items around the home or school can be used to add to these groups of items and are great additions to assess generalization. It is especially important to include objects that hold meaning from the child’s environment to strengthen conceptual understanding.B. Visual Performance (continued) | “Something with bri BIB Sort by feature (See Feature, Function and Class List on page 17 for corresponding target response suggestions) Using Common Objects Kit: Animals, vehicles, play food, and dollhouse furniture. Using Language Builder Cards: jomething that has wheels.” Van, Jeep, mail truck, tow truck, dump truck, bulldozer, tractor, train, motorcycle, truck, school bus, fire truck, ambulance and police car. “Something that has fur.” Rabbit, mouse, lion, tiger, bear, cat, dog and goat. “Something that goes in the water. Sailboat ship, fish, hippopotamus and al “Something that has a stem.” Flower, apple, tomato, flower, carrot and leaf. “Something that has a handle.” Cup, bucket, shovel, knife, fork, spoon, frying pan, hammer, vacuum, umbrella and lunchbox. les.” Broom, toothbrush and hairbrush. ‘Something that has stripes.” Tiger, zebra, helicopter, shirt, towel, skirt and sweater. ‘Something that has buttons.” Cassette player, telephone, camera and computer. “Something that has a beak.” Turkey bird, duck and chicken. “Something with legs.” Pants, chair, giraffe, cow, table, doll and potato head. and chair. “Something that has arms.” Jacket, teddy bear, glass “Something with a seat.” Bicycle, tricycle and chair. “Something that is soft.” Pillow, couch, peach, sheep and bed. ‘Something that is round.” Pizza, cookies, orange, bagel, balloons, plate and clock. 7 5B, Visual Performance (continued) BI9 Sort by class (See Feature, Funetion and Class List on page 17 for corresponding target response suggestions) Using Common Objects Kit: Animals, vehicles, play food and dollhouse furniture Using Language Builder Cards. Shapes, colors, animals, clothing, furniture, toys, food, fork, spoon, knife, backpack, cup, bucket and bowl Using Flashcards in the Kit: Alphabet Cards, Colors Shapes and Numbers Cards, Numbers 0-100 and Body Parts Lang-O- Learn Cards. B23 Replicate simple 3D objects Using Color Cubes or building blocks commonly found in homes or schools: Make this task more intrinsically motivating by building things the child is interested in or can play with when they're finished building. Some ideas are: train, horse, giraffe, robot, playground equipment, swimming pool and bathtub. B24 Dependent matching sequence Using Dish Set, Play Food, Writing & Art Kit and Picture Book Set: This task can be a lot of fun by embedding it in a pretend play schema, Some ideas are: set the table for mealtime, set up school for several “students,” set up a board game with multiple players.B. Visual Performance (continued) B25 Seriation Using Size Sort and Rainbow Counting Bears: Sequence largest to smallest and smallest to largest, Using Colors Shapes and Numbers Cards Sequence few to many and many to few using picture cards with different quantiti Using Alphabet Cards. ‘Sequence letters in order such as ABCD or WXYZ. Using Number 0-100 Cards. Sequence numbers in order such as 1234 or 6789, Ideas for: Length: pipe cleaners cut in different lengths and toy snakes of varied lengths Shade of color: color individual pieces of paper from light to dark and dark to light. Degree of completion: draw pictures on individual pieces of paper from partial to complete. Receptive Language C14 Select one of two pictures of common items Using Language Builder Cards and Memory Matching Cards: toilet, bath tub, sink, towel, soap, toothbrush, hair brush, comb, telephone, camera, computer, television, radio, umbrella, keys, glasses, clock, pencil, scissors, and books. C21 Point to body parts on others or pictures Using Body Parts Lang-o-Learn Cards You can have a little fun with this one by using the Learn to Dress doll in addition to having the child identify his body parts and those of the instructor. €23 Touches parts of items See suggestions for B18 and the Feature, Function.and Class List on page 17. Plate, bowl, knife, fork, frying pan, hammer, pillow, trash can, vacuum, broom, stove, stairs, lamp, |C. Receptive Language (continued) C24 Select Adjectives Using Adjectives: Opposites Cards There are enough adjectives in this set to assess for criterion except for color, shape and size. Using Color Cubes and Wooden Beads: These can be used to assess according to color and shape. Using Common Objects Kit and Size Sort: ‘These items can be used to assess for size, Within the Common Objects Kit are school buses, police cars, and fire trucks of varying size. Using Rainbow Counting Bears: ‘These can be used to assess both color and C32 Demonstrates a specified action with an object when given different objects Child must discriminate between items and follow verbal instruction to perform an action. Using Common Objects Kit Vehicles (driving, pushing, rolling), play food and dish set (cutting, cooking, eating, drinking, peeling, washing, drinking), animals (walking, sleeping, feeding, hugging, kissing). Using Reinforcer Kit: Blowing (bubbles, whistle) Using Learn to Dress Doll: Walking, sleeping, feeding, hugging, kissing. Using Color Cubes and Tall Stacker Pegboard: Building, stacking. Using Wooden Beads Stringing, Using Writing & Art Kit Writing, drawing, gluing, coloring, cutting, erasing, tearing, Using Picture Book: Set: Reading, opening, closing. Other great actions with common objects found around the home or school are: phone (talking), shovel (digging), paintbrush (painting), Play Doh (rolling) and Lego® (building).Language (continued) €33 Multiple actions with an object Child must follow verbal direction to perform action. Using Common Objects Kit: Fork and spoon (eat, wash), play food (eat, wash), vehicles (roll), balls (roll), animals (walk, feed, run, sleep, climb, wash, hug, kiss). Using Learn to Dress Doll Walk, feed, run, sleep, climb, wash, hug, kiss. Using Color Cubes and Tall Stacker Pegboard: Build, stack ‘Some additional objects may be needed from home or school in order to meet criterion of 4 actions with at least 4 objects. Some ideas are: brush, figurines, and additional construction toys. €37 Select by function See suggestions for B17 and Feature, Function and Class List on page 17. C38 Select by feature See suggestions for B18 and Feature, Function and Class List on page 17, ‘C39 Select by class See suggestions for B19 and Feature, Function and Class List on page 17. ‘C46 Selects all examples of an item Using Common Objects Kit Food, fruit, vegetables, dogs, cars and balls, Using Language Builder Cards: Apples, cookies, cats, birds, airplanes, cars, shoes, shirts, chairs, beds, bicycles, balls, spoons, cups, and flowers.C, Receptive Language (continued) C47 Select single items with two specified characteristics Using Common Objects Kit: Red food, red dish, red vehicle, yellow food, yellow dish, yellow vehicle, green food, green dish, green vehicle, blue dish, blue vehicle. Using Farm Life Placemat: ‘Small yellow duck, big brown bunny, small black bunny, big red barn, small red barn, big grey horse, small brown horse. Using Rainbow Counting Bears: ‘These come in 6 colors and three different sizes (“Find the big blue bear.”) Using Wooden Beads ‘The beads vary in both color and shape. There are 3 shapes and 6 colors. (“Find the square yellow bead.”) Using Play Money: ‘The coins vary in color and size (“Find the large silver coin.”) Using Shape Sorter Cube: There are 12 shapes and 4 colors (“Find the blue flower.”) In this task, many items irom home or schoo! can be used as well. Examples: “Find the broken red crayon.” “Find the new yellow crayon.” Find the wet sock.” “Find the dry sock.” “Find the heavy ball.” “Find the light ball.” Find the short old pencil.” “Find the long new pencil.” C48 Select set of items with a specified characteristic Refer to suggestions for C47 but group based on only one characteristic. ‘There are many more items with only one characteristic in common, Examples: “Find all of the yellow ones.” “Find all of the dogs.” “Find all of the food.” C49 Select set of items with two specified characteristics Refer to suggestions for C47 but use in groups rather than individually and in a larger array. Examples: “Find all the red foods.” “Find all of the blue bears.” “Find all of the smooth foods.” ind all of the bumpy foods.” “Find all of the small vehicles.” “Find all of the large vehicles.D. Imitation DI Motor imitation using objects Child must imitate action modeled by instructor with no specifie verbal instruction. Using Common Objects Kit Dish set (eat, wash, drink, stit), play food (eat, wash, peel, cook), vehicles (roll, drive), balls (roll, throw, bounce, kick), animals (walk, feed, run, sleep, climb, wash, hug, kiss). Using Learn to Dress Doll: Walk, feed, run, sleep, climb, wash, hug, kiss. Using Color Cubes and Tall Stacker Pegboard: Build, stack. Using Writing & Avt Kit Pencils/crayons (scribble, color), scissors (cut), paper (tear) Using Picture Book Set: Read, open, close. D2 Motor Imitation using objects in a discrimination Child must imitate action modeled by instructor and discriminate between 2 items with no specific verbal instruction. Using Common Objects Kit, Color Cubes, and Rainbow Counting Bears: There are many multiple identical or similar items that can be used. Example: Place two plates on a table and hand the child a donut and a banana. Model placing the donut on the plate and present instruction “Do this.” Tae child must choose the donut and disregard the banana then imitate the action of placing it on the plate. D1d Imitation of blowing Using the Reinforcer Kit Use the microphone, whistle or bubbles to make this task more motivating.D. Imitation (continued) 1D24 Motor imitation sequence using multiple objects See suggestions for DI and D2 but string together actions with multiple objects and model the complete sequence before giving the child the instruction of “Do this.” The child should imitate the sequence without verbal instruction, outlining the individual steps. ‘This is a great task to assess within a pretend play schema with props to make it fun and meaningful! Some play ideas using the materials in the kit are: Office, School, Mechanic, and Mealtime. E. Vocal Imitation EL-E20 This task that can be more fun if the microphone from the Reinforcer Kit is used. F. Requests FL-F29 Reinforcement is specific to each individual child and a reinforcement assessment should be used before completing this section. It is important to determine what types of items and activities are ‘motivating and reinforcing for the child at that point in time. Many of the items in the ABLLS® -R Kit will be reinforcing for the child in addition to social praise, hugs, tickles, dancing, edibles, and songs. F9 Requests missing items needed for a task Using Puzzles, Writing & Art Kit, Wooden Beads and Color Cubes: Complete a puzzle, color a picture, cut paper, string a necklace and build a tower.[ G. Labeling G5 Labels body parts ‘Make this fun by using the Body Parts.Lang-o-Learn Cards and Learn to Dress Doll in addition to labeling the child's own body and those of another person. G12 Labels parts or features of objects G13 Labels adjectives GIS Labels item when told its fanetion G16 Labels item when told its features G17 labels item when told its class G24 Labels function of an item G25 Labels class of an item G27 Labels the class of a set of items G29 Labels exclusion from a category See suggestions for Fi17-B19 and C24 along with the Feature, Function and Class List on page 17. G37 Labels pronouns Using Emotions Language Cards and Talk About a Child's Day: These cards have a lot of content that can be used to elicit responses containing pronouns Example: “She fell down.” “She is pouring.” “He is brushing his teeth.” “He is playing a video game.” H. Intrayerbals | H7 Intraverbal associations ‘The Go-Together Cards are a great resource for developing a target list in adc | associations list included with the ABLLS®. ‘H8, H9 & Hi4-H18 See suggestions for B17, B18, B19, C24 and the Feature, Function and Class List on page 17. 34 —- H35 Learning to Sequence: 3-Step and Learning to Sequence: 4-Step are a good'starting point for identifying targets for these tasks. Be sure to include activities from the child’s daily routine as well beeause they are likely to hold more meaning. ‘HAL Describes steps before or after in sequence of a daily activity The Tense Sequencing Cards and Emotions Language Cards have a master list included, which is a great starting point in generating ideas for target responses (Q: “What do you do before you eat an orange?” A: “You peel it.”) jon to the1. Spontaneous Vocalizations 14 Sings songs with models _ | Why not use the microphone included in the Reinforcer Kit and have a good time | Put on a show or dance along! this task? J. Syntax and Grammar ‘JI3 Future tense ] Using Large Format Emotions Cards and Learning to Sequence Cards: You can use these pictures to elicit a response that requires the child to use the future tense. (Q: “The girl fell off her bike and hurt herself. What will she do next?” A: “She will go get a-band- aid.”) ‘J16 Comparatives Using Size Sort and Rainbow Counting Bears Place two or three items of varying size on the table and point to one and say, “T ‘The child will respond by saying: “bigger” or “smaller”. This can also be asse “Which one do you want?” K. Play and Leisure K7 Multiple responses with toys related to a theme Using Common Objects Kit: This is when you get to start playing! Examples: Use the dishes and food to cook, set the table and then eat. Use the vehicles to fill up with gas, wash, drive and park. The Writing and Art Kit can be used to play school or office. Have fun with it and get creative. ‘ocial Interaction roup Instruction Parents or caregivers can assess this task by reporting what they see. Otherwise, observation of the child in settings appropriate to their level of development can provide insight into these tasks. This section addresses behaviors and skills that should be demonstrated in a group setting. School-aged children can be assessed in their classroom; younger children can be observed in a musie, sports or arts class. . Follow Classroom Routines “These skills can be assessed by the reporting of classroom teachers or through observation.| P. Generalized Responding PI-P6 You will be better able to assess these skills as.you move through programming with the child and observe if what you have taught is demonstrated in different environments, across teachers and with different items, Parents and caregivers are great resources for this section. Is the child demonstrating the same skills at birthday parties? On vacation? At their grandparent’s house? ACADEMIC SKILLS ASSESSMENT Q. Reading Skills 'R. Math Skills See the Phonetic Word List and Simple Sent Examples on page 18 to help get you started. RI Counts to 10 /R2 Counts to 100 This is rote counting out loud. The child is reciting numbers in a sequence without the numbers corresponding to an iter, RI5 Same / R16 Different This can be assessed using the Same/Different Workbook or you can see the suggestions for C47, C48 & C49 for a list of items with characteristics that allow them to be grouped as same or different, S. Writing Skills SI-S10 Make this section fiun with the playful Activity Workbooks and by talking about all of the child’s, favorite things that start with the letter you are writing, T. Spelling Skills TI-T7 Using the Magnetic Board, Magnetic Letters and Picture Words Cards. Mix and match materials in this section. You can place the magnetic letter right on top of the word cards, play hangman on the dry erase board, ot have the child spell the words of his/her favorite things! See the Phonetic Word List and Simple Sentence Examples on page 18 to help get you started. U9- WIS Practice, practice, practice! This is best addressed during naturally occurring opportunities. If the child enjoys pretend play, perhaps you can play dress up and practice with the costumes. Use the Learn to Dress Doll to practice with zippers, buttons, and more.'V. Eating Skills ‘V1-V10 ‘Observe during snack or meal time or through a discussion with the parents or caregivers. You can also plan fun activities to elicit these skills. Make lemonade and pour a glass when you are finished, make a sandwich or cut fruit for a fruit salad. W. Grooming Wiw7 Parents and caregivers are the best source of information regarding the tasks in this section. However, there are oppcrtunities throughout activities with a child for the instructor to assess the tasks as well; washing hands after a messy project is a perfect opportunity. X. Toileting Skills XI-X10 Information from the parents or caregivers can inform the assessment of these tasks. Picture schedules are great for fostering independence with toileting habits and routines. MOTOR SKILLS ASSESSMENT Y. Gross Motor Skills YI- 30 Finally, this section gets you and the child outside to play! Create an obstacle course with all of the different tasks, bring the ball, climb a ladder and have fun. Z. Fine Motor SI ZA- 228 ‘Make these tasks interesting by creating an arts and crafts project that incorporates several of the tasks into one activity. Also, include the child in the preparation and gathering of materials which address tasks such as opening jars and Ziploc bags. You will be fostering independence within the activity and assessing the tasks all at once.FUNCTION LIST. “Things you can “Things that eat throw drive blow: bounce wear kick fly 9. peel 10; lick UL push 12. draw with 13. write with 14, ride on 15. cut with 16, play with 17. siton 18. clean with 19. build with 20. eat with FEATURE, FUNCTION & CLASS LIST CLASS/CATEGORY LIST “A kind of___.” - animal . bird . vehicle toy . food drink . fruit . vegetable . furniture ). clothing shape . color number . letter . body part farm animal mergency vehicle utensil . container tool FEATURE LIST “Something that.” |. has wheels has wings has fur has a stem has doors has a tail has a handle has stripes has buttons )has a beak has legs . has arms has whiskers - has sleeves has bristles - has a nose has a seat is soft goes in the water is round,all and arm art bus can call car card cat PHONETIC WORD LIST AND SIMPLE SENTENCE EXAMPLES cow cup cut dad dark dig dog doll dump egg fall far fast farm, fox frog fun girl 0 got had hat hall hand he her hid him his hop hot hug kit land mad ‘man ‘map mask mat mom nap nest net not now on or park pat pet pig pop ran iat red rest room tall ten tent took top truck tub up u van wall was we went wet win z00 ‘The cow ran fast The sun is hot. He went to the park, The pig took a nap. She sat on the hat. ‘The cat is in the box. The bus was big. ‘The kid had a red hat. The bird is in the nest. The tent is small. The boy is sad. The frog is on top of the wall. The man is tall. ‘The truck is wet. 18