descrieri (engleza)

8/19/2019 DESCRIERI (engleza)

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SpeechTherapyIdeas.com

DescribingBasic Set

This basic set includes:

•

Instructions and activities for teaching children to describe• Pictures from various categories to use in activities (60)

• Prompting signs to hang (4)

• Prompting cards

• “Touch adjectives” cards

• Describe It game answer sheet

The prompting and adjective cards are formatted to print on standardperforated business card paper for easy print-and-go convenience. Youcan also print them on paper or cardstock and then simply cut them apart.


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Teaching Children to Describe

Importance of describingDescribing with details allows a child to be specific about the different attributes of anitem. This can help with comparing and contrasting and can also be carried over intousing details when writing. If a child has difficulty with word recall, being able todescribe what he/she is trying to say can be very beneficial. I have also noticed anincrease in students’ vocabularies after working on describing, particularly withadjectives.

How to teach describing Although describing is an expressive language skill, the concept can initially beintroduced using receptive tasks. Describing has its basis in categorizing. If the studentis not able to expressively name general categories, then you should start by teachingcategories.

Basic steps:

1. Identifying items by their attributes (receptive)2. Naming attributes of items (expressive)

A note about materials… You will want pictures of various items when working ondescribing. These can be illustrations or photographs. I have included some linedrawings that can be printed and, if desired, colored. The Original Memory ® Gamealso has pictures from a variety of categories that work well, particularly with youngerchildren. For photographs, you can cut pictures out of magazines or old calendars or

print your own photos.

Step 1: Identifying items by their attributes At the simplest level, identifying the attributes of items is really just grouping items thatgo together. To teach this, place a few pictures on the table and then have the child orchildren find the ones that go in the group that you describe. For example, tell the childto give you all of the pictures that are food. After success with that, place the cardsback on the table and have the child give you all of the things that have yellow on them.

Continue naming different features a few more times. Point out to the child or childrenthat some of the items belonged in more than one group (e.g., “The banana is a foodand is yellow). Once the child has become more aware of the attributes of items, youcan practice with the following game.

During this game check that the child understands the vocabulary that you are using


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don’t fit the description, therefore narrowing down the remaining choices. Keepgoing until the picture with the sticker is found.

Variation 2: Have a student hide a piece of paper or sticker under a picture withoutyou seeing. Then ask the student attribute questions about the chosen picture (e.g.,“Is it a food?”). If the student says “no”, then remove all of the pictures that fit theattribute you named. If the answer is “yes”, then remove the pictures that don’t fit thedescription you gave. Keep asking questions until the picture with the sticker isfound.

Step 2: Naming attributes of items It is easier for children to answer questions about an item than to spontaneouslydescribe an item. So, I start by giving them some questions to help them think aboutthe many attributes an item may have. Print out and hang the signs that I have includedand give the students the individual cards to use as a reference at their desks. Discussexamples of answers for the questions.

1. Category- What category or group is it in? Is there a subcategory? Examples:

animals (jungle, farm), transportation (land, water), food (fruit, vegetable, meat)

2. Function- What does it do? What do you use it for? Examples: holds things,bangs nails, tells time, makes noise

3. Senses- What does it look like? Examples: its color, size, shapeWhat does it sound like? Examples: a specific sound, loud/quietWhat does it taste like? Examples: sweet, sour, bitter

What does it feel like? Examples: hard, soft, rough, smooth, squishyWhat does it smell like? Examples: sweet, fragrant, foul

4. Parts- What parts does it have? Examples: petals, stem, leaves(I have found that listing an item’s unique parts is very difficult for those children withlimited vocabularies. Use these opportunities to build their vocabularies.)

Once you have gone over the questions and come up with examples, it is time to start

describing! Have some pictures of items or find things around the room to describe.Begin by going through the questions one at a time together, helping give specificattributes. If you are working with a group, have the children take turns giving attributesout loud. They can be great models for each other.

Games and activities for describing (expressive)


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Guessing Game – Give the child a picture and have him/her go through the questionslisted above, describing the item. Try to guess the object or have the group guess.When the child is able to give attributes easily, start removing some of the questioncues until they are no longer needed.

Describe It – Present a picture and have students write down all of the attributes theycan think of about the item. You can set a time limit if you want. Go around and havethe students read their lists out loud. You can give points for every attribute given oronly give points for unique answers (i.e., the only student to put that answer down).Discuss which words are general descriptors and which words are very specific.

Barrier Game – Put a barrier up between you and the child with identical sets ofmaterials on each side. Have the child build something one piece at a time and tell youwhat to do. Some examples are putting together Mr. Potato Heads or putting togetherthe faces of Jack-o-lanterns (see link below for printable pages). Make sure there aresimilar items that have different attributes (e.g., different kinds of eyes, different coloredhats). If the child does not give specific enough instructions, give a prompt forclarification. For example, if the child says, “Put on the hat,” you could ask, “Which

hat?” or, more specifically, “Do you mean the hat that is yellow or green?”. When youare finished, take down the barrier and compare your items.

Jack-o-lantern printable pages: Visit the site below and scroll down to “Design your ownPumpkin Faces”. I suggest printing the eyes, nose, and mouth pages in black and whiteand then coloring them in different colors. Remember to make identical sets of pieces ifyou are using this as a barrier game. For materials that will last even longer, considerlaminating the pieces and putting pieces of Velcro ® on the pumpkin and on the back of

your face pieces.http://www.dltk-holidays.com/Halloween/mpumpkinfaces.htm

Guess Who? ® Game – In this great game, children ask questions using attributes tofigure out who their opponent’s “person” is. They ask questions such as “Does yourperson have blonde hair?” or “Is your person wearing glasses?”. Once they have itnarrowed down to only a few people, they have to figure out what differentiates themfrom each other in order to ask a good question (e.g., the people left are men with black

hair and mustaches, but their noses are different sizes).


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bat chick butterfly Snail

turtle spider sheep crab

starfish snake shark jet

skateboard stroller spaceship chair


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teeth cloud rain umbrella

dress jacket bathing suit pants

cherries grapes orange plum

cake chocolate bar ice cream milkshake


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sports

planetsvehicles

tools

animals games

Categoriesplantsmonths

clothes

foodtoys

instruments


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What does it do?

Function

What do you use it for?


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What does it sound like? What does it look like?

Senses

What does it smell like? What does it taste like?

What does it feel like?


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What parts does it have?

stem, petal, leaf

Parts

What parts make it unique?

• wool

• trunk, tusks

• forked tongue


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1. Category-What category is it in? Is there asubcategory?

2. Function- What does it do? What do youuse it for?

3. Senses- What does it look, sound, taste,feel, and smell like?

4. Parts- What parts does it have?















3. Senses- What does it look, sound, taste,

feel, and smell like?




3. Senses- What does it look, sound, taste,

feel, and smell like?











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bumpy soft

squishy smooth

rough cold

warm prickly


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© 2009 Rebecca Wanca, M.S., CCC-SLPSpeechTherapyIdeas.com

Item 1

1. _______________2. _______________3. _______________

4. _______________5. _______________6. _______________7. _______________

8. _______________9. _______________10. ______________11. ______________12. ______________13. ______________14. ______________15. ______________

Describe It

Item 2

1. _______________2. _______________3. _______________

4. _______________5. _______________6. _______________7. _______________

8. _______________9. _______________10. ______________11. ______________12. ______________13. ______________14. ______________15. ______________

Item 3

1. _______________2. _______________3. _______________

4. _______________5. _______________6. _______________7. _______________

8. _______________9. _______________10. ______________11. ______________12. ______________13. ______________14. ______________15. ______________

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