Language Processing Drills...Question Pages for Parents/Instructors

7/30/2019 Language Processing Drills...Question Pages for Parents/Instructors

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Section One

Picture Discrimination, Part I

Which one is the star?

Touch the bumble bee.

Point to the car.

Where are the flowers?

Hint: Immediately after the child receptively labels the picture, you can help to promote verbalization byclearly and slowly stating the name of the picture. Then pause in anticipation of the child repeating you.

Accept approximations as correct responses. You can work to shape the approximations later.



Section One


Which one is the school bus?

Touch the robot.

Point to the snowman.

Where’s the bird?

Hint: Remember to vary your tone and intonation when reading the sentences. This can help the child understand that even though you’re saying pretty much the same thing,

the sentences can sound a little bit differently. Not everyone speaks in the same manner.



Section One


Which one is the mailbox?

Touch the marbles.

Point to the bear.

Where’s the potty / toilet?

Hint: Remember to emphasize the “s” at the end of a plural word.Some children have trouble hearing and understanding plurals.

By emphasizing the “s”, you can help them differentiate.



Section One


Which one is the leaf?

Touch the crayons.

Point to the books.

Where’s the boy?

Hint: You can help the child with generalization by talking about other aspects of the item. For example, once the child is able to label(receptively or expressively) the picture of the leaf, you can explain that we can find a leaf outside on a tree, a shrub or on the ground.



Section One


Which one is the turtle?

Touch the wagon.

Point to the butterfly.

Where’s the umbrella?

Hint: Always remember to praise your child for correct responses. Give a “hi-five” or say, “way to go!” or “good job!”Children love lots of positive reinforcement. This makes learning fun.



Section One

Picture Discrimination, Part II

Which box shows the snowman and the mailbox?

Touch the box that has the bus and the boy.

Point to box with the car and the marbles.

Where’s the box with the bird and the flowers?

Hint: As I’ve mentioned previously, after the child receptively labels the pictures, you can help to promote verbalization byclearly and slowly stating the names of the pictures. Then pause in anticipation of the child repeating you. For example, right after the child

points to or touches the box with the snowman and the mailbox, you would say, “snowman and mailbox”.Allow time for your child to attempt to repeat you. Reinforce any attempts with praise.



Section One


Which box shows the turtle and the books?

Touch the box that has the crayons and the butterfly.

Point to box with the bumble bee and the leaf.

Where’s the box with the star and the bear?

Hint: This is very hard work for the child. Remember to provide a break, if necessary.Sometimes just a change of scenery is all that’s needed to get the child back on track.



Section One


Which box shows the robot and the potty / toilet?

Touch the box that has the flowers and the books.

Point to box with the wagon and the bear.

Where’s the box with the umbrella and the marbles?



Section One

Picture Discrimination, Part III

Which box shows the star, the marbles and the butterfly?

Touch the box that has the bumble bee, the leaf and the crayons.

Point to box with the car, the mailbox and the bird.

Where’s the box with the flowers, the bus and the potty/ toilet?

Hint: Since this part is even harder than the previous section, you may find it helpful to offer your child somethingespecially cherished to provide motivation and incentive to participate. For example, my son loves to watch me blow bubbles. I keep my

bubble wand close by when tackling difficult tasks. As he responds correctly, I start blowing. He loves this!!



Section One


Which box shows the umbrella, the turtle and the leaf?

Touch the box that has the snowman, the robot and the bear.

Point to box with the star, the car and the butterfly.

Where’s the box with the boy, the wagon and the books?



Section One


Which box shows the marbles, the boy and the robot?

Touch the box that has the bus, the snowman and the bird.

Point to box with the bumble bee, the turtle and the potty/ toilet.

Where’s the box with the star, the umbrella and the bear?



Section One

Picture Discrimination, Part IV

Touch the umbrella, then the robot, then the bear.

Point to the marbles, then the bird, then the snowman.

Touch the bus, then the star, then the potty / toilet.

Point to the bird, then the robot, then the star.

Touch the turtle, then the bear, then the bus.

Point to the potty / toilet, then the snowman, then the umbrella.

Hint: Offer hand-over-hand prompting with this, if necessary. Gradually fade the prompt as your child catches on to the new idea.Remember that you want to prompt as little as possible to keep the child from depending on the prompt to get through the task.



Section One

Picture Discrimination, Part IV

Touch the leaf, then the crayons, then the wagon.

Point to the car, then the mailbox, then the butterfly.

Touch the boy, then the bumble bee, then the flowers.

Point to the books, then the mailbox, then the car.

Touch the boy, then the flowers, then the wagon.

Point to the butterfly, then the leaf, then the books.



Section Two

Plural vs. Singular

Where’s the box with the bumble bees?

Touch the box that has the umbrella.

Point to box with the bumble bee.

Which box shows umbrellas?

Hint: Remember to enunciate the plural and singular sounds.



Section Two

Plural vs. Singular

Where’s the box with the bear?

Touch the box that has the boys.

Point to box with the bears.

Which box shows the boy?



Section Two

Plural vs. Singular

Where’s the box with the bird?

Touch the box that has the snowmen.

Point to box with the birds.

Which box shows the snowman?



Section Two

Plural vs. Singular, part II

Touch the umbrellas and the snowman.

Point to the bear and the mailboxes.

Touch the car and the butterflies.

Point to the birds and the robot.

Touch the bus and the leaves.

Point to the mailboxes and the car.



Section Two

Plural vs. Singular, part II

Touch the crayons and the wagon.

Point to the bumble bee and the flowers.

Touch the turtle and the marbles.

Point to the stars and the boy.

Touch the potties/ toilets and the butterfly.

Point to the marbles and the wagon.



Section Three

Adjectives & Opposites

Where’s the little star?

Touch the wet girl.

Point to the big star.

Which one is the dry boy?

Hint: Enunciate the adjectives.



Section Three


Where’s the straight road?

Touch the picture of something bright.

Point to something dim / dark.

Which one is the curvy road?



Section Three


Where’s the broken cookie.

Touch the picture of “cold”.

Point to the man feeling very hot.

Which one is the fixed cookie?



Section Three


Where’s the skinny man?

Touch the picture of many stars.

Point to the fat man.

Which one is the picture of few stars?



Section Three


Where’s the short person?

Touch the picture a wide line.

Point to the tall person.

Which one is the picture a narrow line?



Section Three


Where’s the happy girl?

Touch the slow snail.

Point to the sad girl.

Which one is the fast mouse?



Section Three


Where’s the old lady?

Touch the sour lemons.

Point to the sweet candy.

Which one is the young baby?



Section Four

Prepositions

Point to the train going AROUND the tree.

Touch the man sitting BEHIND the desk.

Which one shows kids standing AT the door?

Where is the lady standing UNDER the rain cloud?

Hint: Be sure to enunciate the prepositions.



Section Four

Prepositions

Point to the man standing IN FRONT OF the circus tent.

Touch the boy flying the kite ABOVE him.

Which one shows water dripping INTO a bucket?

Where is the mommy cow standing NEXT TO her baby?

S ti F



Section Four

Prepositions

Point to the dog sticking his head THROUGH the door.

Touch the girl lying ON the bed.

Which one shows a lady IN the bathtub?

Where is the fireman getting the cat OUT of the tree?

S ti F



Section Four

Prepositions

Point to the bear INSIDE the toy box.

Touch the boy walking WITH the flag.

Which one shows a boy giving a flower TO a girl?

Where is the boy that fell OFF of his toy car?

SectionFour



Section Four

Prepositions

Point to the picture of the dog standing BETWEEN the children.

Touch the girl running NEAR the water.

Which one shows an astronaut standing BESIDE the flag?

Where is the girl holding the marshmallow OVER the campfire?

Section Five



Section Five

Intraverbal Fill-ins

When you’re hungry, you …. (eat).

You dry your body with a … (towel).

When you’re thirsty, you … (drink).

You read a … (book).

Hint: When reading these sentences, always be sure to read them as though you’re expecting the child to immediately fill in the blanks.Draw out the sound of the last word of the sentence. For example, “When you’re hungry, youuuuu…….?”

Be sure to have a look of expectation on your face as you read these sentences. You can verbally prompt the child as necessary until he or she catches on to the idea of this drill.

Section Five



Section Five


You see with your … (eyes).

You cut with … (scissors).

You sleep in a … (bed).

You live in a … (house).

Hint: Pretending to act out the situation may help.

Section Five



Section Five


At the zoo, you see a … (monkey).

You throw a … (ball).

You buy food with … (money).

You ride to school on a … (bus or school bus).

Section Five



Section Five


When you ride in a car, you wear a … (seatbelt).

You listen to the … (radio).

You blow … (bubbles).

You write with a … (pencil).

Section Five



Section Five


You wash your hands with … (water).

You sit in a … (chair),

When it’s cold, you wear a … (jacket or coat).

You ride in a … (car).

Section Five



Sec o e


You put your letter in the … (mail box).

You talk on the … (phone or telephone).

You swim in the … (pool or swimming pool).

On your feet, you wear … (shoes).

Section Five




The animal that says, “Moo” is a … (cow).

You get a push on the … (swing).

You eat a … (pizza).

You paint with a … (paintbrush).

Section Five




You watch the … (t.v. or television).

You take a bath in the … (tub or bathtub).

You color with a … (crayon).

The animal that says “tweet – tweet” is a… (bird).

Section Five




You heat your food in the … (microwave).

You flush the … (potty or toilet).

You brush your teeth with a … (toothbrush).

You eat with a … (spoon).

Section Five




You play games on the … (computer).

You take your lunch to school in a … (lunchbox).

You sleep with your … (teddy bear).

The animal that barks is a … (dog).

Section Six



Intraverbal Categories

Point to the things you can eat.

Touch the things that can fly.

Which ones are drinks?

Where are the colors?

Hint: Being able to discriminate is a very important part of learning language and can be extremelydifficult for some children to learn. Be patient and remember to offer lots of praise.

Section Six




Point to the animals.

Touch the shapes.

Which ones are the fruits?

Where are the clothes?

Section Six




Point to the toys.

Touch the letters.

Which ones are numbers?

Where is the furniture?

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Language Processing Drills...Question Pages for Parents/Instructors