Social skills Giving Details
Nela Stanojevicvisibility
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Children with language diffi culties, particularly those with pragmatic impairments, need specifi c teaching to help social understanding. 3
Related papers
Effects of Systematic Social Skill Training on the Social-Communication Behaviors of Young Children with Autism During Play Activities
Proquest Llc, 2010
Social Skills for Students with Autism. Second Edition. CEC Mini-Library: Working with Behavioral Disorders
1997
This booklet identifies and discusses methods and procedures to facilitate appropriate social interactions between children and youth with autism and classroom teachers and other school personnel. It is designed to provide information and techniques that are useful in developing social interaction programs. An overview of four approaches commonly used to promote social development in children and youth with autism is provided. In the first approach, direct skill instruction, a practitioner first identifies social skills that need to be developed, then determines the steps required to build those skills and provides practice in a variety of settings. The second approach, antecedent prompting procedures, calls for a teacher to prompt the child to engage in some kind of interactive behavior, which, when it occurs, is responded to positively by classmates and the teacher. In the third approach, peer initiation strategies, socially competent peers are taught how to initiate and encourage social interactions with children with autism in natural settings. The final approach, peer tutoring, has socially competent peers learn to use effective teaching techniques and positive reinforcement to teach academic subjects to classmates with autism. The booklet also includes a brief historical review of research findings on social interaction instruction. (Contains 94 references.) (CR)
Social Skills Training for Children with Autism
Pediatric Clinics of North America, 2012
Autism spectrum disorders (ASD) are developmental disabilities characterized by difficulties in social communication, along with restricted interests or repetitive behaviors. The term includes the current Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (Text Revision) (DSM-IV) diagnoses of autism, Asperger syndrome, and pervasive developmental disorder not otherwise specified. 1 The prevalence of ASD has increased steadily in the past several decades, partly because of the increasingly broad criteria for diagnosis, as well increased awareness by health care providers and by families, and earlier case finding. Current estimates are that 1 in approximately 110 children in the United States meet criteria for ASD, 2,3 with similar prevalence across different racial, ethnic, and socioeconomic groups, 4 making intervention for this population an important and timely issue. The range of abilities of individuals within the autism spectrum is broad, ranging from individuals with co-occurring intellectual disability (ie, low-functioning autism) to those with milder symptoms who have average or higher intelligence (ie, high-functioning autism). What these diverse individuals have in common is a core deficit in the area of social skills. SOCIAL SKILLS DEFICITS IN ASD Difficulties with social skills and social interactions are a hallmark of ASD, although how these difficulties manifest differs from child to child and depends to some extent on age and functioning level of the child. Examples of social skills include making eye The authors have nothing to disclose.
Promoting social communication in high functioning individuals with autistic spectrum disorders
Child and Adolescent Psychiatric Clinics of North America, 2003
This paper reviews a range of social communication interventions that have been developed for students with autism at the preschool, school-age, and adolescent level. Both adult-mediated and peer-mediated methods that use highly structured, child-centered, and hybrid methods are examined. Programs that provide information on generalization and maintenance are identified. A set of recommendations for programs that would appear to be most appropriate for students with Asperger Syndrome is presented. Paul Social Communication Promoting Social Communication in High Functioning Individuals with Autistic Spectrum Disorders Social and communicative dysfunctions are arguably the most handicapping conditions associated with Asperger syndrome. Although the rubric social communication is frequently used to encompass these deficits, social communication is actually a redundant term. All communication, by its definition as an exchange of information between speaker and listener(s), is social in nature. However, the purpose of using the term social communication here is to focus attention on the close relationship between the linguistic forms of communication utilized by high functioning individuals with autistic spectrum disorders (ASDs), and the function of these skills in the achievement of social interaction. In fact, in typical individuals over the age of three, linguistic communication is the primary modality of social interchange. While linguistic communication skills are used for a variety of purposes-including regulating others' behavior, referring to objects and events, narrating and predicting experiences, and learning academic content-the present paper will focus on just one of these functions: achieving mutuality and engagement with others. Effectively establishing this engagement, even with access to advanced language skills, constitutes one of the core deficits of intelligent individuals with AS. Social communicative abilities are crucial to achieving the community integration and peer acceptance that would seem to be within the 2 Paul Social Communication grasp of these bright young people, yet so often eludes them. The high rates of depression reported in verbal adolescents with ASDs are generally interpreted to be a reaction to this frustrating situation. 1 Young people with AS are frequently eloquent in their despondency at their isolation from the social world. 2 This review of programs for addressing social communication needs in AS, then, will highlight what is known about recruiting the language competencies possessed by high functioning individuals in the service of promoting cooperative play, social inclusion, and friendship. It will examine programs that target interactive skills at a range of developmental levels from preschool through adolescence, and with a range of theoretical perspectives from highly teacherdirected discrete trial methods to more naturalistic and child-centered approaches. An effort will be made to highlight programs that have reported carefully applied research designs, well-defined groups of children, and appropriate measures of change and generalization in peer-reviewed venues, which, unfortunately, constitute a minority of the programs advocated for this population. Although the focus of this volume is on Asperger syndrome, the needs of children with this disorder do not differ greatly from those of high functioning children with other kinds of ASDs. Since most research on social communication training has focused on children with autism or PDD-NOS, and few published studies have looked at AS exclusively, studies that include high functioning, verbal children at all points along the autistic spectrum will be included. At the conclusion of the review, this information will be interpreted in Paul Social Communication light of the specific characteristics of AS, and recommendations for selecting programs most appropriate for the AS population will be made. Early Social Communicative Interventions During the preschool period, between 3 and 5 years of age, typical children develop a range of social interaction skills that are mediated in important ways by their language development. Garvey 3 showed that children as young as three use language to negotiate play roles and activities ("I'll be the doctor and you can be the sick person"). According to Patterson & Westby, 4 children by age three use language for a multitude of purposes in play, including to narrate action, to plan future events in the play context, to mark dialogue with metalinguistic markers such as 'he said,' and to vary voices to distinguish characters. Children with AS, even though they do not show significant delays in the acquisition of the forms of language, are, as a result of their core deficits, less able to demonstrate these varied uses of language in the context of cooperative play, and often show great difficulty in entering sociodramatic play situations without support. 5 For these reasons, social communication programs in the preschool period typically use play as the primary context. Wolfberg 6 reports that, without support, verbal children with ASDs tend toward repetitive enactments of solitary routines around their obsessive interests and avoid social play or approach peers with obscure, one-sided overtures that are unlikely to be reciprocated. Schuler and Wolfberg 5 discuss the challenges in helping children with ASDs participate more successfully in social play. One of Paul Social Communication 20. Krantz PJ & McClannahan LE. Social interaction skills for children with autism: A script-fading procedure for beginning readers.
Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents With Autism Spectrum Disorders and Other Social Difficulties
2006
This title is winner of the award 2007 ASA Literary Work of the Year. Parents and professionals often ask how to teach social skills and how to design social skills programs for children with ASD. Often they are seeking answers to basic questions such as where do we start and what strategies do we use? This book addresses the need for social programming for children and adolescents with ASD by providing a comprehensive five-step model. The model incorporates the following five steps. It assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. This model will also show you how to organize and make sense of the myriad of social skills strategies and resources currently available to parents and professionals it is not meant to replace other resources or strategies, but synthesize them into one comprehensive program.
Social Skills and Autism Spectrum Disorder
2012
Acknowledgements I would like to thank my committee members for their guidance and support throughout the dissertation process.
Social skills interventions for children with Asperger's syndrome or high-functioning autism: A review and recommendations
Journal of autism and developmental …, 2008
Livro UFPA, Obra ressalta trajetória de mulheres inspiradoras no Cristianismo Primitivo
mulheresinspiradoras-no-cristianismo-primitivo/ ARTE E CULTURA Obra ressalta trajetória de mulheres inspiradoras no Cristianismo Primitivo 12 DE ABRIL DE 2024 Fotografia retrata a capa do livro. A imagem apresenta um cenário colorido com duas mulheres segurando jarros e, atrás delas, uma terceira mulher com asas de anjo que está com os braços estendidos para a frente. Na parte superior da capa, está escrito o nome dos organizadores:
Autism & PDD™ Tell Me About It
Giving Details
by Michele Zucker Saunders
Ages
SSkills
■
language
■
grammar
■
vocabulary
■
social skills
■
5 through 18
Grades
■
K through 12
Evidence-Based Practice
Children with language difficulties, particularly those with pragmatic impairments, need
specific teaching to help social understanding. 3
Children with autism need approaches that focus on social functioning. These approaches
should be introduced as an ongoing intervention strategy from early years to adulthood. 3
Individuals with ASD should receive instruction in functional, spontaneous communication;
new skill acquisition; generalization and maintenance in natural contexts; and functional
academic skills when appropriate.2
Therapy should target the initiation of spontaneous communication in functional activities
across social partners and settings.1
Therapy should enhance the initiation of communication for a range of social functions that
are reciprocal and promote the development of friendships and social networks.1
References
1
American Speech-Language-Hearing Association (ASHA). (2006). Guidelines for SpeechLanguage Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum
Disorders Across the Life Span [Guidelines]. Available from www.asha.org/policy
2
Committee on Educational Interventions for Children with Autism, National Research
Council. (2001). C. Lord & J. McGee (Eds.), Educating children with autism. Washington,
D.C.: National Academy Press.
3
Royal College of Speech & Language Therapists (RCSLT). (2005). Clinical guidelines for
speech and language therapists. www.rcslt.org/resources/clinicalguidelines
LinguiSystems, Inc.
3100 4th Avenue
East Moline, IL 61244
Phone:
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E-mail:
Web:
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Copyright © 2008 LinguiSystems, Inc.
All of our products are copyrighted to protect the fine work of our
authors. You may only copy the pages on this CD as needed for your
own use with students. Any other reproduction or distribution of the
pages on this CD is prohibited, including copying the entire CD to use
as another primary source or “master” copy.
Printed in the U.S.A.
About the Author
Michele Zucker Saunders, M.S., CCC-SLP, is a speech-language pathologist
from Rockland County, New York. She received two master’s degrees related
to language development and disorders: Speech-Language Pathology from New
York Medical College, Valhalla, New York, and Teaching English as a Second
Language from the College of New Rochelle, New Rochelle, New York.
Michele has worked in the field of communication disorders for the past 12 years
and, throughout her career, has worked with both typically-developing children
and those with developmental delays/disabilities, spanning from toddlers to
adults. Her past work experience includes clinical and hospital settings, special
education preschools, elementary schools, high schools, and currently a public
middle school servicing grades 5-7.
Michele; her husband, Michael; their daughter, Jayne; and their dog, Romeo, welcomed their second child,
Joshua Matthew, into their family on September 23, 2007.
Autism & PDD – Tell Me About It is Michele’s second publication with LinguiSystems. She is also the author
of the Autism & PDD – Things I Can Say and Do series.
Dedication
To all of the children whose lives I hope to touch . . . I hope these books make the difference
To my students, past, present, and future, who continue to teach me, motivate me, and reward me by giving
me the incentive to meet their communication and learning needs
And to Sherri and Tom, my parents; Michael, my husband; Jayne, my daughter; Josh, my son; and Romeo,
my dog, for their love, support, and encouragement, which has meant the world to me
Acknowledgment
To my colleagues and friends who encouraged me to publish my ideas
Illustrations by Margaret Warner
Tell Me About It – Giving Details
2
Copyright © 2008 LinguiSystems, Inc.
Table of Contents
Introduction.......................................................... 4
Your Afternoon
Level One.....................................................44
Level Two .....................................................45
Level Three ..................................................46
Your Class Trip
Level One.....................................................47
Level Two .....................................................48
Level Three ..................................................49
Your Favorite Holiday
Level One.....................................................50
Level Two .....................................................51
Level Three ..................................................52
Your Favorite Food
Level One.....................................................53
Level Two .....................................................54
Level Three ..................................................55
Your Birthday
Level One.....................................................56
Level Two .....................................................57
Level Three ..................................................58
How You Feel
Level One.....................................................59
Level Two .....................................................60
Level Three ..................................................61
The Weather
Level One.....................................................62
Level Two .....................................................63
Level Three ..................................................64
Your Pet
Level One.....................................................65
Level Two .....................................................66
Level Three ..................................................67
Your Friends
Level One.....................................................68
Level Two .....................................................69
Level Three ..................................................70
Your Day
Level One..................................................... 71
Level Two .....................................................72
Level Three ..................................................73
Your Weekend
Level One..................................................... 74
Level Two .....................................................75
Level Three ..................................................76
Your Classmate
Level One....................................................... 8
Level Two ....................................................... 9
Level Three ..................................................10
Your Teacher
Level One.....................................................11
Level Two .....................................................12
Level Three ..................................................13
Your Classroom
Level One.....................................................14
Level Two .....................................................15
Level Three ..................................................16
Your Home
Level One.....................................................17
Level Two .....................................................18
Level Three ..................................................19
Your Family
Level One.....................................................20
Level Two .....................................................21
Level Three ..................................................22
Your Favorite Toy
Level One.....................................................23
Level Two .....................................................24
Level Three ..................................................25
Your Clothes
Level One.....................................................26
Level Two .....................................................27
Level Three ..................................................28
Your Breakfast
Level One.....................................................29
Level Two .....................................................30
Level Three ..................................................31
Your Lunch
Level One.....................................................32
Level Two .....................................................33
Level Three ..................................................34
Your Dinner
Level One.....................................................35
Level Two .....................................................36
Level Three ..................................................37
Your Morning
Level One.....................................................38
Level Two .....................................................39
Level Three ..................................................40
Your School Day
Level One.....................................................41
Level Two .....................................................42
Level Three ..................................................43
Tell Me About It – Giving Details
Parent/Guardian Letter ................................... 77
Progress Tracking Form ................................... 79
Possible Answers .............................................. 80
3
Copyright © 2008 LinguiSystems, Inc.
Introduction
As a speech-language pathologist, I have had the opportunity to work closely with children who have
communication disorders and autism/pervasive developmental disorders. Throughout my experience,
I have observed how demanding it can be for children with language disorders, especially those on the
autism spectrum, to access and/or initiate language. Because I recognized that children with autism
often present with strengths in concrete and literal tasks and benefit from visual cueing, verbal prompting,
and most often from visual learning styles, I designed Autism & PDD – Tell Me About It. This series provides
students on the autism spectrum and students with communication disorders a way to use language
functionally, while assisting them in pragmatic development, syntactic development, and verbal expression.
By using functional statements or questions with three levels of difficulty, the activities offer these students
the ability to give information at a level that’s right for them and at a pace that best suits their learning and
communication needs.
Contents of the CD-ROM
Autism & PDD – Tell Me About It is divided into five books: Giving Details, Previous Experiences, Sequences
and Procedures, Problem Solving: What to Do, and Problem Solving: What to Say. Each book is presented
in color and in black-and-white and contains 23 functional topics that students may face on a daily basis.
Each topic has three levels of difficulty to accommodate the needs of your students. Each level provides
students with a picture and written information that will assist them in completing the sentences or sentence
starters about the topic sentence/question.
Using the activities in these books in structured conversation assists students on the spectrum in accessing
and executing language with greater independence.
Giving Details gives students the “head start” they may need to elaborate on topics that are
familiar to them. By addressing personal topics, students will provide and convey detailed
information about themselves, their belongings, and their likes and dislikes, giving them the
opportunity to “connect” with others.
Previous Experiences gives students practice in using past tense verbs and helps them learn
skills that will make it easier for them to give appropriate responses when answering conversational
questions about things that have already happened.
Sequences and Procedures gives students opportunities to tell about routines and activities they
may face during their daily schedules. Students will acquire skills to help them understand and
participate in functional sequences and procedures at appropriate times.
Problem Solving: What to Do teaches students about appropriate actions to take when they are
faced with a problematic or challenging situation. Students will gain skills in initiating appropriate
actions at demanding times during daily living.
Problem Solving: What to Say teaches students about appropriate language to use when they are
faced with a problematic or challenging situation. Students will gain skills in initiating appropriate
language at demanding times during daily living.
Tell Me About It – Giving Details
4
Copyright © 2008 LinguiSystems, Inc.
Introduction, continued
Levels of Difficulty
Level One: Choice of Two
Level One includes sentences with a missing word or words. The student fills in the blank to complete
each sentence by selecting one of two choices. This level allows children with limited verbal expression
the opportunity to say a complete sentence, while offering an appropriate selection to complete the
language segment.
Note: Some of the sentences in Giving Details lend themselves to student personalization. Therefore,
I have chosen to leave the following sentences in the Level One activities open-ended. You may, however,
verbally prompt the student with two appropriate choices if you feel it will best meet his language needs.
The level of difficulty for these sentences will not increase between Level One and Level Two.
Your Classmate, Page 8
My classmate’s name is _____.
Your Teacher, Page 11
My teacher’s name is _____.
Your Classroom, Page 14
My classroom is room number _____.
Your Family, Page 20
My family’s last name is _____.
Your Favorite Toy, Page 23
My favorite toy is _____.
Your School Day, Page 41
My favorite subject is _____.
Your Favorite Holiday, Page 50
My favorite holiday is _____.
Your Favorite Food, Page 53
My favorite food is _____.
Your Birthday, Page 56
My birthday is on _____.
How You Feel, Page 59
Today I feel _____.
The Weather, Page 62
The season is _____.
Your Pet, Page 65
My pet’s name is _____.
My pet is a _____.
Level Two: Fill-Ins
The Level Two activities are slightly more demanding. The student completes the same sentences he
completed in Level One; however, now that he has had practice, he is not given two choices. Instead,
he must complete each sentence by accessing an appropriate word from memory or by formulating another
suitable answer. If your student is having difficulty at this level, you may verbally prompt him by giving him
two appropriate choices.
Level Three: Sentence Starters
Level Three challenges the student even further by only providing him with sentence starters for the same
sentences. By this point, the student has had the opportunity to complete and retain the information at
Levels One and Two in the same context. This experience gives him a greater chance of success in providing
appropriate information at the sentence-starter level. If the student cannot successfully complete the
sentence-starter level, you may prompt him by using a question or cue to help him complete the sentence.
Examples of appropriate answers for all Level Three sentence starters are provided at the end of each book.
These examples represent just a few of the many possible responses, so accept any appropriate answer
your student may give. Appropriate answers should relate to the topic addressed in Levels One and Two.
Tell Me About It – Giving Details
5
Copyright © 2008 LinguiSystems, Inc.
Introduction, continued
How to Use Activities During Therapy
Students may have information to share on a particular topic yet exhibit difficulty “getting started” expressively.
When offered a language boost (i.e., choosing a word to complete an appropriate sentence, providing a missing
word in a sentence, or completing a sentence starter), I have seen students improve in retrieving, organizing,
and expressing information. The Tell Me About It activities are great to use with children on the autism
spectrum or children with communication disorders or differences because the topic sentences/questions
in each book address activities of daily living and skills that challenge children on the autism spectrum every
day. Since the activities are functional, students are also able to improve their skills through repetition and
practice, allowing for carryover into long-term memory.
Play It Safe
When selecting a level to use with a student, my advice is to “play it safe.” Even if you feel that it may be too
simple for your student, start with Level One and move up from there. Exposing the student to Levels One and
Two will provide him with information that he can retain and use functionally in conversations or interactions,
and will ultimately prepare him for Level Three. By Level Three, the student can expand and elaborate on the
information provided in the first two levels.
Use the Forms
I have provided two valuable forms for you to use with the activities in Autism & PDD – Tell Me About It.
The Parent/Guardian Letter is a great resource to send home at the start of therapy to inform and orient
parents to the activities you will be using with their child. The Parent/Guardian Letter also offers parents
the opportunity to play an active part in their child’s therapy, and in doing so, empowers them and promotes
carryover of skills at home. Give the parents copies of the activities to complete and return to you prior to
the lesson. After you have worked on the lesson during the therapy session, parents can review the activity
and reinforce skills for carryover at home. A Parent/Guardian Letter is provided for each gender.
The Progress Tracking Form helps you record the student’s functioning and progress over time according to
topic, location, level of cueing, and pragmatic role. The key at the top of the page allows you to code your
student’s performance during therapy. This form tracks valuable information that you can include when
doing verbal or written progress reports.
Be a Good Planner
It is important to be a good planner and a good communicator when dealing with colleagues. Consulting
regularly with classroom teachers and colleagues is beneficial when deciding which topics you want to
address with your student and which subject will be most relevant and meaningful to him. For example,
if you consult with your student’s classroom teacher and find that your student will be going to the mall
for a class trip, you will want to select a topic that matches this experience, such as “Your Class Trip,”
“Your School Day,” or “At the Mall.” You will also want to gain information from the teacher, the teaching
assistant assigned to work with your student, or any other provider who may assist you in retrieving relevant
information that will make the activity real, meaningful, and interesting for your student.
Parents and caretakers are excellent resources for personal and meaningful information to include when
working on these activities with your student. Send home copies of the pages you are planning to use
Tell Me About It – Giving Details
6
Copyright © 2008 LinguiSystems, Inc.
Introduction, continued
during therapy ahead of time. This way, you are equipped with the best answers for your student. Using
accurate information that pertains to your student will hold his interest and keep his attention. The ultimate
goal is for the student to use these answers independently in response to questions in social contexts, so the
more accurate, the better.
Make It Conversational
These activities allow for turn-taking, elaborating, sharing information, and eye contact. As you use the
activities from Autism & PDD – Tell Me About It, have your student take on both the speaker and the listener
roles. This strategy will allow him to listen to the responses you give, as well as to provide his own answers
to the information. In a small group setting, you may have students take turns being the “questioner” and
the “respondent.” This scenario provides a structured atmosphere to work on social language development
for carryover outside the therapy room.
Don’t Be Afraid to Modify
Our students are different, have varying learning styles, and function on varying levels. With this in mind,
we need to consider how we go about introducing new information. As you become more familiar with the
activities in Autism & PDD – Tell Me About It, modify your instruction and question/answer presentation as
necessary, based on the student’s therapy goals and his level of language and comprehension functioning.
For example, when presenting the activities in Level One, you may choose to have the student:
•
•
•
•
•
•
•
Read the sentence and his answer
Listen to the sentence and give his answer verbally
Repeat the sentence and give his answer verbally
Write his answer
Point to his answer
Repeat his answer
Reverse roles and let him present the topic question/statement to you or a peer
You may also find that changing a word here or there or providing the definitions of the word(s) given as
choices may benefit the student.
Outcomes
It is my hope that by using Autism & PDD – Tell Me About It, your students will develop language skills across
functional settings, allowing them to more actively participate and interact with others. These activities can
help your students:
•
•
•
•
Grow communicatively and gain confidence conversationally
Increase communication independence
Develop social language skills across functional settings
Improve information retrieval, organization, and expression
Michele Zucker Saunders
Tell Me About It – Giving Details
7
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your classmate.
1. My classmate’s name is
____________________________________ .
2. My classmate likes to play
__________________________________ .
board games / video games
3. My classmate sits in the
____________________________________ .
front / back
4. My classmate is a
___________________________________________ .
boy / girl
5. My classmate has a
_________________________________________ .
pet / bicycle
6. My classmate lets me borrow
_____________________________ .
crayons / markers
7. My classmate and I are
____________________________________ .
friends / buddies
8. My classmate always acts __________________________________ .
nice / friendly
Your Classmate, Level One
Tell Me About It – Giving Details
8
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your classmate.
1. My classmate’s name is
____________________________________ .
2. My classmate likes to play
3. My classmate sits in the
4. My classmate is a
__________________________________ .
_____________________________________ .
____________________________________________ .
5. My classmate has a
_________________________________________ .
6. My classmate lets me borrow
7. My classmate and I are
_____________________________________ .
8. My classmate always acts
Your Classmate, Level Two
Tell Me About It – Giving Details
______________________________ .
__________________________________ .
9
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your classmate.
1. My classmate’s name
2. My classmate likes
3. My classmate sits
4. My classmate is
_______________________________________ .
___________________________________________ .
_____________________________________________ .
______________________________________________ .
5. My classmate has
____________________________________________ .
6. My classmate lets
____________________________________________ .
7. My classmate and I
__________________________________________ .
8. My classmate always
Your Classmate, Level Three
Tell Me About It – Giving Details
________________________________________ .
10
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your teacher.
Spelling Words
machine
secret
asleep
ticket
bucket
1. My teacher’s name is
2. My teacher is a
_______________________________________ .
_______________________________________________ .
man / woman
3. Sometimes my teacher asks me to
_______________________ .
help / be quiet
4. My teacher lets me
__________________________________________ .
play / work
5. My teacher gives me
________________________________________ .
homework / class work
6. My teacher writes on the
___________________________________ .
board / paper
7. My teacher helps me
_______________________________________ .
listen / learn
8. My teacher passes out a
___________________________________ .
test / worksheet
Your Teacher, Level One
Tell Me About It – Giving Details
11
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your teacher.
Spelling Words
machine
secret
asleep
ticket
bucket
1. My teacher’s name is
2. My teacher is a
_______________________________________ .
_______________________________________________ .
3. Sometimes my teacher asks me to
________________________ .
4. My teacher lets me ___________________________________________ .
5. My teacher gives me
________________________________________ .
6. My teacher writes on the
7. My teacher helps me
____________________________________ .
________________________________________ .
8. My teacher passes out a
____________________________________ .
Your Teacher, Level Two
Tell Me About It – Giving Details
12
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your teacher.
Spelling Words
machine
secret
asleep
ticket
bucket
1. My teacher’s name
2. My teacher is
_________________________________________ .
_________________________________________________ .
3. Sometimes my teacher asks
4. My teacher lets
________________________________ .
_______________________________________________ .
5. My teacher gives
_____________________________________________ .
6. My teacher writes ____________________________________________ .
7. My teacher helps______________________________________________ .
8. My teacher passes out
Your Teacher, Level Three
Tell Me About It – Giving Details
______________________________________ .
13
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your classroom.
1. My classroom is room number
2. My classroom is near the
_____________________________ .
__________________________________ .
cafeteria / library
3. My classroom has desks and
_______________________________ .
chairs / tables
4. My classroom is where I keep my
________________________ .
lunch / book bag
5. In my classroom, I learn about
____________________________ .
science / math
6. I listen to my __________________________________________________ .
teacher / classmates
7. I write on
_____________________________________________________ .
the board / my paper
8. Sometimes I use the
________________________________________ .
computer / encyclopedia
Your Classroom, Level One
Tell Me About It – Giving Details
14
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your classroom.
1. My classroom is room number
2. My classroom is near the
___________________________ .
___________________________________ .
3. My classroom has desks and
______________________________ .
4. My classroom is where I keep my
5. In my classsroom, I learn about
6. I listen to my
7. I write on
___________________________ .
_________________________________________________ .
______________________________________________________ .
8. Sometimes I use the
Your Classroom, Level Two
Tell Me About It – Giving Details
_________________________ .
_________________________________________ .
15
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your classroom.
1. My classroom is
_____________________________________________ .
2. My classroom is near
3. My classroom has
_______________________________________ .
___________________________________________ .
4. My classroom is where
5. In my classroom,
6. I listen
_____________________________________ .
____________________________________________ .
_________________________________________________________ .
7. I write __________________________________________________________ .
8. Sometimes I use
Your Classroom, Level Three
Tell Me About It – Giving Details
_____________________________________________ .
16
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your home.
1. My home is in the
___________________________________________ .
city / country
2. I live in
________________________________________________________ .
a house / an apartment
3. My home has many
_________________________________________ .
rooms / windows
4. My home is near a
__________________________________________ .
mall / river
5. My home is where I
_________________________________________ .
live / sleep
6. My favorite room is
_________________________________________ .
my bedroom / the kitchen
7. I like to play
__________________________________________________ .
in the backyard / on the computer
8. I keep my toys in the
________________________________________ .
basement / garage
Your Home, Level One
Tell Me About It – Giving Details
17
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your home.
1. My home is in the
2. I live in
___________________________________________ .
________________________________________________________ .
3. My home has many
_________________________________________ .
4. My home is near a
__________________________________________ .
5. My home is where I
_________________________________________ .
6. My favorite room is
_________________________________________ .
7. I like to play
__________________________________________________ .
8. I keep my toys in the
Your Home, Level Two
Tell Me About It – Giving Details
________________________________________ .
18
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your home.
1. My home is in
2. I live
________________________________________________ .
___________________________________________________________ .
3. My home has
________________________________________________ .
4. My home is near
____________________________________________ .
5. My home is where ___________________________________________ .
6. My favorite room
7. I like
____________________________________________ .
___________________________________________________________ .
8. I keep
_________________________________________________________ .
Your Home, Level Three
Tell Me About It – Giving Details
19
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your family.
1. My family’s last name is ____________________________________ .
2. My family lives in the
________________________________________ .
city / country
3. My family likes to
____________________________________________ .
play games / travel
4. My family celebrates the holiday of
______________________ .
Christmas / Chanukah
5. My family eats dinner _______________________________________ .
together / in the kitchen
6. On Saturdays, my family goes to
_________________________ .
the movies / Grandma’s house
7. I like spending time with my
_______________________________ .
sister / dad
8. I love my
______________________________________________________ .
family / relatives
Your Family, Level One
Tell Me About It – Giving Details
20
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your family.
1. My family’s last name is ____________________________________ .
2. My family lives in the
3. My family likes to
________________________________________ .
____________________________________________ .
4. My family celebrates the holiday of
______________________ .
5. My family eats dinner _______________________________________ .
6. On Saturdays, my family goes to
7. I like spending time with my
8. I love my
_________________________ .
_______________________________ .
______________________________________________________ .
Your Family, Level Two
Tell Me About It – Giving Details
21
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your family.
1. My family’s last name
______________________________________ .
2. My family lives ________________________________________________ .
3. My family likes
_______________________________________________ .
4. My family celebrates
________________________________________ .
5. My family eats
_______________________________________________ .
6. On Saturdays,
_______________________________________________ .
7. I like
___________________________________________________________ .
8. I love
__________________________________________________________ .
Your Family, Level Three
Tell Me About It – Giving Details
22
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite toy.
1. My favorite toy is
____________________________________________ .
2. I play with this toy
____________________________________________ .
in the car / at home
3. I share this toy with my
_____________________________________ .
classmates / friends
4. I use this toy when I am
____________________________________ .
bored / happy
5. I got this toy from
___________________________________________ .
the store / my mom
6. I keep this toy in my _________________________________________ .
backpack / room
7. I like this toy because it is
__________________________________ .
fun / exciting
8. If I lost this toy, I would be
_________________________________ .
sad / angry
Your Favorite Toy, Level One
Tell Me About It – Giving Details
23
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite toy.
1. My favorite toy is _____________________________________________ .
2. I play with this toy
____________________________________________ .
3. I share this toy with my
_____________________________________ .
4. I use this toy when I am
____________________________________ .
5. I got this toy from ____________________________________________ .
6. I keep this toy in my _________________________________________ .
7. I like this toy because it is
__________________________________ .
8. If I lost this toy, I would be
_________________________________ .
Your Favorite Toy, Level Two
Tell Me About It – Giving Details
24
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite toy.
1. My favorite toy
2. I play
_______________________________________________ .
__________________________________________________________ .
3. I share _________________________________________________________ .
4. I use
___________________________________________________________ .
5. I got ____________________________________________________________ .
6. I keep __________________________________________________________ .
7. I like
___________________________________________________________ .
8. If I lost this toy,
Your Favorite Toy, Level Three
Tell Me About It – Giving Details
_______________________________________________ .
25
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your clothes.
1. I keep my clothes in a
______________________________________ .
closet / dresser
2. I put my dirty clothes in a
___________________________________ .
laundry basket / pile
3. I wear clean clothes every __________________________________ .
day / morning
4. I like to wear my
_____________________________________________ .
jeans / sandals
5. My clothes keep me _________________________________________ .
warm / cool
6. I change my clothes when I go ____________________________ .
to bed / swimming
7. When my clothes don’t fit, I ________________________________ .
buy new ones / give them away
8. I shop for new clothes with my
____________________________ .
mom / dad
Your Clothes, Level One
Tell Me About It – Giving Details
26
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your clothes.
1. I keep my clothes in a
______________________________________ .
2. I put my dirty clothes in a
___________________________________ .
3. I wear clean clothes every __________________________________ .
4. I like to wear my
_____________________________________________ .
5. My clothes keep me _________________________________________ .
6. I change my clothes when I go ____________________________ .
7. When my clothes don’t fit, I ________________________________ .
8. I shop for new clothes with my
Your Clothes, Level Two
Tell Me About It – Giving Details
27
____________________________ .
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your clothes.
1. I keep
2. I put
_________________________________________________________ .
____________________________________________________________ .
3. I wear __________________________________________________________ .
4. I like
___________________________________________________________ .
5. My clothes keep
_____________________________________________ .
6. I change _______________________________________________________ .
7. When my clothes don’t fit, __________________________________ .
8. I shop __________________________________________________________ .
Your Clothes, Level Three
Tell Me About It – Giving Details
28
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your breakfast.
1. I go to the _____________________________________________________ .
kitchen / cafeteria
2. I sit at the ______________________________________________________ .
table / counter
3. I make a bowl of _____________________________________________ .
cereal / oatmeal
4. I eat eggs and ________________________________________________ .
bacon / sausage
5. I pour syrup on my
__________________________________________ .
pancakes / waffle
6. I drink a glass of _____________________________________________ .
milk / juice
7. I spread butter on my _______________________________________ .
toast / bagel
8. I put my dirty dishes in the
_________________________________ .
sink / dishwasher
Your Breakfast, Level One
Tell Me About It – Giving Details
29
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your breakfast.
1. I go to the _____________________________________________________ .
2. I sit at the ______________________________________________________ .
3. I make a bowl of
____________________________________________ .
4. I eat eggs and ________________________________________________ .
5. I pour syrup on my
__________________________________________ .
6. I drink a glass of _____________________________________________ .
7. I spread butter on my _______________________________________ .
8. I put my dirty dishes in the
Your Breakfast, Level Two
Tell Me About It – Giving Details
30
_________________________________ .
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your breakfast.
1. I go
____________________________________________________________ .
2. I sit
_____________________________________________________________ .
3. I make _________________________________________________________ .
4. I eat ____________________________________________________________ .
5. I pour __________________________________________________________ .
6. I drink
_________________________________________________________ .
7. I spread
_______________________________________________________ .
8. I put ____________________________________________________________ .
Your Breakfast, Level Three
Tell Me About It – Giving Details
31
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your lunch.
1. I eat lunch at
_________________________________________________ .
home / school
2. At school, I eat in the
_______________________________________ .
cafeteria / gym
3. Before I eat, I get _____________________________________________ .
a tray / my lunch box
4. I sit at the
_____________________________________________________ .
table / desk
5. I sit with my ___________________________________________________ .
family / classmates
6. I drink my
_____________________________________________________ .
juice / milk
7. When I eat, I use
____________________________________________ .
a napkin / good manners
8. After I eat, I wipe my
_______________________________________ .
mouth / face
Your Lunch, Level One
Tell Me About It – Giving Details
32
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your lunch.
1. I eat lunch at
_________________________________________________ .
2. At school, I eat in the
3. Before I eat, I get
________________________________________ .
____________________________________________ .
4. I sit at the ______________________________________________________ .
5. I sit with my ___________________________________________________ .
6. I drink my
_____________________________________________________ .
7. When I eat, I use
____________________________________________ .
8. After I eat, I wipe my
Your Lunch, Level Two
Tell Me About It – Giving Details
_______________________________________ .
33
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your lunch.
1. I eat ____________________________________________________________ .
2. At school,
_____________________________________________________ .
3. Before I eat, ___________________________________________________ .
4. I sit at
__________________________________________________________ .
5. I sit with
6. I drink
_______________________________________________________ .
_________________________________________________________ .
7. When I eat,
8. After I eat,
Your Lunch, Level Three
Tell Me About It – Giving Details
___________________________________________________ .
____________________________________________________ .
34
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your dinner.
1. I eat dinner with my
________________________________________ .
mom / family
2. I help my mom with the
_____________________________________ .
dishes / cooking
3. I sit in my
_____________________________________________________ .
dining room / chair
4. I take some
___________________________________________________ .
vegetables / meat
5. I fill my
________________________________________________________ .
plate / glass
6. I use a
_________________________________________________________ .
napkin / fork
7. Sometimes I eat dinner at
_________________________________ .
a restaurant / Grandma’s house
8. After dinner, I feel
___________________________________________ .
full / sleepy
Your Dinner, Level One
Tell Me About It – Giving Details
35
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your dinner.
1. I eat dinner with my
________________________________________ .
2. I help my mom with the
3. I sit in my
_____________________________________ .
_____________________________________________________ .
4. I take some
___________________________________________________ .
5. I fill my
________________________________________________________ .
6. I use a
_________________________________________________________ .
7. Sometimes I eat dinner at __________________________________ .
8. After dinner, I feel
Your Dinner, Level Two
Tell Me About It – Giving Details
___________________________________________ .
36
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your dinner.
1. I eat
___________________________________________________________ .
2. I help
3. I sit
__________________________________________________________ .
_____________________________________________________________ .
4. I take
5. I fill
6. I use
__________________________________________________________ .
____________________________________________________________ .
___________________________________________________________ .
7. Sometimes I eat
8. After dinner,
Your Dinner, Level Three
Tell Me About It – Giving Details
_____________________________________________ .
__________________________________________________ .
37
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your morning.
1. I wake up
_____________________________________________________ .
early / when my alarm goes off
2. I get my clothes from the ____________________________________ .
closet / drawer
3. I brush my
____________________________________________________ .
hair / teeth
4. I pack my
_____________________________________________________ .
lunch / book bag
5. My mom gives me ___________________________________________ .
a hug / lunch money
6. I eat my
_______________________________________________________ .
breakfast / cereal
7. I wait for my
__________________________________________________ .
bus / ride
8. I say “Good-bye” to my
____________________________________ .
mom / family
Your Morning, Level One
Tell Me About It – Giving Details
38
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your morning.
1. I wake up
_____________________________________________________ .
2. I get my clothes from the ____________________________________ .
3. I brush my
____________________________________________________ .
4. I pack my
_____________________________________________________ .
5. My mom gives me ___________________________________________ .
6. I eat my
_______________________________________________________ .
7. I wait for my
__________________________________________________ .
8. I say “Good-bye” to my
Your Morning, Level Two
Tell Me About It – Giving Details
____________________________________ .
39
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your morning.
1. I wake
2. I get
_________________________________________________________ .
____________________________________________________________ .
3. I brush _________________________________________________________ .
4. I pack __________________________________________________________ .
5. My mom
______________________________________________________ .
6. I eat ____________________________________________________________ .
7. I wait ___________________________________________________________ .
8. I say ____________________________________________________________ .
Your Morning, Level Three
Tell Me About It – Giving Details
40
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your school day.
1. My favorite subject is
_______________________________________ .
2. When I get to school, I go to
______________________________ .
the cafeteria / my classroom
3. I say “Hello” to my
___________________________________________ .
teacher / classmates
4. I unpack my
__________________________________________________ .
books / homework
5. I put my jacket and book bag in the
_____________________ .
locker / cubby
6. I participate in ________________________________________________ .
sports / class discussions
7. I play during __________________________________________________ .
gym / recess
8. I give the teacher my ________________________________________ .
homework / permission slip
Your School Day, Level One
Tell Me About It – Giving Details
41
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your school day.
1. My favorite subject is
_______________________________________ .
2. When I get to school, I go to _______________________________ .
3. I say “Hello” to my
4. I unpack my
___________________________________________ .
__________________________________________________ .
5. I put my jacket and book bag in the
_____________________ .
6. I participate in ________________________________________________ .
7. I play during __________________________________________________ .
8. I give the teacher my ________________________________________ .
Your School Day, Level Two
Tell Me About It – Giving Details
42
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your school day.
1. My favorite subject
__________________________________________ .
2. When I get to school,
_______________________________________ .
3. I say ____________________________________________________________ .
4. I unpack _______________________________________________________ .
5. I put ____________________________________________________________ .
6. I participate ___________________________________________________ .
7. I play ___________________________________________________________ .
8. I give
__________________________________________________________ .
Your School Day, Level Three
Tell Me About It – Giving Details
43
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your afternoon.
1. During my afternoon, I have
______________________________ .
recess / science
2. My teacher gives me my _____________________________________ .
assignments / worksheet
3. I put on my ____________________________________________________ .
sweater / coat
4. I line up with my
_____________________________________________ .
classmates / friends
5. I say “Good-bye” to my
____________________________________ .
teacher / classmates
6. I wait for my
__________________________________________________ .
bus / ride
7. I ride the bus
_________________________________________________ .
home / to my bus stop
8. When I get home, I __________________________________________ .
watch TV / have a snack
Your Afternoon, Level One
Tell Me About It – Giving Details
44
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your afternoon.
1. During my afternoon, I have
______________________________ .
2. My teacher gives me my _____________________________________ .
3. I put on my
___________________________________________________ .
4. I line up with my
_____________________________________________ .
5. I say “Good-bye” to my _____________________________________ .
6. I wait for my
__________________________________________________ .
7. I ride the bus
_________________________________________________ .
8. When I get home, I __________________________________________ .
Your Afternoon, Level Two
Tell Me About It – Giving Details
45
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your afternoon.
1. During my afternoon, _______________________________________ .
2. My teacher
3. I put
__________________________________________________________ .
4. I line up
5. I say
____________________________________________________ .
_______________________________________________________ .
___________________________________________________________ .
6. I wait ___________________________________________________________ .
7. I ride
___________________________________________________________ .
8. When I get home,
Your Afternoon, Level Three
Tell Me About It – Giving Details
___________________________________________ .
46
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your class trip.
1. I am going on a class trip __________________________________ .
today / tomorrow
2. I ride in the ____________________________________________________ .
bus / van
3. I stay with my _________________________________________________ .
teacher / chaperone
4. I follow the ____________________________________________________ .
directions / rules
5. I stand in line to get _________________________________________ .
inside / a drink of water
6. When I get hungry, I eat ____________________________________ .
a snack / lunch
7. I bring money for a
_________________________________________ .
souvenir / gift
8. I talk about my _______________________________________________ .
trip / day
Your Class Trip, Level One
Tell Me About It – Giving Details
47
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your class trip.
1. I am going on a class trip __________________________________ .
2. I ride in the ____________________________________________________ .
3. I stay with my _________________________________________________ .
4. I follow the ____________________________________________________ .
5. I stand in line to get _________________________________________ .
6. When I get hungry, I eat ____________________________________ .
7. I bring money for a __________________________________________ .
8. I talk about my _______________________________________________ .
Your Class Trip, Level Two
Tell Me About It – Giving Details
48
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your class trip.
1. I am
___________________________________________________________ .
2. I ride
___________________________________________________________ .
3. I stay
___________________________________________________________ .
4. I follow
________________________________________________________ .
5. I stand
_________________________________________________________ .
6. When I get hungry, __________________________________________ .
7. I bring
8. I talk
_________________________________________________________ .
___________________________________________________________ .
Your Class Trip, Level Three
Tell Me About It – Giving Details
49
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite holiday.
1. My favorite holiday is
2. I celebrate by
_______________________________________ .
_________________________________________________ .
singing / decorating
3. I help my mom
_______________________________________________ .
bake / clean
4. I go to see my ________________________________________________ .
aunt / grandma
5. I play games with my
_______________________________________ .
parents / cousins
6. I give a present to my _______________________________________ .
mom / dad
7. I eat a delicious ______________________________________________ .
dessert / dinner
8. I have a good
________________________________________________ .
day / time
Your Favorite Holiday, Level One
Tell Me About It – Giving Details
50
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite holiday.
1. My favorite holiday is
2. I celebrate by
_______________________________________ .
_________________________________________________ .
3. I help my mom
______________________________________________ .
4. I go to see my ________________________________________________ .
5. I play games with my
_______________________________________ .
6. I give a present to my _______________________________________ .
7. I eat a delicious ______________________________________________ .
8. I have a good
Your Favorite Holiday, Level Two
Tell Me About It – Giving Details
________________________________________________ .
51
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite holiday.
1. My favorite holiday
2. I celebrate
3. I help
4. I go
_________________________________________ .
____________________________________________________ .
__________________________________________________________ .
____________________________________________________________ .
5. I play
__________________________________________________________ .
6. I give
__________________________________________________________ .
7. I eat ____________________________________________________________ .
8. I have __________________________________________________________ .
Your Favorite Holiday, Level Three
Tell Me About It – Giving Details
52
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite food.
1. My favorite food is ___________________________________________ .
2. I eat it for ______________________________________________________ .
breakfast / dinner
3. I buy it at the
_________________________________________________ .
supermarket / cafeteria
4. I can make it in the __________________________________________ .
microwave / oven
5. If I cook it too long, it
_______________________________________ .
burns / tastes bad
6. When I eat it, I use
__________________________________________ .
my hands / a fork
7. I like how it
___________________________________________________ .
tastes / smells
8. I keep it in the ________________________________________________ .
freezer / cabinet
Your Favorite Food, Level One
Tell Me About It – Giving Details
53
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite food.
1. My favorite food is ___________________________________________ .
2. I eat it for ______________________________________________________ .
3. I buy it at the
_________________________________________________ .
4. I can make it in the __________________________________________ .
5. If I cook it too long, it
6. When I eat it, I use
7. I like how it
_______________________________________ .
__________________________________________ .
___________________________________________________ .
8. I keep it in the ________________________________________________ .
Your Favorite Food, Level Two
Tell Me About It – Giving Details
54
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your favorite food.
1. My favorite food
_____________________________________________ .
2. I eat
____________________________________________________________ .
3. I buy
___________________________________________________________ .
4. I can
___________________________________________________________ .
5. If I cook it too long,
_________________________________________ .
6. When I eat it, _________________________________________________ .
7. I like
___________________________________________________________ .
8. I keep __________________________________________________________ .
Your Favorite Food, Level Three
Tell Me About It – Giving Details
55
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your birthday.
1. My birthday is on
____________________________________________ .
2. I celebrate my birthday with my ___________________________ .
friends / family
3. I have a birthday _____________________________________________ .
cake / party
4. I invite my _____________________________________________________ .
friends / family
5. My mom serves
______________________________________________ .
cake / ice cream
6. I close my eyes and
_________________________________________ .
make a wish / blow out my candles
7. I wish for a
___________________________________________________ .
bike / puppy
8. I thank my friends for
_______________________________________ .
coming / my presents
Your Birthday, Level One
Tell Me About It – Giving Details
56
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your birthday.
1. My birthday is on
____________________________________________ .
2. I celebrate my birthday with my
____________________________ .
3. I have a birthday _____________________________________________ .
4. I invite my _____________________________________________________ .
5. My mom serves
______________________________________________ .
6. I close my eyes and
7. I wish for a
_________________________________________ .
___________________________________________________ .
8. I thank my friends for
Your Birthday, Level Two
Tell Me About It – Giving Details
_______________________________________ .
57
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your birthday.
1. My birthday
2. I celebrate
__________________________________________________ .
____________________________________________________ .
3. I have __________________________________________________________ .
4. I invite
_________________________________________________________ .
5. My mom _______________________________________________________ .
6. I close
_________________________________________________________ .
7. I wish
__________________________________________________________ .
8. I thank _________________________________________________________ .
Your Birthday, Level Three
Tell Me About It – Giving Details
58
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me how you feel.
1. Today I feel
___________________________________________________ .
2. I like to feel
___________________________________________________ .
good / happy
3. I smile when I feel
___________________________________________ .
happy / excited
4. I frown when I feel
__________________________________________ .
upset / sad
5. I laugh when I feel
__________________________________________ .
nervous / silly
6. I cry when I feel
______________________________________________ .
scared / sad
7. I shout when I feel
__________________________________________ .
frustrated / angry
8. I feel better when I take a
__________________________________ .
walk / break
How You Feel, Level One
Tell Me About It – Giving Details
59
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me how you feel.
1. Today I feel
___________________________________________________ .
2. I like to feel ____________________________________________________ .
3. I smile when I feel
___________________________________________ .
4. I frown when I feel
__________________________________________ .
5. I laugh when I feel
__________________________________________ .
6. I cry when I feel
______________________________________________ .
7. I shout when I feel ___________________________________________ .
8. I feel better when I take a
How You Feel, Level Two
Tell Me About It – Giving Details
__________________________________ .
60
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me how you feel.
1. Today I _________________________________________________________ .
2. I like ____________________________________________________________ .
3. I smile
_________________________________________________________ .
4. I frown _________________________________________________________ .
5. I laugh _________________________________________________________ .
6. I cry
____________________________________________________________ .
7. I shout__________________________________________________________ .
8. I feel better ____________________________________________________ .
How You Feel, Level Three
Tell Me About It – Giving Details
61
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about the weather.
1. The season is
________________________________________________ .
2. Today the weather is
_________________________________________ .
sunny / cloudy
3. The sky looks _________________________________________________ .
gray / blue
4. The air feels
__________________________________________________ .
cold / hot
5. If the weather is rainy, I wear
_____________________________ .
a raincoat / boots
6. If the weather is cold, I wear
______________________________ .
a hoodie / pants
7. If the weather is hot, I wear ________________________________ .
shorts / sandals
8. Today is a good day to play
_______________________________ .
inside / outside
The Weather, Level One
Tell Me About It – Giving Details
62
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about the weather.
1. The season is
________________________________________________ .
2. Today the weather is
3. The sky looks
4. The air feels
_________________________________________ .
________________________________________________ .
__________________________________________________ .
5. If the weather is rainy, I wear
_____________________________ .
6. If the weather is cold, I wear
______________________________ .
7. If the weather is hot, I wear
_______________________________ .
8. Today is a good day to play
_______________________________ .
The Weather, Level Two
Tell Me About It – Giving Details
63
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about the weather.
1. The season
___________________________________________________ .
2. Today the weather
___________________________________________ .
3. The sky
________________________________________________________ .
4. The air
________________________________________________________ .
5. If the weather is rainy,
______________________________________ .
6. If the weather is cold,
_______________________________________ .
7. If the weather is hot,
8. Today is
________________________________________ .
_________________________________________________________ .
The Weather, Level Three
Tell Me About It – Giving Details
64
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your pet.
1. My pet’s name is
_____________________________________________ .
2. My pet is a ____________________________________________________ .
3. I keep my pet in ______________________________________________ .
my house / a cage
4. I feed my pet
_________________________________________________ .
every day / twice a day
5. My pet likes to eat
___________________________________________ .
pet food / treats
6. I take my pet
_________________________________________________ .
for a walk / to the vet
7. I love my pet because it is __________________________________ .
friendly / cuddly
8. My pet makes me feel
______________________________________ .
happy / safe
Your Pet, Level One
Tell Me About It – Giving Details
65
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your pet.
1. My pet’s name is
2. My pet is a
____________________________________________ .
____________________________________________________ .
3. I keep my pet in
4. I feed my pet
_____________________________________________ .
_________________________________________________ .
5. My pet likes to eat
6. I take my pet
___________________________________________ .
_________________________________________________ .
7. I love my pet because it is
8. My pet makes me feel
Your Pet, Level Two
Tell Me About It – Giving Details
_________________________________ .
______________________________________ .
66
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your pet.
1. My pet’s name
2. My pet
_______________________________________________ .
_________________________________________________________ .
3. I keep __________________________________________________________ .
4. I feed ___________________________________________________________ .
5. My pet likes
__________________________________________________ .
6. I take ___________________________________________________________ .
7. I love
__________________________________________________________ .
8. My pet makes me
Your Pet, Level Three
Tell Me About It – Giving Details
___________________________________________ .
67
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your friends.
1. My friends spend time with
_________________________________ .
me / each other
2. I like my friends because they are
_________________________ .
nice / funny
3. My friends make me
________________________________________ .
laugh / feel good
4. I play with my friends
_______________________________________ .
after school / on the weekend
5. My friends and I like to play
_______________________________ .
games / sports
6. I invite my friends to my
____________________________________ .
home / party
7. We always have
_____________________________________________ .
fun / a good time
8. I talk to my friends
__________________________________________ .
online / on the phone
Your Friends, Level One
Tell Me About It – Giving Details
68
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your friends.
1. My friends spend time with
_________________________________ .
2. I like my friends because they are
_________________________ .
3. My friends make me
________________________________________ .
4. I play with my friends
_______________________________________ .
5. My friends and I like to play
6. I invite my friends to my
7. We always have
____________________________________ .
_____________________________________________ .
8. I talk to my friends
Your Friends, Level Two
Tell Me About It – Giving Details
_______________________________ .
__________________________________________ .
69
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your friends.
1. My friends spend time
2. I like
___________________________________________________________ .
3. My friends make
4. I play
____________________________________________ .
__________________________________________________________ .
5. My friends and I
6. I invite
_____________________________________________ .
_________________________________________________________ .
7. We always
8. I talk
______________________________________ .
____________________________________________________ .
___________________________________________________________ .
Your Friends, Level Three
Tell Me About It – Giving Details
70
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your day.
1. My day is ______________________________________________________ .
lazy / busy
2. I go to
_________________________________________________________ .
school / the park
3. I say “Hello” to my
__________________________________________ .
teacher / friends
4. I do my
________________________________________________________ .
chores / schoolwork
5. I eat my
_______________________________________________________ .
breakfast /lunch
6. I play on the __________________________________________________ .
computer / playground
7. I ride my _______________________________________________________ .
bicycle / skateboard
8. I help my ______________________________________________________ .
teacher / mom
Your Day, Level One
Tell Me About It – Giving Details
71
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your day.
1. My day is ______________________________________________________ .
2. I go to __________________________________________________________ .
3. I say “Hello” to my
__________________________________________ .
4. I do my
________________________________________________________ .
5. I eat my
_______________________________________________________ .
6. I play on the __________________________________________________ .
7. I ride my _______________________________________________________ .
8. I help my ______________________________________________________ .
Your Day, Level Two
Tell Me About It – Giving Details
72
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your day.
1. My day
________________________________________________________ .
2. I go _____________________________________________________________ .
3. I say ____________________________________________________________ .
4. I do
____________________________________________________________ .
5. I eat ____________________________________________________________ .
6. I play
__________________________________________________________ .
7. I ride
___________________________________________________________ .
8. I help
__________________________________________________________ .
Your Day, Level Three
Tell Me About It – Giving Details
73
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your weekend.
1. During my weekend, I go
___________________________________ .
shopping / swimming
2. I spend time with my _________________________________________ .
family / friends
3. I watch television on _________________________________________ .
Saturday / Sunday
4. I visit my _______________________________________________________ .
friend / grandma
5. I eat at _________________________________________________________ .
a restaurant / home
6. I walk to the
__________________________________________________ .
store / park
7. I finish my _____________________________________________________ .
homework / chores
8. I play on the __________________________________________________ .
computer / playground
Your Weekend, Level One
Tell Me About It – Giving Details
74
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your weekend.
1. During my weekend, I go
___________________________________ .
2. I spend time with my _________________________________________ .
3. I watch television on _________________________________________ .
4. I visit my _______________________________________________________ .
5. I eat at _________________________________________________________ .
6. I walk to the
__________________________________________________ .
7. I finish my _____________________________________________________ .
8. I play on the __________________________________________________ .
Your Weekend, Level Two
Tell Me About It – Giving Details
75
Copyright © 2008 LinguiSystems, Inc.
Name ___________________________________ Date ______________________
Tell me about your weekend.
1. During my weekend, _________________________________________ .
2. I spend time ___________________________________________________ .
3. I watch
4. I visit
________________________________________________________ .
___________________________________________________________ .
5. I eat ____________________________________________________________ .
6. I walk
__________________________________________________________ .
7. I finish
_________________________________________________________ .
8. I play ___________________________________________________________ .
Your Weekend, Level Three
Tell Me About It – Giving Details
76
Copyright © 2008 LinguiSystems, Inc.
Parent/Guardian Letter
Dear Parent/Guardian,
I am pleased to tell you about a technique I will be using to help your child with language development,
verbal expression, and social skills. The activities are from Tell Me About It and cover a variety of functional
topics that your child experiences on a daily basis. These lessons will help your child give details, report
on previous experiences, talk about her daily routines and activities, or problem-solve what to do or say
in a variety of situations.
Each topic has three levels of difficulty so that your child may talk about the topic at a level that best
meets her communication needs. At each level, your child is expected to provide information in response
to a question or statement. In Level One, your child selects an answer from two choices. In Level Two,
she completes a sentence by filling in a blank with an appropriate word or phrase. In Level Three, she
completes sentence starters.
Each time I present a new topic during therapy, I will send home a copy for you to practice with your child.
I may also ask you to complete a copy of the activity in advance so that I can personalize information to
better meet your child’s communication needs in an upcoming session. By completing the activity, you are
giving me meaningful information about your child’s likes and dislikes, previous experiences, and activities
outside of school (e.g., weekend activities, nightly or morning routines).
Working together, we can boost your child’s language development.
If you have any questions, please call me at ______________ during the hours of ______________,
or e-mail me at ___________________________________________. I will be happy to answer any questions
and/or concerns.
Sincerely,
_____________________________
Speech-Language Pathologist
Female Version
Tell Me About It – Giving Details
77
Copyright © 2008 LinguiSystems, Inc.
Parent/Guardian Letter
Dear Parent/Guardian,
I am pleased to tell you about a technique I will be using to help your child with language development,
verbal expression, and social skills. The activities are from Tell Me About It and cover a variety of functional
topics that your child experiences on a daily basis. These lessons will help your child give details, report
on previous experiences, talk about his daily routines and activities, or problem-solve what to do or say
in a variety of situations.
Each topic has three levels of difficulty so that your child may talk about the topic at a level that best
meets his communication needs. At each level, your child is expected to provide information in response
to a question or statement. In Level One, your child selects an answer from two choices. In Level Two,
he completes a sentence by filling in a blank with an appropriate word or phrase. In Level Three, he
completes sentence starters.
Each time I present a new topic during therapy, I will send home a copy for you to practice with your child.
I may also ask you to complete a copy of the activity in advance so that I can personalize information to
better meet your child’s communication needs in an upcoming session. By completing the activity, you are
giving me meaningful information about your child’s likes and dislikes, previous experiences, and activities
outside of school (e.g., weekend activities, nightly or morning routines).
Working together, we can boost your child’s language development.
If you have any questions, please call me at ______________ during the hours of ______________,
or e-mail me at ___________________________________________. I will be happy to answer any questions
and/or concerns.
Sincerely,
_____________________________
Speech-Language Pathologist
Male Version
Tell Me About It – Giving Details
78
Copyright © 2008 LinguiSystems, Inc.
Progress Tracking Form
Name ______________________________________ SLP ________________________________________
Therapy Start Date ______________________________________________________________________
Date/Time
Date and time the activity is used
Topic
Name of activity
Level
Indicate Level One, Two, or Three
Location
TR - Therapy room
Cueing
Did the student need assistance asking or answering the question? If so, what
kind of support was used?
CR - Classroom
O - Other (specify)
NV– Nonverbal (e.g., gesturing, pointing)
V – Verbal (e.g., verbal prompting, modeling, verbal start)
Did the student participate in the activity independently and without assistance?
NA – No assistance needed
Role
What role did the student take during the activity?
Sp – Speaker
L – Listener
Date/Time
Topic
Tell Me About It – Giving Details
Q – Questioner
R – Respondent
Level
Location
79
Cueing
Role
Copyright © 2008 LinguiSystems, Inc.
Possible Answers
Page 10
1. is ___ (name of friend), starts with
the letter ___ , is the same as mine,
is unusual
2. to sit with me at lunch, to play
games with me, to play with me at
recess, to do puzzles/video games/
computer time
3. in front of me, behind me, next to
me, at my table, next to me at lunch,
near the teacher, quietly
4. a boy/girl, smart/nice/friendly/
interesting
5. a pet/good personality, brown/blue
eyes, blonde/brown/black/red hair,
a nice smile, a sister/brother
6. me borrow his crayons/markers, me
come over to his house, me sit with
him during computer time
7. are friends/buddies, like to play
together, have sleepovers, are in
the same classroom, like sports
8. acts nice, is fun to be with, is my
buddy/best friend
Page 13
1. is ___ (name of teacher), is the
same as my mom’s/dad’s
2. a man/woman/good person,
someone I can talk to, fair/nice/
smart/funny
3. me to help/be quiet/pass out
papers/collect papers/shut the
door/answer a question/write on
the board
4. me play board games/go to the
bathroom when I raise my hand,
us have free time on Fridays
5. me homework, us class work/
prizes/stickers, our tests back
6. assignments on the board, my
grade on my paper, neatly/in
cursive/print
7. me with my work, me listen/learn,
everyone in the class
8. a test/worksheet/book, papers,
an assignment
Page 16
1. Room ___ (room number), big/little/
full, on the second floor
2. the cafeteria/gym/library/principal’s
office/restroom
3. desks/chairs/tables/books, a
teacher/bathroom, computers
4. I keep my lunch/book bag/jacket,
I learn about math/science/reading,
I work on the computer, I do art/
assignments, I read
Tell Me About It – Giving Details
5. I learn about speech/math/science/
grammar, I learn manners/to follow
the rules
6. to my teacher/classmates, to the
directions/instruction/rules
7. on the board/my paper, my
answers/notes
8. the encyclopedia/computer/art
supplies
Page 19
1. the city/country/suburbs, ___ (name
of student’s town)
2. in a house/condo/trailer, in an
apartment, with my mom/dad/
parents/grandparents
3. many rooms/windows/shutters, a
porch/pool/big TV/brown roof/big
yard
4. a mall/river/grocery store, other
houses, the school
5. I live/learn/do my homework/sleep,
my family lives
6. is my bedroom/the kitchen/the
family room
7. to play in the backyard/on the
driveway/in front of my house/on
the computer
8. my bicycle in the garage, my toys in
my room/the basement/the closet/
the toy box
Page 22
1. is ___ (the student’s last name)
2. in ___ (name of city/state/country),
in the city/country, in a house/an
apartment, near a park, with me
3. to play games/travel, to go camping/
to the movies/out to dinner, to play
sports/music
4. Christmas/Chanukah/Kwanzaa,
birthdays, holidays, good grades
5. together, in the dining room/kitchen,
breakfast/lunch/dinner, fajitas/
pizza/fish/pasta
6. my family spends time together,
goes to the movies/Grandma’s
house
7. to spend time with my family/mom/
dad/sister/brother/relatives
8. my family/brother/sister/dog/cat,
doing things with my family
Page 25
1. is ___ (student’s favorite toy)
2. with it in the car/at home, games
on my computer, with my friends
3. my toy with my brother/sister/
friends/classmates
80
4. my toy when I’m bored/happy,
my toy to make myself feel better
5. my toy at the toy store/for my
birthday/from my parents/because
I did well at school
6. my toy at home, in my bedroom/
closet/book bag, in the toy box
7. this toy because it’s fun/soft/
exciting/easy/new
8. I would cry/buy another one/play
with another toy/look for it
Page 28
1. my clothes in my closet/dresser,
my clothes clean/neat, my clothes
on my body
2. my dirty clothes in a bag/laundry
basket/hamper/pile/the laundry
room, my clean clothes in a drawer/
my closet
3. clean clothes every day/morning/
when I go to school, my jacket when
it’s cold outside, my shorts/sandals
when it’s hot outside
4. to wear jeans/sandals/sweats/
tennis shoes/my baseball cap/
shorts/dresses
5. me warm/cool/protected/looking
nice
6. my clothes when they get dirty,
my clothes before bedtime/school/
playing outside, my clothes in
the morning/at night/when I go
swimming
7. I get new ones, I go shopping for
new ones, I give them to my
younger brother/sister, I give them
to charity
8. for new clothes with my mom/dad,
for new clothes before school starts,
for new clothes at the mall/clothing
store
Page 31
1. to the kitchen/cafeteria, to the
cupboard, to school for breakfast
2. at the table/counter/my desk, with
my family/classmates, in the
kitchen/dining room
3. a bowl of cereal/oatmeal, my own
breakfast, toast with butter, a mess
4. sausage/bacon, a bagel/muffin,
fruit/rice, eggs and toast, with my
family, with a fork or spoon
5. syrup on my pancakes/waffle, milk
on my cereal, milk/orange juice in
a glass, cereal in a bowl
6. milk/chocolate milk/water/juice,
something with my food
Copyright © 2008 LinguiSystems, Inc.
Possible Answers, continued
7. butter/jelly on my toast/bagel/
muffin, peanut butter on my bread
8. my dirty dishes in the dishwasher/
sink, my dirty dishes on the counter/
next to the sink
Page 34
1. lunch at home/school/noon,
lunch every day, lunch with my
classmates/with my family/by
myself/in the cafeteria/in the
kitchen/at the table/at my desk
2. I eat in the cafeteria/gym/my
classroom, I eat my lunch at noon
3. I wash my hands, I get my lunch box/
a tray, I buy a drink, I unpack my
lunch box/bag
4. the table/my desk
5. my family/classmates/friends
6. juice/milk/water, from a thermos/
cup/carton, from the drinking
fountain
7. I use a napkin/good manners,
I sit quietly, I chew with my mouth
closed
8. I wipe my mouth/face, I clean up my
mess, I go to recess, I return my tray,
I throw away my garbage, I feel good
Page 37
1. dinner with my mom/parents/family,
in the kitchen/dining room, at 5:30
2. my mom/dad set the table, put the
food on the table, cook/clean up,
with the dishes
3. in my seat/chair, at the table, in the
kitchen, next to my sister/brother/
dad, at the end of the table, and wait
for my food
4. some vegetables/meat/potatoes/
fruit/bread/butter
5. my plate/dish with food, my glass
with juice/milk, my stomach,
containers with leftovers
6. a napkin/fork/spoon, good manners
7. dinner at Grandma’s/at a restaurant,
out, late, in the kitchen/dining room,
in front of the TV
8. I feel full/sleepy, I do my homework/
watch TV/talk on the phone/take a
bath/play outside
Page 40
1. up early/when my alarm goes off/
when my mom/dad wakes me, up
at 6/7 o’clock, up and get in the
shower/and get dressed
2. my clothes from my closet/drawers/
the clean laundry, dressed, my
breakfast/book bag
Tell Me About It – Giving Details
3. my hair/teeth, my sister’s hair
4. my book bag/lunch, books in my
book bag
5. gives me lunch/lunch money/a hug,
makes my breakfast, walks me to
the bus, drives me to school
6. my breakfast/cereal/eggs, with my
sister/brother/parents, at the table,
in the kitchen
7. for my bus/ride, for my mom to eat,
on the front porch/by the door
8. “Good-bye” to my mom/family,
“Hello” to the bus driver
Page 43
1. is ___ (student’s favorite subject),
is in the morning/afternoon
2. I go to my classroom/the cafeteria/
my locker, hang up my coat/book
bag
3. “Hello” to my teacher/my
classmates/my friends/people
in the hallway/the principal/people
who say “Hello” to me, “Good-bye”
to everyone when school is over
4. my books/lunch/book bag/
homework
5. my books/book bag/jacket away/in
the closet/cubby/locker, my things
where they belong/in the same
place every day
6. in sports/gym class/music/art/
swimming/math/science/speech/
class trips
7. during free time/gym/recess, on
the computer/playground, in the
gym, games with my friends/teacher
8. the teacher my homework/
permission slip/attention/lunch
money/workbook
Page 46
1. I have math/science/speech/
art/music/study hall, have baseball/
football/basketball practice
2. gives me assignments/worksheets/
homework/a quiz/advice, helps me,
listens to me
3. on my jacket/sweater/coat, away my
lunch box, my books in my desk
4. with my classmates/friends, in the
hallway, near the door, to go outside
5. “Good-bye”/”See you tomorrow”
to my teacher/classmates/principal/
friends
6. for my bus/ride, for my mom/dad to
pick me up, in front of the school, in
the hallway
7. the bus home/to my bus stop, the
bus with my friends, in the car
81
8. I watch TV/do homework/have
a snack/take a nap/play video
games/play outside
Page 49
1. going on a class trip, going to the
zoo/mall/museum, riding the bus
2. on the bus/subway, in a van/car/
truck, with my classmates/friends/
teacher, my bicycle
3. with my teacher/chaperone/group/
friends/classmates, at home/
school
4. the directions/rules, my tour guide/
teacher/chaperone
5. up, in line to get inside/to get
a drink of water, with my teacher/
chaperone/classmates
6. I eat my lunch, I eat a sandwich/
snack, I buy lunch/a snack, my
stomach growls
7. money to buy a souvenir/gift/
T-shirt/drink, food, my jacket/
book bag
8. about my trip/my day, to my friends/
teacher/bus driver/chaperone, on
the phone, online
Page 52
1. is ___ (student’s favorite holiday)
2. by singing/eating/decorating/
opening presents
3. my mom wrap presents/make
cookies/cook/clean/shop
4. to see my aunt/grandma/friends,
to a restaurant/the mall/the movies,
on vacation
5. games with my parents/cousins
6. presents to my dad/mom/sister/
brother/grandparents, presents
that I wrapped/bought
7. delicious food/treats, with my family,
at my grandma’s house
8. a good time/day, a wonderful
holiday, a good time with my family
Page 55
1. is ___ (student’s favorite food)
2. it for breakfast/lunch/dinner, it in
the morning/at lunchtime/at night/
for a snack/on special occasions/
every day
3. it at a supermarket/restaurant,
it in the cafeteria, it for breakfast/
lunch/dinner
4. make it in the kitchen/oven/
microwave, make it with some help/
by myself/at home/school
5. it burns/tastes bad, gets tough
Copyright © 2008 LinguiSystems, Inc.
Possible Answers, continued
6. I use a fork/spoon/my hands,
I’m happy, I eat a lot
7. tastes/smells/looks
8. it in the refrigerator/cupboard/
cabinet, it away from my brother/
in my lunch box
Page 58
1. is ___ (student’s birthdate), is my
favorite day, is this month/week
2. my birthday with my friends/family,
by eating cake/ice cream, by having
a party, once a year
3. a party/celebration, a birthday
cake/dinner, presents to open, fun
4. my friends/relatives/classmates to
my party
5. makes a cake/my favorite foods,
serves cake and ice cream, gives me
presents, invites my relatives over
6. my eyes and blow out my candles/
make a wish, my eyes before I blow
out my candles
7. for a puppy/bike/cell phone
8. my friends for coming/their gifts,
my mom/dad for the party
Page 61
1. feel ___ (describing word for the
way the student feels)
2. to feel happy/excited/smart/
important/good
3. when I am happy/glad, when I am
with friends, when I win a game,
when someone compliments me
4. when I am upset/sad/mad, when
someone is mean to me, when I
get in trouble, when I hurt
someone’s feelings
5. when something is funny or silly,
when someone tells a joke, at funny
movies
6. when I am sad/upset/scared/
frustrated, when someone is mean
to me, at sad movies, when I am
very happy
7. when I am mad/frightened/helpless,
when I am at a football/baseball/
soccer/basketball game
8. when I take a walk/break, when I
have friends around, when I can play
a game
Page 64
1. is ___ (current season)
2. is sunny/cloudy/windy/hot/stormy/
cool/freezing, is good for the beach
3. is blue/gray/cloudy/overcast/clear/
stormy/beautiful
Tell Me About It – Giving Details
4. feels cold/hot/thick, is dry/full of
pollen
5. I wear a raincoat/rain hat/boots,
I use an umbrella, I play inside
6. I wear a coat/jacket/sweater/hat/
scarf, gloves/mittens/pants, I try
to stay warm
7. I wear shorts/sandals, a T-shirt/
swimsuit, I go swimming, I try to
stay cool
8. a good day to stay inside/play
outside/watch a movie/stay home
from school/go to the beach/go
skiing, cold/hot/sunny/cloudy/rainy
Page 67
1. ___ (name of student’s pet)
2. is a dog/cat/turtle/frog/fish/bird/
snake/lizard, is happy/playful/
smart/friendly/mean/afraid of
strangers, loves me
3. my pet in my house/a cage/an
aquarium, my pet outside/on a
leash/next to me
4. my pet every day/twice a day/once
a day, my pet dog food/cat food/
table scraps/mice
5. to eat pet food/treats/table scraps,
to play, to have me scratch its ears,
to do tricks, to sleep with me
6. my pet outside, my pet for a walk/for
a ride in the car, my pet to the vet/
park
7. my dog/cat/pet/gerbil because it
is friendly/cuddly/smart/protects
me/loves me
8. feel happy/proud/embarrassed,
laugh, pet him/feed him/play with
him
Page 70
1. with me/their families/each other,
at the mall/movies/school, playing
sports
2. my friends because they are nice/
kind/funny/good to me/fun to be
with, to play video games/sports
with my friends
3. me feel happy/good/safe/included,
laugh/smile
4. with my friends after school/on the
weekend, at my home, in the park,
on the playground
5. like to play outside/sports/video
games, like to spend time with each
other, like to go to the mall/movies,
like to go bowling
82
6. my friends to my house/to my party/
over for dinner/to stay overnight/
over to play
7. have a good time, have fun, enjoy
playing with each other
8. to my friends on the phone/online/
at school/at lunch/every day, to my
family/teacher
Page 73
1. is fine/good/going well/long/busy/
lazy/just starting/almost over
2. to school, to the park, to soccer/
baseball/basketball/football/track
practice, to my friend’s house/the
mall/get my hair cut
3. “Hello” to my friends/my teacher/
the principal/my neighbors,
“Good-bye”to my mom/dad
4. my chores/school work/homework/
an art project, my best
5. my lunch/breakfast/dinner, with
my friends/family/classmates, in the
cafeteria/kitchen, at a restaurant
6. on the computer/playground, video
games, with my friends/dog/family,
my guitar, the piano
7. my bicycle/skateboard, in the
car/van/truck, on the bus/subway,
to school/practice
8. my teacher/mom/dad/friends,
with the chores, carry in groceries
Page 76
1. I go shopping/swimming, I go to
the park/mall/store, I sleep late/
stay up late/play with my friends/
do my chores/homework
2. with my family/friends/neighbors
3. TV in my room, TV on Saturday/
Sunday, TV with my family/friends,
a baseball/football/hockey game
4. my relatives/friends/neighbors,
5. my lunch/breakfast/dinner, with
my friends/family/classmates, at
a restaurant, my favorite foods
6. to the store/park/my friend’s house,
with my mom/friends, quickly
7. my homework/chores/lunch/dinner
8. with my friends/family/brother/
sister, outside/inside, on the
playground, in the park, music
Copyright © 2008 LinguiSystems, Inc.
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