HELP For Memory

Andrea M.
Lazzari
Skill Area: Memory

Ages: 8 thru adult
Grades: 3 and up
Copyright © 1996 LinguiSystems, Inc.
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About the Author
Andrea M. Lazzari, Ed.D., is an assistant professor of special education

at Virginia Commonwealth University in Richmond, Virginia. She has
worked as a speech-language pathologist in the public schools, in a
community clinic, and in private practice. She has also taught preschool
students who have disabilities.
HELP for Memory is Andrea’s eighteenth publication with LinguiSystems.

She is also the author of Just for Adults, HELP for Grammar, and The
HELP Test - Elementary and the co-author of HELP 1, HELP 2, HELP 3,
HELP 4, HELP 5, HELP 1 & 2 Language Pictures, HELP 1 & 2 Language
Game, HELP 3 & 4 Language Pictures, HELP 3 & 4 Language Game,
HELP Elementary, HELP for Auditory Processing, HELP for Word
Finding, Test Right, and 125 Ways to Be a Better Test Taker.
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Selecting Information . . . . . . . . . . . . . . . . . . . . . . . . . 7
Coding and Grouping Items for Recall . . . . . . . . . . 38
Using Aids to Remember . . . . . . . . . . . . . . . . . . . . . 48
Applying Memory Techniques . . . . . . . . . . . . . . . . 130
Tip Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Carryover Activities . . . . . . . . . . . . . . . . . . . . . . . . 171
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
HELP for Memory Copyright © 1996 LinguiSystems, Inc.

Introduction
Help for Memory is the third volume in the HELP for ... series. As with the two
previous volumes, HELP for Memory focuses on a specific area — memory strategies
for organizing and retrieving information.
The goal of HELP for Memory is not necessarily to expand or improve an individual’s
memory but to provide a means of systematic training in memory strategies to aid in
recall. Because memory is such a broad-based process, the exercises within this
volume encompass a range of discrete, supportive skills, such as attention, discrim-
ination, categorization, and association. A variety of tasks and stimulus items covers
many different content areas. The purpose of the exercises is not necessarily to enable
the client to recall the specific content information from one session to the next, but
rather to use the exercises as a means of acquiring memory strategies which the client
can apply to daily life.
HELP for Memory targets the eight-year-old to adult population. Stimulus items are
arranged in order from the easiest to the most difficult whenever possible. IEP goals
are presented at the bottom of each page to further explain the individual tasks as
well as to assist in writing goals. Carryover activities to expand and reinforce indi-
vidual tasks and to help integrate therapy objectives into the classroom and everyday
life situations are presented at the end of the book.
The following guidelines are offered for effective use of the tasks in HELP for Memory:
1. As with all HELP volumes, clinician discretion is essential in selecting and

modifying tasks to best meet each client’s individual needs and to build on
his or her strengths. Since individual approaches to organizing and
recalling information vary, some strategies will prove more helpful to each
client than others. Work with each client to decide which strategies are the
most helpful.
2. Many of the tasks are intended to be presented and carried out as oral
tasks. For this reason, space for written responses is not provided with
every task.
3. Use the Answer Key with caution, accepting other logical responses as
correct where appropriate.
4. As recommended in the section introductions, many of the tasks are

intended to be presented in one session with recall of the task or strategy
carried over to the end of the session or to subsequent sections.
5
5. Strive to make the recall process intentional. Make your client aware of
which strategies seem to be the most helpful, matching the strategies to the
demands for recall the client is likely to encounter on a daily basis. For
example, the strategies most helpful to a student who must frequently learn
and recall information for tests might be different from those most helpful to
an adult whose primary memory needs focus on activities of daily living.
6. Strive to achieve carryover of memory strategies to the environment outside

of the therapy setting by sharing the strategies with family members,
teachers and other rehabilitation team members. Ask for feedback on which
strategies are the most successful in real-life situations and on those contexts
in which recall seems the most difficult.
I hope that HELP for Memory will serve as another useful tool for you to combine
with your professional expertise, enabling your clients to strengthen and expand
their repertories of helpful memory strategies. Perhaps it will also help you in
remembering and carrying out the many responsibilities of your personal and
professional lives!
Andrea
6
Selecting Information
A key factor in the effective use of memory strategies is the ability to identify and
select the most critical incoming information from the wealth of input received.
This section helps the client zero in on the most important information rather than
trying to process and recall everything in a statement or message.
Task A is included to help focus on tasks at the sentence level. It is intended to be

used for orientation to this section. Tasks B-K progress from the sentence level to
the paragraph level for a variety of types of incoming information. Although most
of the exercises in this section are intended to be done orally, some clients may
benefit from reading along with you the first time the stimuli are presented, even
though the answers may be right on these pages. Initially, you may also need to
present the items several times in a row, fading to only one oral presentation.
Tasks L and M provide the opportunity to judge the importance of information to

remember and to prioritize different types of information. These tasks are
included to help the client develop an awareness of the need to focus on the most
critical pieces of incoming information. When working on Tasks L and M, be sure
to ask the client to explain his answer. If the client has a reasonable explanation for
choosing one answer over another one, his answer is acceptable.
Task Page
A Recalling Specific Words from Sentences . . . . . . . . . . . . . . . . . . 8
B Recognition Memory for Words in Sentences . . . . . . . . . . . . . . 10
C Choosing Specific Word Types from Sentences . . . . . . . . . . . . . 13
D Identifying Key Elements in Sentences . . . . . . . . . . . . . . . . . . . 15
E Identifying Irrelevant Information in Sentences . . . . . . . . . . . . 17
F Choosing Specific Word Types from Messages . . . . . . . . . . . . . 19
G Identifying Key Elements in Messages . . . . . . . . . . . . . . . . . . . 21
H Identifying Irrelevant Information in Messages . . . . . . . . . . . . 23
I Choosing Specific Word Types from Paragraphs . . . . . . . . . . . 25
J Identifying Key Elements in Paragraphs . . . . . . . . . . . . . . . . . . 27
K Identifying Irrelevant Information in Paragraphs . . . . . . . . . . 29
L Judging the Importance of Information to Remember . . . . . . . 31
M Prioritizing Information to Remember . . . . . . . . . . . . . . . . . . . 35
7
Task A: Recalling Specific Words from Sentences
Listen to each sentence. When I repeat the sentence, you fill in the missing word. I’ll do the
first one as an example.
1. Pickles taste sour.

Pickles taste sour.
2. My sister is four years old.

My sister is _______ years old. four
3. Please open the door.

Please open the _______. door
4. The slide is slippery.

The _______ is slippery. slide
5. I tripped over the curb.

I tripped over the _______. curb
6. Do you have change for a dollar?

Do you have _______ for a dollar? change
7. Steve has a hole in his sock.

Steve has a _______ in his sock. hole
8. Max drives an old, beat-up car.

Max _______ an old, beat-up car. drives
9. The baby dumped his cereal on the floor.

The baby dumped his _______ on the floor. cereal
10. The engine is making a funny noise.

The engine is making a _______ noise. funny
11. My soccer ball has a hole in it.

My soccer _______ has a hole in it. ball
12. The barber gave Dave a crooked haircut.

The barber gave Dave a _______ haircut. crooked
13. Where is the lid to the toothpaste?

Where is the lid to the _______? toothpaste
14. An octagon has eight sides.

An octagon has _______ sides. eight
I.E.P. Goal: The client will recall specific words from sentences presented aloud, with 90% or greater accuracy.
HELP for Memory 8 Copyright © 1996 LinguiSystems, Inc.

Task A: Recalling Specific Words from Sentences, continued
Listen to each sentence. When I repeat the sentence, you fill in the missing word.
15. The bank closes at six o’clock.

The bank closes at _______ o’clock. six
16. Whenever it rains, our roof leaks.

Whenever it rains, our _______ leaks. roof
17. Do frogs or toads live in water?

Do frogs or _______ live in water? toads
18. The collar of my shirt is too tight.

The _______ of my shirt is too tight. collar
19. The balloon burst when I sat on it.

The balloon _______ when I sat on it. burst
20. How many bones are there in a cat’s tail?

How many _______ are there in a cat’s tail? bones
21. The truck flipped over and landed in a ditch.

The truck _______ over and landed in a ditch. flipped
22. If you like tomatoes, you’ll love this salad.

If you like _______, you’ll love this salad. tomatoes
23. Ask Liza if she is done with the newspaper.

Ask _______ if she is done with the newspaper. Liza
24. Put your banana peel in the trash can.

Put your banana _______ in the trash can. peel
25. Tyrone won a stuffed panda at the fair.

Tyrone won a stuffed _______ at the fair. panda
26. The washing machine takes two quarters.

The washing machine takes two _______. quarters
27. The salty pretzels made me thirsty.

The salty pretzels made me _______. thirsty
28. When I washed the pillow, all the stuffing came out.
When I washed the pillow, all the _______ came out. stuffing
I.E.P. Goal: The client will recall specific words from sentences presented aloud, with 90% or greater accuracy.

Task B: Recognition Memory for Words in Sentences
Listen to each sentence and tell me if the key words I ask you about are in the sentence.
Note: To make this task easier, say the key word(s) before you present each sentence as well as after
each sentence.
1. The grocery store has red and green apples but no yellow ones.
Did you hear the words apples? yes
2. There must be something stuck in the machine because I can’t turn the handle.
Did you hear the word handle? yes
3. I read over the report and found no mistakes.

Did you hear the word bead? no
4. The green shirt is too tight in the neck.

Did you hear the word collar? no
5. I’d love a slice of warm blueberry pie.

Did you hear the word slice? yes
6. When the drum major raised his arm, the band members raised their instruments.
Did you hear the word baton? no
7. Do you think the pencil will sink or float?

Did you hear the word float? yes
8. We’ll need a three-inch wide strip of wood to repair the door.

Did you hear the word wide? yes
9. If that pen is leaking, throw it away.

Did you hear the word point? no
10. If you’re in second gear, you should be going faster.

Did you hear the word gear? yes
11. As I was putting the picture in the new frame, I cut my finger on the sharp glass.
Did you hear the word finger? yes
12. I hope the phone doesn’t ring when I’m sleeping.

Did you hear the word whale? no
13. The air feels cool and looks clear this morning.
Did you hear the word crisp? no
I.E.P. Goal: The client will listen to sentences and recall if key words are in the sentences, with 90% or greater accuracy.

Task B: Recognition Memory for Words in Sentences, continued
each sentence.
14. My watch has a fluorescent dial that lights up in the dark.

Did you hear the word dial? yes
15. I couldn’t hear the waiter over the clatter of the dishes.
Did you hear the word click? no
16. A worn, brown satchel was found on the bench near the fountain.
Did you hear the word satchel? yes
17. Did you find any change when you cleaned out the desk drawers?
Did you hear the word crate? no
18. When the car hit the speed bump, all the books on the back seat slid to the floor.
Did you hear the word slope? no
19. The cost of the tickets for Saturday night is almost twice as much as for Thursday night.
Did you hear the word night? yes
Did you hear the word cost? yes
20. Amy hides her diary key in the toe of her slipper.
Did you hear the word diary? yes
Did you hear the word slipper? yes
21. We had a great view of the mountains from our cabin window.
Did you hear the word lake? no
Did you hear the word view? yes
22. Tracy Buck’s new book will have you laughing and crying at the same time.
Did you hear the word reading? no
Did you hear the word sleeping? no
23. When Lance picked up his jeans from the floor, a five-dollar bill fell out.
Did you hear the word jeans? yes
Did you hear the word belt? no
24. It took all of my effort to climb to the peak of the mountain.

Did you hear the word effort? yes
Did you hear the word peak? yes
Task B: Recognition Memory for Words in Sentences, continued
each sentence.
25. Deal out all the cards, starting with the person seated to your left.
Did you hear the word deal? yes
Did you hear the word shuffle? no
26. The radiator clanged loudly as the hot water circulated through the pipes.
Did you hear the word banged? no
Did you hear the word shifted? no
27. Jack is absolutely sure that he removed the keys from his pocket before he
packed his jacket in his suitcase.
Did you hear the word keys? yes
Did you hear the word pocket? yes
Did you hear the word wallet? no
28. If you are wearing shoes with hard soles, please remove them, especially if you
have high heels.
Did you hear the word shoes? yes
Did you hear the word soles? yes
Did you hear the word heels? yes
29. Why don’t drivers pull over to the right-hand side of the road when they hear a
siren behind them?
Did you hear the word road? yes
Did you hear the word siren? yes
Did you hear the word vehicle? no
30. Even though the meal smelled and looked delicious, I was too tired to eat after
my long and stressful day at work.
Did you hear the word dinner? no
Did you hear the word tasted? no
Did you hear the word ride? no
31. Since the pages sometimes become separated from one another, be sure to put
your name at the top of each page.
Did you hear the word pages? yes
Did you hear the word date? no
Did you hear the word name? yes

Task C: Choosing Specific Word Types from Sentences
Listen to each sentence for the type of word I say to remember. I’ll do the first one as an
example.
1. Listen for a color.

A gray cloud covered the sun. gray
2. Listen for a number.

Two boys played on the swings. two
3. Listen for a shape.

Stand inside the circle. circle
4. Listen for a food.

I hope we have soup for lunch. soup
5. Listen for a type of weather.

We usually have rain on the weekend. rain
6. Listen for clothing.

I left my socks under the couch. socks
7. Listen for furniture.

Did you make your bed this morning? bed
8. Listen for an animal.

Are there beavers in the stream? beavers
9. Listen for a person’s name.

Let’s ask Richard to go with us. Richard
10. Listen for a flower.

Daisies covered the field. daisies
11. Listen for a fruit.

Cut the oranges into smaller pieces. oranges
12. Listen for a vehicle.

The dump truck was filled with dirt. dump truck
13. Listen for a relative.

My uncle works at the garage. uncle
14. Listen for a game.

During recess, we played kick ball. kick ball
I.E.P. Goal: The client will identify and recall specific word types in sentences presented aloud, with 90% or greater accuracy.
Task C: Choosing Specific Word Types from Sentences, continued
Listen to each sentence for the type of word I say to remember.
15. Listen for a sport.

Sharon is the captain of the hockey team. hockey
16. Listen for a country.

The mountains in Canada are beautiful. Canada
17. Listen for a school subject.

In geography, we are studying South America. geography
18. Listen for a type of dog.

Our collie is very good with children. collie
19. Listen for a month of the year.

I think this bill was due in August. August
20. Listen for a day of the week.

Every Thursday we go to Kim’s for dinner. Thursday
21. Listen for a tool.

If you leave the pliers outside, they’ll rust. pliers
22. Listen for a vegetable.

Try to wash all the sand off the spinach. spinach
23. Listen for jewelry.

When I washed my hands, my ring went down the drain. ring
24. Listen for a container.

My thermos leaked on the way to the park. thermos
25. Listen for an occupation.

The dentist told me I have strong teeth. dentist
26. Listen for numbers.

One box of mix makes 20 muffins. one, 20
27. Listen for people’s names.

Dan asked Alan if he could borrow his notebook. Dan, Alan
28. Listen for things to read.

Do you recycle newspapers or magazines? newspapers, magazines
I.E.P. Goal: The client will identify and recall specific word types in sentences presented aloud, with 90% or
greater accuracy.
Task D: Identifying Key Elements in Sentences
Listen to each sentence. Then tell me the most important things to remember in each one.
I’ll do the first sentence as an example.
1. Linda is in the third grade. Linda, third grade
2. Carla wears a size ten. Carla, size ten
3. Jeff rides bus number 16 to work. Jeff, bus number 16
4. The book is due on Friday. book, due Friday
5. Lunch will be served at one o’clock. lunch, one o’clock
6. The dog took the towel from the basket. dog, took towel
7. These red shoes belong to Alma. red shoes, Alma’s
8. There’s a parking place by the mailbox. parking place, by mailbox
9. Paula needs some sharp scissors. Paula, sharp scissors
10. The bowls go on the top shelf. bowls, top shelf
11. Wednesday afternoon is when the play starts. Wednesday afternoon, play starts
12. The largest loaf is in the paper bag. largest loaf, paper bag
13. The blue book belongs on the bottom shelf. blue book, bottom shelf
14. My brothers’ names are Andy and John. brothers, Andy and John
15. This old sweater is Grandpa’s favorite. old sweater, Grandpa’s favorite
16. I know that Arkansas’ area code is 501. Arkansas, area code 501
17. You must come to a full stop at a red light. full stop, red light
18. There are 17 students in the band. 17 students, band
19. Joe’s favorite lunch is tuna salad. Joe’s favorite lunch, tuna salad
20. Some apples fell from the tree to the ground. apples, fell
I.E.P. Goal: The client will identify and recall key elements in sentences presented aloud, with 90% or greater accuracy.

Task D: Identifying Key Elements in Sentences, continued
Listen to each sentence. Then tell me the most important things to remember in each one.
21. Autumn begins on September 23 this year. autumn, September 23
22. The state of Utah is on Mountain Time. Utah, Mountain Time
23. Alberto got a B in math and a C in history. Alberto, B in math, C in history
24. Keith is from Florida and Latrice is from Quebec. Keith from Florida, Latrice from Quebec
25. To make bread you must have flour, yeast, and butter. make bread; flour, yeast, butter
26. The balance in my checkbook is $94.37. checkbook balance, $94.37
27. Josh and Tyler were both born in 1972. Josh, Tyler; born 1972
28. Tasha’s grade point average is 3.0. Tasha, 3.0 grade point average
29. If you conceal something, you hide it. conceal means hide
30. The word kindness is a noun. kindness is a noun
31. The letter C is the Roman numeral for 100. C = Roman numeral 100
32. The red marker is empty, but the green one is okay. red marker empty, green marker okay
33. If the fire alarm rings, everyone should walk outside slowly. fire alarm, walk outside
slowly
34. Ben Franklin was a printer’s apprentice for a few years. Ben Franklin, printer’s
apprentice
35. Birds have feathers, but fish have scales. birds have feathers, fish have scales
36. After class, let’s do our homework and talk to Mr. Conley. do homework, talk to Mr.
Conley after class
37. Before the party, we need to slice the cheese and wash the fruit. slice cheese, wash fruit
38. Flu shots are free at Brookside Clinic during September and October. free flu shots,
Brookside Clinic, September and October
I.E.P. Goal: The client will identify and recall key elements in sentences presented aloud, with 90% or greater
accuracy.

Task E: Identifying Irrelevant Information in Sentences
Listen to each sentence. Then choose the information in each sentence that’s not important to
remember. I’ll do the first one as an example.
1. I wish you would let me borrow your new coat. I wish you would
2. I’m pretty sure that today is Monday. I’m pretty sure that
3. Hopefully, Dan can fix the shelf. hopefully
4. Please pass me the bread, if you can reach it. if you can reach it
5. Unfortunately, it rained all day. unfortunately
6. If you have a minute, look at this letter. if you have a minute
7. A bear hibernates, for example. for example
8. All right now, it’s time to go. all right now
9. Use pink paper, if you’d like. if you’d like
10. Can you believe that I found a hundred dollars? can you believe that
11. You’re going to the party, aren’t you? aren’t you
12. The blue team won, if you want my opinion. if you want my opinion
13. And yet, I was glad to be home. and yet
14. Every so often, I like to get up at dawn. every so often
15. If you’re not too busy, turn off the lights. if you’re not too busy
16. I gained five pounds, more or less. more or less
17. The noise never goes away, in some cases. in some cases
18. Of course, there are other routes you can take. of course
19. It would be a good idea if you stopped now. it would be a good idea if
20. Actually, I’m not related to Carrie. actually
I.E.P. Goal: The client will identify and recall irrelevant information in sentences presented aloud, with 90% or greater accuracy.

Task E: Identifying Irrelevant Information in Sentences, continued
Listen to each sentence. Then choose the information in each one that’s not important to
remember.
21. Mr. Lee got a big raise today, or so I heard. or so I heard
22. Add two cups of water and try not to spill them. and try not to spill them
23. As a family, the Martins are learning to ice skate. as a family
24. After all his hard work, Joe won the election. after all his hard work
25. I’ll have the mashed potatoes since they’re my favorite vegetable. since they’re my
favorite vegetable
26. After a lot of thought, I’ve decided to move. after a lot of thought
27. Don’t worry, because I’ll bring plenty of paper. don’t worry, because
28. On the other hand, dogs can be good burglar alarms. on the other hand
29. It’s really getting cool outside, or so it seems. or so it seems
30. The red one looks the best, don’t you think? don’t you think
31. I don’t doubt that you were surprised. I don’t doubt that
32. This fertilizer, in turn, will help the plants grow. in turn
33. The seniors, on the other hand, get to sit in the front. on the other hand
34. Are you trying to tell me that you broke the window? are you trying to tell me that
35. So you’re saying that you’d rather work evenings? so you’re saying that
36. It rained all afternoon, in spite of the forecast. in spite of the forecast
37. I found out that most of the U.S. Presidents had been lawyers. I found out that
38. How many times have I told you to turn off the oven when you take out the food?
how many times have I told you to
39. One thing is clear—all children have a right to learn. one thing is clear
I.E.P. Goal: The client will identify and recall irrelevant information in sentences presented aloud, with 90% or
greater accuracy.
Task F: Choosing Specific Word Types from Messages
Listen to each message for the specific information I say. I’ll do the first one as an example.
1. Listen for the person’s name in this message.

Chip wants you to call him this evening. Chip
2. Listen for the time in this message.

Be ready by nine o’clock. nine o’clock
3. Listen for the day in this message.

Your appointment is on Tuesday. Tuesday
4. Listen for the month in this message.

Carl’s birthday is in February. February
5. Listen for the place in this message.

Meet me in front of the bakery. bakery
6. Listen for the number in this message.

Bring ten pencils to the meeting. ten
7. Listen for the color in this message.

The green chair is the one that is broken. green
8. Listen for the size in this message.

Buy Dad a large sweatshirt. large
9. Listen for the number of times in this message.

Knock twice before you open the door. twice
10. Listen for the time in this message.

The play starts at 8:30 P.M. sharp. 8:30 P.M.
11. Listen for the name in this message.

Mrs. Silvia is our new teacher. Mrs. Silvia
12. Listen for the weight in this message.

The winning pumpkin weighed 18 pounds! 18 pounds
13. Listen for the country in this message.

My uncle was born in Greece. Greece
14. Listen for the distance in this message.

The school is four miles from here. four miles
I.E.P. Goal: The client will identify and recall specific word types in messages presented aloud, with 90% or greater accuracy.

Task F: Choosing Specific Word Types from Messages, continued
Listen to each message for the specific information I say.
15. Listen for the amount in this message.

You owe me $14 for the tickets. $14
16. Listen for the street in this message.

The bridge on Old Mountain Road is washed out. Old Mountain Road
17. Listen for the temperature in this message.

Bake the rolls at 350 degrees. 350 degrees
18. Listen for the speed limit in this message.

You may not drive above 30 miles per hour through town. 30 miles per hour
19. Listen for the fraction in this message.

Add one-third cup of milk to the batter. one-third
20. Listen for the direction in this message.

Plant the trees on the north side of the house. north
21. Listen for the measurement in this message.

Buy me an eight-inch piece of red ribbon. eight-inch

We need a dozen more napkins. a dozen
23. Listen for the place in this message.

Put the flags in the trunk of my car. trunk of my car

Mr. Jordan needs four more gallons of white paint. four gallons
25. Listen for the age in this message.

The five-year-old class is in this room. five-year-old
26. Listen for the direction in this message.

Sue said to turn left at the third stop sign. left
27. Listen for the size in this message.

Uncle Jake’s ranch covers almost 300 acres. 300 acres
28. Listen for the weight in this message.

Try to get the baby to drink at least six ounces of milk. six ounces
I.E.P. Goal: The client will identify and recall specific word types in messages presented aloud, with 90% or greater accuracy.

Task G: Identifying Key Elements in Messages
Listen to these messages. Then tell me the most important things to remember in each one.
I’ll do the first one as an example.
1. Please put the groceries in a paper bag. groceries, paper bag
2. Don’t forget to bring your word cards. bring word cards
3. The party starts at four o’clock. party, four o’clock
4. You must use a number two pencil. number two pencil
5. Bring your soccer ball to practice. soccer ball, practice
6. We have our first game on Friday. first game, Friday
7. I put your wallet on the dresser. wallet, dresser
8. Ms. Carson has your check. Ms. Carson, check
9. I’m going to the bank after lunch. bank, after lunch
10. Leave the newspaper under the mat. newspaper, under mat
11. The new library cards are orange. library cards, orange
12. Please put a new light bulb in the front hall. new light bulb, front hall
13. Don’t forget to put your papers in the blue folder. papers, blue folder
14. Add two cups of water to the soup. two cups of water, soup
15. You may park in space number 72. park, space 72
16. There are extra spoons in the top drawer. extra spoons, top drawer
17. It’s Jana’s turn to be the leader. Jana, leader
18. Look under the sink for the cleanser. under sink, cleanser
19. Call Mr. Rossi on Thursday afternoon. call Mr. Rossi, Thursday afternoon
20. Use the silver key to open the back door. silver key, back door
I.E.P. Goal: The client will identify and recall key elements in messages presented aloud, with 90% or greater accuracy.

Task G: Identifying Key Elements in Messages, continued
Listen to these messages. Then tell me the most important things to remember in each one.
21. Turn on the machine and then insert the disk. turn on machine, insert disk
22. Put your finished projects in the basket. projects, in basket
23. The mail is picked up at one o’clock. mail, one o’clock
24. We need milk and bread from the store. milk, bread
25. Press number nine if you need help. number nine, help
26. If you’re looking for the can opener, it’s in the top drawer. can opener, top drawer
27. The library will be closed next Monday for a holiday. library, closed Monday
28. Take two pills each evening before going to bed. two pills, before bed
29. After you read the book, write a three-page report. read book, three-page report
30. Wait for me on the corner in front of Oliver Hall. corner, in front of Oliver Hall
31. If your name begins with the letter C, line up. letter C, line up
32. When the pizza is ready, cut it into 12 equal slices. pizza, 12 slices
33. Take the bread out of the oven when the buzzer sounds. bread out when buzzer sounds
34. Make a reservation for me for Monday night at the Airport Inn. reservation, Monday
night, Airport Inn
35. Mrs. Alvarez wants you to bring the report to the meeting tomorrow. Mrs. Alvarez,
report, meeting tomorrow
36. Line up on the right if you’re waiting to buy stamps. line up on right, stamps
37. The kitten needs to be fed this formula once every two hours. kitten, formula,
every two hours
38. Place your recycling bin at the curb no later than 7:00 A.M. recycling bin, curb, 7:00 A.M.
39. The news comes on Channel 23 at five o’clock. news, Channel 23, five o’clock
I.E.P. Goal: The client will identify and recall key elements in messages presented aloud, with 90% or greater accuracy.
Task H: Identifying Irrelevant Information in Messages
Listen to each message. Then tell me the information in each one that’s not important to
remember. I’ll do the first one as an example.
1. Don’t forget to be here by noon. don’t forget to
2. I think we’re ready to line up. I think
3. Did I tell you that Eric called? did I tell you that
4. Most likely, I’ll be there by nine. most likely
5. Call me tomorrow if you’re not too busy. if you’re not too busy
6. The message was to call Maria. the message was to
7. Be ready by four o’clock and not a minute later! and not a minute later
8. A man called to say that your car is ready. a man called to say that
9. Did you hear that Route 10 is closed? did you hear that
10. She said that your tickets are ready to be picked up. she said that
11. As usual, the class begins at six thirty. as usual
12. Sadie will pick us up today, for a change. for a change
13. The coach told us that the game starts at two o’clock. the coach told us that
14. My classmate said that our book reports are due on Tuesday. my classmate said that
15. Be sure to bring a map and a hat. be sure to
16. Call Ms. Carr, if you have a chance. if you have a chance
17. Unfortunately, the sale ended yesterday. unfortunately
18. We really need to finish the project next week. we really need to
19. Stan wants you to keep the money, or so he said. or so he said
20. It would be helpful if you would dust the bookshelves. it would be helpful if you would
I.E.P. Goal: The client will identify and recall irrelevant information in messages presented aloud, with 90% or
greater accuracy.
Task H: Identifying Irrelevant Information in Messages, continued
Listen to each message. Then tell me the information in each one that’s not important to
remember.
21. I couldn’t believe that I lost your ring! I couldn’t believe that
22. Eventually, the slippers will stretch. eventually
23. I’m counting on you to lock up. I’m counting on you to
24. I believe that it is your turn to wash the dishes. I believe that
25. Smoke is coming from the garage and I’m not kidding! and I’m not kidding
26. In general, you can expect it to take three weeks. in general, you can
27. I was surprised to find that Bell’s store has closed down. I was surprised to find that
28. Our boat was washed away in the storm, I’m sorry to say. I’m sorry to say
29. Mom said to remind you that the bus comes at three o’clock. Mom said to remind
you that
30. It’s clear that the repairs did not help the problem. It’s clear that
31. If you take my phone calls, I will be grateful. I will be grateful
32. I heard officially that the case is closed. I heard officially that
33. There is a 75% chance of rain tonight, according to the radio. according to the radio
34. Julia has invited all of us for dinner, if you can believe it! if you can believe it
35. Take the magazines and leave me the book, if that suits you. if that suits you
36. While I’m on vacation, please water my plants and feed the fish. While I’m on
vacation, please
37. I need to know if you will be coming with us. I need to know if
38. Looking at the schedule, I see that we have a break at three o’clock. looking at the
schedule, I see that
I.E.P. Goal: The client will identify and recall irrelevant information in messages presented aloud, with 90% or
greater accuracy.
Task I: Choosing Specific Word Types from Paragraphs
Listen to each paragraph for the specific information I ask for.
1. Listen for a day of the week.
Every Wednesday, I go to my aunt’s house after school. I wait there until five
o’clock when my sister comes to pick me up. I like to to go my aunt’s house on
Wednesdays because I always have fun.
Which day of the week do you remember hearing? Wednesday
2. Listen for a container.
Eric collects marbles. One day he was carrying his box of marbles up the stairs.
When he was almost to the top, he dropped the box. One hundred marbles
bounced noisily down the steps. It took Eric an hour to pick up the marbles and
put them back in the box.
Which container do you remember hearing? box
3. Listen for children’s names.
Anna goes to Westside Elementary School. She’s in the fourth grade. Her
brother, Paul, is in the first grade. Their grandma, Mrs. Carter, works in the
school cafeteria. Anna and Paul get to see her every day.
Which children’s names do you remember hearing? Anna, Paul
4. Listen for colors.
Fall is my favorite season. I love the cool nights and warm days. The park
becomes a carpet of red and gold leaves. I like to sit and watch flocks of birds fly
by as I sip fresh apple cider.
Which colors do you remember hearing? red, gold
5. Listen for foods.
Yesterday, I walked to the grocery store. As I was walking home, I heard a

ripping sound. Suddenly, three apples bounced on the sidewalk. A big
grapefruit rolled into the street. Luckily, the eggs stayed in the bag.
Which foods do you remember hearing? apples, grapefruit, eggs
I.E.P. Goal: The client will identify and recall specific word types in paragraphs presented aloud, with 90% or
greater accuracy.
Task I: Choosing Specific Word Types from Paragraphs, continued
Listen to each paragraph for the specific information I ask for.
6. Listen for kinds of transportation.
Saul works in the city. He doesn’t own a car, so he takes the subway downtown
each day. Although the subway is often noisy and crowded, it costs a lot less
than taking a taxi. Saul likes riding the subway because he meets many
interesting people.
Which kinds of transportation do you remember hearing? car, subway, taxi
7. Listen for the names of animals.
My uncle lives in the country. Last week while visiting him, I looked out the
window and saw a deer staring in at me. We were both surprised. Many deer
come to eat the apples that fall off my uncle’s trees; that is, if the raccoons don’t
get those apples first. My uncle likes the deer. He says they make better pets
than dogs because they don’t bark and they never have to be walked.
Which animals do you remember hearing? deer, raccoon, dog
8. Listen for the names of streets.
The fall parade will be on Saturday. We’ll line up behind the bank on Taylor
Street. Then we’ll march down Main Street. We’ll turn left at the post office.
We’ll keep going down River Road until it ends. It should take us about thirty
minutes.
Which names of streets do you remember hearing? Taylor Street, Main Street,
River Road
9. Listen for the names of money.
Rosa’s mom gave her a dollar and a quarter to buy supplies at the school store.
Rosa put the money in her backpack and zipped it up. When she got to school,
the quarter was missing. Sam lent her a dime and Karen gave her a nickel, but
Rosa still didn’t have enough. Then she found a quarter stuck in the lining of
her backpack.
Which names of money do you remember hearing? dollar, quarter, dime, nickel
I.E.P. Goal: The client will identify and recall specific word types in paragraphs presented aloud, with 90% or
greater accuracy.

Task J: Identifying Key Elements in Paragraphs
Tell me the two most important things to remember in each paragraph I read to you.
1. After planting grass seed, you need to water the lawn. Watering helps the seed
sprout. It’s also a good idea to stay off the lawn after the seed is planted. Soon
you will have a beautiful lawn.
• Water the lawn.

• Stay off the grass.
2. Frozen treats taste good on a hot day, but if you eat them too fast, you can get a
headache. After a few minutes, your headache goes away. Then you can enjoy
the rest of your treat, but go slowly!
• Frozen treats taste good when it’s hot.

• If you eat them too fast, you could get a headache.
3. Pancakes are easy to make. Pour the batter on a hot griddle. When you see little
bubbles on the top, flip the pancakes. When the other side is lightly browned,
they are done. Stack the pancakes on a plate and enjoy them.
• When you see bubbles, flip the pancakes.

• When the other side is brown, stack them on your plate.
4. Before you exercise, it’s a good idea to warm up. You can warm up by
stretching, walking, or jogging slowly in place. If you don’t warm up, you’ll
have sore muscles the next day. It only takes a few minutes, but warming up
really helps your body.
• Warm up before exercising.

• You won’t get sore muscles.
5. Hikers must have comfortable hiking boots. When you buy boots, be sure to get
a pair that fits well. Try them on with two pairs of socks and see if you can
wiggle your toes. Don’t ever start hiking in a new pair of boots. Take the time to
break them in first.
• Hikers need comfortable boots.

• Break them in before you hike.
I.E.P. Goal: The client will identify and recall key elements in paragraphs presented aloud, with 90% or greater
accuracy.

Task J: Identifying Key Elements in Paragraphs, continued
Tell me the two most important things to remember in each paragraph I read to you.
6. The best time to see spiders’ webs is on a cool, fall morning. When warm days
are followed by cool nights, everything is covered with dew in the morning. The
dew collects on the spiders’ webs, outlining them with shiny drops of sparkling
water.
• Cool, fall mornings are the best time to see spiders’ webs.
• The dew outlines the webs with water drops.
7. Many people are injured by accidents at home. Falls and burns cause the most
injuries. Accidents can be prevented by following simple safety rules such as
keeping objects off the steps and turning the handles of pans toward the back of
the stove. It’s better to take the extra time to be safe than to be sorry later.
• Many people are injured in home accidents.

• These accidents can be prevented.
8. People need different amounts of sleep. Some people can get by with just a few
hours each night. Others must have ten hours of sleep or else they are exhausted
the next day. For most people, eight hours is a good amount of sleep.
• People need different amounts of sleep.

• Most people need eight hours of sleep.
9. There are many famous buildings in the United States. Many of them, such as
the Capitol Building, the Washington Monument, and the White House, are in
Washington, D.C., but you can find famous buildings in other places, too. In
New York City, you can see the Empire State Building and in Chicago, you can
see the Sears Tower.
• There are famous buildings in Washington, D.C.

• There are famous buildings in other cities.
10. When you think of transportation, you might think of cars or trains, but
transportation is quite different around the world. In Asia, many people travel
by ox cart. In Alaska, some people travel by dog sled. In other places, people
travel by camel.
• Transportation varies around the world.

• People use oxen, dog sleds, or camels for transportation in some places.
I.E.P. Goal: The client will identify and recall key elements in paragraphs presented aloud, with 90% or greater
accuracy.

Task K: Identifying Irrelevant Information in Paragraphs
Listen to each paragraph. Tell me the sentence that’s not important to remember.
1. Why does it always rain on Saturday and Sunday? Every weekday is bright and
sunny. Goats will eat almost anything. But it always seems to rain on the
weekend.
Goats will eat almost anything.
2. We’re studying folktales in school. My teacher reads us a different one each day.
Did the egg hatch yet? Next week, all the students are going to dress as their
favorite folktale characters.
Did the egg hatch yet?
3. Pottery is a fun craft, but it’s not easy. Getting the clay centered on the wheel is
the first step. Then you must slowly pull up the sides of your pot. Be sure to
keep the clay wet while you’re working. Don’t forget to stir the soup.
Don’t forget to stir the soup.
4. Rita has four aunts. They all like to do special things for Rita. Aunt Carla and
Aunt Juanita make her pretty clothes. Aunt Rose takes her skating in the park.
Aunt Teresa bakes her delicious cakes and pastries. Mr. Sanchez drives a pickup
truck. Rita is a lucky girl!
Mr. Sanchez drives a pickup truck.
5. The maple tree in our back yard is dead. Last spring, it didn’t get any leaves on
it. Next week, I’m going to the circus. My dad is afraid it will fall over in a
storm and hit the house, so we are getting it cut down tomorrow. We’ll use the
trunk and branches for firewood.
Next week, I’m going to the circus.
6. My grandmother Lydia is a bird watcher. Early on Saturday mornings, she takes

her binoculars and goes with her friends to a field near her home. They count
how many different types of birds they see. There are many different fish in the
stream.
There are many different fish in the stream.
I.E.P. Goal: The client will identify and recall irrelevant information in paragraphs presented aloud, with 90%
or greater accuracy.

Task K: Identifying Irrelevant Information in Paragraphs, continued
Listen to each paragraph. Tell me the sentence that’s not important to remember.
7. I usually don’t like going to the dentist, but last Sunday, my tooth started aching.
My mom dropped the platter. By Monday morning, I could hardly stand the
pain. Luckily, the dentist was able to see me first thing. I’ve never been so glad
to visit the dentist!
My mom dropped the platter.
8. Alex and Judy are married. They own a business together. Judy’s favorite color
is pink. They operate a vegetable stand at the farmer’s market, where they sell
vegetables from their farm. On weekends, the whole family pitches in to sell
their fresh produce at the market.
Judy’s favorite color is pink.
9. My Uncle Sam is a bus driver in New York City. He makes good money, but the
job is hard. The traffic is always heavy and there are lots of crazy drivers to
watch out for. In the winter, snow and ice are a problem. Uncle Sam has never
learned to swim. Even though Uncle Sam’s job is difficult, he likes it.
Uncle Sam has never learned to swim.
10. Some people who are deaf don’t communicate with spoken words. Instead, they
use sign language to talk to one another. They form different signs with their
hands for each word. Jane spilled the hand lotion on the bathroom floor. If a
word doesn’t have a sign, they spell it out with their fingers. It’s amazing how
fast they can sign their messages.
Jane spilled the hand lotion on the bathroom floor.
11. My grandparents live in Italy. They were born there and they’ve lived there all
of their lives. The Vice President is speaking next. Every two years, we go to
visit them. They don’t speak English, but our family can speak Italian, so we
communicate easily. The thing we look forward to the most about our visits is
eating my grandmother’s delicious cooking. Her manicotti is out of this world!
The Vice President is speaking next.
I.E.P. Goal: The client will identify and recall irrelevant information in paragraphs presented aloud, with 90%

Task L: Judging the Importance of Information to Remember
Tell whether each item below is important to remember and why. The first one is done
for you.
1. your shoe size yes no
to save time when you buy footwear

Why? __________________________________________________________________
2. your birth date yes no
Why? __________________________________________________________________
3. where you were born yes no
Why? __________________________________________________________________
4. a stranger’s telephone number yes no
Why? __________________________________________________________________
5. your neighbor’s last name yes no
Why? __________________________________________________________________
6. the librarian’s middle name yes no
Why? __________________________________________________________________
7. what time school starts yes no
Why? __________________________________________________________________
8. what a red light means yes no
Why? __________________________________________________________________
9. your dentist’s birth date yes no
Why? __________________________________________________________________
10. which day of the week you got your hair cut yes no
Why? __________________________________________________________________
I.E.P. Goal: The client will decide whether specific information is important to remember and state why, with
90% or greater accuracy.
Task L: Judging the Importance of Information to Remember, continued
Tell whether each item below is important to remember and why.
11. what time the mail is delivered yes no
Why? __________________________________________________________________
12. the words to a television commercial yes no
Why? __________________________________________________________________
13. your father’s favorite color yes no
Why? __________________________________________________________________
14. the number of pages in the telephone book yes no
Why? __________________________________________________________________
15. the number of ice cubes left in the tray yes no
Why? __________________________________________________________________
16. where you keep the key to your front door yes no
Why? __________________________________________________________________
17. which seat you sat in the last time you were at the movies yes no
Why? __________________________________________________________________
18. the color of your piano teacher’s shoes yes no
Why? __________________________________________________________________
19. which page you stopped on when you put down your book yes no
Why? __________________________________________________________________
20. Last Thursday’s weather report from the newspaper yes no
Why? __________________________________________________________________

21. how many teaspoons of medicine to give the baby yes no
Why? __________________________________________________________________
22. the date you got your library card yes no
Why? __________________________________________________________________
23. the phone number for the rescue squad yes no
Why? __________________________________________________________________
24. how many years you’ve lived at your current address yes no
Why? __________________________________________________________________
25. when you last put gas in your car yes no
Why? __________________________________________________________________
26. which foods you’re allergic to yes no
Why? __________________________________________________________________
27. how to get from your home to school or your job yes no
Why? __________________________________________________________________
28. how many pancakes your stepsister ate for breakfast yes no
Why? __________________________________________________________________
29. which side of the road to drive on yes no
Why? __________________________________________________________________
30. the number of items in a dozen yes no
Why? __________________________________________________________________
31. your waist measurement yes no
Why? __________________________________________________________________
32. what the temperature was on your birthday yes no
Why? __________________________________________________________________
33. if you turned off the television before you left home yes no
Why? __________________________________________________________________
34. how many teaspoons of salt you’ve added to the chili yes no
Why? __________________________________________________________________
35. how many pairs of socks you’ve put in the washer yes no
Why? __________________________________________________________________
36. if you put a check in the envelope with a bill before you
mailed it yes no
Why? __________________________________________________________________
37. the number of ounces in a ketchup bottle yes no
Why? __________________________________________________________________
38. where you keep your birth certificate yes no
Why? __________________________________________________________________
39. the name of your favorite toothpaste yes no
Why? __________________________________________________________________
40. when you changed the batteries in your smoke alarms yes no
Why? __________________________________________________________________

Task M: Prioritizing Information to Remember
Write M beside the item in each pair that is more important to remember. Write L beside the
item that is less important to remember. Then explain your answer. The first one is done for
you.
M what time the post office closes

1. ____
L
____ how many crackers come in a box
so you know what time you can pick up a package or buy stamps there
Why? ________________________________________________________________________
2. ____ your address

____ the grocery store’s address
Why? ________________________________________________________________________
3. ____ how tall you are

____ how many teeth you have
Why? ________________________________________________________________________
4. ____ how to turn on the washing machine

____ how to make a hat from newspaper
Why? ________________________________________________________________________
5. ____ what baby kangaroos are called

____ the name of your dentist
Why? ________________________________________________________________________
6. ____ how many tissues you threw away

____ which day the garbage is collected
Why? ________________________________________________________________________
7. ____ how to operate a pay phone

____ how to make a pie
Why? ________________________________________________________________________
8. ____ the number of your school bus

____ what year your school was built
Why? ________________________________________________________________________
I.E.P. Goal: The client will prioritize items in terms of their importance for remembering and state why, with

Task M: Prioritizing Information to Remember, continued
item that is less important to remember. Then explain your answer.
9. ____ what to do in case of an emergency

____ what to do if you lose a recipe
Why? ________________________________________________________________________
10. ____ where you keep toothpicks

____ where you keep your toothbrush
Why? ________________________________________________________________________
11. ____ where you put a phone message

____ where you put the paper clips
Why? ________________________________________________________________________
12. ____ what color shirt you wore yesterday

____ what time your job interview is tomorrow
Why? ________________________________________________________________________
13. ____ what two colors combined make green

____ how many quarters there are in a dollar
Why? ________________________________________________________________________
14. ____ the name of the president or leader of your country

____ the name of the announcer on the radio
Why? ________________________________________________________________________
15. ____ what to do when you see a stop sign

____ the order of colors in a rainbow
Why? ________________________________________________________________________
16. ____ which drawer contains the glue

____ which handle turns on the hot water
Why? ________________________________________________________________________
I.E.P. Goal: The client will prioritize items in terms of their importance for remembering and state why, with 90% or greater
accuracy.

Task M: Prioritizing Information to Remember, continued
item that is less important to remember. Then explain your answer.
17. ____ where you left your wallet

____ where you left your newspaper
Why? ________________________________________________________________________
18. ____ the call letters of your favorite radio station
____ the zip code of your bank
Why? ________________________________________________________________________
19. ____ where the fire exit is in a movie theater

____ where the bathrooms are in the mall
Why? ________________________________________________________________________
20. ____ the location of the closest shoe store

____ the quickest route to a hospital emergency room
Why? ________________________________________________________________________
21. ____ where you keep the plant food

____ where you keep the extra front door key
Why? ________________________________________________________________________
22. ____ when you last walked the dog

____ where the dog buried a bone
Why? ________________________________________________________________________
23. ____ how many days are in a week

____ how many paper towels come on a roll
Why? ________________________________________________________________________
24. ____ how often you should take your medicine

____ your cousin’s middle name
Why? ________________________________________________________________________
25. ____ which medications you’re allergic to

____ the cost of a loaf of bread
Why? ________________________________________________________________________
I.E.P. Goal: The client will prioritize items in terms of their importance for remembering and state why, with
Coding and Grouping Items for Recall
Developing logical organizational schemata for incoming information is essential

to retrieve information efficiently when it is needed. This section helps the client
organize information into logical categories.
In Task A, the client must associate items that are commonly paired together in
the environment. Introduce this task by stating that you are working on things
that go together, giving some common examples (e.g., “bat and ball”). Initially, it
may help to present only one stimulus pair from each item at a time. After the
client grasps the nature of the task, present the entire stimulus, fading the cues.
Task B is similar to Task A, but the pairs of stimulus items are in the same
categories rather than being associated pairs. To help the client orient to the task,
begin by naming the categories before you present the items (e.g., “I’m going to
name two things we use to take a shower and two things we drink from.”).
In Task C, the stimulus items are related by part/whole. Introduce this task by
explaining the concept. Give some common examples (e.g., “A fingernail is part
of a finger; a paragraph is part of a story) and some incorrect examples (e.g., “A
tire and a headlight go together because they’re both part of a car, but a tire is not
part of a headlight.” If needed, use pictures to demonstrate this concept.
For all tasks in this section, it may help initially for the client to jot down the
stimulus words as they are said, or you may want to present the words on
separate index cards, enabling the client to rearrange them in different
combinations. Later, you can fade these cues and present the tasks orally.
Task Page
A Pairing Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
B Categorizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
C Grouping Items by Whole/Part . . . . . . . . . . . . . . . . . . . . . . . . . 45

Task A: Pairing Items
I’m going to read a list of items. Pair the things that go together in each list to make it easier
to remember them. Then recall the items from the list. I’ll do the first one as an example.
1. coat milk cookies hat coat and hat

milk and cookies
2. soap water paper pencil soap and water

paper and pencil
3. letter bat envelope ball letter and envelope

bat and ball
4. lid comb brush pan lid and pan

comb and brush
5. washer glass straw dryer washer and dryer

glass and straw
6. syrup hammer pancakes nail syrup and pancakes

hammer and nail
7. horse film saddle camera horse and saddle

film and camera
8. vase frying pan spatula flowers vase and flowers

frying pan and spatula
9. picture key lock frame picture and frame

key and lock
10. macaroni chairs cheese table macaroni and cheese

chairs and table
I.E.P. Goal: The client will match and recall groups of associated items presented aloud, with 90% or greater accuracy.

Task A: Pairing Items, continued
to remember them. Then, recall the items.
11. needle net thread fish needle and thread

net and fish
12. mailbox butter letter bread mailbox and letter

butter and bread
13. sandpaper salt pepper wood sandpaper and wood

salt and pepper
14. ring dog leash finger ring and finger

dog and leash
15. glove hand leaves rake glove and hand

leaves and rake
16. stroller eggs nest baby stroller and baby

eggs and nest
17. cork candle match bottle cork and bottle

candle and match
18. cup saucer coat tie cup and saucer

coat and tie
19. bottle light bulb lamp cap bottle and cap

light bulb and lamp
20. bandage cereal cut milk bandage and cut

cereal and milk

Task A: Pairing Items, continued
to remember them. Then, recall the items.
21. cake hoop basketball ice cream cake and ice cream
hoop and basketball
22. waffles gravy mashed potatoes syrup waffles and syrup

gravy and mashed potatoes
23. boat oars flashlight batteries boat and oars

flashlight and batteries
24. donkey tent sleeping bag cart donkey and cart

tent and sleeping bag
25. dustpan curtain ambulance dustpan and broom

ambulance and hospital
window hospital broom curtain and window
26. bicycle golf club napkins bicycle and helmet

golf club and ball
tablecloth helmet ball napkins and tablecloth
27. menu restaurant movie menu and restaurant

movie and popcorn
books popcorn school books and school
28. jeans blanket T-shirt jeans and T-shirt

blanket and pillow
pillow pencil eraser pencil and eraser
29. card cough cold card and envelope

cough and cold
mop envelope bucket mop and bucket
30. spider pearl web spider and web

pearl and oyster
cocoon butterfly oyster cocoon and butterfly

Task B: Categorizing
I’m going to read a list of items. Group the items in each list into categories to help you
remember them. Then recall the items from the list. I’ll do the first one as an example.
1. cup towel glass washcloth cup, glass

towel, washcloth
2. jacket wallet sweater purse jacket, sweater

wallet, purse
3. slippers gloves mittens boots slippers, boots

gloves, mittens
4. bird butterfly horse cow bird, butterfly

horse, cow
5. newspaper ball Frisbee® book newspaper, book

ball, Frisbee®
6. rose scissors knife daffodil rose, daffodil

scissors, knife
7. water screw juice nail water, juice

screw, nail
8. tree couch chair hedge tree, hedge

couch, chair
9. broom mop pillow cushion broom, mop

pillow, cushion
10. piano wasp guitar bee piano, guitar

wasp, bee
I.E.P. Goal: The client will group and recall items associated by category presented aloud, with 90% or greater accuracy.

Task B: Categorizing, continued
I’m going to read a list of items. Group the items in each list into categories to help you
remember them. Then recall the items from the list.
11. cap saw hat ax cap, hat

saw, ax
12. marker cherry grape crayon marker, crayon

cherry, grape
13. tiger lantern cheetah flashlight tiger, cheetah

lantern, flashlight
14. honey sugar corn peas honey, sugar

corn, peas
15. seesaw bag box swing seesaw, swing

bag, box
16. pigeon cousin dove uncle pigeon, dove

cousin, uncle
17. cabbage tricycle scooter lettuce cabbage, lettuce

tricycle, scooter
18. hoe wax paper shovel aluminum foil hoe, shovel

wax paper, aluminum foil
19. mouse paper clip staple hamster mouse, hamster

paper clip, staple
20. apples napkins pears towels apples, pears

napkins, towels

Task B: Categorizing, continued
Group the items in each list into categories to help you remember them. Then recall the items
from the list.
21. penny fire truck ambulance penny, dime

police car dime fire truck, ambulance, police car
22. thermos purse suitcase thermos, juice box

juice box briefcase purse, suitcase, briefcase
23. wheel string rope wheel, plate

cord plate string, rope, cord
24. ice skates in-line skates bed ice skates, in-line skates
sleeping bag cot bed, sleeping bag, cot
25. hurricane triangle tornado hurricane, tornado

circle square triangle, circle, square
26. whale seal butterfly whale, seal, shark

moth shark butterfly, moth
27. whistle cub firecracker whistle, firecracker, bell

bell colt cub, colt
28. ice cube icicle check ice cube, icicle

dollar bill credit card check, dollar bill, credit card
29. tape spoon fork tape, glue

pencil, pen
glue pencil pen spoon, fork
30. book rain newspaper book, newspaper

rain, snow
lemon pickle snow lemon, pickle

Task C: Grouping Items by Whole/Part
I’m going to read a list of items. Group the items in each list by pairing objects with their
parts to make it easier to remember them. Then recall the items from the list. I’ll do the first
one as an example.
1. hand foot toes fingers hand, fingers
foot, toes
2. pants tree leaves zipper pants, zipper
tree, leaves
3. soup flower noodles petals soup, noodles
flower, petals
4. sleeves zoo shirt cages sleeves, shirt
zoo, cages
5. rooms school puzzle pieces rooms, school
puzzle, pieces
6. book mall chapters stores book, chapters
mall, stores
7. apple pages magazine core apple, core
magazine, pages
8. necklace beads dresser drawers necklace, beads
dresser, drawers
9. crust song verses bread bread, crust
song, verses
10. jacket hour hood minutes jacket, hood
hour, minutes
I.E.P. Goal: The client will match and recall items associated by whole and parts presented aloud, with 90% or greater accuracy.

Task C: Grouping Items by Whole/Part, continued
parts to make it easier to remember them. Then recall the items from the list.
11. store forest aisles trees store, aisles
forest, trees
12. guitar garden soil strings guitar, strings
garden, soil
13. flap purse envelope strap envelope, flap
purse, strap
14. quilt patches fence boards quilt, patches
fence, boards
15. loaf cards deck slices loaf, slices
deck, cards
16. shoe sole roof shingles shoe, sole
roof, shingles
17. airport library runways shelves airport, runways
library, shelves
18. keys chili piano beans piano, keys
chili, beans
19. stripes tree bark zebra zebra, stripes
tree, bark
20. buckle teeth belt comb belt, buckle
comb, teeth

Task C: Grouping Items by Whole/Part, continued
parts to make it easier to remember them. Then recall the items from the list.
21. chorus families singers neighborhood chorus, singers
neighborhood, families
22. hotel rooms train cars hotel, rooms
train, cars
23. building team offices players building, offices
team, players
24. hands pie slices clock clock, hands
pie, slices
25. spokes steps wheel staircase wheel, spokes
staircase, steps
26. alphabet class letters students alphabet, letters
class, students
27. dial links chain numbers dial, numbers
chain, links
28. name corners letters square name, letters
square, corners
29. geese week flock days flock, geese
week, days
30. blizzard snowflakes watermelon seeds blizzard, snowflakes
watermelon, seeds

Using Aids to Remember
Each day, we are presented with a wealth of information to process, store and
recall. This section presents a variety of practical aids for organizing and
recalling different types of information. Practice is provided with various
strategies to help clients see which strategies may be the most helpful to them.
In this section, the focus of therapy should be on the strategies themselves rather
than on the content information used to present and teach the strategies.
Tasks A-E present ways of chunking or grouping information. On the word

tasks, the client is asked to think of memory pegs or titles for groups of words.
Leading questions (e.g., “How is an icicle like an ice cube?, What do you see in a
circus and a pet shop?” or “Where are a cow, horse and sheep found?”) may help
the client identify appropriate memory pegs.
Tasks F-O demonstrate a variety of strategies to aid in recall. Encourage clients

to approach these tasks in the manner that is easiest for them. For example, in
Task F, Using Word Lists in Sentences, some clients may prefer to jot down the
sentences as they make them up and memorize them later. On Task L, it may
help to write down the first letter of each word and then write several word
choices beginning with each letter. On Task N, the pictures and symbols need to
be recognizable only to the client.
Tasks P-V are more school-related. These tasks present strategies for notetaking
and outlining to use in recall of factual information and key points in material
that is read or presented aloud. A common error in notetaking is attempting to
write every word that is heard or read. Encourage students to aim for key
words, filling in other words later. Since the notes are for the student’s personal
use, correct spelling is not a priority.
Task Page
A Identifying Memory Pegs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
B Chunking Word Lists Using Memory Pegs . . . . . . . . . . . . . . . . 52
C Chunking Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
D Chunking Number Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
E Chunking Information from Paragraphs . . . . . . . . . . . . . . . . . . 67
F Using Word Lists in Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . 72
G Using Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

H Generating Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
I Using Rhymes and Sayings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
J Completing Rhymes and Sayings . . . . . . . . . . . . . . . . . . . . . . . 86
K Using Catch Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
L Generating Catch Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
M Reciting to Push Information into Long-Term Memory . . . . . . 93
N Using Pictures and Symbols to Remember Information . . . . . 96
O Using Imaging to Remember Information . . . . . . . . . . . . . . . . 101
P Taking Notes from Material Presented Aloud . . . . . . . . . . . . . 103
Q Taking Notes from Material Read Silently . . . . . . . . . . . . . . . . 106
R Using Rebus Symbols to Recall Words in Paragraphs . . . . . . 108
S Using Slot Outlines to Recall Information . . . . . . . . . . . . . . . . 113
T Using Traditional Outlines to Recall Information . . . . . . . . . . 117
U Using Mapping and Webbing to Recall Information . . . . . . . 122
V Using Time Lines to Recall Sequential Information . . . . . . . . 127

Task A: Identifying Memory Pegs
Think of a heading or memory peg for each list that will help you remember it. I’ll do the
first one as an example.
1. dogs cats gerbils pets
2. orange red purple colors
3. teddy bear baby doll yo-yo toys
4. tiger elephant cheetah wild animals
5. bee ant flea insects
6. cows horses sheep farm animals
7. March July September months
8. knee neck foot body parts
9. winter summer spring seasons
10. corn squash beans vegetables
11. pot pan casserole dish cookware
12. popcorn peanuts chips snacks
13. ice cube icicle glacier cold things
14. shell crab seaweed things found in the ocean
15. circus pet shop zoo places where you see animals
16. parka slicker jacket outerwear
17. car truck bus vehicles
18. Hopscotch Dominoes Hide and Seek games
19. stamp sticker tape sticky things
20. snow rain sleet weather
I.E.P. Goal: The client will think of memory pegs for groups of items, with 90% or greater accuracy.

Task A: Identifying Memory Pegs, continued
Think of a heading or memory peg for each list that will help you remember it.
21. kangaroo flea frog things that hop
22. pumpkin globe balloon round things
23. wallet piggy bank coin purse places to keep money
24. strawberry kiwi watermelon fruit
25. jeans pants skirts clothing
26. button snap zipper fasteners
27. cousin uncle grandmother family members
28. fountain sprinkler shower things that spray water
29. ruby diamond emerald gems, precious stones
30. cactus rattlesnake tumbleweed things found in the desert
31. glasses earrings headband things you wear on your head
32. boat buoy raft things that float
33. principal captain chief people who are in charge
34. sit -ups pull-ups jumping jacks exercises
35. zebra candy cane referee’s shirt striped things
36. toothbrush retainer thermometer things you put in your mouth
37. balcony porch deck places to sit outside
38. grape juice wine jelly things made from grapes
39. bookends clamp rubber band things that hold things together
40. rodeo race track merry-go-round places where you see horses
I.E.P. Goal: The client will think of memory pegs for groups of items, with 90% or greater accuracy.

Task B: Chunking Word Lists Using Memory Pegs
Group or chunk the pieces of information for each item under the appropriate memory peg.
The first one is done for you.
1. pickle lemon sour things sweet things

gumdrop banana pickle gumdrop
honey vinegar
lemon banana
vinegar honey
2. hand gloves body parts clothing

hat neck
foot shirt
3. coffee yogurt hot things cold things

sun soup
glacier snowball
4. brick leaf heavy things light things

feather snowflake
elephant paper towel
I.E.P. Goal: The client will chunk information under the appropriate memory peg, with 90% or greater accuracy.

Task B: Chunking Word Lists Using Memory Pegs, continued
5. pillow floor soft things hard things

rock log
diamond marshmallow
6. house ant big things little things

stadium ring
ocean fingernail
7. sky grass green things blue things

peas cucumber
broccoli emerald
8. sneeze whistle sounds smells

perfume coffee
dog bark meow
9. button greeting card round things things with corners

box pancake
orange photograph
10. chalk powder dusty things liquids

oil ink
milk flour
11. hair bowling ball thin things heavy things

anvil anchor
spider web thread
12. ball window things that break things that bounce

glass pretzel
marble bead

13. ax tape things that cut things that stick

glue scissors
paste knife
14. fork vegetable peeler jewelry utensils

earrings necklace
bracelet ring
15. maple pansy flowers trees

geranium palm
oak rose
16. math spelling school subjects games

tag history
geography checkers

17. pen zipper fasteners writing tools

snap pencil
paper clip marker
18. tent hut containers dwellings

box basket
house bag
19. cave pollen things in the air things underground

tunnel well
smoke plane
20. Chicago Florida cities states

Atlanta Idaho
Vermont Ohio

21. coat hanger rain things that drip things that bend
faucet icicle
wire finger
22. mouse squirrel birds rodents

finch parrot
blue jay rat
23. doorbell telephone things that ring things that sing

person bird
chorus alarm
24. gift toothache welcome things dreaded things

award traffic ticket
illness favor

Task C: Chunking Word Lists
Use chunking to group each item into a larger group. Then think of a memory peg as a
heading for each group. The first one is done for you.
1. pen spoon office supplies things used when eating

paper clip napkin
pen spoon
knife marker ________________________ ________________________
paper clip knife
________________________ ________________________
marker napkin
________________________ ________________________
2. scissors diaper
pacifier razor
clippers rattle ________________________ ________________________
________________________ ________________________
________________________ ________________________
3. rectangle diamond
vanilla cherry
triangle chocolate ________________________ ________________________
________________________ ________________________
________________________ ________________________
4. ring wheel
inner tube rug
mat carpet ________________________ ________________________
________________________ ________________________
________________________ ________________________
I.E.P. Goal: The client will chunk information into categories and think of an appropriate memory peg for each
group, with 90% or greater accuracy.

Task C: Chunking Word Lists, continued
heading for each group.
5. chair shoes
couch boots
slippers stool ________________________ ________________________
________________________ ________________________
________________________ ________________________
6. canoe pine cone

raft cactus
rowboat porcupine ________________________ ________________________
________________________ ________________________
________________________ ________________________
7. sponge puppy
foal rag
washcloth cub ________________________ ________________________
________________________ ________________________
________________________ ________________________
8. Thursday Hearts
Tuesday Friday
Checkers Tag ________________________ ________________________
________________________ ________________________
________________________ ________________________

9. aqua thirty
forty lavender
peach seventy ________________________ ________________________
________________________ ________________________
________________________ ________________________
10. swing slide

raspberry blueberry
strawberry seesaw ________________________ ________________________
________________________ ________________________
________________________ ________________________
11. lipstick powder

blanket sheet
quilt eye shadow ________________________ ________________________
________________________ ________________________
________________________ ________________________
12. sled surfboard

raft toboggan
water skis snowmobile ________________________ ________________________
________________________ ________________________
________________________ ________________________

13. ink grease

oyster clam
scallop mud ________________________ ________________________
________________________ ________________________
________________________ ________________________
14. penguin potato

carrot beet
polar bear timber wolf ________________________ ________________________
________________________ ________________________
________________________ ________________________
15. teacher tornado

hurricane chef
typhoon carpenter ________________________ ________________________
________________________ ________________________
________________________ ________________________
16. submarine helicopter

parachute scuba diver
coral reef airplane ________________________ ________________________
________________________ ________________________
________________________ ________________________

17. wrench pliers

detergent hammer
shampoo cleanser ________________________ ________________________
________________________ ________________________
________________________ ________________________
18. police officer nurse

bus fire fighter
subway taxi ________________________ ________________________
________________________ ________________________
________________________ ________________________
19. broil bake

cotton denim
fry satin ________________________ ________________________
________________________ ________________________
________________________ ________________________
20. syrup tomato sauce

comb nail file
dental floss gravy ________________________ ________________________
________________________ ________________________
________________________ ________________________

Use chunking to group each item into a larger group. Then, think of a memory peg as a
21. junior crawl

sophomore backstroke
butterfly senior ________________________ ________________________
________________________ ________________________
________________________ ________________________
22. bridle clutch

brake saddle
reins air filter ________________________ ________________________
________________________ ________________________
________________________ ________________________
23. bun web

nest ponytail
braid beaver dam ________________________ ________________________
________________________ ________________________
________________________ ________________________
24. umpire dancer

judge referee
singer actor ________________________ ________________________
________________________ ________________________
________________________ ________________________

Task D: Chunking Number Lists
Group or chunk the numerals in each list to make them easier to remember. The first one is
done for you.
1. 1 9 8 2
1, 2
___________________________________ 8, 9
______________________________________
2. 5 17 18 6
___________________________________ ______________________________________
3. 0 99 100 1
___________________________________ ______________________________________
4. 40 100 60 200
___________________________________ ______________________________________
5. 400 700 15 19
___________________________________ ______________________________________
6. 3 19 5 17
___________________________________ ______________________________________
7. 47 16 87 36
___________________________________ ______________________________________
8. 91 19 74 47
___________________________________ ______________________________________
9. 1,000 300 700 6,000
___________________________________ ______________________________________
I.E.P. Goal: The client will use chunking to group and recall lists of numbers, with 90% or greater accuracy.

Task D: Chunking Number Lists, continued
Group or chunk the numerals in each list to make them easier to remember.
10. 20 30 2 4
___________________________________ ______________________________________
11. 33 10 22 20 66
___________________________________ ______________________________________
12. 200 50 100 300 60
___________________________________ ______________________________________
13. 45 25 20 55 30
___________________________________ ______________________________________
14. 30 65 31 64 32
___________________________________ ______________________________________
15. 17 47 19 29 37
___________________________________ ______________________________________
16. 48 30 12 60 24
___________________________________ ______________________________________
17. 1,900 15 1,800 14 1,700
___________________________________ ______________________________________
18. 1,000 500 2,000 200 4,000
___________________________________ ______________________________________

Task D: Chunking Number Lists, continued
Group or chunk the numerals in each list to make them easier to remember.
19. 75 50 22 25 11 33
___________________________________ ______________________________________
20. 1 3 10 2 11 12
___________________________________ ______________________________________
21. 4 5 6 3 8 1
___________________________________ ______________________________________
22. 10 5 20 15 22 44
___________________________________ ______________________________________
23. 5 8 7 10 9 12
___________________________________ ______________________________________
24. 15 16 25 26 6 5
___________________________________ ______________________________________
25. 600 8,000 60 800 6 80 8
___________________________________ ______________________________________
26. 1 200 7 400 600 3 5
___________________________________ ______________________________________
27. 17 92 71 86 68 29
_______________________ _______________________ ________________________

Task E: Chunking Information from Paragraphs
Use the memory peg strategy to chunk the important information from each paragraph.
After you have chunked the information, cover the paragraph and go back and re-tell it,
using your memory peg list to help you. The first one is started for you.
1. Some people like winter the best. Others prefer the summer. People who like
summer the best don’t like the cold weather and the darker, shorter days of
winter. Some people complain that they don’t get enough exercise in the winter
because they have to stay indoors more. Other people don’t like to put on all the
extra clothing they need to keep warm in winter. Perhaps these people would be
happier living in a warmer climate.
Reasons some people don’t like winter

peg ____________________________________________________________________
cold weather
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Skateboarding is a popular pastime for many children and teenagers. But many
skateboarders hurt themselves, especially their heads. There are safety rules that
skateboarders can follow to prevent accidents. The most important one is to
skate in a safe place, away from traffic. Skateboarders should wear elbow pads
and knee pads to prevent injuries. Many serious injuries could be prevented if
every skateboarder would wear a helmet while skateboarding.
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
I.E.P. Goal: The client will use memory pegs to chunk information from paragraphs and then use those pegs to
recall the information, with 90% or greater accuracy.

Task E: Chunking Information from Paragraphs, continued
using your memory peg list to help you.
3. If you have birds for pets, you need to feed them a well-balanced diet. Bird seed
and water is their basic diet, but birds like other foods as well. Small pieces of
fruit such as apples or watermelon make a great treat for birds. Some birds, such
as finches, like hard-boiled eggs. Others will enjoy pieces of macaroni or
spaghetti.
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Every classroom needs a set of rules for students to follow. Rules help make the
classroom a good place for learning. Classroom rules include things students
should do, such as keeping their feet still and being kind to others. Some rules
tell things students should try not to do, such as talking too loudly or
interrupting other people.
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. Taylor is buying a new pair of shoes. He can’t decide between a pair of loafers and a
pair of boots. He likes the loafers because they’re easy to put on and he can wear them with
all types of clothes. He thinks the boots look better and they’ll keep his feet warmer in cold
weather, but loafers cost less. What should Taylor do?
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. Lots of people are trying to eat healthier foods, especially snacks. It may be
easier to reach for the potato chips when you want a snack, but it’s healthier to
reach for an apple. Instead of cookies or candy, choose healthier snacks like plain
popcorn or rice cakes. A glass of ice water can be just as refreshing as a soda!
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. Most people know about seeing eye dogs used by people who are blind to help
them get around. But not everyone knows about hearing ear dogs used by
people who are deaf. These specially trained dogs alert their owners to daily
sounds they might miss, such as a doorbell, an oven buzzer, a telephone, or a
crying baby. These dogs also warn their owners of danger signals like smoke
alarms or sirens. Hearing ear dogs are not only their owners’ best friends but, in
some cases, their life-savers as well!
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8. Left-handers are special people. Left-handers often excel in occupations such as

physics, engineering and art. They are often better than average in sports such
as fencing, tennis and boxing. They are, however, more prone to accidents and
injuries and are more likely to have allergies and asthma than right-handers.
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
9. Did you know that many of the English words we use each day came from other
countries? The words macaroni and opera are Italian. From Mexico, we get the
words tomato and chocolate. Tangerine and canary came from Africa. We have
borrowed the words raccoon, hickory and hammock from Native Americans. Our
English language would certainly be dull without all these colorful additions
from various places around the world.
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
peg ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Task F: Using Word Lists in Sentences
Use each word list in a sentence or a question to help you remember these words. Then
repeat the words in the list. You may use nonsense sentences or questions, and you may
make up more than one sentence per list.
After you say the sentence or question, repeat the word list. Then, use your sentences to help
you remember two or more lists at a time. The first one is done for you.
1. flowers Flowers need rain.

______________________________________________________________
rain
2. red ______________________________________________________________
rabbit
3. nails ______________________________________________________________
cotton
4. quarter ______________________________________________________________
dream
5. shirt ______________________________________________________________
cut
6. bead ______________________________________________________________
blanket
7. land ______________________________________________________________
carrot
8. spoon ______________________________________________________________
bear
9. jelly ______________________________________________________________
book
10. socks ______________________________________________________________

goat
11. elbow ______________________________________________________________

paint
12. crutch ______________________________________________________________

twirl
I.E.P. Goal: The client will make up sentences to aid in recalling word lists, with 90% or greater accuracy.

Task F: Using Word Lists in Sentences, continued
13. egg ______________________________________________________________

pie
14. flip ______________________________________________________________

slippers
15. shell ______________________________________________________________

eyes
blue
16. box ______________________________________________________________

bees
feet
17. ring ______________________________________________________________

rain
tie
18. cry ______________________________________________________________

sing
coat
19. tick ______________________________________________________________

bucket
buy
20. creek ______________________________________________________________

heart
drop
21. house ______________________________________________________________

sneeze
June
22. leap ______________________________________________________________

ant
car

23. tug ______________________________________________________________

shoulder
bear
24. sparkle ______________________________________________________________

green
ground
25. bake ______________________________________________________________

fox
flag
26. teeth ______________________________________________________________

long
chicken
27. rocks ______________________________________________________________

recess
sleep
28. knee ______________________________________________________________

cap
hop
29. fly ______________________________________________________________

sink
tent
30. comb ______________________________________________________________

cheek
woman
pen
31. water ______________________________________________________________

shake
sew
nurse

32. watch ______________________________________________________________

happy
wear
snake
33. point ______________________________________________________________

corner
ape
binoculars
34. scissors ______________________________________________________________

rug
hurricane
cold
35. brush ______________________________________________________________

jump
cake
bend
36. Monday ______________________________________________________________

sponge
chair
birthday
37. monkey ______________________________________________________________

pinch
old ______________________________________________________________
bread
lazy
38. cranky ______________________________________________________________

truck
wash ______________________________________________________________
teach
baby

Task G: Using Acronyms
An acronym uses the first letters of each word in a list to form a new word. Study the
acronyms below. Then use the acronyms to answer the questions.
1. Pacific Coast States: California, Oregon, Washington

Acronym: COW
2. Months you should fertilize grass: September, October, December

Acronym: SOD
3. Four states in the USA which meet at one point: Colorado, Arizona, New Mexico, Utah
Acronym: CANU
4. Members of a quartet: soprano, tenor, alto, bass

Acronym: STAB
5. Great Lakes: Huron, Ontario, Michigan, Erie, Superior

Acronym: HOMES
6. Colors in a rainbow: red, orange, yellow, green, blue, indigo, violet

Acronym: ROY G BIV
7. Parts of an atom: proton, electron, neutron, shell

Acronym: PENS
8. Underwater diving equipment: self-contained underwater breathing apparatus

Acronym: SCUBA
Questions
1. Which states border the Pacific Coast?
2. In which months should you fertilize grass?
3. Which four states in the USA meet in a single point?
4. What are the four members of a quartet?
5. What are the names of the Great Lakes?
6. What are the colors of the rainbow?
7. What are the four parts of an atom?
8. What is the name for underwater diving equipment?
I.E.P. Goal: The client will use acronyms to recall lists of information, with 90% or greater accuracy.

Task H: Generating Acronyms
Make up an acronym to help you remember the information in each item below. Here are
some tips to help you:
•You may use more than just the first letter of each word.
cans, bottles, straws CAns, Bottles, Straws CABS
•You may skip letters in a word.
peaches, cream, honey PEAches, Cream, HoneY PEACHY
•The acronym doesn’t have to be a real word.
Neptune, Uranus, Pluto Neptune, URanus, PlutO NURPO
•You may rearrange the words in a list to make your acronym.
April, May, June June, April, May JAM
After you have created an acronym for each item, use those acronyms to answer the questions
at the end of this section.
1. There are four members in your group: Carlos, Tina, Andy and Sam. Make up
an acronym to remember their names.
_______________________________________
2. You need to pay the electric, telephone and water bills. Make up an acronym to
help you remember the bills you need to pay.
_______________________________________
3. You don’t want to forget to pack three things in your suitcase: your tickets, an
address book and some stamps. Make up an acronym to help you remember
what to pack.
_______________________________________
4. You need four ingredients to make an apple cake: apples, flour, sugar and eggs
Make up an acronym to help you remember the ingredients.
_______________________________________
I.E.P. Goal: The client will generate acronyms and use them to recall lists of two to five items, with 90% or
greater accuracy.

Task H: Generating Acronyms, continued
Make up an acronym to help you remember the information in each item below.
5. You need to call the four people on your fund-raising committee: Anita, Ted,
Richard and Dana. Make up an acronym to help you remember which people
to call.
_______________________________________
6. You need to bring three things to school tomorrow: a paper bag, an empty can,
and a piece of string. Make up an acronym to help you remember what to bring
to school tomorrow.
_______________________________________
7. Next week the band will practice on Monday and Wednesday. Make up an
acronym to help you remember which days the band will practice next week.
_______________________________________
8. You need two things from the drug store, deodorant and shampoo. Make up an
acronym to help you remember what you need from the drugstore.
_______________________________________
9. Your neighbor borrowed some tools from you: a rake, a shovel and a trowel.
Make up an acronym to help you remember which tools he borrowed.
_______________________________________
10. You need four things from the grocery store: orange juice, bread, milk and
bananas. Make up an acronym to help you remember what to buy at the
grocery store.
_______________________________________
11. You can buy five flavors of fruit punch in the cafeteria: cherry, orange,
blueberry, raspberry and apple. Make up an acronym to help you remember
the punch flavors.
_______________________________________
greater accuracy.
Make up an acronym to help you remember the information in each item below.
12. You need to do errands at three places: the post office, the bank and the library.
Make up an acronym to help you remember these places.
_______________________________________
13. You need three things from the hardware store: some nails, a duplicate of your
front door key and a small saw. Make up an acronym to help you remember
these things.
_______________________________________
14. You’re leaving three items at the dry cleaners’: a robe, a pair of pants and a
jacket. Make up an acronym to help you remember these things.
_______________________________________
15. You need to remember the three bus stops before yours so you’ll know when to
start getting ready to get off. The stops are: Tyler Street, Allen Street and
Redmond Avenue. Make up an acronym to help you remember the stops in the
correct order.
_______________________________________
16. You need to remember the names of the streets leading to your house to help you
give directions. The order of the streets is: Hugo Street, Eagle Ridge Road,
Devonshire Road and Sylvan Lane. Make up an acronym to help you remember
these streets in order.
_______________________________________
17. You need to do four things before you can leave for work: sort the laundry, feed
the cat, write a check to the landlord, and open a window upstairs. Make up an
acronym to help you remember these things.
_______________________________________
18. You need to take five courses next semester: algebra, history, English, science
and physical education. Make up an acronym to help you remember these
courses.
_______________________________________
I.E.P. Goal: The client will generate acronyms and use them to recall lists of two to five items, with 90% or greater accuracy.
Use the acronyms you made up in this task to answer the following questions.
1. Who are the four members of your group?
______________________________________________________________________________
2. Which three bills do you need to pay?
______________________________________________________________________________
3. Which three things do you want to remember to pack in your suitcase?
______________________________________________________________________________
4. Which ingredients go into the apple cake?
______________________________________________________________________________
5. What are the names of the people on your fund-raising committee?
______________________________________________________________________________
6. What three things are you supposed to bring to school tomorrow?
______________________________________________________________________________
7. On which days does the band practice next week?
______________________________________________________________________________
8. Which things do you need from the drugstore?
______________________________________________________________________________
9. Which tools did your neighbor borrow from you?
______________________________________________________________________________
10. Which things do you need from the grocery store?
______________________________________________________________________________
greater accuracy.

Use the acronyms you made up in this task to answer the following questions.
11. Which flavors of fruit punch does the cafeteria have?
______________________________________________________________________________
12. Where do you need to do errands?
______________________________________________________________________________
13. Which things do you need from the hardware store?
______________________________________________________________________________
14. What three items did you leave at the dry cleaners’?
______________________________________________________________________________
15. What are the names of the three bus stops before yours?
______________________________________________________________________________
16. What are the names of the streets leading to your house?
______________________________________________________________________________
17. What four things do you need to do before leaving for work?
______________________________________________________________________________
18. Which classes will you take next semester?
______________________________________________________________________________
greater accuracy.
Task I: Using Rhymes and Sayings
The rhymes and sayings below can help you recall useful information. Study each rhyme or
saying. Then, say it aloud. Finally, use the rhyme or saying to answer the questions.
1. To open and close jars or to tighten and loosen screws, use this rhyme:
Righty tighty,
Lefty loosey.
Which way would you turn a screw to tighten it? _____________________________
Which way would you turn a jar lid to loosen it? _____________________________
2. Use this saying to remember how to spell the second month of the year:
February is a cold month...brrr!
How do you spell the second month of the year? _____________________________
3. To remember the freezing point of water, use this rhyme:
Water will freeze

At 32 degrees.
At what temperature does water freeze? _____________________________
If it’s 50 degrees outside, will an icicle melt? _____________________________
4. Use this rhyme to remember which vowel to pronounce in a word that contains two
vowels in a row:
When two vowels go walking,

The first one does the talking.
Which vowel do you say in the word treat? _____________________________
How would you say this nonsense word — boak? _____________________________
I.E.P. Goal: The client will memorize and use rhymes and sayings to answer questions, with 90% or greater
accuracy.

Task I: Using Rhymes and Sayings, continued
5. Use this rhyme to remember what to do for different colored traffic lights:
Red means stop and green means go.

If you see yellow, you’d better go slow.
What should you do if you see a green traffic light? _____________________________
When should you drive slowly? _____________________________
If you see a red light, should you stop? _____________________________
6. To figure out what the weather will be like the next day, use this rhyme:
Red sky at night, sailor’s delight.

Red sky at morning, sailors take warning.
If the sky is red at sunset, should you plan to go

swimming the next day? _____________________________
What does it mean if the sky is red in the morning? _____________________________
7. To know which way to turn your clocks when Daylight Savings Time begins or
ends, use this saying:
Spring forward, fall back.
Which way should you turn the clock hands in the fall? _______________________
What should you do with clock hands in the spring? _______________________
8. To remember how many pints equal one pound, use this rhyme:
A pint’s a pound
The world around.
A pound is equal to how many pints? _______________________
If you have three pints, how many pounds do you have? _______________________
I.E.P. Goal: The client will memorize and use rhymes and sayings to answer questions, with 90% or greater
accuracy.

9. To cook rice, use this rhyme to remember how many cups of rice and water to use:
Cooking rice?
Water’s twice.
If you pour one cup of rice in the pot, how many cups
of water should you add? _______________________
If you used two cups of rice and six cups of water,

would those be the right amounts? _______________________
10. Use this rhyme to remember how many teaspoons are in one tablespoon:
One big T
Equals teaspoons three.
How many teaspoons are in a tablespoon? _______________________
If a recipe says “add 2 T of sugar,” how many

teaspoons would that be? _______________________
11. To remember the past tense of the verb lay, use this saying:
After laying the carpet, I went home and lay down.
Is this sentence correct? Yesterday I lay on the

living room couch. _______________________
Correct this sentence. The dog lied down on my bed. _______________________
12. To remember what to do when a person is in shock, use this rhyme:
If his face is red, raise his head.

If his face is pale, raise his tail.
What should you do if someone is unconscious and

her face is red? _____________________________
If someone is unconscious and his face is pale,

should you raise his feet? _____________________________
I.E.P. Goal: The client will memorize and use rhymes and sayings to answer questions, with 90% or greater accuracy.

13. To remember the difference between A.M. and P.M., use this rhyme:
At 2 A.M. it’s dark as night,

But at 2 P.M. the sun shines bright.
Is 2 P.M. in the night or the afternoon? _____________________________
Would it be light or dark at 3 A.M.? _____________________________
When are you more likely to get a sunburn,

at 1 A.M. or 1 P.M.? _____________________________
14. To remember how many days are in each month, use this rhyme:
Thirty days hath September,

April, June and November.
All the rest have 31,
Except the second month,
Which has but 28 in time
Till leap year brings it 29.
How many months have 30 days? _____________________________
Name three months which have 31 days. _____________________________
How many days are in February in a leap year? _____________________________
15. Use this rhyme to remember the spelling rule for words containing the letters i
and e together:
I before E except after C

Or when sounding like A,
As in neighbor or weigh.
Does letter i always come before letter e? _____________________________
Tell me two times e goes before i. _____________________________
Is this word spelled correctly? receive _____________________________
I.E.P. Goal: The client will memorize and use rhymes and sayings to answer questions, with 90% or greater accuracy.

Task J: Completing Rhymes and Sayings
Sometimes a rhyme or a saying helps to remember information. For each item below,
complete the rhyme or saying. Later, I’ll ask you a question about the information and ask
you to recall the rhyme that goes with it. (See the questions on page 88.)
1. You parked your car on the blue level of the parking deck.
rhyme: My car is new and I parked on _______________________.
2. The shortest day of the year is in December.
saying: The shortest day is in DAY_______________________.
3. The longest day of the year is in June.
rhyme: The sun shines much longer than the moon
Every year in the month of _______________________.
4. The number of your classroom is 7.
rhyme: Room number _______________________ is just like heaven!
5. Your speech-language pathologist's name is Ms. Walker.
rhyme: _______________________ is quite a talker.
6. You have an appointment with Dr. McGrew on Thursday at two o’clock.
rhyme: On Thursday at _________ I go see _______________________.
7. The nurse’s name is Mrs. Patterson.
saying: The nurse _______________________ her _______________________ on his head.
8. The train for Baltimore leaves at 8:44.
rhyme: The train for _______________________
Leaves at _______________________.
I.E.P. Goal: The client will complete rhymes and sayings and use them to recall information needed to answer
questions, with 90% or greater accuracy.

Task J: Completing Rhymes and Sayings, continued
Sometimes it helps to make up a rhyme or a saying to remember information. For each item
below, complete the rhyme or saying. Later, I’ll ask you a question about the information and
ask you to recall the rhyme that goes with it. (See the questions on page 88.)
9. Each night, you need to be sure you’ve locked the doors and turned on the porch
light.
saying: _______________________? Sure!
_______________________? Right!
Good night!
10. Selma lives on Cedar Lane.
rhyme: If you want to see her,
Go to _______________________.
11. You need bread, milk and rice from the grocery store.
rhyme: Wouldn’t it be nice
If we had __________________, __________________ and ___________________?
12. Mrs. Jones called your mother on the phone.
rhyme: Guess who phoned?
It was _______________________!
13. At some intersections, you may turn right on a red light if you stop first.
rhyme: If you see a _______________________, you may turn _______________________.
But first you’d better _______________________,
Or you’ll get a ticket from a cop.
I.E.P. Goal: The client will complete rhymes and sayings and use them to recall information needed to answer
questions, with 90% or greater accuracy.

Task J: Completing Rhymes and Sayings, continued
Use the rhymes and sayings you have learned to answer these questions.
1. Where did you park your car? _____________________________
2. In which month is the shortest day of the year? _____________________________
3. In which month is the longest day of the year? _____________________________
4. What is the number of your classroom? _____________________________
5. Who is your speech-language pathologist? _____________________________
6. When is your next doctor’s appointment and who is it with?
_____________________________
7. What is the nurse’s name? _____________________________
8. What time does the train leave for Baltimore? _____________________________
9. What two things must you do each night before you go to bed?
_____________________________
_____________________________
10. Where does Selma live? _____________________________
11. What three things do you need from the grocery store?
_____________________________
_____________________________
_____________________________
12. Who called your mother? _____________________________
13. What is the rule for turning right at a red light?
______________________________________________________________________________
I.E.P. Goal: The client will remember rhymes and sayings to assist in recalling information, with 90% or greater accuracy.

Task K: Using Catch Phrases
A catch phrase uses the first letters of each word in a list to form a phrase or sentence. Study
the catch phrases below. Then, use these catch phrases to answer the questions.
1. The points on a compass in clockwise order: North, East, South, West

catch phrase: Never eat soggy waffles.
2. The four basic operations in math: multiply, divide, add, subtract

catch phrase: My dear Aunt Sally
3. The lines of the treble musical staff: E, G, B, D, F

catch phrase: Every good boy does fine.
4. The largest bodies of water in the world: Antarctic Ocean, Indian Ocean, Atlantic
Ocean, Pacific Ocean, Arctic Ocean
catch phrase: An inchworm ate Pa’s artwork.
5. The first five US Presidents: Washington, Adams, Jefferson, Madison, Monroe

catch phrase: We all journeyed many miles.
6. The parts of the solar system: comets, sun, asteroids, planets, meteors
catch phrase: Come see Angie’s pet monkey.
7. The continents: North America, South America, Europe, Asia, Australia, Africa,
Antarctica
catch phrase: Never say elephants are angry at aardvarks.
8. The planets in order from the sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune, Pluto
catch phrase: My very eager mom just sat upon Ned’s pizza.
Questions
1. Name the compass points in clockwise order.

2. What are the four basic operations in math?
3. What musical notes do the lines of the treble staff represent?
4. What are the five largest bodies of water in the world?
5. Who were the first five US Presidents?
6. What five things make up the solar system?
7. Name the seven continents.
8. Name the planets in order from the sun.
I.E.P. Goal: The client will use catch phrases to recall lists, with 90% or greater accuracy.

Task L: Generating Catch Phrases
Make up a catch phrase to help you remember each list below. The catch phrase might be a
silly phrase or sentence. You may rearrange the order of the words in the list if they don’t
need to be remembered in a certain order. You may also add small words like a or the to the
catch phrase or sentence. Write your catch phrases on page 91. Then, use your catch phrases
to answer the questions on page 92.
1. The items we need from the grocery store: broccoli, apples, potatoes
2. The children with lead roles in the school play: Daniel, Alan, Tina
3. The parts of a flower: petals, stem, leaves
4. Things found in an attic trunk: letters, photos, posters
5. Supplies you need to bring to a meeting: scissors, tape, markers, ruler
6. The last names of new workers: Sullivan, Wong, Bush, Marconi
7. Classes you need to register for: English, Algebra, Spanish, Computers
8. Items to re-stock at the hardware store: nails, bolts, fuses, wrenches
9. Fruits grown in tropical climates: mango, guava, coconut, papaya
10. The five largest US states in terms of area: Alaska, Texas, California, Montana,
New York.
11. Streets the bus stops at: Bank, State, Main, Harrison, Davis
12. Cards which must be filed in this order: yellow, blue, red, orange
13. The first five letters in the Greek alphabet: alpha, beta, gamma, delta, epsilon
I.E.P. Goal: The client will generate catch phrases and use them to recall lists of three to five items, with 90% or
greater accuracy.

Task L: Generating Catch Phrases, continued
Write your catch phrases or sentences to match each item on page 90. Then, use these catch
phrases or sentences to answer the questions on page 92.
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
6. ____________________________________________________________________________
7. ____________________________________________________________________________
8. ____________________________________________________________________________
9. ____________________________________________________________________________
10. ____________________________________________________________________________
11. ____________________________________________________________________________
12. ____________________________________________________________________________
13. ____________________________________________________________________________
I.E.P. Goal: The client will generate catch phrases and use them to recall lists of three to five items, with 90% or
greater accuracy.
Task L: Generating Catch Phrases, continued
Use the catch phrases or sentences you created on page 91 to answer these questions.
1. What items do you need from the grocery store?
_____________________________________________________________________________
2. Name the children who have lead roles in the school play.
_____________________________________________________________________________
3. What are three parts of a flower?
_____________________________________________________________________________
4. Name three things found in a trunk in an attic.
_____________________________________________________________________________
5. What supplies do you need to bring to the meeting?
_____________________________________________________________________________
6. What are the last names of the four new workers?
_____________________________________________________________________________
7. What four classes do you need to register for?
_____________________________________________________________________________
8. What items need to be re-stocked at the hardware store?
_____________________________________________________________________________
9. Name four fruits grown in the tropical zone.
_____________________________________________________________________________
10. What are the five largest US states in terms of area?
_____________________________________________________________________________
11. Name the five streets where the bus stops.
_____________________________________________________________________________
12. List the order in which the cards must be filed.
_____________________________________________________________________________
13. What are the first five letters in the Greek alphabet?
_____________________________________________________________________________
I.E.P. Goal: The client will use catch phrases to recall lists of three to five items, with 90% or greater accuracy.
Task M: Reciting to Push Information into Long-Term Memory
Repeat the information below aloud until you think you’ve learned it. Say it as many times
as you need to. Later, I’ll ask some questions to see if you can recall the information.
1. Red and blue make purple.

Red and yellow make orange.
2. One person sings a solo.

Two people sing a duet.
3. Whales are mammals.

Snakes are reptiles.
4. Hexagons have six sides.

Octagons have eight sides.
5. Hue tells us what a color is.

Value tells us how light or dark the color is.
6. Our hearts beat 70 times per minute.
7. China and India have more people than any other countries.
8. Our pupils get larger when there’s less light and smaller when there’s more light.
9. The Appalachian Mountains stretch from Alabama north to Maine.
10. Children get their first molars between ages 6 and 8.
11. Thomas Jefferson hired Meriwether Lewis and George Clark to cross North America.
12. In 1901, Marconi sent the first radio message across the Atlantic Ocean.
13. A tornado can move as fast as 500 miles or 800 kilometers an hour.
14. Nobel prizes have been given since l901. Alfred Nobel, the inventor of dynamite, set up
the fund.
I.E.P. Goal: The client will recite information to push it into long-term memory and later recall the information
to answer questions, with 90% or greater accuracy.
Task M: Reciting to Push Information into Long-Term Memory, continued
Repeat the information below aloud until you think you’ve learned it. Say it as many times
as you need to. Later, I’ll ask some questions to see if you can recall the information.
15. In New Jersey, Rhode Island and Massachusetts, many people live close together.
16. Mt. Fujiyama is 12,365 feet high.
17. A young whale is a calf, a young tiger is a cub, and a young goose is a gosling.
18. A stalactite grows down from the ceiling.

A stalagmite grows up from the ground.
19. Latitude is the distance, measured in degrees, north or south of the equator.
Longitude is the distance, measured in degrees, east or west of the prime
meridian.
20. People remember 10% of what they read, 20% of what they hear, 30% of what
they see, and 70% of what they say.
21. In a solar eclipse, the moon is directly in between the sun and Earth. In a lunar
eclipse, Earth is directly in between the sun and the moon.
22. On the two equinoxes, day and night are of equal length all over the world. The
spring equinox is March 21. The autumn equinox is September 21.
23. When it’s noon in New York City, it’s 11 A.M. in Denver, 9 A.M. in Los Angeles, and
7 A.M. in Honolulu.
24. X is the Roman numeral for 10, L is for 50, C is for 100, and M is for 1,000.

Task M: Reciting to Push Information into Long-Term Memory, continued
Answer these questions about the information you learned on pages 93 and 94.
1. Which colors make purple? Which colors make orange?
2. What’s the difference between a solo and a duet?
3. Name the group that whales belong to. Which group do snakes belong to?
4. What’s the difference between a hexagon and an octagon?
5. What’s the difference between a hue and a value?
6. How many times per minute does your heart beat?
7. Which countries have the most people?
8. How do our pupils react to light?
9. Where are the Appalachian Mountains found?
10. When do children get their first molars?
11. Whom did Thomas Jefferson hire to explore North America?
12. Tell me about the first radio message across the Atlantic.
13. How fast can a tornado move?
14. Tell me two facts about the Nobel Prize.
15. In what three states do many people live close together?
16. How high is Mt. Fujiyama?
17. What do you call a young whale, a young tiger and a young goose?
18. What’s the difference between a stalactite and a stalagmite?
19. What’s the difference between latitude and longitude?
20. How much to people remember of what they read, hear, see and say?
21. What happens in a solar eclipse? In a lunar eclipse?
22. What happens at the time of the equinoxes and when are they?
23. If it’s noon in New York, what time is it in Denver, Los Angeles and Honolulu?
24. Tell me the Roman numerals for 10, 50, 100, and 1,000.
Task N: Using Pictures and Symbols to Remember Information
Cover the example pictures on the right. Then, create your own pictures or symbols to help
you remember the information in each sentence below. If you have trouble thinking of
pictures or symbols, look at the examples for ideas. After you’ve created your pictures or
symbols for each sentence on this page, cover the sentences and use the pictures and cues to
help you remember the information.
1. Carlos loves cats.
2. The tickets cost $2 each.
3. Fold your paper in half.
4. We need juice and bread

at the store.
5. The money is in the top

drawer.
I.E.P. Goal: The client will use pictures and symbols to recall information in sentences, with 90% or greater accuracy.
Task N: Using Pictures and Symbols to Remember Information, continued
you remember the information in each sentence below. If you have trouble thinking of
pictures or symbols, look at the examples for ideas. After you’ve created your pictures or
6. On Friday, bring an apple

to school.
7. Don’t walk on the grass.
8. Cut the pattern along the

dotted line.
9. Put the pie in the

refrigerator.
10. Preheat the oven to 350o.
you remember the information in each sentence below. After you’ve created your pictures or
11. Listen for the baby while

I’m gone.
12. Look for my shoes.
13. The spotted dog belongs

to Bob.
14. The bank closes at 2:00.
15. Tell Andy he left his hat

on the table.

16. Susanna got a B on her

history test!
17. For math homework, do

pages 13 through 15.
18. Take two teaspoons at

six o’clock this evening.
19. Lock the door and close

the window.
20. Pour 1½ cups of milk

into a bowl.

21. I live in the third house

on the right.
22. Please bring two bags of

pretzels to the party.
23. Turn the handle clockwise

to turn on the hot water.
24. Turn left at the third light

past the post office.
25. Juan won first prize for

his pizza.
Task O: Using Imaging to Remember Information
For each item, think of a picture in your mind to help you remember the information.
Describe the picture to me. Tell me as many details about your picture as possible. You’ll use
these pictures later as cues to answer the questions I’ll ask you.
1. When I opened the drawer, a mouse jumped out.
2. The spaghetti is on the top shelf of the pantry.
3. The speed limit in front of the school is 25 miles per hour.
4. The wind blew Arnie’s hat into the garbage can.
5. Aunt Deb wears big glasses with red frames.
6. The first child in line stopped to tie his shoe.
7. When you go to the store, please pick up some cereal and some bananas.
8. During high tide, the water almost covered the dock.
9. Steve backed his car into a ditch and got a flat tire.
10. Twelve clowns in polka-dotted suits got into the tiny purple car.
11. The clock above our classroom door is broken. It always says one o’clock.
12. Julie dropped the bottle on the kitchen floor. The ketchup splattered everywhere.
13. Gina asked to borrow your navy-blue coat to wear to the dance tomorrow evening.
14. When I opened the door, our neighbor’s cat rushed in. It jumped on the counter and
knocked off the telephone. Now the phone is broken.
15. Your history papers are due on Wednesday. Be sure that they’re typed and that your
name is on each page.
16. Please turn off the oven and put the casserole on the counter before you leave the
house. Don’t forget to put a hot pad on the counter first.
17. Leroy got a new green sweatsuit for his birthday. Before he wore it the first time,
he washed it. When he put it on, the sleeves were three inches above his wrists
and the pants barely came to the top of his socks.
I.E.P. Goal: The client will use imaging to answer questions about information presented aloud, with 90% or
greater accuracy.
Task O: Using Imaging to Remember Information
For each item, think of a picture in your mind to help you remember the information.
Describe the picture to me. Tell me as many details about your picture as possible. You’ll use
these pictures later as cues to answer the questions I’ll ask you.
18. Grandpa’s flight arrives at 7 P.M. He’ll meet you at Gate 10. Don’t keep him
waiting, because he’ll get anxious.
19. The last time Teresa saw Mrs. Atkins was at the mall. She was in the toy store
buying a racetrack for her son. It was very crowded in the store, so Teresa didn’t
get to speak to her.
20. I tied the blindfold snugly over Sandy’s eyes. He grabbed the stick and started
swinging. He missed the target once, twice, three times. But on his fourth swing,
he hit the piñata and it broke open. Candy flew everywhere as the children
scattered to claim it.
Answer these questions.

1. What happened when you opened the drawer?
2. Where can I find the spaghetti?
3. What is the speed limit near the school?
4. Why isn’t Arnie wearing his hat today?
5. What does your Aunt Deb look like?
6. Why did the line stop moving?
7. What was I supposed to get at the store?
8. Why didn’t you fish off the dock during high tide?
9. What happened to Steve’s car?
10. What did the clowns do?
11. What’s wrong with the classroom clock?
12. Why is Julie’s kitchen so messy?
13. Why does Gina want to borrow your navy-blue coat?
14. How did your telephone break?
15. What do you need to remember about the history paper assignment?
16. What should you do before you leave the house today?
17. Why isn’t Leroy wearing his new sweatsuit?
18. Where and when should you pick up Grandpa?
19. What happened the last time Teresa saw Mrs. Atkins?
20. What did Sandy do at the party?
I.E.P. Goal: The client will use imaging to answer questions about information presented aloud, with 90% or greater accuracy.

Task P: Taking Notes from Material Presented Aloud
I’m going to read some information aloud to you. As you listen, write down the important
points. Don’t be too concerned about spelling. Later, I’ll ask you to use your notes to recall
the information.
1. The rules of the game are easy. Everyone gets six cards. When it’s your turn, put
one card down. Try to match one of the colors on the board. If you use all your
cards, you win!
• rules are easy

• everyone gets six cards
• on your turn, put one card down
• match colors on board
• winner uses all cards
2. It’s very cold outside today. Because it’s so cold, you’ll need to wear several
layers. When you go outside, you must wear gloves and a hat. Even if you’re
bundled up, don’t stay outside too long.
• very cold outside today

• wear several layers
• must wear gloves and hat
• don’t stay outside long
3. Your job is to clean out the storage closet. First, take everything out of it and pile
it on the tables. Then, use a wet rag to wipe off the shelves. Sweep the closet
floor with a broom. Stack the books and papers neatly in piles. If you see
anything that’s ripped or ruined, put it in a pile to throw away.
• clean out storage closet

• put everything on tables
• wipe off shelves
• sweep floor
• stack books and papers
• make pile of things to throw away
4. Mr. Brown is coming by today. He’s going to tell us how much it’ll cost to paint
the outside of the house. Be sure to ask him how many coats of paint he will put
on. Find out how long it will take him to do the job.
• Mr. Brown coming today

• tell cost to paint house
• ask how many coats of paint
• find out how long it’ll take
I.E.P. Goal: The client will take notes from material presented aloud and use the notes to recall key information,
with 90% or greater accuracy.
Task P: Taking Notes from Material Presented Aloud, continued
I’m going to read some information aloud to you. As you listen, write down the important
points. Don’t be too concerned about spelling. Later, I’ll ask you to use your notes to recall
the information.
5. Many young children like to make sock puppets. They are easy to make. First,
you get an old, clean sock. Then, you sew on buttons for the eyes and nose. Use
yarn for the hair. Cut some red cloth into the shape of a mouth and glue it on.
That’s all there is to it!
• children like making sock puppets

• easy to make
• get an old, clean sock
• sew on buttons for eyes and nose
• add yarn for hair
• glue on red cloth for mouth
6. Croquet is fun to play, but it takes time to set up. There are six wire hoops called
wickets which must be stuck in the ground. They must be placed in certain
spots, following a diagram. Two wooden stakes must be pounded into the
ground. One goes at one end of the playing court and the second goes at the
opposite end. Then you’re ready to begin playing the game.
• croquet is fun to play

• takes time to set up
• stick wire hoops into ground
• follow diagram
• pound two wooden stakes into ground at opposite ends of playing court
7. Jellyfish are animals without bones or hard skeletons. They’re bell-shaped with
tentacles surrounding the mouth. They also have four frilly arms they use to
catch small animals to eat. Jellyfish are beautiful animals, but they can sting you
if you touch them. That’s why many swimmers are afraid of jellyfish.
• jellyfish don’t have bones

• bell-shaped
• tentacles around the mouth
• catch food with four arms
• beautiful
• can sting if you touch them
• many swimmers afraid of jellyfish

Task P: Taking Notes from Material Presented Aloud, continued
I’m going to read some information aloud to you. As you listen, write down the important points.
Don’t be too concerned about spelling. Later, I’ll ask you to use your notes to recall the information.
8. Emeralds are beautiful, green gems which are a type of the mineral called beryl.
Emerald crystals are six-sided. They are about equal in value to diamonds. The
country of Columbia produces the most emeralds, but they are also found in
India, Russia and the state of North Carolina.
• emeralds are beautiful, green gems

• a mineral called beryl
• six-sided crystals
• equal value to diamonds
• found in Columbia, India, Russia and North Carolina
9. On a foggy night, some drivers turn on their high beam lights to help them see
better. But actually, you can see better if you keep the car’s headlights turned
down low when it’s foggy because light can’t pass through fog very well. If you
use high beams, the light is reflected back to the driver. Some cars have special
fog lights with amber or orange beams which pass through fog better than
ordinary headlights.
• some drivers use high beams in fog

• you can see better with low beams
• light doesn’t pass through fog well
• high beams reflect light back to the driver
• special fog lights have amber or orange beams
• fog lights pass through fog better than headlights
10. One of the greatest inventors who ever lived was Thomas Alva Edison. He was
born in 1847 and he patented 1,093 inventions during his lifetime. Among his
famous inventions are the electric light, the phonograph and the motion picture
camera. Perhaps the reason he was so successful is that he didn’t let failure
discourage him. For example, he tried over 10,000 unsuccessful experiments
with a storage battery. But Edison didn’t consider these attempts failures. He
said, “Why, I have not failed. I’ve just found 10,000 ways that won’t work.”
• Edison was a great inventor

• born in 1847
• patented 1,093 inventions, including electric light, phonograph and motion picture camera
• tried over 10,000 experiments with battery that failed
• wasn’t discouraged

Task Q: Taking Notes from Material Read Silently
Read this information silently. As you read, write down the important points on a sheet of
paper. Don’t be too concerned about spelling. Later, you will use your notes to recall the
information.
1. This evening, we need to restock the shelves. Begin with aisle two. Put out
beans, corn and applesauce. On the next aisle, we need more soup and tea. If
you have time, check the jam and jelly on aisle five.
2. Most people think that sea gulls are birds that live near the sea, but they aren’t.
Some gulls live close to the sea or lakes, but others live far inland. Gulls are
scavengers. They will eat just about anything, even our garbage.
3. A new bagel store just opened across the street. They sell all kinds of fresh
bagels, cream cheese, coffee, and juice. Some of the bagels, such as cinnamon
raisin and blueberry, are sweet. Other flavors, such as garlic and onion, are spicy.
Coffee is only fifty cents and you can get a free refill if you buy a mug.
4. Our lives are very different from those of our grandparents or great-
grandparents. Many of them did not have things we take for granted, such as
electricity, hot running water, cars, and telephones. Some people say we are very
lucky to have all these modern things to make our lives easier. Other people
miss the good old days!
5. There is a wealth of information in a telephone directory. In addition to all the

names and numbers, you can find many things. The directory will tell you how
to get your telephone turned on and how to get it fixed. It also explains how to
use a calling card and how to make a call to a foreign country. Some telephone
books even contain information that has nothing to do with the telephone, such
as how to sort items for recycling or a listing of the local post office ZIP codes.
6. What makes the wind blow? We know that hot air rises because it is light. Since
cold air is heavier than hot air, it sinks. When the hot air rises, it leaves an empty
space. As soon as the hot air leaves, that space is filled with cold air. Hot and
cold air changing places makes the wind blow.
I.E.P. Goal: The client will take notes from material read silently and use the notes to recall key information,
Task Q: Taking Notes from Material Read Silently, continued
Read this information silently. As you read, write down the important points on a sheet of
paper. Don’t be too concerned about spelling. Later, you will use your notes to recall the
information.
7. When a river moves over a rock ledge and suddenly plunges downward, it
makes a waterfall. Most waterfalls are found near the beginning of a river where
the water travels through hills or mountains. If the waterfall is very high, it will
send up clouds of spray when it hits the river below. If the rock ledge juts out
far enough, you can stand underneath the waterfall and enjoy the cool spray of
water.
8. Dreams are fascinating. We have up to five or six dreams per night. Usually, we
remember only the last dream we had before waking up. We often dream about
things we have done during the day, people we have seen or thought about, or
stories we have heard. Some people think that dreams can tell us about the
future. Others find that their dreams help them solve problems. Sleep specialists
think that dreams are the brain’s way of sorting and storing new information
learned during the day.
9. The point at which two air masses meet is called a front. There are two kinds of
fronts — warm and cold. Fronts cause all kinds of weather, such as freezing
winds and blizzards in the winter and warm winds and rain showers in the
summer. These fronts help us by bringing rain to help plants grow and wind to
help the plants spread their seeds.
10. When we look at a color television, we are really seeing millions of dots of color
blended together to form the picture. The circuits in our televisions receive a
different signal for each color in the picture. Then, the circuits “shoot” tiny dots
of color onto the TV screen. The dots are so close together, they look like a solid
color to our eyes.
I.E.P. Goal: The client will take notes from material read silently and use the notes to recall key information,

Task R: Using Rebus Symbols to Recall Words in Paragraphs
Read each paragraph below. Then, cover the first paragraph and use the rebus symbols in the
second paragraph to help you recall the missing words.
1. Yesterday, my brother and I went fishing. I caught two fish. My brother didn’t
catch any fish, but he did hook a tire from a bicycle and an old boot.
Yesterday, my and I went fishing. I caught two .
My didn’t catch any , but he did hook
a from a and an old .
2. The ferry to the island leaves at two o’clock. If you want to ride the ferry, be on
the dock by one forty-five. Tickets cost one dollar.
The to the leaves at .
If you want to ride the , be on the
by . Tickets cost .
I.E.P. Goal: The client will use rebus symbols to recall words from paragraphs, with 90% or greater accuracy.

Task R: Using Rebus Symbols to Recall Words in Paragraphs, continued
3. Aaron was feeling sick, so he went to see the doctor. The doctor looked in
Aaron’s eyes and ears. She asked Aaron to open his mouth and say, “Ah.” She
listened to Aaron’s heart and took his temperature. Finally, the doctor gave
Aaron some medicine and told him to go home and get into bed. As soon as his
head hit the pillow, Aaron fell asleep.
Aaron was feeling sick, so he went to see the . The doctor looked
in Aaron’s and . She asked Aaron to open
his and say, “Ah.” She listened to Aaron’s and
took his temperature. Finally, the doctor gave Aaron some
and told him to go home and get into . As soon as his
hit the , Aaron fell asleep.

4. I live near the school. Go down Meadow Street. Turn right at the stop sign.
After you cross the railroad tracks, turn left at the second traffic light. You may
park your car on the street, but don’t park under the tree or you will have to
wash your car.
I live near the . Go down Meadow Street. Turn right at
the . After you cross the , turn left at the
second . You may park your
on the , but don’t park under the or you
will have to wash your .

5. Here’s my recipe for pancakes. It calls for two eggs, two cups of flour, one-half
cup of milk, and a dash of salt. Mix the ingredients in a large bowl. Then, pour
the batter onto a hot griddle. Flip the pancakes with a spatula when the edges
are brown.
Here’s my recipe for . It calls for two ,
two of flour, one-half of ,
and a dash of . Mix the ingredients in a large .
Then, the batter onto a hot griddle. Flip the
with a when the edges are brown.

6. I just got a letter from Jane. She lives in Florida. On December 1, it was 78
degrees there, and the sun was shining. Here, on that same day, there were
several feet of snow on the ground and clouds filled the sky. Jane went to the
beach while I stayed in my house by a warm fire.
I just got a from Jane. She lives in .
On , it was 78 degrees there, and the was
shining. Here, on that same day, there were several feet of on
the ground and filled the sky. Jane went to the
while I stayed in my by a warm .
Task S: Using Slot Outlines to Recall Information
Read each paragraph below. Fill in the blanks with information from the paragraph.
Then, cover the paragraph and retell it using the outline to help you remember it.
1. It’s fun to film your own movies. First, you’ll need a video camera and someone
to operate it. Next, make up a short scene. Find enough actors for the scene.
Write a script for the scene and have the actors memorize their lines. Make or
borrow some costumes. When you’re ready to film your movie, yell, “Action!”
Filming Your Own Movie
I. Get a _________________________
II. Make up a _________________________
III. Find the _________________________
IV. Write a _________________________
V. Make or borrow _________________________
VI. Yell _________________________ to begin
2. Baker’s clay is easy to make. First, pour two cups of flour into a large bowl.
Then, add a cup of water. Next comes a cup of salt. After you mix the
ingredients together, mold the clay into shapes. When your shapes are ready,
bake them in the oven at 350 degrees for about ten minutes.
Making Baker’s Clay
I. Put the ingredients in a _________________________
A. Add two cups of _________________________
B. Add one cup of _________________________
C. Add one cup of _________________________
II. _________________________ the ingredients
III. Mold clay into _________________________
IV. Bake at ____________ degrees for ____________ minutes.
I.E.P. Goal: The client will use slot outline formats to recall information presented in paragraphs, with 90% or
greater accuracy.

Task S: Using Slot Outlines to Recall Information, continued
Read the paragraph below. Fill in the blanks with information from the paragraph.
3. You can grow many different types of plants in your garden. Annuals are plants
that complete their life cycles in one year. Marigolds, zinnias, and petunias are
annuals. Many vegetables, such as beans and corn, are annuals, too. Perennials
are plants that will grow and bloom each year without planting new seeds.
Roses, peonies, and geraniums are perennials.
Plants for the Garden
I. Annuals complete their life cycles in _______ year.
II. Types of annuals
A. _________________________
B. _________________________
C. _________________________
D. _________________________
E. _________________________
III. _________________________ bloom each year without planting seeds.
IV. Types of perennials
A. _________________________
B. _________________________
C. _________________________
greater accuracy.

4. Chocolate milk is not only tasty but nutritious. Chocolate milk is just as
nutritious as plain milk. It provides calcium, riboflavin and other important
nutrients. Some of the ingredients in chocolate milk, such as cocoa, calcium and
phosphorus, protect against dental cavities. An important benefit of chocolate
milk is that children are more likely to drink it than plain milk. And, if children
drink more milk, they will get the calcium they need.
Reasons to Drink Chocolate Milk
I. It is _________________________ and _________________________
II. It provides
A. _________________________
B. _________________________
C. Other _________________________
III. Ingredients protect against _________________________
A. _________________________
B. _________________________
C. _________________________
IV. Other benefits
A. _________________________more likely to drink it
B. Children get the _________________________ they need
greater accuracy.

5. Physical fitness includes muscle strength, flexibility and endurance. If you have
good muscle strength, you can lift, push and pull. If you have muscle
endurance, you can use your muscles for long periods of time without getting
tired. Flexibility enables you to twist, turn and bend easily. Another part of
physical fitness is body composition. If the amount of fat in a person’s body is
low compared to the amount of muscle, that person has a lean body composition.
People who are lean are more likely to be physically fit.
Physical Fitness
I. Physical fitness includes:
A. ____________________________
B. ____________________________
C. ____________________________
II. Muscle strength allows you to:
A. ____________________________
B. ____________________________
C. ____________________________
III. People with good muscle endurance:
A. Can use their ____________________________ for a long time
B. Won’t get ____________________________
IV. Flexibility allows you to:
A. ____________________________
B. ____________________________
C. ____________________________
V. People with a ____________________________ body composition:
A. Have a low amount of ______________ compared to _________________
B. Are more likely to be __________________________
I.E.P. Goal: The client will use slot outline formats to recall information presented in paragraphs, with 90% or greater accuracy.

Task T: Using Traditional Outlines to Recall Information
Read the paragraph below. Then, use the outline structure to complete an outline of the
information from the paragraph. Finally, cover the paragraph and retell it using the outline
to help you remember the information.
1. Snowflakes are made of ice crystals. Although all snowflakes have six sides, no
two snowflakes are alike. Each one is different. By looking at snowflakes closely,
you can see how different they are. An easy way to look at snowflakes is to catch
them on a piece of black velvet as they fall from the sky. Then, use a magnifying
glass to look at each one.
Snowflakes
I. ___________________________________________
II. ___________________________________________
III. ___________________________________________
IV. ___________________________________________
A. ___________________________________________
B. ___________________________________________
I.E.P. Goal: The client will use a traditional outline format to recall information presented in paragraphs, with

Task T: Using Traditional Outlines to Recall Information, continued
2. All living things are made of cells. Cells are very small structures. They can’t be
seen with our eyes alone. We need to use a microscope to see them. There are
different sizes and shapes of cells. They are made of living matter.
Cells
I. ______________________________________________________________
II. ______________________________________________________________
A. ______________________________________________________________
B. ______________________________________________________________
III. ______________________________________________________________
IV. ______________________________________________________________

3. A well-stocked toolbox contains many different tools. It should have several
kinds of wrenches: pipe wrenches, socket wrenches and monkey wrenches.
Different sizes of flat-tipped screwdrivers and Phillips screwdrivers are also
handy. Pliers are useful for electrical work and plumbing repairs A utility knife
and a putty knife are also very helpful to have.
Contents of a Well-Stocked Toolbox
I. ________________________________
A. ________________________________
B. ________________________________
C. ________________________________
II. ________________________________
A. ________________________________
B. ________________________________
III. ________________________________
A. ________________________________
B. ________________________________
IV. ________________________________
A. ________________________________
B. ________________________________
4. If someone’s airway gets blocked, he can choke. People often choke on food.
Small children can choke on small toys or other objects they put in their mouths.
One way to dislodge the food or objects is to use the Heimlich maneuver. To do
this life-saving action, you stand behind the person and wrap your arms around
him. Then, make a fist with one hand and place it below the breastbone. Use the
other hand to squeeze hard over your fist in short bursts until the trapped food
or object pops out.
Choking
I. ________________________________________
II. ________________________________________
A. ________________________________________
B. ________________________________________
III. ________________________________________
A. ________________________________________
B. ________________________________________
C. ________________________________________
D. ________________________________________
E. ________________________________________

5. We need to eat a variety of foods from the basic food groups to keep healthy. Foods in
the bread, cereal and pasta group include tortillas, macaroni and rice. The vegetable
group includes broccoli, greens and sweet potatoes. Delicious choices such as oranges,
apricots and bananas are in the fruit group. Milk, yogurt and cottage cheese are good
choices from the dairy foods group. A fifth group includes meat, poultry, fish, and
dried beans.
A Well-Balanced Diet
I. _________________________________________________
II. _________________________________________________
A. _________________________________________________
B. _________________________________________________
C. _________________________________________________
III. _________________________________________________
A. _________________________________________________
B. _________________________________________________
C. _________________________________________________
IV. _________________________________________________
A. _________________________________________________
B. _________________________________________________
C. _________________________________________________
V. _________________________________________________
A. _________________________________________________
B. _________________________________________________
C. _________________________________________________
VI. _________________________________________________
A. _________________________________________________
B. _________________________________________________
C. _________________________________________________
D. _________________________________________________
HELP for Memory

Task U: Using Mapping and Webbing to Recall Information
Read the paragraph. Use the diagram to organize the information from the paragraph. Then, cover the paragraph and retell it,
using the diagram to help you remember the information.
1. Ed is earning money to buy a new skateboard. His parents are paying him to do chores around the house. He has
inside chores to do such as washing the dishes, making the beds, and dusting the furniture. He also has outside
chores to do such as sweeping off the porch, cutting the grass and raking the leaves. Ed works hard for his money
.
Ed’s Chores
inside chores outside chores

122
I.E.P. Goal: The client will use map and web formats to recall information presented in paragraphs, with 90% or greater accuracy.
HELP for Memory

Task U: Using Mapping and Webbing to Recall Information, continued
2. Eating a nutritious breakfast has three benefits. The first benefit is that it may help control body weight. A second
benefit is that people who eat breakfast may have lower blood cholesterol levels than those who skip breakfast.
Perhaps the most important benefit of eating a good breakfast is that it gives us the energy we need to get through
a busy morning.
Benefits of Eating Breakfast

123
1st 3rd
2nd
HELP for Memory

3. Water emergencies can happen in our homes. One type of water emergency is when the clothes washer overflows.
If this happens, you should try to empty the machine by turning the dial to the spin cycle. If this doesn’t work,
bail out the water. Another type of water emergency is a flooded basement. If this happens, you should shut off
the main water valve and mop up the water. A third type of water emergency is when the ceiling sags because of
the weight from leaking water. If this happens, you should poke a small hole in the ceiling with a nail and catch
the water in a bucket.
Water Emergencies in the Home
1.
3.
124
2.
Read the paragraph. Use the diagram to organize the information from the paragraph. Then,
cover the paragraph and retell it, using the diagram to help you remember the information.
4. A model helps us understand how something works. Let’s think about a model
of communication. Whenever we communicate, there is a sender and a receiver.
For good communication, the path between the sender and receiver is free of any
noise. But often, this is not the case. Think about the noises in a classroom.
There may be excessive talk, either from the students or the teacher. Students
may make non-speech noises such as the shuffling of feet and papers. And there
may be noise from the environment, such as the buzzing of lights or the hum of
an overhead projector that interferes with communication. Considering all these
noises, it’s easy to see why some students don’t always receive all the messages
being communicated in the classroom.
Communication Model
sender classroom noise receiver
I.E.P. Goal: The client will use map and web formats to recall information presented in paragraphs, with 90%

Read the paragraph. Use the diagram to organize the information from the paragraph. Then,
cover the paragraph and retell it, using the diagram to help you remember the information.
5. King Henry VIII of England wanted a strong son to follow in his footsteps. He
divorced his first wife, Catherine, because she had given him only one daughter
named Mary. His second wife, Anne, also gave birth to a daughter, Elizabeth.
King Henry had Anne beheaded. He then married Jane Seymour. She finally
gave King Henry the son that he wanted. His name was Edward and he became
King Edward VI when he was nine years old. King Edward died seven years
later and Mary became Queen Mary I. She was queen for only a short time
before she died of cancer. Elizabeth then became Queen Elizabeth I.
King Henry VIII’s Wives and Children
1st 2nd 3rd
daughter daughter son
title title title
I.E.P. Goal: The client will use map and web formats to recall information presented in paragraphs, with 90%

Task V: Using Time Lines to Recall Sequential Information
Read the paragraphs below. Then transfer the information from the paragraphs to the time
line. Later, I’ll ask you to recall the information in the paragraphs by looking at the time line.
1. In March, I saw bulldozers begin to clear a field close to our house. Something was
going to be built on that spot. I wondered what it was going to be.
In April, it rained almost every day. The ground was too soggy to begin building
anything. Then in May, a huge cement truck arrived and began pouring the foundation
for some type of building.
By July, four walls had appeared. The building was beginning to take shape. I still
wasn’t sure exactly what type of building it would be.
In August, the roof was added. By September, they began adding the doors and
windows. Now, I could tell that it was a house.
March April May July August September October
Family moves in.

Field is cleared.
I.E.P. Goal: The client will use pictorial time lines to recall 90% of key information presented in paragraphs, as
judged by the clinician.

Task V: Using Time Lines to Recall Sequential Information, continued
2. I go to Pine Run Elementary School. It was built in 1895. It was a one-room school
house made from logs. Fifteen children from grades one through twelve attended the
school.
In 1910, the school caught on fire and burned to the ground. Luckily the fire happened
at night when no one was there. It took two years to raise enough money to re-build
the school. In 1912, a new brick school was built on the same spot.
By 1950, the school was too small for the many children who were ready to begin
school, so four rooms were added on to the school.
In 1960, a new high school was built so the older students no longer attended Pine
Run. Today, Pine Run is an old school, but one that is full of happy memories!
1895 1910 1912 1950 1960

one-room log schoolhouse built
15 students, grades 1-12
new high school built

Task V: Using Time Lines to Recall Sequential Information, continued
3. Jean Lukard was born in Amiens, France in 1896. In 1904, when Jean was eight years
old, his family came to the United States. What a thrill it was to pass the Statue of
Liberty and finally get off the ship that had brought them to America!
In 1905, Jean’s family settled in Pittsburgh, Pennsylvania. The next year, in 1906, Jean
entered school for the first time. Even though he was ten years old, Jean began in the
first grade because he didn’t know English. By the time he was graduated from high
school in 1915, not only had Jean learned English, but he was at the top of his class.
In 1916, Jean became a soldier in World War I. Fortunately, Jean was not injured in the
war and returned home to Pittsburgh in 1918. He married shortly after that time and
enjoyed a long and happy life.
1896 1904 1905 1906 1915 1916 1918
Jean returns home.

Jean is born.

Applying Memory Techniques
This section presents tasks that incorporate some of the strategies in previous
sections. The focus is on applying memory strategies to daily activities such as
filling out forms, following directions or paraphrasing messages.
In Task A, focus on the information that is difficult for the client to recall. Work
together to develop individualized strategies for recalling this information. Task
B provides additional practice in strategy selection.
Following directions is the focus of Tasks C-F. You may need to modify Task D
according to the physical abilities of the client. You may want to practice this
task initially by modeling each movement as you give the direction, later fading
these prompts. To vary Tasks C-F, have the client give you the directions,
checking your responses for accuracy without looking back at the directions.
Tasks G-K provide practice in paraphrasing, reinforcing the idea that

information is easier to remember when it’s translated into your own words.
In Task L, the items can be grouped in several ways (e.g., baby bottle/bootie/
pacifier form a group of baby items or pacifier/bottle/toothbrush form a group of
things we put in our mouths). Whichever schema the client chooses is accept-
able, as long as it enables recall of the items. For items 5 and 6 of this task,
present the entire group of twelve items or just the top six items initially, later
adding the bottom six items to expand the task.
To vary Task M, ask the client to look at the scene and then sketch it from
memory. Or, after looking at the scene, cover it and ask her to recall as many
items as possible within 30 seconds. Turn it into a recognition memory task by
asking the client to identify items that are in the scene from a list you read aloud.
Task Page
A Organizing and Recalling Personal Information . . . . . . . . . . . 132
B Selecting Appropriate Strategies to Recall Information . . . . . 133
C Identifying the Number of Steps in a Sequence . . . . . . . . . . . 135
D Following Sequential Directions . . . . . . . . . . . . . . . . . . . . . . . . 137
E Following Sequential Directions with Pictures and Symbols . . 139

F Following Sequential Directions with Objects . . . . . . . . . . . . . 143
G Paraphrasing Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
H Paraphrasing Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
I Paraphrasing Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
J Paraphrasing Paragraphs Presented Aloud . . . . . . . . . . . . . . . 152
K Paraphrasing Paragraphs Read Silently . . . . . . . . . . . . . . . . . . 154
L Grouping Objects for Recall . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
M Recalling Information from Picture Scenes . . . . . . . . . . . . . . . 160

Task A: Organizing and Recalling Personal Information
This page lists information you often need to recall to fill out forms or applications. Fill in
the information requested. Then, we’ll think of cues or strategies to help you recall any items
that are difficult for you to remember.
1. Name ________________________________________________________________________
first middle last maiden
2. Address ______________________________________________________________________
number/street city state/province ZIP/postal code
3. ( )
Telephone number _____________________________________________________________
area code
4. Birth date _____________________________________________________________________

year month date
5. Place of birth __________________________________________________________________

city state/province country
6. Social security number __________________________
7. Driver’s license number _________________________
8. Blood type _____________________________________
9. Employer _____________________________________________________________________
Address ______________________________________________________________________
PO box/number/street city state/province ZIP/postal code
10. Emergency contact person ______________________________________________________

name relationship telephone number
11. Family members’ birth dates ____________________________________________________

name birth date
____________________________________________________
name birth date
____________________________________________________
name birth date
____________________________________________________
name birth date
12. Frequently called phone numbers _______________________________________________

name telephone number
_______________________________________________
name telephone number
I.E.P. Goal: The client will identify strategies to recall personal information and use these strategies to recall
personal information, with 90% or greater accuracy.

Task B: Selecting Appropriate Strategies to Recall Information
I’ll tell you some different types of information you might need to remember. Tell me which
strategy you would use to recall each item and why. (Example acceptable strategies are listed;
accept other logical strategies as appropriate.)
1. a list of things to buy at the grocery store
group items by category

make up a sentence with the items in it
use an acronym or catch phrase
2. a list of six numbers
chunk the numbers

repeat the numbers over and over
3. the name of a person you just met
a silly association
a rhyme
visualize a characteristic of the person that’s like the name
4. the three most important pieces of information in a paragraph
chunk the information

outline the paragraph
5. directions to a friend’s house or apartment
verbal rehearsal
draw a diagram
use key landmarks
6. the names of the bones in the foot

sing them as words to a well-known tune
7. the nouns in a short paragraph
make up symbols
use the nouns in a silly sentence
I.E.P. Goal: The client will identify appropriate memory strategies to recall different kinds of information and
state the reason for choosing a particular memory strategy, with 90% or greater accuracy.

Task B: Selecting Appropriate Strategies to Recall Information, continued
I’ll tell you some different types of information you might need to remember. Tell me which
strategy you would use to recall each item and why.
8. important information from a lecture
traditional or slot outline

make a web or a map diagram
9. a message for someone else
write down the most important information

use your own shorthand or symbols
10. a story you’ve read
make an outline
take notes
draw pictures as cues
11. directions from a package
paraphrase the directions

check off each direction as you do it
12. definitions of new words
paraphrase the definition from a dictionary

associate the word with a word you already know
use the word in several sentences
draw pictures or symbols of the word
13. the history of your family’s moves to different places
pictorial time line

outline
14. your telephone number
change the numerals into letters to form a word

chunk the numbers into groups of three and four
associate it with an important date (e.g., 777-1492)
I.E.P. Goal: The client will identify appropriate memory strategies to recall different kinds of information and
state the reason for choosing a particular memory strategy, with 90% or greater accuracy.
Task C: Identifying the Number of Steps in a Sequence
To be able to remember and follow directions, you need to know how many steps are in the
directions. Listen to the directions for each task and tell me how many steps are in each one.
1. Coloring a picture Get out the crayons.

Choose a picture to color.
Color the picture. 3 steps
2. Cashing a check Fill out the check.

Take it to the bank.
Give it to the teller.
Count the money you receive. 4 steps
3. Making ice cubes Get out the ice tray.

Fill the ice tray with water.
Put the ice tray in the freezer. 3 steps
4. Cutting your bangs Comb your bangs.

Wet your bangs.
Hold your hair with your fingers or a comb.
Cut straight across. 4 steps
5. Putting on shoes and socks Put on your socks.

Loosen the laces of your shoes.
Put your shoes on your feet.
Tighten the laces.
Tie a bow in the laces. 5 steps
6. Brushing your teeth Get out your toothbrush and toothpaste.

Wet your toothbrush.
Put toothpaste on the toothbrush.
Brush your teeth.
Rinse your mouth out well. 5 steps
7. Building a doghouse Measure the boards.

Cut the boards.
Make four sides with the boards.
Cut a door in one side.
Put the sides together.
Nail on the roof. 6 steps
I.E.P. Goal: The client will identify the number of steps in sequential directions presented aloud, with 90% or
greater accuracy.

Task C: Identifying the Number of Steps in a Sequence, continued
Listen to the directions for each task and tell me how many steps are in each one.
8. Boiling water in a microwave Pour water into a glass measuring cup.

Place the cup in the microwave.
Shut the door.
Cook on high for three minutes.
Open the door.
Remove the cup with a pot holder. 6 steps
9. Washing dishes in the sink Scrape the food from the dishes.
Put the stopper in the sink.
Turn on the hot water.
Add detergent to the water.
Turn off the water when the sink is full.
Wash each dish.
Rinse each dish. 7 steps
10. Preparing soup Get out a pan.

Open the can of soup.
Pour the soup into the pan.
Put the pan on the stove burner.
Turn on the stove burner.
Heat the soup until it boils.
Turn off the stove burner. 7 steps
11. Making a turkey sandwich Get out two slices of bread.

Put the bread on a plate.
Spread one piece of bread with mayonnaise.
Add slices of turkey.
Add slices of cheese.
Put the other slice of bread on top.
Slice the sandwich in half. 7 steps
12. Filling a car’s gas tank Turn off the engine.

Open the cap on the gas tank.
Remove the nozzle from the pump.
Put the nozzle in the opening of the gas tank.
Pull the lever on the handle of the nozzle.
Remove the nozzle when the gas stops pumping.
Put the nozzle back on the pump.
Put the lid back on the gas tank. 8 steps
I.E.P. Goal: The client will identify the number of steps in sequential directions presented aloud, with 90% or
greater accuracy.

Task D: Following Sequential Directions
Listen to each set of directions. Tell me how many steps are in each direction and then carry
out the direction.
1. Close your eyes. Then shake your head “no.” (2)
2. Fold your hands. Then shake your head “yes.” (2)
3. Stand up. Turn around in a circle. Shake my hand. (3)
4. Stretch your arms overhead. Then touch your toes. (2)
5. Hold up four fingers. Count aloud to four. Clap your hands four times. (3)
6. Fold your arms. Tap your toes. (2)
7. Open your mouth wide. Then press your lips together. (2)
8. Put your hands behind your back. Count to three. Touch your ankles. (3)
9. Wink at me. Close both eyes. (2)
10. Put your right hand on your knee. Say your first name. Put your left hand on
your other knee. Say your last name. (4)
11. Point to the floor. Point to the ceiling. Point to the door. (3)
12. Put your hands over your ears. Put your hands on your shoulders. Hug
yourself. Shake your hands. (4)
13. Shrug your shoulders. Blink your eyes. Touch your nose. Touch your elbow. (4)
14. Point your toes up. Point your toes down. Make your feet go around and around. (3)
15. Hold up ten fingers. Count to ten. Hold up five fingers. Count to five. (4)
16. Blow a kiss. Pretend to yawn. Put your hand on top of your head. (3)
17. Hold up one finger. Point to me. Point to yourself. Put your fingertips together. (4)
I.E.P. Goal: The client will identify the number of steps in sequential directions and carry them out in the
correct sequence, with 90% or greater accuracy.

Task D: Following Sequential Directions, continued
out the direction.
18. Lean your head toward your shoulder. Cross your ankles. Cross your fingers. (3)
19. Put your palms together. Put your hands on your elbows. Put your hands on
your knees. Put your hands on your shoulders. (4)
20. Try to whistle. Say my name. Tap your fingers on the table. Say your name. (4)
21. Make a fist with one hand. Cover it with your other hand. Show me both of
your palms. (3)
22. Stamp your feet. Clap your hands. Snap your fingers. Wave goodbye. (4)
23. Touch your head. Touch your shoulder. Cross your fingers. (3)
24. Scratch your head. Touch the floor. Look over your shoulder. Cover your eyes
with your hands. (4)
25. Put your hand on the table. Put your other hand on top of it. Put your hands
side by side. Wiggle your fingers. (4)
26. Look up. Look down. Close your eyes. Open your eyes. Look at your elbow. (5)
27. Give me the thumbs up sign. Put your thumbs together. Give me the thumbs
down sign. Hide your thumbs in your fists. (4)
28. Pick one foot up off the floor. Raise one hand in the air. Put your foot back
down on the floor. Raise the other hand in the air. Lower both hands. (5)
29. Tell me what day it is. Put your elbows on the table. Put your palms on the
table. Put your hands under the table. Tell me the color of the table. (5)
I.E.P. Goal: The client will identify the number of steps in sequential directions and carry them out in the
correct sequence, with 90% or greater accuracy.

Task E: Following Sequential Directions with Pictures and Symbols
out the directions using the pictures and symbols on the worksheet. When you have finished,
listen to the directions again and check your work.
Materials: red and blue pens, pencils, crayons or markers; copy of activity pages 140-142
Note to clinician: You may want to copy the worksheets and cut them apart, passing out each diagram
right before you read the corresponding directions.
1. Connect the dots. Color in the figure.
2. Cross out the one that is different.
3. Draw a circle around each person.
4. Write your name above the line. Write your age below the line.
5. Draw a circle around each animal. Draw a line under each fruit.
6. Draw a circle in the box. Write a number 3 in the circle.
7. Color the triangles blue. Color the circles red.
8. Put an X on each circle. Color in each heart.
9. Put a line under each number. Put a circle around each letter.
10. Count the stars. Write the number of stars on the line. Color in the circle.
11. Complete each shape. Color in the triangles. Outline each circle.
12. Draw a line that cuts the box in half. Write a letter in one half of the box. Write a
number in the other half of the box.
13. Complete the pattern on the top row. Copy the pattern on the bottom row.
Draw a line through each of the vertical lines to make the letter T.
14. Connect the dots. Draw a sail on the object. Write your initials on the sail. Write
the name of the object on the line next to it.
15. Draw a hat on each head. Make one person have a happy face. Make one
person have a sad face. Make one person’s eyes closed.
I.E.P. Goal: The client will carry out sequential directions with pictures and symbols on paper, with 90% or
greater accuracy.

Task E: Following Sequential Directions with Pictures and Symbols
1.
2.
3.
4.
5.

Task E: Following Sequential Directions with Pictures and Symbols, continued
6.
7.
8.
9.
3 A 4 8
B G Y 5
10.

Task E: Following Sequential Directions with Pictures and Symbols, continued
11.
12.
13.
14.
15.

Task F: Following Sequential Directions with Objects
Here’s a list of all the objects needed for this task:
glass or cup 7 drinking straws book

2 coins red crayon set of measuring cups
piece of paper green crayon 15 buttons, dried beans or
pen or pencil lined paper Cheerios®
11 index cards deck of cards newspaper section
out the directions using the objects in front of you.
1. objects needed: a glass or cup, a coin
Turn the glass over. Put the coin on top of the glass. (2)
2. objects needed: a glass or cup, two coins
Put one of the coins in the glass. Put the other coin underneath the glass. (2)
3. objects needed: a piece of paper, a pencil or pen
Write your name on one side of the paper. Draw an X on the other side of the
paper. Fold the paper in half. (3)
Tear the paper in half. Draw a heart on one piece. Draw a circle on the other
piece. Then, fold each piece in half. (4)
Draw something in a corner of the paper without letting me see it. Fold down
that corner of the paper. Give the paper to me. (3)
6. objects needed: three blank index cards, a pencil or pen
Write a different number on each of the cards. Put the cards in order, starting
with the smallest number. (2)
7. objects needed: three drinking straws cut to different sizes
Line up the straws on the table end-to-end. Now line up the straws side-by-side.
Pick up the longest straw. (3)
I.E.P. Goal: The client will carry out sequential directions with objects, with 90% or greater accuracy.
Task F: Following Sequential Directions with Objects, continued
8. objects needed: four drinking straws cut to different sizes
Put the two shortest straws together. Put the two longest straws together. Make
a T with each group of straws. (3)
9. objects needed: a lined sheet of paper, a red crayon, a green crayon
Write your name in red on the top line. Write a number 10 in green on the next
line. Write the letter B in green on the next line. (3)
10. objects needed: a lined sheet of paper, a red crayon, a green crayon
Using the red crayon, number from one to five down the left side of the paper.
Make a green X in the center of the paper. Draw a red circle around the X. (3)
11. objects needed: four blank index cards, a pencil or pen
Draw a picture of a ball on one card. Write the word ball on one card. Draw a
picture of a hat on one card. Write the word hat on one card. Then, put each
picture card on top of the word card it matches. (5)
12. objects needed: four blank index cards, a pencil or pen
Write a different letter of the alphabet on the front of each card. On the back of
the card, write a word that begins with that letter. Put the cards in alphabetical
order. (3)
13. objects needed: ten playing cards including at least two face cards, red hearts and
black clubs
Put the red cards in one stack and the black cards in another stack. Look through
each stack and take out the face cards. Look through the red stack and take out
any hearts. Look through the black stack and take out any clubs. (4)
14. objects needed: twenty cards from a deck of playing cards
Separate the cards into four stacks: clubs, hearts, spades, and diamonds. Take
out one card from each stack. Count the number of cards left in the stack of
hearts. (3)

Task F: Following Sequential Directions with Objects, continued
15. objects needed: twenty cards from a deck of playing cards
Shuffle the cards. Place them in a stack on the table, face down. Take the top
card off the deck. Put it in the middle of the deck. (4)
16. object needed: a book
Open the book to the last page. Read the last word on the last page aloud. Open
the book to the first page. Read the first word on the first page aloud. Close the
book. (5)
17. objects needed: a set of measuring cups
Line up the cups from largest to smallest. Find a cup that is more than ¼ cup but
less than a full cup. Put that cup inside the largest cup. Take those two cups off
the table. (4)
18. objects needed: 15 small objects such as buttons, dried beans, or Cheerios®
Count out ten buttons (beans, cereal, etc.) from the stack. Line up the buttons.
Take an even number of buttons from the row. Tell me how many buttons are
left in the row. (4)
19. objects needed: a handful of small objects such as buttons, dried beans, or Cheerios®
Make three even groups of buttons (beans, cereal, etc.). Take two buttons
from one group. Take four buttons from another group. Make a fourth group
with the buttons you have removed. Tell me how many buttons are in the new
group. (5)
20. object needed: a newspaper section
Open the newspaper to the second and third pages. Find someone’s name
anywhere on those pages. Tell me what it is. Find an advertisement anywhere
on those pages. Tell me what it is for. Turn to the front page and read me the
headline from any article. (6)

Task G: Paraphrasing Statements
Sometimes it’s easier to remember statements in your own words rather than exactly as they
have been spoken or written. Listen to each statement. Then repeat it in your own words.
1. Donna enjoys ice skating.
2. Make sure you have the right key.
3. I think the blue book is mine.
4. The birds chirped all morning.
5. The wind blew the newspapers across the street.
6. Be ready at two o’clock because we need to leave then.
7. Michelle is nine, but she’ll soon be ten.
8. Do you think the soup has enough salt?
9. On a Tuesday last August, school opened.
10. I have spent nearly all my life in a small town.
11. By early morning, the wind had shifted to the west.
12. This is an excellent book that everyone should read.
13. No clue has yet been found.
14. I arrived home on September first.
15. Barry claimed to be the owner of the car.
16. What a marvelous idea Evelyn has!
17. Read the directions thoroughly before beginning.
18. Up to this point, the movie has been rather boring.
19. I’m absolutely certain that the light was green when I turned.
20. Yes, that’s exactly the color I wanted!
I.E.P. Goal: The client will paraphrase and recall statements presented aloud, with 90% or greater accuracy.

Task G: Paraphrasing Statements, continued
Listen to each statement. Then repeat it in your own words.
21. I just couldn’t figure out how to thank her for what she did.
22. Before you wrap the package, be sure that you have removed the price tags.
23. Tomato plants thrive with lots of sun.
24. In Japan, the school day isn’t over until 6 P.M.
25. One day I noticed that the front tire on my bike looked flat.
26. When Mr. Evans got home, his family asked him if he had seen the accident.
27. By the time I finished the race, I could hardly take a step without pain.
28. After cleaning out the entire garage, Al fell into a restful sleep.
29. My calendar for next week is full to the brim.
30. Not far from our house, trains sped by each night.
31. Buy the plants in bloom so that you can see their colors.
32. By midnight, the light rain had turned into a drenching downpour.
33. I am doubtful that we can finish this job on time.
34. A huge, dark cloud moved across the sky just as we reached the lake.
35. The material in this chapter will probably be the most interesting to the students.
36. Hands-on experience is necessary to help young children learn.
37. Don’t begin working until you are seated in a quiet environment.
38. Notice that the answers are not listed in the correct order.
39. According to reliable sources, no witnesses were found.
40. I’ve frequently thought about moving to another location.
I.E.P. Goal: The client will paraphrase and recall statements presented aloud, with 90% or greater accuracy.

Task H: Paraphrasing Definitions
Sometimes it’s easier to remember definitions in your own words rather than exactly as they
have been spoken or written. Listen to each definition. Then repeat it in your own words.
1. mitten a glove with a space for the thumb but without divided spaces
for the fingers
2. core the hard inner part of a fruit where the seeds are found
3. root the part of a plant below the ground that holds it in place and
takes in water
4. allowance a sum of money given each week to a child, sometimes for doing chores
5. toll money paid to pass over a bridge or drive on a highway
6. slicker a loose-fitting, waterproof coat
7. scalp the skin covering the top and back part of the head
8. wade to walk slowly through water, mud or snow
9. password a secret word or phrase that must be used when passing a guard
10. nosegay a small bunch of flowers
11. backstop a fence behind the catcher that stops the balls from going too far
12. runt the smallest animal in a litter
13. caboose the trainman’s car on a freight train
14. scrunch to crush or crunch up something
15. mole a small animal that burrows under the ground
16. plume a large, beautiful feather
17. parcel a small, wrapped bundle
18. rein a leather strap attached to the bit in a horse’s mouth, used to guide
the horse
19. plugger a person who keeps working steadily at a task
I.E.P. Goal: The client will paraphrase and recall definitions presented aloud, with 90% or greater accuracy.
Task H: Paraphrasing Definitions, continued
Sometimes it’s easier to remember definitions in your own words rather than exactly as they
have been spoken or written. Listen to each definition. Then repeat it in your own words.
20. dingy not clean or bright; dirty-colored
21. swab a mop used to clean a ship’s deck
22. garland a rope made of flowers or leaves
23. easel an upright frame that holds an artist’s canvas
24. jolt to shake up or bump something
25. doodad a small object whose name you can’t easily recall
26. flue a tube or pipe for smoke to pass through
27. helm the wheel used to steer a ship
28. gaudy bright or showy
29. aroma a pleasant or spicy odor
30. unicycle a vehicle having only one wheel
31. kindling small bits of wood that are lighted easily to start a fire
32. keepsake something that is kept to remember the person who gives it
33. jinx a person or thing that is supposed to cause bad luck
34. inning a period of a game during which a team has a turn at bat
35. gumbo a soup thickened with okra
36. tuition a fee paid to take a class or attend a school
37. immigrant a person who moves from one country to another
38. tributary a small stream or river that flows into a larger one
39. grid a set of numbered or lettered squares
I.E.P. Goal: The client will paraphrase and recall definitions presented aloud, with 90% or greater accuracy.

Task I: Paraphrasing Messages
Sometimes it’s easier to remember messages in your own words rather than exactly as they
have been spoken or written. Listen to each message. Then repeat it in your own words.
1. Next Thursday, our class will have a math test.
2. The grocery store is hiring new cashiers this week.
3. School pictures will be taken on Tuesday.
4. Bring your newspapers for the paper drive to the fire station tomorrow.
5. Next Friday is a state holiday. The banks will be closed.
6. Don’t forget that your car must be inspected by the last day of the month.
7. Every student must return a signed permission slip to school by Wednesday.
8. Your sister Jan forgot her key. Meet her at home at 3 o’clock to let her in.
9. The garage is done repairing your car. You may pick it up today before five-thirty.
10. James dropped by to borrow your extension cord. He said he would return it
tomorrow.
11. Burt wants you to call him before ten o’clock tonight. If you don’t reach him
tonight, call him first thing in the morning.
12. All library books are due the day before vacation. If you’ve lost a book, see
Mrs. Chen.
13. Sue’s aunt will pick her up at two o’clock to go to the dentist. She should meet
her aunt in front of the library.
14. After you get home from school, fold and put away the clothes in the basket and
bring in the mail.
15. Mrs. LaRue’s dog was hit by a car, but he’s okay. She should go to the animal
hospital to pick him up.
16. There are only a few tickets left for tomorrow’s game. If you want to take a
chance on getting one, be there by six o’clock.
17. Tomorrow, we’re studying ocean life. Bring a picture of an animal that lives in the sea.
I.E.P. Goal: The client will paraphrase and recall messages presented aloud, with 90% or greater accuracy.
Task I: Paraphrasing Messages, continued
Sometimes it’s easier to remember messages in your own words rather than exactly as they
have been spoken or written. Listen to each message. Then repeat it in your own words.
18. Our bus has broken down. Instead of taking the blue line, we should take the
green line today.
19. If you want to be on the soccer team this year, meet Coach Adams in the gym
after school tomorrow. Be sure to wear tennis shoes.
20. Aunt Alicia is arriving from Denver on Flight #750. I’ll pick her up at the airport
and bring her to the hotel.
21. For homework tonight, do pages 17 and 18 in your math book. Don’t forget that
your book reports are due the next day.
22. The parade leaves from the city hall parking lot at 10 A.M. on Saturday. All floats
should be in line by 9 A.M.
23. Your dad called right after you left. He wants you to return his dictionary when
you come over for dinner on Sunday.
24. Mr. Zelley will be here at two o’clock for the meeting. He’ll bring his new
assistant with him. His name is Mr. Lee.
25. If you need anything, there’s a market on the corner. They’re open until eleven
o’clock and they sell almost everything, but they only take cash.
26. The cafeteria kitchen will be closed on Friday for repairs. Everyone should plan
on bringing a lunch from home. You may buy beverages from the machines.
27. Next week, we’ll write letters to our new pen pals in Russia. Bring an envelope,
a stamp and a photo of yourself to send to your pen pal.
28. The store just got a new shipment of hammocks. They cost $75. They come in
green or white, and the manager said they won’t have them very long.
29. The election will be held in four weeks. To have your name on the ballot, you
must submit it by Friday. There are three offices to be filled.
30. Brenda lost her wallet. She thinks it might have fallen out of her purse when you
drove her home. She asked if you’d look for it under the front seat and call her if
you find it. It’s a black wallet with a gold clasp.
I.E.P. Goal: The client will paraphrase and recall messages presented aloud, with 90% or greater accuracy.

Task J: Paraphrasing Paragraphs Presented Aloud
It’s easier to remember a paragraph in your own words rather than trying to recall it word-
for-word. Listen to each paragraph. Then re-tell it in your own words, trying to recall the
main points.
1. Cathy loves to color. She has ten coloring books and dozens of crayons. Each
time Cathy finishes a picture, she tapes it on her wall. The walls of her room are
filled with pictures.
2. Not so very long ago, swimmers looked very different than they do today. At the
turn of the century, men wore knee-length pants and tank tops when swimming.
Women wore bloomers covered by bathing dresses. Can you imagine trying to
swim in a dress?
3. All items with a red tag are on sale today for half off the original price. The sale
includes everything in the store except dishes and furniture. All sales are final.
No refunds will be given and no exchanges will be made.
4. Without even looking at the sky or listening to the weather report, I know it’s
going to snow tonight. How do I know? There are long lines at the grocery store
where people are stocking up on bread and milk. At the hardware store, they’re
out of snow shovels and rock salt. Looking for a sled? If you don’t have one in
your garage, you’ll have to use an inner tube or a garbage can lid instead
because you can’t buy one anywhere in our town.
5. No tools are needed to put the racetrack together. Each piece of the track snaps
into the adjoining piece. The diagram on the instruction sheet shows which
pieces go together. The yellow braces go under the bridges to help hold them
up. Be sure to put two D batteries in the box under the track before trying to
race the cars.
6. The outlook for the next four days is great. Tomorrow, we’ll see warmer
temperatures with highs in the 60’s. By the end of the week, we should see
daytime high temperatures in the lower 70’s. There is only a slight chance of
rain in the forecast. Looks like that good weather that we’ve been waiting for is
on its way!
7. Although fairytales were written for children, many of them are very scary.
Hansel and Gretel were almost eaten by a mean witch, Little Red Riding Hood
and her grandmother were eaten by a wolf, Sleeping Beauty was poisoned, and
Rapunzel was locked up in a tower. Most fairytales have happy endings, but
many of them include some frightening moments and evil characters. Perhaps
fairytales are not the best choice for bedtime stories for very young children.
I.E.P. Goal: The client will paraphrase paragraphs presented aloud and re-tell the paragraphs, recalling at least
90% of the key points, as judged by the clinician.

Task J: Paraphrasing Paragraphs Presented Aloud, continued
It’s easier to remember a paragraph in your own words rather than trying to recall it word-
for-word. Listen to each paragraph. Then re-tell it in your own words, trying to recall the
main points.
8. Ken coaches the five-year-old soccer team. When they first begin, most of the
team members have never played soccer or even seen it played. During the first
few practices, Ken works hard trying to get the children to move the ball without
using their hands. It’s also hard for them to remember which goal is theirs.
Often, Ken runs up and down the sidelines during the games yelling, “Kick it the
other way!” Ken’s team may not win many games, but they always have lots
of fun.
9. Mr. Sanchez emptied the ashes from his fireplace into a metal bucket. He carried
the bucket out back to his deck and set it there for the ashes to cool. But then Mr.
Sanchez got busy inside his house and forgot about the ashes. He remembered
them a short time later when he looked out the window and saw that his deck
was on fire. Luckily Mr. Sanchez was able to put out the fire before it spread to
his house.
10. If you read sports magazines, you might think that American males spend every
Sunday afternoon watching sports on TV, especially during football season. But
this isn’t true in our family. Most Sunday afternoons you can find my dad in the
basement working at his hobby of furniture building. On many Sundays, my
brother is working as a member of our volunteer rescue squad. My grandfather
spends his Sundays reading the newspaper, getting up occasionally to check on
the tasty loaves of bread that he bakes. And you can usually find my uncle
seated at my grandfather’s kitchen table, feasting on slices of bread fresh from
the oven!
11. Each year on my grandmother’s birthday, we try to surprise her with a party.
Our whole family works hard thinking up ways to surprise her. We’ve tried all
kinds of things to fool Grandma. One year, we showed up at her house at six
o’clock in the morning and brought breakfast. Another year, we had the party
two weeks before her birthday. Last year, we asked her to come over to babysit
and had a surprise party waiting for her. This year, we’re going to take her to a
baseball game and have her birthday announced on the scoreboard.
12. Most people can tell you that George Washington’s picture is on a one-dollar bill
and Abraham Lincoln’s picture is on a five-dollar bill. Since there aren’t many
two-dollar bills in circulation, many people would have trouble remembering
that Thomas Jefferson is pictured on that bill. And, since many of us don’t have
$100,000 bills lying around, not many people are likely to know that Woodrow
Wilson is pictured on that bill.
I.E.P. Goal: The client will paraphrase paragraphs presented aloud and re-tell the paragraphs, recalling at least
90% of the key points, as judged by the clinician.
Task K: Paraphrasing Paragraphs Read Silently
It’s easier to remember a paragraph in your own words rather than trying to recall it
word-for-word. Read each paragraph. Then re-tell it in your own words, trying to
recall the main points.
1. Even though Stan and Dan are twins, they are much more different than alike.
Stan likes to read and study and work on his computer. Dan, on the other hand,
usually can be found out-of-doors playing street hockey, riding his bike or
climbing trees. But there are a few things San and Dan have in common. Both
boys love to eat pizza, play soccer and collect baseball cards.
2. Al has a pet parrot named Blue. When Al whistles, Blue flies to him and lands
on his shoulder. Blue likes to ride on Al’s shoulder as he walks around the
house. If Al holds a cracker in between his teeth, Blue will take it from him.
Blue is quite a talker. He says eight different words.
3. Last week, Ellen traveled by airplane from Maine to Florida. It was very cold
when Ellen left, so she wore a heavy coat and a hat. When Ellen arrived in
Florida, it was very hot, so she went into the gift shop at the airport and bought
a T-shirt and some shorts. Then Ellen changed out of her slacks and sweater into
her new, cool clothes.
4. Ruth is a florist at Fantastic Flowers. She has worked there for the past ten years.
Everyone thinks Ruth’s job is easy because she gets to work with sweet-smelling
flowers all day, making beautiful arrangements. Ruth agrees that it’s pleasant to
work with flowers, but she works very hard at her job. Around the holidays, she
works very long hours, making sure that customers get their flowers on time.
For instance, last year on the day before Valentine’s Day, Ruth worked until two
o’clock in the morning!
5. Many years ago, Bud and Hank were driving their truck across the country.
They were on their way to California to deliver some furniture. While stopped
for gas in a small Montana town, they heard about a blizzard that was on its way.
Since the sun was shining brightly, they pushed on. Suddenly, snow was flying
in all directions. They couldn’t see the road. All they could do was stop right
where they were. They waited in their truck for four days before a snow plow
came by and helped them out. Luckily they had crackers and bologna to eat and
melted snow to drink. After that, Hank didn’t eat another bologna sandwich for
the rest of his life!
I.E.P. Goal: The client will paraphrase paragraphs read silently, recalling at least 90% of key information, as
Task K: Paraphrasing Paragraphs Read Silently, continued
It’s easier to remember a paragraph in your own words rather than trying to recall it
word-for-word. Read each paragraph. Then re-tell it in your own words, trying to
recall the main points.
6. If you sky-gaze on a clear night, you’ll notice that some stars are brighter than
others. The brighter stars are closer to Earth. A star’s brightness also depends
on how much energy it gives off. Much like a light bulb, the brighter stars give
off more energy.
7. Have you ever used a Farmer’s Almanac? This useful book contains a daily
calendar with weather forecasts and other practical information. Farmers use the
almanac to decide when to plant or harvest crops. People who aren’t farmers
find the almanacs very useful as well. Some people claim the almanacs are more
reliable in predicting the weather than the meteorologists on TV!
8. Sixty years ago, almost every young boy in America had a nickname. Some of
these nicknames were based on a physical feature, such as Stretch, Red, or Lefty.
Other nicknames such as Scrapper, Speedy or Slug were given because of a
certain way the boy behaved or acted. Some nicknames such as “Pitts” Pittman
or “Goodie” Goodridge came naturally from the boy’s last name. Nicknames
were used so much that they often replaced the boys’ real names, which were all
but forgotten by their friends and families.
9. Teenagers with their first real jobs are often surprised when they get their first
paychecks. By multiplying their hourly rate by the number of hours they have
worked, they know what amount to expect as the gross pay on their paychecks.
Usually, the money is spent before they even receive it. However, after money is
taken out for taxes and other deductions, these young workers are often
disappointed to find that their net pay is much less than they had anticipated.
10. Some businesses use clever names to help attract customers. Beauty salons have
some of the catchiest names. Need a haircut? Call the Cutting Edge Salon, Shear
Heaven or the Head Hunters. Wouldn’t you like to board your cat at the Cat’s
Meow Kennel or your dog at the Paws Inn? How about ordering flowers from
Petals and Bows or getting your chimney cleaned from the Neater Sweeper
Company? Clever names must be chosen carefully, however. Names like the
Butterfingers’ Moving Company, the So-So Security Service or the Phuzzy
Photographers are not likely to attract many customers.
I.E.P. Goal: The client will paraphrase paragraphs read silently, recalling at least 90% of key information, as
Task L: Grouping Objects for Recall
Look at each group of objects. Then divide the objects into smaller groups to help you
remember them. Later, you will be asked to list all the objects in each group without
looking at them.
1.
baby bottle shoe bootie
toothbrush cup and saucer pacifier
2.
carrot egg lemon
banana orange tomato
I.E.P. Goal: The client will group objects into sub-categories and recall the items in the whole group, with 90%
Task L: Grouping Objects for Recall, continued
looking at them.
3.
clock dollar bill bracelet
penny wristwatch mirror
4.
fish grasshopper crocodile
kangaroo koala bear frog
looking at them.
5.
mug plate scissors
baseball bat baseball knife
broom globe fork
ruler shovel top
looking at them.
6.
perfume chalk logs
powder candle pencil
flower paint needle
crayon match pine tree
Task M: Recalling Information from Picture Scenes
Study this scene. Then cover the picture and describe it, trying to recall as many details as
possible. Then, answer the questions below the picture.
Pet Show
1. What is the largest animal in the pet show?
2. How many animals are pictured in the scene?
3. What is the monkey stealing?
4. Why are two of the girls dressed alike?
5. What season do you think it is? Why?
I.E.P. Goal: The client will describe picture scenes, making at least three (four, five) descriptive statements, and
then answer questions about the scenes, with 90% or greater accuracy.

Task M: Recalling Information from Picture Scenes, continued
Accident
1. What animals are pictured in the scene?
2. How many passengers are in each car?
3. What is littering the ground?
4. What traffic sign is in the scene?
5. What is the woman looking at?

Beach
1. Describe the weather in the scene.
2. Why can’t the man see the crab near his toe?
3. What is the person in the water doing?
4. Is everyone on the beach barefoot?
5. What is in the bottle in the sand?

Library
1. How many people are pictured in the scene?
2. What library rule are the young children disobeying?
3. Name the food pictured in the scene.
4. What time of year is it?
5. Why does the librarian have her hand raised?
Kitchen
1. What time of day is it?
2. What toy is the girl pulling?
3. What is the baby about to do?
4. What food is cooking on the stove?
5. What three things is the woman trying to do?

Audience
1. What food is pictured in the scene?
2. How many males and how many females are in the scene?
3. What jewelry is the woman in the first row wearing?
4. What is the woman in the second row reading?
5. Tell me what the oldest person and the youngest person in the scene are doing.

Tip Sheet
Names
• When you meet someone, repeat the person’s name as soon as it’s said. For
example, “It’s nice to meet you, Marla Green.” Ask the person to spell his or her
last name, even if it’s easy to spell.
Try to focus on one key feature to aid in recall. For example, Mr. Bush has bushy
eyebrows or Paul Allport lives near the airport.
Try to form a ridiculous picture in your mind, such as Mr. Finn swimming
around in your fish tank with a big fin on his back.
•. When you leave a situation where you’ve just met someone, end the conver-
sation by saying the person’s name (“It was great meeting you, Jeremy.”). As
soon as you leave, jot down the person’s name and where and when you met.
When you are going to be with this person again, review your notes first.
• Make up a sentence that includes names and places to remember and say it out
loud. For example, “I’m going to meet with Albert Biggs, who is the vice
president of the Booster’s Club.”
Items
• To look for something you’ve lost, return to the last place you had it, either
visually or physically, and look for the object or retrace your steps chrono-
logically (What did I do first? Next? etc.).
• Make up a silly sentence that includes items to remember and say it out loud.
For example, “Pour detergent on the bananas in the envelopes” to remember to
buy detergent, bananas and envelopes at the store.
• Use the same grocery store each time you shop. Make up a grocery list
according to how the store is laid out. As you mentally go down each aisle, you
can jot down items that you need.
• To remember the due date of a library book, write the due date in large numbers
on a self-stick memo and attach it to the front of the book. Don’t put your library
books with your other reading materials, such as on your bookshelf or in your
magazine basket. Leave them in plain sight on a table or counter so you can
always see the due date reminder. Use the same system for rented videotapes.
• Establish a spot or box near the door to place objects you need to take with you,
such as school books, keys, packages, etc.
• Keep things in the same place at all times, such as keys hanging on a hook by the
door, an address book and stamps in a drawer by the phone, scissors in a sewing
box, etc.
• To remember where your car is parked, look for permanent visual cues and
describe them out loud. For example, “I’m parked in the next-to-the-last row
directly across from the basketball hoop.” When you leave the parking lot, turn
around and look at your car, taking a mental picture of how the lot will look as
you walk toward it when you return.
• Paint objects like keys, tools, umbrella handles, etc., with iridescent paint colors
or mark your possessions with a certain label, color of ribbon, your initials, etc.
Events and Intentions
• Use symbols to help you remember an important event. Here are some sample
ideas you could try:
turn your watch over

switch your watch or ring to the opposite wrist or hand
put a paper clip or a safety pin in your buttonhole
put a rubber band on your wrist
put a piece of tape or a bandage on your finger
switch your wallet to your other pocket
switch your purse strap to your other shoulder
• Position something oddly or out-of-place as a reminder to do something. For

example:
leave the blinds in your room or office down

leave something on the driver’s seat of your car
leave your toothbrush in the sink
leave the pliers on the top shelf of your refrigerator
leave a piece of paper sticking out of your briefcase or your purse
• Do activities on the same day each week or month. For example, pay bills on the
last day of the month, go to the bank every Wednesday, go to the library every
other Saturday, etc.
• Use direct deposit and direct bill paying services available through your bank to
ensure that your checks are deposited and that important bills are paid on time.
• Make a checklist of steps to perform an activity or a daily “to do” list. Check
your daily list each hour or so and monitor your progress.
• Use verbal rehearsal to help you remember things as you do them. For example,
“I’m putting the scissors in the top drawer so the baby can’t reach them” or
“I’m checking the burners on the stove and turning on the porch light before
I go upstairs.”
Personal Information
• Write your name and address and the directions to your house or apartment on
an index card and tape it to each of your phones. If you need to remember this
information in an emergency, you can just read it off the card.
• If you have trouble remembering your license plate number, get a vanity plate
with an easy-to-remember word or name on it.
• Keep a memory diary in which you record all the important information you
need to remember, such as names, birth dates, important dates, addresses and
phone numbers, repair companies, location of important papers, directions to
places you visit often, dates when warranties expire, etc. Refer to this diary
every day. Keep a copy of the diary somewhere in case you misplace your
original diary.
Telephone Use
• To help recall telephone numbers, turn the numbers into letters or practice
singing the phone number to music, such as the first seven notes of “Twinkle,
Twinkle, Little Star.” You could also visualize tracing the pattern the numbers
make on the number pad of the phone, such as vertical or horizontal lines,
geometric shapes, or alphabet letters. Use the diagram of a phone pad on page
170 to practice.
• When you take a phone message, focus on the most important information in the
message. First, write down the caller’s name and phone number. Then, write
the content of the message. Note the date and time of the call. With all this key
information, the person to receive the message will be able to phone back for
further information, if necessary.
• Keep a notebook by your phone and keep a log of who called, what time, and
what each person wanted. This log will help you when questions come up about
payments, appointments, etc.
Directions
• When you drive, pay special attention to landmarks to help you remember
directions. Comment on these landmarks out loud as you pass them. It may be
easier to remember to turn right at “the big pink house” than to turn right at “the
third street past the intersection.”
• Keep directions to places you visit on separate index cards in the glove
compartment of your car. Write the name of the place in large letters at the top
of the card. Put a stick-on clip on your dashboard and place the appropriate card
in the clip before you set out.
Conversations
• During conversations, comment on what the other people are saying. Restate
their comments in your own words. Actively participating in the discussion will
help you remember the main points of the conversation later.
Reading
• To try to remember what you read, stop at the end of each paragraph or page
and think about what you’ve read. Summarize it aloud.
• Use highlighters to mark key information as you read. Keep a tablet handy to jot
down questions and comments as you read instead of waiting until you are done
and perhaps have forgotten them.
Memory Aids
• Buy memory aids and use them to help you remember information and tasks:
pill reminder boxes

sticky notes to stick on objects
appliances and lights with automatic shut-off features
a phone that stores important telephone numbers
an instant (electronic) speller
a hand-held computer to store messages and key information
a daily appointment notebook with a calendar
a beeping key chain
• If you frequently forget your keys and get locked out, have deadbolt locks
installed that can only be locked with a key from the outside. Then, if you walk
out without your keys, you can’t lock yourself out.
• Buy combination locks that you can set to your own combination. Choose a
number associated with a significant event in your life, such as the numerals of
your birth date.
Other Tips
• Decide what’s important to remember and what’s not important. Don’t expect to
be able to remember six or seven things at once.
• Keep in mind that people of all ages forget a name or misplace their car keys
from time to time. Be easy on yourself when you forget. When you do forget
something, ask for help (e.g., “I know we’ve met several times, but I can’t
remember your name. Please tell me once again.”) or ask someone to help you
remember an important upcoming task or event.

Telephone Pad

Carryover Activities
1. At the beginning of each therapy session, ask your client to recall his main daily
activities for each day since you’ve been together. For the previous day, ask him
to recall as many details as possible about the day, such as what he ate, what he
wore, whom he saw, what he watched on TV, what happened in the news, etc.
2. At the end of a session, give the client an assignment to remember specific things
she’s likely to observe before your next meeting. For example, ask her to note
and keep track of how many times she goes to the store, the name of each person
who visits her home or room, what she eats for dinner each day, etc. Choose
categories she’s likely to encounter. At the beginning of the next session, ask her
to recall items in the specific categories you’ve assigned her.
3. For clients who have difficulty grouping items for recall, provide real objects or
models to use in practice. To begin, provide several objects from the same
category (e.g., fruit) and one or two from a very different category (e.g., jewelry).
Then, provide objects from categories that are closer (e.g., fruit and vegetables).
As the client progresses, provide objects that can be grouped in different ways
(e.g., a red fire truck, an apple, a banana, a yellow cab, a red whistle, and a
yellow ball). See how many ways the client can group the objects and ask him to
identify a memory peg or label for each group, such as yellow things, red things,
fruit, noisy things, or round things.
4. Ask the client to choose several picture cards or word cards at random from a
stack of cards. Then, ask him to make up a story which incorporates the items to
be recalled in the correct order.
5. Assist your client in making up her own shorthand system to help when taking
notes. For example, use a + for very, imp. for important, & for and, or N for no, not
or never.
6. Ask students to bring their class notes to therapy. Have them look over their
notes, counting the most frequently used words. Help them develop shorthand
symbols for these words. Then,have them practice taking notes using their new
shorthand while you present the material aloud from their original notes.
7. Have the client practice taking phone messages, writing the most important
information first and using his own shorthand to get more things written down.
At the end of the session, see if he can relay the message, using his notes.
8. Help your client organize and keep a memory log. In the log, she should record
things she forgot, including events (including names or appointments) and
intentions (something she forgot to do or bring with her). She should record the
date and time each event happened and any unusual circumstance, such as
“tired, stayed up late, noisy environment”, etc. Together, look for patterns to her
forgetting and choose some strategies to help in these situations.
9. Pass out a list of names or items. Model the technique of cumulative rehearsal to
help your client remember the list. For example, to remember Joe, Sharon, Clara,
Don, Paul, say:
Joe.
Joe, Sharon.
Joe, Sharon, Clara.
Joe, Sharon, Clara, Don.
Joe, Sharon, Clara, Don, Paul.
10. To help students remember historical events, have them act out each event.
Working in small groups, give each group a card with a key historical date and
event on it. Each group then acts out the event. If you’re working in teams, the
other group may try to guess the event or choose which one it is from a list of
possibilities.
11. Print key words, including names and places, on separate index cards and sort
them by category. Have the client choose one or two cards from each category
and incorporate the key words into a story that will help her recall the key
words. For example:
There once was a man named Carl who lived in South Dakota where he worked as a
butcher. On his days off, he liked to bake bagels to take to the circus.
12. Give clients a list of information to remember and ask them to diagram it. Later,
have them use their diagrams to explain the information. For example, a
diagram for chores that need to be done on Saturday might look like this:
Saturday
library dry cleaners party
return books pick up clothes take gift

look for maps pick up Tony
13. Ask the client to listen to the morning news or read the newspaper, writing
down the main points. Later in the day, ask him to recall these points without
looking at his notes. See how many events and main points he can remember.
You could also record the news and do this activity together during therapy.
14. As an ongoing activity, as your client reads a book, have her summarize each
chapter, highlighting the main events and characters’ names as she finishes it.
When she picks up the book again or during a therapy session, ask her to recall
the main events of each chapter before beginning to read again. When she
finishes the book, have her re-tell the story by recalling the chapter summaries.

References
Bellezza, F. Improve Your Memory Skills. Englewood Cliffs, NJ: Prentice Hall
(1982).
Herrmann, D., Raybeck, D. and Gutman, D. Improving Student Memory.

Seattle, WA: Hogrete & Huber Publishers (1993).
Higbee, K. L. Your Memory: How It Works and How to Improve It. New York:
Prentice Hall Press (1993).
Kellett, M. Memory Power. New York: Sterling Publishing Co., Inc. (1980).
Kettlekamp, L. Your Marvelous Mind. Philadelphia: The Westminster Press

(1980).
Lapp, D. Nearly Total Recall. Stanford, CA: Stanford Alumni Association

(1992).
Le Poncin, M. Brain Fitness. New York: Fawcett Columbine (1990).
Tomlin, K.J. The Source for Memory Exercises. East Moline, IL: LinguiSystems,
Inc. (1994).

Answer Key 11. thin things: hair, spider web, 4. round things: ring, inner tube,
thread wheel
heavy things: anvil, bowling floor coverings: mat, rug,
Selecting Information ball, anchor carpet
12. things that break: glass, 5. things to sit on: chair, couch,
Tasks A - K, pages 8 - 30 window, pretzel stool
things that bounce: ball, footwear: slippers, shoes, boots
Answers are on task pages. marble, bead 6. things on a lake: canoe,
13. things that cut: ax, scissors, rowboat, raft
Tasks L and M, pages 31 - 37 knife things with needles: pine cone,
things that stick: glue, paste, cactus, porcupine
Answers and reasons will vary. tape 7. things for cleaning: sponge,
14. jewelry: earrings, bracelet, washcloth, rag
necklace, ring young animals: foal, puppy,
Coding and Grouping Items for Recall utensils: fork, vegetable peeler cub
15. flowers: geranium, pansy, rose 8. days of the week: Thursday,
Tasks A - C, pages 39 - 47 trees: maple, oak, palm Tuesday, Friday
16. school subjects: math, games: Checkers, Hearts, Tag
Answers on task pages. geography, spelling,history 9. colors: aqua, peach, lavender
games: tag, checkers numbers: thirty, forty, seventy
17. fasteners: snap, paper clip, 10. playground equipment: swing,
Using Aids to Remember zipper slide, seesaw
writing tools: pen, pencil, berries: raspberry, blueberry,
Task A, pages 50 - 51 marker strawberry
18. containers: box, basket, bag 11. makeup: lipstick, powder, eye
Answers are on task pages. dwellings: tent, house, hut shadow
19. things in the air: smoke, pollen, bedding: blanket, quilt, sheet
Task B, pages 52 - 57 plane 12. things for snow travel: sled,
things underground: cave, toboggan, snowmobile
1. sour things: pickle, lemon, tunnel, well things to ride waves: raft, water
vinegar 20. cities: Chicago, Atlanta skis, surfboard
sweet things: gumdrop, states: Vermont, Florida, Idaho, 13. kinds of stains: ink, grease,
banana, honey Ohio mud
2. body parts: hand, foot, neck 21. things that drip: faucet, rain, ocean animals: oyster, scallop,
clothing: gloves, hat, shirt icicle clam
3. hot things: coffee, sun, soup things that bend: coat hanger, 14. animals in cold climates:
cold things: yogurt, glacier, wire, finger penguin, polar bear, timber wolf
snowball 22. birds: finch, blue jay, parrot vegetables that grow
4. heavy things: brick, elephant rodents: mouse, squirrel, rat underground: carrot, potato,
light things: leaf, feather, 23. things that ring: doorbell, beet
snowflake, paper towel telephone, alarm 15. occupations: teacher, chef,
5. soft things: pillow, things that sing: person, chorus, carpenter
marshmallow bird violent storms: hurricane,
hard things: rock, floor, log, 24. welcome things: gift, award, typhoon, tornado
diamond favor 16. things in the ocean: submarine,
6. big things: house, stadium, dreaded things: illness, coral reef, scuba diver
ocean toothache, traffic ticket things in the air: parachute,
little things: ant, ring, fingernail helicopter, airplane
7. green things: peas, broccoli, Task C, pages 58 - 63 17. tools: wrench, pliers, hammer
grass, cucumber, emerald cleaners: detergent, shampoo,
blue things: sky 1. office supplies: pen, paper clip, cleanser
8. sounds: sneeze, dog bark, marker 18. community workers: police
whistle, meow things used when eating: officer, nurse, fire fighter
smells: perfume, coffee spoon, knife, napkin public transportation: bus,
9. round things: button, orange, 2. things that cut: scissors, razor, subway, taxi
pancake clippers 19. cooking methods: broil, fry,
things with corners: greeting things a baby uses: diaper, bake
card, box, photograph pacifier, rattle fabrics: cotton, denim, satin
10. dusty things: chalk, powder, 3. shapes: rectangle, triangle, 20. things you pour on food: syrup,
flour diamond tomato sauce, gravy
liquids: oil, milk, ink flavors: vanilla, cherry, grooming things: comb, dental
chocolate floss, nail file

21. school levels: junior, bird seed, water, apples, peg: words from Mexican
sophomore, senior watermelon, hard-boiled eggs,
swimming strokes: butterfly, macaroni, spaghetti tomato, chocolate
crawl, backstroke
22. horse riding equipment: bridle, 4. peg: things students should do peg: words from African
reins, saddle
car parts: brake, clutch, air filter keep feet still, be kind to others tangerine, canary
23. hairstyles: bun, braid, ponytail
things animals build: nest, web, peg: things students shouldn’t peg: words from Native
beaver dam do American
24. officials: umpire, judge, referee
entertainers: singer, dancer, talk too loudly, interrupt others raccoon, hickory, hammock
actor
5. peg: pros for loafers Task F, pages 72 - 75
Task D, pages 64 - 66
easy to put on, wear with all 1. Flowers need rain.
1. 1, 2 - 8,9 types of clothing, cost less 2. The rabbit is red.
2. 5, 6 - 17, 18 3. The nails are made of cotton.
3. 0, 1 - 99, 100 peg: pros for boots 4. In my dream, I found a quarter.
4. 40, 60 - 100, 200 5. I cut my shirt.
5. 400, 700 - 15, 19 look better, keep feet warmer 6. Sew a bead on the blanket.
6. 3, 5 - 17, 19 7. Did the carrot land?
7. 47, 87 - 16, 36 6. peg: healthy snacks 8. I fed the bear with a spoon.
8. 19, 91 - 47, 74 9. Spread the jelly on the book.
9. 1,000, 6,000 - 300, 700 apple, popcorn or rice cakes, 10. The goat eats socks.
10. 10, 20, 30 - 2, 4 glass of water 11. Paint your elbow yellow.
11. 10, 20 - 22, 33, 66 12. The majorette can twirl a crutch.
12. 100, 200, 300 - 50, 60 peg: unhealthy snacks 13. I like scrambled egg pie.
13. 20, 25, 30 - 45, 55 14. Flip over the slippers.
14. 30, 31, 32 - 64, 65 potato chips, cookies or candy, 15. The shell has blue eyes.
15. 17, 37, 47 - 19, 29 soda 16. I dropped a box of bees on my
16. 12, 24, 48 - 30, 60 feet.
17. 1,700, 1,800, 1,900 - 14, 15 7. peg: everyday sounds dogs 17. Tie a ring around the rain.
18. 200, 500 - 1,000, 2,000, 4,000 alert owners to 18. Sing to the coat or it will cry.
19. 25, 50, 75 - 11, 22, 33 19. Did the tick buy the bucket?
20. 1, 2, 3 - 10, 11, 12 doorbell, oven buzzer, 20. Don’t drop your heart in the
21. 4, 6, 8 - 1, 3, 5 telephone, crying baby creek.
22. 5, 10, 15, 20 - 22, 44 21. The house makes me sneeze in
23. 5, 7, 9 - 8, 10, 12 peg: danger signals dogs alert June.
24. 5, 15, 25 - 6, 16, 26 owners to 22. The ant will leap in the car.
25. 6, 60, 600 - 8, 80, 800, 8000 23. Tug the bear on the shoulder.
26. 1, 3, 5, 7 - 200, 400, 600 smoke alarms, sirens 24. The green ground will sparkle.
27. 17, 71 - 68, 86 - 29, 92 25. The fox can bake a flag.
8. peg: positive traits of left- 26. The chicken has long teeth.
Task E, pages 67 - 71 handers 27. The rocks sleep at recess.
28. Did the cap hop on your knee?
1. peg: reasons some people don’t excel in occupations like 29. There’s a fly in the sink in the
like winter physics, engineering, and art; tent.
better than average in sports 30. The woman will comb her cheek
cold weather; darker, shorter like fencing, tennis and boxing with a pen.
days; not enough exercise; extra 31. The nurse will sew or shake the
clothing peg: negative traits of left- water.
handers 32. The snake is happy to wear his
2. peg: things to do to prevent watch.
skateboarding injuries more prone to accidents and 33. Point to the ape on the corner
injuries, more likely to have that has binoculars.
skate away from traffic, wear allergies and asthma 34. I cut the rug with scissors
elbow and knee pads, wear a during the cold hurricane.
helmet 9. peg: words from Italian 35. Don’t bend the brush when you
jump in the cake.
3. peg: foods for pet birds macaroni, opera

36. On Monday I put a sponge on Task K, page 89 5. phone directories have lots of
my chair for my birthday. information; names and
37. The lazy old monkey likes to 1. North, East, South, West numbers; how to get phone
pinch bread. 2. multiply, divide, add, subtract turned on and fixed; how to use
38. Wash the truck and teach the 3. E, G, B, D, F a calling card; how to call a
cranky baby. 4. Antarctic Ocean, Indian Ocean, foreign country; how to sort for
Atlantic Ocean, Pacific Ocean, recycling; postal ZIP codes
Task G, page 76 Arctic Ocean 6. hot air is light and rises; cold air
5. Washington, Adams, Jefferson, is heavy and sinks; hot air
1. California, Oregon, Washington Madison, Monroe leaves empty space; cold air
2. September, October, December 6. comets, sun, asteroids, planets, moves in, making wind
3. Colorado, Arizona, New meteors 7. waterfalls created by water
Mexico, Utah 7. North America, South America, moving over rock; most found
4. soprano, tenor, alto, bass Europe, Asia, Australia, Africa, near river beginning in hills or
5. Huron, Ontario, Michigan, Erie, Antarctica mountains; high waterfall sends
Superior 8. Mercury, Venus, Earth, Mars, up spray clouds; can stand
6. red, orange, yellow, green, blue, Jupiter, Saturn, Uranus, under some waterfalls and
indigo, violet Neptune, Pluto enjoy spray
7. proton, electron, neutron, shell 8. five or six dreams per night;
8. self-contained underwater Tasks L and M, pages 90 - 95 remember the last one; dream
breathing apparatus about daily events; some think
page 91 - Answers will vary. dreams reveal the future; others
Task H, pages 77 - 80 say dreams help solve
page 92 - Answers are within stimulus problems; dreams may be the
Answers will vary. items on page 90. brain’s way to sort and store
new information
Task I, pages 82 - 85 page 95 - Answers are within stimulus 9. front is where two air masses
items on pages 93-94. meet; two kinds of fronts, warm
1. right, left and cold; fronts make weather -
2. February Task N, pages 96 - 100 freezing winds, blizzards, warm
3. 32 degrees, yes winds, rain showers; fronts
4. e, /bok/ Answers are on task pages. bring rain and wind which
5. go, on a yellow light, yes scatters seeds for plants
6. yes, bad weather is coming Task O, pages 101 - 102 10. millions of dots blending make
7. back, turn them forward 1 hour TV picture; TV circuits get
8. one, three Answers are within stimulus items. different signal for each color;
9. two, no circuits shoot color dots onto
10. three, six Task P, pages 104 - 105 screen; dots so close together
11. yes, The dog lay down on my they look like a solid color
bed. Answers are on task pages.
12. raise her head, yes Task R, pages 108 - 112
13. afternoon, dark, 1 P.M. Task Q, pages 106 - 107
14. four; January, March, May, July, Answers on task pages.
August, October, December; 29 1. need to restock shelves; begin
15. no; when it comes after C or with aisle two; put out beans, Task S, pages 113 - 116
sounds like A; yes corn and applesauce; soup and
tea on next aisle; check jam and 1. I. video camera and operator
Task J, 86 - 88 jelly on aisle five II. short scene
2. people think seagulls live near III. actors
1. blue the sea; some do, some live IV. script
2. Daycember inland; gulls are scavengers, V. costumes
3. June eating even garbage VI. “Action!”
4. seven 3. new bagel store across the 2. I. large bowl
5. Ms. Walker street; sell bagels, cream cheese, A. flour
6. two, Dr. McGrew coffee and juice; cinnamon B. water
7. pats, son raisin and blueberry bagels are C. salt
8. Baltimore, 8:44 sweet; garlic and onion bagels II. mix
9. Door, Light are spicy; coffee fifty cents; free III. shapes
10. Cedar refill if you buy a mug IV. 350, 10
11. bread, milk, rice 4. our lives different from
12. Mrs. Jones grandparents’; we have
13. red light, right, stop electricity, hot water, cars and
page 88 - Answers are within stimulus telephones; some say we’re
items on pages 86 - 87. lucky, some miss the good old
days
3. I. one II. People choke Task V, pages 127 - 129
II. A. marigolds A. Food
B. zinnias B. Objects 1. Field cleared; It rained almost
C. petunias III. Heimlich maneuver steps every day; Foundation poured;
D. beans A. Stand behind person Four walls ; Roof added; Doors
E. corn B. Wrap arms around person and windows added; Family
III. perennials C. Make a fist moves in.
IV. A. roses D. Place fist below breastbone 2. one-room schoolhouse built; 15
B. peonies E. Squeeze other hand over fist students, grades 1-12
C. geraniums in short bursts school burned to ground at
4. I. tasty, nutritious 5. I. We need variety of foods night
II. A. calcium II. Bread, cereal and pasta group new brick school built on same
B. riboflavin A. Tortillas spot
C. important nutrients B. Macaroni four rooms added for children
III. cavities C. Rice new high school built
A. cocoa III. Vegetable group 3. Jean is born
B. calcium A. Broccoli Family comes to US
C. phosphorus B. Greens Family settles in Pittsburgh
IV. A. Children C. Sweet potatoes Jean enters school
B. calcium IV. Fruit group Jean enters war
5. I. A. muscle strength A. Oranges Jean returns home
B. flexibility B. Apricots
C. endurance C. Bananas
II. A. lift V. Dairy group Applying Memory Techniques
B. push A. Milk
C. pull B. Yogurt Task A, page 132
III. A. muscles C. Cottage Cheese
B. tired VI. Fifth group Answers will vary.
IV. A. twist A. Meat
B. turn B. Poultry Tasks B - D, pages 133 - 138
C. bend C. Fish
V. lean D. Dried beans Answers are on task pages.
A. fat, muscle
B. physically fit Task U, Pages 122 - 126 Task E - N, pages 139 - 159
Task T, pages 117 - 121 1. inside chores: wash dishes, Use clinician discretion to evaluate
make beds, dust furniture answers.
1. I. Made of ice crystals outside chores: sweep porch,
II. All have 6 sides, but no 2 alike cut grass, rake leaves Task M, pages 160 - 165
III. Can see differences 2. 1st: may control body weight
IV. Easy way to see 2nd: lower blood cholesterol Pet Show, page 160
A. Catch on black velvet 3rd: energy to get through 1. dog
B. Use magnifying glass morning 2. 7
2. I. All living things made of cells 3. type 1: washer overflows; 3. banana
II. Cells very small empty out water in machine 4. twins
A. Can’t see with eyes alone type 2: flooded basement; shut 5. spring or summer; clothing
B. Need a microscope main water valve
III. Cells have different sizes and type 3: leak in ceiling; poke Accident, page 161
shapes hole in ceiling to drain water 1. cat, dog
IV. Cells made of living matter 4. excessive talk: students, teacher 2. 2; 1
3. I. Wrenches non-speech noises: shuffling of 3. glass, fruit
A. Pipe wrenches feet, shuffling of papers 4. STOP sign
B. Socket wrenches environmental noise: buzzing 5. wallet, insurance papers
C. Monkey wrenches of lights, hum of overhead
II. Different sized screwdrivers projector Beach, page 162
A. flat-tipped screwdrivers 5. 1st: Catherine, Mary, Queen 1. warm and windy; sunny
B. Phillips Mary I 2. paper over face
III. Pliers 2nd: Anne, Elizabeth, Queen 3. wading, floating on raft
A. For electrical work Elizabeth I 4. no
B. For plumbing repairs 3rd: Jane Seymour, Edward, 5. note
IV. Knives King Edward VI
A. Utility
B. Putty
4. I. Happens when airway blocked

Library, page 163
1. 5
2. no running, no making noise
3. apple
4. spring (March)
5. to tell boys to be quiet
Kitchen, page 164

1. 5:30
2. duck
3. touch the cat’s food
4. rice
5. calm her child, talk on the phone,
fix a meal
Audience, page 165

1. popcorn
2. 4 males, 2 females
3. earrings, bracelets
4. program
5. oldest - sleeping
youngest - tossing popcorn into his
mouth
1-03-13

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HELP For Memory

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Andrea M.

Skill Area: Memory

Copyright © 1996 LinguiSystems, Inc.

All of our products are copyrighted to

Any other reproduction or distribution

Andrea M. Lazzari, Ed.D., is an assistant professor of special education

HELP for Memory is Andrea’s eighteenth publication with LinguiSystems.

Coding and Grouping Items for Recall . . . . . . . . . . 38

Using Aids to Remember . . . . . . . . . . . . . . . . . . . . . 48

Applying Memory Techniques . . . . . . . . . . . . . . . . 130

Tip Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Carryover Activities . . . . . . . . . . . . . . . . . . . . . . . . 171

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

HELP for Memory Copyright © 1996 LinguiSystems, Inc.

1. As with all HELP volumes, clinician discretion is essential in selecting and

4. As recommended in the section introductions, many of the tasks are

6. Strive to achieve carryover of memory strategies to the environment outside

Task A is included to help focus on tasks at the sentence level. It is intended to be

Tasks L and M provide the opportunity to judge the importance of information to

A Recalling Specific Words from Sentences . . . . . . . . . . . . . . . . . . 8

B Recognition Memory for Words in Sentences . . . . . . . . . . . . . . 10

C Choosing Specific Word Types from Sentences . . . . . . . . . . . . . 13

D Identifying Key Elements in Sentences . . . . . . . . . . . . . . . . . . . 15

E Identifying Irrelevant Information in Sentences . . . . . . . . . . . . 17

F Choosing Specific Word Types from Messages . . . . . . . . . . . . . 19

G Identifying Key Elements in Messages . . . . . . . . . . . . . . . . . . . 21

H Identifying Irrelevant Information in Messages . . . . . . . . . . . . 23

I Choosing Specific Word Types from Paragraphs . . . . . . . . . . . 25

J Identifying Key Elements in Paragraphs . . . . . . . . . . . . . . . . . . 27

K Identifying Irrelevant Information in Paragraphs . . . . . . . . . . 29

L Judging the Importance of Information to Remember . . . . . . . 31

M Prioritizing Information to Remember . . . . . . . . . . . . . . . . . . . 35

1. Pickles taste sour.

2. My sister is four years old.

3. Please open the door.

4. The slide is slippery.

5. I tripped over the curb.

6. Do you have change for a dollar?

7. Steve has a hole in his sock.

8. Max drives an old, beat-up car.

9. The baby dumped his cereal on the floor.

10. The engine is making a funny noise.

11. My soccer ball has a hole in it.

12. The barber gave Dave a crooked haircut.

13. Where is the lid to the toothpaste?

14. An octagon has eight sides.

HELP for Memory 8 Copyright © 1996 LinguiSystems, Inc.

15. The bank closes at six o’clock.

16. Whenever it rains, our roof leaks.

17. Do frogs or toads live in water?

18. The collar of my shirt is too tight.

19. The balloon burst when I sat on it.

20. How many bones are there in a cat’s tail?

21. The truck flipped over and landed in a ditch.

22. If you like tomatoes, you’ll love this salad.

23. Ask Liza if she is done with the newspaper.

24. Put your banana peel in the trash can.

25. Tyrone won a stuffed panda at the fair.

26. The washing machine takes two quarters.