The dirt road ran outside the white wood fence. It went way around the big pasture with the cows in it. Cutting across the grassy field would be a much quicker way to the river. The children squeezed between the boards of the fence. They walked across the grass, looking straight ahead. They stared at the spot where they would get through the cow pasture. One of the cows looked up at the children and then all the cows did. One by one they began walking toward the trespassers. The next minute the children were running toward the fence with the black and white cows right behind. To their surprise one of the cows wasn’t really a cow after all! They ran faster than ever! 1. 2. 3. 4. 5. 6. 7. 8.
What color did you picture the fence? Why do you think cutting across the field might have been quicker? Why do you think the children crossed the field staring straight ahead? Do you think the cows were mean or curious? What do you think one of the animals might have been other than a cow? Why? Why do you think the children ran faster when they saw it? What do you think happened to the children? What is a good title for this story?
Auditory Activity 2 Comparative exclusion: Identifying Dissimilar sounds in words Areas of Perception: auditory discrimination, auditory memory, auditory attention, auditory integration Directions: Explain that you are going to read groups of three words. Ask them to listen carefully and then tell you which one word is different from the other two words in each group. 1. Bun, run, run 2. Pet, pet, bet 3. Free, tree, free 4. Shoe, chew, chew 5. State, straight, straight 6. Once, once, ones 7. Dizzy, dizzy, daisy 8. Less, lass, less 9. Which, witch, which 10. Weeding, weeping, weeping
Auditory Activity 3 Sentence completion: choosing between appropriate and inappropriate words based upon context clues Areas of Perception: auditory language association, auditory language classification, auditory memory, auditory attention, auditory integration Directions: Explain that you are going to read a list of sentences. Tell your students you will omit one word from each sentence. Pause slightly and say the word “blank” to indicate the omitted word. Explain that at the end of each sentence you will say two words. Your student should respond by stating which word is correct for the sentence or, alternately, hold up one finger if the first word is correct and two fingers if the second word is correct.
1. I would like __________. [some-thumb] 2. I picked up the leaves with a _____________. [wake – rake] 3. She is ______________years old. [tree – three] 4. The girl ___________me for the gift. [spanked – thanked] 5. My sister asked me what was the ______________. [madder – matter] 6. I ____________ I am going to be sick. [sink – think] 7. Jason wore a ________________ on his finger. [wing – ring] 8. Mother took the _______________ out of the oven. [rooster – roaster] 9. Christina _________ to school. [doze – goes] 10. It is _________warm. [berry – very]
