Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten}

*When this product is purchased, a portion of the proceeds will be donated to an organization promoting autism awareness.*
Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten}
Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten} Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten} Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten} Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten} Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten} Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten} Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten} Autism Comprehension Activity Book -Rainy Days Can Be Fun! {Kindergarten}
$4.00

An 11 page story describing things you see and do when you have to stay at home on a rainy day. A word bank of 12 picture/word cards are included in this activity. Removable picture/word cards should be used to help answer the 11 comprehension questions suitable for children with Autism, Special Education, or Kindergarten. There are 11 story sequencing strips to use at your Language Arts Center, in a sentence strip organizer, a tabletop display or on a desk or table. The cards can also be attached with velcro strips to a foam core or poster board to allow for "wiggle" room for those students who may find it challenging to sit and complete the task. An answer key is included, too. This activity meets the Kindergarten Common Core Standards for: * K.RL.1 With prompting and support, ask and answer questions about key details in a text. * K.RL.2 With prompting and support. retell familiar stories, including key details. * K.RL.3 With prompting and support, identify characters, settings, and major events in a story. * K.RI.1 With prompting and support, ask and answer questions about key details in a text. * K.RI.2 With prompting and support, identify the main topic and retell key details of a text. * K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Suggested IEP GOALS:

Given a story with pictures and text presented as a read-aloud and picture sequencing cards, STUDENT will sequence events in the story in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a story with pictures, large print text, picture sequenceing cards and read to self, STUDENT will sequence events in the story in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a story with pictures and text presented as a read-aloud by the teacher, STUDENT will answer key detail comprehension questions about the story in 4 out of 5 consecutive opportunities, by MONTH, YEAR.

Given a story with pictures and text presented as a read-aloud by the teacher, STUDENT will identify characters in the story, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a story with pictures and text presented as a read-aloud by the teacher, STUDENT will describe the relationship between the pictures and the story, in 4 out of 5 opportunities, by MONTH, YEAR.

 

A PORTION OF PROCEEDS FROM THIS SALE IS DONATED TO AUTISM AWARENESS & RESEARCH.

Thank you and enjoy!

Debbie

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