Deborah Brooks MA, CCC/SLP

Speech Language Pathologist

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  • Common Objects Coloring Page BW

Common Objects Coloring Page BW

6.00
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Common Objects Coloring Page BW

6.00

Age appropriate common objects (24 images, 6 pages):

Things that move

Truck

Boat

Plane

Train

Fruit

Strawberry

Banana

Apple

Watermelon

Vegetables

Carrot

Tomato

Corn

Broccoli

Things outside

Tree

Sun

House

Lake

Things inside

Sofa/Couch

Bed

Table

Lamp

Toys

Teddy bear

Blocks

Doll

Ball

Goals Targeted

1. Increasing vocabulary (i.e. providing images in the same category in order to build a reference)

2. Improving naming skills (i.e. labeling the pictures)

3. Improving receptive language (i.e. Show me the train. Which one goes in the water?)

4. Improving expressive language (i.e. What is this? What do you do with it? Where does it go?)

5. Improving articulation (i.e. parent/therapist modeling correct production of target word and encouraging the child

to repeat)

6. Improving organization and categorization

7. Improving comprehension of spatial concepts (What is under the banana? What is next to the truck? What is diagnal from the corn?)

Directions

Step 1: Print images

Step 2: Color images (optional)

Step 3: Laminate full pages (using images as flashcards is an option too, but for the below directions the activities

require a field of 4... just print two sets if you want cards too)

Step 4: Point to each photo and provide the object’s label. (i.e. “Truck, Boat, Plane, Train”)

Step 5: Encourage child to identify objects using the object label (i.e “Show me truck.”)

Step 6: When step 5 is mastered, encourage child to identify objects using the object function (i.e. “Show me

something that goes in the water.”)

Step 7: When step 6 is mastered, encourage child to identify objects using attribute (i.e. “Show me something

yellow.”)

Step 8: Ask child to label object (i.e. “What is this?” “Is this a truck?” “Tell me, truck!” “That’s right! It is a truck!”

Very good.”)

Step 9: hen the child is able to independently label picture, target object function (i.e. What is this? “Truck” What

do you do with a truck? “Drive” Ok, tell me the whole story “Drive truck”)

Step 10: Increase length and complexity of the utterance using the correct pronoun (i.e. I, we, they), verb (i.e.

drive, eat, sleep), article (i.e. a, the), noun (i.e. Car, Banana, Bed).

Step 11: ncourage child to label objects given spatial concepts (i.e. What is next to the truck? What is under the

truck? What is above the plane? What is diagonal from the boat?)

Reinforcement: ncouragement, Smiles, and Legos

1. Label all items with enthusiasm

2. After every correct production cheer excessively

3. After every page is finished, give child a lego

TIPS:

1. Be encouraging

2. Be forgiving (reward attempts)

3. Work at the child’s level. Don’t overload them. Work on one step at a time.

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Age appropriate common objects (24 images, 6 pages):

Things that move

Truck

Boat

Plane

Train

Fruit

Strawberry

Banana

Apple

Watermelon

Vegetables

Carrot

Tomato

Corn

Broccoli

Things outside

Tree

Sun

House

Lake

Things inside

Sofa/Couch

Bed

Table

Lamp

Toys

Teddy bear

Blocks

Doll

Ball

Goals Targeted

1. Increasing vocabulary (i.e. providing images in the same category in order to build a reference)

2. Improving naming skills (i.e. labeling the pictures)

3. Improving receptive language (i.e. Show me the train. Which one goes in the water?)

4. Improving expressive language (i.e. What is this? What do you do with it? Where does it go?)

5. Improving articulation (i.e. parent/therapist modeling correct production of target word and encouraging the child

to repeat)

6. Improving organization and categorization

7. Improving comprehension of spatial concepts (What is under the banana? What is next to the truck? What is diagnal from the corn?)

Directions

Step 1: Print images

Step 2: Color images (optional)

Step 3: Laminate full pages (using images as flashcards is an option too, but for the below directions the activities

require a field of 4... just print two sets if you want cards too)

Step 4: Point to each photo and provide the object’s label. (i.e. “Truck, Boat, Plane, Train”)

Step 5: Encourage child to identify objects using the object label (i.e “Show me truck.”)

Step 6: When step 5 is mastered, encourage child to identify objects using the object function (i.e. “Show me

something that goes in the water.”)

Step 7: When step 6 is mastered, encourage child to identify objects using attribute (i.e. “Show me something

yellow.”)

Step 8: Ask child to label object (i.e. “What is this?” “Is this a truck?” “Tell me, truck!” “That’s right! It is a truck!”

Very good.”)

Step 9: hen the child is able to independently label picture, target object function (i.e. What is this? “Truck” What

do you do with a truck? “Drive” Ok, tell me the whole story “Drive truck”)

Step 10: Increase length and complexity of the utterance using the correct pronoun (i.e. I, we, they), verb (i.e.

drive, eat, sleep), article (i.e. a, the), noun (i.e. Car, Banana, Bed).

Step 11: ncourage child to label objects given spatial concepts (i.e. What is next to the truck? What is under the

truck? What is above the plane? What is diagonal from the boat?)

Reinforcement: ncouragement, Smiles, and Legos

1. Label all items with enthusiasm

2. After every correct production cheer excessively

3. After every page is finished, give child a lego

TIPS:

1. Be encouraging

2. Be forgiving (reward attempts)

3. Work at the child’s level. Don’t overload them. Work on one step at a time.