Same: Level 2
Instructions:
Start from the top and go through each goal in order.
Some goals have sub-goals within them. Use this same criterion when moving through the sub-goals.
Emphasize the words in italics to your student.
Once a student is able to answer correctly on the first try (first time asking that day), as well as answering correctly each time after (at least 90% accuracy), they are ready to move on to the next goal.
Goals
Click on a Goal to reveal the instructions.
1) Selecting Close to the same
Teaching Instructions:
Lay out 2 pictures in front of the student. Say, "These are yours." Then show them your picture (which is similar to one of the pictures in front of them) and say, "This is mine." Pause, then say, "Which of yours is close to the same as mine?" The student can point to, give, or say the same picture.
Note: Make sure that the non-same picture is obviously different.
Materials:
Non-Arbitrary Pictures.
Print and cut out pairs of pictures of different simple shapes that are almost the same (ex. 2 different red heart, 2 different black peace signs, 2 different blue circles).
Generalization (complete this before proceeding to goal 3):
Use a new set of non-arbitrary pictures.
2) Translating same through different forms
Teaching Instructions:
Show the student 3 different pictures of simple shapes and say, "Pick one of these to draw." Wait for the student to pick a shape, then give them materials to draw. Ask them to tell you when they are done if they don't on their own. When they are done, help them if needed to make their drawing correct.
Point to the picture, then at the drawing and say, "These look the same to me. What do you think?" The student should respond with, "Yes," "They are the same" or something similar.
Generalization
Show the student a picture of an item, then tell them to find the same item somewhere in the room around them.
3) Selecting, then saying "close to the same"
Teaching Instructions:
Lay out 2 items in front of the student. Say, "These are yours." Then show them your item (which is similar to one of the items in front of them) and say, "This is mine." Pause, then say, "Which of yours is the close to the same as mine?" The student can point to, give or say the same item.
After they give you the correct item, say, "Yes, these are ____" and the student should fill in the blank by saying, "Close to the same."
Note: Make sure that the non-same item is obviously different.
Sub-Goals:
1) Non-Arbitrary: Pictures of symbols (you may use the same items from goal 1A).
2) Arbitrary: Pictures of animals or common items (make sure they know what the animals and items are called).
3) Non-Arbitrary: Objects with simple shapes (ex. blocks, fruit).
4) Arbitrary: Complex Objects (ex. toys, action figures, clothing).
Generalization:
Have your student find items that are similar in the world around them (ex. The student says that their neighbor’s dog is the same or close to the same as their own dog).