Handbook of Exercises for Language Processing Authors: Andrea M. Lazzari Patricia Myers Peters Volume 4: Defining and Describing Written Language Talking about Language Word Play and Humor Problem / Skill Area: Developmental Age: Interest Level: Reading Level: Language 6 years thru Adult 1st grade thru Adult 4.5 thru 2.5 Capit © 1988 Ung), ne Litas Repeuson Anes Lngusytems grams to india tether eats tes Iie th revedie aa ve Cope ns on linguiSystems* LinguiSystems, Inc. 3100 4th Avenue East Moline, IL 61244 1-800-PRO IDEA (youn caswoom nae Moe Ret ec taproot Fenn an ttn of tse ‘star gto ol poessones st eens Printed in U.S.A. ISBN 1-55999-048-1About the Authors ‘Andrea M. Lazzari, Ed.D,, is a speech-language pathologist in the public schools. She has been a teacher of preschool students with disabilities, a member of the faculty at Virginia Commonwealth University, and the Supervisor of Early Childhood Special Education Programs for the state of Virginia. Andrea has also worked in a community clinic and in private practice. She is the author of Just for Adults and The HELP Test-Elementary, and co-author of 125 Ways to Be a Better Test Taker, Test Right, and the HELP Series. Patricia Myers Peters, M.Ed., CCC is a speech-language pathologist in private practice in Roanoke, Virginia. She has also worked in acute trauma care and the rehabilitation unit at Roanoke Memorial Hospitals, in a community speech and hearing clinic, and in a private ‘outpatient rehabilitation clinic. Patti is the co-author of The HELP Series and the Source for Laryngectomy. November 1996Table of Contents Introduction. Defining and Describing Contents. . ‘Tasks .. : General Activities Written Language Contents... cceeeceeeeeeseeereeeeneeees 57 Tasks .. ceeees 58 General Activities .... 95 ‘Talking about Language Contents. . 97 ‘Tasks .. 99 General Activities 142 Word Play and Humor Contents... 2.6... 145 ‘Tasks .. 46 General Activities 178 References .. 180 Answer Key. 181Introduction The HELP concept began approximately ten years ago in our attempt as practicing speech-language pathologists to organize our stacks of handwritten therapy exercises into a format that could be used more efficiently with our clients and their families. What evolved from this early attempt at organization has far exceeded our most grandiose expectations. We found that other language instructors, like us, were in great need of therapy materials which were concise, yet provided numerous practice activities across a variety of language areas. ‘The philosophy underlying HELP 1, 2, and 3 has motivated and influenced the development of HELP 4. In this workbook, we have attempted to present tasks related to daily activities and experiences in a format that can be used easily by clients, as well as their clinicians, teachers, family members, paraprofessionals, and others working to improve communication skills. Careful attention has been given to the focus and scope of the tasks to ensure that the items presented reflect the interests and practical concerns of clients of a variety of ages and ability levels. IEP goals have been included to further explain the individual tasks and to help the instructor write goals. The general activities sections also assist in the carryover of skills learned within the sections to everyday situations. The following guidelines are offered for effective utilization of the tasks in HELP. 1. Many tasks are presented as written worksheets for the client. Use your own judgment in presenting the tasks orally or as worksheets, depending on the ability of your client and your overall purpose for specific remediation. 2. As the ages and skills of the children or adults will vary, use your own judgment as to which portions of each section to use with your clients. Items within each task have been arranged, when possible, from the easier items to the more difficult. 3. Common, correct responses have been provided for almost all items in the answer key. There may, however, be other acceptable answers, depending on the client’s experiences and cultural background. Again, use your discretion in determining correctness of responses. 4. Many repetitions of items may be necessary before target accuracy levels are reached. Keep track of the client’s performance on the specific items chosen to be within his ability range. 5 Conyrit © 1880 LingiSstem, Ins5. Strive to achieve carryover of target areas in conversation, everyday and classroom activities through constant repetition, questioning and stressing of specific concepts. ‘These exercises may be used by parents and teachers’ aides successfully with little explanation from the instructor. Communication between home and school is essential if carryover is to be effective. Carryover is essential to derive the maximum benefit from therapy. We cannot offer this addition to the HELP series without extending our appreciation to our many colleagues whose support has been instrumental in the success of HELP. Your positive comments and suggestions have been a source of encouragement to us in developing HELP 4. As you add HELP 4 to your professional libraries, we hope you will continue to find the HELP series to be of practical value in your remediation efforts with language-impaired individuals. AML PMP 6 Copsight © 1989 LinguSystoms, InsDefining and Describing Defining and describing are skills we use to identify and classify objects, events, actions and ideas. ‘These two skills help us to perceive and understand our complex world. Consequently, clients with weak descriptive skills, who define terms only in the narrowest sense, are limited in their abilities to use language to control their environments. By providing opportunities to define and describe objects by various criteria, you can help your clients develop useful strategies which will enable them to communicate more effectively. ‘This unit provides numerous activities in which common concepts, objects, and actions are explored in various defining, describing, discriminating, and identifying tasks. The goal of this unit is to show clients different ways of perceiving and communicating about their environment. Task Page Defining: A Defining Words by Function 8 B Defining Words by Location 10 C Defining Words by ‘Time or Event 2 D__ Defining Words by Origin u E Defining Words by Composition 16 F Defining Situations by Critical Elements 18 G Defining Words by Attributes 20 H__ Defining Words by Class 22 1 Defining Using Negation 24 J Defining Words 26 K Matching Words with Definitions 29 Describing: L Describing Items by Actions 32 M __ Describing with Adjective Synonyms 34 N__ Deseribing with Adverbs 36 O Identifying Constant Attributes 39 P Describing Items Using Imagery 41 Q Describing with Adjectives 44 R Identifying Similar Attributes and Functions 46 S Discriminating Attributes of Similar Items 49 T Sorting Items by Attributes 52 Copviht © 1889 LingiSsstems, IneDefining and Describing Task A: Defining Words by Function ‘Tell what we do with each thing or what it is for. The first one is done for you. 1. A chair is for Sibting 2. A bed is for 3. A cake is for 4. We use a belt to 2 We use a baseball to A bracelet is for We use a pocket to We use a rope to pe ere ‘A newspaper is for 10. We use a pen to 11. A piano is for 12. With a saw, we 13. Bubble gum is for 14. A bicycle is for 15. We use scissors to 16, We use an oven to 17. We use a basket to 18. We use a brush to 19. With a broom, we — 20. With a camera, we 21. A tree 22. We use a yardstick to 23. An envelope is for 24. A clock 25. We use a bandage to LE.P. Goal: The client will identify functions of common items, with 90% or greater accuracy. 8 Copyright © 1989 LinguiSystoms, IeDefining and Deseri Task A: Defining Words by Function, continued Tell what we do with each thing or what it is for. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44, 45. 46. 47. 48, 49. 50. We use detergent to We use perfume to With a key, we We use a furnace to We use a faucet to We use a scale to — We use luggage to A mask A zipper is for We use a leash to With a thermometer, we — We use a brake to A trampoline is for We use a wrench to With a telescope, we A magnet, We use a ticket to A dictionary is for We use oars to We use thumbtacks to With a plow, we We use a compass to With jumper cables, we With a vice, we We use a buoy to LEP. Goal: The client will identify functions of common items, with 90% or greater accuracy. 9 Copyright © 1980 Linguists IeDefining and Describing Task B: Defining Words by Location Tell where we use each thing. The first one is done for you. 1, Balloons are used at a party . Towels are used J 2 3. Sponges are used 4. Teing is used — 5. Sheets are used 6. Books are used 7. Candles are used 8. Sails are used 9. Cash registers are used 10. Elevators are used 11. Skis are used 12, Flashlights are used 13. Tractors are used 14, Roller skates are used 15. Ferris wheels are used 16. Gasoline is used — 17. Scales are used 18. Trays are used — 19. Locks are used 20. Anchors are used — 21. Film is used 22. A surfboard is used 23. A saddle is used 24, A raft is used 25. A submarine is used — LEP. Goal: The client will identify locations where common items are used, with 90% or greater accuracy. 10 Copyright © 198 Linguiystems IneDefining and Deseribing Task B: Defining Words by Location, continued Tell where we use each thing. 26, Parachutes are used 27. Thermometers are used 28. A microphone is used 29. Hard hats are used 30. Barbed wire is used 31. A trapeze is used 32. Handcuffs are used 38. A bridge is used 34. A menu is used 35. Computers are used 36. Fertilizer is used 37. Runways are used 38. Speedometers are used 39. Scissors are used 40. Goalposts are used 41. A chain saw is used 42. A bulldozer is used 43, Computer catalogs are used 44. A snorkel is used 45. A bobsled is used 46. Test tubes are used — 47, A grater is used 48. A conveyer belt is used 49. A gavel is used 50. A satellite is used LEP. Goal: The client will identify locations where common items are used, with 90% or greater accuracy. u Copyright © 1989 LinguiSystoms, feDefining and Describing Task C: Defining Words by Time or Event ‘Tell when we use each thing. The first one is done for you. 1. 4. 1b. 16. 17. 18. 19. 20. 21. 22. 23. 24, 25. We use a plate at dinnertime Pajamas are used at Lamps are used at A bat is used when J —___. We use a pillow when J ___. We use matches when ‘Towels are used when ———————______J____ Alarm clocks are used when Doorbells are used when — We use an air conditioner when . Thread is used when ———_____________. A rake is used when A tent is used when Jackets are used when 2 ____. We use an umbrella when — A bathing suit is used when ‘A phone book is used when Valentines are used — Fireworks are used on —___ - Coupons are used when You use a shovel when ——_____. Costumes are used on ———____. Vacuum cleaners are used when Keys are used when We use postage stamps when —___. LEP. Goal: The client will identify the times or events when common items are used, with 90% or greater ‘accuracy. 2 Copyright © 1989 LingiSystoms, IeDefining and Deseribing ‘Task C: Defining Words by Time or Event, continued Tell when we use each thing. 26. Bridal gowns are used at 27. Bandages are used when 28. A leash is used when 29. Seat belts are used when 30. We use a snowmobile in 31. Life jackets are used when — 32. Luggage is used when 33. Search teams are used when 34. A ladder is used when 35. Medicine is used when 36. We use a dictionary when 37. Crutches are used when 38. You call an ambulance when 39. Measuring cups are used when ——__. 40. Headphones are used when 41, You use bait when 42. Chopsticks are used when 43. Handcuffs are used when 44. You use a putter when — 45. Radar is used when 46. Diplomas are given at 47. A shot-put is used at 48. A megaphone is used when — 49. “Auld Lang Syne” is sung on 50. Anesthesia is used when LE.P. Goal: The client will identify the times or events when common items are used, with 90% or greater ‘accuracy. 13 Copyiht © 2080 LingiSyetem, neDefining and Deseribi Task D: Defining Words by Origin Tell where each thing comes from. The first one is done for you. 1. Food comes from the store __. 2. Rain comes from 8. Toys come from 4. Milk comes from 5. Eggs come from 6. Letters come from 7. Leaves come from 8 Feathers come from —________. 9. Homework comes from 10. Flowers come from 11. Music comes from 12, Sand comes from —___. 13. Smoke comes from 14. Daylight comes from 15. Sharks come from 16. Beef comes from —_______. 17. Wood comes from —_____. 18. Toast comes from 19. Honey comes from 20. Wool comes from 21. Tears come from —__. 22. Cars come from 23. Oil comes from 24, Grapes come from 25. Bacon comes from LE.P. Goal: The client will identify the origins of common items, with 90% or greater accuracy. 4 Copyright © 1980 Linguists Ine.Defining and Describing Task D: Defining Words by Origin, continued ‘Tell where each thing comes from. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. Al. 48. 49. 50. LE. Bread comes from Medicine comes from Photographs come from Money comes from Maple syrup comes from Butter comes from Newspapers come from ‘Thunder comes from Raisins come from Bricks come from Books come from Coal comes from Frogs come from Oak trees come from Steam comes from Pearls come from —______. Frost comes from Gravel comes from Rubber comes from Butterflies come from Pollution comes from Colds come from Coffee comes from —____. Silk comes from — Laws come from ” Goal: The client will identify the origins of common items, with 90% or greater accuracy. 16 Copyright © 1980 Linguists, IeDefining and Describing Task E: Defining Words by Composition ‘Tell what each thing is made of. The first one is done for you. 1. A notebook is made of paper —__. Toast is made of A phone number is made up of A window is made of 7 ep A shirt is made of Oceans are made of A wall is made of A dining room table is made of ee ae Keys are made of 10. Mountains are made of 11, Belts are made of 12. Ice is made of 13. An eraser is made of 14. A staple is made of 15. Beaches are made of 16. Forests are made of 17. Books are made of 18. Hamburgers are made of 19. Ketchup is made of 20. Playing cards are made of 21. Tires are made of 22. Rings are made of 23. Nests are made of 24, A word is made up of 25. Gift boxes are made of LE.P. Goal: The client will identify the composition of common items, with 90% or greater accuracy. 16 Copyright © 1989 LinguiSystems, IeDefining and Describing Task E: Defining Words by Composi mn, continued Tell what each thing is made of. 26. Pie crusts are made of 27. A rug is made of 28. A sidewalk is made of 29. A sweater is made of 30. Shoes are made of —____. 31. Bubbles are made of 32. Omelets are made of 33. Days are made up of 34. A road is made of 35. Pencils are made of 36. A tent is made of —______. 37. Electrical wires are made of 38. A roof is made of 39. A bathtub is made of 40. Screws are made of 41. Pillows are made of 42. A credit card is made of 43. Cider is made of 44. A basket is made of —____. 45. A harp is made of 46. An escalator is made of 47. A choir is made up of 48. A light bulb is made of 49. A continent is made of 50. Molecules are made of —_________. LE.P. Goal: ‘The client will identify the composition of common items, with 90% or greater accuracy. wy Copyright © 1989 LinguiSystoms, IeDefining and Describing Task F: Defining Situations by Critical Elements ‘Tell the most important thing you need for each situation. The first one is done for you. 1. To put out a fire, you need Water __. On a pienic, you need To pound a nail, you need a ee When you go fishing, you need a 5. In a rowboat, you need an ——_____. 6. When opening a lock, you need a In a barber shop, you need 8 When you're baking, you need an 9. If you have a headache, you need 10, When you're putting your coat away, you need a 11. In a checkout line, you need 12. To take a photograph, you need a —____. 13. In tug-of-war, you need a 14. When you're writing a letter, you need a 15. In an emergency room, you need a 16. To call someone on a telephone, you need a 17. When you board an airplane, you need a 18. When you're mailing a letter, you need a 19. When you blow your nose, you need a 20. To define a word, you need a 21. In the bright sunlight, you need 22, When you go swimming, you need a 23, When you're hunting, you need a 24, When you go on a car trip, you need —____. 25. When you're going to a birthday party, you need a LE.P. Goal: The client will identify the most critical elements needed in certain situations, with 90% or greater accuracy, 18 Copsight © 1989 Linguists IneDefining and Describing Task F: Defining Situations by Critical Elements, continued ‘Tell the most important thing you need for each situation. 26. 27. 28, 29, 30. 31. 32. 33. 34, 35. 36. 37. 38, 39. 40. 41. 42. 43. 44, 45. 46. 41. 48. 49. 50. When you check out a book, you need a. When you’re ill, you need When you sew, you need When dancing, you need To climb down from a roof, you need a When you're cutting down a tree, you need To order food in a restaurant, you need a When you play soccer, you need a When you play “Go Fish,” you need To make ice, you need When you're knitting, you need — When you're cooking on an outdoor grill, you need To jump out of an airplane, you need a —___. In a courtroom, you need a When you're scuba diving, you need In a blizzard, you need —___. When you're making candy, you need To polish furniture, you need To look at cells, you need a When the electricity goes off, you need a When you're juggling, you need When you sing on stage, you need a When you weigh something, you need a —____. When you're driving your car, you need a When you visit a foreign country, you need a. LEP. Goal: The client will identify the most critical elements needed in certain situations, with 90% or greater accuracy. 19 Copyright © 1980 LinguiSystems, IneDefining and Deser Task G: Defining Words by Attributes ibing ‘Tell what each thing looks like, feels like, smells like, sounds like, or tastes like. ‘The first one is done for you. 1 2. 3. 2 10. 11 12, 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24, 25. pres An orange is rOund . A leaf is }. Peppermint tastes A robin has ‘A pine cone is A pillow feels Glue feels Garbage is Monkeys have A tuba is A brick is A doughnut has A band sounds A needle feels Spaghetti is Perfume smells A splinter feels Lemons taste A baby looks Roller coaster rides are A race car is Parades are An explosion sounds An icicle is A sunset looks LEP. Goal: The client will identify attributes of common items, with 90% or greater accuracy. 20 Copsright © 1989 LinguSystems, IeDefining and Describing Task G: Defining Words by Attributes, continued ‘Tell what each thing looks like, feels like, smells like, sounds like, or tastes like. 26. 27. 28. 29, 30. 31. 32. 33. 34, 35. 36. 37. 38. 39. 40. 41. 42. 43. 4, 45. 46. 47. 48. 49. 50. Wax is Caramel is Corduroy feels A dinosaur looks A pineapple feels A barbell is Onions smell ‘Mud feels Red peppers taste A slug is Elephants have A skunk has A fire feels An apple is Soap smells A bunny is Cotton candy is A duck is A knife is A woodpecker looks Fog looks A spider is Fireworks look ‘The ocean is A horseshoe is and smells —___. and smells and has a and tastes and feels and feels and has and looks —__. and sounds and feels and has and sound and tastes and shaped like a —_____. LEP. Goal: The client will identify attributes of common items, with 90% or greater accuracy. 2 Copyright © 1080 LingiSyetems, leDefining and Deseribing Task H: Defining Words by Class ‘Tell what group each thing belongs in. The first one is done for you. 1. Blue is a color 2. A doll is a 3. A lollipop is 4. A rose is a 5. A donkey is an 6. A shirt is 7. An elm is a 8. A banana is a 9. A kitchen is a 10. Peas are a 11. Coffee is a 12. A hammer is a 13. A collie is a 14. A seagull is a 15. A cricket is an 16. A trout is a 17. Basketball is a 18. “Jingle Bells” is a 19. Pretzels are a 20. Winter is a 21. A dollar is 22. A violin is an 23. The waltz is a 24. Peach pie is a 25, Mumps is a LE.P. Goal: The client will identify the classes of common items, with 90% or greater accuracy. 22 Cop © 1960 Linguiyatems, In.Defining and Describing Task H: Defining Words by Class, continued Tell what group each thing belongs in. 26. Memorial Day is a 27. A spoon is 28. A dump truck is a 29. A ring is 30. The heart is a body 31. California is a 32. Mars is a 33. Gin rummy is a_—__. 34, A refrigerator is an 35. “Dennis the Menace” is a 36. A copperhead is a 37. Ivy isa 38. A dictionary is a 39. England is a 40. A ruby isa 41. Gasoline is a 42. Cinnamon is a—___. 43. Robbery is a 44, Little Red Riding Hood is a —______. 45. Cotton is a 46. Silver is a 47. Africa is a 48. Penicillin is a 49. Lipstick is a 50. Oxygen is a LE.P. Goal: The client will identify the classes of common items, with 90% or greater accuracy. 23 Copyright © 1989 LinguSystoms, IneDefining and Deseribing Task I: Defining Using Negation Complete each statement with a good reason. The first one is done for you. 1. A snake is not a bird because it_daesn't nave wings _________. 2. Gasoline is not food because 3. A fish cannot walk because 4. A sign cannot ery because 5. A box cannot roll because — 6. An ostrich cannot sew because 7. A match cannot cut because 8. A shoe is not a glove because 9. A kite cannot be a book because 10. A flower cannot smile because 11. A tent is not clothing because 12. A computer is not a candle because 13. A telephone cannot sing because — 14, Pliers are not jewelry because 15. A chair is not transportation because 16. A tissue is not a beverage because 17. A trash can is not an appliance because — 18. Milk is not glue because 19. A door is not a tool because 20. A chair is not literature because 21. Lipstick is not music because 22. Salt is not sugar because 23, A rock is not a mirror because 24. An infant cannot drive a car because 25. You can’t score a touchdown in tennis because LEP. Goal: The client will tell why common items cannot belong to certain classes or perform certain functions, with 90% or greater accuracy. 24 Copyright © 1989 Linguists, oeDefining and Desi a Task I: Defining Using Negation, continued Complete each statement with a good reason. 26. 21. 28. 29. 30. 31. 32. 33. 34. 35. 36, 37. 38. 39. 40. 41. 42. 43, 44, 45. 46. 47. 48. 49, 50. Snoring is not an occupation because — Conerete is not a fabric because — ‘A lamp is not a vehicle because — Floor wax is not a game because Broccoli cannot be furniture because — A cow cannot be a fruit because Candy is not a weapon because You can’t strum a flute because J An eight-course meal cannot be a snack because ‘A shark cannot be a pet because Chocolate chip cookies are not medicine because — ‘A crayon is not a pen because — A triangle is not a square because — A picture frame can’t be a bandage because Rain is not snow because — ‘New furniture can’t be antique because ‘A vase cannot bounce because — A fish cannot live out of water because — Plastic is not paper because A foreigner cannot vote in the U.S. because A radiator cannot hibernate because A suitcase is not a fuel because A stereo cannot be used to navigate because A strainer cannot be used for mixing because A thermometer cannot measure mileage because LEP. Goat: The client will tell why common items cannot belong to certain classes or perform certain functions, with 90% or greater accuracy. 25 Copyiht © 1980 Linguists, IeDefining and Deseri Task J: Defining Words Choose the best definition for each word. The first one is done for you. 1. wake to go to sleep to open your eyes and get up 2. look a. to see b. to hear 3. bird a, an animal that lives underwater b. an animal that flies 4, shout a. to speak softly b. to speak loudly 5. finish a. to end something b. to begin something 6. stick a. to hold together b. to fall apart 7. hammer a. a tool for painting b. a tool for pounding 8, hurt a. to be in pain b. to be in a hurry 9. leave a. to stay b. to go away 10. angry a. to be upset b. to be hungry LL. price a, the amount something weighs b. the amount something costs 12. always to do something forever oP to do something a few times LEP. Goal: The client will choose the correct definitions of words, with 90% or greater accuracy. 26 Copsight © 199 Linguists, IneDefining and Describing Task J: Defining Words, continued Choose the best definition for each word. 13. share a. to give some to another person b. to keep all for yourself 14. truthful a. to be honest b. to be false 15. twice a. to do something three times b. to do something two times 16. remember a. to recall something b. to return something 17. believe a. to think something is true b. to not care about something 18. rule a. a clue for finding something b. a set way of doing something 19. strange a. something that is familiar b. something that is odd 20. difficult, a. hard to do b. easy to do 21. twig a. the trunk of a tree b. a small branch 22. cheer a. to make fun of someone's actions b. to encourage someone's actions 23. careful a. reckless b. cautious 24. practice a. to do over and over b, to do only once LE.P. Goal: The client will choose the correct definitions of words, with 90% or greater accuracy. 2 Copyright © 1980 Linguysems IeDefining and Describing Task J: Defining Words, continued Choose the best definition for each word. 25. gather a. to get things together b. to tear things apart 26. scoop a. to sneeze b. to dig 27. protest a. to object to something b. to agree to something 28. humorous a. something that is upsetting b. something that is funny 29. embarrassed a. to feel self-conscious b. to feel terrific 30. adorable a. charming b. insincere 31. hesitate a. to decide quickly b. to be reluctant 32. enormous a. very big b. very small 33. recognize a. to lean or lie back b. to know someone from before 34. vanish a. to disappear b. to be sad 35. desperate a. without hope b. generous to others 36. infected a. to become excited b. to become diseased LEP. Goal: The client will choose the correct definitions of words, with 90% or greater accuracy. 28 Copyright © 1888 LingiSystems oeDefining and Describing Task K: Matching Words with Definitions Match the correct definition to each word in the group. The first one is done for you. 1, —G._ door —d._ match —A._ box —b. curtain hair ——— banana ring backpack hammer coat key pot 4, crayon —— tea wall towel belt —— football bench soda 6. —__ car horse button —— hat 7. —— plate ball paper sock 8, —___ candle tire pen watch po eP peo TP ae Te > aes Bere poop Boop aooe a place to store items a window covering a barrier with a knob and a lock something used to start a fire something that grows on a head jewelry worn on a finger a yellow fruit something children carry to school a container used to cook food clothing worn in the cold a tool used to pound things a metal thing used to unlock doors a drink made with hot water a side of a room something used after a bath children color with it something worn around the waist something that is kicked or thrown a drink furniture we sit on small fastener found on clothing an animal people ride clothing worn for protection a machine people ride in something used for holding food clothing worn on feet something used in sports something we write on a rubber wheel for a car something used for writing on paper something that tells time something that can be lit LEP. Goal: The client will match definitions with common words, with 90% or greater accuracy. 29 Copyright © 1089 LingiSystems, IeDefining and Deseribing Task K: Matching Words with Definitions, continued Match the correct definition to each word in the group. 9. 10. i. 12, 13. 14. 15. 16. LEILE TEE LEE ELE EEE EEE rake basket toaster mitten blouse comb lunchbox mailbox rug tweezers purse thermometer pitcher bookend pliers snap clarinet hammock razor nest. strainer ruler gauze scale diary drill lantern ax reel pocket vase briefcase a. a container woven of reeds b. a tool that gathers leaves ¢. a kitchen appliance that browns bread d._a glove without fingers a. a container used to hold letters b. an item that grooms hair c. a woman's shirt d. a container used to carry food a. a metal instrument used to grasp things b. an instrument used to tell temperature ©. a floor covering d. an item women use to carry small things a. a small item that fastens clothing b. a container for liquids ¢. an item that holds books upright d. a tool used for twisting things a. a suspended cloth used for napping b. a sharp instrument used by barbers c. a home for birds made of twigs d. a musical instrument a. a thin fabric used on wounds b. an item that measures weight ¢. a device that separates liquid from solids d. an item that measures by the inch a. a daily record of events b. a light that burns oil ¢. a tool used to chop wood 4. a tool used for making holes a. a patch of fabric sewn on a shirt b. a spool used to wind tape or fishing line cc. a container for flowers d. a container for important papers LEP. Goal: The client will match definitions with common words, with 90% or greater accuracy. 30 ‘Copsieht © 1989 LinguiSystems, IeDefining and Deseri Task K: Matching Words with Definitions, continued Match the correct definition to each word in the group. 17. 18. 19. 20. 21. 22. 23. 24. HEL ELLE TREE EERE EEE EEE LEE ET wrench spatula hoe switch anchor kettle lateh stationery nozzle leash torch battery grill crate dent fang paddle shin lung funnel compass bruise armor carol jack envelope lumber hoof rung socket, wick knuckle a. a device used to turn something on or off b. a tool used to dig dirt ¢. a tool used by a plumber d. a tool used to spread icing on a cake a, paper and envelopes b. a large cooking pot c. a device used to hold a door shut da weight for holding a boat in place a, energy source used to power flashlights b. a portable flame c. a spout on a hose 4. a strap for leading a dog a. a framework of metal bars b. a slight depression made on a surface c. a large box made of wooden slats d. a long, pointed tooth a. an organ for breathing b. the front part of the leg below the knee ¢. a cone used for pouring liquids . a short oar a, an injury to the skin b. an instrument that shows direction c. a metal suit worn to protect the body d. a song of joy or praise a. timber sawed into planks b. a device for lifting a car c. a cover for a letter d. the foot of a horse or cow a. a hollow piece that holds another piece b. a woven string inside a candle c. a crosspiece on a ladder d. a joint of the finger LEP. Goal: The client will match definitions with common words, with 90% or greater accuracy. 31 Copyright © 1980 LinguiSystems, IeDefining and Describing Task L: Describing Items by Actions ‘Tell what each thing does. The first one is done for you. 1, A rabbit _hops . A horn ns A fire A flashlight A towel ee RS A fish A knife . 8. A snail 9. A ball 10. An airplane 11. A pencil 12. A gun 13. An eleetrie fan 14. A telephone 15. An oven - 16. Soap 17. A broom 18. A razor . 19. The sun 20. A rope 21. A lion 22. A door 23. A needle 24. A baby 25. A scale . LEP. Goal: The client will describe common items by naming the actions they perform, with 90% or greater accuracy, 32 CConsicht © 1989 Linguists, IneDefining and Describing Task L: Describing Items by Actions, continued ‘Tell what each thing does. 26. A yardstick 21. Pliers 28. A flag 29. An alarm clock 30. A carpenter 31. A snake 32. A calculator 33. A brake 34. A music box 35. A faucet 36. A quarterback 37. A radio station 38. A refrigerator 39. A professor 40. A river 41. A hatchet 42. A label 43, A seat belt 44. A map 45. A Thermos 46. A newspaper 47. A helmet 48. A stopwatch 49. A ticket 50. Radar LE.P. Goal: The client will describe common items by naming the actions they perform, with 90% or greater ‘accuracy. 33 [Copseight © 1980 LinguSystoms, IeDefining and Describing Task M: Describing with Adjective Synonyms Choose the word that best describes each item. The first one is done for you. 1. 2. 3. 9. 10. i. 12. 13. 4. 1b. 16. 17. 18. 19. 20. 21. 22. 23, 24, 25. LEP. Goal: an unhappy child a dirty rag a chilly day . a barking dog . a haunted house a sick friend a sweet cookie a long book a quick trip a little bird a furry caterpillar a bad headache a raw hamburger a leaky faucet > rough ride a correct answer narrow ledge a rumpled bed a loyal friend many tales a whole neighborhood shattering glass a bashful son a dishonest person a pleasant visit calm filthy cold tired hard healthy wet lengthy speedy huge smooth painful strong tight bumpy different thin tidy tall numerous partial frightening confident lying busy 34 clean warm, beautiful spooky il dull brief heavy small fuzzy helpful crooked ary droopy wrong wide messy ugly false new breaking shy wealthy tiring excited sparkling hot noisy hot happy sugary true rare enormous sad generous uncooked drippy clean right broad flat, faithful lengthy entire clear bold strange nice ‘The client will choose adjectives which describe noun phrases, with 90% or greater accuracy. CCopyicht © 1989 LinguSystoms, Ine.Defining and Deseribing Task M: Describing with Adjective Synonyms, continued Choose the word that best describes each item. 26. a burned roast delicious charred juicy 27. a mature adult intelligent spoiled grown-up 28. dreadful weather wonderful horrible thrilling 29. a stubborn stain easy first lasting 30. a circular table square round rectangular 31. a typical life normal quiet famous 32. an empty room full unoccupied happy 33. a ridiculous story absurd reasonable logical 34. an overdue library book early late timely 35. an anxious student nervous unprepared _ talented 36. a flat tire round deflated full 37. a just punishment cruel fatal fair 38. a serious situation grave hilarious confusing 39. a main road secondary principal shortest 40. a proud father picky humble pleased 41. a lingering illness extended childhood mild 42, a suitable word ruined fancy appropriate 43. a complicated plan foolish complex untested 44, a satisfactory performance beautiful adequate depressing 45. an investigative report big probing distant 46. a contrary person disagreeable friendly patient 47. a massive hog messy large sick 48. a foreign coin special unfamiliar precious 49. an incompetent doctor fantastic good poor 50. a smoldering fire flameless ancient lucky LEP. Goal: The client will choose adjectives which describe noun phrases, with 90% or greater accuracy. 35 CCopseight © 1989 LinguSystms, Ie.Defining and Describing Task N: Describing with Adverbs Choose the word that best completes each sentence. The first one is done for you. 1. Janet walked _____________ around the block. sloppily loudly 2, The driver backed up happily carefully roughly 3. When the batter hit the ball, the crowd yelled loudly weakly cheaply 4, Ted spoke ______ of you. nearly highly heavily 5. The rug goes ______ with the chair. happily crossly nicely 6. The little boy walked ____________ into the doctor's office. gracefully bravely tightly 7. When it began to rain, Meg ______ closed the windows. quickly crookedly gushily 8, ‘The winner ran _______ across the finish line. slowly faintly swiftly 9. The dog stared __________ at the television. dumbly grimly highly 10. Kay yawned and ________ got out of the chair. sharply slowly intensely 11. The meeting starts ___________ at nine. promptly weakly gladly 12. Charles hummed ______ to the music. bluntly softly bitterly LEP. Goal: The client will choose the most appropriate adverbs to modify verbs in sentences, with 90% or greater accuracy. 36 Copyright © 1889 LinguiSystoms, IeDefining and Deseribing Task N: Describing with Adverbs, continued Choose the word that best completes each sentence. 13. The coach warned us not to get —_______ tired. overly jointly clearly 14, The vase can ______ be fixed with some glue. suddenly easily calmly 15. Lauren is _______ the winner of the race. clearly busily sadly 16. We ___ have snow in October. swiftly enormously rarely 17. The police officer _________ wrote the ticket for the driver. calmly crisply darkly 18. The teacher spoke _________ to the erying child. humbly kindly dimly 19. Peggy looked in the mailbox —________. gladly hopefully actively 20. The horses ran _____ in the pasture, calmly coldly freely 21. I love to eat ______ baked bread. freshly damply partially 22. The backpacks were loaded _______ with food. heavily finely meekly 23, The ______ painted barn looks bright. seldomly kindly newly 24. This book was written _______ recently. readily fairly shapely LEP. Goal: The client will choose the most appropriate adverbs to modify verbs, adjectives, and adverbs in ‘sentences, with 90% or greater accuracy. 37 Consist © 1989 LinguiSysems, IneDefining and Describing Task N: Describing with Adverbs, continued Choose the word that best completes each sentence. 25. 26. 28, 29, 30. 31. 32. 33. 34, 36. The baby slept _________ in the cradle. fully glumly peacefully ‘The coat and hat match plainly perfectly privately . The skater moved across the ice smoothly foolishly flatly The fence was ________ built. from split logs. roughly daily briefly Keesha asked her stepdad for a new jacket. cleanly sweetly alternately ‘The little girl ___________ refused to put on her shoes. stubbornly carefully neatly ‘The juice is ______ sweet. respectfully naturally peacefully ‘The boy ________ returned to his chores. artificially overwhelmingly reluctantly ‘The scientist examined the results openly thoughtfully rudely ‘The actor ______. delivered his lines. confidently needlessly hungrily . The cat eyed the dog honestly carelessly suspiciously Tony listened ________ to the wedding vows. intently randomly tastefully LEP. Goal: The client will choose the most appropriate adverbs to modify verbs, adjectives, and adverbs in sentences, with 90% or greater accuracy. 38, Copyiht © 1989 LinguiSystoms, IeDefining and Deseribing Task O: Identifying Constant Attributes Choose the word that always describes each item. The first one is done for you. 1. ive cubed 2. feather light blue 3. water cold liquid 4. razor metal sharp 5. turtle snapping slow 6. fire hot. soft 7. clown funny loud 8. ghost tall scary 9. rock hard smooth 10. newspaper funny factual 11. ice cream vanilla sweet 12. bear furry gentle 13. ballerina tired graceful 14. key notched gold 15. pancake flat full 16. raisin wrinkled hard 17. lawn hilly grassy 18. chalk dusty, white 19, treasure hidden valuable 20. lettuce crisp green 21, sprinter quick handsome 22. finger paint colorful sticky 23. novel imaginary boring 24. bowl wooden curved 25, harmonica loud metal LEP. Goal: The client will choose constant attributes of common items, with 90% or greater accuracy. 39 Copyright © 1989 Linguine neDefining and Deseribing Task O: Identifying Constant Attributes, continued Choose the word that always describes each item. 26. penny shiny round 27. scream angry loud 28. puppy young, brown 29. tire flat rubber 30. well full open 31. shirt cotton cloth 32. brownie hot. fresh 33, mirror shiny steamy 34. tissue white dry 35. chain broken linked 36. doughnut round tasty 37. fur soft black 38. window open glass 39. pin short pointed 40. riddle easy false 41. bagel loud round 42. cube square heavy 43. child hungry growing 44, lake tiny clean 45. ring round valuable 46. peanut butter smooth crunchy 47. egg scrambled rotten 48. coffee hot brown 49. chimney smoky tall 50. miser stingy happy old soft big new deep short-sleeved chocolate clean Paper long homemade long dirty bent clever broken sturdy happy wet gold gooey oval bitter brick alone LEP. Goal: The client will choose constant attributes of common items, with 90% or greater accuracy. 40 CConyicht © 198 LinguiSystems IeDefining and Deseribing Task P: Describing Items Using Imagery Circle the word that best describes each subject. Then, write a sentence using the two words. The first one is done for you. 1. bird burning glaring Th i i 2. car fast fat fluid 3. toad flying peeping hopping 4. book scary hairy wavy 5. rope complaining dangling resting 6. flag flapping howling leaping 7. soda slinky grisly sparkling 8. bacon brisk crisp dense 9. metal shiny healthy jumpy 10. breeze trying throbbing cooling LL. bells tingling bouncing singling 12. barn drafty leafy nosy LE.P. Goat: The client will choose descriptive words for nouns and use the words in sentences, with 90% or greater accuracy. 4 Copyright © 1980 Linguists, IeDefining and Dese: Task P: Describing Items Using Imagery, continued Circle the word that best describes each subject. Then, write a sentence using the two words. 13, grass knot dew-covered grimy 14. puppy frisky shifty empty 15. cub vacant furry lumpy 16. candle lacy charming flickering 17. tale pearly magical silky 18. bonfire chilling curling blazing 19. strawberry jam homemade cup-shaped _glasslike 20. spiderweb delicate gloomy sharp 21. hero cloudy croaky mighty 22. children elderly well-behaved cutthroat 23. hair glossy freaky papery 24. ice cream float warm frothy dusty LEP. Goal: The client will choose descriptive words for nouns and use the words in sentences, with 90% or greater accuracy. 2 Copyright © 1989 LingiSystoms, feDefining and Deseribing Task P: Describing Items Using Imagery, continued Circle the word that best describes each subject. Then, write a sentence using the two words. 25. carriage good-humored — sure-footed old-fashioned 26. field intelligent windswept clammy 27. clothing sugar-coated offbeat brainy 28. mosquito pesky tangy muffled 29, ballerina reckless horrid whirling 30. eagle shuffling soaring gleaning 31. horse rose-colored _ig shot coal black 32. brother fun-loving upside-down corroding 33, football player velvety husky snail-like 34. mountains snoweapped whining shrill 35. house shabby moody slippery 36. child domestic heartbroken —_ ancient LEP. Goal: The client will choose descriptive words for nouns and use the words in sentences, with 90% or greater accuracy. 43 Copyight © 1080 LinguiSyetems, oeDefining and Describing Task Q: Describing with Adjectives List as many words as possible that could describe each item. The first one is done for you. 1. 10. iL. 12, 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24, 25. LEP, Goat: ice dog table tree book truck cake boots cookies elephant. jar flowers cereal hair friend notebook berries guests owl crowd furniture tire peanuts hubeap clown Cold hard , frozen, brittle ‘The client will generate adjectives to describe common nouns, with 90% or greater accuracy. “4 Copyright © 1989 LinguiSystoms, IneDefining and Deseribit Task Q: Describing with Adjectives, continued List as many words as possible that could describe each item. 26. companion 27. palace 28. stapler 29. envelope 30. tissues 31. stickers 32. weather 33. clothes 34. illness 35. camp 36, needlework 37. chain ee 38. secretary 39. manual 40. vacation 41. day care 42. thief 43. medication 44. list 45. auditorium 46. meeting 47. offer 48. silence 49. construction 50. bank statement LEP. Goal: The client will generate adjectives to describe common nouns, with 90% or greater accuracy. 45 Copyright © 1989 LinguiSyetoms, oeDefining and Describing Task R: Identifying Similar Attributes and Functions ‘Tell how the following items are alike. Give as many similarities as you can. The first one is done for you. 1 10. ul. 12, LEP. Goal: The client will identify similar attributes or functions of common nouns, with 90% or greater A knife is like an ax because oth are A dog is like a wolf because A finger is like a toe because A bracelet is like a ring because A snake is like an eel because A cookie is like a cracker because . A blouse is like a jacket because A pen is like a pencil because Milk is like ice cream because A plane is like a butterfly because A pea is like a lima bean because A brownie is like chocolate cake because ‘accuracy. 46 Copyright © 1989 LinguiSystoms, IneDefining and Describing Task Identifying Similar Attributes and Functions, continued Tell how the following items are alike. Give as many similarities as you can. 13. A couch is like a bed because 14, An orange is like a grapefruit because 15. Honey is like syrup because 16. A postcard is like a personal letter because 17. A grasshopper is like a kangaroo because 18. A cabbage is like lettuce because 19. A staple is like a paper clip because 20. A rake is like a broom because 21. A rowboat is like a canoe because 22. New Year’s Day is like Thanksgiving Day because 23. A banana is like a lemon because 24, Meatloaf is like bologna because LEP. Goal: The client will identify similar attributes or functions of common nouns, with 90% or greater accuracy, 4 CCopsight © 1989 LinguiSystems, IeDefining and Deseribing Task R: Identifying Similar Attributes and Functions, continued Tell how the following items are alike. Give as many similarities as you can. 25. 26. 27. 28. 29, 30. 31. 33. 34, 35. 36. A radio is like a television set because A glass pitcher is like a jar because Gone with the Wind is like Little Women because A mail carrier is like a truck driver because A ticket is like a hall pass because A mirror is like a window because An orchid is like a carnation because . A gopher hole is like a manhole because Crops are like a garden because Pajamas are like shorts because Clams are like carrots because Mannequins are like statues because LEP. Goal: The client will identify similar attributes or functions of common nouns, with 90% or greater accuracy. 48 Copyiht © 1989 LinguiSystms, Iosing iminating Attributes of Similar Items ‘Tell how the following items are different. The first one is done for you. 1. 3. 10. i. 12. How is a chair different from a couch? A chair ts How is a bicycle different from a tricycle? How are slippers different from shoes? How is a mug different from a glass? How are socks different from panty hose? How is a Popsicle different from a lollipop? How is a jacket different from a sweater? How is a letter different from a postcard? How are boots different from sandals? How is a watch different from a bracelet? How is a dresser different from a closet? How is a brush different from a comb? LEP. Goal: The client will discriminate between similar items by identifying dissimilar attributes, with 90% or greater accuracy. 49 Copytiht © 1880 LinguiSyeems oeDefining and Describing Task S: Discriminating Attributes of Similar Items, continued Tell how the following items are different. 13, 14, 15. 16. 17. 18. 19. 20. 21. 22. 23, 24. LEP, Goat: How is a tissue different from a handkerchief? How is a pancake different from a waffle? How is a candle different from a match? How is a spoon different from a spatula? How i is an inner tube different from a raft? How is is a violin different from a guitar? How i is a saw different from an ax? How is a globe different from a map? How is jelly different from jam? How is a refrigerator different from a freezer? How is a screw different from a nail? How is a staple different from a paper clip? ‘The client will discriminate between similar items by identifying dissimilar attributes, with 90% or greater accuracy. 50 Copyright © 1989 Linguisyetems, oeand Deseribing Task S: Discriminating Attributes of Similar Items, continued Tell how the following items are different. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. How is a sewing needle different from a knitting needle? How is a television set different from a radio? How is a rake different from a broom? How is a coat different from a cape? How is a magazine different from a telephone book? How is a van different from a bus? How is a teapot different from a pitcher? How is a computer different from a typewriter? How is a mushroom different from a toadstool? How is a quartet different from an orchestra? How is a dictionary different from an encyclopedia? How is a menu different from a grocery list? LEP. Goal: The client will discriminate between similar items by identifying dissimilar attributes, with 90% or greater accuracy. BL Coptiht © 1880 Linge, Ine,Defining and Describing Task T: Sorting Items by Attributes Sort each list into two groups. ‘Tell why you grouped them together. The first one is done for you. 1. bird, elephant, turtle, horse small animals - bird ,turtle. 2. belt, gloves, sash, rings 3. bicycle, car, motorcycle, truck 4. barn, apartment, trailer, pig sty motorcycle, sailboat, skateboard, car 6. shoes, slippers, glasses, boots, earrings 7. clarinet, oboe, guitar, cello, flute 8. cup, glass, mug, tumbler, goblet LEP. Goat: The client will sort lists of items into two groups and identify the similar attributes of each group, with 90% or greater accuracy. 52 Copyright © 1989 LinguiSystems, IneDefining and Describing Task T: Sorting Items by Attributes, continued Sort each list into two groups. Tell why you grouped them together. 9. CD player, television, stereo, radio, movie 10. chair, table, couch, recliner, lamp 11. vacuum cleaner, lawn mower, mop, rake, shovel 12. juice, gasoline, milk, turpentine, soda pop 13. cap, crown, watch, bracelet, scarf 14. z00, motel, hotel, inn, beach 15. tape, scissors, glue, knife, paste 16. bed, sink, crib, couch, bathtub, shower LEP. Goal: The client will sort lists of items into two groups and identify the similar attributes of each group, with 90% or greater accuracy. 53 Copyright © 1989 Linguisystems, ne.Defining and Describing Task T: Sorting Items by Attributes, continued Sort each list into two groups. Tell why you grouped them together. 17. 18. 19. 20. 21. 22. 23. 24. curtain, shade, rug, carpet, mat, drape paper towel, dishcloth, tissue, bath towel, garbage bag, linen napkin tape recorder, newspaper, comic book, telephone, microphone quart, inch, gallon, cup, yard, mile blimp, helicopter, subway, basement, satellite, tunnel binoculars, microscope, loudspeaker, magnifying glass, hearing aid flag, bathtub, desk, chalkboard, stove, bulletin board football, hockey, weight lifting, surfing, basketball, skiing LEP. Goal: The client will sort lists of items into two groups and identify the similar attributes of each group, with 90% or greater accuracy. cs Copyright © 1989 LinguiSrstoms, Ine