Special education

Life Skills - Color Recognition

Behavioral Objectives

Given four colored pieces of paper or foam cut into different shapes and asked the question, “Point to the yellow square,” the children will point to the yellow square five out of five times with ninety percent accuracy.


Four different colored shapes for each child
Crayon Colors Board (optional)


1.   Seat the class around the resource table or at their desks.  Once
situated, tell the children, “Today we are going to learn to pick out the color yellow.”  Ask the more advanced children, “Can you tell me something that is yellow?”  Prompt them to answer.  (School Bus, Banana...)

1.  Place a yellow piece of construction paper in front of each child and say, “This is the color yellow, point to the color yellow.”  Guide the child if they do not point to yellow.  Have the child point to the yellow piece of paper three times.

2.  Repeat step #1, except this time also place in front of the child a
different colored shape.  Once again prompting may be needed to guide the child to point to the color yellow.  Repeat this step until the child can point to the color yellow three consecutive times.

3.  Repeat step #2, except reverse the left-right position of the names
(that is, if yellow was originally to the right of the second color, put it to the left).  Use prompting again.  Do this step until the child has pointed to the color yellow three consecutive times.

4.  Add a third color to the group and repeat step one.  Do this until the child has pointed to the color yellow three consecutive times.  Praise and reward the child when he points to yellow.

5.  Finally add the fourth color and repeat step one.  Do this until the
student has pointed to the color yellow three consecutive times.  If time allows mix up the colors and have the student pick out the yellow from the pile.

1.  Have the children give you their materials.
2.  Tell the children, “Today we learned to pick out the color yellow.”
Then ask, Can you tell me what is the color yellow in this room?”  Call on each child.  Have them answer verbally or nonverbal.

Evaluation of students:
1.  Next bring out the Crayon Colors poster.  Tell the class,  “These are pictures of different colored crayons.”  Point to each crayon and tell the students what color it is.  Then ask them to point to the color yellow crayon.


Stringing Beads           
Life Skills

Behavioral Objectives

a. Given an already beaded string each student will copy the arrangement of beads three out of three times with eighty percent accuracy.


Beads and String
Card with child’s name on it
Gold Stars or other stickers

III. Procedures

1.  Seat the class at the resource table and show them the a string of beads and say, “Look at the pretty beads I put together.  Let’s see if you can use the beads to make the exact same match.”

1.  Heavily prompt the student on the first try.  Use hand over
hand and tell them what bead to look for to put on the string.  For example, “Joel, look at the first bead on the string, we have to find one just like it to put on our string.  Can you find the bead inside of this bucket.”  Praise Joel for finding the bead and continue likewise with the other beads until the string of beads matches the master string of beads.
2.  Be sure to hold the finished string up to the original to show the
student that they made the same one.

3.  Tell the student, “You did a great job, we will put a star by your card.
Let’s see if we can do it again to get another star.”

4.  Repeat steps one through three two more times.

1.  Give the student their card that reads, I strung and matched beads very well today!  Explain to the student what the card means and tell them to take it home to share with their family.


Thinking Skills

I. Behavioral Objectives

a. When asked a question about Corduroy, the story read in class, the student will answer the teacher with 100% accuracy.

II. Materials

a. The book - Corduroy by Don Freeman

b. A picture of Corduroy for each student

III. Procedures


1. Seat the class at their assigned desks and ask the children, "Does anyone have a Teddy Bear at home? If you have a Teddy Bear at Home raise your hand." Ask the students who raised their hands questions about their Teddy Bear. Then with great enthusiasm tell the class, "Today I am going to read you a story about a very special Teddy Bear who’s name is Corduroy. Get ready for the story boys and girls by having your eyes on the book."


1. Read the story.

2. After the story is finished being read, ask each student a question. Your questions will vary depending on what student you are asking the question to. Example questions would be;

What is the name of the Teddy Bear in this book?

Do you like Teddy Bears?

What was Corduroy trying to find?

What color is Corduroys’ pants?

3. If time allows ask the class, "Since you all listened so well to the Corduroy story, would you like your very own picture of Corduroy that you can color and then hang-up in the room?" Give the student the picture of Corduroy.


2. Conclude by having the children hang-up their pictures in the room.

Evaluation of students:

1. By observing the students the teacher will be able to monitor what each student learned through the lesson.

Opening Exercises

(appropriate behavior)

*Life Skills

I. Behavioral Objectives

a. Given the American Flag placed in the front of the room, the children will stand, push in their chairs and say the pledge one time with fifty percent accuracy.

b. Given a large calendar placed in front of the room and the command "count the numbers stopping at today’s date the 16th," the students will count the numbers both individually and as a group.

c. Given a picture of the word September and 1998, the students will tell the teacher the month and year of the days date.

d. Given the question, "What is the weather like today?" the students will correctly tell the teacher what the daily weather is.

II. Materials

a. Calendar Set-up

III. Procedures



1. Students will be asked what today is, "Is today Wednesday?"


1. After the class tells the teacher the day of the week, ask the class what month it is by pointing to the September sign approve the calendar and saying, "Raise your hand but do not talk if you know what month it is today?" Call on a volunteer. After getting the correct response of "September", go to each student individually and ask them to tell you what month it is.

2. Next, tell the class, "We need to find out what date it is. Let’s all count the numbers on the calendar stopping at today’s date. Get ready! (Point to the one). As a group count making sure all the students are responding.

3. Tell the students, "You did a great job, counting to the date! Today’s date is the sixteenth. So that means today is Wednesday, (point to the word Wednesday) September (point to the word September) sixteen, (point to the fifteen) 1998 (point to 1998)."

4. Ask a student in the class if they thought today was hot or cold. Wait for the correct response and then post it.

5. Review rules and jobs


1. Hand out a calendar to the students and have them place the numbers on it.

Evaluation of students:

1. The student will count the numbers on the calendar and recite the date and weather to the satisfaction of the teacher.