Social studies

Leveled Daily
Curriculum

Lev el 0.5

Reading Comprehension Level 1.5

 Social Studies

Leveled Daily
Curriculum
Lev el 0.5

Name: __________________ School Year: _______

Reading Comprehension Level 1.5
Level 0.5 Social Studies

Unit Focus Topics Hands-On Unit Details

Extension
- School Signs - use signs at The goal of this unit is to give exposure to common school signs
(quiet, wet floor, stairs, restroom, exit, and elevator). Students will
school work on matching signs, coloring sign images, and tracing signs.
Unit 1 This will also target fine motor skills. Students will also build
vocabulary by working on expressive or receptive identification
of the signs. Students will build generalization by working on
identifying these signs within the school.

- Places in Town - go places The goal of this unit is to give exposure to common places in the
community (school, restaurant, fire station, police station, hospital,
within school and park). Students will work on matching places, coloring places,
Unit 2 and tracing circles around places. This will also target fine motor
skills. Students will also build vocabulary by working on expressive
or receptive identification of the places in town. Students will build
generalization by going to specific places within the school.

- Transportation - identify how The goal of this unit is to give exposure to common
transportation vocabulary (car, truck, train, bus, airplane, and
you go to boat). Students will work on matching vehicles, coloring vehicles,
Unit 3 school
and tracing circles around vehicles. This will also target fine motor
skills. Students will also build vocabulary by working on expressive
or receptive identification of transportation vocabulary. Students
will build generalization by identifying how they travel to school.

- Community - make choices The goal of this unit is to give exposure to common community
items (bridge, tree, house, street, apartment building, and sidewalk).
Items Students will work on matching items, coloring items, and tracing

Unit 4 circles around items. This will also target fine motor skills. Students
will also build vocabulary by working on expressive or receptive
identification of the community items. Students will practice making
choices for an activity, preferred item, supply, or person which
opens opportunities in the community.

- Community - class job The goal of this unit is to give exposure to common community
helpers (police officer, doctor, chef, fireman, construction worker,
Helpers and teacher). Students will work on matching helpers, coloring
Unit 5 helpers, and tracing circles around helpers. This will also target
fine motor skills. Students will also build vocabulary by working on
expressive or receptive identification of the community helpers.
Students will learn about and complete jobs in the classroom.

- Personal - identify name The goal of this unit is to give exposure to the concept of
personal information. Students will work on spelling their name,
Information identifying the letters in their name, tracing their name, and

Unit 6 - Baby, Kid, Adult identifying a name versus a non-name. This will also target fine
motor skills. Students will also build vocabulary by working on
expressive or receptive identification of baby, kid, and adult.
Students will learn to identify their first name in writing from a
field of up to 6 names.

- Safety Signs - follow a first/ The goal of this unit is to give exposure to common safety signs
(crosswalk, out of order, danger, walk signal, don't walk signal, and
then sequence do not enter). Students will work on matching signs, coloring signs,
and tracing circles around signs. This will also target fine motor
Unit 7 skills. Students will also build vocabulary by working on expressive
or receptive identification of the safety signs. Students will learn
to follow a first/then sequence for familiar and unfamiliar tasks
which provides opportunities for inclusion and community-based
independence.

- Safety Signs - follow The goal of this unit is to give exposure to common safety signs
(wash hands, caution, stop, closed, open, and bus stop). Students
established will work on matching signs, coloring signs, and tracing circles

Unit 8 routines
around signs. This will also target fine motor skills. Students will
also build vocabulary by working on expressive or receptive
identification of the safety signs. Students will learn to follow
established routines which provides opportunities for
independence in the school and community.
How to use the vocabulary pages:

Setting up the vocabulary pages:

There are 5 vocabulary pages included with each unit. The 5 pages
have the same pictures but each page has them in a different
order. This helps ensure that kids aren’t memorizing the location of
the item and are really working on learning which picture matches
the word or word matches the picture. I think the best setup for
this is to keep all 5 pages in one page protector. Each day choose a
different page to work from when working on vocabulary.
Alternate which page you use each day!

Expressive or receptive vocabulary:

When working on vocabulary, work on either receptive or expressive
vocabulary (or both!). When targeting receptive vocabulary, say “show
me the ______” and then say the name of one of the items. Prompt the
student to identify the item by pointing. Use errorless learning to get
started if needed (more info on this on my website -
[Link] - search “errorless learning”). Make sure to vary
your teaching cue. Some days say “Show me the ______” and other
days say “Where’s the ______?” or “Point to the ______” to help build
generalization. When targeting expressive vocabulary, point to one of
the items and say, “What’s this?” and the student will say the name of
the item. Again, start with errorless learning if needed and vary the
teaching cue (“Say the name of this.” “What item is this?”). Go in
different orders each time.

Taking data:
On the bottom of each activity page is a section for taking data while practicing using
the vocabulary pages. Circle receptive or expressive language (stay consistent; if you
are working on both use a different colored pen for each data type). Pick the total trials
you will do each day. Keep this consistent. Always do the same amount of total trials (or
total times you ask a vocabulary question like described above). As you give teaching
cues and the student responds, tally the correct and incorrect responses as shown.
Once you are done, add up the totals. Record the totals on the data sheet each day by
writing the total correct over the total trials.
Grading Data Sheet Name: _______________ School Year: _________

Additional Testing
Pre-Test Date Post-Test Date
Date & Score Notes
& Score & Score
(if needed)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9
S.S. Level 0.5
Unit Data Sheet Name: __________________ Unit: ___________

TRACING: MATCHING: VOCABULARY:

Activity level of prompts # correct/total #correct/total
Date
Page I = independent, G = gestural prompts, circle one: receptive language
PP = partial physical, FP = full physical expressive language

S.S. Level 0.5

Whole Class Daily Lesson Plan Date: __________________

Curriculum Activity Assessments

Time Students Topics Covered
{Unit # & Activity #} Needed

S.S. Level 0.5

Whole Class Weekly Lesson Plan Week of: __________________

Level 0.5 Students Level 1 Students Level 2 Students Level 3 Students

Monday

Tuesday

Wednesday

Thursday

Friday

S.S. Level 0.5

Anchor Chart - Unit 1

Social Studies Level 0.5

Anchor Chart - Unit 1

Social Studies Level 0.5

Anchor Chart - Unit 1

Social Studies Level 0.5

Anchor Chart - Unit 1

Social Studies Level 0.5

Anchor Chart - Unit 1

Social Studies Level 0.5

 Hands-On Extension - Unit 1

Unit Goal:
Learner will demonstrate comprehension of school signs by
following the sign's direction or answering a question about
the sign.

Functional purpose & Social studies integration:

Learner will be able to utilize signs within the school building.

This can increase independence as well as build future skills for
navigating the community.

Ways to practice:

• have learner repeat the names of signs you point out within
the school
• ask questions about signs and have students answer by
pointing to the sign or answering the question
• bring the anchor chart around the school and match the
images on the anchor chart to real signs in the building
• explain signs when you see them and point to the direction
the sign is pointing
• let the learner find the right bathroom or room based on
school signs

Social Studies Level 0.5

Unit 1 Pre-test - Page 1 Name: _______________ Date: ________

1. Match the School Signs:

2. Circle the Match:

S.S. Level 0.5

Unit 1 Pre-test - Page 2 Name: _______________ Date: ________

3. Circle the Same School Sign:

S.S. Level 0.5

Unit 1 Post-test - Page 1 Name: _______________ Date: ________

1. Match the school signs:

2. Circle the match:

S.S. Level 0.5

Unit 1 Post-test - Page 2 Name: _______________ Date: ________

3. Circle the same school sign:

S.S. Level 0.5

 Unit 1 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test
total
correct incorrect possible

1. Match the School Signs. Count as correct if only one

line is drawn between matching signs. Count as
incorrect if the signs are matched incorrectly, a sign 4
has more than one line, or a sign has no lines.

2. Circle the Match. Count each sign as correct if only the 2

correct sign is circled and no other signs are circled.

3. Circle the Same School Sign. Count as correct if only

the matching sign in each row is circled. Count as 6
incorrect if the circled sign does not match, more than
one sign is circled, or no signs are circled.
4. School Sign Vocabulary Identification. Check for
expressive or receptive language (circle one). If student
can correctly identify the school sign (by pointing or
naming) count as correct. If student says the wrong 6
name or does not respond within 5 seconds, count as
incorrect. Use the anchor chart for vocabulary
identification.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:

possible times 100

The pre-test is used as a baseline to see where the
student is starting out before any instruction is given.
Errors on the pre-test will be addressed through the total possible percentage *
unit activities. Errors on the post-test indicate that
additional instruction or practice is needed. Every
student learns at a different rate! Here is where this
18
student needs more work:

Needs Practice on….

Error Numbers Suggested Activities

make flashcards with signs and practice matching signs, start

many errors on 1, still needs work on matching school with a field of two or use blank cards as non-examples; cut
2, & 3 signs one anchor chart apart. hold up one sign and have the student
point to the matching sign on their own anchor chart.

cut anchor chart signs and have student receptively identify a

still needs work on identifying sign you say from a field of 2; hold up an anchor chart picture
many errors on 4 and say a sign name, have the student give a thumbs up/down
school sign vocabulary
if the sign name you say matches the sign picture you show.

S.S. Level
Reading 0.5
Comprehension Level 1.5
Unit 1 Page 1 Name: _______________ Date: ________

Find the same:

Trace the circle around the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 2 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
 Unit 1 Page 3 Name: _______________ Date: ________
Circle the match:

Match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 4 Name: _______________ Date: ________

Draw a line to match the school signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 5 Name: _______________ Date: ________

Draw a line to match the school signs:

Trace to match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 6 Name: _______________ Date: ________

Color all the school signs.

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 7 Name: _______________ Date: ________

Trace to match the school signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 8 Name: _______________ Date: ________

Find the same:

Sort all of the matches by drawing a line:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 9 Name: _______________ Date: ________

Circle the two groups of the same school signs:

Match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 10 Name: _______________ Date: ________

Find the same:

Trace to match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 11 Name: _______________ Date: ________

Trace the circle around the school signs:

Sort all of the matches by drawing a line:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 12 Name: _______________ Date: ________

Circle the two that are the same:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 13 Name: _______________ Date: ________

Trace to match the school signs:

Match the items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 14 Name: _______________ Date: ________

Draw a line to match the school signs:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 15 Name: _______________ Date: ________

Circle the match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 16 Name: _______________ Date: ________

Circle the same:

Draw lines to match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 17 Name: _______________ Date: ________

Color all the school signs.

Trace to match the school signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 18 Name: _______________ Date: ________

Match the school signs:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 19 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Trace the circle around the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 1 Page 20 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Anchor Chart - Unit 2

Social Studies Level 0.5

Anchor Chart - Unit 2

Social Studies Level 0.5

Anchor Chart - Unit 2

Social Studies Level 0.5

Anchor Chart - Unit 2

Social Studies Level 0.5

Anchor Chart - Unit 2

Social Studies Level 0.5

 Hands-On Extension - Unit 2

Unit Goal:
Learner will transition between two familiar locations within the
school.

Functional purpose & Social studies integration:

Learner will be able to transition within the school. This will build
independence, allow the learner increased inclusion
opportunities, and progress towards future community
involvement.

Ways to practice:

• go on school walks as a class or small group to practice

transitioning between specific locations
• use consistent routes from your classroom to other
locations (e.g. lunchroom, bathroom) and give repetitive verbal
and visual navigation directions
• in small groups or with individual students, practice "running an
errand" and navigating to a specific location (e.g. another
classroom, the main office)
• give each student a turn to be the line leader and navigate
with fading support to a named location
• go on a school walk as a class or small group. Name where
you are going and then make "wrong turns" while giving the
students opportunities to correct you.

Social Studies Level 0.5

 Unit 2 Pre-test - Page 1 Name: _______________ Date: ________
1. Match Places in Town
Draw a line to the item that matches.

2. Circle the Same Place in Town:

S.S. Level 0.5

 Unit 2 Pre test - Page 2 Name: _______________ Date: ________

3. Circle the Matches.

S.S. Level 0.5

 Unit 2 Post-test - Page 1 Name: _______________ Date: ________

1. Match Places in Town

Draw a line to the item that matches.

2. Circle the Same Place in Town:

S.S. Level 0.5

 Unit 2 Post-test - Page 2 Name: _______________ Date: _______

3. Circle the Matches.

S.S. Level 0.5

Unit 2 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test

total
correct incorrect possible
1. Match Places in Town. Count as correct if a line is
drawn to the matching item and only the matching
item. Count as incorrect if more than one line is
4
drawn, the match is incorrect, or no line is drawn.
2. Circle the Same Place in Town. Count as correct if
only the matching item is circled and no other items
are circled. Count as incorrect if the wrong item is 2
circled or no item is circled.

3. Circle the Matches. Count as correct if only the two

matching pictures in each square are circled and no
other pictures are circled. Count as incorrect if the 6
circled items do not match or no items are circled.

4. Community Items Vocabulary Identification. Check for

expressive or receptive language (circle one). If student
can correctly identify the item (by pointing or naming) 6
count as correct. If student says the wrong name or
does not respond within 5 seconds, count as incorrect.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:

possible times 100

The pre-test is used as a baseline to see where
the student is starting out before any instruction is total possible percentage *
given. Errors on the pre-test will be addressed
through the unit activities. Errors on the post-test 18
indicate that additional instruction or practice is
needed. Every student learns at a different rate!
Here is where this student needs more work:
Error Numbers Needs Practice on…. Suggested Activities

many errors on 1, 2, still needs work on matching cut two anchor charts and practice matching from a
&3 places in town pictures field of 3; hold up one anchor chart picture and have
student point to matching picture on their own chart.
cut anchor chart signs and have student receptively identify
the place you say from a field of 2; hold up an anchor chart
still needs work on identifying picture and say a place, have the student give a thumbs up/
many errors on 4
places in town vocabulary down if the place you say matches the place picture you
show.

S.S. Level 0.5

Unit 2 Page 1 Name: _______________ Date: ________

Color all the places in town.

Trace to match the places in town:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 2 Name: _______________ Date: ________

Draw a line to match the places in town:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 3 Name: _______________ Date: ________

Circle the same:

Draw lines to match the places in town:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 4 Name: _______________ Date: ________

Match the school signs:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 5 Name: _______________ Date: ________

Trace to match the places in town:

Match the items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 6 Name: _______________ Date: ________

Circle the match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 7 Name: _______________ Date: ________

Circle the two that are the same:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 8 Name: _______________ Date: ________

Circle the match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 9 Name: _______________ Date: ________

Trace the circle around the places in town:

Sort all of the matches by drawing a line:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 10 Name: _______________ Date: ________

Color all the places in town.

Trace to match the places in town:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 11 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same place in town:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 12 Name: _______________ Date: ________

Trace to match the school signs:

Match the items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 13 Name: _______________ Date: ________

Match the places in town:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 14 Name: _______________ Date: ________

Circle the same:

Draw lines to match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 15 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same places in town:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 16 Name: _______________ Date: ________

Trace to match the places in town:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 17 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Trace the circle around the places in town:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 18 Name: _______________ Date: ________

Circle the match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 19 Name: _______________ Date: ________

Color all the places in town.

Trace to match the school signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 2 Page 20 Name: _______________ Date: ________

Draw a line to match the places in town:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Anchor Chart - Unit 3

Social Studies Level 0.5

Anchor Chart - Unit 3

Social Studies Level 0.5

Anchor Chart - Unit 3

Social Studies Level 0.5

Anchor Chart - Unit 3

Social Studies Level 0.5

Anchor Chart - Unit 3

Social Studies Level 0.5

 Hands-On Extension - Unit 3

Unit Goal:
Learner will identify the mode of transportation that got them
to school.

Functional purpose & Social studies integration:

Learner will be able to indicate what type of transportation
they took to school. This skill increases awareness of the
learner’s role within the community and the ability to navigate
the community.

Ways to practice:

• make lists of the various ways a student could get to school in

your community
• ask the student how they got to school and have students
answer by pointing to the picture on the anchor chart
• bring the anchor chart around the school and ask staff
members and other students how they got to school
• print transportation images from the internet or cut from a
magazine and make collages of the different types of
transportation

Social Studies Level 0.5

Unit 3 Pre-test - Page 1 Name: _______________ Date: ________

1. Match the Transportation Pictures:

2. Circle the Match:

S.S. Level 0.5

Unit 3 Pre-test - Page 2 Name: _______________ Date: ________

4. Find the Same:

S.S. Level 0.5

Unit 3 Post-test - Page 1 Name: _______________ Date: ________

1. Match the Transportation Pictures:

2. Circle the Match:

S.S. Level 0.5

Unit 3 Post-test - Page 2 Name: _______________ Date: ________

4. Find the Same:

S.S. Level 0.5

Unit 3 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test

total
correct incorrect possible

1. Match the Transportation Pictures. Count as correct if

one line is drawn between matching pictures and no other
lines are drawn. Count as incorrect if no line is drawn from
4
a picture or the line goes to a non-matching picture.

2. Circle the Match. Count as correct if the correct

picture is circled. Count as incorrect if any other 2
picture is circled or no picture is circled.

3. Find the Same. Count as correct if the identical

picture in each row was circled and no other pictures
were circled. Count as incorrect if the wrong picture is 6
circled or no picture is circled.

4. Transportation Vocabulary Identification. Check for

expressive or receptive language (circle one). If student
can correctly identify the item (by pointing or naming) 6
count as correct. If student says the wrong name or
does not respond within 5 seconds, count as incorrect.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:

possible times 100

The pre-test is used as a baseline to see where
the student is starting out before any instruction is total possible percentage *
given. Errors on the pre-test will be addressed
through the unit activities. Errors on the post-test
indicate that additional instruction or practice is 18
needed. Every student learns at a different rate!
Here is where this student needs more work:

Error Numbers Needs Practice on…. Suggested Activities

make 2 copies of an anchor chart and cut pictures

many errors on 1, 2, still needs work on matching
apart to practice matching, play memory, or sort by
&3 transportation pictured
identical vehicles

watch videos of each type of transportation. put

still needs work on identifying
many errors on 4 flashcards in a fluency station, play transportation
transportation vocabulary
bingo, or send vocabulary page home for homework
S.S. Level 0.5
Unit 3 Page 1 Name: _______________ Date: ________

Color all the transportation pictures.

Trace to match the transportation pictures:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 2 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 3 Name: _______________ Date: ________

Draw a line to match the transportation pictures:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 4 Name: _______________ Date: ________

Trace to match the transportation pictures:

Match the items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 5 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Trace the circle around the transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 6 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 7 Name: _______________ Date: ________

Circle the same:

Draw lines to match the transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 8 Name: _______________ Date: ________

Color all the transportation pictures.

Trace to match the school signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 9 Name: _______________ Date: ________

Draw lines to match the transportation pictures:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 10 Name: _______________ Date: ________

Trace the circle around the transportation pictures:

Sort all of the matches by drawing a line:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 11 Name: _______________ Date: ________

Trace to match the transportation pictures:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 12 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Trace the circle around the transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 13 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 14 Name: _______________ Date: ________

Trace to match the school signs:

Match the items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 15 Name: _______________ Date: ________

Draw a line to match the places in town:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 16 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 17 Name: _______________ Date: ________

Circle the match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 18 Name: _______________ Date: ________

Color all the transportation pictures.

Trace to match the places in town:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 19 Name: _______________ Date: ________

Trace the circle around the transportation pictures:

Sort all of the matches by drawing a line:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 3 Page 20 Name: _______________ Date: ________

Trace to match the transportation pictures:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Anchor Chart - Unit 4

Social Studies Level 0.5

Anchor Chart - Unit 4

Social Studies Level 0.5

Anchor Chart - Unit 4

Social Studies Level 0.5

Anchor Chart - Unit 4

Social Studies Level 0.5

Anchor Chart - Unit 4

Social Studies Level 0.5

 Hands-On Extension - Unit 4

Unit Goal:

Learner will make choices.

Functional purpose & Social studies integration:

Learner will be able to make choices for an activity, preferred
item, supply, or person. The skill of making a choice is a
necessary component for voting and increases the
opportunities within the community.

Ways to practice:
• provide at least 2 choices for a free time activity (e.g. game or
puzzle). If the student needs visuals, hold out two items or make
a visual choice board using photographs or symbols.
• plan a craft project that provides multiple opportunities for the
students to make choices (e.g. colors, stamps vs. stickers)
• give each student a choice between two peers when going to
the bathroom, playing a game, or reading together
• give each student a choice between two staff members during
direct instruction (e.g. Do you want to work with Ms. Smith or Mr.
Jones?)
• during instruction, give students the choice between two
different adult-selected tasks (e.g. Do you want to do this one or
this one?)
• show the class pictures of two different motivating items (e.g.
superheroes, desserts) and have the students identify which
choice they like the best

Social Studies Level 0.5

Unit 4 Pre-test - Page 1 Name: _______________ Date: ________
1. Draw a Line to Match Community Items

2. Color Matching Community Items

Color all the of the bridges: Color all the of the houses:

S.S. Level 0.5

Unit 4 Pre-test - Page 2 Name: _______________ Date: ________

3. Circle the Same Community Item:

S.S. Level 0.5

Unit 4 Post-test - Page 1 Name: _______________ Date: ________
1. Draw a Line to Match Community Items

2. Color Matching Community Items

Color all the of the bridges: Color all the of the houses:

S.S. Level 0.5

Unit 4 Post-test - Page 2 Name: _______________ Date: ________

3. Circle the Same Community Item:

S.S. Level 0.5

Unit 4 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test

total
correct incorrect possible

1. Draw a Line to Match Community Items. Count as

correct if one line is drawn between the two
matching pictures. Count as incorrect if more than
4
one line or no line is drawn.

2. Color Matching Community Items. Count each item

individually as one point if it is a matching item and 12
colored or a non-matching item and not colored.

3. Circle the Same Community Items. Count as correct if

the matching item is circled and there are no other
circles or marks. Count as incorrect if more than one
6
item is circled or no items are circled.

4. Vocabulary Identification. Check for expressive or

receptive language (circle one). If student can
correctly identify the item (by pointing or naming) count 6
as correct. If student says the wrong name or does
not respond within 5 seconds, count as incorrect.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:

possible times 100

The pre-test is used as a baseline to see where
the student is starting out before any instruction is total possible percentage *
given. Errors on the pre-test will be addressed
through the unit activities. Errors on the post-test
indicate that additional instruction or practice is 28
needed. Every student learns at a different rate!
Here is where this student needs more work:
Error Numbers Needs Practice on…. Suggested Activities

print and cut 2 anchor charts to practice matching from a field of

many errors on 1, 2, still needs work on matching 3 before increasing the field; hold up one cut anchor chart picture
&3 community item pictures and have the student point to the identical picture on their own
whole anchor chart.

have students draw pictures of community scenes including the

still needs work on identifying anchor chart community items or cut/glue the anchor chart
many errors on 4
community item vocabulary pictures to the scenes. go for a walk around the school and
identify any of the vocabulary that you see.
S.S. Level 0.5
Unit 4 Page 1 Name: _______________ Date: ________

Find the same:

Color all the of the trees: Color all the of the sidewalks:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 2
Name: _______________ Date: ________

Circle the match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 3 Name: _______________ Date: ________

Trace the name of each:

sidewalk
tree
house
street
Match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 4 Name: _______________ Date: ________

Color the one that is the same:

Draw lines to match the community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 5 Name: _______________ Date: ________

Trace to match the community items:

Circle the two groups of the same community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 6 Name: _______________ Date: ________

Circle all that are Circle all that are

the same as: the same as:

Trace the circle around the community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 7 Name: _______________ Date: ________

Find the same:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 8 Name: _______________ Date: ________

Color all that are Color all that are

the same as: the same as:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 9 Name: _______________ Date: ________

Trace the name of each:

apartment
bridge
sidewalk
house
Circle the two groups of the same transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 10 Name: _______________ Date: ________

Draw lines to match the pictures:

Draw lines to match the transportation items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 11 Name: _______________ Date: ________

Color the one that is the same:

Match the community items :

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 12 Name: _______________ Date: ________

Find the same:

Color all the of the apartments: Color all the of the houses:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 13 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Trace the circle around the community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 14 Name: _______________ Date: ________

Circle the two groups of the same items:

Draw lines to match the community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 15 Name: _______________ Date: ________

Find all that are Find all that are

the same as: the same as:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 16 Name: _______________ Date: ________

Circle the match:

Trace the name of each:

street
house
tree
apartment
receptive/expressive language data:
total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 17 Name: _______________ Date: ________
Circle the pictures that match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 18 Name: _______________ Date: ________

Match the items:

Color the one that is the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 19 Name: _______________ Date: ________

Trace the circle around the community items:

Trace to match the community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 4 Page 20 Name: _______________ Date: ________

Color all the of the apartment buildings: Color all the of the sidewalks:

Match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
 Anchor Chart - Unit 5

Social Studies Level 0.5

 Anchor Chart - Unit 5

Social Studies Level 0.5

 Anchor Chart - Unit 5

Social Studies Level 0.5

 Anchor Chart - Unit 5

Social Studies Level 0.5

 Anchor Chart - Unit 5

Social Studies Level 0.5

 Hands-On Extension - Unit 5

Unit Goal:

Learner will accomplish a class job with minimal adult assistance.

Functional purpose & Social studies integration:

Learner will complete a regular class job. This increases
independence and gives a role and purpose within the
classroom community. This teaches that we will contribute to
the greater good of the group.

Ways to practice:
• first establish a set of classroom jobs (e.g. sharpen pencils
daily, door holder/closer, attendance taker, clean desks/
tables, line leader, sweep floor, wipe cafeteria table, etc.)
• assign each student a job and establish a set time for the
students to complete their job (e.g. last 10 minutes of each
day)
• in small or whole group, demonstrate how to complete each
job accurately
• rotate the jobs daily or weekly
• make a visual "schedule" or chart of jobs to practice having
each student identify what their job is
• have students practice completing their job outside of the
classroom when appropriate (e.g. sharpening pencils and
cleaning tables in another classroom, library, or computer lab)

Social Studies Level 0.5

Unit 5 Pre-test - Page 1 Name: _______________ Date: ________

1. Draw a Line to Match Community Helpers:

2. Circle the Same Community Helper:

S.S. Level 0.5

 Unit 5 Pre-test - Page 2 Name: _______________ Date: ________

[Link]
Vocabulary Identification
the Community Helpers:

S.S. Level 0.5

 Unit 5 Post-test - Page 1 Name: _______________ Date: ________

1. Draw a Line to Match Community Helpers:

2. Circle the Same Community Helper:

S.S. Level 0.5

 Unit 5 Post-test - Page 2 Name: _______________ Date: ________

[Link]
Vocabulary Identification
the Community Helpers:

S.S. Level 0.5

Unit 5 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test

total
correct incorrect possible

1. Draw a Line to Match Community Helpers. Count as

correct if one and only one line is drawn to the
matching helper. Count as incorrect if more than one line 4
is drawn or no lines are drawn.

2. Circle the Same Community Helper. Count as correct

if only the correct matching helper is circled. Count as 2
incorrect if more than one helper is circled or no
helpers are circled.

3. Match the Community Helpers. Count as correct if

one and only one line is drawn between matching
helpers. Count as incorrect if more than one line is
6
drawn or no lines are drawn.

4. Vocabulary Identification. Check for expressive or

receptive language (circle one). If student can correctly
identify the community helper (by pointing or naming) count 6
as correct. If student says the wrong helper or does not
respond within 5 seconds, count as incorrect.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:

possible times 100

The pre-test is used as a baseline to see where
the student is starting out before any instruction is total possible percentage *
given. Errors on the pre-test will be addressed
through the unit activities. Errors on the post-test 18
indicate that additional instruction or practice is
needed. Every student learns at a different rate!
Here is where this student needs more work:

Error Numbers Needs Practice on…. Suggested Activities

many errors on 1, 2, still needs work on matching cut apart two anchor charts, play memory (start with only 3
&3 community helpers helpers) by placing the helpers face down on a table

show students real life photos of community helpers or

still needs work on identifying
many errors on 4 watch video clips of them in action to model vocabulary;
community helper vocabulary
print photos of the helpers and make collages.
S.S. Level 0.5
Unit 5 Page 1 Name: _______________ Date: ________

Color all that are Color all that are

the same as: the same as:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 2 Name: _______________ Date: ________
Circle the two that are the same:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 3 Name: _______________ Date: ________
Color the one that is the same:

Match the helpers:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 4 Name: _______________ Date: ________

Trace the name of each community helper:

teacher
fireman
police officer
chef
Trace to match the community helpers:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 5 Name: _______________ Date: ________

Circle the two groups of the same community helpers:

Draw lines to match the community helpers:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 6 Name: _______________ Date: ________

Find the same:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 7 Name: _______________ Date: ________
Draw a line to the one that is the same:

Color all the community helpers.

Trace to match the community helpers:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 8 Name: _______________ Date: ________

Find the same:

Match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
 Unit 5 Page 9 Name: _______________ Date: ________
Color all that are Color all that are
the same as: the same as:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 10 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Trace the circle around the community helpers:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 11 Name: _______________ Date: ________

Circle the two that are the same:

Trace the name of each community helper:

construction
worker
teacher
doctor
receptive/expressive language data:
total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 12 Name: _______________ Date: ________

Trace to match the community helpers:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 13 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Color the one that is the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 14 Name: _______________ Date: ________

Find the same:

Draw a line to match the school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 15 Name: _______________ Date: ________
Match the pictures:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 16 Name: _______________ Date: ________

Circle the two groups of the same community helpers:

Draw lines to match the community helpers:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 17 Name: _______________ Date: ________

Color all the community helpers.

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 18 Name: _______________ Date: ________

Match the items:

Trace the circle around the community helpers:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 19 Name: _______________ Date: ________

Find all that are Find all that are

the same as: the same as:

Color all the community helpers.

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 5 Page 20 Name: _______________ Date: ________
Color the one that is the same:

Draw lines to match the community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
 Unit 6
*Special Directions*
1. For each student, make a copy of both name
anchor charts and write the student's name in the
blank squares. Practice identifying the student’s
name from the field of options.

2. On pre-test/post-test page 1, section 2: write the

student's name in each rectangle in advance.

3. The following worksheet pages will require the

student’s name to be written in advance in at least
one location for matching or tracing practice: 1, 5, 6,
8, 9, 10, 12, 17, 18, & 19.

Social Studies Level 0.5

Anchor Chart - Unit 6

John

Alex Lucy

Rachel Antonio

Social Studies Level 0.5

Anchor Chart - Unit 6

Rachel Alex

Antonio Lucy

John

Social Studies Level 0.5

Anchor Chart - Unit 6

adult

kid

baby

Social Studies Level 0.5

Anchor Chart - Unit 6

kid

baby

adult

Social Studies Level 0.5

Anchor Chart - Unit 6

baby

adult

kid

Social Studies Level 0.5

 Hands-On Extension - Unit 6

Unit Goal:

Learner will identify his or her first name.

Functional purpose & Social studies integration:

Learner will identify his or her first name. This is important to
be able to locate belongings, assignments, and supplies. This skill
increases the ability to be independent in the school and the
community.

Ways to practice:
• use play dough to form the letters in each student's name
• practice writing first names in paint, shaving cream, or bins
with sand/rice
• write each student's first name in large print on a piece of
paper and have the student cover the letters in paint, stamps,
or small stickers
• Write the student's name on an index card. On a second
index card, put a colorful sticker. Have the student identify
which card has their name. To increase the complexity, use
the student name card and then write a different name on
the second card. Continue to increase the amount of cards
to increase complexity.
• Write the student's name on two index cards and a different
name on a third card. Have the student match the cards with
their name.

Social Studies Level 0.5

Unit 6 Pre-test - Page 1 Name: _______________ Date: ________
1. Circle the name in each box:

Nina

Hayden

James
3
Angel

2. Circle your name in each box:

Emmy

Lionel

Sadie

Christopher

S.S. Level 0.5

Unit 6 Pre-test - Page 2 Name: _______________ Date: ________
2. Match the Pictures.

3. Match the Names.

Ben Alisha

Jack Luke

Hunter Hunter

Tara Jack

Alisha Ben

Luke Tara
S.S. Level 0.5
Unit 6 Post-test - Page 1 Name: _______________ Date: ________
1. Circle the name in each box:

Nina

Hayden

James
3
Angel

2. Circle your name in each box:

Emmy

Lionel

Sadie

Christopher

S.S. Level 0.5

Unit 6 Post-test - Page 2 Name: _______________ Date: ________
2, Match the Pictures.

3. Match the Names.

Ben Alisha

Jack Luke

Hunter Hunter

Tara Jack

Alisha Ben

Luke Tara
S.S. Level 0.5
 Unit 6 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test

total
correct incorrect possible
1. Circle the Name. Count as correct if the student
circles the name in each rectangle. Count as incorrect
if the student circles the other item in the rectangle
4
or if nothing is circled in the rectangle.
2. Circle Your Name. Count as correct if the student
circles their name in each rectangle. Count as incorrect
if the student circles the other name in the rectangle 4
or if neither name is circled or both names are circled.
3. Match the Pictures. Count as correct if a line is drawn
between matching pictures. Count as incorrect if an 3
item has more than one line or no lines.
4. Match the Names. Count as correct if a line is drawn
between matching names. Count as incorrect if a name 6
has more than one line or no lines.
5. Vocabulary Identification. Check for expressive or
receptive language (circle one). If student can
correctly identify the picture (by pointing or naming) 3
count as correct. If student says the wrong name or
does not respond within 5 seconds, count as incorrect.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:
The pre-test is used as a baseline to see where

possible times 100

the student is starting out before any instruction is
given. Errors on the pre-test will be addressed total possible percentage *
through the unit activities. Errors on the post-test
indicate that additional instruction or practice is 20
needed. Every student learns at a different rate!
Here is where this student needs more work:
Error Numbers Needs Practice on…. Suggested Activities
many errors on 1 still needs work on identifying a make flash cards that have names on some and non-
name versus a non-name names on others to practice sorting/identifying names
many errors on still needs work on identifying their see strategies on the hands-on extension page
2 own name
many errors on still needs work on matching names make 2 sets of flashcards with identical names to
3&4 and baby/kid/adult pictures practice matching names; cut 2 people anchor charts
apart to make matching flashcards
hold up one of the anchor chart pictures and say one
many errors on still needs work on identifying baby/
of the words, have students identify if the word you
5 kid/adult vocabulary
say matches the picture you show
S.S. Level 0.5
Unit 6 Page 1 Name: _______________ Date: ________
Trace your name: Trace the names:

Eliza
Joseph
Meghan
William
Color all of the names:

4 Donovan Marcel

Tyler

Lincoln
Maria 2
receptive/expressive language data:
total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 2 Name: _______________ Date: ________

Circle the name:

Deshawn
Jenna

Nancy
Ethan
8

9
Ryan Clara

Trace to match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 3 Name: _______________ Date: ________

Circle the match:

Color all the of the adults: Color all the of the kids:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 4 Name: _______________ Date: ________

Match the names:

Darius Kalyn Simon Evelyn

Noah Connor Robert Robert

Kalyn Darius Evelyn Carmen

Connor Noah Carmen Simon

Sort all of the matches by drawing a line:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 5 Name: _______________ Date: ________

Circle all that are Circle all that are

the same as: the same as:

Color where you see your name:

8 3

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 6 Name: _______________ Date: ________
Draw a line to the name that is the same:

Terrell

Scott Lisa Terrell Alexander Mia

Trace to match the names:

Marshawn Marshawn

Kristen Kristen

Xavier Xavier

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 7 Name: _______________ Date: ________
Draw lines to match the names:

Callie Landon

Landon Alyssa

Alyssa Callie

Erin Erin

Bailey Bailey

Joel Joel

Trace the circles around the names:

Katie
Samuel
Marco
Tristan
Matt
Vanessa Erica

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________

S.S. Level 0.5
Unit 6 Page 8 Name: _______________ Date: ________
Color the one that is the same:

Abigail

Tucker Ava Nolan Gabriella Abigail

Draw lines to match the people:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 9 Name: _______________ Date: ________

Match the pictures: Match the names:

Graham Brianna

Roman Leah

Brianna Roman

Leah Graham

Circle your name:

Shannon

Mason

Laura

Anthony

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 10 Name: _______________ Date: ________

Trace your name: Trace the names:

Charlie
Izzy
Trisha
Milo
Color the people.

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 11 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Logan

Logan Logan
Logan
Logan
Logan Logan
Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 12 Name: _______________ Date: ________
Color the one that is the same:

Emily

Emily Nora Steve Kayla Hailey

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 13 Name: _______________ Date: ________

Circle all the of the names:

Brian 9 Simone

Gustavo Justin 2

Lexi Khalid 5 Akia

Match the items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 14 Name: _______________ Date: ________
Circle the two that are the same:

Match the names:

Colin Harry

Tina Jackson

Harry Peter

Jackson Tina

Peter Elise

Elise Colin
receptive/expressive language data:
total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 15 Name: _______________ Date: ________

Find the same:

Trace the circles around the names:

John
Mark
Kathy
Alan
Jen
Amanda
Jeffrey

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 16 Name: _______________ Date: ________

Match the pictures: Match the names:

Colin Bernice

Isla Holly

Holly Colin

Bernice Isla

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 17 Name: _______________ Date: ________
Color the one that is the same:

Kennedy Jeremy

Trace to match the names:

Sean Sean

Michelle Michelle

Curtis Curtis

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 18 Name: _______________ Date: ________

Color all of the names: Color all of your name:

Gabriel Julia

Renee
Thomas

Joshua
Jamie

Frank Amir

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 19 Name: _______________ Date: ________

Circle the two groups of the same names:

Malik Lee
Malik Lee
Malik Lee
Malik Lee Lee
Lee Lee Lee
Malik
Malik Lee
Malik Lee
Malik

Trace your name:

Circle your name:

Eric

Sandra

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 6 Page 20 Name: _______________ Date: ________

Trace to match the people:

Color all of the names:

6 Derek Jimena

Nicholas Marlon 4

8 Zachary Brooke

Harrison 9 Kareem Alma

receptive/expressive language data:
total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Anchor Chart - Unit 7

Social Studies Level 0.5

Anchor Chart - Unit 7

Social Studies Level 0.5

Anchor Chart - Unit 7

Social Studies Level 0.5

Anchor Chart - Unit 7

Social Studies Level 0.5

Anchor Chart - Unit 7

Social Studies Level 0.5

 Hands-On Extension - Unit 7

Unit Goal:

Learner will follow a first/then sequence for activities.

Functional purpose & Social studies integration:

Learner will follow a first/then sequence for familiar and

unfamiliar activities. This provides increased opportunities for
inclusion and later community based independence.

Ways to practice:

• give routine directions in a first/then format (e.g. First get a pencil,

then sit at the table.)
• practice "silly" commands in a first/then format as a structured
movement break (e.g. First wiggle your fingers, then stretch your
arms.)
• verbally narrate your route from one place to another in the building
using first/then directions (e.g. First we walk past the office, then go
up the stairs.)
• review the class or individual schedules using first/then statements
• give first/then statements to make identical art (e.g. Demonstrate how
to draw a cat. First draw a circle, then draw two triangles on top.)
• verbally narrate routine actions as they occur (e.g. First get your
tray. Then take a plate of food. First get soap on your hands. Then
scrub them together.)

Social Studies Level 0.5

Unit 7 Pre-test - Page 1 Name: _______________ Date: ________
1. Circle All of the Signs that are the Same.

Find all that are Find all that are

the same as: the same as:

2. Match the Signs:

S.S. Level 0.5

Unit 7 Pre-test - Page 2 Name: _______________ Date: ________

3. Circle the Matching Sign:

S.S. Level 0.5

Unit 7 Post-test - Page 1 Name: _______________ Date: ________
1. Circle All of the Signs that are the Same.

Find all that are Find all that are

the same as: the same as:

2. Match the Signs:

S.S. Level 0.5

Unit 7 Post-test - Page 2 Name: _______________ Date: ________

3. Circle the Matching Sign:

S.S. Level 0.5

Unit 7 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test

total
correct incorrect possible

1. Circle All of the Signs that are the Same. Count

each sign as one point. Count as correct if only the 10
matching signs are circled and the non-matching
signs are not circled.
2. Match the Signs. Count as correct if a line is drawn
between matching signs. Count as incorrect if a line is 4
drawn to more than one sign or no lines are drawn.

3. Circle the Matching Sign. Count as correct if only the

matching sign is circled and no other signs are circled. 6
Count as incorrect if no sign is circled.

4. Vocabulary Identification. Check for expressive or

receptive language (circle one). If student can
correctly identify the sign (by pointing or naming) count 6
as correct. If student says the wrong name or does
not respond within 5 seconds, count as incorrect.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:

possible times 100

The pre-test is used as a baseline to see where
the student is starting out before any instruction is total possible percentage *
given. Errors on the pre-test will be addressed
through the unit activities. Errors on the post-test
indicate that additional instruction or practice is 26
needed. Every student learns at a different rate!
Here is where this student needs more work:

Needs Practice on….

Error Numbers Suggested Activities

cut apart multiple anchor charts to practice sorting by

many errors on 1, 2, still needs work on matching
identical signs, start with only 2 signs before increasing
&3 safety signs
the number of signs.

cut an anchor chart apart, hold up one sign and say a

still needs work on identifying
many errors on 4 sign name, have the students give a thumbs/up or down
safety sign vocabulary
if the sign name you say matches the sign you show.
S.S. Level 0.5
Unit 7 Page 1 Name: _______________ Date: ________

Trace the sign words and meanings:

do not enter danger crosswalk

do not enter danger crosswalk

out of order walk don't walk

out of order walk don't walk

Circle the two groups of the same safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 2 Name: _______________ Date: ________

Color all the safety signs.

Trace to match the safety signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 3 Name: _______________ Date: ________

Find all that are Find all that are

the same as: the same as:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 4 Name: _______________ Date: ________

Find the same:

Draw a line to match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 5 Name: _______________ Date: ________

Color all the of the danger signs: Color all the of the walk signs:

Draw a line to match the items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 6 Name: _______________ Date: ________

Trace the circle around the safety signs:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 7 Name: _______________ Date: ________

Circle the two groups of the same safety signs:

Draw lines to match the safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 8 Name: _______________ Date: ________

Find the same:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 9 Name: _______________ Date: ________

Find the same:

Draw lines to match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 10 Name: _______________ Date: ________
Color the one that is the same:

Trace to match the safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 11 Name: _______________ Date: ________

Find all that are Find all that are

the same as: the same as:

Circle the two groups of the same safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 12 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 13 Name: _______________ Date: ________

Find the same:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 14 Name: _______________ Date: ________

Draw lines to match the safety signs:

Find all that are Find all that are

the same as: the same as:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 15 Name: _______________ Date: ________

Draw lines to match the places in town:

Trace the circle around the safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 16 Name: _______________ Date: ________

Find the same:

Color the safety sign pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 17 Name: _______________ Date: ________

Find the same:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 18 Name: _______________ Date: ________

Trace to match the safety signs:

Color the one that is the same:

Natalie

Natalie Gregory Whitney

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 19 Name: _______________ Date: ________

Trace the sign words and meanings:

out of order walk don't walk

out of order walk don't walk

do not enter danger crosswalk

do not enter danger crosswalk

Circle the two groups of the same safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 7 Page 20 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Anchor Chart - Unit 8

Social Studies Level 0.5

Anchor Chart - Unit 8

Social Studies Level 0.5

Anchor Chart - Unit 8

Social Studies Level 0.5

Anchor Chart - Unit 8

Social Studies Level 0.5

Anchor Chart - Unit 8

Social Studies Level 0.5

 Hands-On Extension - Unit 8

Unit Goal:

Learner will follow an established routine.

Functional purpose & Social studies integration:

Learner will follow familiar routines with minimal help or

prompting. This provide increased opportunities for
independence within the community or school.

Ways to practice:
• Provide each student with a schedule. The schedule could be
for a short time period (e.g. language arts, speech therapy)
or longer period (morning, afternoon). The schedule could be
visual or written. Have the students practice identifying what
comes next and following the schedule/routine.
• During highly routine events, (e.g. morning group, arrival/
departure, washing hands), try to give less verbal prompts
and cues to have the students self-initiate the next activity
or retrieve the next needed item.
• During a highly routine event, have the student identify what
micro-task happens next (this could be done verbally, AAC,
gestures, or pointing).
• Use sequencing task cards of highly routine events (e.g.
brushing teeth, washing hands) to practice sequencing the
steps accurately.

Social Studies Level 0.5

 Unit 8 Pre-test - Page 1 Name: _______________ Date: ________
1. Draw a Line to the Same Sign.

S.S. Level 0.5

 Unit 8 Pre-test - Page 2 Name: _______________ Date: ________

2. Match the Safety Signs:

2. Circle the Match:

S.S. Level 0.5

 Unit 8 Post-test - Page 1 Name: _______________ Date: ________
1. Draw a Line to the Same Sign.

S.S. Level 0.5

 Unit 8 Post-test - Page 2 Name: _______________ Date: ________

2. Match the Safety Signs:

2. Circle the Match:

S.S. Level 0.5

Unit 8 Rubric & Grading Instructions
Name: _______________ Date: _____________ {circle one} Pre-test Post-test

total
correct incorrect possible

1. Draw a Line to the Same Sign. Count as correct if

one and only one line is drawn between matching 6
pictures. Count as incorrect if no line is drawn.

2. Match the Safety Signs. Count as correct if one and

only one line is drawn between matching symbols. 4
Count as incorrect if no lines are drawn to a symbol.

3. Circle the Match. Count as correct if the matching

sign is circled. Count as incorrect if the wrong sign is 2
circled, both signs are circled, or no sign is circled.

4. Vocabulary Identification. Check for expressive or

receptive language (circle one). If student can
correctly identify the sign (by pointing or naming) count 6
as correct. If student says the wrong name or does
not respond within 5 seconds, count as incorrect.
total correct total incorrect

* total correct divided by total

Analyzing the Errors:

possible times 100

The pre-test is used as a baseline to see where
the student is starting out before any instruction is total possible percentage *
given. Errors on the pre-test will be addressed
through the unit activities. Errors on the post-test 18
indicate that additional instruction or practice is
needed. Every student learns at a different rate!
Here is where this student needs more work:

Needs Practice on….

Error Numbers Suggested Activities

cut apart multiple anchor charts to practice sorting by

many errors on 1, 2, still needs work on matching
identical signs. start with only 2 signs before increasing
&3 safety signs
the number of signs.

cut an anchor chart apart, hold up one sign and say a

still needs work on identifying
many errors on 4 sign name, have the students give a thumbs/up or down
the safety signs/vocabulary
if the sign name you say matches the sign you show.
S.S. Level 0.5
Unit 8 Page 1 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 2 Name: _______________ Date: ________

Color all the of the stop signs: Color all the of the caution signs:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 3 Name: _______________ Date: ________

Color the one that is the same:

Trace the sign words and meanings:

wash hands stop closed

wash hands stop closed

bus stop open caution

bus stop open caution

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 4 Name: _______________ Date: ________

Trace to match the safety signs:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 5 Name: _______________ Date: ________

Find the same:

Trace the circle around the safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 6 Name: _______________ Date: ________

Find the same:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 7 Name: _______________ Date: ________

Trace the name of each safety sign:

CLOSED
WASH YOUR HANDS
CAUTION
OPEN
Color all the safety signs.

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 8 Name: _______________ Date: ________

Find all that are Find all that are

the same as: the same as:

Circle the two groups of the same safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 9 Name: _______________ Date: ________

Find the same:

Color all the of the closed signs: Color all the of the open signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 10 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 11 Name: _______________ Date: ________

Find the same:

Color the one that is the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 12 Name: _______________ Date: ________

Match the safety signs:

Draw a line to match the safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 13 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 14 Name: _______________ Date: ________

Match the pictures:

Draw a line to match the transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 15 Name: _______________ Date: ________

Color all the safety signs.

Trace the name of each:

bus stop
open
stop
closed
receptive/expressive language data:
total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 16 Name: _______________ Date: ________

Match the safety signs:

Color the one that is the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 17 Name: _______________ Date: ________

Find the same:

Color all of the names:

8 Layla Pedro

Charlie Caleb 3

2 Amani Jorge

Alia 7 Calvin Olivia

receptive/expressive language data:
total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 18 Name: _______________ Date: ________

Find all that are Find all that are

the same as: the same as:

Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 19 Name: _______________ Date: ________

Draw a line to match the safety signs:

Trace to match the safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 8 Page 20 Name: _______________ Date: ________

Match the community helpers:

Match the pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
 Unit 9
Review Unit
This unit provides a comprehensive
review of the other 8 units.

Please note, page 4 will require student’s

name to be written in advance.
Unit 9 Page 1 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 2 Name: _______________ Date: ________

Color all the places in town.

Trace to match the school signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 3 Name: _______________ Date: ________

Color all the transportation pictures.

Trace the sign words and meanings:

out of order walk don't walk

out of order walk don't walk

do not enter danger crosswalk

do not enter danger crosswalk

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 4 Name: _______________ Date: ________

Trace your name: Trace the names:

Jordan
Cole
Shelby
Austin
Color the one that is the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 5 Name: _______________ Date: ________

Draw lines to match the pictures:

Match the places in town:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 6 Name: _______________ Date: ________

Color all the of the stop signs: Color all the of the caution signs:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 7 Name: _______________ Date: ________

Circle the match:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 8 Name: _______________ Date: ________

Trace to match the safety signs:

Circle the two that are the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 9 Name: _______________ Date: ________

Match the items:

Trace the circle around the community items:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 10 Name: _______________ Date: ________

Draw lines to match the community helpers:

Draw lines to match the transportation pictures:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 11 Name: _______________ Date: ________

Trace the circles around the names:

Leslie
Andre
Antoine
Aniyah
Luis
Elijah Kelly

Find all that are Find all that are

the same as: the same as:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 12 Name: _______________ Date: ________

Trace the name of each community helper:

teacher
fireman
police officer
chef
Circle the match:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 13 Name: _______________ Date: ________
Match the names:

Cecilia Hope

Keisha Marshall

Hope Keisha

Marshall Damian

Damian Maverick

Maverick Cecelia

Color all the community helpers.

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 14 Name: _______________ Date: ________

Find the same:

Circle the two groups of the same school signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 15 Name: _______________ Date: ________

Match the items:

Color all the of the closed signs: Color all the of the open signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 16 Name: _______________ Date: ________

Find all that are Find all that are

the same as: the same as:

Color the one that is the same:

Patrick

Chelsea Marvin Patrick

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 17 Name: _______________ Date: ________

Circle the two groups of the same places in town:

Find the same:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 18 Name: _______________ Date: ________

Sort all of the matches by drawing a line:

Trace to match the safety signs:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 19 Name: _______________ Date: ________

Find the same:

Trace the circles around the names:

Caroline
Alexis
Cameron
Chloe Jim
Aaliyah Sophia

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Unit 9 Page 20 Name: _______________ Date: ________

Circle the same:

Color all the of the adults: Color all the of the kids:

receptive/expressive language data:

total trials: __________ # correct: __________ # incorrect: __________
S.S. Level 0.5
Thank you for purchasing this product!
This is a very large resource that took an extremely long time to put
together. This purchase provides you with one license. One purchase
allows for use in one classroom. If you would like to share, please
purchase an additional license. Buying an additional license saves you
money and follows the licensing rules of this product and company.

Clipart & Fonts by:

Cherry Clipart
Cinnamon Clipart Studio
Mayer-Johnson
2100 Wharton Street
Suite 400
Pittsburgh, PA 15203

Phone: 1 (800) 588-4548

Fax: 1 (866) 585-6260

Email: [Link]@[Link]
Web site: [Link]

for more tips, resources, and materials to help

you help children with autism please visit
[Link]