1.  ID letter sounds receptively  and expressively

  • Suggested sequence to correspond with developmental sound production:  p, m, h, n, w, b, a, o, d, t, f, u, i, c, k, g, e, r, l, s, y, j, v, z                 (target short vowel sounds only)

 (Note:  Although most children learn letter names prior to learning letter sounds, with Felicity, we immediately paired letters with letters sounds as soon as we began to expose her to letters.  This has helped Felicity with her speech, her ability to recognize words, and her reading readiness.  For example, when Felicity says "ot" instead of "hot", I can say, "It's with an 'Hh'.  She will then self-correct and say "hot".  When seeing sight words, I am helping her to use her knowledge of letter sounds to recognize and read sight words by identifying beginning sounds of written words.)Match uppercase and lowercase letter.

2.  ID letters in first name

  • Expose Felicity to other letter names through ABC song, but focus on pairing letters with letter sounds

 3.  Spell first name

 4.  Match words to pictures/photos

  • mom (mommy), dad (daddy), me, on, in, up

5.  Read Sight Words  

  • I, a, the, see, and, like, am, me, in, on, up, he, she, dad, mom

          Use repetitive sentence strips to teach new sight words.
          For example:

  • ​I am (action)
  • I see a (object)
  • (Noun) and (Noun) – Use associated pictures ex: toothbrush & toothpaste, bike & helmet
  • I like (photos of favorite things)
  • It is (person/object)
  • She is (action)
  • He is (action)

          Use a sight word ring of mastered words to review learned sight words at regular intervals.

 6.  Pointing to words with 1:1 correspondence while reading
       This is essential for visual attention and an understanding of words as individual units.

 7.  Identify beginning sounds of words receptively

  • Sorting objects and pictures by beginning sounds: p, m, h, w, b, f


1.  Rote count

  • to 10

2.  Counting objects with 1:1 correspondence

  • 1 to 5

3.  ID numbers receptively and expressively

  • 1 to 10

4.  Get objects in the environment for functional tasks

  • 1 to 5 

     (ex: "Get 5 napkins and put them on the table" or "Get 3 cups")

 5.  Match objects to a template during counting activities and match numbers to quantity

  • 1 to 5

 6.  Identify colors receptively and expressively

  • red, yellow, blue

 ​7.  Identify shapes receptively and expressively

  • circle, square, triangle, rectangle, star, heart

 8.  Use a photo schedule during structured "school" time

  • First, Next, Last


 1.  Vocabulary

  • ​Receptive and expressive ID of objects
  • Pair new vocabulary words with signs
  • Model and emphasize correct articulation

2.  ID verbs receptively and expressively

3. Follow basic 1-step directions (known and novel directions) to complete functional tasks laundry, emptying dishwasher, cleaning, vacuuming, etc.

 4.  Follow 1-step directions involving spatial concepts

  • in, on, under, over   

       ex: "put the towels in the laundry basket", "put the books on the table"​

5.  Concepts – receptive and expressive

  • big/small, more/less, empty/full, wet/dry, clean/dirty

6.  Identify the weather

  • sunny, cloudy, rainy, snowy


 1.  Use a pincer grasp to open a clothespin

 2.  Color within the boundaries of a picture

 ​3.  Trace vertical and horizontal lines and circles

 4.  Draw vertical and horizontal​ lines and circles

 5.  Draw a smiley face


1.  Potty Training

 2.  Using a spoon and a fork

 3.  Dressing 

  • shirts, pants, dresses, skirts, coats


 1.  Walking up stairs

 2.  Ball skills

  • rolling, kicking, bouncing, throwing​

3.  Endurance

4.  Balance

5.  Climbing


Educating Felicity & Friends