Page 112 - Routines-Based Early Intervention Guidebook
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Routines-Based Early Intervention Guidebook
                 Teaching Categorization                                                            8.4



                           categories.  Nothing special has to be done when reading them.  Just make sure to
                           frequently include this genre of books with all your other favorites.  Some

                           examples include:

                             Books that name mother and baby animals: horse/colt/foal, cow/calf, sheep/

                              lamb, dog/puppy, cat/ki en.

                             Books that describe a ributes of a single category:  animals by color, animals by
                              sizes.

                             Books that name objects found in specific places: furniture in different rooms of

                              the house, tools and buildings found on a farm, businesses found along Main
                              Street, items found in various sec ons of the grocery store, and so on.

                       2.  Sor ng ac vi es – Sor ng ac vi es are best begun with physical objects.  If you are

                           at a school, math manipula ves are perfect as they have a high number of similar

                           objects used for coun ng.  It is best not to have two variables ini ally.  For

                           instance, use the colored bears in the math manipula ves to sort by color.  Don’t
                           use the colored animals to sort by color because a child could put all of the animals

                           together, all of the colors, or a combina on of the both.  If you start by sor ng

                           animals, make sure they are all the same color.
                       3.  Similari es and Differences – The first categoriza on skill that is usually taught in

                           school is “same and different.”  For children who are struggling with categoriza‐

                            on, this is s ll a great ac vity but make sure not to jump up to WHY ques ons too

                           soon.  Talk out loud about why things are grouped but allow the child to make her

                           own inferences.
                       4.  Sort by A ribute – Building blocks are perfect for sor ng by size, color, or shape.

                           Again, for struggling learners or very young children, only focus on one a ribute at

                           a  me.  Building towers is really exci ng for children because they love to knock it
                           down.  Towards the top, request specific blocks that you will add so that the tower

                           gets taller.  This tests their recep ve language skills (understanding).

                       5.  Loca on, Loca on, Loca on – Objects belong in a certain place.  Whether it is

                           around the house or the classroom.  Children can help clean up or retrieve objects.



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