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I’m still sticking with my farm theme and this week I’m using the adapted book Farmer, Farmer What Do You See? and my students are making Cows out of paper plates.  Another great combo!


The focus for Farmer, Farmer What Do You See? is to learn farm vocabulary terms and the prepositional concept “in”.  All 10 farm animals are “in” different locations around the farm.  The repetition of the concept “in” helps the student learn this prepositional term, as well, as different places on the farmer such as the chicken coop, field, and hay stack.

There are several different ways to read the book depending on the students’ level.  For some of my students, I have the students touch each word square at the top of the page so we can read the “animal animal what do you see?” phrase together.

As we move to the bottom of the page I read “A” and point to the animal on the page to see if the student can independently name the animal and then either the student or I finish the sentence “in the….”   I have the students find the correct animal from the right side of the book and place it in the blank box.  Then we read the final sentence together again.

For my higher functioning students I often ask questions during the book such as “what does the cow say?” or “what color is the pig?” to work on answering “wh” questions.  You can even ask “where” the animal is again to have the student work on using the prepositional phrase with the correct farm location.

Some of my students need additional prompting to participate in the book activity.  For these students I read the top of the page as I point to each picture.  After a few pages I try and pause to see if my students can help finish the phrase “what do you see?” as I point to the pictures and also my eyes for the see word.  I then move to the bottom of the page and read the final sentence pointing to the animal on the page and saying the animal’s name.  Sometimes I give the student a choice of 2 animals with the visual paired with the verbal.  For example, “pig or sheep” as I hold up the picture of both animals.  Again I reread the final sentence with the animal picture in the blank book.  “pig in the mud”.  I model the name of the animal and the sound the animal makes before we turn the page.  I try to have my student produce the name of the animal (or a verbal approximation) or the animal sound.

At the end of the book, I have some of my students complete the final page to see if they can remember where the animals are on the farm.  The students take turns identify where the animal was.

If the student is having trouble remembering where the animal was then I turn back to that page in the book and read the final sentence again such as “a pig in the mud.”  Then I see if the student can find the mud picture and place it in the empty box next to the pig phrase.  After the student matches all the locations with the correct animal we read the final page together pointing to every box.  This is a challenging activity for some of the students but it is a great review of the vocabulary we just learned.

Since we were reading a book about “what do you See?” I had my students make cows with big googly eyes as a follow up activity to the book.

For my students who can cut I had the students cut out some different size black circles/blobs for the cow’s spots.  Sometimes my OT helps in my groups so for those students I had assistance with the cutting part of the activity.  The students can also cut out a large pick oval for the mouth.

I have the students request a paper plate.  I put 2 dots on the paper plate so the students know where to put the glue and then the eyes on the glue.

Next we glue the pink mouth on the cow along with 2 small black dots for nostrils.

Then I let the students put the black spots all over their cows.  For some groups we counted out a set number of spots but for other groups I just gave them some spots.  We also added 2 black ears on the top of the paper plate.

Again, you can change the level of difficulty of this craft depending on your students’ level.  You can have your students do most of the cutting or if that is too difficult you can have the material prepped but work on the student following basic 1-step commands during the activity.  Crafts are also a great way to target request.  For example, I have the student request the glue or cow spot every time.  Sometimes I make the student request the glue from each other to work on those social language skills and sharing.

If you are interested in this Farm adapted book it comes in a series of 3 books which includes Farmer, Farmer What Do You Hear?, Farmer, Farmer Who’s in the Tractor?, and “Farmer, Farmer What Do You See?”.  You can find them on TPT with the following link Farm Adapted Books    

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