The final book in my prepositional adapted book series is “Where is the Butterfly?” This book is set up the same as the “Where is the Puppy?” book I shared about last week. The student has to select the correct preposition to identify “where” the butterfly is in the picture. Each preposition word is paired with the symbol to represent the prepositional concept. The preposition icons are similar to the ones on core boards and AAC systems. The prepositional concepts targeted in this book are “in”, “on”, “over”, “under”, “behind”, “next to”, and “between”.
The set up and strategies for this book are going to be the same as with the previous book last week. I have my students take turns pointing to the word boxes on each page and if they are verbal I have them try reading/saying the words along with me. If they are non-verbal I read the words as the student points to them. Since the book is repetitive the students usually can help read/repeat some of the words, such as “where is the butterfly?” and “look”. Even my limited verbal students often say “look” or point to their eyes when we get to that word which is awesome.
Then we look at the picture and I wait to see if my student can use a prepositional phrase to describe where the butterfly is such as “next to the hiker”.
If the student is still learning those prepositional concepts I have my student point to the butterfly on the page and then I give them a choice of 2 prepositions to see if they can identify where the butterfly is located. For example, as they point to the butterfly above the tomatoes I might ask the student “is the butterfly above the tomatoes or under the tomatoes?”
I continue to model those prepositional concepts multiple times for each page and I have the student say the prepositional concept or find it on their device. The more repetition the better!
As a follow-up activity I made a visual scene matching activity. I figured this might also be a good activity to use at an independent student station if your student can read. The scenes on each board are the same as the ones from the book. I just laminated and cut out all the boards. I placed a piece of hard Velcro in the empty box along the bottom of the scene. Then I laminated and cut out all the sentence strips. I placed a piece of soft Velcro on the back of each sentence strip.
The student just needs to find which sentence matches each scene. You can change the level of difficulty and prompting depending on your student’s skill level. You can set out 2-4 visual scenes and read them one of the sentence strips and see if the student can identify which picture matches the given description.
To make it more challenging you can lay out more or all the pictures at once and the student has to find the scene that matches the given description from a larger visual field. If you are doing it with more than one student you can have the students take turns picking a sentence strip and either they read it to the group or you read it to them and have them find the visual scene.