Previously, I created some materials to help my students understand and identify different object features and functions such as task cards and feature/function boards. Now, I just finished a set of adapted books to target object function and I’m in the process of creating a set of feature books too. The new series of adapted books is similar to the category adapted book series I recently posted about but the focus for this new set is on object function. The series includes What Function Do You See?, I Spy Function, and What Is The Function? Each week I’ll focus on a different book and how I’m using them in therapy.
Just like with my category adapted books, I’ll start with the book I created to be the easier book of the three. This book is called “What Function Do You See?” For this book the student has to identify the shared function of the three items presented. I targeted 20 different common functions which all have a visual paired with function to help the students understand the function word. This is for my students who are still working on learning about different object functions and need that added visual support.
Across the top of each page is the same question “what function do you see?” I point to the words as I read them and sometimes my students can help me read some of the words. For my students with AAC devices they can find some of the words on their device as we read the question. Maybe they can find the question word “what” or the word “see” on their device as I read the question to them. After we read the question, I point to each picture as I name the items or maybe my student can help me name some of the pictures. Again, this is also great to build up those vocabulary skills and work on naming common items. “The sandwich, popcorn, and broccoli are all for…” Then the students whose turn it is finds the picture of the function word “eating” and places it in the empty box.
This is also a perfect time to work on turn taking. If I have 2 students in a group I have one student complete the top of the page and then I have the other student request “my turn” and complete the bottom part of the page. If you have 3 students you can still have each student do one function and then let another student have a turn. I found this keeps my students more engaged because they don’t have to wait too long for a turn. It also makes them work on requesting “my turn” before they get to do their part in the book. “The chair, couch, and rocking chair are all for….sitting”
For some of my students if scanning and trying to identify the function word from the entire page is too difficult, I reduce the choice to 2 functions. For example, “The hoe, shovel, and hose are all for….cooking or gardening?” Then the student can select the gardening picture and place it in the book.
You can also have your students use their AAC devices to navigate to the action verb page and select the correct function word. At first they might just select the action word and then you can word on adding the “ing” ending to the word. This is a great opportunity for your students to work on navigating their devices and finding those different objection functions.
To make it a little more challenging, you can always see if you students can add an item or two which also have that function. For example, after identifying the milk, water, and hot chocolate are all for drinking see if the students can name other items for drinking.
I’ll share about another book next week. If you are interested in this set of books you can find them on TPT with the link – Function Adapted Book Series