Date Implemented: April 16, 2014

1. Lesson/Instruction name (ex: counting in routines or sorting laundry or teddy bear song)
Egg Book and Shakers- recognizing colors and numbers (1-10)
2. IFSP/IEP objectives targeted in lesson (from IFSP/IEPs at a glance); write first name or
initials and objectives; at least 2 objectives that you will collect data on during this lesson. You
should have data on these objectives reported with this lesson plan.
1. T will name the numbers 1 through 10 with verbal prompt in 15-minute period.
2. R will recognize four colors in the book with verbal prompt in 15-minute period.
3. Materials needed: Egg Book- written/illustrated by me; small water bottles; beads (colorsred, orange, yellow, green, blue, purple, pink, brown, black and white)
4. Communication system for one child (this can be AAC or related to prompts youll use to assist
in communicating): No children during playgroup use any AAC devices to communicate.
5. Environmental arrangement (where will the lesson take place; how is the environment set up?)
Playgroup is a large group area with multiple children. For a read aloud, children are expected to
sit on a green mat and play along if there are items to play along with. Everyone, including the
teacher, will be sitting on the floor. For children that need support, it is provided (wheelchairs,
special seats, etc.)
6. The skills targeted by these objectives (those you listed in #2 above) can also be targeted
or embedded in naturally occurring routines or activities. List at least two routines or activities in
which you can embed the objectives (not the lesson, the objective or skill). What strategies
will be used to embed the skills? How will embedding help the children generalize the skills?
What strategies will be used to encourage embedding by parent and/or caregiver?
Objective (#1 above) can be used in several environments. I wanted T to specifically do this
objective because he is getting ready for Kindergarten. Counting to ten and recognizing the
numbers are skills that he will need to have established by the time he enters Kindergarten. T
can count objects at any time of the day (in the home, public, in the car, etc.).
Objective (#2 above) can be used in several environments, as well. Recognizing or identifying
colors is a skill that is typically learned at a young age. A child can recognize any colors in any
natural environment, with or without prompting.
7. Adaptations needed for child success (including those listed in IFSP/IEP and others general
adaptations for all children or child name, then adaptations for that child): For this activity, no
accommodations will be needed for our children.
Materials Adaptation (for motor, sensory, communication disabilities): In some cases, the
children may not like the noise of the beads in the water bottles so having them have a different
material that makes a different sound or no sound to identify the colors could be used.
Environmental Adaptations (for health, motor, sensory, communication disabilities): In some
cases, a child may need to be set in a particular place on the mat or the area may need to be
wheelchair accessible.
8. Lesson Sequence: What you will do/say? What the child/ren is/are to do/say? What to do if
(think it through, problem-solve before you begin instruction, and plan for child success)?
Beginning (how will you introduce the lesson? Remember natural cues)
What you will do/say: To begin the read aloud, I will have all of the children get settled on the
mat. I will show them the book about eggs and talk about the colors. I will then pass out the

shaker color bottles to each of the children (1 each). I will remind them not to shake them until
their color comes up in the book.
What will child do/say: The children will come in from the gross motor room and sit on the green
mat. They will get settled and wait for my instruction. Some may interject that they know those
colors when I introduce the book to them.
If the target child does not respond as you expect or wish, what will you do/say? (error
correction: cues, prompts)
If the children do not respond how I expected I will wait for them to settle down. I will remind
them to be good listeners and that the book will be fun. I may have to have a child sit in my lap
or another adults lap to keep them contained and listening. Every child will have a shaker but if
they are too noisy with the shaker I will take it away until their color comes up in the book or
until they behave themselves.
Middle: (Then what? How will the lesson progress?)
What you will do/say: I will read the book aloud. I will have the children identify the color or point
to the color in the book as well as each of the numbers. When a color comes up in the book, the
child that has the corresponding color in their water bottle will shake it.
What will the child do/say: Children will listen during the read aloud. They will recognize, name or
point to the colors in the book. They will match the color in their water bottle to the color in the
book and shake the bottle during that time. They will also be able to identify the numbers in the
book; they may count them if they need to.
If the target child does not respond as you expect or wish, what will you do/say? (error
correction: cues, prompts)
If the children did not respond how would have expected I would try and correct them by
reminding them what they are supposed to do. If children shake their bottles when they are not
supposed to I will remind them that it is not okay. If a child does not shake their bottle when they
are supposed to (with their corresponding color in the book) I will verbally or physically prompt
them to do so. If they do not show interest in the book I will try and read in a different manner to
attract their interest.
End: (how will you conclude the lesson and transition to the next activity or routine?)
What you will do/say: To conclude my read aloud I will collect the shaker bottles. The children
can get their last wiggles out and shake them really fast but they must return them to my bag
before they go to the next activity. I will then tell the children to continue to sit on the mat for
singing songs with Hope.
What will the child do/say: The children will shake the bottles really fast and return the bottles to
my bag. They will remain seated and wait for Hope to begin.
If the target child does not respond as you expect or wish, what will you do/say? (error
correction: cues, prompts)
If the children do not respond how I intended, I will repeat the instructions. I can physically or
verbally prompt them several times for them to return the shaker bottles. I may have a child sit
with me or in my lap to gain their attention back to listening to Hopes songs.
9. Vocabulary: (what words will be reinforced or introduced?)
A lot of words will be introduced and used in this lesson. All of the colors of the rainbow plus
brown, black, and white will be used. Also, some of the words in the book may be new to the
children, such as: skirts, pets, TV sets, etc. The words in the book correspond with the pictures
so the children will be able to see what words go with what pictures.
10. What will you as the teacher do to encourage the child/ren to interact with others? (Ex:
teacher will bring a toy that the child and her sibling can share; encourage the sibling to ask the
child for a turn and encourage the target child to respond to that request wait or In a minute
or OK and offer toy, etc.)

To encourage children interaction, I could have a child tell another child when to shake their
bottle if the child does not recognize their color and when to shake it. I can also have children
help one another bring the shaker bottles to me to clean up.
11. Recording child progress: attach the completed data sheet if you (or your CP) have
taught the lesson, or attach the data sheet you will use to collect data if you have not
taught the lesson yet. You should summarize the data and have a key for your symbols
(i.e. a check marks means correct). Put the objectives on the data sheets. After
summarizing the data, you also need to interpret it.
Objective 1: T will name the numbers 1 through 10 with verbal prompt in 15-minute period.
Trial 1
R

Trial 2
R

Trial 3
R

Total
0/3

T refused to count
T refused to count
T refused to count
from 1 to 10
from 1 to 10
from 1 to 10
Key:
- = did not do
+ = Did do
R = Refused
Interpretation: T did not meet the objective. I asked on 3 separate occasions to name the
numbers 1 through 10 and he refused each time. From prior observation and also asking Hope, I
know that T is capable of doing the objective. He seemed tired and claimed to be angry during
song time so that may have affected the results.
Objective 2: R will recognize four colors in the book with verbal prompt in 15-minute period.
Colors
Yes or No
Red
Y
Orange
Y
Yellow
N
Green
N
Blue
Y
Purple
Y
Pink
N
White
N
Black
Y
White
Y
Brown
N
Total: 6 out of 10 colors
Key: Y = Yes
N = No
Interpretation: R did meet the objective. She recognized 6 out of the 10 colors that were used in
the book. She not only pointed to them but also said the name of the colors. She also shook her
shaker bottle at the appropriate time of her color matching the color in the book. I think she
would have been able to say or recognize the other colors, as well, if she had been able to see
which child had the colors in their shaker bottles.
12. Evaluation: How did the lesson go? (Complete this after the home/center visit)
What worked: The children really enjoyed the shakers. They also did a great job sitting down at
the mat to begin listening to the story.
What did not work: Getting the children to stop shaking their shakers after they were given to
them was a little difficult. I had other adults there to remind them to stop but it was still hard.

What will you do next time (what stays the same, what changes and howideas): I would
continue to use the book I made. I think it was exciting and the children looked at it because it
was colorful. For next time, I would allow the children to pick their shakers out of the bag before I
started the story. For this particular lesson, I wanted to make sure that every color was used
because there were only 8 children but 10 colors.
What instructional strategies did you (or CP) use and how did they work? I got the children to sit
down. With repeated comments and demands I would also get children to stop shaking their
shakers. For having the children stay seated I had to physically prompt some of them. Verbal
prompt was the strategy that was used most along with repeating commands.
How did the materials work? The book was very good. I think the children enjoyed the colors and
the googly eyes that were on the eggs. I think they also really liked the shakers because they
made noise. For me, that helped me recognize the children who had color recognition. They were
also able to all get a turn shaking them so it was fair.
What did you learned from preparing and teaching this lesson? Writing and coloring the book
was extremely time consuming, however, it is definitely reusable. The shakers can also be
reused but I would have to seal the caps on with glue for the future in case any children were
able to twist them off. For teaching the lesson, I would give the children the choice to choose
their shaker bottle. I am not sure there is anyway to prevent the children from shaking the whole
time but being aware that I have to constantly stop myself and remind them to be quiet is
certainly something that I learned.
13. Additional information to share with the family: Some of the children recognized their colors
without prompting. They were also all very good listeners and sat pretty well.