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Activities include introducing the cat photograph, generating answers for what the cat can do, has, and likes, writing legibly, copying model words, and recording names and dates with structured left-to-right emphasis.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/paper-templates/","Paper Templates",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/the-cat-sentence-building-exercise-1/277968/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-cat-sentence-building-exercise-1/277968.png","ImageObject",442,249,{"name":42,"@type":43},"Aurora","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-14","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What materials are needed for the cat sentence-building exercise?","Question",{"text":63,"@type":64},"A cat photograph, circle-in-circle charts and a branch organizer, lined paper, tape, chart paper, and dry-erase/watercolor markers are used.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the lesson connect oral language to written language?",{"text":68,"@type":64},"Students hear questions and model answers orally while the teacher writes those words into the circle-in-circle chart for later copying.",{"name":70,"@type":61,"acceptedAnswer":71},"How are student sentences constructed during the activity?",{"text":72,"@type":64},"Students copy circle-chart words onto their circle chart and then use the branch organizer labeled “Can,” “Has,” and “Likes,” with teacher prompts and sentence recitation to support reading and writing.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},277968,1789505915,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,122],{"id":55,"doc_module":22,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Presentations",90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":120,"slug":121},21,5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":119,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":120,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":80,"read_time":26},4810365810221,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Cat  \nSentence-Building Exercise  \n1  \n3  \nMaterials:  \nphotograph of cat, students’ circle-in-circle charts and branch organizers, lined paper, tape, three pieces of chart paper, dry-erase marker, watercolor marker  \nBefore the Lesson:  \n1. At [http://fhautism.com/arc.html](http://fhautism.com/arc.html), find the circle-in-circle chart, branch organizer, and lined paper. Print one of each for each student, plus a few extras.Then find the photograph of the cat and print one copy.  \n2. On the chart paper, draw a blank circle-in-circle chart, branch organizer, and lined paper.  \n3. On the board, hang a blank circle-in-circle chart on the left and a branch organizer on the right. Make them large enough to write all the words you will need.  \n4. Write the date on the board.  \nTeaching the Lesson  \n1. Gather the children in a circle. Hold up the photograph of the cat. Ask: “What animal is this?” If no one can identify the animal, ask an aide to answer, or answer the question yourself. Students are still hearing the oral language and watching it become written language.  \n2. When a student says,“cat,” write “cat” in the smaller, inner circle of the circle-incircle chart. Write very legibly. Students will be copying these words later.  \n3. Ask: “What can the cat do?” If no one answers, prompt the students. Ask: “Can the cat fly?” If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include jump, run, say meow. Students may come up with different answers. Ask the question several times, and allow different children to answer. Write the answers in the large circle. Leave space between the words.  \nAutism & Reading Comprehension 31  \n© 2011 by Joseph Porter, M.Ed. Future Horizons, Inc.  \n4. Ask: “What does the cat have? If no one answers, prompt the students. Ask: “Does a cat have wings?” If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include four legs, two ears, a tail. Students may come up with different answers. Ask the question several times, and allow different children to answer. Write the answers in the large circle. Leave space between the words.  \n5. Ask: “What does the cat like? If no one answers, prompt the students with a guessing game. Say: “The cat likes to drink a white drink. We pour it over cereal. Sometimes we put chocolate syrup in it for chocolate   .” Do this for the other two answers. If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include milk, fish, cat food. Students may come up with different answers. Ask the question several times, and allow different children to answer. Write the answers in the large circle. Leave space between the words. NOTE: Guessing games may be stressful for some children. If students appear to be getting agitated or panicky, just tell them the answer. The lesson is more important than the  \ngame.  \nHere is an example of what your circle-in-circle chart may look like (includes sample answers from paragraphs above):  \n6. Praise students and pass out reinforcers.  \n7. The children return to their desks. Pass out pencils and blank graphic organizers.  \nOn each desk, tape the circle-in-circle chart on the left and the branch organizer on  \nfour legs  \ntwo ears a tail run say meow milk Cat jump  \ncat food fish  \n32 Autism & Reading Comprehension © 2011 by Joseph Porter, M.Ed. Future Horizons, Inc.  \nthe right. (Always emphasize a left-to-right progression when teaching reading and writing.)  \n8. Say: “Write your name on your paper.” Make sure everyone writes his or her name. Then say: “Write the date. It is on the board.” Make sure everyone writes the date.  \n9. Say: “Copy the words from the circle-in-circle chart on the board onto your circle-incircle chart.” They do not have to copy all of the words at first.  \n10. Say: “Now we will do the branch organizer.” On the branch organizer on the board, write “Cat” on the top line and “Can,” “Has,” and “Likes” on the t","cbCaicXNcZaWwvKr","https://ap.wps.com/l/cbCaicXNcZaWwvKr","pdf",201486,"English","# Before the Lesson\n## Teaching the Lesson\n## Student Practice and Chart Use","[{\"question\":\"What materials are needed for the cat sentence-building exercise?\",\"answer\":\"A cat photograph, circle-in-circle charts and a branch organizer, lined paper, tape, chart paper, and dry-erase/watercolor markers are used.\"},{\"question\":\"How does the lesson connect oral language to written language?\",\"answer\":\"Students hear questions and model answers orally while the teacher writes those words into the circle-in-circle chart for later copying.\"},{\"question\":\"How are student sentences constructed during the activity?\",\"answer\":\"Students copy circle-chart words onto their circle chart and then use the branch organizer labeled “Can,” “Has,” and “Likes,” with teacher prompts and sentence recitation to support reading and writing.\"}]","The Cat - Sentence-Building Exercise - 1 | PDF"]