[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-277973-105":53,"doc-detail-277973-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","the-dog-sentence-building-exercise-1","The Dog - Sentence-Building Exercise - 1","","A structured sentence-building lesson using a dog photograph and circle-in-circle chart materials to develop reading comprehension through guided questioning. Children identify what the dog is, then build descriptive vocabulary by discussing what the dog can do, what it has, and what it likes. The activity includes copying and organizing words into a branch organizer, teacher modeling with complete sentences, praise and reinforcers, and a brief troubleshooting note to provide answers if learners become agitated.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/the-dog-sentence-building-exercise-1/277973/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/the-dog-sentence-building-exercise-1/277973.png","ImageObject",442,249,{"name":88,"@type":89},"Maeve","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-07","2026-09-15",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What materials are needed for the dog sentence-building activity?","Question",{"text":109,"@type":110},"A photograph of the dog, students’ circle-in-circle charts and branch organizers, lined paper, tape, three pieces of chart paper, a dry-erase marker, and a watercolor marker.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do students record information during the lesson?",{"text":114,"@type":110},"Students write their name and date, copy words from the board circle-in-circle chart, and then complete the branch organizer by writing under Can, Has, and Likes.",{"name":116,"@type":107,"acceptedAnswer":117},"How does the teacher respond if a student gives a nonsensical word?",{"text":118,"@type":110},"The teacher restates the whole sentence, checks whether it makes sense, and prompts students to look back at the circle to find a correct idea.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},277973,1789505928,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":73},5909877438554,"https://ap-avatar.wpscdn.com/avatar/5600025385ad2bf12a7?_k=1778553567797529272","The DOG  \nSentence-Building Exercise  \n1  \n3  \nMaterials:  \nphotograph of dog, 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.  \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 dog. Ask: “What animal is this?” If no one can identify the animal, ask an aide to answer, or answer the question yourself.  \n2. When a student says,“dog,” write “dog” in the smaller, inner circle of the circle-incircle chart.  \n3. Ask: “Who can tell me something about the dog?” If no one answers, ask: “What can the dog do?” If no one answers, prompt the students. Ask: “Can the dog ridea bike?” If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include bark, wag his tail, dig. 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.  \nAutism & Reading Comprehension 201  \n© 2011 by Joseph Porter, M.Ed. Future Horizons, Inc.  \n4. Ask: “What does the dog have? If no one answers, prompt the students. Ask: “Does the dog have fur or feathers?” Other good questions: “Does the dog have four eyes?”“Does the dog have wings?” If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include four legs, a tail, teeth. 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.  \n5. Ask: “What does the dog like? If no one answers, prompt the students with a guessing game. Say: “The dog likes to eat something hard and white. It sometimes has meat on it. The dog chews it. Sometimes the dog buries it.” Do this for the other two answers. If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include dog food, bones, hamburger. 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. NOTE: If students appear tobe getting agitated or panicky, just tell them the answer.  \n6. Praise students and pass out reinforcers.  \n7. The children return to their desks. Pass out pencils and blank graphic organizers. On each desk, tape the circle-in-circle chart on the left and the branch organizer on the right.  \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 “Dog” on the top line and “Can,” “Has,” and “Likes” on the three spaces under the top line. Say: “Copy the words onto your charts.”  \n11. Ask: “What can the dog do?” Point to the words on the circle-in-circle chart.  \nEncourage students to look at their own chart. If no one answers, ask an aide to answer, or answer the question yourself. Ask the question several times, and allow different children to answer.  \nIf someone uses a nonsensical word, e.g.,“bones,” say the whole sentence. Say:“The dog can bones? Does that make sense? Let’s look back in the circle and find something the dog can do.”  \n202 Autism & Reading Comprehension © 2011 by ","cbCaiumN7eZQalbn","https://ap.wps.com/l/cbCaiumN7eZQalbn","pdf",350051,6,"English","# Materials\n# Before the Lesson\n# Teaching the Lesson","[{\"question\":\"What materials are needed for the dog sentence-building activity?\",\"answer\":\"A photograph of the dog, students’ circle-in-circle charts and branch organizers, lined paper, tape, three pieces of chart paper, a dry-erase marker, and a watercolor marker.\"},{\"question\":\"How do students record information during the lesson?\",\"answer\":\"Students write their name and date, copy words from the board circle-in-circle chart, and then complete the branch organizer by writing under Can, Has, and Likes.\"},{\"question\":\"How does the teacher respond if a student gives a nonsensical word?\",\"answer\":\"The teacher restates the whole sentence, checks whether it makes sense, and prompts students to look back at the circle to find a correct idea.\"}]","The Dog - Sentence-Building Exercise - 1 | PDF"]