Let’s Match

Cognitive Skill: visual memory, visual processing, spatial reasoning

Challenge: Place colored linking cubes on the grid asking the student to match what they see.
You may begin with 1 item on each board and see if they can match. Then add 2, 3, 4… items on
each board. Always remember to use language and model.
Variations: Use letters and numbers. Alter the location of the cube on the individual grid to the
right corner, stack 2-3 cubes on top of each other on one grid or turn the direction of the cube.
Classroom Connection: Visualization of objects, letters, and numbers for math,spelling, and
reading

S1 Use 3-grid boards & match 1 item and then 2 items

S2 Use 3-grid boards & match 3 items

S3 Use 4-grid boards & match 2 items and then 3 items

S4 Use 4-grid boards & match 4 items

S5 Use 6-grid boards & match 3 items

S6 Use 6-grid boards & match 4 items

S7 Use 6-grid boards & match 5 items

S8 Use 6-grid boards & match 6 items

S9 Use 9-grid boards & match 3 items

S 10 Use 9-grid boards & match 4 items

S 11 Use 9-grid boards & match 5 items

S 12 Use 9-grid boards & match 6 items

S 13 Use 9-grid boards & match 7 items

S 14 Use 9-grid boards & match 8 items

S 15 Use 9-grid boards & match 9 items Say forwards &

backwards 29-36

S 16 Use 1-9 boards & match red 3, black 5 saying “red on 3, black on S 29
5”

S 17 Use 1-9 boards & match red 3, black 5, blue 2 S 30

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 S 18 Use 1-9 boards & match red 3, black 5, blue 2, yellow 4 S 31

S 19 Use 1-9 boards & match red 3, black 5, blue 2, yellow 4, green 1 S 32

S 20 1-9 boards, match red 3, black 5, blue 2, yellow 4, green 1, S 33

orange 6

S 21 1-9 boards & match red 3, black 5, blue 2, yellow 4, green 1, S 34

orange 6, purple 9

S 22 1-9 boards & match red 3, black 5, blue 2, yellow 4, green 1, S 35

orange 6, purple 9, brown 7

S 23 1-9 boards & match red 3, black 5, blue 2, yellow 4, green 1, S 36

orange 6, purple 9, brown 7, white 8

S 24 1-9 boards, cover 3 items and ask what numbers are covered

S 25 1-9 boards, cover 4 items and ask what numbers are covered

S 26 1-9 boards, cover 5 items and ask what numbers are covered

S 27 1-9 boards, cover 6 items and ask what numbers are covered

S 28 Use number line, cover numbers and ask what number is before
and after

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Xtreme Memory

Cognitive Skill: visual memory, working memory, spatial reasoning

Challenge: Play Let’s Match first to make sure the student understands and can process
visually. Place linking cubes on the grid. Ask the student to take a picture of what they are
seeing in their mind. When they have a picture, cover the items, and have your student match
the board. When they can do this successfully 2-3 times, advance to the next step.
Variations: Use linking cubes, shapes, letters, or numbers. You can write the letters or
numbers. Notice if it is more difficult to recall the information if you wait 5 seconds or 10-15
seconds. The goal may be to recall in a shorter amount of time if that is more difficult.
Classroom Connection: Visualization of objects (comprehension), letters (spelling & reading)
and numbers (math)

Cubes Turn cubes or put in Letters/

different positions Numbers
Cover 2 items on a 3-grid S1 S 10 S 25

Cover 3 items on a 3-grid S2 S 11 S 26

Cover 3 items on 4-grid board S3 S 12 S 27

Cover 4 items on 4 grid board S4 S 13 S 28

Cover 3 items on 6 grid board S5 S 14 S 29

Cover 4 items on 6 grid board S6 S 15 S 30

Cover 5 items on 6 grid board S7 S 16 S 31

Cover 6 items on 6 grid board S8 S 17 S 32

Cover 3 items on 9 grid board S9 S 18 S 33

Cover 4 items on 9 grid board S 19 S 34

Cover 5 items on 9 grid board S 20 S 35

Cover 6 items on 9 grid board S 21 S 36

Cover 7 items on 9 grid board S 22

Cover 8 items on 9 grid board S 23

Cover 9 items on 9 grid board S 24

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Xtreme Tic Tac Toe

Cognitive Skill: visual memory, auditory processing, working memory, logic and reasoning
Challenge: Play the different variations on the number, letter, animal, president, & colored
cubes. Say, “I see myself placing a cube on 5.” Alternate turns. Adaptation: Discuss winning
vertically, horizontally, and diagonally. Begin by placing 2 cubes and asking where you would
go for 3 in a row. Always use language. Ask the student to pretend you’re me, where do you
think I will go to win? This can help them see from another’s perspective.
Classroom Connection: 1-9 (math) Animals (science) A-I (reading) presidents (history)
Numbers Animals Letters Presidents Colored
1-9 A- I Cubes
on 1-9
Play tic tac toe on one board. Say “I see S1 S2 S3 S 9 (1-9) S 14
myself on 8” * On S 9, you will use the 1-9
presidents. Do not play until the student
knows the first 9 presidents. *On S 14, you
will use the different colors ( 1/green,2
blue,3/red,4/yellow, 5/black, 6/orange,
7/brown, 8/white, 9/purple) One person will
turn the cubes to the right and one to the left
or one places their cube facing up and the
other places their cube facing down.
Play tic tac toe on two boards. It is one S4 S5 S6 S 18 (1-18) S 15
game on two boards. One person goes on S 36
the top and the other on the bottom. (19-36)
Play tic tac toe on two boards. Cover the top S7 S8 S8 S 20 S 16
board with one color of cubes and the
bottom board with another color of cubes.
Your move is the blank space. *Place the
nine different colors when playing with the
colored cubes for S 16.
Use one blank board and write the S 10 S 12 S 19
corresponding numbers, letters, animals,
presidents, or symbols for colors (circle 1
green). Use two different colored markers.
Use two blank boards and write the S 11 S 13 S 17
corresponding numbers, letters, animals,
presidents, symbols for colors (circle 1
green)
Use one board and cover it with the 9 S 21 S 23 S 22 S 24
cubes the SAME color facing up. One
person will turn the cubes to the right and
one to the left
Play tic tac toe by touching the board S 26 S 27 S 29 S 28 (1-9) S 30
S 31 1-18
Play Tic Tac Toe in your mind! No boards S 32 S 34 S 35 S 36 (1-9) S 33
allowed. Call out numbers, letters, animals, (11-18)
presidents and colors. (19-36)

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Stroop Effect Animals

Cognitive Skills: working memory, attention, visual processing, long term memory
Challenge: Identify the animals in Set 1 and Set 2 in the same amount of time. Set 1’s written
word is the same as the picture. Set 2 will require you to ignore what is written and only look at
the picture. You should record your time after each round. * Emphasize the prepositions in the
directions: around, under, above, on... Always say “I see myself.” Place a page protector over
the animals and use a dry erase marker. Remove the page protector & read the symbols:
circle = bear, box = snake, x=fish
Classroom Connection: Create sentences, “The big brown bear is walking in the woods.”
Write a story with their favorite animal for English. Classify the animals. Refer to the science
connection.

S1 Set 1: Say the animals’ names, reading left to right. Record time. Do a few times a week.
S2 Set 2: Say the picture & ignore the word. Record the time. Do a few times a week.
S3 Set 1: Say “I see myself” putting a circle around the bear, and putting a box around the
snake
S4 Read Set 1 & Set 2 Review & add “I see myself putting an X on the fish”
S5 Review & add “I see myself putting a triangle around the cat”
S6 Read Set 1 & Set 2 Review & say forwards and backwards
S7 Review & add “I see myself putting a line under the elephant”
S8 Read Set 1 & Set 2 Review & add “I see myself putting a line above the turtle”
S9 Read Set 1 & Set 2 Review forwards & backwards from bear to turtle
S 10 Next, use Animal Set Grid & place the symbols in the correct grid
S 11 Alternate saying the picture & the wrong word using Set 2 “penguin, camel, bear, cow,
spider..
S 12 Review & add a smiley face on the penguin’s belly. Draw on the animal grid.
S 13 Review forwards & backwards. Read Set 1, Set 2, Alternate Set 2 picture and word.
S 14 Add “I see myself put a nest under the bird”
S 15 Review & say backwards. Classify animals by land, air, water or mammals, birds, reptile
S 16 Add “I see myself putting a unicorn on the horse” Alternate Set 2 picture and word.
S 17 Review, say backwards, remove page protector & read symbols. Draw on the grid.
S 18 Add “I see myself putting claws on the tiger” Alternate Set 2 picture and word.
S 19 Review, say backwards, remove page protector & read symbols. Draw on the grid.
S 20 Add “I see myself putting a web around the spider”
S 21 Add “I see myself putting 3 eggs under the chicken and bacon on the pig.
S 22 Review, say backwards, remove page protector & read symbols. Draw on the grid.
S 23 Add “I see myself putting a tree in front of the giraffe”
S 24 Add “I see myself putting a bucket under the cow”
S 25 Add “I see myself putting a hump on the camel, and a lily pad under the frog”

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 S 26 Add “I see myself putting a stinger on the bee and tall grass on the zebra”
S 27 Add “I see myself putting waves on the crab” Say backwards & place on grid.
S 28 Set 1: Say picture, letter, symbol: “penguin, G, circle the bear”
S 29 Set 2 Say picture, word, symbol, letter: “penguin, camel, circle, B”
S 30 Set 2 Say picture, word, symbol, letter, classification “penguin, giraffe, circle, B,
arthropod/land
S 31 Set 1 Animal Tic Tac Toe: 3 people 3 in a row, 2 people 4 in a row use cubes
S 32 Animal Set Grid Tic Tac Toe: 3 people 3 in a row, 2 people 4 in a row use cubes
S 33 Animal Set Grid Tic Tac Toe use animal symbols
S 34 Animal Set Grid Tic Tac Toe in your mind

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Stroop Effect

Cognitive Skill: working memory and attention

Challenge: Complete Set 1 and Set 2 in the same amount of time.

Direction
S1 Set 1: Say the direction.
S2 Correct Set 2 by drawing the correct arrows. Place a sheet protector over the page.
S3 Set 2: Say the location of the word.

Animal/Number Set
S1 Set 1: Say the number of words in the box.
S2 Set 1: Say the word.
S3 Set 1: Alternate saying the number and word.
S4 Set 2: Say the number of words in the box.
S5 Set 2: Say the word.
S6 Set 2: Alternate saying the number and word.

Number Set
S1 Set 1: Say the number of words in the box.* The number and words match.
S2 Set 1: Draw the symbol around the word ( 3/box, 2/X, 1/circle, 4/underline)
S3 Set 1: Say the color for the word/number & place the cube (1/green, 2/blue, 3/red,4/ yellow)
S4 Set 1: Alternate saying the number, color, symbol
S5 Set 1: Alternate saying the number, color, symbol, animal
S6 Set 1: Alternate saying the number, color, symbol, animal, president,
S7 Set 1: Alternate saying the number, color, symbol, animal, president, vowel
S8 Set 1: Alternate saying the number, color, symbol, animal, president, vowel, vowel sound
S9 Set 2: Say the number of words in the box.
S 10 Set 2: Alternate saying the number of words in the box and then read the word.
S 11 Set 2: Alternate saying the number words in the box, then read word in next frame, and
then draw the symbol in the next from for the number of words in the box. If there is
one word you would draw a circle, and if there are two words, you would draw an X,
three words would be a box, and four words you would underline.

Stroop Test Mini Cards

S1 Set 1: Read the words: “Yellow is ‘yellow.’”
S2 Set 2: Say the color of the word.
S3 Alternate saying the word, then the color, word, color…
S4 Say the number which matches the word (green 1, blue 2, red 3, yellow 4, black 5, orange
6, brown 7, gray (white) 8, pink 9
S5 Alternate saying the word, color, and number

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SET

Cognitive Skill: visual processing, working memory, attention, logic and reasoning
Challenges: Progress to more difficult levels when the levels become easy. The student
needs to say what they are seeing and doing. To make a SET, the qualities have to be all the
same or all different in number, color, shape, and pattern.
Classroom Connection: Phonemic awareness and inferential reasoning

Solid Striped Open All

Ask what number they see and sort by number. Then sort by S1
color. Say “one on one” & “red or red.” Use language.

Ask what shape they see & sort by shape: oval, diamond, S2
squiggle. Say “oval on oval.”

Show examples of “sets” and explain why it’s a set. S3

Show & say the 2 solid cards, find 3rd. Student says what S4 S 12 S 14 S 16
they see (one green solid diamond, one red solid oval) and
then you will ask what number, color, and shape is needed.
(one, purple, solid, squiggle)

Chose the correct card to complete the SET. Show the S5 S 17

student 2 cards and have 3 options below. The student will
choose the correct card to complete the SET.

Is this a SET? Yes or No? Show 3 cards and ask if it is a S6 S 18

SET. The student will answer yes or no.

Put 9 cards down. Model how to play. Talk through how you S7
will be looking for a SET. This mediation is crucial. “I am
looking at my colors.” What number do you see a lot of?
What shape do you see a lot of?

Put 9 cards down giving prompts. Identify 2 cards and have S8

them think about the next card.

Put 9 cards down. Verbalize what they are checking. S9 S 13 S 15 S 19

Sort by pattern (solid, striped, open) “solid on solid” S 10

Alternate saying number, color, pattern, shape S 11 S 11 S 11 S 11

Play with full deck (what are you checking?) Use language. S 19

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 Play with full deck – 5 minutes *Use BLINK cards and play as S 20
SET. You can have 1,2,3, or 2,3,4, or 3,4,5 for numbers,
different or same colors, and different or same shapes

Play with full deck – 10 minutes- count number of SETS S 21

Show a card, says what you see, turn the card face down, S 22
Show the second card, say what you see, turn the card face
down, Ask what the 3rd card will be to complete the SET.

NY Times Basic 1 & 2 S

23,24

NY Times Advanced 1 & 2 S

25,26

Play full deck competitively S 27

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Blink

Cognitive Skill: visual processing, working memory, attention, long-term memory, logic and
reasoning
Challenges: The student needs to say what they are seeing and doing. Play each game as
quickly as possible to increase processing speed and expressive language. Begin by taking
turns on each step. Progress to more difficult levels when the levels become easy.
Modification: Place the cards face up one at a time and ask them to say the number, color,
and shape they see on the card. If they cannot identify some of the items, do not use this card
initially but add later when they are ready. You can time how quickly they can do the entire
deck. * Always model the correct language and play with the student initially.
Classroom Connection: Increases ability to follow multi-step directions and communication.

S1 Place the cards face up one at a time and ask them to say the number they see on
the card. If they cannot identify five items, do not use this card initially but add later
when they are ready. You can time how quickly they can do the entire deck.
S2 Sort the deck by number. Place a card with 1 item, 2 items, 3 items, 4 items, & 5
items. Take a card and say “Two on two.” Take turns playing with the student.
S3 Place the cards face up one at a time and ask them to say the color they see on the
card. If they cannot identify some colors, do not use this card initially but add later
when they are ready.
S4 Sort the deck by colors. Place six cards with one of each color face up and say “Red
on Red.”
S5 Place the cards face up one at a time and ask them to say the shape they see on the
card. Most students will name the triangle and star. However, the “moon” may be a
moon, crescent, smile, banana… The “drop” may be a rain or tear drop, a balloon,
light bulb…. The “lightening” may be storm, bolt, thunder, zig zag…. The “flower”
may be a clover, cloud, cookie, popcorn…
S6 Next, sort the deck by shapes. Place a card with one of each shape and say “Star on
Star.”
S7 Working Memory: Place the cards down one at a time, and alternate by saying the
number of the first card, the color of the second card, and the shape of the third card.
Continue this pattern with the entire deck.
S8 Play the game by placing 2 cards in the discard pile. Each player begins with 3
cards. Take turns matching either the same number, color, or shape. You will say,
“red on red” or “three on three” or “star on star.” You can begin by taking turns and
give a prompt to “check your shapes, check your numbers, check your colors.”
S9 Take one card and say all 3 qualities “two red stars”
S 10 Sort by number (row 1), color (row 2), and shape (row 3). The student will place the
number in row 1 & say “two on two,” place the color in row 2 & say “blue on blue,”
and place the shape in row 3 & say “moon on moon.” Always use language.
S 11 Place the cards down one at a time and alternate by saying the number of the first
card, number and color of the second card, number, color, and shape of the third.
Continue pattern.

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 S 12 Sort the deck by number. Place a card with 1 item, 2 items, 3 items, 4 items, & 5
items. Take a card and say “Two on two same number.” Take turns playing with
the student.
S 13 Sort the deck by colors. Place six cards with one of each color and say “Red on red
same color.”
S 14 Sort the deck by shapes. Place six cards with one of each shape and say “Star on
star same shape.”
S 15 Play the game by placing 2 cards in the discard pile. Each player begins with 3
cards. Take turns matching either the same number, color, or shape. You will say,
“same number” ” or “same color” or “same shape.” You can begin by taking turns and
give a prompt to “check you shapes, check your numbers, check your colors.”
S 16 Play the game with no words
S 17 Memorize one card, say “two green stars”
S 18 Memorize two cards, review the first and add a second
S 19 Memorize three cards
S 20 Memorize four cards
S 21 Memorize five cards
S 22 Memorize six cards
S 23 Continue to add cards with a goal of 20 cards. Students have been able to memorize
all 60 cards.
S 24 Play SET using 12 Blink cards. To make a SET, the qualities have to be all the same
or all different in number, color, and shape. The numbers must be 1,2,3 or 2,3,4 or
3,4,5, or all the same. The color must be all different or all the same. The shapes
must be all the same or all different.

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Deck of Cards

Cognitive Skill: visual processing, working memory, attention, long-term memory, logic and
reasoning
Challenges: Play each game as quickly as possible. Progress to more difficult levels when the
levels become easy. The student needs to say what they are seeing and doing.
Classroom Connection: Math facts * Jumbo playing cards are excellent for a group.
S1 Begin by using the number cards only. Place the cards face up one at a time and ask
them to say the number they see on the card. You can time how quickly they can do the
entire deck.

S2 Place the cards face up one at a time and ask them to say the color they see on the
card. Next, Place the cards face up one at a time and ask them to say the suit they see
on the card. Most students will name the heart and diamond. It is important to label the
“club” and “spade” by their correct name.

S3 Place the cards down one at a time, and alternate by saying the number of the first
card, the color of the second card, and the suit of the third card. Continue this pattern
with the entire deck.

S4 Say the number on the card if you added + 1.

S5 Alternate saying the number (=) of the first card and then say plus (+) 1 on the second
card. Continue this pattern for the entire deck.

S6 Alternate saying the number (=) of the first card and then say plus (+) 1 on the second
card and color on the third. Continue this pattern for the entire deck.

S7 Alternate saying the number (=) of the first card and then say plus (+) 1 on the second
card, color on the third, and suit on the fourth. Continue this pattern for the entire deck.

S8 Say the number on the card if you subtracted (-) 1.

S9 Alternate saying the number plus (+) 1 of the first card and then say minus (-) 1 on the
second card. Continue this pattern for the entire deck.

S 10 Alternate saying the number (=) of the first card, then say plus (+) 1 on the second card,
and subtract (-) 1 of the third card. Continue this pattern for the entire deck.

S 11 Alternate saying the number (=) of the first card, then say plus (+) 1 on the second card,
subtract (-) 1 of the third card and color of the fourth card. Continue this pattern for the
entire deck.

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 S 12 Alternate saying the number (=) of the first card, then say plus (+) 1 on the second card,
subtract (-) 1 of the third card, color of the fourth card and suit of the fifth card.
Continue this pattern for the entire deck.

S 13 Say the number on the card if you added + 2.

S 14 Say the number on the card if you minus - 1.

S 15 Alternate saying +2, then color, and then suit.

S 16 Alternate saying - 2, then color, and then suit

S 17 Say the number on the card if you added + 3

S 18 Alternate saying +3, then color, and then suit.

S 19 Say the number on the card if you added + 4.

S 20 Alternate saying +4, then color, and then suit.

S 21 Say the number on the card if you added + 5.

S 22 Alternate saying +5, then color, and then suit.

S 23 Say the number on the card if you added + 6.

S 24 Alternate saying =, then color, then suit, and then + 6

S 25 Say the number on the card if you added + 7.

S 26 Alternate saying =, then color, then suit, and then + 7

S 27 Say the number on the card if you added + 8.

S 28 Alternate saying =, then color, then suit, and then + 8

S 29 Say the number on the card if you added + 9.

S 30 Alternate saying =, then color, then suit, and then + 9

S 31 Say the number on the card if you added + 10.

S 32 Alternate saying =, then color, then suit, and then + 10

S 33 Say the number on the card if you multiply X 2

S 34 Say the number, color, suit, and president

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Qwitch

Cognitive Skill: visual processing, working memory, attention, long-term memory,

Challenges: Play each game as quickly as possible. Progress to more difficult levels when the
levels become easy. The student needs to say what they are seeing and doing.
Classroom Connection: Reading: You can also have the student say the sound of the letters.
Math: Continue to add and subtract the numbers beyond S 18 to +3, + 4… and then
multiplication.

S1 Say the letter you see on each card.

S2 Say the number you see on each card.
S3 Sort the cards by letter “B on B.”
S4 Sort by number and say “1 on 1”
S5 Alternate saying the number on the first card then letter on the next card.
S6 Place 6 cards face up, draw one card and find the matching (=) letter or number. Say
the match you see, “C on C” or “3 on 3.” Also, Place 6 cards face up and see if you
can find two cards on the board with a matching letter or number.
S7 Shuffle the deck and divide the cards equally. Place 2 cards in the center pile. Each
player has 5 cards. Begin by playing the game = (equal) and match the same number
or letter. Say what you are matching, “8 on 8,” or “C on C.”
S8 Place 6 cards face up, draw one card and find the letter or number which would be +
(plus 1). Say the pair that you see such as “3 to 4” or “C to D.” You could also say “D
on C” “4 on 3” 8 does move up to 1 (compare to a clock) and H move up to A
Also, Place 6 cards face up and see if you can find two cards which would be +1 such
as B to C or 4 to 5.
S9 Shuffle the deck and divide the cards equally. Place 2 cards in the center pile. Each
player has 5 cards. Play = by matching the same letter and + 1 playing one number
higher.
S 10 Continue by placing 2 cards in the center and play game by matching + for the letter
and + for the number. 8 does move up to 1 (compare to a clock) and H move up to A
S 11 Place 6 cards face up and find letter or number which would be - 1. Say the pair that
you see such as “4 to 3” or “D to C.” You could also say “C on D” “3 on 4”
1 does move 8 (compare to a clock) and A moves to H.
S 12 Continue by placing 2 cards in the center and play game by matching = for the letter
and - for the number
S 13 Continue by placing 2 cards in the center and play game by matching - for the letter
and - for the number
S 14 Place the cards down into 3 piles, alternate saying = on the first pile (B2 is B or 2), the
second pile+ (A3 is B or 4), the third pile -(E8 is D or 7).
S 15 Place 2 cards down and draw from one pile with =, +, or -
S 16 Alternate saying = of one card and + of the next card
S 17 Alternate saying = of one card, + of the next card, and – of the third card
S 18 Alternate saying = of one card and +2 of the next card

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Spot It

Cognitive Skill: visual processing, working memory, attention, long-term memory, logic and
reasoning, systematic search, categorization, comparison
Challenges: Progress to more difficult levels when the levels become easy. You will choose
one card which will be the constant card that you will compare every other card. You should
model the correct language by going first. You will describe what you see on the card by using
number, color, & object (“I see a blue dolphin”). Always begin at 12’oclock and move around
the card systematically or clockwise ending with the center object. Play the game with the
student and always model correct language and searching. There is ALWAYS one match
when you have any two Spot It cards. You will notice that on some versions the objects will be
small, medium, and large. For example, there may be a small snake on one card and a large
on the other, these are still a match. Take turns when playing initially before playing
competitively. Modification: If you student is non-verbal, you will be their voice and model.
They may initially point or sign to the match or say one word.
S1 Select one constant card and describe what you see on the constant card in a full
sentence. The mediator should model by going first. “I see two green frogs.” There
will be 6-8 items on each card depending on the Spot it version. Each player then
draws a card, finds the match on the constant card and says,” I see two green
snakes.” Begin by taking turns. You will play competitively in S 6.
S2 Continue to play as described in S 1 but now have the student recall the items on
the constant card. If they cannot remember an item, give a color prompt,” What did
you see that was black.” You could also say, “What did you see the swims.”
S3 Recall items on card. Write full sentences on a dry erase board. Have student read.
S4 Place 9 cards on the table. Starting at the top left card and move left to right
systematically. Classify or group the objects into categories. Categorize items by
color, animals, food, or usage. Chose one category. See classroom connection for
categorizing animals.
S5 Continue playing and now recall category.
S6 Play competitively. Show constant card & now show 2 cards and see who can find
the match, & use sentences.
S7 Continue to add another group to categorize.
S8 Recall category
S9 Time yourself playing with 2 cards and find matches. This can be done with 1 or 2
people taking turns or competitively.
S 10 Show & describe the constant card. Now, turn the card over and find matches.
S 11 Continue turning the card over and then recall items at the end of the game.
S 12 Say what is on the constant card – DO NOT show the student the card. Find
matches and recall, then categorize.
S 13 Place 9 cards down and find at least 3 matches. Search from top left to bottom right.
S 14 Place 9 cards down, place 8 cards face down leaving the center card face up. Turn
cards over one at a time trying to find matches of 3. Keep cards face down until the
matches are found.
S 15 Place 12 cards down and find 4 matches. Search from top left to bottom right.

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Spot It Classroom Connection

Comparison When you find the items that match, compare the sizes. They will be either the
same size, smaller or larger.
Reading, Writing, and Grammar
Have students tell you what they see. The parent and/or teacher can write it on a dry erase
board. The student can then read it. Have the students write what they see. "I see two red
balloons."
Categorization/Classification
The ability to categorize concepts and objects is a prerequisite to logical reasoning. For our
purposes, we will use the Spot It Jr. Animals to teach students the concept of categorizing
through the exercise of animal classification. Animal Classification 1 is in the form of a Venn
diagram. It categorizes the Spot It Animals based on the environment(s) in which they primarily
live. This exercise is ideal for younger students, though it is also beneficial for students of any
age. It is a good warm up for students before they are introduced to more difficult types of
classification diagrams. Animal Classification 2 categorizes the SPOT IT Animals in a
hierarchal manner, beginning with the two largest categories of all animals and progressing to
further detailed subcategories. This diagram is more advanced than the Venn diagram and
requires a greater amount of in-depth thinking (and possible research) for students. The
answers to Animal Classification 2 are provided in the table below:

Vertebrates Invertebrates

Mammals: Reptiles: Birds: Amphibians: Fish: Spider

Bear Snake Parrot Frog Fish Crab

Skunk Turtle Duck Octopus Bee
Camel Grasshopper
Crocodile Owl Shark
Squirrel
Chicken Octopus
Pig
Bat Penguin Starfish
Zebra Flamingo
Seal
Dog
Hippopotamus
Elephant
Cow
Cat
Horse
Dolphin
Rabbit
Lion

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Arrows

Cognitive Skill: attention, working memory, visual processing, auditory processing, spatial
reasoning
Challenges: Two to Nine N Back can be done. First, directionality, or knowing your right and
left is essential. It is important to complete the entire page. Use pincer grip with cubes. Begin
with Up/Down, then Left/Right. Add all Four Directions when Left and Right are mastered.
Eventually add the metronome at 54-60 bmp. Some students may benefit from standing up
and doing hand motions going to the right, left, up, and down. *Use the Nine Colored Arrows
when you know all 9 number, colors, animals, symbols, and letters. Mark the arrows with
symbols. Remove the page protector to read back.
Classroom Connection: Reading, Math, Comprehension, Writing

Up & Down and Left & Right

S1 Say the colors of the arrows and place the matching colored cubes.
S2 Say the direction each arrow is pointing. Use the matching colored cube and turn
the cube up and down.
S3 Alternate saying the color and then the direction. You can place the colored cube
when saying color.
S4 Turn the Up & Down sheet to show left & right arrows. Student will use their pointer
finger on the left and right hand touching and stroking the left arrow with the left
finger and & right arrow with right fingers. * Mediator may need to stand behind the
student, hold the student’s fingers, stroke the arrows and say the direction. The
student is a passive recipient while the mediator models.
S5 Use the left & right arrows: Take linking cubes and place the matching color and
turn the cube to match the direction of the arrow.
S6 Use the left & right arrows: Alternate saying the color, then the direction.
S7 Use the left & right arrows: Alternate saying the color, then the direction while
touching them with the left finger for left arrow and right finger for right arrow.
S8 Use the left & right arrows: Alternate saying the color, then the direction while
placing cubes on the arrows.
S9 Use the left & right arrows: Alternate saying the color while placing the cube and
then the direction while touching the left arrows with the left finger.
Four Directions
S1 Say the colors of the arrows and place the matching colored cubes.
S2 Say the direction each arrow is pointing. Use the matching colored cube and turn
the cube up, down, left, and right.
S3 Alternate saying the color and then the direction. You can place the colored cube
when saying color and draw the symbol on the number.
S4 Draw a straight line in front of each arrow. Remove the page protector and read the
direction according to the placement of the line.
S5 Say up, down, left, & right. Student will use their pointer finger on the left and right
hand touching and stroking the left arrow with the left finger and & right arrow with
right fingers. Use either finger to stroke up arrows up and down arrows down.
S6 Say up, down, left, & right while placing and turning the colored cube.
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 S7 Alternate saying the color and then the direction while touching the arrows with your
finger.
S8 Alternate saying the color and then the direction while taking the linking cubes and
place the matching color and turn the cube to match the direction of the arrow.
S9 Alternate saying the color while placing the cubes and then the direction while
touching the direction of the arrow.
S 10 Say North (up), South (down) , East (right), and West (left).
S 11 Green=1, Blue=2, Red=3, Yellow=4, Black = 5 Alternate saying the number and
then the direction. Place the page protector and draw the symbol when saying the
number and take cubes while placing the matching color, turning the cube to match
the direction of the arrow.
S 12 Say the number, color and direction for one arrow.
S 13 Alternate saying the number, then the color and then the direction.
S 14 Alternate saying the number, then the color and then the direction while matching
the color and turning in the correct direction.
S 15 Green=Bear, Blue=Fish, Red=Snake, Yellow=Elephant, Black = Turtle Say the
animal for each color.
S 16 Alternate saying the color, then the animal
S 17 Alternate saying the number, then color, and then the animal
S 18 Alternate saying the number, then color, then the animal, and then direction
S 19 Presidents can be added when the student knows 1-5. Alternate saying the color
and then the president. green = 1 Washington, Blue = 2 Adams, Red = 3 Jefferson,
Yellow = 4 Madison, Black = 5 Monroe
S 20 Alternate saying the color and then the presidents sequentially. Presidents can be
added when the student knows the first 20. Say color, Washington, color, Adams,
color, Jefferson, color, Madison, color, Monroe, color, John Quincy Adams, color,
Jackson, color, Van Burean, color, Harrison, color, Tyler
S 21 Alternate saying the number, then color, and then president (1-5)
S 22 Alternate saying the number, then color, and then president (1-25)
S 23 Alternate saying the number, then color, animal, and then president (1-25)
S 24 Alternate saying the number, then color, animal, direction, and then president (1-25)
S 25 Green=a, Blue=e, Red=i, Yellow=o, Black = u Say the vowel for each color.
S 26 Alternate saying the number, then color, and then vowel
S 27 Alternate saying the number, then color, animal and then vowel
S 28 Alternate saying the number, then color, animal , then direction, and then vowel
S 29 Alternate saying the number, then color, animal, president, vowel, and then direction
S 30 Alternate saying the number, then color, animal, president, vowel, vowel sound,
direction * 7 n back
S 31 Alternate saying the number, then color, animal, president, vowel, vowel sound,
symbol, and then direction *8 n back
S 32 Alternate saying the number, then color, animal, president, vowel, vowel sound,
symbol, letter, and then direction *9 n back You can alter the order of the 9 items.
S 33 Say the direction of the arrow if turned ¼ clockwise. Use the matching colored
linking cube and turn ¼. Now read the page back. * This will have them read
counter clockwise. Alternate saying the direction of the arrow and then if turned ¼

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 clockwise. Use the matching colored linking cube and turn. Now read the page
back.
S 34 Alternate saying the direction of the arrow, then if turned ¼ clockwise, and then ½
turn. Use the matching colored linking cube and turn. Now read the page back.
S 35 Say the direction of the arrow if turned ¾ clockwise. Use the matching colored
linking cube and turn ¾ . Now read the page back.
S 36 Alternate saying the correct direction, ¼ turn, ½ turn, ¾ turn, and continue this
pattern. Now read the page back and say what is under each cube.

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Letters

Cognitive Skill: attention, working memory, visual processing, auditory processing, spatial
reasoning
Challenges: Do not begin this exercise until you have done left, right, up, and down on the
Arrows. Directionality, or knowing your right and left, is essential. It is important to complete the
entire page. Some students will find it very challenging to move from simply saying the
direction, sound, or letter name to touching the letters with the correct finger.
Eventually add the metronome at 54-60 bpm. Use pincer grip with cubes. Some students may
benefit from standing up and doing hand motions going to the right, left, up, and down.
Classroom Connection: Reading

S1 Say the direction of the b & d letters while touching the b with your right finger and
touching d with your left finger
S2 Say the direction and letter name, “right b “ or “left d”
S3 Say the direction and sound, “right ‘buh’ “ or “left ‘duh’”
S4 Say the sounds of the b & d letters only.
S5 Say the sounds of the b & d letters while touching the b with your right finger and
d with your left finger
S6 Alternate saying the direction of the b & d letters and then the sound
S7 Alternate saying the direction of the b & d letters and then the sound while
touching with your fingers
S8 Alternate saying the direction of the b & d letters, then the sound, & then the
name
S9 Alternate saying the direction of the b & d letters, then the sound, & then the
name while touching with your fingers
S 10 Use b,d,p,q: Say the direction of the b,d,p & q letters while touching the b & p with
your right finger and touching d & q with your left finger
S 11 Use b,d,p,q: Say the sounds of the b,d,p & q letters only.
S 12 Use b,d,p,q: Say the name of the b,d,p & q letters only.
S 13 Use b,d,p,q: Say the direction of the letters (b/p are right, d/q are left)
S 14 Use b,d,p,q: Say the sounds of the b,d,p & q letters only while touching them.
S 15 Use b,d,p,q: Alternate saying the direction of the letter, then the sound
S 16 Use b,d,p,q: Alternate saying the direction of the letter, then the sound, then the
name
S 17 Use m & w: Say the direction for m (down) and w (up)
S 18 Use m & w: Say the sound for m and w
S 19 Use m & w: Alternate saying the direction of the letter, then the sound
S 20 Use m & w: Alternate saying the direction of the letter, then the sound, then the
name
S 21 Use b,d,p,q, m & w: Say the directions
S 22 Use b,d,p,q, m & w: Say the sounds
S 23 Use b,d,p,q, m & w: Alternate saying the direction of the letter, then the sound
S 24 Use b,d,p,q, m & w: Alternate saying the direction,sound,& name

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I See You

Cognitive Skill: comprehension, working memory, auditory processing

Challenges: The key is to start with one direction, then add a second, then a third, then a
fourth, and continue building on the previous directions. Use linking cubes. You can get very
creative here! Use the following language:

1. “I see you__________________.”
2. “What do you see yourself doing?”
3. “I see myself ________________.”
4. “Now do it.”
5. They do it. The number of instructions can increase a great deal when following this
method.
Classroom Connection: Use this language when giving directions: “I see you opening your
book to page 24, and then I see you doing problems 1-3.” Allow the student to give directions
to the mediator.

The following examples are various exercises to use as starting points.

Use the Number Tic Tac Toe Board: “I see you placing the red cube on 3, the yellow cube on
4 , and the blue cube on 2. What do you see yourself doing? ”Repeat and add: the white cube
on 8 and the green on 1. “What do you see yourself doing?” “Now do it.” Repeat and add: the
brown cube on 7 and the orange cube on 6. Repeat and add: the purple cube on 9 and the
black cube on 5.
Use the Letter Tic Tac Toe Board: “I see you drawing a box around the C, then I see you
drawing a square around the A, then I see you drawing a line above the E. What do you see
yourself doing?” “Now do it.”
Use a blank 9-grid Tic Tac Toe board: “I see you placing the black cube in the center. What do
you see yourself doing?” “I see myself…” “Now do it.” “I see you placing the black cube in the
center, and then I see you placing the blue cube in the top center. What do you see yourself
doing?” “Now do it.” “I see you placing the black cube in the center, then I see you placing the
blue cube in the top center, and then I see you placing the red cube in the top right. What do
you see yourself doing? “Now do it.” Repeat and add one at a time: yellow cube in the center
left, the green cube in the top left , the brown cube in the bottom left, and the white cube in the
bottom center.
Give physical directions: “I see you walking to the door and knocking 3 times. Now I see you
clapping your hands 5 times. Now I see you jumping up and down 8 times. What do you see
yourself doing?” “Now do it.”

Give practical directions to repeat: “I see you taking 3 steps to the right, then I see you taking
5 steps to the left, and then I see you taking 4 steps backwards. What do you see yourself
doing?”

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Number Hunt 1-5

Cognitive Skill: visual processing, working memory, attention

Challenges: You will do a Two-Seven N back. It is important to complete the entire page. You
can use a dry erase marker or linking cubes. You will need 10 linking cubes in green, blue, red,
yellow, and black. Always use the following language, “I see you putting a circle around the
1’s” “What do you see yourself doing?“ Then, “I see you placing a green cube on the 1’s.”
“What do you see yourself doing?” “I see green on 1.” Adaptation: To work on their pincer
grip, have students hold a ping pong-sized ball in their hand while picking up the cubes. Use a
metronome when reading at 54-60 bpm and gradually increase.
Classroom Connection: Visualization and working memory with numbers, colors, and letters
for math. Trace the numbers with dry erase marker for those learning the numbers. You can
use a green marker on 1, blue on 2, red on 3, yellow on 4 and black on 5.

S1 Read the numbers. Find the numbers on each row that are the same. Next, “I see
you putting a circle around the 1’s” “What do you see yourself doing?“ Then, “I see
you placing a green cube on the 1’s.” “What do you see yourself doing?” “I see
green on 1.”
S2 Next, circle the 1’s, then “X” the 2’s or you can place a green linking cube on the 1’s
and a blue cube on the 2’s. Start at the top left, and move left to right. You will come
to the 2 first, then the 1…. Do NOT find all of the 1’s first, then all of the 2’s.
S3 Review. Place symbols on 1 & 2. Remove page protector and read symbols say 1
for the circle and 2 for the X.
S4 Review. Add “I see a red cube on the 3’s. Then, I see a box on the 3.”
S5 Remove page protector & read symbols circle = 1, green, bear X = 2,blue, fish,
box= 3, red, snakes. Place cubes on numbers and read out loud.
S6 Review & add “I see a line under on the 4’s.” * Line under the elephant
S7 Review & add “I see a yellow cube the 4’s.”
S8 Review & add “I see a line above the 5’s.” * Line above the turtle
S9 Add, I see a black cube on the 5.
S 10 Alternate saying the number “2” & say/write the symbol “circle”
Alternate saying the number “2” & then say/placing a green cube on 1
S 11 Colored 1-5 page. Read the number. Read the color, Alternate saying the number,
then color
S 12 Read the numbers by adding +1 (5 is 6, 3 is 4)
S 13 Alternate reading the number, color, + 1
S 14 Alternate reading the number, color, animal and number, color, symbol
S 15 Alternate reading the number & draw symbol, color & place cube, animal & draw
symbol
S 16 Alternate reading the number, color, animal, president
S 17 Alternate reading the number, color, animal, president, vowel
S 18 Alternate reading the number, color, animal, president, vowel, vowel sound, symbol

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Vowel Hunt

Cognitive Skill: visual processing, working memory, attention

Challenges: You will do a Two-Seven N Back. It is important to complete the entire page.
You can use a dry erase marker or linking cubes. You will need green, blue, red, yellow, and
black linking cubes. The student will say the short vowel sounds and the vowel name. “I see
you putting a circle around the a’s” “What do you see yourself doing?“ Then, “I see you
placing a green cube on the a’s.” “What do you see yourself doing?” “ I see green on a.”
Always use language.
Adaptation: Use the phonics phone, saying the vowel sound in the student’s right ear. Have
students hold a ping pong-sized ball in their hand while picking up the cubes to work on their
pincer grip. Use a metronome when reading the letters beginning at 54-60 bpm and increase.
Classroom Connection: Reading and spelling Trace the letters with a dry erase marker.

S1 Find the letters on each row that are the same. “I see you putting a circle around
the a’s” “What do you see yourself doing?” Then, “ I see you placing a green cube
on the a’s. “ What do you see yourself doing?” Say the short vowel sounds.
S2 Continue to circle the a’s and now place an “X” the e’s.
Then, place a green cube on the a’s and a blue cube on the e’s. Start at the top left,
and move left to right. *Do NOT find all of the a’s first, then all of the e’s.
S3 Next, circle the a’s, “X” the e’s, then box the i’s. Remove the page protector and
read the letters back.
S4 Next, circle the a’s, “X” the e’s, then box the i’s. Or you can place a green cube on
the a’s, a blue cube on the e’s, and a red cube on the i’s.
S5 Continue with the a, e, & i. Next, place a line under the o’s.
S6 Continue with the green on a, blue on e, & red on i. Next, place a yellow cube on
the o’s. Read the letters back out loud while they are covered by the cubes.
S7 Continue with the a, e, i, & o. Next, place a line above the u’s. * Remove the page
protector and read back the vowels by looking at the symbols: circle say a, X say e,
box say i, underline say o, and line above say u.
S8 Continue with the green on a, blue on e, red on i and yellow on o. Next, place a
black cube on the u’s. Read the vowels back out loud while they are covered by the
cubes.* Read the color of the cube and then say the letter of the next cube.
Continue alternating color and vowel.
S9 Place all the symbols on the vowel, remove page protector, place matching colored
cube.
S 10 Alternate reading the vowel sound and then place the colored cube
S 11 Alternate reading the vowel sound, color, and vowel
S 12 Alternate reading the vowel sound, color, and number
S 13 Alternate reading the vowel sound, color, vowel , and number
S 14 Alternate reading the vowel sound, color, and animal
S 15 Alternate reading the vowel sound, color, vowel , and animal
S 16 Alternate reading the vowel sound, color, vowel, number, animal
S 17 Alternate reading the vowel sound, color, and president
S 18 Alternate reading the vowel sound, color, vowel, number, animal, president, symbol
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Number Hunt 1-9

Cognitive Skill: visual processing, working memory, attention

Challenges: Two-Six N Back. Use language and visualize: “I see you circle the 1’s and X the
2’s. What do you see yourself doing?” “I see myself circling the 1’s and putting an X on the
2’s.” Once mastered, remove sheet protector, place on a white surface, and look at the symbol
saying the numbers, colors, animals, letters, presidents, and symbols. * Letters correspond
with Tic Tac Toe 1/A, 2/B, 3/C,4/D, 5/E, 6/F, 7/G, 8/H, 9/I

S1 Read the numbers. Circle the numbers in each row that are the same.
S2 Read + 1 (7 is 8, 9 is 10)
S3 Alternate reading = , + 1
S4 Read -1 ( 1 is 0, 8 is 7).
S5 Alternate reading =, -1
S6 Alternate reading +1, -1
S7 When fluid, read the numbers by alternating saying what the number is (=), the next
number +1, and the next number –1.
S8 Do all of the 1-5 symbols which you have done Number Hunt 1-5.
S9 Write and read 1-5 symbols and say “1 green bear” “2 blue fish” “3,red,snakes” ….
S 10 Add “I see a slash through the 6 , an orange cube and it’s the horse.
S 11 Add “ I see a ( on the left of the 7 ,a brown cube and it’s the camel.
S 12 Add “ I see you putting a parentheses ( ) around the 8, a white cube and it’s the
spider.
S 13 Add “I see you putting a line in the middle of the 9, a purple cube and it’s the pig.
S 14 Alternate saying the number, then the color “8, black” and then alternate saying
number, symbol “ 8, line above”
S 15 Alternate saying the number, then color, then animal
S 16 Alternate saying the number, then color, then animal, president ( 1-9) or sequentially
S 17 Begin by saying the letter that corresponds with the number. You may begin with 1/A,
2/B, 3/C, then add 4/D, 5/E, 6/F, then add 7/G, 8/H, 9/I. Alternate saying the number,
then color, then animal, president, letter
S 18 Alternate saying the number, then color, then animal, president, letter, symbol
S 19 Read +2 -2 Begin with + 1 Saying, "If 8 +1 is 9, then 8 +2 would be___ (10)" Once
they have written the +2, remove the page protector and read the number under
which is -2.
S 20 Read +3, -3 Begin with + 2 Saying, "If 8 +2 is 10, then 8 +3 would be___ (11)"
Once they have written the +3, remove the page protector and read the number under
which is -3.
S 21 Read +4, -4 Begin with + 3 Saying, "If 8 +3 is 11, then 8 +4 would be___ (12)"
Once they have written the +4, remove the page protector and read the number under
which is -4.
S 22 Read +5, -5 Begin with + 4 Saying, "If 8 +4 is 12, then 8 +5 would be___ (13)"
Once they have written the +5, remove the page protector and read the number under
which is -5.

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 S 23 Read +6, -6 Begin with + 5 Saying, "If 8 +5 is 13, then 8 +6 would be___ (14)" Once
they have written the +6, remove the page protector and read the number under
which is -6
S 24 Read +7, -7 Begin with + 6 Saying, "If 8 +6 is 14, then 8 +7 would be___ (15)"
Once they have written the +7, remove the page protector and read the number under
which is -7
S 25 Read +8, -8 Begin with + 7 Saying, "If 8 +7 is 15, then 8 +8 would be___ (16)"
Once they have written the +8, remove the page protector and read the number under
which is -8
S 26 Read +9, -9 Begin with + 8 Saying, "If 8 +8 is 16, then 8 +9 would be___ (17)"
Once they have written the +9, remove the page protector and read the number under
which is -9
S 27 Read +10, -10 Begin with + 9 Saying, "If 8 +9 is 17, then 8 +10 would be___ (17)"
Once they have written the +10, remove the page protector and read the number
under which is -10
S 28 Read the first row +1, the second row +2, the third row +3, fourth row + 4, fifth row +5,
sixth row + 6, seventh row + 7, eight row + 8, ninth row + 9 and tenth row + 10 then
remove the page protector and read back which will all be minus.
S 29 Alternate reading the ten numbers on each row: plus 1,2,3,4,5,6,7,8,9,10 and then
remove the page protector and read back which will be minus 1,2,3,4,5,6,7,8,9,10
S 30 Xtreme Number Hunt 1-9 Show them 3 numbers “8,5,9" They will say eight black
pigs... then add 8592 eight black pigs John Adams, 85923 eight black pigs John
Adams "C" 859231 eight black pigs John Adams "C" circle

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Letter Fluency

Cognitive Skill: visual processing, working memory, attention, long term memory
Challenges: It is important to complete the entire page. Use the Letter Fluency, Letter Hunt,
and Mixed Letter and Number Hunt pages. Adaptation: Look at one row at a time.
Classroom Connection: Reading

Letter Fluency Sheet

S1 Read the letters from left to right
S2 Alternate reading one number from columns 1 and 6.
S3 Alternate reading one number from columns 2,4, and 6.
S4 Alternate reading one number from columns 1,3, and 5.
S5 Letters correspond with numbers and colors 1/A/green, 2/B/blue, 3/C/red,
4/D/yellow, 5/E/black, 6/F/orange, 7/G/brown, 8/H/white, 9/I/purple. Alternate
saying the number, letter, color.

Letter Hunt Sheet

S1 Read the letters from left to right

S2 Find the letters on each row that are the same.

S3 Circle the a’s,

S4 Continue circling the a’s, “x ” the e’s.

S5 Continue circling the a’s, “x ” the e’s, box the i’s

S6 Continue circling the a’s, “x ” the e’s, box the i’s, underline the o’s

S7 Continue circling the a’s, “x ” the e’s, box the i’s, underline the o’s, line above the
u’s
Mixed Letter and Number Hunt Sheet
S1 Read the letters and numbers from left to right

S2 Find the letters on each row that are the same.

S3 Circling the a’s, “x ” the e’s, box the i’s, underline the o’s, line above the u’s

S4 Circling the 1’s, “x ” the 2’s, box the 3’s, underline the 4’s, line above the 5’s, slash
the 6, ( the 7, ( ) the 8 and line through the middle of the 9
S5 Circle the a’s, “x ” the e’s, box the i’s, underline the o’s, line above the u’s and
Circle the 1’s, “x ” the 2’s, box the 3’s, underline the 4’s, line above the 5’s, slash
the 6, ( the 7, ( ) the 8 and line through the middle of the 9

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Let’s Draw

Cognitive Skill: working memory, visual processing, auditory processing, and spatial reasoning
Challenge: Show various pictures of simple shapes or objects. The objective is to use language
to describe what is seen and draw it.

S1 Have students name the shape or object they see.

S2 Have students draw what they see in the same size, a larger size, and a smaller size.

S3 Have students describe what they see in specific language.

S4 Cover the object, and have the student describe what they saw.

S5 Cover the object and give the student verbal directions to draw. “I see you drawing a circle.
Next, I see you drawing a diagonal line across the circle from 11 o’clock to 4 o’clock.” You
should see the center object on the bottom row.
“I see you drawing a 2-inch line to the right. Then I see you drawing a 2-inch line down, a
2-inch line to the left, and a 2-inch line up.” You should see a square.
S6 Give verbal directions to draw letters. For example: “Start at 2 o’clock and go to 12 to 6 to
4.” You should see a “c.”

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Picture It

Cognitive Skill: visual memory, visual processing

Challenges: Place various objects in a bag or box. Close your eyes, feel the object, and picture
what you are seeing in your mind. Describe the qualities of the object by color, shape, size,
texture, smell, taste, and sound. Name the object. Draw what you picture. Pull it out and
compare. You can use any objects around the workplace or at home which are edible or inedible.
*Do not actually taste if there are possible food allergies. The objective is to picture what you are
feeling rather than simply guessing.
Classroom Connection: comprehension

Feel It Picture It Describe Draw It

& Name

Suggested Objects

Workplace: pen, marker, ruler, flash drive S1 S2 S3 S4

Letters, numbers, shapes, puzzle pieces S1 S2 S3 S4

Apple, orange, kiwi, plum, peach, pecan, S1 S2 S3 S4

walnut, peanut, pistachio, sunflower

Measuring cups, teaspoons, cookie cutters S1 S2 S3 S4

Christmas ornaments, figurines, knick-knacks S1 S2 S3 S4

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Break the Code

Cognitive Skill: working memory, processing, attention, long-term memory

Challenge: Break the Code 1

Step 1: Study the symbols for Step 1. The first time you can look at the symbol and place the
corresponding letter. On the second row, cover the “code.”

Step 2: Study the symbols. The first time you can look at the symbol and place the
corresponding letter. On the next row, cover the “code.”

Step 3: Study the symbols. The first time you can look at the symbol and place the
corresponding letter. On the next row, over the “code.”

You can take 3 days to do this exercise the first time. Day 1 = Step 1, Day 2 = Step 2, Day 3 =
Step 3, Day 4/5… = Covering the code. The goal is to be able and do it without looking. After you
have done that successfully, you need to wait 2 days before attempting again. Then wait 3 days,
then 4, then 5. You are trying to put these into long-term memory.

Challenge: Break the Code 2

Step 1: Study the symbols for 1-4. The first time you can look at the symbol and place the
corresponding number. On the second row, cover the “code.”

Step 2: Study the symbols for 1-7. The first time you can look at the symbol and place the
corresponding number. On the next row, cover the “code.”

Step 3: Study the symbols for 1-9. The first time you can look at the symbol and place the
corresponding number. On the next row, over the “code.” You can take 3 days to do this exercise
the first time.

Day 1 = Step 1, Day 2 = Step 2, Day 3 = Step 3, Day 4/5… = Covering the code. If they still need
to look, let them. After you have done that successfully, you need to wait 2 days before
attempting again. Then wait 3 days, then 4, then 5. You are trying to put these into long-term
memory.

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Make a List

Cognitive Skill: working memory, attention, long-term memory

Challenges: In 60 seconds, recall various things: animals, food, movies, books, games, etc. The
goal is to be able to increase the time and number of items that are recalled. You can choose any
list of things that would be in your long-term memory.
Classroom Connections: Science- Classifications/Categories: Vertebrates (Mammals, Birds,
Reptiles, Amphibians, Fish), farm animals, water animals, jungle animals, fruits, vegetables,
meat, breakfast cereal History- states (southern, western), countries (Europe, Africa, South
America), national parks, capitals, explorers, sports teams (NFL, SEC, NBA), tools, weapons,
etc. You may do better if you close your eyes to picture the list and also to avoid distractions.
Look inside your refrigerator/pantry, close the door, and recall what you see. Picture a map of the
United States. Picture what you would find in a grocery store aisle.

S1 Category: Animals

S2 Sub Category: Farm Animals

S3 Sub Category: Water Animals

S4 Sub Category: Jungle Animals

S5 Recall animals in alphabetical order

S6 Category: Create Your Own

S7 Sub Category:

S8 Sub Category:

Stare Card or Spot It Card

S9 Animate (Living)

S 10 Inanimate (Non-living)

S 11 Vegetation

S 12 Have student identify which category

piano, guitar, trumpet, violin
dolphin, shark, whale, seahorse
banana, strawberry, apple,

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Visual/Auditory Recall

Cognitive Skill: visual memory, visual processing, working memory, attention, long-term memory
Challenges: Show or say a number of words and ask student to recall them – with extended
waiting periods. Show students picture cards with one item. Categories: Have students
categorize the words and pictures to increase recall.
Classroom Connection: reading, comprehension, expressive language

Visual: Show words/pictures and ask them Immediate 10 sec. 5 min. 15 24 hrs.
to recall. Then wait 10 seconds, ask for min.
recall. Then wait 5 minutes. Then 15
minutes. Then wait 24 hours.
Show 2-5 words/pictures S1 S2 S3 S4 S5

Show 10 words/pictures S6 S7 S8 S9 S 10

Show 15 words/pictures S 21 S 22 S 23 S 24 S 25

Show 20 words/pictures S 31 S 32 S 33 S 34 S 35

Show 25 words/pictures S 41 S 42 S 43 S 44 S 45

Auditory: Say words and ask them to

recall. Then wait 10 seconds, ask for recall.
Then wait 5 minutes. Then 15 minutes.
Then wait 24 hours.
Say 2-5 words S 11 S 12 S 13 S 14 S 15

Say 10 words S 16 S 17 S 18 S 19 S 20

Say 15 words S 26 S 27 S 28 S 29 S 30

Say 20 words S 36 S 37 S 38 S 39 S 40

Say 25 words S 46 S 47 S 48 S 49 S 50

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Stare Cards

Cognitive: visual processing, visual memory, working memory, long term memory
Challenge: Discuss the card, and describe what you see using Aristotle’s Ten Categories of
Being. This can take 5-15 minutes. Then hide the card, bring it out in 10 minutes, and
retell/describe what you saw in your mind. Recall the next day, then wait a few days. Continue to
add Stare pictures each day until this becomes automatic and you can visualize them. Give a title
for the pictures. Some students may draw what they saw from memory. You can also take a
blank sheet of paper and have them point to the location of items on the Stare card.
Classroom Connection: Reading comprehension, grammar, writing Create a story.

S1 Look at the Stare Card with the boy sleeping. This is an excellent picture to illustrate
what it looks like to close your eyes and picture something in your mind. Begin by
asking who they see, then how many, and then what age.
S2 Now discuss the qualities such as size and colors and then ask the place
S3 Now ask what is happening or the action
S4 When is it happening? What time of day and what time of year? Is it the past, present,
or future? What season of the year?
S5 How do they look like they feel?
S6 What position are they? What is the relationship?
S7 Describe the clothing and accessories.
S8 Recall the picture
S9 Compare the two boys in the pictures.
S 10 Look at the Stare Card with girl at the beach. Begin by asking who they see and then
what age.
S 11 Now discuss the qualities such as size and colors and then ask the place
S 12 Now ask what is happening or the action. Ask why she is eating the ice cream first
S 13 When is it happening? What time of day and what time of year? Is it the past, present,
or future?
S 14 How do they look like they feel?
S 15 What position are they? What is the relationship?
S 16 Describe the clothing and accessories.
S 17 Recall the picture
S 18 Review all ten categories from memory.
S 19 Look at the Stare Card. Begin by asking who they see and then what age.
S 20 Now discuss the qualities such as size and colors and then ask the place
S 21 Now ask what is happening or the action. Ask why she is eating the ice cream first
S 22 When is it happening? What time of day and what time of year? Is it the past, present,
or future?
S 23 How do they look like they feel?
S 24 What position are they? What is the relationship?
S 25 Describe the clothing and accessories.
S 26 Recall the picture
S 27 Compare this picture with another picture

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Presidents Yo, Millard Fillmore! By Cleveland, Alvarez, and Nation

Challenge: Describe pictures using Ten Categories. Visualize in your mind.

Classroom Connection: History and reading Read some of the paragraphs with presidents. 162R

S1 1. George Washington Say number, first, & last S 22 23. Benjamin Harrison S 34
Wash a ton name. Describe picture. Hare’s sons Say
forward
S2 2. John Adams Describe picture with Ten S 22 24. Grover Cleveland S 35 Say
Atoms Categories on each Cleaver land backwards
S3 3. Thomas Jefferson Which object came from the S 23 25. William McKinley S 36 Say
Chefs Son last picture to this McKindling Alternating
S4 4. James Madison Continue describing the S 23 26. Theodore Roosevelt Backward
Mad Sun pictures in detail. Rose belt &
forward
S5 5. James Monroe Money Always ask which items S 24 27. William Howard Taft Trump
Row came to this picture. Raft Washington
S6 6. John Quincy Adams A Recall from memory without S 24 28. Woodrow Wilson “Wilson” O bama,
dam the book. tennis ball Adams
S7 7. Andrew Jackson Describe picture with Ten S 25 29. Warren G. Harding Bush,
Jacks Categories on each Hard ding Jefferson
S8 8. Martin Van Buren Van Describe picture with Ten S 25 30. Calvin Coolidge Clinton,
Bureau Categories on each Cool edge Madison
S9 9. William Henry Harrison Ready for 1-9 tic tac toe S 26 31. Herbert Hoover Bush
Hairy van “Whoooo fur” Monroe…
S 10 10. John Tyler Look at 1-10 Say the name S 27 32. Franklin D. Roosevelt
Tie lure and find. Road belt
S 11 11. James K. Polk Say forwards and S 27 33. Harry S. Truman
Polka Dots backwards. Tree man
S 12 12. Zachary Taylor Ask who they see after S 28 34. Dwight D. Eisenhower
Tailor Monroe. Eyes on tower
S 13 13. Millard Fillmore Ask who they see before S 28 35. John F. Kennedy
Fill more Van Buren. Candy
S 14 14. Franklin Pierce Describe picture with Ten S 29 36. Lyndon Johnson
Pierced Categories on each Johnson & Johnson
S 15 15. James Buchanan Which object came from the S 29 37. Richard Nixon
U-cannons last picture to this Nicks on
S 16 16. Abraham Lincoln Ask who they see after S 30 38. Gerald Ford
Lincoln logs Taylor? Before? Ford
S 17 17. Andrew Johnson Say forwards and S 30 39. Jimmy Carter
John’s son backwards. Cart
S 18 18. Ulysses S. Grant Ready for 1-18 tic tac toe. S 31 40. Ronald Reagan
Great ants Ray guns
S 19 19. Rutherford B. Hayes Describe picture with Ten S 32 41. George Bush 42.Bill Clinton
Hay stack Categories on each Bush Clean Ten
S 20 20. James Garfield Look at 1-20. Say the name S 32 43.George W. Bush
Cigar field and find. “W” Bush
S 21 21. Chester A. Arthur Say forwards and S 33 44. Barack O Bama
Author backwards without book. O Baa Maa
S 21 22. Grover Cleveland Which object came from the S 33 45. Donald Trump
Leaf Land last picture to this Trumpet

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Tangrams

Cognitive Skill: visual processing, working memory, logic and reasoning

Challenges: Recreate the puzzle. There are many Tangram puzzles available on the Amazon,
internet/iPad/phone app. Travel Tangoes are excellent and do the detailed picture which shows
each part.

1 2 3 4
Look & Match
Look at the picture, and match what you see.
Look, Match, Take Apart, & Remake
Look at the picture, match what you see, take
apart, and remake.
Look, Hide, & Match
Look at the picture for 30 seconds, remove the
picture, and match what you saw.
Variation
Try with double and triple Tangrams.

Visual Thinking Cards

Cognitive Skill: logic and reasoning, visual spatial reasoning,

Visual Thinking (Set A or Set B) by Dale Seymour
Challenges: Follow the directions on the cards. Spend 5 minutes a session, 2-3 times a week.
You may not get to all 200 cards. You may want to start with Set A and order Set B, if needed.

Set A Set B
Choose from cards 1-14

Cards 15-30

Cards 31-45

Cards 46-60

Cards 61-75

Cards 76-90

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Color Code

Cognitive Skill: logic and visual spatial reasoning

Challenge and Questions to ask: Begin with number 1 and move through in order. It is
important to do all of the puzzles in order. Play for 5-10 minutes.
S 1 Lay out all of the puzzle pieces and group them with the matching color.
S 2 Looking at the puzzle, “What colors do you see?” Get the colored tiles which match the
puzzle. The student may notice that they see white. Ask the student, “Will we ever need to put a
white piece down first?” Why not? Lay the pieces on the table without touching each other.
S 3 Determine the order in which the tiles need to be placed in the display holder before you
place them. “Which piece will be on top?” Notice that it will be the one where the entire piece can
be seen. Place the tile that will be placed first to the left and the last tile to be put into the display
on your right. Arrange the pieces in order on the table. Do NOT place pieces on top of each
other in your hands or in the display rather, you will visualize this in your mind. Ask, "Do you
see it going together in your mind?” Now, place the pieces down and describe what you are
doing.
S 4 Take the puzzle apart.
S 5 Once you have completed a level, you can go back and remake the puzzle from memory.
No trial and error: Don’t alter the tiles in the display if you don’t match the design. Pull the tiles
out of the display and start again.

Starter 1-5 6-10 11-15 16-20 21-25

Junior 26-30 31-35 36-40 41-45 46-50

Expert 51-55 56-60 61-65 66-70 71-75

Master 76-80 81-85 86-90 91-95 96-100

Perplexors

Cognitive Skill: logic and reasoning

Mindware Perplexors, Basic Level – Level E

Challenges: Solve the challenge. Place a page protector over each sheet to reuse. Do at least 2-
3 times each week.

Perplexors
Basic Level Level B Level D

Level A Level C Level E

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Critical Thinking Activities, K-3

Item to Purchase: Critical Thinking Activities: K-3 by Dale Seymour

Item to Purchase: What Learning Looks Like: Mediated Learning in Theory and Practice, K-6 by
Reuven Feuerstein and Ann Lewin-Benham.

Challenges: When doing these exercises, it is imperative that you mediate. Ask the student what
they see and have them verbalize what they are doing and why they are doing it. Discuss
strategies to use for each exercise. Please do NOT let them just sit and do a “worksheet” or you
will miss the value of these exercises.
This is a great time to work on using specific language and integrating the “Ten Categories of
Being.” You can place these in a sheet protector and use a dry erase marker. This may help to
reduce frustration.

Drawing Number Comments/

Week Comparisons Analysis Logic
Patterns Patterns Additions
1 3, 6 2, 4 52

2 7, 8 53

3 10, 11 54, 55

4 13,14 22, 28 70 60 106, 107

5 18, 19 32 62, 66 64 108, 109

6 21, 24 34 68, 80 65, 67 110, 111

7 25, 29 35 82, 86 72 112, 113

8 30, 38 36 87 76, 77 114, 115

9 47, 57 58 96, 97 79, 81 117, 118

10 63 83 99 84, 89 119, 120

11 71, 73 135 116, 124 93, 94 121, 122,

123
12 88, 95 128, 134 125 127, 129,
130, 131,
132, 138,
139

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Critical Thinking Activities, 4-7

Item to Purchase: Critical Thinking Activities 4-7 by Dale Seymour

Item to Purchase: What Learning Looks Like: Mediated Learning in Theory and Practice, K-6 by
Reuven Feuerstein and Ann Lewin-Benham.
Challenges: When doing these exercises, it is imperative that you mediate. Ask the student what
they see and have them verbalize what they are doing and why they are doing it. Discuss
strategies to use for each exercise. Please do NOT let them just sit and do a “worksheet” or you
will miss the value of these exercises.
This is a great time to work on using specific language and integrating the “Ten Categories of
Being.” You can place these in a sheet protector and use a dry erase marker. This may help to
reduce frustration.

Drawing Number Comments/

Week Comparisons Analysis Logic
Patterns Patterns Additions
1 9 2 15 6 8, 26

2 14 3 55 57, 58 37, 43

3 22 4 68 59, 61 104, 105

4 39 5 90 62, 63 106, 107

5 54 10 91 65, 66 109, 110

6 67 12 150 70, 71 111, 114

7 79 16 Directions: 72, 74 117, 121

95
8 84 20 101 75, 76 122, 124

9 89 21 150 77, 78 127, 128

10 92 23 108 86, 88 129, 130

11 93 30 142 97, 98 139, 145

12 35 99, 100, 156, 157,

147, 155 158

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Find It, Write It, Say It

Cognitive Skill: working memory, auditory memory, auditory processing, visual processing
Challenges: Say numbers forwards and backwards. Get 3 groups correct in a row.
Classroom Connection: The number line will increase the ability to see numbers in order.
This is necessary for success in mathematics. Principle of Loading: When recalling 3-digit
numbers, increase by one/two digit: 481, 4816 / 379, 3794 / 4816, 48162 / 3794, 37941.

Look & Find: Start with the Number Line and

advance to the Tic Tac Toe Number Board: 100 Look Listen Listen Wait 5
Number, Numbers and Mixed Chart 1-20. & & & seconds
Listen & Write: Write on a dry erase board. Find Write Say
Listen & Say: Without writing the numbers, say
them forwards and backwards. You can write
them in the air with a dry erase marker in your
hand and visualize. Try with your eyes open and
closed.
Wait 5 seconds: Before finding, writing, or
saying.

List of single digits: 2,6,4,7 / 3,9,2 4 / 8,5,1,9 S1 S2 S3 S4

List of 2 double digits and 1 single digit: 17, 3, 18 S5 S6 S7 S8

/ 2, 14, 11 / 16, 8, 17 / 19, 4,17 / 3, 17, 15

List of 5 single digits: 9, 4, 3, 1, 7 / 2, 8, 1, 7, 3 / S9 S 10 S 11 S 12

1, 9, 2, 8, 3 / 6, 9, 2,1, 7

List of 2 double digits, 2 single digits: 12, 6, 13, 3 S 13 S 14 S 15 S 16

/ 7, 27, 5, 15 / 30, 18, 2, 9

List of 6 single-digit numbers: 3, 4, 7, 8, 6, 1 / S 17 S 18 S 19 S 20

7, 1, 6, 8, 4, 3 / 9, 2, 5, 1, 3, 4

List of 3 double digits: 12, 18, 23 / 27, 17, 21 / S 21 S 22 S 23 S 24

19, 22, 26 / 80, 52, 77

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 ADVANCED: Look and Find on Number Tic Tac Look Listen Listen Wait 5
Toe Board for Single Digits, Number Line, & & & Seconds
Hundred Number Board, and the Advanced Find Write Say
Mixed Number Board.

List of 7 digits: *Continue to add numbers. S 25 S 26 S 27 S28

3, 2, 5, 8, 6, 1, 4, / 9, 4, 8, 5, 0, 2, 7, /
9, 4, 6, 1, 3, 8, 4

List of 3 double digits; now put in numerical order: S 29 S 30 S 31 S 32

62, 35, 19 / 92, 64, 87 / 30, 72, 15

List of 3 double digits; now put in reverse order: S 33 S 34 S 35 S 36

14, 71, 32 / 37, 11, 19 / 42, 27, 64 / 17, 53, 89 /
22, 98, 28 / 16, 51, 47

List of 3 double digits and a single digit: S 37 S 38 S 39 S 40

94, 3, 17, 88 / 28, 51, 7, 38 / 1, 92, 21, 11 /
69, 29, 10, 5

List of double and single digits put in reverse S 41 S 42 S 43 S 44

order: 94, 3, 17, 88 / 28, 51, 7, 38 / 1, 92, 21, 11 /
69, 29, 10, 5

List of triple digits and double digits: S 45 S 46 S 47 S 48

22, 618, 93 / 413, 38, 91 / 757, 27, 15 / 350, 68,
29

List of triple, double, and single-digit numbers put S 49 S 50 S 51 S 52

in numerical order, and then in reverse order:
859, 4, 78, 22 / 28, 906, 1, 57 / 7, 91, 618, 92 /
4, 413, 71, 88 / 984, 22, 5, 18

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