This program helps students learn basic routines and develop narrative language skills. The familiar content and lesson structure help them transition to the language and stories of the classroom.
- Comprehend and talk about routines
- Improve sequencing, question-asking, and narrative language skills
Busy clinicians rely on the SPARC series for:
- convenience and portability
- loads of pictures
- systematic progression of stimuli
- use with a variety of treatment needs
The book includes 80 2-page lessons. Each lesson centers on a three- or four-step familiar routine presented in pictures. A corresponding lesson page provides:
- questions to activate prior knowledge
- questions to help students sequence and retell the routine and the story
- the basic routine and story without questions
The basic routines are based on children's typical experiences and knowledge in the themes of:
- Routines at Home—baking cookies, blowing up a balloon, feeding a dog, making a bowl of cereal, and more
- Routines in the Community—buying an ice cream cone, getting a haircut, going to a parade, going on a picnic, and more
- Routines at School—answering questions, buying lunch at school, practicing a fire drill, checking out a book, and more
Use the lessons to directly teach routines to students. They can also be used to assess and teach comprehension and to encourage oral retelling of common experience stories.
Copyright © 2002
I use SPARC for Basic Routines in social communication therapy with my students with ASD. It has saved me hours of planning time. I especially like the features of immediate sequential retelling, role playing, and prediction. My students often choose the bowling and valentine routines to review and role-play with their general education peers.
Trish Vander Schel, SLP
- Text comprehension can improve with instruction that uses specific comprehension strategies, such as monitoring comprehension, using graphic and semantic organizers, answering questions, recognizing story structure, and summarizing (CIERA, 2003).
- Seven categories of text comprehension instruction are linked to improved reading comprehension in non-impaired readers (gleaned from 481 studies on scientifically-based reading strategies). The types of instruction include: comprehension monitoring, use of graphic and semantic organizers, answering questions, generating questions, summarizing, cooperative learning, and story structure (NICHD, 2000).
SPARC for Basic Routines incorporates these principles and is also based on expert professional practice.
Center for the Improvement of Early Reading Achievement (CIERA). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved February 18, 2009 from www.nifl.gov/partnershipforreading/publications/Cierra.pdf
National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.