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CommuniPlay Toolkit

Lesson Plan

Terrific Treats Lesson Plan

Students will explore what a “treat” is through story and song, distinguish between healthy and sugary treats by sorting picture cards, and practice sharing and gratitude in a fun, hands-on activity.

Early exposure to healthy vs. sugary foods builds nutrition awareness, supports categorization skills, and fosters social-emotional learning through sharing and thankfulness.

Audience

Pre-K

Time

30 minutes

Approach

Story, song, and hands-on sorting activities.

Materials

Prep

Prepare Materials

15 minutes

Step 1

Introduction to Treats

5 minutes

  • Gather students in a circle and show a variety of toy food props.
  • Ask: “What is a treat? What makes something a special treat?”
  • Define “treat” as a special food we enjoy sometimes.
  • Invite children to name their favorite treat.

Step 2

Story Time

7 minutes

  • Read The Little Bunny's Treat Storybook aloud.
  • Pause to ask comprehension questions (e.g., “Is that a healthy or sugary treat?”).
  • Emphasize examples of healthy vs. sugary treats in the story.

Step 3

Sing the Treats Song

5 minutes

  • Display the Treats Song Lyrics Chart.
  • Teach and sing the song together, adding motions for healthy (thumbs up) and sugary (wiggle) treats.
  • Encourage students to join in verses and chorus.

Step 4

Sorting Activity

10 minutes

  • Give each child two paper plates labeled “Healthy” and “Sugary.”
  • Distribute the Healthy vs Sugary Treat Sorting Cards.
  • Ask students to sort cards onto the correct plate.
  • Circulate to prompt discussion: “Why is this healthy?” or “How often should we eat this sugary treat?”
  • Invite children to color cards or draw their own healthy treat.

Step 5

Sharing and Gratitude

3 minutes

  • Invite each child to pick one healthy toy treat and “share” it with a neighbor.
  • Encourage them to say, “Here’s a treat for you!” and the friend replies, “Thank you!”
  • Conclude by asking: “How did it feel to share and say thank you?”
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Slide Deck

Terrific Treats!

A fun adventure to explore healthy and sugary treats together!

Welcome everyone! Today we’re going to learn about “treats.” Point out our fun colors and invite children to get comfy.

What Is a Treat?

• A treat is a special food we enjoy sometimes.
• Sometimes it’s healthy, sometimes sweet!

Ask: “What is your favorite treat?”

Show toy food props (fruit, cookie, carrot, cupcake). Ask: “What makes something a special treat?” Listen to answers and define treat.

Story Time

Let’s read The Little Bunny’s Treat Storybook
and see what treats Bunny finds!

Hold up the storybook. Read slowly and pause when a treat appears. Ask: “Is that healthy or sugary?”

Sing the Treats Song!

Sing along to our Catchy Treats Tune:

See the full lyrics on our
Treats Song Lyrics Chart

Display the lyrics chart. Teach one line at a time, adding thumbs-up for healthy, wiggle for sugary. Encourage kids to sing and move.

Sorting Activity

• You have two plates: “Healthy” & “Sugary”
• Sort the cards from
Healthy vs Sugary Treat Sorting Cards
• Draw or color your favorite healthy treat

Give each child two paper plates labeled “Healthy” and “Sugary.” Hand out the picture cards. Circulate and prompt thinking: “Why is this healthy?”

Sharing & Gratitude

• Pick one healthy toy treat and share it
– “Here’s a treat for you!”
– Friend replies: “Thank you!”
• How did it feel to share and say thanks?

Model picking a toy apple and saying “Here’s a treat for you!” Then have a volunteer model saying “Thank you!” Ask how it felt.

Great Job, Treat Experts!

Thank you for exploring treats with me!

Remember: • Healthy treats help us grow strong
• Sugary treats are special—enjoy in moderation

Keep being healthy and kind!

Review what makes a treat healthy vs sugary. Praise sharing and participation. Remind children to enjoy treats in moderation.

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Lesson Plan

Treats of Kindness Lesson Plan

Students will learn to treat friends with kindness by practicing polite words, caring actions, and empathy through story, song, and role-play.

Teaching kindness fosters positive relationships, social-emotional growth, and a supportive classroom community, helping young children develop empathy and communication skills.

Audience

Pre-K

Time

30 minutes

Approach

Interactive storytelling, singing, and role-play.

Materials

Prep

Prepare Materials

15 minutes

Step 1

Circle Introduction

5 minutes

  • Gather students in a circle with the puppet or stuffed animal.
  • Use the puppet to ask: “What does it mean to be kind?”
  • Define kindness as using polite words, caring actions, and helping friends.
  • Invite each child to share one kind word (e.g., please, thank you).

Step 2

Story Time

7 minutes

  • Read the Kindness Storybook aloud.
  • Pause to ask: “How did our friend show kindness here?”
  • Emphasize examples of helping, sharing, and gentle words.
  • Encourage children to mimic a kind action from the story.

Step 3

Sing the Kindness Song

5 minutes

  • Display the Kindness Song Lyrics Chart.
  • Teach the song one line at a time, adding motions: heart sign for kind words, arms open for helping.
  • Sing together twice, inviting children to lead the motions on the second round.

Step 4

Role-Play Kindness

10 minutes

  • Pair students and give each pair a Kindness Role-Play Scenario Card.
  • Model one scenario: “Sharing a toy” and demonstrate the polite phrase and action.
  • Let each pair act out their card, using kind words and gestures.
  • Rotate so all pairs have a turn; offer guidance and praise.

Step 5

Reflection & Coloring

3 minutes

  • Distribute Kindness Coloring Sheets and crayons.
  • Ask children to draw one kind action they will do today.
  • Invite volunteers to share their drawing and say: “I will ___.”
  • Close by reinforcing that small acts of kindness make everyone feel happy.
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Slide Deck

Treats of Kindness

A fun journey to learn how to treat friends with kindness through story, song, and role-play!

Welcome everyone to our kindness journey! Introduce the lesson title and invite children to get cozy for story, song, and play.

Our Kindness Objective

Today, we will learn to treat friends with kindness by:
• Using polite words
• Showing caring actions
• Practicing empathy

Highlight what students will practice today.

Circle Time: What Is Kindness?

• Kindness means using polite words and caring actions.
• Let’s share a kind word! I’ll start: “Please.”
What kind word will you share?

Use your puppet or stuffed animal to ask “What does it mean to be kind?” Invite each child to share one kind word.

Story Time

Let’s read our
Kindness Storybook
and look for acts of kindness!

Hold up the storybook. Read slowly, pausing to ask “How did our friend show kindness here?” and encourage a simple kind action.

Sing the Kindness Song

Follow along on the
Kindness Song Lyrics Chart

Motions:
♡ Heart sign = kind words
༶ Open arms = helping

Display the lyrics chart and teach one line at a time. Add motions: heart sign for kind words, open arms for helping. Sing twice, letting children lead the second round.

Role-Play Kindness

• Pair up and choose a Kindness Role-Play Scenario Card
• Act out using kind words and caring actions
• Take turns and support each other!

Model one scenario (e.g., sharing a toy). Then have pairs act out their cards, using polite words and caring gestures. Rotate so all pairs participate.

Reflection & Coloring

Draw one kind action you will do today on your Kindness Coloring Sheet.
Then share: “I will ___.”

Hand out coloring sheets and crayons. Ask each child to draw one kind action they will do today, then invite volunteers to share their sentence.

Great Job, Kindness Experts!

Remember:
• Kind words make friends happy
• Caring actions help our classroom community

Keep spreading kindness every day!

Review the key kindness points and praise all participants. Encourage children to keep practicing kindness.

lenny

Lesson Plan

Expressive Language Play

Students will practice expressive language skills—requesting, commenting, and labeling—through playful, toy-based stations, using targeted cues and reinforcement.

Preschoolers with autism benefit from structured, play-based practice to build functional communication, increasing engagement and vocabulary in motivating contexts.

Audience

Preschoolers with autism

Time

30 minutes

Approach

Play-based stations with modeling, prompting, and reinforcement.

Materials

Toy Requesting Cue Cards, Commenting Prompt Board, Labeling Picture Cards, Variety of Toy Sets (animals, cars, blocks), Reinforcement Tokens or Stickers, and Play Mats or Bins

Prep

Prepare Materials

15 minutes

  • Print and cut out the Toy Requesting Cue Cards.
  • Print and assemble the Commenting Prompt Board and laminate if desired.
  • Print and cut the Labeling Picture Cards.
  • Gather a variety of toy sets (animals, cars, blocks) and place them in labeled bins.
  • Prepare reinforcement tokens or stickers and set up a token board.
  • Review all cue cards and prompts to familiarize yourself with target phrases.

Step 1

Introduction & Warm-Up

5 minutes

  • Greet each student and briefly review previously learned words.
  • Explain today’s stations: labeling, requesting, commenting.
  • Show the token board and explain how they earn tokens for each attempt.

Step 2

Labeling Station

7 minutes

  • Invite a student to the station with a bin of toys.
  • Present a toy and prompt: “What is this?”
  • Model the label if needed and prompt with the Labeling Picture Cards.
  • Provide a token for each independent or prompted correct label.
  • Rotate after 2–3 opportunities or when the student shows reduced engagement.

Step 3

Requesting Station

7 minutes

  • Move to the station with preferred toys visible but out of reach.
  • Prompt the student: “Tell me what you want to play with.”
  • Use the Toy Requesting Cue Cards to model “I want ___.”
  • Reinforce each attempt by giving the toy plus a token.
  • Fade prompts as the student begins to initiate requests independently.

Step 4

Commenting Station

7 minutes

  • Show an engaging toy or action (e.g., rolling car).
  • Prompt: “You see that? What can you say about it?”
  • Use the Commenting Prompt Board to model comments like “Wow,” “I like ___.”
  • Give a token for each independent comment.
  • Encourage expansion of comments into full phrases over time.

Step 5

Review & Closing

4 minutes

  • Gather students and review one label, request, and comment each.
  • Award final tokens and praise: “Great job using your words!”
  • Encourage them to use these phrases during free play today.
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Lesson Plan

Receptive Language Adventure

Students will improve their ability to follow one- and two-step verbal directions by completing an interactive obstacle course and picture-based tasks in a playful, supportive environment.

Strengthening receptive language skills helps preschoolers with autism understand and follow daily instructions, boosts listening comprehension, and supports independence in classroom routines.

Audience

Preschoolers with autism

Time

30 minutes

Approach

Movement-based and visual direction activities

Materials

Prep

Prepare Materials

15 minutes

  • Print and cut out the Obstacle Course Direction Cards and the Picture Task Cards.
  • Arrange cones, hula hoops, and mats to create a simple obstacle course pathway.
  • Place toy treasure items at the end of the course and around the room for the hunt.
  • Display the Directional Cues Chart where all children can see it.
  • Set up a visual timer for each station.
  • Review all direction cards and practice reading them aloud.

Step 1

Warm-Up & Review

5 minutes

  • Gather students and briefly review one-step directions using the Directional Cues Chart (e.g., “Touch your head,” “Clap your hands”).
  • Ask volunteers to follow each command to ensure understanding.

Step 2

One-Step Obstacle Course

7 minutes

  • Show the first Obstacle Course Direction Card (e.g., “Go through the hoop”).
  • Prompt children to complete that step, then hand them the next card (e.g., “Jump over the cone”).
  • Provide verbal praise or a token for each successful step.
  • Continue until they reach the jewel at the end.

Step 3

Two-Step Picture Tasks

7 minutes

  • Transition to a table station with Picture Task Cards.
  • Present a card showing two pictures and read the two-step direction (e.g., “Point to the apple, then point to the car”).
  • Encourage children to complete both steps in sequence.
  • Offer immediate feedback and tokens for correct completion.

Step 4

Treasure Hunt Challenge

7 minutes

  • Scatter the toy treasure items around the room.
  • Give each student a two-step verbal clue (e.g., “Find the red block, then bring it to the mat”).
  • Use the visual timer to set a fun challenge pace.
  • Celebrate when each child returns with the correct item.

Step 5

Review & Closing

4 minutes

  • Gather in a circle and ask: “What was one direction you followed today?”
  • Invite volunteers to demonstrate a step from either activity.
  • Praise their listening skills and encourage them to listen for directions during playtime.
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Lesson Plan

Social-Pragmatic Play

Students will develop foundational social-pragmatic skills—joint attention, turn-taking, and conversational exchanges—through interactive, play-based games to foster engagement and peer interaction.

Improving social-pragmatic abilities helps preschoolers with autism initiate and respond in social contexts, supports peer bonding, and builds functional conversation skills.

Audience

Preschoolers with autism

Time

30 minutes

Approach

Structured games with modeling, prompts, and reinforcement

Materials

Turn-Taking Game Cards, Joint Attention Prompt Board, Conversation Starter Dice, Interactive Play Scene Props, and Reinforcement Tokens or Stickers

Prep

Prepare Materials

15 minutes

Step 1

Warm-Up & Social Greeting

5 minutes

  • Welcome each child and model a friendly greeting (e.g., “Hi, Sam! Nice to see you.”).
  • Encourage children to greet a peer by name and share a smile or wave.
  • Use the Joint Attention Prompt Board to invite eye contact and shared focus: “Look at me, please.”

Step 2

Joint Attention Game

8 minutes

  • Sit facing a partner and place a small toy under a cloth.
  • Prompt: “Can you tell me which hand it’s under?” using the prompt board.
  • Provide verbal cues: “Look at me.” “Point to the hand.”
  • Reinforce each correct joint-attention bid with a token and reveal of the toy.
  • Rotate partners so each child practices with different peers.

Step 3

Turn-Taking Board Game

8 minutes

  • Lay out a simple path board and shuffle the Turn-Taking Game Cards.
  • Each card instructs an action (e.g., “Press the car,” “Feed the doll”).
  • Model drawing a card, completing the action, and then saying “Your turn!”
  • Encourage the next child to draw and act.
  • Award tokens for waiting, saying “my turn”/“your turn,” and completing actions.
  • Play until each child has 3–4 turns.

Step 4

Conversational Exchange with Dice

6 minutes

  • Sit in a circle with the Conversation Starter Dice.
  • Model rolling the dice and answering the prompt (e.g., “I like pizza.”).
  • Pass the dice to the next child to roll and respond.
  • Use gentle prompts as needed: “Your turn: say something about your favorite toy.”
  • Give a token for each initiation and response.

Step 5

Reflection & Closing

3 minutes

  • Gather in a circle and ask: “What was fun about playing together?”
  • Invite volunteers to share one thing they said or did with a friend.
  • Praise cooperation: “Great job taking turns and talking!”
  • Encourage using these skills during free play today.
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Lesson Plan

Articulation Fun

Students will practice accurate production of target phonemes (e.g., /s/, /r/) within single words and simple phrases during engaging, multisensory games with at least 80% accuracy.

Consistent, motivating practice of target sounds in playful contexts enhances intelligibility, builds confidence, and supports generalization of correct articulation patterns for preschoolers with autism.

Audience

Preschoolers with autism

Time

30 minutes

Approach

Multisensory games and drills

Materials

Target Phoneme Picture Cards, Articulation Game Board, Articulation Mirror Cards, Play-Doh or Tactile Articulation Kit, Reinforcement Tokens or Stickers, and Dice

Prep

Prepare Materials

15 minutes

  • Print and cut out the Target Phoneme Picture Cards for each target sound.
  • Assemble the Articulation Game Board and gather a dice.
  • Print and cut the Articulation Mirror Cards for student self-monitoring.
  • Gather Play-Doh or tactile kit for oral placement exploration.
  • Prepare reinforcement tokens or stickers and a token board.
  • Review phoneme placement cues and model correct production.

Step 1

Introduction & Placement Cues

5 minutes

  • Gather students and introduce today’s target sounds (e.g., “Today we’ll play with the /s/ sound!”).
  • Show an Articulation Mirror Card and demonstrate tongue/lip placement.
  • Provide a brief mirror practice: have each child say the sound while watching themselves.

Step 2

Sensory Phoneme Modeling

7 minutes

  • Distribute Play-Doh/Tactile Kit and model shaping a tongue “snake” for /s/ or “tube” for /r/.
  • Guide students to form the shape with their hands and then in their mouths.
  • Prompt each child to produce the sound in isolation and provide tactile feedback.

Step 3

Articulation Game Activity

10 minutes

  • Invite students to sit around the Articulation Game Board.
  • Take turns rolling the dice and moving a token along the path.
  • When landing on a space, draw a matching Target Phoneme Picture Card and name the picture, focusing on accurate sound production.
  • Award a reinforcement token for each correct production; model or prompt as needed.

Step 4

Minimal Pairs Practice

5 minutes

  • Show two Target Phoneme Picture Cards that differ by one sound (e.g., “sip” vs. “ship”).
  • Say each word clearly and have students repeat, focusing on the contrast.
  • Encourage students to listen and produce the correct target sound.
  • Provide immediate feedback and tokens for accurate attempts.

Step 5

Review & Feedback

3 minutes

  • Gather students and ask each to share one word they practiced (e.g., “I said ‘sun’!”).
  • Review placement cues: “Remember how our tongue looked for /s/?”
  • Distribute any remaining tokens and praise effort: “Great job using your /s/ sounds today!”
  • Encourage carryover: “See if you can find an /s/ word at home!”
lenny

Lesson Plan

Play-Based Interaction

Students will engage in child-led play activities with structured scaffolding to encourage spontaneous communication, social initiations, and expanded play schemes.

Offering free play with targeted prompts fosters real‐world communication, social engagement, and flexible play for preschoolers with autism, supporting generalization of skills.

Audience

Preschoolers with autism

Time

30 minutes

Approach

Free play with scaffolding and visual supports

Materials

Free Play Setup Visual Guide, Facilitator Scaffolding Cue Cards, Communication Prompt Cards, Play Skills Checklist, Toy Sets (kitchen, animals, blocks), Visual Timer, and Reinforcement Tokens or Stickers

Prep

Prepare Materials

15 minutes

Step 1

Setup & Introduction

5 minutes

  • Show the Free Play Setup Visual Guide and review each play station.
  • Explain: “Today you’ll choose what to play, and I’ll help you use your words while you play!”
  • Demonstrate choosing a station and using a prompt card.

Step 2

Child-Led Play Sessions

20 minutes

  • Invite children to select a play station and start their activity.
  • Use the Facilitator Scaffolding Cue Cards to offer language models (e.g., “Say, ‘I want the car’”).
  • Present Communication Prompt Cards when a child shows need or interest.
  • Observe play schemes and note emerging skills on the Play Skills Checklist.
  • Provide reinforcement tokens for spontaneous requests, comments, or social initiations.
  • Rotate scaffolding focus every 5 minutes: requesting, commenting, turn‐taking.

Step 3

Group Reflection

5 minutes

  • Gather in a circle and set the Visual Timer for reflection.
  • Ask each child: “What did you play? Did you tell a friend you wanted a toy?”
  • Celebrate successes: hand out tokens and give praise for communication and sharing.
  • Encourage: “Next time you play, try using a new word or share an idea!”
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