R 7A
Basic concepts are tools for thinking and solving problems. They are basic to the understanding of
language. Knowledge of these concepts is necessary for:
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Following teachers’ verbal instructions. (Open your book to the first page.)
Developing reading skills. (Find all the words that begin with the letter s.)
Learning math skills. (Which group has more apples?)
Engaging in activities that involve reasoning. (Put all the baby animals together.)
Communicating more precisely to others. (I would like the first book on the top shelf.)
The following is a list of frequently used basic concepts.
top
center
whole
side
last
medium-sized
always
right
corner
before
end
farthest
part
through
some
above
separated
alike
finish
long
© 2011
first
row
few
next
every
bottom
never
beginning
second
front
widest
away
half
alike
fewest
math
over
same
several
short
Department of Early Intervention & Prevention
as many
third
other
starting
most
behind
left
between
different
pair
below
skip
forward
least
backward
equal
nearest
start
many
longest/shortest
CLASSROOM/HOME BOOK: Take a picture of a child modeling the basic concept. (Example:
child under the table). Place each picture on a page with the basic concept word under the
picture. This makes a great beginning reader book.
FLASHCARDS: use the same pictures from above on 3 x 5 cards with the word written under
the picture. These can be used as a matching game or memory game.
BINGO: Create a bingo card with pictures, placing them in a 3 x 3 or 4 x 4 grid. (9 or 16
pictures total on each card.) Use the basic concept words associated with those pictures. The
caller says the word and the child places a bingo chip on the picture that matches.
CHARADES: Write the basic concept words that can be acted out onto small pieces of paper or
cards. Place them in a paper bag and allow students to take turns choosing a word card and then
acting it out for the group.
NUMBER/LETTER POSITIONS: Give students large letter or number cards to hold while
standing in front of the group. For example: three students hold cards to spell the word “the”.
Ask which letter comes first, second, third. Ask which student comes first, next, last. Have
students line up in order of the numbers they are holding. This is a great problem solving
activity for young students. In groups of 5 or 6, give each group member a card with a number.
The group has to decide how to place each person, in order for the numbers to be in some kind
of sequential order. (To make it challenging, use odd or even numbers, count by 10’s, count by
5’s, count backwards, etc.)
TRANSITIONS: Remind yourself to use a basic concept each time your students transition.
They are going to be moving anyway, so why not create a meaningful movement moment.
Example: Line up with your hand “on top” of your head. Line up behind the doorframe. Make two
lines that are equal. Move to the calendar area by only moving backward.
SNACK/DINNER: Use basic concept words while students are eating. Example: Place your
snack into two equal groups/piles. Move half of your snack to the corner of your desk. I want
you to eat most of your vegetables. Which food do you have the least/most of?
BOOKS: Make basic concept books. These are great beginner books for students learning to
write. Use preprinted sheets or have the student write the concept word on the page. Have
them draw a picture that represents that word. Make an opposite book with concept words
that are opposites on each page or pages across from each other. For more advanced writers,
post the basic concepts words on a poster to be used during writing time. Require that they use
3 different words in their story.
SEQUENCING: Create short timeline or sequencing strips of 3 boxes. Students draw or write
a sequence of three events. Have the student tell the story to a friend using concept words
such as first, next, last or beginning, middle and end.
RIGHT HAND/LEFT HAND: Use scented lotion at transition time. Place a small amount of
lotion on the child’s right hand only. Repetition of this activity helps the child learn which hand
is their right hand. The other must be the left. Tell students as they are lining up, “right hand
lotion time!” Allow them the option of not getting the lotion, but make the student show you
their right hand. Shake this hand or “high five” to insure the student is getting a tactile
impression.
MYSTERY GAMES: Numbers, letters, and word wall words can be used for this. Give clues for
the mystery answer. Example: I am a letter. I am always capital if I am alone. What am I? I
am a number. I am bigger than 10 but smaller than 20. I come half way between 10 and 20.
What am I? I am a word wall word. My first letter is “N”. I am at the top of the “N” row on
the wall. I rhyme with “light”. What am I?
© 2011
Department of Early Intervention & Prevention
The following word and picture cards can be used for basic concept
games and activities.
under
same
different
top
beside
behind
through
on
over
many
few
in