Fig 1. Cover photo from Don’t Push the Button by B. Cotter, 2015, Sourcebooks Jabberwocky.
Don’t Push the Button
Author: Bill Cotter (2015)
Publisher: Sourcebooks Jabberwocky
Length: 24 pages
Fig. 1. Cover photo from Don’t Push the Button by B. Cotter, 2015, Sourcebooks Jabberwocky.
While a bit different than all the other books in my “SLP Library” of books, this one has certainly earned its way onto my shelf. When I first came across Don’t Push the Button by Bill Cotter, I thought it was a cute book, but I wasn’t sure whether it would really capture the attention of my students focusing on speech and language skills. I put it to the ultimate test with a whole group of pre-K students working on developmental speech and language skills. As it turns out, I just lacked the same imagination that they have because it was really a hit!
While a little unconventional in comparison to some of the other books in my library, this book is great for increasing engagement and eliciting participation in the read aloud. It’s also a perfect way to target a variety of speech and language skills!
Here are some possible skills to target while incorporating this story:
Same vs. Opposite
In the story, it is assumed that the reader will do the opposite of what Larry (the monster) says to do. Use this as an opportunity to reinforce the concepts of “same” vs. “opposite.”
Example:
“There’s only one rule. DON’T push the button. Seriously. Don’t even THINK about it. It does look pretty nice though. Maybe you should give the button one little push…”
Ask children if this is the “same” or “opposite” of what Larry (the monster) told us to do at the beginning of the book, etc.
Identifying Colors
If targeting color identification and/or labeling, ask children to name the color of each letter while reading the story together.
Identifying/Labeling Attributes/Descriptors
Teach children about specific attributes/descriptors used in the story.
Example:
“Now I’m yellow AND polka dot!”
Ask children, “What do you think ‘polka dot’ means?”
Explain that polka dot is something that has a pattern of circles or spots on it.
Identifying Emotions
While reading the book, ask children how they think that the character feels in each scene.
Examples:
- “Look at Larry’s face, how do you think Larry (the monster) felt when you pushed the button twice?”
- “How do you think Larry feels at the end when he turns back to normal?”
Combining Words to Expand Upon Utterances
Model 2–4-word utterances for children to imitate.
Examples:
- “I see…yellow monster”
- “Want more”
Incorporating the Book with an AAC System
Model functional nouns and vocabulary words using an Augmentative Alternative Communication (AAC) system.
Example:
“Look, Larry (the monster) says we need to ‘push’ the ‘button.’ Let’s practice navigating our AAC system to find the action word ‘push’ and ‘button,’ etc.”
Conversational Turn-Taking
Ask questions that facilitate back-and-forth statements and responses.
Example:
“Scratching Larry’s tummy tickled him. I’m not ticklish at all. Are you ticklish?”
Pairing the Actions in the Story with Tactile/Kinesthetic Movement
Pair actions in the story with tactile/kinesthetic movement.
Example:
“It says here to scratch Larry’s tummy to get him back to normal. Show me what we have to do to try and get Larry back to normal!”
Basic Concepts Such as Size (Big/Small)
While reading the story, emphasize basic concepts used and see if children can demonstrate an understanding of those concepts.
Example:
“It does look pretty nice though. Maybe you should give the button one little push…”
Following Directions
In the story, the author gives the audience directions to follow on how to get Larry the monster back to normal. While following along in the book, give children the opportunity to listen for the directive and then follow it to what happens.
Example:
“Shake the book to get rid of all the extra Larrys!!”
Once each direction is read, see whether the children are able to understand it and follow it.
Inferencing
Ask children open-ended questions about clues provided in the story or previous background knowledge.
Example:
“Push it a bunch of times!!!...Uh-oh.”
Ask:
“What do you think happened?”
Targeting the Meaning of Various Quantitative Concepts
Ask children if they know what various quantitative concepts mean while reading the book together.
Example:
“Ack! Now there’s two of me. Push it a bunch of times!!!”
Ask:
“What does bunch mean exactly? A lot or a little?”
Explain that “bunch” means “a lot.”
Targeting a Wide Variety of Articulation Speech Targets/Goals
Use this story to target a wide variety of articulation speech targets/goals, including early and later developing speech sounds.
References
Cotter, B. (2015). Don’t Push the Button. (B. Cotter, Illus.) Sourcebooks Jabberwocky.
Fig 1. Cover photo from Don’t Push the Button by B. Cotter, 2015, Sourcebooks Jabberwocky.
Don’t Push the Button
Author: Bill Cotter (2015)
Publisher: Sourcebooks Jabberwocky
Length: 24 pages
Fig. 1. Cover photo from Don’t Push the Button by B. Cotter, 2015, Sourcebooks Jabberwocky.
While a bit different than all the other books in my “SLP Library” of books, this one has certainly earned its way onto my shelf. When I first came across Don’t Push the Button by Bill Cotter, I thought it was a cute book, but I wasn’t sure whether it would really capture the attention of my students focusing on speech and language skills. I put it to the ultimate test with a whole group of pre-K students working on developmental speech and language skills. As it turns out, I just lacked the same imagination that they have because it was really a hit!
While a little unconventional in comparison to some of the other books in my library, this book is great for increasing engagement and eliciting participation in the read aloud. It’s also a perfect way to target a variety of speech and language skills!
Here are some possible skills to target while incorporating this story:
Same vs. Opposite
In the story, it is assumed that the reader will do the opposite of what Larry (the monster) says to do. Use this as an opportunity to reinforce the concepts of “same” vs. “opposite.”
Example:
“There’s only one rule. DON’T push the button. Seriously. Don’t even THINK about it. It does look pretty nice though. Maybe you should give the button one little push…”
Ask children if this is the “same” or “opposite” of what Larry (the monster) told us to do at the beginning of the book, etc.
Identifying Colors
If targeting color identification and/or labeling, ask children to name the color of each letter while reading the story together.
Identifying/Labeling Attributes/Descriptors
Teach children about specific attributes/descriptors used in the story.
Example:
“Now I’m yellow AND polka dot!”
Ask children, “What do you think ‘polka dot’ means?”
Explain that polka dot is something that has a pattern of circles or spots on it.
Identifying Emotions
While reading the book, ask children how they think that the character feels in each scene.
Examples:
- “Look at Larry’s face, how do you think Larry (the monster) felt when you pushed the button twice?”
- “How do you think Larry feels at the end when he turns back to normal?”
Combining Words to Expand Upon Utterances
Model 2–4-word utterances for children to imitate.
Examples:
- “I see…yellow monster”
- “Want more”
Incorporating the Book with an AAC System
Model functional nouns and vocabulary words using an Augmentative Alternative Communication (AAC) system.
Example:
“Look, Larry (the monster) says we need to ‘push’ the ‘button.’ Let’s practice navigating our AAC system to find the action word ‘push’ and ‘button,’ etc.”
Conversational Turn-Taking
Ask questions that facilitate back-and-forth statements and responses.
Example:
“Scratching Larry’s tummy tickled him. I’m not ticklish at all. Are you ticklish?”
Pairing the Actions in the Story with Tactile/Kinesthetic Movement
Pair actions in the story with tactile/kinesthetic movement.
Example:
“It says here to scratch Larry’s tummy to get him back to normal. Show me what we have to do to try and get Larry back to normal!”
Basic Concepts Such as Size (Big/Small)
While reading the story, emphasize basic concepts used and see if children can demonstrate an understanding of those concepts.
Example:
“It does look pretty nice though. Maybe you should give the button one little push…”
Following Directions
In the story, the author gives the audience directions to follow on how to get Larry the monster back to normal. While following along in the book, give children the opportunity to listen for the directive and then follow it to what happens.
Example:
“Shake the book to get rid of all the extra Larrys!!”
Once each direction is read, see whether the children are able to understand it and follow it.
Inferencing
Ask children open-ended questions about clues provided in the story or previous background knowledge.
Example:
“Push it a bunch of times!!!...Uh-oh.”
Ask:
“What do you think happened?”
Targeting the Meaning of Various Quantitative Concepts
Ask children if they know what various quantitative concepts mean while reading the book together.
Example:
“Ack! Now there’s two of me. Push it a bunch of times!!!”
Ask:
“What does bunch mean exactly? A lot or a little?”
Explain that “bunch” means “a lot.”
Targeting a Wide Variety of Articulation Speech Targets/Goals
Use this story to target a wide variety of articulation speech targets/goals, including early and later developing speech sounds.
References
Cotter, B. (2015). Don’t Push the Button. (B. Cotter, Illus.) Sourcebooks Jabberwocky.
