Making a Bowl of Cereal

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Making a Bowl of Cereal
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About This Video

Making a Bowl of Cereal is a supportive life skills video that helps children learn the steps for preparing a simple snack or meal. This video teaches learners to gather materials, pour cereal and milk, use safe kitchen habits, and clean up after eating.

Learning Objectives

After watching this video, learners will:

  1. Identify the materials needed to make a bowl of cereal.
  2. Sequence the steps involved in preparing a simple breakfast.
  3. Demonstrate safe pouring techniques for cereal and milk.
  4. Recognize the importance of cleaning up after eating.
  5. Understand how eating breakfast supports health and energy.

Resources for This Video

Use these resources to extend learning and build communication skills.

A digital guide with key concepts, visual supports, and review questions.

View Learning Guide

Practice language skills with targeted activities connected to the video.

Practice Language Skills

Clinician & Educator Supports

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.K.2 – Ask and answer questions about information presented orally
CCSS.ELA-LITERACY.L.K.6 – Use words and phrases acquired through conversations

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about spoken and visual information
CCSS.ELA-LITERACY.L.1.6 – Use acquired vocabulary to describe daily routines and personal actions

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Engage in conversations with peers and adults
CCSS.ELA-LITERACY.SL.2.2 – Recount or describe key ideas from multimedia or spoken lessons
CCSS.ELA-LITERACY.L.2.6 – Use routine- and sequence-related vocabulary in discussions

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage in collaborative discussions
CCSS.ELA-LITERACY.SL.3.2 – Determine the main idea and supporting details from spoken information
CCSS.ELA-LITERACY.L.3.6 – Use precise vocabulary to describe routines and personal responsibilities

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Participate in group discussions respectfully
CCSS.ELA-LITERACY.SL.4.2 – Paraphrase key information from multimedia or oral presentations
CCSS.ELA-LITERACY.L.4.6 – Use academic and everyday vocabulary to express understanding of personal tasks

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Participate in structured discussions about daily living skills
CCSS.ELA-LITERACY.SL.5.2 – Summarize information from spoken or media content
CCSS.ELA-LITERACY.L.5.6 – Use relevant vocabulary when describing routines and personal preparation

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.6.2 – Interpret and evaluate spoken information for key messages
CCSS.ELA-LITERACY.L.6.6 – Use vocabulary to communicate ideas about independence and daily planning

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Engage in collaborative discussions with appropriate detail
CCSS.ELA-LITERACY.SL.7.2 – Analyze key points and tone in spoken content
CCSS.ELA-LITERACY.L.7.6 – Use precise vocabulary to discuss responsibility and organization in daily tasks

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Initiate and participate in collaborative discussions
CCSS.ELA-LITERACY.SL.8.2 – Evaluate purpose and clarity in informational messages
CCSS.ELA-LITERACY.L.8.6 – Use academic language to explain processes and personal management strategies

  • The student will name and describe 3 or more items needed to make a bowl of cereal with 80% accuracy by [date].
  • The student will answer wh- questions (what, where, when, how) about the steps in making cereal in 4 out of 5 opportunities by [date].
  • The student will use at least 3 vocabulary terms (e.g., cereal, milk, bowl, spoon) in structured sentences with 80% accuracy by [date].
  • The student will describe the sequence of making a bowl of cereal using complete sentences in 4 out of 5 trials by [date].
  • The student will sort or categorize items used during breakfast (e.g., food, utensils, appliances) in 4 out of 5 trials by [date].
  • The student will identify and describe 2 or more cleanup tasks after breakfast with 80% accuracy by [date].

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