Category Archives: Occupational Therapy

Sep18

Uncle Sam

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Uncle Sam

September 13 was Uncle Sam Day, so we decided to learn a little more about one of the symbols of our country. It was a RED, WHITE, and BLUE week!

 

 

 

 

 

SENSORY

We brought back our blue and red moon sand and star cookie cutters from last week but added pictures of Uncle Sam and the American flag to go along with our theme.

 

 

 

 

Moon sand has a great texture that our students really enjoy.

Social studies access point: recognize the American flag.

 

 

 

 

 

 

 

 

 

 

 

The students had lots of fun with RED, WHITE, and BLUE beads. We put in multiples of each so the students could sort and match by color.

Science access point: match objects with similar observable properties, such as color.

 

 

 

 

 

 

 

 

The colors in our rice were so vibrant and really eye catching! The students searched for letters S A M or U S A.

Science access point: recognize and respond to different types of sensory stimuli.

 

 

 

 

 

 

 

 

 

We added a little Red and Blue glitter to white shaving foam and students liked watching the glitter swirl around!

 

 

 

 

 

Plastic plates are working out great as individual messy play trays.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

We even continued the theme with our water play. Each student had either a red, white, or blue measuring cup!

 

 

 

 

Math access point: recognize differences in sizes of containers that hold liquids.

 

 

 

 

 

 

The perfect scent for this patriotic week—-apple from Bath and Body Works! A nice reminder of the fun we had!

Each student gets their own dab of the lotion in bottle caps we collected.

 

 

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

GROSS MOTOR

For our gross motor activity this week, we thought a good way to celebrate Uncle Sam Day was a parade.  Since we can’t have any parades right now, we had students imitate gross motor movements that you might see if you were to go to a parade.

For ambulatory students, they walked or marched on bubble wrap (used to represent fireworks) while waving a red or blue streamer.

For our students who can self-propel their wheelchairs, they rolled over the bubble wrap.

 

 

 

 

 

For our students working on sitting, bubble wrap was placed under their feet while they were positioned in supported in sitting.  They stomped/marched on the bubble wrap either independently or with assistance to make firework sounds.

Science access point: recognize and respond to sounds.

 

 

 

 

 

They also waved streamers independently or with hand over hand assistance to celebrate Uncle Sam Day.

Science access point: recognize an action as fast or slow.

 

 

 

 

 

 

 

FINE MOTOR

For project one, we made Uncle Sam masks with paper plates.

First, we identified the shape and color of the paper.

Math access point: recognize an object with a two-dimensional shape.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

Then, the students cut strips out of red construction paper to make stripes for their hats.

 

 

 

 

 

Of course, we counted the strips!

Science access point: recognize a change in the external appearance of an object.

 

 

 

 

 

The three red strips were glued to a piece of white paper to make stripes.

The hat was glued to the TOP of the paper plate and a piece of batting was glued to the BOTTOM.

 

 

Math access point: identify spatial relationships.

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

 

Hello Uncle Sam!!!!!

 

 

 

 

 

For project two, the students made patriotic banners.

First, they identified the color of their marker and the shape of their paper.

Science access point: identify objects by one observable property, such as color.

Math access point: recognize an object with a two-dimensional shape.

 

 

 

 

 

 

 

 

 

The students were directed to draw vertical/down lines on their paper.

Science access point: track objects moving up and down.

 

 

 

 

 

 

 

 

 

Then, they glued on a picture of Uncle Sam (we just printed a coloring page) and TWO blue stars (cut from the Ellison machine).

 

 

 

 

 

 

Math access point: associate quantities with number names.

 

 

 

 

TA DA!!!

Our banners turned out great—-

—-and so patriotic!

 

 

 

 

 

 

 

 

 

LANGUAGE

We made a really pretty, patriotic snack this week.  Here’s the recipe that we used: Let’s Make Patriotic Parfaits

We started by making some whipped cream.  We had students HELP us by pouring the whipping cream into the BIG bowl.  They first had to show us which bowl was BIG.

Math access point: recognize differences in size of objects.

 

 

 

 

 

Our students HELPED turn on the mixer by using a wireless switch.  We had to check periodically to see if it was still LIQUID.

Science access point: distinguish between water as a solid or liquid.

 

 

 

 

 

 

 

 

 

We added some vanilla and confectioners’ sugar to the bowl.  We put some vanilla extract on a paper towel and let our students smell it.  It has such a strong smell but surprisingly all but 1 of our students liked it!

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

 

 

We used the mixer again until we saw some stiff peaks.

Science access point: recognize changes in observable properties of materials.

 

 

 

 

 

 

 

 

 

Each table had a bowl of strawberries and blueberries.  We followed the steps and started layering our parfaits, starting with strawberries, HALF a container of vanilla Greek yogurt, blueberries, strawberries, whipped cream, and topped off with blueberries.

 

 

Math access point: recognize the next step in a sequence of activities.

 

 

 

 

These look so pretty and our students scarfed them down pretty fast 🙂

Join us again next time for more fun—-Group by Group!

 

 

 

 

 

 

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us.

 

Sep12

Outer Space

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Outer Space

Out of This World is our school wide theme this year! So we are all about outer space theme this week! The students had fun learning about planets and stars with our sensory, gross motor, fine motor, and language activities.

 

 

 

 

 

 

SENSORY

Our outer space umbrella was very eye catching and a hit with the students! There were stars, constellations, planets, and a big yellow sun to find.

 

 

 

 

 

Science access point: recognize a space related object.

 

 

 

 

 

Colorful Floam got molded into planets and asteroids!

They really had fun with this!

 

 

 

 

 

Math access point: recognize common three-dimensional objects, such as spheres.

 

 

 

 

 

The students used star or moon shaped cookie cutters to make impressions in “Mars” red or “Jupiter” blue moon sand.

 

 

 

 

 

Science access point: apply a push to move an object.

 

 

 

 

 

We printed out and laminated some pictures of planets and astronauts to mix in with our black “outer space” kinetic sand.

We ordered our kinetic sand from Amazon.

 

 

 

 

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

Large silver glitter looked like stars swirling around the oobleck Milky Way.

Oobleck is made from cornstarch and water and easily done at home too!

 

 

 

 

Science access point: track objects in motion.

 

 

 

 

 

Hands were rinsed in “clouds of Venus” water.

 

 

 

 

 

 

Science access point: recognize and respond to one type of sensory stimuli.

 

 

 

 

 

We finished with a “to the stars” lotion from Bath and Body Works. It had an out of this world aroma 🙂

 

 

 

 

 

Science access point: recognize one or more external body parts.

 

 

 

 

 

GROSS MOTOR

For the gross motor activity this week, there were several options.

For our students whom are ambulatory or can self-propel their wheelchairs, we made an obstacle course using round sound steps and rings/hoops for them to work on stepping up on the steps and then transitioning to stepping into/out of the hoop.  Our students using wheelchairs, worked on self-propelling their wheelchairs in a weaving pattern around the round sound steps and hoops.

 

 

 

 

 

 

 

 

For our non-ambulatory students, we worked on reaching for a ball while in a supported sitting position to address balance, trunk control, and head control.  We also worked catching/throwing ball activities while in supported sitting positions, tall kneeling, or standing.

At home, you could make an obstacle course using items around the house such as, step stools, pillows, hula hoops, etc. to practice stepping up/down, over, or around obstacles.  You can also work on catching, throwing, or kicking a ball.

 

 

 

 

 

FINE MOTOR

For project one, our students painted paper plate planets with glow in the dark paint!

First, they identified the shape of the paper plate either verbally or by using communication symbols.

Math access point: recognize object with two-dimensional shapes, such as a circle.

 

 

 

 

 

 

 

Then,  identified their paint color and started painting.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

After the students finished painting, they held their plates under a black light—so cool!

 

 

 

 

 

TA DA!!

 

 

 

 

 

For project two, the students made rockets out of cardboard tubes.

First, they identified the shape of their paper and colored it using either markers or crayons.

Math access point: recognize object with two-dimensional shapes, such as a rectangle.

 

 

 

 

 

 

 

Then, they glued and rolled the paper around the cardboard tube.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

 

 

 

 

Next, they cut a square into two triangles and attached them to the tube using glue.

 

 

 

 

 

 

Science access point: recognize a change in the appearance of an object.

 

 

 

 

 

 

 

 

A picture of our little astronauts and a nose cone was glued on to the tube.

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

 

To infinity and beyond!

 

 

 

 

 

LANGUAGE 

We became astronauts today and made some astronaut pudding!  Here’s the recipe we used: Let’s Make Astronaut Pudding

We started out by sanitizing everyone’s hands.  Then each student got a ziploc bag.

They first had to request the pudding mix.  Since it required the use of both a tablespoon and a teaspoon, we got to practice working on BIG and LITTLE.  We talked about the tablespoon being BIG and the teaspoon being LITTLE.

Math access point: recognize similarities and differences in size of objects.

 

 

 

 

We counted out ONE tablespoon and TWO teaspoons of pudding mix.  If we only gave the student one teaspoon, they had to request MORE.

Math access point: indicate desire for more of an action or object.

We did the same with the powdered milk.

 

 

 

 

 

 

Next, students got to choose which color they WANTED their pudding to be: red, white, or blue.  If they chose red or blue, they had to HELP count out 3 drops of food coloring.

Math access point: associate quantities with number names.

 

 

 

 

 

After that, they had to request water.  Staff helped as the water was poured into the bags.  We then made sure the ziploc bags were sealed closed.

Students then got to squish and squeeze their bags so the pudding would set.  It takes a minute so if it seems like it’s going to be a drippy mess, give it a little time.

Once the pudding set, we cut a corner of the bag and our students SQUEEZED the pudding into a cup to eat.

Math access point: recognize that pushing and pulling an object makes it move.

Some notes: we put the food coloring in before the water, but it might work a little better after the water is put in.  Also, put a little less than 1/2 a cup of water.  This turned out to be both a snack AND an experiment 🙂

 

 

 

It was a truly out of this world week! Join us again for more fun and learning—-Group by Group!

Sep6

Back to School

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Back to School

We’re BACK!! We are so glad to be back at school and to see our students again. School started this week, but a little bit differently for sure. Our county is doing a hybrid model with some students “brick and mortar” and some digital. Here at Group by Group we are adapting our model to meet the changes we are all facing. You will notice smaller and fewer boxes in our sensory section—-no more sharing materials! We also are doing things a little differently in our fine motor and language sections. A nice addition has been our PT on board with gross motor ideas! Enjoy!

 

 

 

SENSORY

We used blue and yellow rice to represent the colors of our school. At home you could just use plain rice or any other sensory material of your choice.

 

 

 

 

Learning letters and numbers is a big part of the school experience so we added some for our students to find.

Science access point: use senses to recognize objects.

 

 

 

 

There were some laminated pictures of school buses, school houses, etc. that he students could push into black kinetic sand.

 

 

 

 

 

We chose the black sand to represent a road. At home you could use regular sand or play dough with toy cars and figures.

Science access point: apply a push to move an object.

 

 

 

 

 

Music is one of our favorite special areas so we let our students make their own using shaker bottles. We made our shaker bottles using soda bottles and beads (gluing the lids closed). At home you can use toy rattles or maracas—we just didn’t have enough for everyone to have their own individual instrument.

 

Science access point: recognize the change in the motion of an object.

 

 

 

 

 

 

Shaving cream finger painting reminded us of another favorite special area—art! We used plastic plates so everyone had their own personal palette!

 

 

 

 

Whether at home or at school—- shaving cream is always fun 🙂

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

Washing hands is even more important these days! The students practiced washing their hands in water with our scent of the week—-apple from Bath and Body Works. At home you could use any kind of bath gel to add some fun bubbles and aroma to the activity.

Science access point: observe and recognize that people need water.

 

 

 

 

 

 

The matching lotion applied to arms or hands left a nice sensory reminder of our activities.

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

GROSS MOTOR

This week we worked on campus mobility to familiar areas on campus using pictures as a clue.

Ambulatory students or students who are able to self propel their wheelchairs walked/rolled to a requested location either by name, using clues to figure out the location being described, or by using pictures.  Transitions between various surfaces, stairs, curbs, ramps, etc. were included when traveling to the requested location.

For digital academy students, you could work on moving around within the home environment.

 

 

For students who are unable to walk or roll themselves, we worked on reaching for, or pointing to, a requested picture of a location while sitting or standing to address balance.  For digital academy students, you could have students stand on a pillow to challenge their balance during the activity.

 

 

 

 

Students working on head control practiced lifting their heads to look at a picture or school related item.  For students working on head control at home, a song/music video about school could be pulled up on the computer to practice lifting their heads and/or maintaining an upright head position.

 

 

 

 

 

 

 

 

FINE MOTOR

For the first project, the students added the letters of their names to craft foam school buses picked up at the dollar store. Of course we can’t show you our students real names so we made a model for them to hold up for the Ta Da photos.

First, the students identified the color of their writing utensil by pointing to communication symbols.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

They colored the letters using crayons or markers.

Science access point: recognize a change in the appearance of an object.

 

 

 

 

 

 

 

 

 

The letters were glued to the school bus using squeeze glue to work on hand strengthening.

 

 

 

 

 

Math access point: recognize when an object is added to a situation.

 

 

 

 

TA DA!!!

 

 

 

 

 

 

 

The wheels on the bus go round and round.

 

 

 

 

 

For the second project the students painted masks!

First, they chose which paint color they wanted to use.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

Then, they painted their cotton masks—–the colors were so vibrant!!! After painting, we turned the masks over and patted them down with paper towels to blot excess paint.

Science access point: recognize a change in the appearance of an object.

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

 

Our masks are cute, colorful and stylish 🙂

 

 

 

 

LANGUAGE

We made some really cute back to school snacks featuring our mascot, Hootie the Owl, this week in our language group!  This is the recipe that we used: Let’s Make Welcome Back Hootie Snacks

For this recipe, each person had to request each food item in order to put together their owl snack.  They had to request either verbally or by using their communication symbols.

Our students worked on spreading the peanut butter.  This was challenging for many of them, so they had to ask for HELP.

 

 

 

 

We talked about eyes next.  Each student had to make sure that they were given 2 banana slices for 2 eyes.  We talked about how the eyes go at the TOP.

Then, each student had to PUT a LITTLE bit of peanut butter in the MIDDLE of the banana slices in order for the chocolate chips to stay on.

 

 

 

 

They had to request 2 apple slices for the wings, 1 dried cranberry for the beak, and some Cheerios for the feathers.  If they WANTED MORE Cheerios, they had to request.

These were a HOOT to make and to eat!

 

 

 

 

 

We are so happy to see our kiddos again 🙂 Join us again next time for more fun and learning—–Group by Group!

May3

Let’s Go On A Picnic

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Let’s Go On A Picnic

The weather is pretty nice outside right now and perfect for picnicking—-in your back yard, porch, or on your living room floor 🙂

Enjoy the activities our OT, PT, and SLP have come up with for you this week!

 

 

 

 

SENSORY

This week our focus is on tactile (TOUCH) input. For this activity you need sunscreen (if you are going outside) or plain lotion (if staying inside). If you are using scented lotion, be sure you let your child SMELL the lotion.

Rather than a quick slather, gently massage the lotion on to your child’s arms, legs, etc. concentrating on each body part as you go.  Go slowly and talk about the body part you are applying the lotion to—perhaps even make up a little song to go with it!

 

 

GROSS MOTOR

Whether you have your picnic inside or outside include some games.  There are many kinds of games you can play.  I looked online and found lots.  There are games for inside and outside.  There are games that include water (for a hot day) and items that you have around the house.

Play some sort of a game where you have to throw an object to a target.  Games like horseshoes, washers, corn hole, ring toss, or bowling.  Use what you have from home to play your game.  You could use bean bags, foam balls, swim rings, laundry baskets, boxes, cones, recycled plastic bottles, etc.  If you want to challenge your child’s balance have them stand on a pillow while throwing objects to the target.  If you are outside, you could use water balloons and buckets.  These could all be played while sitting or standing.  You could also play by having your child reach to place an object in a container while they are seated in their wheelchair or chair.  Move the target up high, down low, to the side, forward, etc. to place the object in/on the target (bucket, box, cone, etc.).  Have them cross midline and use both hands.

Also, include a game that requires running.   Games such as relay races (there are many online that include water balloons and sponges if it is a hot day), freeze tag, red light green light, hide and seek, or kick ball.  If your child is in a wheelchair and they can self propel their chair, have them push their chair to play the game.  If they are unable to push their chair, have a sibling be their partner and move them as the game requires.

Try a game that involves gross motor movements such as sack races, hopscotch, and obstacle courses.  Make your own hopscotch path using sidewalk chalk or hula hoops.  You can also use sidewalk chalk, hula hoops, pool noodles, cones, etc. to make an obstacle course for your child to move through.

Maybe, end the day with a scavenger hunt to find a hidden sweet treat.  Have fun and enjoy!

 

 

 

 

FINE MOTOR

Have fun blowing bubbles! If you are doing this inside, you probably want to have a towel handy to wipe up spills. As the bubbles drift into the air, encourage your child to follow them with their eyes. Ask them to catch them by waving their arms, clapping the bubbles between their hands, poking them with a finger, or even isolating the index finger and thumb to “pinch” the bubbles.

Hold the bubble container and ask your child to dip the wand in to work on eye hand coordination. If you are really brave, let your child hold the container——make sure to have that towel handy 🙂

Blowing bubbles is a simple but oh so much fun activity—-enjoy!

 

 

 

 

LANGUAGE

The weather is so beautiful right now and PERFECT for a picnic!  Here’s an activity you can do inside or outside: What Should We Bring To The Picnic

Talk with your child about the different things that they might want to eat at a picnic.  There are picture supports in the link above.  You can use the picture symbols of food that are in the link or you can cut food out from magazines.

Since you won’t be too far from home while on your picnic, here’s a little recipe that doesn’t require many ingredients and will be yummy to have when it’s hot outside.  Take a look at the recipe to see our students putting this treat together from 2018 🙂  Here’s a link to the recipe: Lets Make Strawberry Sorbet

 

 

 

 

 

LITERACY

We suggest this book from January 2015: The Little Brown Owl Makes a Healthy Snack

And this book from this book from October 2013: Who Did Alice See

 

 

Join us next time for more fun and home learning—-Group by Group!

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us.

Apr26

Animals

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Animals

Distance learning continues with a fun unit about animals. We have done lots of animal themed posts in the past so it made picking photos from our library extra hard—-so many cute ones to choose from 🙂

Our PT, OT, and SLP have come up with some more fun activities for you to do at home—-enjoy!

 

 

 

SENSORY

Every week we make sensory boxes—our students LOVE them! It’s easy to your own animal themed box at home—-you can find the perfect material right in your kitchen such as rice, beans, pasta, oatmeal, popcorn, potato flakes, or cereal. Just remember if you have a child who likes to “taste”, make sure it is something that’s okay for them to swallow! Gather up some plastic animals and maybe add some measuring scoops and a funnel for extra fun 🙂

You might even try going out of the box and using dried coffee grounds, birdseed or even make a swamp out of green jello!

Have fun!

 

 

 

 

 

GROSS MOTOR

So, this week, you can try moving like animals would move.

Use some books around the house that have animals in them and as you read the book talk about how the animals move and have your child do the same movement as the animals in the story.  Some of my kids’ favorite animal books were Brown Bear Brown Bear What Do You See or From Head to Toe.

 

You could also look up different animals online, watch how they move, and have your child copy the animal’s movement.  You could also use movies with animals in them, and as you watch the movie pause it to act out the animal’s movements.  A family favorite of ours was The Jungle Book.

 

 

Some movements that my kids and I came up with are the bear crawl, crab walk, frog jump, bunny hop, elephant walk, inch worm, duck walk, fly like a bird, swim like a fish, slither like a snake, swing through the trees like a monkey, stand on one leg like a flamingo, waddle like a penguin, kick like a donkey, cat/cow stretch.  Just to name a few, but I am sure you all can come up with some more.

 

If your child is unable to do the movements independently help them to move their arms and legs to mimic the movements or you or a sibling do the movements and have them chose between a choice of two or three of which animal movement you are acting out.  This can be done in supported positions (standing or sitting) to work on balance and strengthening.

Have fun moving like some of our animal friends.  Animal sounds are optional!  Have a great week!

 

 

 

 

FINE MOTOR

Here is a fun way to practice writing strokes!

Draw some spiders on a piece of paper. Have your child start at the TOP and draw a DOWN line to the spider. Proficient writers can then turn the paper sideways and write the word SPIDER on the line—-making sure letters touch the line and are aligned correctly.

 

 

 

Draw an animal on a piece of paper. Have your child start on the LEFT side and draw ACROSS to create a fence. Proficient writers can write the name of the animal on a line. Again, making sure letters touch the line and are aligned correctly.

 

 

 

 

Draw a fish on a piece paper. Have your child draw CIRCLES to make bubbles. Proficient writers can write a letter in each bubble—-making sure the letters stay within the bubbles.

 

 

 

 

 

 

 

LANGUAGE

Here’s a fun animal themed recipe for you to make at home!  Here’s the recipe: lets make a zebra striped parfait

When you’re putting all the ingredients together, you can talk to your child about things like:

  • the sizes of measurement tools (BIG/LITTLE)
  • the temperature of the ingredients (COLD/HOT)
  • the ingredients (WET/DRY)
  • if you are ALL DONE with the ingredients or if you have MORE
  • how it tastes (SWEET/SOUR)

 

 

 

 

LITERACY

We recommend reading this book from May 2018:Let_s Go To The Zoo!

And this book from September 2017:On Old McDonald’s Farm

Join us again next time for more fun and home learning—–Group by Group!

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us.

Apr19

Dance Party

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Dance Party

Our distance learning themes continue with more fun at home OT, PT, SLP activities—-and a sprinkling of old photos 🙂

This week we thought it would be fun to have a dance party!

 

 

 

 

 

 

SENSORY

A dance party has to have something to LISTEN to so pick out some music. A lot of our students love Kids Bop but there is a world of music out there—-maybe try something you haven’t listened to before! Does your child like it LOUD or SOFT? FAST or SLOW? What instruments do they prefer—DRUMS, GUITARS, HORNS?

Since it is a dance party, play with lighting—-dim the lights or turn them off completely and use flashlights, maybe put up some twinkle lights!

 

 

 

 

FINE MOTOR

Let’s make some paper chain party decorations! You will need paper of your choice—construction paper, notebook paper, wrapping paper, junk mail flyers etc. and tape, glue, or a stapler.

Start by cutting the paper into 2 inch wide strips. You probably want it to be at least 8-10 inches long.

 

For students who need assistance to use classroom tools: if you have a scrapbooking paper cutter, have your child help by pushing or pulling the handle. If you don’t happen to have one of those, sharply crease the paper and have your child help hold while you tear along the crease.

For students who are learning to use classroom tools: draw lines on the paper and ask them to “cut on the road”.

For students who are proficient with classroom tools: have them draw their own lines using a ruler.

Once all the strips are cut, begin assembling by joining one strip together to form a ring. Slide the next strip through the ring and fasten it into a circle. Continue adding strips until to have the length you want—-or run out of paper, whichever comes first 🙂

Drape your festive paper chain over the mantle piece, over bookshelves, pictures etc.

 

 

 

GROSS MOTOR

At the dance party, have a dance off with your child.  Take turns showing off your moves and then have the other person mimic them.  For students whom can independently move, they can move their arms, their legs, or their wheelchair.  It doesn’t matter, just move.

For students whom need more assistance with movement, move their arms with hand held assistance or push their wheelchair around in different directions (linearly-forward and back, rotation-clockwise and counter-clockwise, or adjust the tilt of the wheelchair).  Dance until you can’t dance any more.

Enjoy the party!

 

LANGUAGE

Here are some communication symbols that can be used during your dance party: Dance Language

  • Have your child tell you what they WANT by giving them a choice of different songs or of different types of music.
  • Turn the music off randomly and have your child tell you that they WANT MORE.
  • Let your child decide when the music can GO and when it has to STOP.  Everyone freeze when the music stops.
  • After a song is over, have your child let you know if they want to hear it AGAIN or if they want a DIFFERENT song.
  • When a song is over, ask your child if they LIKE the song or if they DON’T LIKE the song.
  • Talk about how the song sounds.  Is it FAST or SLOW?  Was it LOUD or QUIET

You can either keep all of the symbols on the single piece of paper, or you can cut the symbols out to hold them up to your child.  Most importantly, HAVE FUN!

 

 

LITERACY

We recommend reading this book from November 2013: Let’s Turn on the Jukebox!

 

Join us again next time for more fun and home learning—-Group by Group!

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Apr4

Take a Walk Outside

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Take a Walk Outside

As schools are closed for the next few weeks, we are going to do a series of posts with ideas for our parents at home. Since our students aren’t here we are just pulling archived photos—which is kind of fun actually 🙂

This week our activities are centered on taking a walk outside in your backyard!

 

 

 

SENSORY:

What can you HEAR, SEE, SMELL? Does it FEEL different to walk/ride over bumps in the grass/sidewalk, go fast/slow? Are there things to TOUCH?

 

 

 

 

 

 

 

GROSS MOTOR:

For students whom walk, take advantage of what your surroundings provide you with.  Practice walking on and transitioning different surfaces, such as grass, mulch, gravel, sand, etc.  Also, practice walking up/down hills, curbs, stairs, ramps, etc.  Walk in areas where the student has to step over or around objects in their path of travel, such as water hoses, tree roots, etc.

For students whom self propel their wheelchairs, have them push on different surfaces or inclines/declines/ramps.  Have them turn their wheelchair in a requested direction or weave around objects in their path of travel.

Hopefully this will provide you with some good ideas.  Make sure you provide as much assistance and/or supervision as needed to ensure student safety.  Most of all have fun and enjoy your walk together.  The weather has been great.

 

 

FINE MOTOR: 

For students who need assistance with classroom tools, draw a simple picture of something you saw outside (ex. tree or house) and have them color it. If you have to help them hold the utensil that is okay, but encourage them to move their arms themselves. Markers may be easier for them to use (less friction/brighter colors)and remember the writing surface can be placed vertically.

 

For students learning to use classroom tools, ask them to draw a picture of something they saw outside. For example, you can model a square house step by step to encourage visual copy skills. Using verbal prompts such as DOWN and ACROSS lines can be helpful. You could also add start/endpoint dots for the lines.

 

 

For students learning to write, ask them to write a sentence about what they saw. Give them a model to copy if they need it. Sometimes, using a highlighter to emphasize the top and bottom lines of the paper can be helpful.

 

 

 

 

 

LANGUAGE: Practice core vocabulary words HELP/STOP/GO. Do you need HELP to get ready? Do you want to GO? Do you want to STOP here?  Talk about what you SEE (“I see a BIG house” or “I see a LITTLE bug”).

 

 

 

Ask them to find different things like a leaf, a stick, a car.  Talk about the weather and if it’s SUNNY or CLOUDY.

 

 

 

 

 

LITERACY: we suggest reading our book from 4/1/2018— Let_s Go To The Park 

 

So this is our new normal! Join us again next time for more fun and learning—-Group by Group!

Don’t forget to check your SPAM folder if you want to follow us!

Mar15

Light and Sound

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Light and Sound

This week our theme complements the monthly Unique Curriculum unit for our students. The sensory group explored boxes filled with light or sound. The fine motor groups made thematic crafts and the language group did some light and sound experiments!

 

 

 

 

SENSORY GROUP

Our space blanket was both  reflective and also made LOTS of noise as it was moved around.

 

 

 

 

 

The students had a blast!

Science access point: recognize that pushing or pulling makes an object move.

 

 

 

 

 

 

More photos because this was so much FUN!!!

 

 

 

 

 

 

 

 

 

 

 

Colorful pasta was not only eye catching but noisy, as hands pushed through to find letters L and S.

 

 

 

 

 

 

We used regular pasta, tri-colored pasta, and pasta of different different shapes that we dyed ourselves.

Science access point: match objects with similar observable properties, such as size, shape, color, or texture.

 

 

 

 

 

 

 

 

Our light box was made by hot gluing cut up plastic notebook dividers to the sides of a shoebox and then adding lights.

 

 

 

 

 

It really looked cool—–especially when we turned the overhead lights off.

Science access point: recognize a source of light energy.

 

 

 

 

 

 

 

 

 

 

 

We thought it would be fun to put some bubble wrap sheets in one of our boxes.

 

 

 

 

 

 

The students had fun pinching or squeezing the bubbles to make them POP!

Science access point: apply a push to move an object.

 

 

 

 

 

 

 

 

 

 

 

There were all sorts of LIGHT producing toys in this box.

 

 

 

 

 

 

Some of them could just be turned on but others needed to be moved to activate the lights—-so fun!

Science access point: distinguish between objects in motion and at rest.

 

 

 

 

 

 

 

 

 

 

 

This box contained a variety of SOUND producing toys including an accordion tube, shaker bottle, and a variety of musical instruments.

 

 

 

 

 

 

The students really had fun making noise 🙂

Science access point: recognize and respond to sounds.

 

 

 

 

 

 

 

 

 

 

 

 

We added pop rocks to our oobleck this week!

 

 

 

 

 

 

 

Noisy, messy play—-always a hit!

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

 

 

A water wheel toy made our water noisy.

 

 

 

 

 

 

Watching the wheel spin and splash water was really fascinating!

Science access point: recognize the change in the motion of an object.

 

 

 

 

 

 

 

 

 

 

 

It was hard finding a scent to work with our theme this week but we dug through our stash of lotion and found one called Hello Sunshine which seemed a perfect fit—-the sun brings us light after all 🙂

 

 

 

It was a nice sweet scent that the students all liked.

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

 

 

 

 

Since we were doing a unit on sound we HAD to bring out our big strips of bubble wrap to roll or run over!

As always, so many smiles!

 

 

 

 

 

Science access point: apply a push to move an object.

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we made sun catchers!

First, the students identified a circle.

Math access point: recognize a common object with two-dimensional shape.

 

 

 

 

 

 

 

 

 

Next, they began tearing yellow or orange tissue paper into small pieces.

Science access point: recognize a change in the external appearance of an object.

 

 

 

 

 

 

 

 

 

The tissue paper pieces were placed on clear contact paper.

Math access point: recognize when an object is added to a situation.

 

 

 

 

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

 

Look at our sun catchers!

Let the sunshine in!

 

 

 

 

 

 

 

 

 

 

 

 

On Wednesday, the students made shaker bottles.

First, the students identified a rectangle.

Math access point: recognize object with two-dimensional shapes.

 

 

 

 

 

 

 

 

 

 

Then, they used crayons to decorate a piece of paper.

When done, the decorated piece of paper was taped around a plastic bottle.

 

 

 

 

 

Science access point: recognize a change in the external appearance of an object.

 

 

 

 

 

They put a funnel in their bottle and poured some beads into it! The students loved watching the beads drop down.

It was also a great opportunity to practice using BOTH hands!

 

 

 

 

 

 

 

 

 

Science access point: track objects that fall to the ground.

Next, they added 3 jingle bells.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

An adult hot glued the cap on to the bottle and……

 

 

 

 

 

 

TA DA!!!

Shake, shake, shake, that bottle—-of course we sang along 🙂

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We had some fun with light and sound experiments today!

Our first experiment involved us using sun sensitive paper (purchased from Oriental Trading).  To use this, you put something on top of the paper, like a leaf or a cutout of a shape, and place them in the sun.  The sun paper should change in color so that you can see the shape of whatever you placed on top of it.

We started out by each student choosing a cutout of an object that they liked out of a field of 2 cutouts.

 

 

 

 

 

 

Once everyone chose their cutout, each person made a prediction about if they thought this experiment would work or not.

All but one student made the prediction that YES, it would work.

 

 

 

 

 

 

 

 

 

 

 

We walked outside and found a bright and sunny place to put our papers.

 

 

 

 

 

 

 

 

 

 

 

 

While we were waiting for the paper, we played a sound game. Each student had a chance to take out one thing from a bag of small objects.

Once they picked their object, they had to drop it into a tin container.

 

 

 

 

 

 

 

 

 

 

 

They had to indicate whether the object was LOUD when it was dropped in the container or if it was QUIET.  If it was loud, students used a sentence strip to indicate “I hear it”.  If it was quiet, students used a sentence strip to indicate “I don’t hear it”.  We had different objects like cotton balls, feathers, toy cars, and plastic animals.

 

 

 

 

 

 

 

When our sound game was over, we checked out the sun paper to see if it had changed color.  It worked!  The directions said to put the paper in some water for a minute and then lay it out to dry.

These turned out really cool!

 

 

 

 

 

 

We are getting ready to go on a bit of an extended spring break but be sure to join us again next time for more fun and learning—–Group by Group!

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us!

Mar8

Our Favorite Books

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Our Favorite Books

We are celebrating National Read Across America which was on March 2 by talking about some of our favorite books! The sensory groups explored boxes related to different books. The fine motor groups made projects based on book characters and the language group made a tasty book themed treat!

 

 

 

 

 

SENSORY GROUP

National Read Across America is also known as Dr. Seuss Day, so a Cat in the Hat box was a must this week!

 

 

 

 

The students sorted red and white (the colors of the cat’s hat) pom poms.

 

Science access point: match objects by one observable property, such as color.

 

 

 

 

 

 

 

 

 

 

 

Pete the Cat is another favorite cat around here!

 

 

 

 

 

 

Cookie cutter letters C A T and a cat shaped cookie cutter were used in blue moon sand.

Science access point: apply a push to move an object.

 

 

 

 

 

 

 

 

 

 

 

 

This book themed box contained a variety of items to discover and explore such as a “Harry Potter” wand, truffula tree top (aka a cheerleader pompom), and a Goodnight Moon bunny.

 

 

 

 

We recorded a musical version of the Chicka Chicka Boom Boom story on a voice output and the students loved it but….

……the wand was the BIG hit!

 

 

 

 

 

 

 

Language access point: identify characters or objects in familiar stories.

 

 

 

 

 

 

 

 

 

Our colorful butterfly and caterpillar pasta was very eye catching.

 

 

 

 

 

 

There were 2 sparkly butterflies—–and one very hungry caterpillar 🙂

Math access point: recognize two objects that are identical to each other.

 

 

 

 

 

 

 

 

 

 

 

Charlotte’s web was made using silver garland.

 

 

 

 

 

 

We included 3 fluffy spiders. One of them vibrated after a string was pulled—so much fun!

 

 

 

 

 

 

Math access point: recognize objects that are the same size or color.

 

 

 

 

 

The students gave Aslan the lion (from The Lion, the Witch, and the Wardrobe) a fluffy shaving cream mane.

 

 

 

 

 

The students mixed in the yellow food coloring.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

 

 

 

 

 

The Rainbow fish inspired our water play this week. We used Crayola bath drops to make the water really colorful and very eye catching!

 

 

 

 

There were lots of colorful fish and a funnel.

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

 

Bath and Body Works hot cocoa scented lotion had a really yummy aroma.

 

 

 

 

 

Definitely Willy Wonka approved!

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday, we channeled Harold and the Purple Crayon!

First, the students identified the color PURPLE.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

 

 

Then, they drew their own purple masterpieces. For our students, the vibrant visual feedback and low friction make markers easier to use than crayons.

 

 

 

Some of the students used a switch to access their drawing tools.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

See what we made………..with our purple markers!

 

 

 

 

On Wednesday, the students made Charlotte’s Web! We got this idea from Pinterest.

First, the students glued 3 words on their web.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

Next, they cut lengths of yarn and began winding it around the paper plate webs.

We precut notches in the plates to make things easier for the students.

 

 

 

 

Math access point: solve problems involving small quantities of actions using language, such as enough, took much, or more.

 

 

 

 

 

We added a little spider.

Math access point: match one object to a designated space to show one-to-one correspondence.

 

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

It’s Charlotte’s Web!

Radiant!!!!!!!!       Fun!!!!!!!!

 

 

 

 

 

 

Stupendous!!!!!!!

 

 

 

 

 

LANGUAGE GROUP

We made a treat that we think even Willy Wonka would enjoy!  Here is the recipe that we made: Let’s Make Willy Wonka’s Chocolate Mousse

We started by measuring out some heavy whipping cream.  We needed 1 1/2 cups so the student who HELPED had to LOOK at the measuring cup and indicate whether we needed MORE or we were ALL DONE measuring it out.  Then they poured it in the bowl.

Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

 

 

 

We had a few students HELP with the mixer using the wireless switch.

It’s so fun to watch our students who get all excited when they realize that they are the ones turning the mixer on 🙂

 

 

 

 

 

 

 

While we were mixing, we observed to see whether the whipping cream was THICK or THIN.  When it thickened up, we added some powdered sugar.

 

 

 

Our students had to indicate the 1/4 measuring cup by showing us the LITTLE measuring cup.

Math access point: recognize similarities and differences in size of common objects.

 

 

 

 

 

 

We used a new cooking tool this week: a sifter.  A student HELPED sift the cocoa powder into the bowl.  They seemed to like seeing the cocoa powder being PUT in the top and coming out the bottom.

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

We used the mixer again to mix it all up and the mousse formed pretty quickly.

 

 

 

 

 

 

 

 

 

 

 

We counted out cups for each student.  They requested some mousse and then we added some toppings.

 

 

 

 

Each student got just a little bit of whipped cream.  They had to request MORE or indicate that they were ALL DONE.  We did the same with the strawberries.

 

 

 

 

 

This was a great chocolatey treat!

 

 

 

 

 

 

 

 

 

 

Join us next time for more fun and learning—–Group by Group!

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us.

Mar8

Our Favorite Books

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Our Favorite Books

We are celebrating National Read Across America which was on March 2 by talking about some of our favorite books! The sensory groups explored boxes related to different books. The fine motor groups made projects based on book characters and the language group made a tasty book themed treat!

 

 

 

 

 

SENSORY GROUP

National Read Across America is also known as Dr. Seuss Day, so a Cat in the Hat box was a must this week!

 

 

 

 

The students sorted red and white (the colors of the cat’s hat) pom poms.

 

Science access point: match objects by one observable property, such as color.

 

 

 

 

 

 

 

 

 

 

 

Pete the Cat is another favorite cat around here!

 

 

 

 

 

 

Cookie cutter letters C A T and a cat shaped cookie cutter were used in blue moon sand.

Science access point: apply a push to move an object.

 

 

 

 

 

 

 

 

 

 

 

 

This book themed box contained a variety of items to discover and explore such as a “Harry Potter” wand, truffula tree top (aka a cheerleader pompom), and a Goodnight Moon bunny.

 

 

 

 

We recorded a musical version of the Chicka Chicka Boom Boom story on a voice output and the students loved it but….

……the wand was the BIG hit!

 

 

 

 

 

 

 

Language access point: identify characters or objects in familiar stories.

 

 

 

 

 

 

 

 

 

Our colorful butterfly and caterpillar pasta was very eye catching.

 

 

 

 

 

 

There were 2 sparkly butterflies—–and one very hungry caterpillar 🙂

Math access point: recognize two objects that are identical to each other.

 

 

 

 

 

 

 

 

 

 

 

Charlotte’s web was made using silver garland.

 

 

 

 

 

 

We included 3 fluffy spiders. One of them vibrated after a string was pulled—so much fun!

 

 

 

 

 

 

Math access point: recognize objects that are the same size or color.

 

 

 

 

 

The students gave Aslan the lion (from The Lion, the Witch, and the Wardrobe) a fluffy shaving cream mane.

 

 

 

 

 

The students mixed in the yellow food coloring.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

 

 

 

 

 

The Rainbow fish inspired our water play this week. We used Crayola bath drops to make the water really colorful and very eye catching!

 

 

 

 

There were lots of colorful fish and a funnel.

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

 

 

 

Bath and Body Works hot cocoa scented lotion had a really yummy aroma.

 

 

 

 

 

Definitely Willy Wonka approved!

Science access point: recognize one or more external body parts.

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday, we channeled Harold and the Purple Crayon!

First, the students identified the color PURPLE.

Science access point: identify objects by one observable property, such as color.

 

 

 

 

 

 

 

 

 

Then, they drew their own purple masterpieces. For our students, the vibrant visual feedback and low friction make markers easier to use than crayons.

 

 

 

Some of the students used a switch to access their drawing tools.

Science access point: recognize that pushing and pulling an object makes it move.

 

 

 

 

 

TA DA!!!

 

 

 

 

 

 

See what we made………..with our purple markers!

 

 

 

 

On Wednesday, the students made Charlotte’s Web! We got this idea from Pinterest.

First, the students glued 3 words on their web.

Math access point: associate quantities with number names.

 

 

 

 

 

 

 

 

 

Next, they cut lengths of yarn and began winding it around the paper plate webs.

We precut notches in the plates to make things easier for the students.

 

 

 

 

Math access point: solve problems involving small quantities of actions using language, such as enough, took much, or more.

 

 

 

 

 

We added a little spider.

Math access point: match one object to a designated space to show one-to-one correspondence.

 

 

 

 

 

 

 

 

TA DA!!

 

 

 

 

 

 

It’s Charlotte’s Web!

Radiant!!!!!!!!       Fun!!!!!!!!

 

 

 

 

 

 

Stupendous!!!!!!!

 

 

 

 

 

LANGUAGE GROUP

We made a treat that we think even Willy Wonka would enjoy!  Here is the recipe that we made: Let’s Make Willy Wonka’s Chocolate Mousse

We started by measuring out some heavy whipping cream.  We needed 1 1/2 cups so the student who HELPED had to LOOK at the measuring cup and indicate whether we needed MORE or we were ALL DONE measuring it out.  Then they poured it in the bowl.

Math access point: solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

 

 

 

 

 

 

 

 

We had a few students HELP with the mixer using the wireless switch.

It’s so fun to watch our students who get all excited when they realize that they are the ones turning the mixer on 🙂

 

 

 

 

 

 

 

While we were mixing, we observed to see whether the whipping cream was THICK or THIN.  When it thickened up, we added some powdered sugar.

 

 

 

Our students had to indicate the 1/4 measuring cup by showing us the LITTLE measuring cup.

Math access point: recognize similarities and differences in size of common objects.

 

 

 

 

 

 

We used a new cooking tool this week: a sifter.  A student HELPED sift the cocoa powder into the bowl.  They seemed to like seeing the cocoa powder being PUT in the top and coming out the bottom.

 

Science access point: track objects in motion.

 

 

 

 

 

 

 

 

 

We used the mixer again to mix it all up and the mousse formed pretty quickly.

 

 

 

 

 

 

 

 

 

 

 

We counted out cups for each student.  They requested some mousse and then we added some toppings.

 

 

 

 

Each student got just a little bit of whipped cream.  They had to request MORE or indicate that they were ALL DONE.  We did the same with the strawberries.

 

 

 

 

 

This was a great chocolatey treat!

 

 

 

 

 

 

 

 

 

 

Join us next time for more fun and learning—–Group by Group!

Don’t forget to check your SPAM folder for a confirmation email if you want to follow us.