Category Archives: Occupational Therapy

May5

Cinco de Mayo

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Cinco de Mayo

We had a really great week here at Group by Group. First we found out we had been nominated for the Liebster Award (selected by our fellow blogger over at I Teach Speech) which was pretty exciting for us. Second—-its Cinco de Mayo—-time for a fiesta full of bright colors, music, food and fun! Cara wrote another great book which our students loved and we had a blast with all our different activities. Here is what we did—

Sensory Group—

IMG_0464IMG_0677Red, green and white are the colors of the Mexican flag. Our colorful pompoms and beads, great for comparing and contrasting, were a hit as always. Our students love to sort the pompoms or shake the beads—such fun! This box was so bright and colorful, who could resist 🙂

This activity addresses the science access points of recognizing common objects as the same and identifying objects by one observable property, such as color. It also addresses the math access point of recognizing two objects that are the same size and color and the math access point of recognizing common objects with three dimensional shapes (spheres).

 

 

 

IMG_0290We put a great big letter M (Mexico) into our red, green and white rice. A map of Mexico was hidden at the bottom, waiting to be discovered as the rice is pushed aside.

The social studies access point of associating a picture or symbol with a location is addressed here.

 

 

 

 

 

 

 

 

 

IMG_0461IMG_0279Our fiesta box was filled with lots of fun things. We included colorful paper streamers and garland, a Mexican flag, a piece of serape fabric, a large shell (for the beautiful beaches), and a sun.

Also fun to find were some lizards, snakes and colorful birds—some native wildlife you might see there.

Finally, we put in the word “friends” because the people of Mexico are our friends 🙂

In addition to lots of language opportunities, this activity addresses the social studies access point of recognizing a cultural characteristic of a population.

 

 

 

IMG_0314Tacos, tortillas, empanadas—all made from cornmeal!  One of our more popular textures and we love its silky tactile feel. Our students used their hands or a small measuring spoon to explore.

This addresses the science access point of applying a push or pull to move an object.

 

 

 

 

 

 

 

 

 

 

IMG_0482We recorded some traditional Mexican music on our voice output device. Our students love music and this was no exception. With the addition of our homemade maracas they had a rocking good time 🙂

Lots of science access points were addressed here including applying a push or pull to move an object, tracking moving objects and recognizing an action as fast or slow.

 

 

 

 

 

 

 

 

 

 

IMG_0287Monarch butterflies migrate to Mexico every year so we included our butterfly and caterpillar box. We dyed farfalle and rotini pastas to make our little insects and they turned out so bright and colorful—very eye catching for our students. The contrasting shapes and colors and great for working on sorting skills. Thumb finger grasps are promoted as students pick up the pieces of pasta.

This activity addresses the science access point of identifying objects by one observable property.

 

 

 

 

 

 

IMG_0297IMG_0712Our version of guacamole—-yellow and blue food coloring were added to our shaving cream and we discussed what we thought might happen when the colors were mixed together.

We did discover from class to class that we needed to add a lot of yellow or we ended up with something closer to aqua rather than green 🙂

This addresses the science access point of recognizing that the appearance of an object or material has changed. It also addresses the science access point of exploring, observing, and recognizing common objects in the natural world.

 

 

 

IMG_0743We rinsed our hands in Coconut Lime scented water from Bath and Body Works. As usual, we included different sizes cups to allow them to practice scooping and filling.

The different sizes of the cups help address the math access point of recognizing differences in sizes of containers that hold liquids.

 

 

 

 

 

 

 

 

 

IMG_0526Our students all loved the matching lotion. What a yummy aroma to help them remember all the fun we had today!

 

 

 

 

 

 

 

 

 

 

 

 

Fine Motor Group—

IMG_0353On Tuesday we made some Guiros. We got the idea on Pinterest. This art project was all about the number 3—putting 3 of each item into our plastic water bottles. The items we added to our bottles included pieces of red, green and white chenille stems, macaroni, colorful beads AND……

 

 

 

 

 

 

 

IMG_03903 scoops of glittery confetti! Needless to say, this stuff got everywhere and it certainly looked like a fiesta in the classroom 🙂

The math access point of recognizing quantities 1 to 3 using sets of objects, pictures, or number names was addressed in this activity.

 

 

 

 

 

 

 

 

 

 

IMG_0408TA DA!

IMG_0453Our guiros are finished, time to grab a popsicle stick and begin making music……

Ok, these were truly a hit—-the students LOVED them!!!!!

 

 

 

 

 

 

IMG_0546On Thursday we had a great time in the sensory room pretending we were riding some burros! Then we went back to the classroom to make our own! We cut the silhouettes  from cereal boxes. We used the cereal boxes because we wanted something stiffer than construction paper and the boxes were FREE 🙂

 

 

 

 

 

 

 

IMG_0562We mixed black and white paint to make grey and our students started painting.

We are just so proud of how independent some of our students are getting—-PURE AWESOMENESS!!!

Eye hand coordination, tool use, and spatial relations skills are addressed here.

In addition, the science access point of recognizing that the appearance of a material has changed is addressed.

 

 

 

 

 

 

 

IMG_0566After they had finished painting they glued on square blankets (cut from an old purse—we were totally into trash to treasure art this week!).

The math access point of recognizing a 2 dimensional shape is addressed in this activity.

A googly eye finished the little burro.

 

 

 

 

 

 

 

 

IMG_0563TA DA!!

Super cute 🙂

 

 

 

 

 

 

 

 

 

 

 

 

Language Group—

IMG_0616IMG_0618We took turns wearing traditional Mexican clothing including a sombrero and serape. As you can see, we got some super cute pictures.

This activity addresses the language access point of responding to new vocabulary that is introduced and taught directly.

It also addresses the science access point of recognizing external body parts.

 

 

 

 

 

IMG_0601We also took turns playing with some maracas which our students absolutely loved.

What a great way to work on the science access point of applying a push or pull to move an object!

 

 

 

 

 

 

 

 

 

IMG_0627IMG_0650You can’t have a fiesta without some yummy food—-time for tacos!

We put a soft taco on a plate and the students used their communication symbols to tell us what toppings they wanted.

This addresses the language access point of effectively communicating wants and needs with prompting of familiar persons.

They had such a great time building their tacos—and, of course, EATING them 🙂

All our activities addressed the social studies access point of recognizing differences in food or clothing from other cultures.

 

 

 

 

IMG_0638With tummies full we looked at some of the words we learned today.

 

 

 

 

 

Its adios for now…….but don’t forget to drop by next week and share some more fun with us at Group by Group!

Apr28

Safari

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Safari

Our groups went on Safari this week! Cara’s sister, who lives in Africa, sent us her actual safari pictures for our book—-how cool is that!

Sensory Group

IMG_0056IMG_0233If you are going on safari you are probably going to have to ride on an airplane to get there and when you ride on an airplane you can hear engine sounds and feel the engine vibrate.

Our vibrating tube gave us those same sensations. The tube is bendable and soft—-nice to cuddle with or wrap around your neck!

Our students loved it!

This addresses the science access point of recognizing and responding to one type of sensory stimuli.

 

 

 

IMG_9925When you are on safari you want to SEE the animals, not have them see you—-that’s why you might want to wear camo clothing!

We mixed brown, green, red and white dried beans and peas to make our camo box. It turned out pretty cool!  Beans are always popular with our students, they particularly like burying and uncovering things in them. This week we put in a large letter S for “safari” for them to find.

2 different sized scoops were also included to add to the fun.

This activity helps build tactile discrimination and visual figure ground skills.  It also addresses the math access point of recognizing differences in the sizes of containers.

 

 

 

 

 

 

IIMG_0253t is especially fun if you are also wearing a camo hat 🙂

 

 

 

 

 

 

 

 

 

 

 

IMG_0206Our jungle box was filled with green shredded paper, raffia, chenille yarn vines, and green silk leaves. We put in a globe, wooden sun cut out, a little jeep, a variety of toy zoo animals you might see on safari and an old camera—-perfect for taking pictures of all those cool animals.

So much to talk about and vocabulary to learn!

Speaking of animals, some of them had buttons that when pushed made the animals growl. We have used these before and they are always very popular—-great for promoting finger individuation!

 

 

 

IMG_9941For our students who have significant physical disabilities—its always great to have a friend help you out 🙂

This activity addresses the language access point of responding to new vocabulary that is introduced and taught directly.

It also addresses the science access point of recognizing and responding to common sounds AND the science access point of sharing objects with a partner—-so sweet!

 

 

 

 

 

IMG_9913Our tiger pom poms are so bright and so very eye catching. Different colors and sizes—perfect for comparing and contrasting!

Lots of access points can be addressed with these colorful spheres including the science access point of recognizing 2 objects that are identical to each other …..and the math access points recognizing a common 3 dimensional objects and recognizing similarities and differences in the size of objects.

Is this a great box or what!!!!!

 

 

 

 

 

 

 

 

IMG_0052Colorful feathered birds are always a part of any safari! This box contained a variety of feather boas—-perfect for wrapping around you or shaking—-so soft and fluffy! We got these at the dollar store around halloween and totally got our money’s worth of fun out of them 🙂

The science access point of identifying common objects by one observable property—in this case color.

 

 

 

 

 

 

 

 

 

 

IMG_9911IMG_0087Uh oh—-beware of quick sand!!!!!

We added water to some cornmeal mix to make our quick sand and were pretty happy with the results.

As you can tell by our students expressions, this was some weird feeling concoction but they couldn’t resist sticking their hands right back in again and again—trying to figure it out—what inquisitive little scientists we have!

This activity addresses the science access point of exploring, observing and recognizing objects in the natural world.

The language access point of using body movement or nonverbal expressions to communicate preferences—-NAILED 🙂

 

 

 

 

IMG_0080We finished by rinsing our hands using Into the Wild by Bath and Body Works scented water—it had a really nice aroma but we suspect nothing like what the “wild” actually smells like ha ha.

Banana scented lotion that we found at World Market was the perfect finishing touch to help us remember our safari fun!

This activity addresses the science access points of recognizing one way people use water and recognizing and responding to one type of sensory stimuli.

 

 

 

 

 

 

 

Fine Motor Group

IMG_9970On Tuesday for our art activity we made tiger masks!

We started by cutting, using our adaptive scissors, 3 strips of paper in half—to make 6 tiger stripes.

Cutting the paper addresses the science access point of recognizing a change in an object.

 

 

 

 

 

 

 

 

IMG_9991The stripes were glued onto our tiger mask. Prior to the activity, staff cut out eye holes in an orange paper plate (found on clearance after halloween—-score!) and glued a paint stick to the back. As we passed the masks out, we discussed their circular shape, of course 🙂

We asked the students to touch their noses and then gave them 1 black triangle nose to glue onto their masks. Then 2 orange ears were glued onto the head.

Eye hand coordination and spatial relations are addressed with this activity. Lots of math access points are addressed including recognizing common objects with 2 dimensional shapes and associating quantities with number names.

The science access point of recognizing one or more external body parts was also addressed.

 

 

 

 

 

 

IMG_0001Better watch out for tigers—-

GRRRRRR!!!!

 

 

 

 

 

 

 

 

 

 

On Thursday we read Cara’s book again, practicing passing the voice output to our neighbor for their turn. This addresses the science access point of sharing objects with a partner. For our art project, we continued our safari theme by making some monkey puppets.

IMG_0105First we passed 1 large brown circle to each student. They used our paper cutters to cut them in half—making semi circles!

These were then glued onto a paper lunch bag.

This activity addresses the science access point of recognizing a change in an object. It also addresses the math access points of recognizing a 2 dimensional shape and recognizing parts of whole objects.

Of course, it also promotes eye hand coordination and spatial relations.

 

 

 

 

 

IMG_0120IMG_0111We used our large hole punch to cut 2 brown circles for our monkey ears, which were glued to the top of the bag.

Then the finishing touch—2 big googlie eyes!

This activity addresses the science access point of recognizing a change in an object (as the circles are punched) and recognizing external body parts.

It also addresses math access points including matching one object to a designated space to show one to one correspondence and associating quantities 1 and 2 with number names.

Putting on those little googlie eyes also gives our students an opportunity to practice their pincer grasp skills.

 

 

 

 

IMG_0142IMG_0131Ta Da—-what cute little monkey puppets!

 

 

 

 

 

 

 

 

 

 

 

 

Language Group

IMG_0193We started out this week with Cara’s book.  Although reading the book is new to this group, our students have been doing an EXCELLENT job of pressing the voice output device and sharing it with their friends.

As we read the book and use the voice output device (in all our groups) we address the language access point of listening for informative purposes (ex. following prompts, cues).

The book led us into our own safari.  We put 7 different animals (a combination of plush and plastic ones) on the table.  We asked the students to use their binoculars to find the different animals—-while wearing a super cool safari hat!

This activity addresses the science access point of recognizing a familiar objects enlarged by magnification.

It also addresses the language access point of responding to new vocabulary that is introduced and taught directly.

 

 

 

 

 

IMG_0158IMG_0171After finding an animal, they had to match the animal up with a picture symbol of the animal.  We used the carrier phrase “I see a ___” so the students could fill in the blank with the animal that they had seen.  We used the PIXON communication board symbols for “I” and “see” to work on identifying different PIXON picture symbols.

This addresses the language access point of communicating about a selected object using pictures/symbols/words.

 

 

IMG_0191       Pretty cool!

 

 

 

 

 

IMG_0177With our safari over, it was feeding time to feed the monkeys 🙂

We gave each student 3 bananas and counted as they were put into the monkey’s mouth one at a time—physically assisting our students as needed.

The activity promotes grasp skills and eye hand coordination.

In addition the math access points of recognizing when an object is added to a situation and recognizing quantities 1 to 3 using sets of objects.

 

 

 

 

 

What a great week, we had so much fun going on safari! Join us again next week—-we promise to bring lots to discover plus smiles, fun and learning—-Group by Group!

IMG_9990IMG_9951

Apr21

Dinosaurs

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Dinosaurs

ROAR!!!! There were some dinosaurs roaming around around campus this week—you have to check out our visitors in Cara’s latest book. Kids love dinosaurs and ours are no exception! Hope you enjoy seeing how we carried out the theme throughout all our groups this week.

SENSORY GROUP

IMG_9694The land the dinosaurs ruled was filled with lots of vegetation so we filled this box with moss and leaves. We put in some plastic eggs and a variety of dinosaurs. Some of them had a button you could push to make them ROAR—needless to say, this was a huge hit!

We put in a variety of play food—meat for the meat eaters and vegetables for the plant eaters. Some fossils (playdough molds), a large letter D, and a bone shaped cookie cutter.

So much language and play included in this box—don’t you just love the action going on in this picture.

In addition to lots of fine motor skills addressed as students manipulate the various objects, press buttons etc., lots of access points are addressed. These include the science access point of distinguishing between a plant and an animal—if you are trying to feed your dinosaur, you know its an animal! It also addresses the language access point of selecting a familiar object to explore.

 

 

IMG_9878IMG_9561So while it’s not totally clear if dinosaurs became oil, we decided to go ahead and make a “fossil fuel”  goo bag which was tons of fun.

It was made by mixing cooking oil and black paint and putting it in a heavy duty freezer bag, We then taped the bag onto a tray—and kept a supply of packing tape handy in case of slight rips. As the week went along and multiple classes participated in our groups—we did find  DOUBLE bagging and TAPING worked best 🙂

While some of our students practiced prewriting strokes or even wrote their names— others were fascinated by watching the oil and paint swirl around—-so cool!

This addresses the science access point of applying a push or pull to move an object.

 

 

 
IMG_9567Dinosaurs are reptiles so they don’t have fur like mammals!

We used our plush fabric to represent mammals and we cut up an old green leather purse to make our dino skin. Our students enjoyed running their hands over the different textures, comparing and contrasting them.

This activity addresses the science access point of using the senses to recognize objects.

 

 

 

 

 

 

 

 

 

 

IMG_9709IMG_9847We wanted to convey the idea of dinosaurs sharp teeth without the item actually BEING sharp—this pin board seemed the perfect fit. It doesn’t really have pins, just small plastic dowels with rounded ends.

Our students had a blast with it, finding it utterly fascinating. They loved the impressions as they moved their hands and pushed against the pins.

Really, really, REALLY fun!

This activity addresses the science access point of applying a push or pull to move an object.

 

 

 

 

IMG_9845Our discovery bottle was filled with black glitter, sequins and orange colored corn syrup and we think it looks just like molten lava—something the dinosaurs may have encountered!

As the bottle is rotated or rolled, everything slowly moves around and is pretty fascinating to look at.

This addresses the science access point of tracking moving objects.

 

 

 

 

 

 

 

 

 

 

IMG_9659We included a variety of scents this week. From the “Follow your Nose” game we smelled pine, mushroom and fire scents which we thought would be similar to the ones dinosaurs might have smelled as they roamed around.

These were some pretty funky scents and it was fun watching the different reactions we got—-giving our students lots of opportunities to communicate preferences 🙂

This addresses the science access point of recognizing and responding to one type of sensory stimuli.

 

 

 

 

 

 

 

 

IMG_9726Dinosaurs also roamed around in some swampy places—-so we made a green jello swamp. Totally messy fun with some dinosaurs, palm trees and a dinosaur cookie cutter.

This is a really different texture and as usual, some of our students dived right in while others were quite hesitant 🙂

Grasp skills are promoted as our students pick up the various items buried in the jello or use the cookie cutter.

Science access points are also addressed including applying a push or pull to move an object, distinguishing between a plant and animal, and identifying objects by one observable property—in this case GREEN jello.

 

 

 

 

 

 

IMG_9732IMG_9576Our play snow reminded us of how climate change may have caused the dinosaurs to become extinct. We were really excited about how well it lasted—we kept it re-fridgerated which may have helped!

Our students were really not quite sure what to make of it at first—-cold and wet, hmmmm??

So much fun to grasp and squish!

The science access points of distinguishing between items that are wet and those that are dry and recognizing objects as warm or cold are totally explored in this activity!

 

 

 

 

IMG_9891Finally we rinsed our messy hands in Juniper Breeze scented water and then rubbed the lotion on our hands. We added a large measuring cup and a small spoon for scooping and pouring fun.

As students play with the different scoops they are exploring the math access point of recognizing the differences in sizes of containers that hold liquids.

In addition, as seen in this picture, the science access point of recognizing external body parts and the math access point of indicating a desire for more of an action or object is addressed.

So much fun today and a wonderful scent to help us remember the wonderful things we learned about the dinosaurs today!

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we “discovered” some  fossils!  Ok so coloring all those dino skeletons was a little labor intensive prep but our students were so excited as they watched their fossils appear on the paper that it made it well worth it! Joy lightly sketched the skeletons and Jeannie’s assistants—she has some really nice assistants 🙂 —colored them in with a white crayon. We adapted this activity from a glue resist art activity we saw on Pinterest.

 

IMG_9628IMG_9642First we discussed what color paint we were going to use (showing them the container) and had them identify the color using our communication symbols.

They did a really good job!

Identifying an object by one observable property is a science access point.

 

 

 

 

IMG_9653IMG_9637Then we discussed the shape (rectangle) of our paper, counted its 4 sides…..

….and started painting! We used diluted brown paint (it needs to be watercolor like) and wide foam brushes. Our students got so excited as the bones became more visible! This was totally fun!

The math access points of recognizing a common object with a 2 dimensional shape and recognizing the sides of a square or rectangle were addressed.

 

 

 

IMG_9627This turned out pretty cool, right!

AWESOME!!!!!

 

 

 

 

 

 

 

 

 

 

 

 

On Thursday we continued our dinosaur theme by making a shape stegosaurus.

IMG_9738First our students chose what color stegosaurus they wanted from a variety of colors.

We used the communication symbols to increase literacy and to promote their ability to recognize two objects that are the same color which is a math access point.

 

 

 

 

 

 

 

IMG_9741IMG_9768Then they chose 2 squares which we cut into 4 triangles using our paper cutter and glued these to the dinosaur’s back.

Next we  used our circle punch to cut out 2 circles which were also glued onto our stegy.

1 big googlie eye and our stegy came to life!

Bilateral coordination is addressed as the students use the different cutting implements. Pincer grasp, eye hand coordination and spatial relations are promoted as the pieces are added to the dinosaur body.

As the paper is cut the science access point of recognizing a change in an object is addressed. Discussing the different shapes addresses the math access point of recognizing a common object with a 2 dimensional shape.

Counting the various objects additionally (no pun intended ha ha) addresses math access points.

 

 

 

 

IMG_9790—Ta Da super cute!

Peace Love and Dinosaurs 🙂

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We started group out  reading Cara’s book.  We are super excited to finally have all our groups totally integrated with the same theme and our students totally enjoyed her fun book—-really who can resist dinosaurs 🙂

 

IMG_9798IMG_9794We brought a variety of  dinosaurs into the group, some of which also appeared in the book.  The students got to hold them and compare them. They were especially excited when they found out that some of them made noise when squeezed!

While the book was being read, we had the students locate which dinosaurs they saw in the classroom that were also in the book.

This addresses the language access points of responding to a familiar person reading a book aloud and responding to referent objects used in routines.

It also addresses the science access points of applying a push to move an object and recognizing and responding to common sounds—-they got lots of practice with this one 🙂

 

 

 

 

IMG_9806After the book, we brought out a simple dinosaur puzzle.  Students with fine motor difficulties took the puzzle pieces off of the board using our adapted puppy. He was made by hot gluing a shower curtain ring to his back and some velcro to his mouth.  Other students took out the pieces using their hands.  After taking them out, the dinosaurs were placed back on the board.

Picking up and placing the pieces back into the board addresses spatial relations and eye hand coordination.

 

 

 

 

 

 

 

 

IMG_9818Since the title of our book is “Dinosaurs Lived Long Ago”, we went over things that we see today versus things that were around during the age of the dinos.

The students got to pick from 2 different rows of Boardmaker symbols.  Students used a communication board  to request their choice by indicating “I want” and pointing to the row of pictures.

Of course, vocalizing is always encouraged as well!

Once they picked their choice, they had to cut out one of the pictures.  We used adaptive scissors for the cutting.

 

 

 

 

IMG_9826After cutting the picture out, the students had to decide whether the picture went “here” (a picture of a neighborhood representing “now”) or “there” (a picture of a jungle representing “then”).

The “here/there” picture symbols are taken from the PIXON 50 core vocabulary communication board that we have implemented into each class at our school.  For the most part, the students did really well with indicating where their picture should go.

Such smart students we have 🙂

The language access points of recognizing referent objects, pictures or symbols used in classroom activities—responding to differences in referent pictures or symbols used in routines—-and effectively communicate information using referent pictures, symbols or words. WOW!!!

 

 

 

 

IMG_9828And here are some of the dinosaur related words we found today—-such fun!

 

 

 

 

 

 

 

Join us again next week  for more fun, learning and great big smiles—-Group by Group 🙂

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Apr15

Gardening

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Gardening

Well things got a little crazy this week with two school wide events and LOTS of IEP meetings. As a result, we ended up having to cancel most of our Sensory and Language Groups this week. We used month’s Unique Curriculum theme for our Fine Motor Groups which by some miracle were not impacted by the above events 🙂

Here is what we did…..

IMG_9386We re-read our Spring book which we thought went along with our gardening theme and then proceeded to begin our art activity—making a flower garden!

First we folded 2 cupcake liners and then used our adaptive scissors to make snips—counting each snip.

 

Oh yeah—-have we got this cutting business down or what?!!! 🙂

 

Folding and cutting the cupcake liners changes the way they look, addressing the science access point of recognizing a change in an object.

 

 

 

 

 

 

 

IMG_9417We glued the cupcake liners together and THEN glued them on top of a popsicle stick.

Pat! Pat! Pat!

 

Holding down the popsicle stick while patting down the cupcake liners promotes bilateral coordination.

Gluing the cupcake liners together addresses the math access point of solving simple problems involving putting together small quantities of objects.

Placing the cupcake liners ON the popsicle stick addresses the math access point of recognizing a movement that reflects a spatial relationship.

 

 

 

 

 

 

IMG_9399Our flower was finished with a cute little yellow pompom  glued right in the middle.

Pincer grasp skills and eye hand coordination is addressed during this activity.

The math access points of recognizing when an object is added to a situation and recognizing 3 dimensional shape (sphere) is addressed.

 

 

 

 

 

 

 

 

 

IMG_9431TA……

…….hey what happened to my flower?????

 

 

 

 

 

 

 

 

 

 

 

IMG_9409Once we gave the glue a chance to dry 🙂 , we planted our flowers and got our Ta Da’s.

This piece of pool noodle with a slit cut in it works perfectly as a planter.

We counted the flowers as we put them in 1,2,3,4,5!

 

 

 

 

 

 

 

 

 

 

IMG_9438And here is our little garden—doesn’t it look so cute!

 

 

 

 

 

 

 

 

IMG_9443On Thursday we continued our gardening theme by reading Cara’s book again then playing with these cute little bee puppets. Our students were pretty tickled with them 🙂

The 2 bees were different sizes giving us a chance to address the math access point of recognizing differences in sizes of objects.

What fun!!

 

 

 

 

 

 

 

 

 

IMG_9476We started our art project —-making a bee, of course! First we cut strips of black paper with our paper cutter, counting each cut and then counting the strips.

Look at this concentration, don’t you just love it!

We also discussed the color of the paper, addressing the science access point of identifying objects by one observable property.

 

 

 

 

 

 

 

 

 

 

IMG_9514IMG_9491Then we glued the black strips onto our yellow circle.

And added some heart shaped wings (made from waxed paper) 2 googlie eyes and a triangle tail.

In addition to the math access point of recognizing 2 dimensional shapes, spatial relations skills are addressed while putting together our cute little bumble bee!

 

 

 

 

 

 

 

 

IMG_9498Ta Da!!!

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Our students looked so cute as they made their little bees fly around—and also demonstrated the science access points of applying a push or pull to move an object AND recognizing a model of a real object!

Bzzzzzzzzzzzzzzzzzzz   🙂

 

 

 

 

 

 

 

Come by next week when we will be back in business with all our groups—its going to be SUCH FUN………

Group by Group 🙂

Apr7

The Ocean

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The Ocean

This week our theme was The Ocean and we had so much fun learning about it in our various groups.

Sensory Group

IMG_9030We started with a box filled with blue basket grass, a shipwreck figure from a long ago aquarium, a piece of netting, sea shells, green chenille yarn that looked like seaweed, blue beads, pearls and a variety of sea life including a shark, dolphin, fish, lobster and a big spiky ball that looked just like a sea urchin.

This was a great box with interesting things to  explore and discuss…..

…or just act silly with 🙂

Reach and grasp skills are promoted as the students explore the boxes contents. In addition visual and tactile discrimination skills are promoted.

This box addresses the language access point of responding to new vocabulary that is introduced and taught directly.

This also addresses the science access point of recognizing a model of a real object.

 

 

 

 

IMG_9170The ocean has a sandy bottom just like our moon sand. We used our cookie cutters to make either the letter O for “ocean” or a starfish.

Since our moon sand is pretty dense, you have to push a little harder to make an impression—great for hand strengthening!

This box addresses the math access point of recognizing 2 dimensional shapes—a circle and a star.

Math access points can be addressed as the number of impressed shapes are counted.

 

 

 

 

 

IMG_9169Doesn’t this pink Floam look just like coral! This is the first time we used this material and everyone was pretty fascinated. It looks sticky but doesn’t FEEL sticky. Its pretty cool and can be molded or squished easily—lots of fun.

It is non-toxic but we made sure to watch for any exploratory “tasting” and made sure to re-direct any motions in that direction 🙂

This is great material for promoting reach and grasp skills.

The science access point using senses to recognize objects is addressed as students touch and squeeze the “coral”.

 

 

 

 

IMG_9354Our discovery bottles were a lot of fun. The first one we have used before and it was filled with some colorful jewel like shells.

In addition to being pretty to look at, it  could be rolled or shaken making a satisfying noise.

The science access point of applying a push to move an object is addressed here.

 

 

 

 

 

 

 

 

IMG_9067We made the second bottle by putting a little plastic submarine (found at the dollar store) and some Dawn detergent and water. When shaken the sub floated around and looked really cool!

When shaken to produce the foam, the science access point of recognizing an action as fast or slow is addressed.

When holding the bottle the sub can be tracked, again addressing the science access point of tracking moving objects.

Discovery bottles are so easy (and cheap, which you know WE love) to make and are endlessly fascinating—-we love them!

 

 

 

 

 

IMG_9144IMG_9178This pom pom yarn has a variety of blue shades—-just like the ocean. Our students loved this yarn and had so much fun touching, shaking and draping it.

In fact, some of them got just plain silly with it—-kids will be kids after all 🙂

The yarn is touchable and soft, perfect for our students who might have tactile aversions.

It also addresses the science access point of tracking objects that are pushed or pulled.

 

 

 

 

IMG_9355We used Ocean scented products from Bath and Body Works—-with a name like that we HAD to use it! In our water we put 3 fish: 1 big one and 2 little ones. The little fish are also squirters so they made for lots of splashy fun.

The fish can be counted and since the fish are different sizes, the math access point of recognizing differences in the size of objects is also addressed.

The little fish squirt water when squeezed so they are great for increasing grip strength.

As you can imagine, there were lots of giggles with this activity 🙂

 

 

 

 

 

IMG_9210The highlight of our group was an underwater tour—-or at least our version of one! We used packing tape to adhere strips of  clear garbage bags, blue paper and paper whale silhouettes to an umbrella.

On the inside we hung curling ribbon, beads, and some fish.

It turned out really great—-we were actually quite proud of ourselves 🙂

IMG_9371Lots of visually interesting things to look at as well as touch inside the umbrella BUT we added an extra auditory component—-

—-we taped whale and dolphin sounds (found on Sound Bible) onto our voice output device……….SO COOL!!!!!!

Did we mention how much fun our students had 🙂

 

 

 

 

 

 

 

 

 

IMG_9082While the scent doesn’t exactly smell like the ocean, our Ocean lotion did have a very pleasant scent that all our students seem to like!

This activity addresses the science access point of recognizing and responding to one type of sensory stimuli.

After our students have a chance to smell the scent we give them the opportunity to communicate their desire to have some lotion rubbed on their hands or arms. This addresses the language access point of adjusting body movement or nonverbal expression to communicate wants and needs.

What a lovely aroma to help us remember what we learned about the ocean today.

 

 

 

 

 

 

Fine Motor Group

IMG_9098On Tuesday we made some oysters (another great Pinterest idea).

We started by passing out and counting our circular paper plates.

After writing our names on the back we painted them purple (hmm—isn’t that Jeannie’s favorite color!)

Identifying objects by one observable property (in this case color) is a science access point.

Recognizing a common object with a 2 dimensional shape is a math access point.

 

 

 

 

 

IMG_9092We mixed a little glue in with our paint so our glitter would stick. You know how we love to add a little sparkle to our projects!

Asking the question “is that enough?” addresses the science access point of solving small quantities of objects or actions using language, such as enough, too much or more is a math access point—-

—-of course, with glitter the answer is always “MORE”  🙂

 

 

 

 

 

IMG_9112After folding our plate in half we added a pretty white pom pom pearl.

Nice pincer grasp and eye hand coordination practice!

As the plate is folded in half it changes shape—-addressing the science access point of recognizing a change in an object.

 

 

 

 

 

 

 

 

 

IMG_9122IMG_9111Everyone was pretty tickled with their oyster—

……………………TA DA!!!!!!!!

Honestly, can our students be any more adorable 🙂

 

 

 

 

 

 

 

 

IMG_9244On Thursday we gave our students a choice of three different fish shapes. Then we tore and crumpled pieces of tissue paper (recycled present paper).

The pieces were dipped in glue and applied to the fish.

Tearing and crumpling the paper again addresses the science access point of recognizing a change in an object.

Lots of fine motor skills addressed including eye hand coordination and pincer grasp.

 

 

 

 

 

IMG_9271They turned out so cute and colorful. Our students took turns glueing their fish onto our underwater scene.

We cut it out of an old cardboard box and painted it green earlier in the week.

This activity addresses eye hand coordination and spatial relations skills.

 

 

 

 

 

 

 

 

IMG_9281Doesn’t it look fantastic—or should we say FINtastic 🙂

 

 

 

 

 

 

 

 

 

 

 

 

Language Group

IMG_9291We started by playing with a magnetic fishing puzzle. Our students used their communication boards to indicate that it was their turn.

As the various sea creatures were “caught” we wrote the names down on our sticky notes and put them onto the table—-giving the students the opportunity to address the language access point of responding to new vocabulary.

This is also a great activity to promote shoulder stability and eye hand coordination.

 

 

 

 

 

 

 

 

 

IMG_9297Then we played the “over” or “under” game. The students chose  a strip of board maker symbols, indicating their choices using either gestures, body language or communication boards.

After using the adaptive scissors to cut off a square…

 

 

 

 

 

 

 

 

 

 

they told us whether it went “over” the water or “under” the water and glued it in the appropriate place on our picture.

IMG_9308We learned all sorts of new vocabulary, communicated choices, and responded to referent pictures used in routines—all sorts of language access points addressed today AND it was a lot of fun!

That wraps up another week. Join us again next week for more fun and learning, Group by Group 🙂

Apr1

Spring and Letter Z

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Spring and Letter Z

This week we enjoyed talking about Spring in our Sensory and Fine Motor Groups. We finished up the alphabet with letter Z in our Language Group.

Sensory Group—Spring

IMG_8685So many things associated with spring in our first box! Scattered about in our colorful yellow grass were plastic eggs, a variety of bunnies, chicks and ducks (plush, felt, cookie cutters etc.), a little basket, play food, and some fun funky flower glasses. We also included a little clock to remind us about daylight savings time. Some of our students are really fascinated by clocks and  had fun turning the hands on it! Others enjoyed finding the eggs and putting them into the little basket.

This box addresses the language access point of attending to informational materials.

As the colorful eggs are placed in the basket, math access points of solving problems involving small quantities of objects using language such as enough, too much, or more and associating quantities of 1,2 or 3 with number names are addressed.

 

 

 

 

IMG_8794Spring means colorful flowers everywhere and this box was filled with them. All different sizes and colors. We loved picking them up in handfuls, watching as they drifted back down and scattered on the table or on the students 🙂

This box addresses the math access point of recognizing differences in sizes of objects. It also addresses the science access points of tracking objects in motion and identifying objects by one observable property.

 

 

 

 

 

 

 

 

 

IMG_8770Spring also means cute little caterpillars that turn into pretty butterflies. Corkscrew and bowtie pasta dyed with food coloring made for such a pretty box. This was a perfect box for  sorting and discussing things that were the “same” and things that were “different”.

Recognizing objects that are the same is a science access point.

 

 

 

 

 

 

 

 

 

IMG_8637A favorite thing to do in the spring is to plant a garden—we planted 3 little carrots in our coffee ground “soil”. This was a super fun box and our students had a great time planting their carrots. They were so cute, sticking the carrots into the soil and then using the scoop to cover them up—we have quite the group of little gardeners here 🙂

This box definitely addresses the science access points of recognizing a model of a real object and recognizing that plants grow.

 

 

 

 

 

 

 

 

IMG_8678Some of us might go hunting for eggs to celebrate Easter. Our pretty green rice with dried lima beans looked just like a lawn scattered with tiny eggs—–isn’t it just so cute!  There were 3 more colorful egg pictures to find at the bottom of the box as well as a giant letter E.

More math access points here: associating quantities with number names and recognizing 2 dimensional shapes (the egg pictures were oval shaped).

 

 

 

 

 

 

 

 

 

IMG_8829Who doesn’t love those cute and colorful marshmallow Peeps that you see everywhere in the spring! Shaving cream, cornstarch and yellow food coloring gave us a very similar texture. As the white cornstarch and shaving cream mixture turned yellow the students were able to recognize a change in an object—one of their science access points.

Its been fun to watch over the year as some of our students who were quite hesitant at first are now starting to interact with our messy play materials.

 

 

 

 

 

 

 

 

 

IMG_8692We rinsed our hands in Sweet Pea scented water and rubbed the lotion on our hands and arms. As always, we include our olfactory sense to help our students remember the things they learned today. The soft floral scent was perfect for our spring time theme.

Recognizing and responding to one type of sensory stimuli is a science access point.

 

 

 

 

 

 

 

 

 

 

IMG_8698We found some fun spring themed temporary tattoos and thought that they would a fun finish to our group. The students got to pick which tattoo they wanted—-communicating a preference addressing language access points AND where they wanted the tattoo—addressing the science access point of identifying body parts.

In addition we addressed the math access point of rote counting as we applied the tattoos.

Everyone had to check out how they looked 🙂

 

 

 

 

 

Fine Motor Group—Spring

IMG_8903On Tuesday we made some beautiful spring flowers using these fun bunny and egg shaped chalks. They were perfect for our students little hands!

 

 

 

 

 

 

IMG_8877IMG_8880After the students finished coloring their flowers, they sprayed them with water to blend the colors. We were going for a watercolor effect but found out that the process works better on construction paper rather than the cardstock we used 🙁

Despite that, we had a great time and the students LOVED spraying the water and were so excited when their turn came. As the water made the picture look different the science access point of recognizing a change in an object is addressed. They also addressed the science access point of recognizing one way people use water 🙂

 

 

 

 

IMG_8914After we finished spraying our flower we glued it to a rectangular piece of paper. We pointed out  that the rectangle had 4 sides addressing the math access point of recognizing the sides of a rectangle

Ta Da—

—-ready for spring!

 

 

 

 

 

 

IMG_8703On Thursday, after reading Cara’s book again we began our art project (we found this idea on Pinterest)—cute bunny noses!

Earlier in the day we pre-glued 2 white chenille stems to each craft stick—-we wanted to make sure the glue was dry before going to the next step.

After we counted (of course) the chenille stems we grabbed both ends and twisted them together. We adapted this activity by inserting the craft stick in a pool noodle to help stabilize it which worked out pretty well.

This activity addresses bilateral coordination and crossing midline.

Can’t help but notice the little photo bomb action by the students classmate 🙂

 

 

 

 

 

 

IMG_8715IMG_8721Then we added a little pink pom pom nose—perfect pincer grasp practice!

Identifying the pom pom as a sphere addresses the math access point of recognizing 3 dimensional shapes.

Identifying the color of the pom pom addresses the science access point of identifying objects by one observable property.

This activity also addresses eye hand coordination and spatial relations.

 

 

 

 

 

 

IMG_8711IMG_8735Hippity Hoppity 🙂

What cute little bunnies!

 

 

 

 

Language Group—Letter Z

IMG_8929Well we have really Zoomed through the alphabet this year!

We started our last letter of the week group by playing Cara’s sound game—working on recognizing and responding to common sounds, a science access point.

 

 

 

 

 

 

 

 

 

IMG_8940IMG_8921Next we unZipped a back pack and pulled out some Zoo animals—including Zebras!

Manipulating the zipper is a great bilateral coordination activity and discussing  the animals addresses the language access point of communicating recognition of familiar objects.

The science access point of identifying external body parts was addressed in a fun way as we played with the beannie babies.

 

 

 

 

IMG_8954Then we got into a meditation groove with our Zen garden. The students had fun trying to draw Z’s in the sand.

To make it easier to manipulate, we adapted one of our sticks by taping it to a small ruler—worked like a charm 🙂

As the stick is manipulated the students are applying a push or pull to move an object which is a science access point.

 

 

 

 

 

 

IMG_8971We finished by decorating a letter Z with Zig Zag lines.

TA DA!

Another week done and we might be finished with the alphabet but there is more fun yet to come.

Join us next week, Group by Group!

Mar17

St.Patrick’s Day and Letter Y

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St.Patrick’s Day and Letter Y

We celebrated St. Patrick’s Day in our Sensory and Fine Motor Groups and looked at words that start with letter Y in our Language Group.

Sensory Group—St. Patrick’s Day

IMG_8572 After reading Cara’s book about St. Patrick’s Day, we got our celebration going with the sound of a rousing irish jig recorded on a voice output device.

Our little leprechauns are usually very responsive to music and this was no exception—- who can resist an irish jig after all!  This upbeat music was very appealing to them and they got so excited when it was their turn to press the switch.

This activity gave the students lots of opportunities to gain practice with cause and effect skills. In addition, using technology resources to support learning and responding to rhythm in familiar songs are language access points.

As you can see, we couldn’t resist added a FEW select props to add to the fun 🙂

 

 

 

 

IMG_8073St. Patrick’s Day is all about the color green! We put in some easter grass, beads, leprechaun hats, curling ribbon, shamrock garland, silk shamrocks, kitchen scrubbers, green manipulatives and toys—-so many things to discover! Reaching for and grasping the different items helps build fine motor skills. In addition, since all the objects are the same color, visual discrimination skills are addressed.

IMG_8201With boxes like this, it is always fun to see what items are particularly appealing to the individual students. The shiny curling ribbons and strands of silk shamrocks were enticing to some of them. While others had fun with the little hats and silly glasses we put in the box

Exploring, observing, and recognizing common objects is a science access point. Recognizing objects by one observable property, such as color, is also a science access point.

 

 

 

 

IMG_8513Our next box contained our rainbow rice—-rainbows are a symbol associated with St.Patrick’s Day and our rice is just so colorful and pretty!

We put in a large letter I (for Ireland)  and taped a picture of a shamrock to the bottom of the box. Two different sized measuring spoons were also placed in it. While some of our students like to sift through and pick up handfuls of rice—and yes occasionally toss it 🙂 —others prefer to use the spoons. We have found that many of our students especially seem to like covering and uncovering the objects we have put in our boxes.

In addition to object permanence, letter recognition, tactile and visual discrimination, this box addresses the math access point of solving simple problems involving putting together and taking apart small quantities of objects. It also addresses the math access point of recognizing differences in sizes of containers.

 

 

 

IMG_8037Our leprechaun box was totally fun—great for comparing colors and textures! First we put in some soft orange yarn just like a leprechaun beard. Then we added his pot of gold (aka shiny mardi gras beads).

Beads are always a favorite with our students. They love looking at them, shaking them—-wearing them 🙂

Others got quite creative with the yarn—making not just beards but wigs also. Our students are sure creative! IMG_8197

This box addresses the science access points of identifying objects by one observable property.

Super cute and lots of fun!

 

 

 

 

 

 

IMG_8507When you think of Irish food you can’t help but think of POTATOES!

In our case we used dried potatoes and we included 3 little snakes hidden among the flakes. St. Patrick was supposed to have driven all the snakes out of Ireland but apparently these little guys got overlooked 🙂

Potato flakes are soft and slightly crunchy. They have a very cool feel that is different and pretty irresistible! We also included a large measuring spoon which is helpful for practicing scooping skills but most of our students preferred to use their hands.

The math access points of associating quantities up to 3 with number names and solving simple problems involving joining or separating sets of objects up to 3 are addressed with this box.

 

 

 

 

IMG_8022IMG_8044To liven up our shaving cream and make it into “St. Patrick’s Day shaving cream”, we put green and gold glitter sparkles in it. Shaving cream is always such fun and our students love putting their hands into it and “scribbling” around. Some students had fun practicing their prewriting patterns of straight lines or circles.

Recognizing and responding to different types of sensory stimuli is a science access point. This activity also helps address tactile desensitization.

 

 

 

 

IMG_8173One of the reasons there is so much green in Ireland is all the RAIN! So when we found this Rain Kissed Leaves scent from Bath and Body Works we knew it was the perfect scent to tickle our olfactory sense and help us remember our St. Patrick’s Day fun.

We rinsed all the shaving cream off of our hands in Rainkissed Leaves (from Bath and Body Works) scented water. Our water started off pretty clear with some bubbles but soon turned white and soapy as hands were rinsed…..just a perfect opportunity to address the science access point of recognizing a change in an object—how cool is that!

IMG_8566After our hands were rinsed our students had the opportunity to explore the scent some more with the lotion.

Using their body movements or nonverbal expressions our students communicated their desires and preferences—its not hard to guess what he is communicating 🙂

This activity also addresses the science access point of recognizing and responding to one type of sensory stimuli.

 

 

 

 

Fine Motor Group—St. Patrick’s Day

IMG_8112We had too much fun painting with corn syrup last week —-so we HAD to do it again 🙂

We started by asking our students to show us the picture card with the color green.  Our students are getting so good at choosing the correct color.  We are so proud of them!

Communicating information about objects using non-verbal expressions, gestures, symbols or words and responding to referent pictures used in routines are language access points.

Identifying an object by one observable property (in this case color) is a science access point.

 

 

 

IMG_8122Then we painted our precut shamrocks with delightfully gooey corn syrup tinted with green food coloring.

We are so proud of the progress our students are making—learning to handle writing utensils and developing eye hand coordination.

Isn’t this student doing such a great job!

 

 

 

 

 

 

 

 

IMG_8131Then we glued the shamrocks  onto a rectangular piece of paper, but not before adding some gold glitter—since we can never pass up the opportunity to add a little sparkle to our projects 🙂

Each student got to pick the color paper that they wanted which addressed the language access point of using nonverbal expression to communicate preferences.

This activity also addresses the math access point of recognizing 2 dimensional shapes.

Our shamrocks are so shiny and sparkly we love the way they turned out.

Of course, we couldn’t end the group without saying a big…….

…………..TA DA!!!!!

 

 

 

 

IMG_8234On Thursday we read Cara’s awesome book again. The students really enjoyed the bright colorful pictures and were excited when it was their turn to activate the voice output device.

Responding to a familiar person reading a book aloud, attending to print materials by touching, looking, or listening, and responding to a technology device are all language access points addressed EVERY week when we read our books!

Our art project was so much fun—making a leprechaun beard! We used our picture symbols again but this time asked our students to pick the color orange—then got to work!

 

 

 

 

 

IMG_8267IMG_8276First we painted some precut paper plate rim pieces (these were left over from a previous project, sometimes Joy’s hoarding pays off ha ha) with a mixture of orange paint and glue. On an added note, we also taped a popsicle stick to the back of the plate to make it easier for the students to hold.

Then we cut some pieces of orange yarn and sprinkled the pieces on top—addressing both fine motor and spatial relations skills.

The science access point of recognizing a change in an object is also addressed as the different items are added.

 

 

 

IMG_8504IMG_8315Top of the Mornin’ to you from some little leprechauns—–pretty darn cute!!!!IMG_8349

 

 

 

 

 

 

 

Language Group—the Letter Y

IMG_8462We started out by listening to Cara’s sound game.  Towards the end of the alphabet, it gets harder to find different words and sounds—but we made it happen 🙂

As our students played the game, we told them “it is Your turn”.

Recognizing and responding to commons sounds is the science access point addressed here. In addition, the language access points of communicating recognition of familiar persons or objects  and responding to familiar print media are also addressed.

 

 

 

 

 

 

 

 

IMG_8454After the sound game, we got out a bumpy Yellow ball.  Some of our students requested the ball using their static communication boards—communicating their wants is a language access point!

We had so much fun tossing or rolling the ball back and forth Yelling ” Yay” each time it was caught. A totally fun way to work on eye hand coordination as well as turn taking skills—-is it my turn or Yours?

 

 

 

 

IMG_8486Next we made some Yo Yo’s!  We started with small circular paper plates (discussing the shape addresses the math access point of recognizing 2 dimensional shapes) and also counting them out aloud—we NEVER pass up a chance to practice counting 🙂

After coloring them with markers we taped a piece of Yarn to the back.

Ta Da!  Here is a homemade Yo-yo!……….  Yeah!!

Our students were really tickled with them and had a lot of fun moving them around—-addressing the science access point  of tracking objects moving up and down as well as the science access point of recognizing an action as fast or slow.

 

 

 

 

 

IMG_8487We finished by looking at some of the Y words we found!

 

 

 

IMG_8185Happy St. Patrick’s Day from all of us here. Next week we’re off for spring break but we will be back soon for more fun and learning…..Group by Group 🙂

Mar11

Dr. Seuss and Letter X

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Dr. Seuss and Letter X

This week we celebrated Dr. Seuss in our Sensory and Fine Motor Groups. We looked at words that started with letter X in our Language Group.

Sensory Group—Dr. Seuss

We started with Cara’s latest book which was a pretty special one. We got the idea to make our own illustrations from Sharon (one of our followers)—-thanks so much!  It was so much fun to see our students faces as they recognized some of the models!

IMG_7569The theme of our first box was “The Cat in the Hat”. It was filled with soft red, white, and black pom poms and chenille stems. We really liked these black and white ones! This was such a fun colorful box that was very eye catching for our students!

We asked our students to find pom poms that were the same, discussing their colors.

The math access points of recognizing a common 3 dimensional object and recognizing two objects that are identical to each other.

We filled our “If I Ran the Zoo” box with straw and a variety of animals you might find at the zoo—including our cool sound producing elephant and tiger  found in the dollar section at Target last year. There was also a little duplo zoo keeper, fences, play food for the animals and houses. Our students enjoyed the animals and had a lot of fun waving and shaking the straw.

 

 

IMG_7906IMG_7916-001Pressing the buttons on the sound producing animals was an opportunity to address finger individuation skills as well as addressing the science access point of recognizing and responding to common sounds.

This box also gave the students an opportunity to respond to new vocabulary which is a language access point.

 

 

 

 

 

IMG_7913Everybody loves “Green Eggs and Ham” don’t they?! We brought back our green playdough and used our egg shaped cookie cutter to make some of our own green eggs—what could be more fun than that? 🙂

Playdough is such a great tactile medium and great for building fine motor skills as it is squeezed and pressed into shapes.

The science access point of recognizing a change in an object is addressed here. Also, the math access point of recognizing a 2 dimensional shape (oval) is addressed.

 

 

 

 

 

 

 

IMG_7782Dr. Seuss’s “A B C’s” is another one of our favorite books. Our students sifted through blue and white rice to find letters A B C.

We used our large alphabet cookie cutters and they really stood out in contrast to the rice.

Tactile and visual discrimination skills in addition to letter identification are addressed in this box.

 

 

 

 

 

 

 

 

 

IMG_7559IMG_7556We couldn’t forget “Bartholomew and the Oobleck”! Oobleck—only our most favorite substance EVER! We used neon green food coloring which made the perfect color.

These are such a great pictures, the student really enjoyed having it dripped on his hand—so much so that he used his PIXON communication board to request more.

He effectively communicated his needs using picture symbols which is a language access point—this made Cara VERY happy 🙂

 

 

 

 

IMG_7778Our Lorax box was filled with pom pom shakers (we got ours from the Oriental Trading catalog)—we thought they looked like truffula trees.

These were totally fun and the students had a blast shaking them—applying a push or pull to move an object is a science access point.

There were a lot of different colors helping address the science access point of identifying objects by one observable property.

 

 

 

 

 

 

 

 

 

IMG_7759“One Fish, Two Fish, Red Fish, Blue Fish” was the theme for our water play. The math access point of associating quantities 1 and 2 with number names in addition to the science access point of identifying objects by one observable property, such as color.

Our little blue fish squirts water when squeezed helping strengthen hands.

 

 

 

 

 

 

 

 

 

IMG_7652We finished with Country Apple scented lotion from Bath and Body works in honor of the book “10 Apples Up On Top”, to help us remember all the fun we had today.

Our students let us know whether they liked our choice by body gestures, vocalizations or in the case of the student pictured—facial expressions.

Guess you can’t please everyone 🙂

 

 

 

 

 

 

 

Fine Motor Skills—Dr. Seuss

IMG_7671On Tuesday we were lucky enough to have 3 of our “models” while we read our book and our students really enjoyed pointing them out—communicating recognition of familiar persons is a language access point!

For our art project we made Cat in the Hat masks, so much fun! We started by cutting a red rectangle into two pieces—cutting it in half.

Recognizing a change in an object is a science access point. Identifying 2 dimensional shapes, another math access point, is also addressed.

 

 

 

 

IMG_7694Then we took the 2 red pieces along with a precut white strip and glued them to the top, middle and bottom of a a white rectangle. It was actually 2 pieces of white cardstock stapled together to make it firmer—since we didn’t have any poster board 🙂

Matching 1 object to a designated space to show one-to-one correspondence and associating quantities 1 and 2 with number names are math access points.

 

 

 

 

 

 

IMG_7707These were then stapled to paper plates (circles!) with a smaller circle cut out of the middle. We practiced counting as we passed them out and some of our students are getting REALLY good at it!

TaDa!

How about that—-

a cat in a hat 🙂

 

 

 

 

 

 

 

 

On Thursday we continued with our seussical theme by reading Cara’s book again. We also showed the students the book One Fish Two Fish in preparation for our next art project which we found on Pinterest!

IMG_7798We started by painting construction paper fish bowls with a mixture of corn syrup and blue food coloring. This stuff is pretty sticky so paint shirts are a MUST.

Painting gives our students practice using writing tools and while we encourage “proper” grip patterns, it is more important to us that our students are actively INVOLVED in the process.

 

 

 

 

 

 

 

 

 

IMG_7801IMG_7817Then each student added 1 red fish and 1 blue fish precut from construction paper. Since the corn syrup is sticky already—you don’t need glue!

This activity addresses spatial relations and eye hand coordination.

Recognizing when an object is added to a situation is a math access point. Identifying objects by one observable property ( such as color) is a math access point

 

 

 

 

 

 

IMG_7830We finished by glueing our fish bowl to a rectangular piece of paper. One of our students was able to identify the two dimensional shape—-nailing another math access point 🙂

Ta Da!

Doesn’t it look great—you can’t really tell in the picture but the syrup dries shiny so it looks just like water. Totally cool!!!!

 

 

 

 

 

 

 

 

Language Group—Letter X

IMG_7840We started by playing Cara’s sound game. There aren’t many words that start with X so she used ones that have X in them—but still working on identifying common sounds.

 

 

 

 

 

 

IMG_7845IMG_7850Then we put siX eXtra-large beads on a string—working on bilateral coordination and counting skills! In addition, indicating the next step in a sequence can be addressed in this activity.

When all the beads were on the string we helped the students count them.

 

 

 

 

 

 

 

IMG_7853Then we found 2 foXes and 1 oX in a boX!

Our students had so much fun opening up the box and looking inside 🙂

Fine motor skills are addressed as the box is opened and the plush animals are pulled out.

Counting 1-3 objects is a math access point.

 

 

 

 

 

 

 

 

IMG_7875Next we glued 2 craft sticks together to make an X. We made it eXtraordinary by sprinkling on some glitter. This activity works on letter identification and prewriting skills in addition to fine motor skills.

The students had fun choosing which color glitter to choose. We gave them 3 choices—to practice for their alternate assessment.

 

 

 

 

 

 

 

 

IMG_7879We think they look eXtremely pretty around all the X words we found today!

That wraps up another really fun week, hope you will join us next time….. Group by Group.

Mar3

My Community and Letter W

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My Community and Letter W

The Unique Curriculum theme this month was My Community, so we took a trip around Tallahasse in our Sensory and Fine Motor Groups. The Language Group looked at words starting with the Letter W.

Sensory Group—My Community

IMG_7170Our city is built on red clay hills—the same color as our playdough! We used our  big and little star shaped cookie cutters since they always use stars to represent capitols on maps.

Squeezing the playdough between fingers or pushing one of the cutters into it helps strengthen hands. In addition, picking up the cutout stars addresses graded fine motor control.

The science access point of recognizing a change in an object is addressed.

Math access points are also addressed: counting the stars, recognizing two dimensional shapes, and recognizing similarities and differences in size.

 

 

 

IMG_7504Tallahassee is the capitol of our state. We searched for letter T’s and a picture of the Capitol in our red, white and blue rice.

Sifting through the rice helps build tactile discrimination skills, especially important for our students who have visual impairments.

This box also addresses the social studies access point of associating a picture with a place.

 

 

 

 

 

 

IMG_7315IMG_7154Two universities make their home in Tallahassee and these boxes represent them. FAMU’s colors are orange and green while FSU’s colors are garnet and gold. Our pom poms and mardi gras beads are perfect for contrasting textures (hard and soft) and colors.

Lots of science access points can be addressed here, including recognizing objects that are identical to each other, identifying objects by one observable property, and tracking the movement of objects that are pushed or pulled—–as you can imagine, sometimes beads and pompoms go flying all over the place 🙂

 

 

 

IMG_7284Visiting the Tallahassee Museum of History and Natural Science is so much fun. It is especially fun to visit the farm and see all of the animals.

We put some matching sets of farm animal pictures for our students to find in the oatmeal.  Matching animals that are the same is a science access point.

Small measuring spoons were also included in this box to give our students an opportunity to practice scooping, however many of them improvised and used the animals cards to scoop instead!

Either way, they had a great time with this box 🙂

 

 

 

 

 

IMG_7262IMG_7131It is also fun to visit the Challenger Learning Center to look at the stars! We made our own version of a planetarium by attaching some battery operated lights to a black umbrella. It was really easy to do using some velcro for the battery packs and twist ties to attach the lights to the spokes of the umbrella.

IMG_7470We think it turned out pretty cool and to say our students were fascinated would be an understatement!

This activity helps address the science access points of associating stars with the night sky and recognizing sources of light.

 

 

 

IMG_7525IMG_7346Everybody loves to go to Lake Ella to see the fountains and the ducks—perfect for our water play activity! Water play is always a favorite activity for our students and they had fun finding the little rubber ducks floating around. Picking up the bobbing ducks addresses eye hand coordination. We used Bath and Body Works Dancing Waters—for the fountains, of course :)—-scent in the water and lotion.

Both of these activities are great for working on the math access point of indicating a desire for more of an action or object.

 

 

 

 

Fine Motor Group—My Community

IMG_7396On Tuesday, we read Cara’s book and had a quick visit to the planetarium before beginning our art project.

Our planetarium was so much fun and we just loved watching our student’s reactions so much that we had to bring it out at any opportunity we got 🙂

 

 

 

 

 

 

 

 

 

IMG_7205IMG_7213For our art project we made a map of Florida. We started by painting our students LEFT hands with green paint and pressing them onto blue paper (its shape discussed as it was counted and passed out 🙂 ). We made sure the thumb was abducted as we pressed hands onto the paper.

This activity really helps build awareness of the hands helping to address the science access point of recognizing one or more external body parts.

For our students that are especially aversive to touch, we allowed them to use paint brushes instead and helped them make an approximation of our state’s shape.

A star sticker was added to mark the location of Tallahassee—perfect for working on a pincer grasp and addressing the social studies access point of locating symbols on a map!

 

 

 

IMG_7234TA DA!!!!!

We always make sure each student gets their Ta Da after they finish their project—some of our students REALLY get in to it 🙂

IMG_7258After the paint dried we did a quick outline around the handprint and we have a pretty cute rendition of our state.

This activity also addresses the social studies access point of recognizing Florida as our student’s state.

 

 

 

 

 

 

Majestic oak trees are found all over our city and there are some beautiful ones around the capitol building. On Thursday we showcased these trees for our art project.

IMG_7369Large blue rectangular pieces of paper were counted out—-guess we were really into blue paper this week :). A sketch of the capitol building (luckily our capitol building is another rectangle so VERY easy to duplicate using a ruler) cut out by the adults was already attached.

Our students crumpled and tore pieces of green tissue paper onto the tree outline.  We had some Elmer’s glue poured into containers so the students could dip the “leaves” into the glue and put them on their tree (addressing spatial relations skills).

We are addressing the science access points of recognizing the leaf of a plant and recognizing a model of a real object with this activity.

 

 

 

 

IMG_7388IMG_7376More  Ta Da’s—-some deserving of standing ovations!

Didn’t these turn out great! They look fabulous hanging on the wall outside of Jeannie’s classroom.

 

 

 

 

 

 

 

Language Group–The letter W

IMG_7417We started out playing Cara’s sound game.  Our Wonderful students are getting so good at finding the right picture and pointing to Where it is on the paper (addressing eye hand coordination)!

Recognizing and responding to common sounds is a science access point.

 

 

 

IMG_7420After our sound game We got a Wiggly Water animal.  The students are able to activate it by making a sound, either with their voice, Whistling, clapping,…..Whatever!

The Wiggling crab tickled our students, producing lots of giggles 🙂

Our little crab helped us address the science access points of tracking objects in motion and recognizing and responding to one type of sensory stimuli, in this case touch.

 

 

 

 

 

 

 

IMG_7435IMG_7444Next, We passed around a Wand that lights up when you Whack it.  This was a fun item for our students that we found in the $3 bins at Target.

Some students activated it by Whacking it on the table, While other students Whacked it on their hand.  What a blast!

Applying a push to move an object is a science access point. In addition, as the lights come on, the students can observe that the appearance of an object has changed—another science access point.

 

 

 

 

IMG_7412Next, we made Wrist Watches!  The Watch bands were made from toilet paper rolls first cut open (by the adults) lengthwise and then width wise to make 3 cuffs from each roll).

Our students decorated their cuff from  a selection of foam stickers. We presented the stickers and asked them to make a choice, addressing the language access point of communicating preferences.

Pincer grasp skills and eye hand coordination are addressed as the cuffs are decorated.

 

 

 

 

 

 

IMG_7462We googled “free printable watch faces” and thought they these were pretty perfect as the finishing touch to our project.

Don’t you Wish you had one!

 

 

 

 

 

 

 

 

 

 

 

IMG_7464As usual, we finished by looking at some of the W words found today—-Whoa, quite a lot of them!

IMG_7225We hope you join us as we share all the fun and learning we are having here at Group by Group 🙂

Feb25

Black History Month and Letter V

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Black History Month and Letter V

In our Sensory and Fine motor groups we celebrated Black History month in a personal way by learning more about some special people at our school.  Our students LOVED finding the familiar faces in Cara’s famous African Americans book! In our  Language Group we looked at words that start with Letter V.

Sensory Group—Black History Month

IMG_6911 Our first celebrity is Ms. Joi, one of our elementary classroom teachers, and her favorite color is PINK!

We made this totally pinkalicious box in her honor. It was filled with easter grass, curled ribbon, silk flowers, beads, kitchen scrubbers, plushy animals (flamingo, pig, and fish), paper strips, and other assorted toys.  If it was pink—we put it in the box 🙂

The science access points of identifying objects by one observable property and exploring, observing, and recognizing objects in the natural world.

This box also gives our students the opportunity to address the language access point of selecting a familiar object to explore.

 

 

 

 

 

IMG_6731IMG_6887Ms. Mary is one of our paraprofessionals and HER favorite color is red. We filled her box with some fabulous red things including a feather boa, blocks, garland, silk rose petals, bead, kitchen scrubbers, garland, ribbon, and assorted red toys. This was a great box totally red and fun filled!

As with our other color box, lots of different textures and items to compare and contrast. The fabulous feather boa (found at the dollar store at halloween!) was quite the popular item—our students loved it 🙂

 

 

 

 

IMG_7072IMG_6893Some pictures of musical instruments were hidden beneath the blue and yellow (our school colors) rice…in honor of our next celebrity, our music teacher Ms. Brenda.

We put in spoons of different sizes to address the math access point of recognizing differences in sizes of containers.

 

 

 

Visual discrimination is addressed as the rice is moved aside  and its fun to see how excited they get when a hidden picture is revealed!

 

 

 

 

IMG_7083-001Ms. Carolyn is our new dean and we are so excited to welcome her to our school. Our school mascot, the owl, seemed a fitting theme for her box!

We used our “owl” feather boas. So very soft and touchable—-fun to wear OR wave around also! Our students really love these boas, they are irresistible.

As hands glide along the feathers, the science access point of recognizing and responding to one type of stimuli is addressed.

 

 

 

 

 

 

 

IMG_6869Grandma Rosie is from the British West Indies—a beautiful tropical place full of sandy beaches. We made our own little beach for her 🙂

We added a seashell and a small spoon and our students had a great time scooping up the sand and filling the shell. What a fun way to address eye hand coordination!

The shell was really big which get us the opportunity to discuss the science access point of recognizing objects that are big.  Also discussing the amount of sand (ex. “a lot” or “a little”) as it is emptied into the shell helps our students associate quantities with language—a math access point!

 

 

 

 

 

 

IMG_6755-001Our Occupational Therapy intern, Ms. Joia  is a student at FAMU.  FAMU’s colors are orange and green, so we made some fabulous green playdough to roll into snakes—her school mascot! We added a variety of orange tools to decorate the snakes.

Rolling out and decorating the snakes is a super fun way to work on fine motor skills and eye hand coordination.

As the playdough is either rolled or squished between fingers—the science access point of recognizing a change in an object is addressed.

 

 

 

 

 

 

 

Ms. Anita is another one of our celebrities. She is a para-professional and comes from England.  We made some oobleck and sprinkled it with some blue and red glitter to show the colors of England’s flag.

IMG_6783-001IMG_6927-001Oobleck is one of the BEST substances to use to explore the science access point of recognizing a change in an object! It changes from liquid to solid and back again with just a touch—how cool is that!

 

 

 

 

 

 

IMG_7119-001Ms. Louise, our head custodian, keeps our school sparkling clean. We rinsed our hands in “Clean Waters” scented body wash and then used the companion lotion.

Presenting the aroma to our students gives them the opportunity to recognize and respond to one type of sensory stimuli.

Letting us know (by vocalizing, body movements or gestures) that they want to continue the activity addresses the math access points of indicating a desire for more or less of an action or object.

We generally take smiles as a “yes” 🙂

 

 

 

 

 

 

 

Fine Motor Group-Black History Month

IMG_6790Ms. Anita, just had surgery so we decided that we would make her a “get-well-soon” picture for our Tuesday art project.

We started with a large rectangular shaped piece of paper—addressing the math access point of recognizing two deminsional shapes.

Then the students took turns making straight lines for the stems of the flowers we made. Imitating directional lines is a prewriting skill and some of our students are getting really good at it!

Each student was asked to make 3 strokes—which we counted, of course 🙂

 

 

 

 

 

IMG_6842-001 IMG_6818-001Then we took our adapted stampers to make flowers. Joy made them by cutting up foam and kitchen sponges. These were attached either with double stick tape or hot glue to the handles made from kitchen scrubbers or  an empty spool.

We did find that we had to “stamp” on the pad a lot to get enough color to show up on paper, so adults helped “prime” the stamp.

The students were asked to either point to or hand us the picture card to indicate which color flower they wished to stamp. Effectively communicating wants and needs, with prompting, to a familiar person is a language access point.

 

 

 

IMG_6806To make the flower garden come to life, students were asked to stamp at the “top” of a line—addressing spatial relations and eye hand coordination.

As the flowers were stamped we discussed which ones were the same color. Recognizing two objects that are the same color is a math access point.

This was a lot of fun, our students REALLY enjoyed stamping their flowers!

 

 

 

 

 

 

 

IMG_6840Ta Da!

Feel better soon Ms. Anita!

 

 

 

 

 

 

 

 

 

 

 

On Thursday, we decided to thank all our celebrities by making a copy of their picture from Cara’s book to give to them. It had to be decorated first, however 🙂

IMG_6949-001We started by glueing  the SMALL rectangular photo onto the LARGE rectangular piece of paper—addressing the math access points of recognizing similarities and differences in size of common objects and recognizing two-dimensional shapes.

IMG_6957-001Then we used our paper cutters to cut 4 strips of paper.

Using quantities to 4, represented by objects is a math access point.

 

 

 

 

 

 

 

 

 

 

 

IMG_6992We glued the strips to each of the sides of the photo helping to address the math access point of identifying the sides of a rectangle is a rectangle.

This activity also addresses spatial relations and eye hand coordination.

 

 

 

 

 

 

 

 

 

 

IMG_6982-001And here is one of our finished portraits!

Ta Da!

 

 

 

 

 

 

 

 

 

 

 

Language Group—Letter V

IMG_7026-001We started by playing Cara’s sound game.

There were some Very interesting sounds to be heard as we work on the science access point of recognizing and responding to common sounds.

 

 

 

 

 

 

 

 

 

 

IMG_7019-001Then we tried on a Vest—-are they still in Vogue?

A fun way to work on dressing skills and the science access point of recognizing body parts!

 

 

 

 

 

 

 

 

 

 

 

IMG_7011-001Next we cut some Vintage wallpaper into strips and……

Voila, we made a V 🙂

Working on prewriting patterns and spatial relations in this activity.

 

 

 

 

 

 

 

 

 

 

IMG_7054-001We also listened to Violin—not Viola :)— music on our Voice output device. We think we were listening to Vivaldi!

Recognizing and responding to one type of sensory stimuli and responding to common sounds are science access points.

Responding to a technology resource is a language access point.

 

 

 

 

 

 

 

 

 

IMG_7043One more thing to do—make a Volcano!

Using baking soda and Vinegar  to make a Volcano is so much fun—a total MUST DO!!!

We made our mountain by putting a small nesting cup into the spout of a wide mouth funnel. We used a small spoon to scoop baking soda into the cup—addressing the math access point of recognizing differences in sizes of containers.

Then we poured some vinegar (tinted with food coloring) onto the baking soda, making a not so Violent eruption 🙂

The science access points of recognizing a change in an object and assisted with investigations with a partner is totally addressed with this activity!

 

 

 

 

 

We finished by looking at some of the V words we found today.IMG_7062-001

We had a Very good time this week,  join us next time…

Group by Group!