Jan29

Super Heroes book

Posted on January 29, 2017 by jd785

We are celebrating literacy week this week and the theme is super heroes. There are so many super hero costumes out there, how could we NOT do a book featuring some of our super students!? In our book you’ll see Batman, Wonder Woman, and the Ninja Turtles, to name a few. The costumes were donated by one of our family and we are so grateful!!! Since it was literacy week, one of our high school students dressed as Batman and read to some of our elementary students. You know there was lots of excitement when he walked in!

Our students really are super and so is this book 🙂 Enjoy!

Here is a link to the book: look-at-all-the-superheroes

Jan29

Super Heroes

Posted on January 29, 2017 by jd785

Super Heroes

The theme for our district’s literacy week was Super Heroes! This unit was especially fun to put together and we think the students really enjoyed what we came up with for the different groups. Our sensory groups explored boxes inspired by different super heroes featured in our book. The fine motor groups made some super hero themed props and the language group made the Ninja Turtles favorite snack—-pizza! It really was a fun filled week 🙂

SENSORY GROUP

The students used a cookie cutter to stamp the letter S—-for Superman—– into blue moon sand (we chose blue to match Superman’s suit). The bright blue moon sand was quite appealing to look at and also felt pretty fabulous sifted through fingers!

Apply a push to move an object is a science access point.

There were some slightly tacky web-like Wikki Stix in our Spiderman box. The colorful waxed strings stick to each other and have an interesting tactile feel.

They loved grabbing them and crumpling them up into little “spider webs”.

There was also a little vibrating spider to add to the fun. We have brought her out before and she always elicits lots of giggles 🙂

The science access point track objects in motion can be addressed here.

Most of the super heroes we are familiar with were originally from comic books. We used some colorful magazine shred to match that comic book feel.

We were given some photo booth props and masks (thanks Ms. Elaine) that proved to be lots of fun for the students.

They kind of had fun with the masks 🙂

There were also some action figures and even 2 little super hero books to read—-it was literacy week after all!

Recognize a person in a story is a social studies access point that can be addressed here.

Our Batman box was filled with black kinetic sand—— and BATS, of course! There were both grey and black bats which made for sorting and counting opportunities.

The math access point solve simple problems involving joining or separating sets of objects to 3 can be addressed here.

In comic books, Wonder Woman has a golden lasso. So golden lassos are a little difficult to find but we have plenty of gold beads and our students seemed pretty pleased with the swap 🙂

Whether shaking them, wearing them, or just touching them——they had a blast!

The math access point recognize length of real objects, such as big, little, long, or short can be addressed here.

We made some bubbling, glowing Ninja Turtle ooze for our students to explore this week. Tonic water made our ooze (oobleck) glow under the black light and pop rocks provided the bubbling sounds—-way cool!

Recognize that pushing and pulling an object makes it move is a science access point.

In our water play, some lighted pool toys stood in for Iron Man’s power cell. We found them in the dollar section at Target. Whether the lights were on or off, they were pretty irresistible to the students!

Recognize sources of light is a science access point.

Our scent of the week was Pink Power Ranger (aka Bath and Body Works merry cranberry). This scent had quite a strong sweet aroma and was a total hit with the students—-even some who are sometimes unimpressed with our olfactory selections 🙂

Recognize and respond to one type of sensory stimuli is a science access point.

FINE MOTOR GROUP

On Tuesday we made some Batman masks out of paper plates using this: batman-template

First, using communication symbols, we identified the color of the paint we were going to use.

Identify objects by one observable property, such as color, is a science access point.

Then the students brushed the paint over their masks.

Recognize a change in an object is a science access point.

TaDa——nanananana BATMAN!!!!!!!

On Wednesday the students made their own Super hero symbols!

First we discussed and identified the shape we were going to cut——a triangle.

Recognize a common object with a two-dimensional shape is a math access point.

The students used paper cutters and switch operated scissors to cut out their triangles.

The science access point recognize that pushing and pulling an object makes it move, can be addressed here.

Then the students glued a letter S (cut out on the Ellison machine) onto their triangle. We attached it to their shirts using double stick tape.

Recognize a change in an object is a science access point.

It’s a bird, it’s a plane—–

TA DA it’s a super hero!!!!!!

LANGUAGE GROUP

This week, we made a snack that the Teenage Mutant Ninja Turtles would have LOVED. We made mini english muffin personal pizzas.

Each of the students got to make their own pizza. We focused on the words MORE and ALL DONE today, using picture symbols and verbalizations.

When making each pizza, only a little bit of sauce would be put on to spread around. Our students then had to indicate if they wanted MORE or if they were ALL DONE with the sauce. We did the same thing with the cheese. We found that these students were more likely to indicate MORE rather than ALL DONE 🙂

Our students who have a regular diet got to make their pizza on half an English muffin. Since we have a couple of students who are on a puree diet, Ms. Robin, the classroom teacher, made some mashed potatoes that she shaped and patted out using a hamburger press so it resembeled an English muffin. So cool!

While we waited for the pizzas to heat up, some of us took a little time for some Ninja Turtle selfies 🙂

We then asked our students if they LIKE the pizza or if they DON’T, using symbols. Seems like we got the thumbs up!

Viola——Mini Ninja Turtle Pizzas to enjoy!

YUM!!!!!

Our Superhero unit totally was SUPER FUN!

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

Jan22

Winnie the Pooh Book

Posted on January 22, 2017 by jd785

Winnie the Pooh Book

Since Winne the Pooh Day is January 18, we decided to do a theme on the characters! Some of our students got to dress up as the characters and pose in front of the amazing background that our art teacher, Judy, and her students painted.

We included the main characters like Winnie the Pooh, Piglet, and Tigger, and added a couple of characters that aren’t as widely known, the Hufflelumps and the Woozels. It is really a cute book!

Here is a link to the book: the-characters-in-winnie-the-pooh

Jan22

Winnie the Pooh

Posted on January 22, 2017 by jd785

Winnie the Pooh

January 18th is Winnie the Pooh Day! We had a blast creating the book this week and our students looked adorable in their costumes. Ms. Judy and her students came through again with an amazing backdrop. All in all, it was a super fun week! We celebrated with colorful character themed sensory boxes. Our fine motor groups made some super cute crafts and the language group made a snack with Pooh’s favorite food—–honey!

SENSORY GROUP

Pooh’s adventures take place in the hundred acre wood. We filled our box with silk leaves and a variety of characters from the books. We even included 2 tiny Winnie the Pooh books. Since we had different versions of the characters, similarities and differences could be discussed such as hard/soft and big/small. Just for fun, we also recorded the Winnie the Pooh song on a voice output device.

Recognize similarities and differences in size of objects is a math access point.

Our Winnie the Pooh box had red and yellow pom poms to sort. Of course, we chose those colors based on Pooh’s yellow fur and red shirt as seen in the Disney version of the story. We did a similar box last week but our students can always practice sorting and counting, so we decided to do one again.

Identify objects by one observable property, such as color is a science access point.

We are pretty fond of owls around here, so we had to have a box dedicated to Owl! This box was totally touch worthy with a couple of “owl feather” boas and a large plush owl that looked a lot like the character.

Recognize and respond to one type of sensory stimuli, in this case tactile, is a science access point.

Our eye catching orange and black box rice box was totally Tigger-rific 🙂 We put in some letter T’s for the students to find and a picture of Tigger at the bottom of the box.

Match objects by an observable property, such as size, shape, and color is a science access point.

The science access point recognize a change in an object is addressed in this activity.

Piglet is Pooh’s best friend so we made some pink play dough in his honor! We added a letter P—-for Piglet—- cookie cutter.

The students found the color very eye catching and of course had lots of fun manipulating it.

Recognize that pushing and pulling an object makes it move is a science access point.

Honey is Winnie the Pooh’s absolute favorite treat so after adding yellow food coloring, we made our oobleck with a honey like consistency this week. We also added a couple of craft foam bees to fly around in the “honey”.

Apply a push to move an object is a science access point.

We couldn’t find any honey scented bath gel for our water play this week, so we used Bath and Body Works vanilla sugar scent—-we figured it was a pretty close match to honey. The students had lots of fun with the different sized scoops and we also added a letter P—for Pooh!

Recognize differences in sizes of containers that hold liquids (capacity) is a science access point that can be addressed in this activity.

The students really liked the honey scented lotion from Madina. They used verbalizations, gestures, or body movements to indicate what part of the body to place the lotion. The sweet scent was a wonderful reminder of all the fun we had visiting with Winnie the Pooh and his friends.

Recognize one or more external body parts is a science access point.

FINE MOTOR GROUP

On Tuesday we made Winnie the Pooh faces out of yellow paper plates—-we got 20 for $1 at the Dollar Tree. That was a score! We used this template for both our fine motor groups this week: winnie-the-pooh-and-piglet-template

First we told the students we were going to use a lot of CIRCLES to make our art project and asked the students to identify a circle using communication symbols.

Recognize common objects with two-dimensional shapes such as circle or square, is a math access point.

Then they used a large hole punch (with some help) to make 2 ears which were then glued on to the large paper plate. Some tape was added to make sure they stayed on.

Apply a push to move an object, is a science access point.

Next they glued on ANOTHER circle, pre-made with the eyes and nose! We made sure to point out the different sizes of the circles we used for this project.

The math access point recognize similarities and differences in size of common objects can be addressed with this activity.

They finished by using a black marker to make a mouth. One of our students used a switch operated vibrating massager with a marker attached but the others just did it free hand.

After we were done, we realized we probably should have used a thicker marker (like the one we used in our sample) to make it show up better but our students creations still look pretty cute 🙂

Recognize a change in an object is a science access point.

TA Pooh diddly Da!

We love that Winnie the Pooh!

On Wednesday the students made some Piglet puppets out of pink paper bags.

First our students identified the color PINK using communication symbols.

Identify objects by one observable property, such as color is a science access point.

To make the stripes on Piglet’s shirt, we encouraged the students to draw horizontal lines ACROSS the paper bag using black markers.

Recognize a movement that reflects a spatial relationship is a math access point.

Then the students glued 1 face and 2 pre-cut ears onto their paper bags.

Associate quantities with number names is a math access point.

Ta DA!!!!!!!!

Such cute little Piglet puppets!

LANGUAGE GROUP

During our language group, we made a sweet treat that we know Winnie the Pooh would like! We made mini banana-honey cheesecakes. Here is the recipe: lets-make-a-mini-honey-banana-cheesecake

We started out by letting each of our students FEEL the milk. We talked about how COLD it was. We had a student HELP POUR the milk into the bowl. Then we added the pudding mix to the bowl as well. Everyone got to look at it before we started mixing it up and we talked about how it would CHANGE from liquid to solid.

Once each of the students had a chance to turn the mixer on using a switch and the pudding was set, we added some whipped cream to it.

Since we have a couple of students who are on a puree diet, we decided to SQUISH up the chopped bananas so that we could add them to our mixture.

Our students helped STIR up all of the ingredients. We then counted out our pie crusts and spooned some of our pudding mixture into each one.

For our final step, each of our students got to help SQUEEZE some honey on top.

We decided it was a totally Pooh worthy dessert 🙂

This was a really fun unit, who doesn’t love Winnie the Pooh! Join us again next time for more fun and learning——Group by Group!

Jan15

Past and Present book

Posted on January 15, 2017 by jd785

Past and Present book

In keeping with the Unique theme for this month, we are talking about things from the past and things from the present. Our book features several of our students and staff showing how things have changed from the past to the present.

It was really neat to compare the older pictures with the recent ones. Check it out to see how much things have changed!

Here is a link to the book: from-past-to-present

Jan15

Past and Present

Posted on January 15, 2017 by jd785

Past and Present

We are complimenting our student’s Unique Curriculum theme this week by looking at how activities familiar to our students were done differently in the past. The sensory groups explored boxes related to different activities. The fine motor groups made some fun art projects and the language group learned made a yummy snack from long ago.

SENSORY GROUP

How we get to places has REALLY changed over the years! From horses to spaceships, we put a variety of transportation vehicles for the students to find in this box. The spaceship was especially popular because of its spinning light.

Recognize a model of a real object is a science access point.

Fashion is another thing that has changed over the years! We put lots of fabulous fashion accessories for our students to try on in this box. We had fun seeing what piece each student was attracted to. They had a blast—-total fashionistas 🙂

The science access point recognize one or more external body parts can be addressed here.

Our students totally know how to rock a hat.

Just too cute—–and such style:)

While we prepare food differently now, we still GROW it in the ground. There were some vegetable play foods growing in our little plot of coffee grounds dirt. We included some bean seeds for the students to plant and there was also a picture of a fruit bowl to be found at the bottom of the box.

The math access point recognize two objects that are identical to each other can be addressed with this activity.

Back in the day, the abacus was the height of technology for doing math problems—-thank goodness for calculators 🙂 The students counted and sorted “bead shaped” pompoms. The soft texture of the pompoms made them especially inviting to touch for our students.

In addition to being counted, this activity can address the science access point identify objects by one observable property, such as color.

Today kids often play games on electric devices rather than board games. We filled this box with a variety of game pieces such as cards, checkers, and board game pieces. Smaller game pieces such as dice and jacks were sealed in a plastic jar—–such fun to shake!

Recognize objects that are identical to each other is a science access point.

Like people of long ago, the students used a plastic feather to write with this week.

Of course, people of long ago didn’t write in shaving cream but that made it much more fun 🙂

Recognize that pushing and pulling an object makes it move is a science access point.

We put an old fashioned water wheel in our water play this week. Lots of scooping and pouring fun for sure!

Track objects in motion is a science access point.

It was a little tricky picking a scent for this week but we decided on Bath and Body Works cotton scent because both in the PAST and in the PRESENT we use cotton. It was a light scent that the students really liked.

Recognize and respond to one type of sensory stimuli is a science access point.

FINE MOTOR

On Tuesday we talked about how people used to cook all their food over an open fire and then made a picture of one!

We counted the logs on our sample and used communication symbols to identify the number 2.

Associate quantities with number names is a math access point.

The students used a paper cutter or switch operated scissors to cut 2 logs out of brown paper. They all did a great job!

Recognize a change in an object is a science access point.

Then they added glue with a glue stick and put their logs onto a piece of paper.

Recognize that pushing or pulling an object makes it move is a science access point.

Next they crumpled up pieces of yellow and red tissue paper to make some flames.

Recognize when an object has been added to a situation is a math access point.

Ta Da—–let’s get cooking 🙂

On Wednesday our students made hourglass pictures using this hourglass-template.

First we discussed the color of the sand we were going to use and used communication symbols to identify the color PINK.

Identify objects by one observable property such as color is a science access point.

Then they painted some glue onto their hourglass. We added a little pink paint to the glue so the mixture would show up better against the white paper.

Apply a push to move an object is a science access point.

Pink sand was then added—–an old spice jar made a perfect shaker! The students really liked this part 🙂

We glued it down onto a nice bright green piece of paper.

Recognize a change in an object is a science access point.

Ta DA—–lets tell some time!

LANGUAGE GROUP

Today, since we LOVE to cook, we made a recipe that is from the 18th century! We made Whipped Syllabub. Here is a link to the recipe: lets-make-an-18th-century-whipped-syllabub

We started out by pouring some heavy whipping cream into a bowl. Our students helped POUR the cream in. We talked about how we needed MORE after putting 1 cup in since it called for 2 cups.

Solve problems involving small quantities of objects using language such as enough, too much, or more is a math access point.

Next, our students got to use a switch to activate the mixer. Each of our students had a chance to turn ON the mixer. It took a while, but we saw the cream change from a LIQUID to a SOLID. Very neat!

Recognize a change in an object is a science access point.

Then, each of our students got to use a lemon squeezer to SQUEEZE out some lemon juice into a DIFFERENT bowl. We squeezed out juice from one lemon and one orange. It smelled so good!

The math access point solve problems involving small quantities of actions using language, such as enough, too much, or more can be addressed here.

Then, our students got to POUR some sugar and sparkling grape juice into the lemon/orange juice mixture. After that was stirred together we added it to the whipped cream and stirred it all together.

The math access point recognize when an object is added to a situation is addressed here.

We counted out how many cups we needed and voila! We got to enjoy our 18th century syllabub.

Thanks for joining us this week. See you next time for more fun and learning—–Group by Group!

Jan8

New Years Around the World book

Posted on January 8, 2017 by jd785

New Years Around the World book

We had to have a theme about New Years to celebrate the beginning of 2017! We have LOTS of our students featured in our book who are celebrating New Years all around the world, from Australia to Hawaii. The different places go in chronological order on who celebrates first and who is last. Our students look like they have a great time wherever they were! Happy New Year and enjoy the book!

Here is a link to the book: its-new-years-around-the-world

Jan8

New Years Around the World

Posted on January 8, 2017 by jd785

New Years Around the World

Happy New Year! We welcomed 2017 with a fun New Year’s theme. Our sensory groups explored boxes related to New Year’s celebrations. The fine motor group (we only had one because it was a short week) painted fireworks and the language group made some lucky New Year’s food!

SENSORY GROUP

Celebrating the New Year is all about the passing of time so we thought a “sands of time” box would be fun. Dry fluids are so mesmerizing as they are swirled around with fingers or drifting down from the sifter scoop.

Track a falling object is a science access point.

People often wear colorful beads while celebrating. As usual, this eye catching box of colorful beads was a hit with the students.

The science access point track objects in motion can be addressed here.

We recorded some firework sounds on a voice output device and added a couple of discovery bottles with beads and confetti——a total New Year’s Eve experience 🙂

The science access points track objects moving up and down; and apply a push to move an object are addressed here.

We put the numbers 2-0-1-7 for the students to find in a box of dried black eyed peas. Here in the south, black eyed peas are eaten for luck on New Year’s Day!

Associate quantities with number names is a math access point.

We included a light box this week to represent all the colorful lights and fireworks associated with New Year’s Eve celebrations.

Needless to say, the students really loved this box!

Recognize a source of light energy is a science access point.

More color was found in our shaving cream messy play——it was sprinkled with confetti this week! The students had a blast creating their own swirling patterns.

Very eye catching!

Recognize that pushing and pulling an object makes it move is a science access point.

Hands were rinsed in bubbly scented water from Philosophy. We had a couple of different sized scoops for the students to compare and contrast.

Recognize differences in sizes of containers that hold liquids is a math access point.

We found a Bath and Body Works lotion that was called Midnight so we HAD to use it for this theme 🙂 Whether rubbed on hands or necks, a great way to work on body part identification!

Recognize one or more external body parts is a science access point.

We finished by popping some firecrackers—–of the bubble wrap kind!

This is always a lot of fun and resulted in lots of smiles and giggles.

Vestibular, visual, and auditory input is provided in this activity which addresses the science access point recognize and respond to different sensory stimuli.

It also addresses the how to have FUN access point 🙂

FINE MOTOR GROUP

In keeping with our New Year’s theme, the fine motor group made fireworks pictures!

We started by discussing the color of our paper and then asked the students to identify the shape using communication symbols.

Recognize an object with a two-dimensional shape is a math access point.

Then the students stamped a colorful mixture of neon paints onto their paper. We emphasized stamping UP and DOWN.

We made our stamper by fringing then rolling up a piece of craft foam. It’s held in place with a rubber band.

Recognize a movement that reflects a spatial relationship, such as up and down is a math access point.

Glitter was added for added sparkle—-you know we never pass up the opportunity to add glitter to a project 🙂

The science access point recognize a change in an object is addressed here.

Ta DA!

Colorful fireworks…….

The pictures looked pretty cool in regular lighting but the paint seemed to fade into the paper a little, so we brought out our blacklight.

WOW under blacklight——–let the oohs and ahhs begin!

LANGUAGE GROUP

This is going to be a new, fantastic year and we wanted to start it out by eating some foods that are considered lucky for the New Year.

We made 2 different things today for our lucky New Year’s snack. Here is a powerpoint with the recipes: lets-make-a-lucky-new-years-snack. Pixon communication symbols are used throughout the recipes so that our students could match the symbols on the book to their own symbols. The symbols used are some of the symbols that we use frequently.

First, we started by making some cornbread. Cornbread is supposed to symbolize gold because of its color. I’m sure none of us would mind finding some gold during this new year!

Our students helped count out the cupcake liners and we talked about the number 6.

Associate quantities with number names is a math access point.

Then we poured in the cornbread mix, an egg, and some milk.

Recognize when an object is added to a situation is a math access point.

Our students helped MIX up the ingredients. Then we put them in the oven to bake.

Recognize a change in an object is a science access point.

While the cornbread was baking, we started making our drink: Banana Grape Smoothies. In Spain, when the clock strikes midnight, people eat 12 grapes–one for each month of the new year. It’s been said that sweet grapes are a sign of good months to have while sour grapes are a sign of not so great months. We made sure all of our grapes were super sweet!

We first felt the grapes and bananas that had been in the freezer.

They were COLD!!

The science access point distinguish between hot and cold objects can be addressed here.

We put those in the blender then added some grape juice, vanilla Greek yogurt, and some cinnamon. Our students helped PUT each of these ingredients into the bowls. Very tricky at times (grape juice!) 🙂

The science access point recognize when an object has been added to a situation is again addressed here.

Then they got to activate the blender using a switch–always a fun time.

Recognize that electrical systems must be turned on (closed) in order to work is a science access point.

Finally, when our cornbread was ALL DONE, our students got to eat some cornbread with grape jelly and drink their grape smoothie.

Cheers to a brand new year!!

We are so happy to be back and looking forward to a year of fun and learning——Group by Group!

Nov13

Jobs at School book

Posted on November 13, 2016 by jd785

Jobs at School book

This week, we’re talking about some of the different jobs around our school. The book touches on some jobs such as principal, assistant principal, secretary, and registrar, to name a few. We even got to feature the people who are filling those positions right now! We tried to keep the job descriptions simple so that our students could better understand what these jobs entail.

Here is a link to the book: there-are-many-jobs-in-a-school

Nov13

Jobs at School

Posted on November 13, 2016 by jd785

Jobs at School

This week we looked at some of the jobs at our school. We have done this theme before, but looked at different jobs this time. The sensory group explored boxes related to the people in those jobs at our school. The fine motor groups made thank you cards for the people in our book and the language group had a special guest help them make a tasty treat.

SENSORY GROUP

Ms. Latoya, our assistant principal, graduated from FAMU. This box is dedicated to her alma mater. It is filled with the colors and symbols of the university. There were shaker pom poms, beads, and a football—-go Rattlers!

Identify objects by one observable property, such as color, is a science access point that can be addressed in this activity.

Nurse Caitlin likes the beach and Nurse Linda likes the color pink—–so their box is a pink beach 🙂 Pink rice and some seashells to make up this fun filled box. We also added their initials and a big pink scoop!

Scooping up the rice and watching it fall back into the box addresses the science access point: track a falling object.

This box was filled with purple kinetic sand (Ms. Alexis’ favorite color) and the letter R for “registrar”. Ms. Trenisha loves elephants and we think she would really like the cute pink one we included here.

Recognize that pushing and pulling an object makes it move, is a science access point.

The fun box was filled with birdseed and there were 3 little birds to find hidden in it—- Ms. Courtney’s favorite animals are birds! We haven’t used this box of birdseed in a while and the students really enjoyed feeling it on their hands.

Associate quantities with number names is a math access point that can be addressed with this activity.

Ms. Lorry is from Chicago, also known as the “windy city”. Our students had breezy fun with a little hand held fan. Ms. Lori is from New York, which is filled with bright lights—-sort of like our little light toys!

Recognize and respond to different types of sensory stimuli is a science access point.

We put our fake spaghetti strands into oobleck this week to make our version of fettuccine alfredo—-Ms. April’s favorite dish! This was a lot of fun and our students were really intrigued with the differing textures.

Recognize that pushing and pulling an object (contact force) makes it move, is a science access point.

Hands were rinsed in our little water garden, complete with watering can—-Ms. Leslie loves to garden. The fact that the little floating flowers in it were lighted, made it even more fun!

Track objects in motion is a science access point.

Ms. Jane has been involved with Girl Scouts for years. We found these Girl Scout cookie scented lip balms—-perfect to leave our students smelling like yummy cookies! The students got to choose between Samoa, Tagalong, and Thin Mint scents. Turned out that Samoa was the most popular! Of course, we used the balm on wrists NOT on lips 🙂

Recognize and respond to one type of sensory stimuli is a science access point.

FINE MOTOR GROUP

We wanted to thank all the staff who appeared in our book this week so the fine motor groups both contributed to the making of the thank you cards for them.

On Tuesday, the students identified the rectangular shape of the paper we were going to use.

Recognize objects with two-dimensional shapes is a math access point.

Each student squeezed pink, purple, and turquoise paint onto their paper and folded it over.

Distinguish between objects that are wet and objects that are dry is a science access point that can be addressed in this activity.

Then they rolled over the paper with a rolling pin—-great for bilateral coordination!

Recognize that pushing and pulling an object makes it move, is a science access point.

Ta DA!!!

Some pretty magical results!!!

On Wednesday, the students again identified the rectangular shape of the paper used for making our cards.

Recognize objects with two-dimensional shapes is a math access point.

The students used a paper cutter to cut each piece of the previously painted paper into 4 pieces! They also cut green pieces of paper in half to make the base of the card.

Recognize parts of whole objects and parts of sets of objects, is a math access point.

Then the students began assembling the cards by gluing a colorful front onto the green card bases.

Recognize a change in an object is a science access point. The math access point recognize a movement that reflects a spatial relationship, is also addressed.

TA DA—-a colorful thank you to our wonderful staff members!

Thank you for helping us grow and learn 🙂

LANGUAGE GROUP

This week’s language group was extra special today! One of our nurses here at school, Jill, came in to bake some of her Blonde Brownies for us!

Here is her recipe: jills-blonde-brownies

She started out by talking about what we always do first before cooking, which is to wash our hands! Next, she measured out a cup of Bisquick. Our students had to indicate that they wanted to HELP by raising their hand, by touching the symbol for HELP, or by verbalizing. Since we needed 2 cups, our students indicated that we needed MORE to put in the bowl.

Then, we added the brown sugar. Again, our students had to tell us if they wanted to HELP.

One off the most fun parts of putting all of the ingredients in the bowl was using the EZ Cracker Egg Cracker! Since the recipe called for 2 eggs, 2 different students got to use the Egg Cracker. Once the egg was placed, our students had to SQUEEZE the handle which broke the eggs without getting it all over the place! Super cool!

We added 1 cup of oatmeal and 1 cup of chocolate chips and then STIRRED it all together.

While it was baking, we had another surprise guest, Ms. Maureen, the music intern. She stood in for our music therapist (Brenda) since she was teaching another class at the time. Maureen played several songs for our students and gave them shakers so they could participate as well.

They had SO MUCH FUN!!! And not just the students but the adults as well!

When the music was done it turned out the brownies were too so we all enjoyed our special treat from Jill!

THANK YOU so much to Jill and Maureen!!! You made our day 🙂

Another great week! Join us again next time for more fun and learning Group by Group!