We are learning all about our senses this week in our groups. The book discusses all 5 of our senses and shows some examples of each. We are learning that we use all of our senses in order to learn about the world around us. Take a look and see what the senses are!
Here is a link to the book: I Can Use My 5 Senses
Our students are learning about body systems with their Unique Curriculum this month. This was perfect timing for a unit on our 5 senses. Our sensory groups explored some fun multi-sensory boxes. The fine motor groups made art projects that were multi-sensory, and the language group explored their favorite sense—–taste 🙂
SENSORY GROUP
Light toys are extremely popular with our students and the ones in this box were no exception. Our toys not only lit up but some of them even vibrated! Not only vision, but the sense of touch and hearing were stimulated here.
Recognize sources of light is a science access point.
The students had a blast using their muscles to stretch these different textured toys. Not only did they stretch, but some of the toys made noise or vibrated also—-too cool!
Recognize that pushing and pulling an object makes it move is a science access point.
This box was all about sound. All these toys made noise either shaking, spinning, or squeezing. There was a LOT of fun to be had here! The little bear that “sang” when his tummy was squeezed was a particular favorite.
Recognize objects that create sounds is a science access point.
Our multi-colored pasta was not only visually eye catching but made noise when little hands dove in or the box was shaken. We had letters for the students to find and match. The letters corresponded to the different senses, ex. T for TASTE and S for SEE.
Recognize objects that are identical to each other is a science access point.
We put a variety of textures in this box—-rough, smooth, hard, soft, etc. In addition, some of the toys made noise such as the crinkly snowman toy. The students were pretty intrigued with the blue plexiglass window and the vibrating crab toy which produced LOTS of giggles!
Recognize and respond to different types of sensory stimuli is a science access point.
Pop rocks were added to our shaving cream to add a sound element. We found that while it somewhat worked, the pop rocks work better in a wetter substance such as when we have put them in oobleck. The students still had fun and the pop rocks added an additional textural component.
Track the motion of objects that are pushed or pulled is a science access point.
A light toy was added to our water play in addition to a spinning water wheel and scooping cups. There was a lot to explore and as usual, the students had lots of fun!
Recognize differences in sizes of containers that hold liquid is a math access point.
We wanted to have a pretty distinctive scent this week so we used Bath and BodyWorks eucalyptus spearmint. It was a strong scent that definitely captured their attention!
Recognize one or more external body parts is a science access point.
FINE MOTOR GROUP
On Tuesday the students made a multi-sensory painting.
We started by identifying the shape of our paper using communication symbols.
Recognize objects with two-dimensional shapes, such as circle or square, is a math access point.
Before we added the scented essential oil to the paint we let the students smell it. We used sandalwood scent which was pretty strong and our students weren’t quite sure what to make of it!
Recognize and respond to one type of sensory stimuli is a science access point.
The students used a variety of regular and adapted paint tools to spread paint around their paper.
Recognize that pushing and pulling an object makes it move, is a science access point.
For additional texture, they sprinkled some fine pink sand on to the paint.
Track a falling object is a science access point.
TA DA!!!!!!!!!
We made some sensory art!!!
On Wednesday after we discussed that our senses tell our brain about the world using nerve pathways that are all over our body. For their art project, the students made a painting of their nervous system using marbles and this: senses
First the students identified the color of the paint and counted the marbles.
Identify objects by one observable property, such as color, is a science access point.
Associate quantities with number names is a math access point.
Then for the fun part—–we closed the lid and they began shaking and turning the box!
The science access point recognize an action as fast or slow can be addressed here.
TA DA!!!!!!
This is our nervous system!!!!!
LANGUAGE GROUP
We explored our sense of taste this week in the language group. We started out by taste testing things that were salty (chips), sweet (honey), and sour (lemon juice).
Each student took a turn tasting one item at a time. They had to indicate whether it was salty, sweet, or sour using picture symbols that were provided. They did pretty well with this exercise!
Use pictures, symbols, gestures/signs, or words to communicate meaning, is a language access point.
After our taste test, we made a treat that incorporated each kind of taste: Let_s Make A Salty, Sour, Sweet Treat
We started by putting the lemon pudding mix into a bowl. We talked about how we needed a measuring cup to measure out the milk. Our students observed how the white pudding powder turned yellow when the milk was poured into the bowl.
Recognize when an object is added to a situation, is a math access point.
Recognize a change in an object is a science access point.
Each student had a turn pushing the switch to turn on the mixer. Our students had to indicate that we needed to mix MORE each time a student completed their turn.
Indicate desire for more of an action or object is a math access point.
Next, our students helped crush up some pretzel sticks. They used a rolling pin to crush the pretzels.
Recognize a change in an object is a science access point.
We counted out the cups we needed for each treat and identified the number 7. Then we added some crushed pretzels to each cup and put some of the lemon pudding on top of the pretzels.
The math access point recognize the next step in a simple pattern or sequence of activities can be addressed here.
Finally, our students requested whipped cream for the top. Our taste buds were in for a treat!
YUM!!!!!
Another fun filled week! Join us again next time for more fun and learning—–Group by Group!
We’re taking a trip to Scotland this week! One of our staff took a trip to Scotland last summer and she graciously let us borrow some of her amazing photos. The book goes over some neat facts about Scotland like different animals that live there, some famous people who were born there, and even something about a mythical creature that is said to live in a lake. Check out the book, also, to find out their awesome national animal! You won’t be able to guess what it is. We have a student featured on the cover and Ellen, who took the trip, featured on the back. Check it out!
Here is a link to the book: Let_s Learn About Scotland
One of our staff members, Ms. Ellen, recently travelled to Scotland so this week we learned about the country of Tartan—-and so much more! Our sensory groups explored boxes related to facts about Scotland. The fine motor groups made symbols of the country art projects and the language group made a Scots inspired treat!
SENSORY GROUP
Since Ms. Ellen took a plane to get to there, we replicated the airplane experience using a vibrating massager and jet sounds recorded on a voice output device.
Of course, our plane ride lasted a whopping 3 minutes——just a tad shorter than the real thing 🙂
The vibrating tube was a HUGE hit with the students!
Recognize and respond to different types of sensory stimuli is science access point.
We used rice in the colors of the Scottish flag for this box. There were letter “S”s to find and a map of the country at the bottom of the box. We also put in 2 different sized scoops.
Recognize similarities and differences in size of objects is a math access point.
The background of the Scottish flag is blue, so we pulled out our blue moon sand this week. The students used 2 different sized cookie cutters to stamp letter “S” into the sand.
Apply a push to move an object is a science access point.
This box had a variety of items associated with Scotland including their national animal—-the unicorn! Symbols of famous Scottish authors such as J.M. Barrie (Peter Pan), Sir Arthur Conan Doyle (Sherlock Holmes), and Robert Louis Stevenson (Treasure Island) were a fun addition.
We also included a passport, a voice output device with some bagpipe music recorded on it, and a phone for Alexander Graham bell was pretty popular!
Lots to explore here!
Recognize a model of a real object is a science access point.
There are over 3000 castles in Scotland—–how cool is that! The students had fun making their own castles using grey Floam. We laminated some props including a kilted Scotsman.
Recognize that pushing and pulling an object makes it move is a science access point.
Oatmeal added to our oobleck turned it into “porridge” this week! This lumpy oobleck was certainly a different texture and pretty fascinating to our students—-although some were a little hesitant to actually touch it.
The science access point track objects in motion is a science access point.
The students found cute little Nessie swimming around in “Loch”. You will notice that Nessie bears a striking resemblance to a My Little Pony seahorse 🙂 We also included 2 different sized scoops for added fun.
Recognize differences in sizes of containers that hold liquids is a math access point.
Since Scotland gets a lot of rainy weather, Bath and BodyWorks rain kissed leaves seemed a good scent to use this week. The students really liked the soft scent.
Recognize one or more external body parts.
FINE MOTOR GROUP
On Tuesday, our students made the Scottish flag.
First, using communication symbols we identified the shape and color of our paper.
Identify objects by one observable property, such as color, is a science access point.
Recognize objects with two-dimensional shapes is a math access point.
Then we cut 1 strip of white paper into 2 pieces using switch operated scissors or paper cutters.
Associate quantities with number names is a math access point.
Next the students were asked to glue down the strips of paper in the shape of an X.
The math access point recognize when an object is added to a situation can be addressed here.
TA DA!!!!!!!!
We love Scotland!
On Wednesday, our students turned into Unicorns using paper plates !
We started by using communication symbols to identify the shape of our paper.
Recognize objects with two-dimensional shapes is a math access point.
Then the used a glue stick to “color” their triangle. The glue in these sticks comes out purple which makes it easy to see.
Recognize a change in an object is a science access point.
Next, the students sprinkled pink and purple glitter onto the glue. Of course we sang our “shake that glitter” song (adapted from KC and the Sunshine Band’s famous song) 🙂
Track falling objects is a science access point.
The students glued their triangles DOWN on to a precut paper plate.
Recognize a movement that reflects a spatial relationship, such as up and down, is a math access point.
TA DA!!!!
We just spotted some Unicorns!
LANGUAGE GROUP
We made a popular Scottish dessert this week–raspberry cranachan. Typically, this dessert has whiskey in it so we had to do some searching to find a kid friendly recipe. Here is that recipe: Let_s Make Raspberry Cranachan
Cara had prepared the toasted oats before the group so we were able to skip the first part of the recipe.
Our students requested to put the whipping cream in the bowl. We talked about how it was a liquid when it was poured into the bowl Each of our students took turns pressing the switch to activate the mixer. Once it thickened up, we talked about how it had turned into a solid.
Identify objects and materials as solid or liquid is an access point.
Next, we added some mascarpone and mixed that together with the whipping cream.
Recognize when an object has been added to a situation is a math access point.
We added some honey and caramel sauce next. We talked about how we were using a measuring spoon because we needed a smaller amount of each ingredient. Our students got to taste the caramel sauce.
Recognize differences in sizes of containers that hold liquids is a math access point.
Before we added the honey and caramel sauce we tasted them. We talked about how they tasted SWEET.
This taste test received a unanimous thumbs up 🙂
Once the ingredients were all mixed up, we counted out cups for each of our students. We layered the cups with raspberries, the whipped cream mix, raspberry preserves, and toasted oats.
The consensus was a positive one!
Associate quantities with number names is a math access point.
It was a great week and we enjoyed learning so much about Scotland. Join us next time for more fun and learning——Group by Group!
We’re celebrating Day of the Dead this week in our groups. We learned a lot about this Mexican holiday! We learned that it is a time to celebrate and remember those loved ones who have died. We also read about some of the things that are put out on the altars that are created for the loved ones. Two of our own students got into the spirit of Day of the Dead by dressing up in costumes that might be seen during the Day of the Dead. Read our book to find out about it!
Here is the link to the book: We Celebrate Day Of The Dead
We had fun learning about Day of the Dead this week. It is a holiday celebrated November 1st and 2nd in Mexico. Our sensory groups explored boxes related to different facts about the holiday. The fine motor groups and language group made art projects inspired by sugar skulls!
SENSORY GROUP
The students sorted pompoms in the colors of the Mexican flag—–red, green, and white.
Identify objects by one observable property, such as color, is a science access point.
These eye catching beans reminded us of all the colorful decorations and costumes seen in pictures of Day of the Dead celebrations.
The students searched for letter D’s of different sizes or watched them sift through fingers.
Recognize differences in size of objects is a math access point.
This box had different items related to Day of the Dead. We put in some toy people and the word FAMILY since the holiday is all about ancestors. There were also some flower petals, beads, skeletons, and musical instruments—-including a maraca that named colors and numbers in Spanish when shaken!
Recognize a model of a real object is a science access point.
Salt, representing the “salt of life”, is also a part of the celebration. In this box we put salt and some tools the students could use to explore it. There was also a picture of a calaveras or sugar skull to find underneath.
Recognize that pushing and pulling an object makes it move, is a science access point. Track objects in motion is another science access point that can be addressed here.
Lots of candles are placed on altars during the Day of the Dead. Since we can’t use real candles at school, we used our Wikki Stix and some light toys to simulate them.
The students really had a lot of fun with this box!
Some of the students preferred the Wikki Stix…….
but the lighted toys were also a big hit of course!
Recognize a source of light is a science access point.
Colorful flowers are seen everywhere during Day of the Dead celebrations. Our students used a flower shaped cookie cutter with red and yellow play dough to decorate this eye catching sugar skull tray we found at the Dollar General store.
Apply a push to move an object is a science access point.
There were some fun lighted flowers to look at in our water basin this week. We also included some different sized scoops.
Recognize differences in containers that hold liquids is a math access point.
Bath and BodyWorks vanilla sugar was the perfect scent for us this week. This sweet scent is always popular with the students—-whether rubbed on hands, arms, or behind ears!
Recognize one or more external body parts is a science access point.
FINE MOTOR GROUP
On Tuesday the students decorated a sugar skull picture we found on the Coloring Castle website.
We also used some stampers we made using dish scrubbers and craft foam flowers.
First the students chose which color paint to start, either RED or YELLOW, using communication symbols.
Identify objects by one observable property, such as color, is a science access point.
We applied the paint to the stampers and encouraged the students to stamp UP and DOWN, helping them as needed.
Recognize a movement that reflects a spatial relationship is a math access point.
Ta Da!!!!!
Check out our sugar skulls!
On Wednesday the students decorated these huge felt sugar skulls we found at the Dollar Tree store. Since they were one dollar a piece it was a little bit of a splurge for us but we couldn’t resist!
First, using communication symbols, the students identified the colors of the glitter we planned to use.
Identify objects by one observable property, such as color, is a science access point.
Then the students painted their skulls with glue.
Apply a push to move an object is a science access point.
Time to “shake, shake, shake that glitter”!
The science access point recognize an action as fast or slow, can be addressed here.
Next they glued some silk flowers onto their skulls. After each flower was glued down we asked the students if they were “all done” or wanted “more”. Of course, we also counted how many flowers each student put on their skull.
Associate quantities with number names is a math access point.
Ta DA!!!!!!
Such colorful calaveras!
LANGUAGE GROUP
We put our own spin on edible calaveras this week and made our version of sugar skulls. Here’s the recipe: Lets Make Our Version Of Sugar Skulls
We started out by pouring some milk into a small cup and then made it edible paint by adding food coloring. Our students got to STIR the food coloring around and watched as it turned our white milk different colors.
Recognize a change in an object is a science access point.
Once the “paint” was all mixed up, we counted out how many plates and pieces of bread we needed for all of our friends. Each student got to paint a piece of bread, requesting the colors they wanted using communication boards.
Identify objects by one observable property, such as color, is a science access point.
After they finished painting their bread, we started to make the face. We had to count out 2 banana slices for the eyes. We talked about how the eyes had to go on the TOP of the bread. Then we counted out 2 blueberries to put on TOP of the banana slices.
Next, we added the nose. Each student got 1 half of a strawberry. We talked about how the strawberry goes in the MIDDLE of the bread.
Recognize one or more external body parts is a science access point.
Finally, we used 5 miniature marshmallows for the teeth. Students had to indicate that they needed MORE marshmallows if they did not receive the correct amount. We talked about how the marshmallows go on the BOTTOM of the bread.
Associate quantities with number names and identify spatial relationships, are both math access points.
Wow!! These turned out great and were lots of fun to make.
Pretty tasty too!
We enjoyed learning about Dia de los Muertos this week and hope you did too.
Join us again next time for more fun and learning——Group by Group!
We had so much fun with this unit! Our book is awesome and the students had a great time dressing up as different characters so be sure to check it out. Our sensory groups explored boxes related to different movie monsters. The fine motor groups made some monster art projects and the language group conducted some monster experiments!
SENSORY GROUP
To set the mood, we turned off the lights and brought out our Hotel Transylvania umbrella. It had orange lights, ghostly garland, and some little bats. The students loved it!
The science access point recognize a model of a real object can be addressed here
We filled this “monster” box of black and red paper shred with figures, finger puppets, a plush Scooby Doo, and a great BIG squeaky rat! The students rocked out to The Monster Mash recorded on a voice output device. Lots of things to look at, touch, listen to, and explore!
Recognize and respond to different types of sensory stimuli is a science access point.
For our Frankenstein box we used green Floam and then added Mr. Potato Head pieces and some laminated props we made. The students came up with some monstrously cool creations!
Recognize one or more external body parts is a science access point that can be addressed here.
Bubber is a great molding substance, perfect for making Scooby snacks! The students could use the bone shaped cookie cutter or just mold the Bubber into whatever shapes they liked.
Apply a push to move an object is a science access point.
The character Mal, from The Descendants, has purple hair. We decided our purple kinetic sand would be PERFECT for this box. We included a heart shaped scoop that could be used for a mold and a little rake. Whether pushing and pulling to make it move or just watching it drip back down into the box—–this stuff is always a favorite!
Recognize that pushing and pulling an object makes it move is a science access point.
The students used pieces cut from black craft foam to turn shaving foam into ghosts. Messy fun as usual.
Track the movement of objects that are pushed or pulled is a science access point.
Our caribbean pirate lagoon contained a shipwreck and a couple of ducky pirates. There were also 2 different size scoops for added fun.
Recognize differences in sizes of containers that hold liquids is a math access point.
We thought that Bath and BodyWorks twilight woods scent would be the perfect complement to our unit this week. They really loved the scent!
Recognize and respond to one type of sensory stimuli is a science access point.
FINE MOTOR GROUP
On Tuesday the students made some monster masks using this: monster mask
We asked the students to choose which marker they wanted to use first. We took a cue from the colors of Sully from Monsters Inc. and used the colors BLUE and PURPLE.
Identify objects by one observable property, such as color, is a science access point.
Some of our students used the writer we made using a switch operated vibrating toy, others decorated their masks old school—-with markers 🙂
Recognize a change in an object is a science access point.
TA DA!
Such cute little monsters!
On Wednesday we made some paper bag mummies! We found the idea on Pinterest.
First the students identified the color of our marker using communication symbols.
Match objects by one observable property, such as color, is a science access point.
We asked the students to use their black markers to draw ACROSS lines on the bag. Then they glued a strip of torn black paper at the TOP of the bag.
Recognize a movement that reflects a spatial relationship, is a math access point.
Next we squeezed 2 glue dots on the black piece of paper and asked the students to put a googlie eye on each dot.
Associate quantities with number names is a math access point. Match one object to a designated space to show one-to-one correspondence is also a math access point.
Ta DA!!!
It’s a Mummy Monster Mash!
LANGUAGE GROUP
This week, instead of making yummy treats, we put together some pretty awesome monster experiments. Here are the ones that we used with the directions: Let_s Do Monster Experiments!
Since the pumpkin was cut beforehand, we had the innards of the pumpkin in a bag. We passed it around so our students could feel what the insides of pumpkins are like. Since it had been in the fridge it also felt COLD.
Recognize objects or materials as warm or cold, is a science access point.
We started out by making an Erupting Pumpkin. First, we put some baking soda in a small bowl.
Next, we added some dish soap to the bowl.
Recognize when an object is added to a situation, is a math access point.
Our students voted between 2 different colors of food coloring. The choice was a tie, so Grandma had to break it by voting for PINK. We added the food coloring and some glitter.
Compare quantities to 3 using language, such as more, less, or the same, is math access point. Communicate preference for familiar objects or actions is a language access point.
We put the bowl in a carved out pumpkin (thank you to Cara’s son and daughter for creating the faces for the pumpkin). We poured some vinegar in it and watched it erupt!
WAY COOL!!!!!
For our next experiment, we made some Monster Slime.
We started by putting 1/2 cup of glue in a bowl. Then we added 1/2 cup of water to the glue.
We put in some slimy green food coloring and, of course, some glitter! We made sure to stir it up really well. We talked about how it was thin and watery.
Solve simple problems involving joining small quantities of objects is a math access point
Then we added the liquid starch. When we began stirring it around, it almost instantly started firming up. We transferred it to a plate so the students could see how it changed to a solid.
Recognize a change in an object is a science access point.
We added some googly eyes and voila! Monster slime!
There were mixed reactions about it all around 🙂
Last, we made an Expanding Ghost.
We put some vinegar into an empty water bottle. Then we put some baking soda into a balloon that had a ghost face on it.
Again, the math access point recognize when an object is added to a situation, is addressed.
We secured the balloon over the top of the bottle and then turned the balloon over so that the baking soda fell into the bottle.
WOW!! The balloon got bigger as the reaction happened in the bottle. Our students also got to feel the bottle which was COLD from the reaction.
So much spooky fun!
We had a MONSTER good time this week! Join us again next time for more fun and learning——-Group by Group!
Our school recently had the annual fall festival, so we decided to keep the celebration going by dedicating our theme to fall festivals. Our book contains pictures from the festival. There were lots of fun activities like face painting, hay rides, fun games, and yummy food. Take a look at the fun we had!
Here is a link to the book: Let_s Go To The Fall Festival!
It is that time of year when the leaves start changing color and the days are cooler—-everywhere else but here lol. Despite the fact that it still feels like summer, our school had a fabulous fall festival and we are using it as our theme this week. The sensory groups explored lots colorful boxes. The fine motor groups made some leafy crafts and the language group led a costume parade inviting all their elementary friends to a mini fall festival.
SENSORY GROUP
We filled this box with items associated with fall and things you might see at a fall festival such as silk fall leaves, pumpkins, play food, and scarecrows. We even included a little tractor to pull a hay ride!
Recognize a model of a real object is a science access point.
There was a chili cook-off at our festival and since chili usually contains beans, we brought out our dried mixed beans for this box.
We added some Bingo Game numbers for the students to find.
Associate quantities with number names is a math access point.
This orange rice with black beans was also a perfect box for this unit. The students searched for letter F’s and there was a colorful fall picture to find at the bottom of the box.
Recognize objects that are identical to each other is a science access point.
Instead of 1 color of play dough, this week we had 2! The students had fun using a leaf shaped cookie cutter to cut out yellow and red leaves. When mixed together we even get a third color—-orange!
Apply a push to move an object is science access point.
This fall umbrella is one of our favorites. The yellow umbrella with the colorful craft foam and silk leaves was very eye catching and a big hit with the students. To add to the fun we included some eye-catching bubbles—-just like the bubbles we had at our festival!
Track objects in motion is a science access point.
There are always lots of yummy treats to be had at a fall festival. To represent all the yumminess, we made some chocolate cloud dough. Fun for molding or scooping, the students had a blast!
Recognize that pushing and pulling an object makes it move, is a science access point.
The students used a sieve to scoop up craft foam leaves or a little orange dish scrubber floating in the water.
Match objects by one observable property, such as shape, is a science access point.
Bath and BodyWorks made the perfect scent for this week—–pumpkin pie paradise! A yummy scent that left our students smelling delicious 🙂
Recognize one or more external body parts is a science access point.
FINE MOTOR GROUP
On Tuesday we made a fall collage.
First, we identified the color of our fall leaves using communication symbols.
Identify objects by one observable property, such as color, is a science access point.
Then we made some branches and twigs using brown markers. Some of the students used one of our switch operated writers we made using a switch toy and some velcro.
Apply a push to move an object is a science access point.
After they finished drawing, the students glued some leaves onto their branches. They also glued on a little scarecrow that they colored earlier in the day.
Recognize a movement that reflects a spatial relationship, such as up and down, is a math access point.
TA DA!
We are having some fall fun!
On Wednesday we made a tree with colorful fall leaves using this:tree template
The students identified the color of the leaves and the shape of our paper using communication symbols.
Match objects by one observable property such, such as color, is a science access point. Recognize objects with two-dimensional shapes, such as circle or square, is a math access point.
We used a crayon resist technique by painting watered down orange paint over brown crayon.
Recognize that pushing and pulling an object makes it move is a science access point.
Then the students placed a paper towel on top to soak up the extra paint.
Recognize a change in an object is a science access point.
Next, they glued some colorful silk leaves on to their trees.
Recognize when an object is added to a situation is a math access point.
TaDa!
Happy Fall Ya’ll!
LANGUAGE GROUP
This week our students led their friends on a costume parade around the elementary building to the multi-use room we had set up for a fall festival.
First everyone had to pick our their costumes. Ms. Robin’s class decided on a pirates theme!
Adjust body movement or nonverbal expression with prompting as necessary to communicate wants and needs, is a language access point.
The students were pretty pleased with their selections and we think they looked pretty grrrrrreat!
Ahoy mateys!
The students set sail, inviting all their friends to join the fun!!
Other classes dressed up too—–we had some dwarves, good witches, and……..
……….a pack of dalmatians!
We recently got this really cool wheelchair tunnel which we brought out for the first time! To give it a kind of “fun house” feel, we attached a rope light to the top—–very eye catching to our students.
We talked about going IN the tunnel and coming OUT of the tunnel.
This was a hit!!!
It wouldn’t be a fall festival without some yummy treats!
To tell us what they wanted, our students used communication symbols. They formed sentences by indicating “I want ___ please” . There was a communication strip at each different food or drink so that they could request what they wanted. Adults helped, as needed, pointing to the symbols to model the use of them or providing hand over had help for those who need a bit more assistance.
The photo booth was a hit!
Our little pirates sure put on a fabulous fall festival!
It was a wonderful time to socialize and practice our communication skills! The costumes were a major perk 🙂
We had such a fun week! Join us next time for more fun and learning——Group by Group!
We are learning about the country Colombia this week! This is the home country of one of our amazing teachers, Maria. We learned a lot about this country including some things that are exported from there as well as all of the different types of habitats there are. It seems like a VERY cool place and we’ve already asked Maria if we can travel there with her the next time she visits 🙂 Take a look and see what you can learn about Colombia!
Here is a link to the book: Let’s Learn About Colombia!