Tag Archives: language

Nov1

Peter Pan

Posted on November 1, 2015 by jd785

We had so much fun preparing for this week’s theme which was filled with fun and lots of pixie dust :).

Our sensory groups explored boxes related to the various characters seen in the Peter Pan story. The fine motor groups both used glitter to complete their art projects and the language group dressed like lost boys while playing Follow the Leader! All of the groups had so much fun seeing their friends dressed as characters in the book.

SENSORY GROUP

The color GREEN is all over the Peter Pan story—-from Tinker Bell and Peter Pan’s clothing to that enormous crocodile! Even Neverland itself is mostly green! With all that green, we had to include a box of this fabulous green kinetic sand. Kinetic sand is always pretty irresistible but with this bright color—-it was even more so!!! There was a letter “P” cookie cutter included in this box but most of us just enjoyed watching it dribble through our fingers.

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

We made a night sky for our little Wendy to fly through and included a couple of stars to count. There was also a picture of Peter Pan himself to find at the bottom of the box. The students really enjoyed running their hands through the beans—-a completely different texture compared to the kinetic sand!

The math access points recognize differences in size of objects and associate quantities with number names can be addressed here.

This Captain Hook box was filled with fun. There was treasure to find as well as some “piratey” stuff—-like a hook, an eye patch, and spy glass. There were also Captain Hook and crocodile figurines! We even put in a toy clock—–the students had a blast!

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

The Mr. Smee box contained red and white pompoms and beads for sorting fun. The items could be sorted by color or texture. As usual, the beads proved to be very popular.

Match objects with similar observable properties, such as size, shape, color, or texture is a science access point.

These pixie dust bottles were just fabulous and VERY eye catching. The students loved watching the the glitter swirl around!

Recognize that pushing and pulling an object makes it move can be addressed in this activity.

Peter Pan told Wendy to “fly to the second star to the right and then straight on ’til morning”. We mixed our yellow play dough with lots of gold glitter for a perfect sparkle!

With the included 2 cookie cutters, the math access point recognize differences in size of objects is addressed.

Our mermaid lagoon, scented with plumeria scented bath gel from Bath and Bodyworks, had a cute little mermaid and a water lily with an extra special feature—-it lit up! The students had lots of splashy fun with this activity and were especially fascinated by the lighted flower.

Recognize sources of light is a science access point.

The students really liked the scent we chose this week. We chose plumeria as a nod to Princess Tiger Lily—-it was the closest scent we had to lilies so we went with it 🙂

It was perfect for rubbing on hands, arms, ……..and the back of a neck!

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

We finished our group by turning off the lights and bringing out our fairy umbrella. This was a huge hit—-the students loved seeing all the twinkling “fairies” hidden among the flowers. Of course, we included a little Tinker Bell figure to fly around with her friends.

This is probably the prettiest umbrella we have ever made—–just magical!

FINE MOTOR GROUP

On Tuesday our students turned into little pirates! We used this template: hook template to cut hooks out of poster board and taped them to large craft sticks.

We squeezed glue onto the hooks and used a sponge brush to spread the glue around on both sides. This was a great activity for working on bilateral coordination.

This also addresses the science access point recognize pushing and pulling an object makes it move.

Next we sprinkled on some silver glitter. Lots of glitter ended up on the bottom of our tray, so the students could also dip their “hooks” into that as well.

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

The hooks were slipped into some paper cups and……Ta Da——Captain Hook at your service!

On Wednesday our fine motor group made their own pixie dust bottles!

First the students chose which color glitter glue they wanted to use for their bottles. Then they deposited the glue into their bottles—–squeezing the bottle 3 times.

Associate quantities with number names is a math access point.

Then they got to add some regular glitter—either silver or gold to their bottle. To make things easier we used a funnel. We did help the students a little bit with this part, to make sure they didn’t dump the entire container into the bottle—-kids will be kids, after all 🙂

The science access point track objects in motion can be addressed as the students watch the glitter fall.

Warm water was added next. A 1 cup scoop was used for the water and after each scoop we asked the students if they needed “more”. When we got to the top of the bottle we discussed that we had added “enough”. Occasionally we also got to discuss the concept of “too much” 🙂

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

After an adult hot glued the lids back onto their bottles we asked the students to shake everything up—-then TA DA!

Can you feel the magic?!!!!

LANGUAGE GROUP

Following the leader was the name of the game in the language group this week and it was so much fun!

First we brought out a variety of animal hats and let the students choose which one they wanted to wear. We also used a Peter Pan hat to let them take turns being the leader. The rest of the group wore their different animal hats and headbands to dress up like the Lost Boys (and Girls).

We put on the song “Following the Leader” from the Peter Pan cartoon and set off!

Whoever was the leader had to lead the rest of the group OVER the stepping stones, THROUGH the cones, AROUND the tables, and UNDER the swing.

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

Each of our students got to take a turn as the leader and they all got to be a variety of different animals as the Lost Boys and Girls.

SO FUN!

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

Oct25

Creepy Crawly Critters

Posted on October 25, 2015 by jd785

Creepy Crawly Critters

Many of our students are learning about animal habitats with their Unique Curriculum unit this month. Since it is October which has us thinking about things that bump in the night, a creepy crawly critters theme seemed like the perfect complement ! Our sensory groups explored boxes related to different animals. The fine motor groups painted their animal themed art projects using unusual tools and the language group went on a creepy, crawly critter hunt—-read along to see all the fun we had!

SENSORY GROUP

Spiders—-well those are some pretty creepy crawlies and we put an assortment in this box! One of the spiders scuttled across the table after a string was pulled, which of course elicited a few nervous giggles—-from both students AND staff 🙂 We also included a discovery bottle with some floaty spiders that wiggled up and down as the bottle was turned.

Track objects in motion is a science access point.

This little desert habitat was home to some snakes and lizards. There were 3 of each for sorting and counting. The students also had fun sliding them around making paths in the sand.

Solve simple problems involving joining or separating sets of objects to 3 is a math access point.

Owls aren’t really creepy but their hoots can give you a little shiver if you are out in the woods at night so we went ahead and included them. We put in our fabulous “owl” feather boa and a super cute, totally NOT creepy plush owl.

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

Put some battery operated lights and black paper shred in a box——it looks just like lots of little bug eyes staring back at you! Light boxes are always a hit with our students and this was no exception. Pretty cool—-if we do say so ourselves 🙂

Recognize sources of light is a science access point.

We brought back our black play dough from a couple of weeks ago but this time our students used a bat cookie cutter to make the classic creepy night critter.

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

A black light helped make both our oobleck and the 3 centipedes crawling around in it GLOW! While we couldn’t make the classroom completely dark the effect was still—–WAY COOL!

Associate quantities with number names is a math access point.

There was an ENORMOUS water beetle to find in our “pond” this week. Our students quite enjoyed checking out this really big bug! The water was scented with Bath and Bodyworks twilight woods scented bath gel which seemed like the appropriate scent for this unit 🙂

The science access point match common living things with their habitats can be addressed here.

The matching lotion was a hit. The students liked the scent and, as usual, we asked them if they “wanted” some and “where” they wanted it applied—-hands, arms, neck, noses, or toes 🙂

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

FINE MOTOR GROUP

We made spider webs using marbles on Tuesday! First we counted out 3 marbles into a cup of white paint and asked our students to show us the number 3 using communication symbols.

The math access point associate quantities with number names is addressed here.

Then the students scooped out the marbles and dropped them onto a piece of black paper that was placed inside a lidded box. Of course the shapes of the paper and marbles were also discussed!

Recognize an object with a two-dimensional shape and recognize common three-dimensional shape are math access points.

We closed the lid and started shaking the box! The students REALLY had fun with this part 🙂

Recognize that pushing and pulling an object makes it move and track objects in motion are science access points addressed in this step.

After the lid was taken off it was pretty exciting to see how it turned out!

We removed the marbles and the students glued fuzzy pom pom spiders onto their webs—–great for practicing pincer grasps!

This was another opportunity to address the science access point match animals to their habitats.

TA DA—–

——–such creepy crawly spiders 🙂

On Thursday we painted with SPRAY BOTTLES!

We started by discussing the color of the paint we were going to use and asked the students to identify it using communication symbols.

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

The students dropped this rat stencil(made with: rat template) onto a piece of black paper and began spraying! They had so much fun with this and really did a great job of spraying onto the paper and NOT the floor or their friends 🙂

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

Ta ratty Da!

Pretty cute—-for a rodent 🙂

LANGUAGE GROUP

For the language group this week, we went on a creepy, crawly critter hunt. While the students were out of the room, we hid 6 different animals and insects from our book all around the room.

We turned off the lights to read the book and kept them off so we could use a flashlight to find the critters. We had real pictures of each of the critters hidden around the room, so one-by-one, we LOOKED for each of them.

Recognize sources of light is a science access point.

If the students needed clues, they had to request HELP and we would give them a clue about where the critter might be.

For example, for the centipede on the refridgerator, we said “it’s where we go to get COLD food and drinks” or for the owl we said “it’s somewhere UP HIGH”.

Seek assistance to clarify the meaning of pictures, symbols, gestures/signs, or words in classroom activities with prompting is a language access point.

Once our students located the critter, we caught it and let each of our friends look at it and feel it.

We counted all the critters we found at the end to make sure that we had the SAME number of real critters and pictures of critters.

We did it! The classroom is once again critter-free thanks to our critter catchers 🙂

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

Apr5

Plants

Posted on April 5, 2015 by jd785

Plants

Spring has sprung and since many of our teachers are busy planting gardens with their students we decided that a unit on plants would be the perfect theme for this week! Our sensory group boxes were filled with plants and plant like materials. The fine motor group made beautiful floral art projects and the language group planted some REAL flowers!

SENSORY GROUP

Lots of different things to discover in this box which was filled with play food fruits, vegetables, and flowers. We also put in some picture cards and toy animals—all plant eaters of course! A piece of fabric was included because the cotton plant was used to MAKE that fabric!

Recognize a model of a real object is the science access point addressed here. The science access point recognize objects related to science by name such as plant or animal is also addressed.

The students really had fun planting seeds (dry beans) and growing carrots (play food) in our coffee ground dirt. There was also a letter G for “grow” and “garden” and hidden at the bottom of the box was a picture of a cute little groundhog…..ok, so perhaps leftover from a previous unit BUT he is a plant eater after all 🙂

The science access point recognize that plants grow is a science access point explored here.

The different parts of plants can be explored in this fun and colorful box filled with silk flowers and leaves.

The science access point recognize the leaf and flower of a plant is addressed with this activity.

We made this pretty pink batch of play dough using koolaid and we really liked the way it turned out! The students had a choice of 2 different flower cookie cutters which allowed for the opportunity to discuss concepts of “same” and “different.

Not only can the flowers be counted, but the science access point. apply a push to move an object is also addressed.

Plant seeds are food sources for many animals such as birds. We filled this box with bird seed and put 3 little birds in it for the students to find. The bird seed had an amazing tactile feel on buried hands—-super cool!

In addition to visual and tactile discrimination, the math access point associate quantities with number names is addressed.

Our green oobleck represents chlorophyll which is the green coloring in plants. We used sour apple koolaid which made it such a pretty color gave it a very enticing aroma!

The science access point recognize the change in motion of an object is addressed here.

We put some cool LIGHTED flowers in our water play this week (thanks Ms. Kim). There was also a little watering can included so the students could water them—-such fun!

Recognize that plants need water is a science access point.

We finished the group with Bath and Body works plumeria scented lotion and the matching bath gel was used in our water play. This floral plumeria scent was very aromatic, a perfect fit for our plant theme this week and a great way to help us remember all the fun we had.

Recognize and respond to one type of sensory stimuli is the science access point addressed here.

FINE MOTOR GROUP

On Tuesday the science access point identify the major parts of a plant such as the root, stem, leaf, and flower with our art project.

First we used the paper cutter to cut out the green stems. Our students are getting so good at this!

This addresses the science access point recognize a change in an object.

Then we assembled the flower by asking the students to place the pre-labled (thank you Dana and Olivia) pieces on the designated places using glue as a visual cue. Our students are still practicing this skill but they are getting better at it! We discussed that the flower went on TOP of the stem, the roots at the BOTTOM, and that there were 2 leaves.

The math access point match one object to a designated space to show one-to-one correspondence is addressed here.

TA DA—-fabulous floral specimens!

On Thursday we made a fun torn paper art project!

We started by choosing which flower (cut from the Ellison machine) to decorate.

Communicate a preference for objects is a language access point.

Then the students chose pieces of tissue paper to tear, crumple, and glue onto their flowers.

In addition to promoting bilateral coordination, the science access point recognize a change in an object is addressed in this activity.

The flowers look fabulous—–especially with the addition of the students cute little faces 🙂

Ta DA!!!!

LANGUAGE GROUP

The weather was beautiful when we went outside and planted some flowers during our language group. We started by showing our students the flowers we were going to plant and they took turns smelling them.

Explore, observe, and recognize common objects in the natural world through observation is a science access point.

Each of our students got to take a turn planting their own flower and we worked through the steps with them—starting with digging a hole. Typically, a spade is used. But since we couldn’t find ours, we improvised and used a spoon 🙂

This is a great opportunity to address the science access point distinguish examples of soil from other substances.

Next, we took the flower and planted it in the hole.

As the soil is pushed back around the roots, the science access point recognize that pushing and pulling an object makes it move.

Recognize common objects related to science by name, such as plant is another science access point addressed.

Once the flowers were planted, we watered them and discussed the fact that water was a liquid. Then we watched as the soil soaked up the water.

Recognize that plants need water is a science access point.

Finally, our nice little garden was finished! Our gardeners were pretty proud of themselves and we were proud of them too!

Happy Spring!!!!

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

Oct5

Native Americans

Posted on October 5, 2014 by jd785

Native Americans

Some of our students are learning about Native Americans as part of their Unique Curriculum unit this month. We did a Native American unit a couple of years ago so figured it would be fun to revisit the activities with a few updates here and there. There were some fantastic boxes for our sensory group to explore while they learned some fun facts about Native Americans. Our fine motor group made drums and an awesome totem pole. The language group made comparisons between Native American lives in the past and what lives are like today.

SENSORY GROUP

This box was filled with items important for many tribes. Corn was an important food source for the Apalachee and Ponca tribes so corn kernels were a perfect base for this box. This was a “something for everyone” box with lots of fun things to discover.

We included other play food such as a corn cob, squash and fish—-types of food many tribes enjoyed. Strands of raffia represented “swamp grass” which the Chinook used to make baskets.

Animals like sheep, which the Navaho raised and horses that the Comanche rode could be found hidden in the kernels. Sioux and Arapaho lived in tipis like the one in our box! Finally we included the word “Family”.

The social studies access points recognize differences in food or clothing from other cultures is addressed with this box and recognize a characteristic of early Native Americans.

The Sioux, Omaha, Comanchee, and Arapaho tribes are known for wearing feathers. We filled this box with variety of feathers of all shapes and sizes. Full of ticklish fun, while a little messy—-feathers ended up everywhere—–this really was a great box for our students 🙂

The feathers have a wonderful tactile feel but they are also fun to toss up and watch drift down addressed the science access point track objects in motion.

We had an awesome jam session listening to some Native American music we recorded on the voice output device. Even some of our students who often need help to press the switches responded to the music—-we were pretty excited! Our students also enjoyed making their own music with shaker bottles made with acorns which the Yokuts ate and beads used by the Wampanoag, Cherokee, and Kiowa tribes.

The science access point recognize and respond to common sounds was addressed here.

The Pueblo play dough was made using Black Cherry and Orange koolaid. We thought the color turned out pretty perfect! Whether trying to make their own “pots” like the famous Pueblo pottery or using the deer cookie cutter—-the students had a great time exploring!

The math access point associate quantities with number names can be addressed as the deer are counted.

The science access point apply a push to move an object is also addressed.

The Zuni are famous for their beautiful turquoise jewelry. We thought our box of turquoise beans looked pretty beautiful also! Neon blue food coloring was used to achieve the color and while it is a great effect, get ready for some “blue” fingers!

Besides the wonderful feel as they sift through fingers, there were also 4 letter Z’s to find hidden among the beans.

Track objects in motion is a science access point that can be addressed here.

Of course that can be hard to do when your teacher is distracting you with kisses 🙂

Buffalo and deer were very important to many Native American tribes. The Comanchee hunted buffalo and the Arapaho wore buckskin clothing. This box contained some fake fur “buffalo” hide and ultra suede “buckskin” invited touch. We also included some matching beanie babies for our students to cuddle.

The social studies access point identify practices of Native American is addressed again here.

Many Native Americans gathered around campfires to celebrate special occasions. Our campfire was made by mixing yellow and red food coloring with shaving cream to make orange campfire “flames”.

As always, our messy play was a huge hit 🙂

Looking at how the shaving cream changes as the colors are mixed addresses the science access point of recognizing that the appearance of an object or material has changed.

We thought that juniper breeze scent from Bath and Body works was the perfect scent to represent the importance of nature to Native Americans. All the shaving cream we used was rinsed off with water scented with this nice outdoorsy aroma—–perfect.

Two different sized measuring cups were added to the water dish. They were great for rinsing and addressing the science access point recognize differences in sizes of containers that hold liquids!

FINE MOTOR GROUP

On Tuesday after listening to some Native American drum music we made our own really cool drums! We started by cutting 2 squares into 4 triangles using our paper cutter.

Recognize common objects with 2 dimensional shapes and recognize parts of whole objects are math access points that can be addressed here.

Then we glued them onto a piece of rectangular paper. We started with a blue triangle then placed a red one.

Next we asked our students which color came next in the pattern—–this addresses the math access point recognize the next step in a simple pattern or sequence of activities!

After the paper was taped around a coffee can it was time for our drum circle! We put on some Native American music and the students joined in. They LOVED making their own music——so much fun!!!

On Thursday we made a super awesome totem pole! We covered some cereal boxes with art paper and let our students choose which box they wanted to decorate.

Use body movement or nonverbal expression to communicate preferences is a language access point.

Then we discussed body parts and asked the students to point out their eyes, nose, mouth, and ears.

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

We also counted the pieces—–1 nose and 1 mouth, 2 eyes and 2 ears. The students used communication symbols to indicate their understanding of associate quantities 1 and 2 with number names.

They totally rocked this—–our students are so awesome!

Our wonderful volunteers had made a selection of stylized facial features for our students to choose from to decorate their totems. We placed glue on the boxes to reinforce the concept of one to one correspondence and eye hand coordination.

Match one object to a designated space to show one to one correspondence is a math access point.

TA DA!!! Our students were so excited about their totems and they loved when we stacked—–while counting, of course 🙂 them on top of each other to made a totem pole.

This is going to look SOOOO cool outside Jeannie’s classroom!

LANGUAGE GROUP

This week was all about comprehension for our language group. Before reading the book, we reminded our students to pay close attention to what was being read. We also reminded them to look closely at the pictures included.

After the book, we went around and asked our students a yes/no question, one-by-one. We printed out the pictures that were included in the book, along with modern items seen today that would contrast things Native Americans might have used a long time ago. For instance, with the canoe we put a car, with the headdress we put a baseball cap, with the breechcloth we put jeans, etc.

Use technology resources to support learning is a language access point.

We presented one picture at a time to each student and asked if it was something a Native American from long ago would have used. They had to indicate YES or NO using a pre-programmed voice output device with the Boardmaker symbols for yes/no located on it. If they answered incorrectly, we referenced the book to check our answers.

Listen and respond to stories and information text is a language access point.

After the comprehension check, we got the voice output used in the sensory group with Native American music on it and turned it on. We passed out the shakers used in the sensory group as well as drums and bells.

Our students played along to the music——so much fun!

It was another great week of fun and learning—–join us again Group by Group!

Apr13

The Circus

Posted on April 13, 2014 by jd785

The Circus

FSU High Flying Circus performs this month in Tallahassee and that inspired this weeks theme! We had a blast planning all our different groups—-with an emphasis on COLORFUL fun! Our book is fantastic and we are so grateful to all the people who helped us with the costumes (Ms. Kim and Ms. Robin), props (Mr. Noah, Ms. Harrison, and Ms. Christy), and painted backdrop (Ms. Judy).

SENSORY GROUP

We filled this box with popcorn kernels and some colorful cornstarch packing “peanuts”. We added a variety of animals you might see at the circus such as lions, horses, and elephants. Also included were some clown figures and a ringmaster puzzle piece (an amazing find on the giveaway table!). The big red pompoms——clown noses, of course!

It really was a fabulous box filled with fun! Our students had a great time discovering all the different items we had included.

Respond to new vocabulary that is introduced and taught directly is a language access point addressed here.

Apply a push to move an object is a science access point addressed when pushing the buttons on the animals.

Our next box was filled with our bright red moon sand. It has a great texture, soft yet firm enough to mold. Students used a cookie cutter to cut circle CLOWN noses in the moon sand. This was a nice big cookie cutter so they turned out really cool looking! Of course they also had fun just squishing it with their fingers.

Recognize common objects with two-dimensional shapes, such as a circle is a math access point addressed in this activity.

This fuzzy basket filler was so colorful and totally reminded us of cotton candy! Our students loved pulling it apart or waving and shaking it. We also put in two different size cups—-a “big” one and a “little” one for our students to fill up.

Solve problems involving small quantities of objects using language, such as enough, too much, or more.

Traditionally the floor of the circus tent is sawdust! We thought our yellow cornmeal looked a lot like sawdust—-especially when mixed with some potato flakes! It had a really cool tactile feel to which our students really responded. There was a letter C and a colorful clown picture to find as the sawdust was swept away. It’s always fun to see the smiles on the students faces when they discover the hidden picture.

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

Everybody loves the fabulous, colorful costumes that the circus performers wear. This box contained a piece of cool stretchy spandex that our students had a great time either wrapping around themselves……… or playing tug of war with a partner 🙂 This was a last minute addition and we were so glad we decided to include it!

Recognizing that pushing and pulling an object makes it move is again addressed in this activity.

We also included 4 of our discovery bottles filled with sequins, beads, and glitter—-just like the costumes. These were a huge hit——our students just LOVED them!

Track objects in motion is a science access point addressed in this activity.

Circus clowns do all sorts of silly things like throwing cream pies in each others faces 🙂 As usual, the students had a great time playing in the shaving cream. Whether practicing pre-writing designs or just rubbing it around it’s always a hit!

Track the movement of objects that are pushed or pulled is a science access point addressed in this activity.

Then we rinsed our hands in vanilla sugar scented water using bath gel from Bath and Bodyworks. A measuring cup and measuring spoon were included for scooping and pouring fun

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

We finished with the yummy matching lotion, leaving our students smelling like delicious sweet circus treats! A fabulous way to remember all the fun we had!

The science access point recognize and respond to different types of sensory stimuli—-touch and smell—-is addressed as students smell the lotion and feel it rubbed on their skin.

FINE MOTOR GROUP

This week we decided to do a 2 part art project—–a fun clown costume! We started on Tuesday by making clown shoes out of shoe boxes.

First we discussed the color paint we were going to use and asked our students to show us the color “red” using communication symbols.

Identify objects by one observable property, such as color is addressed here.

Then, we used a circle shaped sponge to stamp on our 2 shoeboxes. This sponge has a little handle which made it easier for our students to hold. Our initial plan was to stamp polka dots but it turned out our sponge was a little to big for most of the shoeboxes so it became a paint tool instead—–and that worked out pretty well 🙂

Recognize a change in an object is a science access point addressed. The math access points recognize a common object with a two-dimensional shape and associate quantities 1 and 2 with number names are also addressed.

On Thursday we made a clown collar using the rim of a regular size paper paper plate. We found this idea at http://www.jugglingwithkids.com

The collar was decorated with colorful pompoms——lots of pincer grasp practice! We discussed the colors of the different pompoms and counted how many were put on each one.

Then, it was time to clown up!

First we put the silly clown shoes on our feet, the collar around our neck, and either a hat or wig on our head—–this addresses the science access point recognize one or more external body parts.

TA DA!

Let’s send in the clowns!!!!

LANGUAGE GROUP

We have found that this group of students does well when there is more movement involved, so we like to include that as much as we can. This week we set up some circus games focusing on taking turns—-sharing objects with a partner is also a science access point.

For our beanbag toss, Joy drew a circus scene on a large piece of paper, taped it to a piece of cardboard and cut a hole in the middle. When our students were at this game, we talked about throwing the beanbag IN the hole. Some of our students were able to do this independently while others required some hand-over-hand assistance.

Track objects that fall to the ground is a science access point that can be addressed in this activity.

Next, we got on the balance beam to practice tight-rope walking skills! We talked about walking ON the beam. Even our students in wheel chairs were able to participate in this game by an adult pushing them OVER the balance beam. We had them hold out their arms so they could maintain their balance 🙂

Another game the students played was bowling. We had to adapt this with some of our students by using a mat so the ball could roll DOWN to get to the pins. Our students had a blast with this, especially because the ball we used made noises when rolled—–perfect for our students with visual impairments.

The science access points track objects in motion and track the movement of objects that are pushed and pulled are addressed here.

Of course, we also counted all the pins and how many got knocked down!

For the last center, we pulled out a couple of the discovery bottles used in the sensory group as well as the stretchy material. Our students loved looking at all of the SHINY colors in the discovery bottles. They also enjoyed trying to see how LONG the material got when it was stretched—–recognize that pushing or pulling an object makes it move again addressed!

Although we didn’t get to see acrobats and gymnasts perform tricks, our students had lots of fun with the games.

Well, that wraps things up for this week! Be sure to join us again for more fun and learning—-Group by Group!

Apr6

Springtime in Tallahassee

Posted on April 6, 2014 by jd785

Springtime in Tallahassee

Flowers, birds, butterflies, eggs—-its springtime in Tallahassee! Spring is a really special time in our hometown and we had a great time celebrating the season this week. Our sensory group boxes were filled with bright colors and textures. The fine motor group made some fabulous butterfly and bird art projects. The language group dyed eggs in different ways and decided which way was the best!

SENSORY GROUP

We used some bright yellow basket filler as the base for this box. Then we put in a variety of flowers, carrots, eggs, bunnies, chicks—-all symbols of spring! There was also a little toy clock to remind us that daylight savings time happens around this time of year. We also included a pair of silly glasses with a flower motif, just for fun 🙂

Distinguishing between a plant and animal, which is part of learning about the organization and development of living organisms, is a science access point addressed in this activity.

Colorful beans—-what would we DO without food coloring!—-looked like tiny eggs scattered on our green rice lawn. Ok, this may totally be our new favorite rice box!

Visual and tactile discrimination skills are addressed as students find the letter S hidden amongst the beans and rice.

Springtime in Tallahassee means the Rough Riders are coming to visit our school before marching in the Springtime Tallahassee parade. These people are really wonderful as they bedeck everyone at the school with beads and give a teddy bear to each of our students—-how cool is that! In their honor, this box is filled with colorful beads and teddy bears. There were 2 bears in the box, 1 little and 1 big one to compare and contrast.

The access point recognize differences in size of objects, related to ordering objects by measurable attributes, is the math access point addressed in this activity. Another math access point addressed is recognize length of real objects, such as big, little, long, or short.

This lovely spring weather we are having, makes everyone think about planting gardens. Our garden box contained coffee ground dirt and some “carrot seeds” (actually brown beans) to plant. We also included some toy carrots and a little scoop. Our students had a great time with this box, they especially loved scooping up the dirt and filling the tops of the carrots!

Recognize that plants grow is a science access point addressed in this activity.

The math access point associate quantities with number names can also be addressed.

While some people plant vegetable gardens, other plant flowers in hopes of attracting butterflies! We have used our colorful pasta box before and we really love it——pink butterflies and green spiral pasta, just so pretty. A laminated butterfly picture and wooden caterpillar were also tucked into this box.

Students were encouraged to match the different pastas which addresses the math access point recognize two objects that are the same size or color.

Store shelves are filled with yummy spring treats including marshmallow peeps in a rainbow of colors. We mixed shaving cream, cornstarch, and some yellow food coloring to make our peeps. This mixture really does end up with a marshmallow consistency. It is light, soft, and moldable—–completely cool!

This is a totally fun and messy way to explore the science access point apply a push to move an object. Most of our students LOVED this gooey mess………others not so much 🙂

Well, that marshmallow mixture is quite messy so we rinsed our hands off in sun-ripened raspberry bath gel from Bath and Bodyworks! We thought a fruity scent was perfect since it reminded us again of spring gardens. Along with 2 different sized measuring scoops, we included a little carrot shaped container for more scooping fun.

Recognize differences in sizes of containers that hold liquids is a science access point addressed. Another one is recognize one way people use water.

We finished with the matching lotion—-leaving our students smelling like yummy little raspberries! The students liked the scent this week, it was quite a hit. Some of our students really anticipate this part of the group and immediately start putting out their hands when they see us bring out the bottle. Rubbing lotion on different body parts is a fun way to promote body awareness.

Recognize one or more external body parts is a science access point addressed in this activity.

FINE MOTOR GROUP

Our Tuesday art project evolved from an idea we got from Mr. Chris (thanks again!). We started with these cute and colorful butterfly placemats we got 2 for a dollar at Target—-we may have mentioned how much we love the dollar section before 🙂 We cut a butterfly stencil out of some black poster board (a freebie on the giveaway table—–another score!) using one of the placemats as a pattern.

Each student got a placemat and when it was their turn, we put the stencil on their placemat while they colored their butterfly with Crayola Pipsqueak markers. We like making our stencil black because we thought it helped reinforce where we wanted the color to go. The markers were used for 2 reasons. First, we like their size which works well for our students little hands. Second, markers have low friction and bright color—-as opposed to crayons—- which is more visually appealing to our students.

We also used our communication cards to work on color recognition as the markers were passed around the table.

This activity worked on lots of science access points including share objects with a partner, recognize a change in an object, identify objects by one observable property, and recognize a change in an object.

TA DA—-

our artists were just so proud!

For our Thursday art project we made little bird nests! We saw this idea on Pinterest and thought it fit perfectly with our springtime theme. Our students started by gluing green paper shred onto a small paper plate. Squeezing the glue works on hand strengthening and eye hand coordination is addressed as the paper is put onto the glue.

Next we used our adaptive scissors to cut 1 diamond shape into 2 triangles—–perfect little wings! Then we did it again because we are making 2 birds!

Recognize an object with a 2 dimensional shape is a math access point. In addition, associate quantities 1 and 2 with number names is another math access point addressed in this activity.

The wings were attached (with tape and a little help) to the 2 halves of a plastic egg that had been pre-decorated with googlie eyes and a beak.

Ta da, our little birdies are now tucked into their nests looking quite adorable!

Just like our students 🙂

LANGUAGE GROUP

We decided to have a little spring experiment! Since people dye eggs during the spring, we decided to find out which way is the best way to dye eggs. We used the colors pink and purple for our experiment. To obtain those colors, we used PAAS Egg Decorating Kit, McCormick’s Neon food coloring, and Kool-Aid.

We used small, clear, plastic cups so our students were able to see the eggs change color. Each cup had a label on it to show us which dye we were using.

We started by taking out a boiled egg which had been in the refrigerator and letting each student feel it. They were asked if it was WARM or COLD and also if it was HARD or SOFT. Then we brought out a plastic egg—-in some ways it was the SAME as the real egg but it was DIFFERENT in other ways!

Recognize the temperature of items as cool or warm is a science access point addressed by this activity.

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

After touching the eggs, the students each picked which color they wanted their real egg to become. Identify classroom objects by one observable property such as color is a science access point.

Very CAREFULLY, and without a lot of adult assistance, the students put their egg in the dye. Yes, we do like to live life on the edge 🙂

We used small, clear, plastic cups so our students could see the eggs as they changed color. Every few seconds, we used a spoon to stir the egg around.

After a few minutes, we lifted the eggs out of the dye and put them in the egg carton. They all came out so differently and SO colorful!

The students told us which egg they liked the BEST. After the eggs dried a little bit, the students put a sticker on the egg they liked the best to decorate it.

It was a neat experiment! The boldest colors came from the PAAS and the neon food coloring, while the Kool-Aid eggs had texture on them. It was lots of fun to see the differences!

As with all our groups this week, we finished by doing the chicken dance along with our dancing chicken 🙂

Fun! Fun! Fun!

Join us again next week for more fun, learning, and occasional dancing——Group by Group!

Mar30

New York Vacation

Posted on March 30, 2014 by jd785

New York Vacation

It was back to school but spring break vacations were still on our minds with our New York City theme. It is a popular vacation spot and such an exciting place to visit——we had so much fun planning the different group activities! Our sensory group activities included a trip to Time Square, the fine motor group made art projects related to New York City symbols, and the language group explored tourist destinations on the Smart board.

All our activities focused on looking at the world in spatial terms and the social studies access point associate an object, picture, or symbol with a location.

SENSORY GROUP

We started our tour with the most exciting place in NYC—-Time Square! We put 5 strands of battery operated lights on our umbrella and it really gave a fabulous “Time Square” effect. Needless to say this was a HUGE hit, our students really loved all the lights and could hardly wait for their turn!

The lights were attached using good old twist ties and we used velcro to attach the battery packs as they were a little heavy.

The science access point recognize sources of light is addressed in this activity.

We also pulled out our battery operated spinning lights so that students could put on their own light show. The science access point apply a push to move an object while also working on fine motor skills is addressed.

NYC is filled with skyscrapers. Our students made their own cityscapes using Duplo blocks to make “building” impressions in moon sand. The blocks shape made them easy for our students to hold and manipulate—-they worked perfectly!

Again the science concepts of forces and changes in motion are addressed as students apply a push to move an object.

Bright yellow and black taxis are EVERYWHERE in the city and a great way to get from one destination to another! We put some soft yellow pom poms and hard black beads in this box to compare and contrast. The colors gave this box a pretty striking contrast and most of our students found it intriguing.

As the students sort the items they can address the science access point recognize 2 common objects that are identical to each other. They can also address the math access point recognize 2 objects that are the same color.

Central Park is one fabulous place a taxi might take you! Besides lots of grass, the park is filled with trees and flowers so we put silk ones on a layer of basket filler. We also included a bunch of animals—–zoo animals, butterflies, dogs, ducks, squirrels, birds—–you can find all of them in Central Park!

With all that walking, you might want a snack and a NYC hotdog would certainly hit the spot 🙂 The play food hotdog usually elicited smiles when found in the box.

Recognize the leaf and flower of a plant are science access points that can be addressed in this box as students explore organization and development of living organisms. Recognize a model of a real object is another science access point addressed.

Another exciting thing to do on a NYC vacation would be to see a Broadway Show. For this box we brought back our Wizard of Oz discovery bottle with it’s green glitter and red Barbie shoes! Music from The Wiz—-found via a Youtube clean video search—- was recorded on our voice output device.

As the students turn and shake the bottle tracking objects in motion, a science access point, is addressed.

Our students—–and teachers 🙂 had a blast rocking out to “Ease on Down the Road” from The Wiz and showing their moves.

Attending to sounds from various sources is a music access point addressed.

Our students searched for the letters N Y C in rice. As the rice was shifted aside, a picture of one of the biggest symbols of not just NYC but our country was revealed——the Statue of Liberty! This box didn’t have a lot of rice, so it made it especially easy for the hidden items to be revealed.

Recognize a symbol that represents America, such as the Statue of Liberty is an access point related to the understanding of structure and functions of government.

Finally, the scent of the week—–APPLE, of course 🙂 A fitting end to our tour of the Big Apple. A fabulous yellow ducky floated in our scented water and the students had a great time using the big apple sponge to give him a shower.

Explore, observe, and recognize objects in the natural world is a science access point addressed in this activity.

Our students enjoyed this week’s scent and as usual, we gave them an opportunity to communicate where they wanted the lotion.

FINE MOTOR GROUP

On Tuesday our art project focused on the Statue of Liberty! We started by making the torch. The first step was using our paper cutters to cut green paper into a rectangle shape.

Once again, working on the math access point, recognize a 2 dimensional shape and the science access point recognize a change in an object.

Then we taped the rectangle to a toilet paper roll and ROLLED!!!! Our students did a great job and showed such concentration.

This was great for working on bilateral coordination.

Time for the really fun part—–stuffing tissue paper in the top to make our flame! Our students certainly did a great job demonstrating the science access point apply a push to move an object!

Prior to the group, we had cut the center out of a paper plate and stapled on some green paper that we had freehand cut for the statue’s crown.

Ta DA—–welcome to New York City 🙂

For our art project on Thursday we used apple stamping to decorate a cityscape!

We started by gluing a precut cityscape—-here is the pattern Joy drew SKMBT_42314032815140—–onto a piece of white rectangular paper. In addition to the math access point recognize a 2 dimensional shape, the science access point recognize a change in an object is also addressed.

Then we discussed the different paint colors we were going to use and asked the students to choose which color they wanted.

Recognizing an object by one observable property, such as color is the science access point addressed. Using body movement or nonverbal expression to communicate preferences is a language access point addressed.

Little hands and big slippery apples are not a good combination so we stuck a fork into the apple which made it so much easier for our students to handle!

So did we count the numbers of apples stamped?

OF COURSE 🙂

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

Ta Da! These cityscapes turned out pretty fabulous—-the Big Apple never looked so good!

LANGUAGE GROUP

After reading Cara’s book about the sights to see in New York, we decided to take a closer look with a virtual tour. We had the students gather around the SMART board for this group. We printed out some pictures of places from our book, such as the Statue of Liberty, the Empire State Building, and the Brooklyn Bridge.

These pictures were put on an All Turn It Spinner so that our students were able to pick a place to go.

Cara found a couple of websites with virtual tours of New York. The one she had planned on showing, www.airpano.com, didn’t end up working on our SMART board; however, it has an amazing virtual tour. Instead, we used http://newyork.arounder.com. This was also a virtual tour, but wasn’t an eagle eye view like airpano.

Our students loved being able to experience seeing New York with a 360 degree tour. We used different adjectives to talk about what we were looking at. We commented on the TALL building, the LONG bridge, and the BRIGHT lights.

Developing an understanding of language concepts related to linear measurement is addressed here.

The final consensus was that we all wanted to travel to New York on our next CBI trip:)

Hope you enjoyed our geography themed activities this week! Join us again for more fun and learning Group by Group!

Mar16

Dr. Seuss

Posted on March 16, 2014 by jd785

Dr. Seuss

We were a little belated with our Seuss celebrations but had a blast anyway! The book Cara wrote last year was so much fun that we decided to use it again and our sensory group also did many of the same activities. Our fine motor group made some Truffula trees and a Lorax. The language group played a fishing game with rhyming words. Silly and seussical—–read along to see all the fun we had!

SENSORY GROUP

This box represents our very favorite cat—-that ONE with a hat! There were red, white, and black pompoms and chenille stems. Both the pompoms and chenille stems were so soft and fluffy but with different colors and shapes—-great for sorting! Our students had a great time with the box, especially enjoying waving the chenille stems around like cat tails. Others creatively joined the chenille stems together to make circles.

The science access point recognize common objects as the same is related to the practice of science.

The math access point recognize 3 dimensional objects, such as spheres is also addressed.

The “ABC “book is one of our favorites so we put lots of alphabet letters to find in our blue and white rice. A picture of the cat in the hat was also taped to the bottom of the box for more fun.

We just love that cat in the hat!

Finding the letters promotes visual and tactile discrimination.

There were a lot of fun animals included in the “If I ran the Zoo” box. It was also a noisy box since some of the animals roared or neighed when a button on their tummies was pushed——great for finger isolation! We found them in the dollar section at Target. We also included some play food for the animals and a little Duplo zoo keeper. The students also had a great time with the binoculars that were included in the box.

The science access points recognize common objects related to science by name, such as an animal and recognize a model of a real object are addressed here. These access points are related to learning the terms that describe examples of scientific knowledge.

We used these cool fabric balls to represent Trufulla trees and our students LOVED them! They were great to run fingers through or to wave and shake. Since we included 3 balls, they could be shared with friends for even MORE fun!

The math access point recognize when 1 or 2 items have been added to or removed from sets of objects to 3 is addressed.

Sharing objects with a partner is a science access point also addressed 🙂

Around here we LIKE green eggs! Our play dough came out a really beautiful shade of green, perfect for making green eggs with the cookie cutter.

Recognizing that pushing and pulling an object makes it move is the science access point related to forces and changes in motion.

The math access point recognize 2 objects that are identical to each other can also be addressed.

Well it just wouldn’t be a Dr. Seuss unit without oobleck and we LOVE LOVE LOVE this stuff! It really is amazing how cool a mixture of plain cornstarch and water can be.

Besides the science access point recognize that pushing and pulling an object makes it move the motion of objects is explored in the science access point track objects in motion.

Again, always more fun when shared with a friend 🙂

We searched for 1 red fish and 2 blue fish in our water play bowl. The blue fish squirted water when squeezed making for a fun way to rinse the oobleck off hands—–or squirt friends across the table 🙂

Properties of matter are explored in the science access point identify common classroom objects by one observable property, such as color.

Math access points are also addressed including recognize 2 objects that are identical to each other and recognize differences in size of objects.

We finished with our 10 apples on top Bath and Bodyworks country apple scented lotion. It was a nice, light fruity scent—–perfect for remembering all the fun we had in group.

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

FINE MOTOR GROUP

On Tuesday we made some super cute Truffula trees. We adapted an idea we got from the PreK and K Sharing pin on Pinterest and loved how it turned out!

First our students chose which color background they wanted using communication symbols. We discussed the shape of the paper and then counted how many were passed out.

The language access point effectively communicate wants, with prompting, to a familiar person is addressed.

The science access point identify objects by one observable property, such as color and the math access point recognize common objects with 2 dimensional shapes are also addressed.

Then the students tore green paper to make “hills” and glued them down onto their papers. Both of these are great activities for promoting bilateral coordination!

The students really enjoyed the paper tearing step 🙂

It also addresses the science access point recognize a change in an object which promotes understanding that matter can undergo a variety of changes.

Changes in matter and bilateral coordination are again explored in the next step! Tissue paper—-as always, collected from presents past—–was squished and crumpled into balls.

The tissue balls were then dipped into glue and glued onto the paper.

Pat, pat, pat!

We used these super cool striped paper straws (thanks Courtney!) for tree trunks! They were a little tricky to glue down and while some of our students were able to do it independently, most needed some help aligning them along the glue line.

Ta Da—–soooooo SEUSSICAL!

Our Thursday art project was a Lorax! We started by asking our students to identify the color orange using our communication symbols. Most of our students needed a little help find the correct color but that’s ok—-we just will continue to have fun practicing!

The science access point identify objects by one observable property is addressed in addition to the language access point communicate information about familiar objects using non-verbal expressions, gestures/signs, pictures, symbols, or words.

Then we counted out small paper plates—–discussing the circle shape to address the math access point recognize common objects with 2 dimensional shapes.

It’s so much fun to paint and our students are getting so good at using painting utensils! For our students with physical challenges, we taped a brush to a paint stick to make it easier for them to manage—-it works great! As they move their paintbrushes around the plate they are learning about changes in matter and addressing the science access point recognize a change in an object.

After we finished painting, it was time to add the features to the Lorax’s face. We discussed each body part before gluing it down and asked the students to find the same body part on themselves. Since our students do not have mustaches 🙂 we said it was supposed to go UNDER the eyes.

We used googlie eyes and an orange pompom nose. Joy drew the eyebrows and mustache (here is the pattern: lorax )which were cut out prior to the art activity.

This activity addresses the science access point recognize one or more external body parts.

It also addresses the science access point recognize a movement that reflects a spatial relationship.

Ta Da—-so cute!

LANGUAGE GROUP

Because we are talking about Dr. Seuss this week, what would be more appropriate than targeting rhyming words during our language group!

Our students got to play a fishing game to go with the Dr. Seuss book, One Fish, Two Fish, Red Fish, Blue Fish. The game has different colored fish that can be “caught” with a Velcro fishing pole.

Each student had a turn to catch a fish—–a great way to work on eye hand coordination!

Whatever color fish they caught, they had to identify a word that rhymed with it!

The students were given a choice of 2 different words to choose from. For example, if they caught the red fish, they would have to choose what “red” rhymed with: “bed” or “clean”.

Our students did pretty well with this task! If they were unable to figure out the correct rhyming word, the rest of the class helped them out.

Responding to patterns of language in read-aloud rhymes is a language access point.

For our students with a visual impairment students, Joy brought in a big fish that vibrates when it’s squeezed. This vibrating fish was just so much fun—–everyone wanted a chance to play with it 🙂

The science access point recognize and respond to one type of sensory stimuli is addressed here.

At the end of the game, we practiced putting all the fish back IN the fish bowl.

Well that is that for the cat in the hat! We are off for spring break next week——oh the places we are going to go 🙂

See you soon for more fun…..Group by Group!

Mar9

The Oscars

Posted on March 9, 2014 by jd785

The Oscars

With the Academy Awards all over the news these past couple of weeks, the Oscars seemed like a perfect theme for us! Cara’s book was a huge hit and as usual, our groups were tons of fun! In our sensory group each of our sensory boxes represented a different Oscar winning movie. In the fine motor group our students made some movie star art themed art projects. For our language group it was all about the red carpet experience! Read along to see all the fun we had.

SENSORY GROUP

Popcorn—-gotta have some at the movies! Our first box was filled with popcorn kernels and items related to our theme including: Disney princess figures, a pirate ship wreck, pirate beads, and an Indiana Jones duck! There was a “Music Man” maraca to shake and an Alice in Wonderland cupcake that squeaked. Since the Academy Awards take place in California, we tossed in a state magnet and finally—–a mini Oscar statue (thanks Ms. Caressa!) This was a great box—-something for everyone!

In addition to lots of opportunities for vocabulary building, science concepts of forces and changes in motion were explored with some of the items. Specifically the science access point recognize that pushing or pulling an object makes it move is addressed.

The world in spatial terms is also explored and the social studies access point associate an object, picture, or symbol with a location is addressed.

The students got to make their own Shrek ogres using our green Floam, some potato head features and 2 plastic pegboard pegs—–perfect ogre ears :). Floam has an interesting texture and while you can mold it, it doesn’t “feel” sticky. Pretty cool stuff!

It’s great for working on bilateral coordination as it is squished and molded into roundish heads.

We explored organization and development of living organisms addressing the science access point recognize one or more external body parts.

We loved the way our Wizard of Oz discovery bottle turned out! We mixed some green tinted hair gel with water and green glitter. Then we put in 3 red Barbie shoes—–they looked just like ruby slippers!

The Unique Curriculum intermediate unit this month explores the theme of movement so this bottle, along with other items in our boxes compliments it.

Science concepts of forces and motion are explored. In addition motion of objects is explored with the science access point track objects in motion.

Our Wizard of Oz box also included a slinky rainbow and this was a HUGE hit with our students! Some of them loved SLOWLY pulling it apart. Others pulled it as wide as they could make it and then shook it to see it vibrate. Either way——–fun was had!

Of course forces and changes in motion were explored with the science access point recognize that pushing and pulling an object makes it move. Forms of energy are explored with the access point recognize the change in motion of an object.

The students had so much fun with our Pirates of the Caribbean box! Along with tons of sparkly gold beads were an eye patch and hook so they could get into character if they wanted.

Again the science access point recognize external body parts is explored. In addition tool use is practiced as the hook plunders for beads—-arrgg!

The number 3 and 3 plastic snakes were buried in the sand of our Indiana Jones box—–guess he probably wouldn’t like this box very much 🙂

The science access point match animals that are the same can be addressed with this activity. This access point is related to the concept of diversity and evolution of living organisms.

Recognizing when 1 or 2 items have been added to or removed from sets of objects to 3 is a math access point addressed. This access point is related to developing understandings of multiplication and division and strategies for basic multiplication facts and related division facts.

Blue “genie” oobleck——for Aladdin of course!!!! We sprinkled blue raspberry Koolaid onto our oobleck observing as it changed from white to blue!

As usual, fun was had as our little scientists pushed, pulled, and grabbed handfuls of this gloppy goo 🙂

Recognizing that the appearance of a material has changed is a science access point related to the concept of changes in matter.

For our nod to Snow White we washed the oobleck off hands and arms using an apple sponge. The water was scented with lavender vanilla scented bath gel from Bath and Bodyworks chosen because when Snow White ate the apple she fell asleep…….and lavender makes you feel relaxed…… Ok, kind of a stretch but we went with it 🙂

Properties of matter are addressed with the science access point recognize water as a liquid.

The matching lotion was used to send our students off with memories of all the things they learned. Recognize and respond to different types of sensory stimuli is the science access point addressed and is related to the organization and development of living organisms concepts.

FINE MOTOR GROUP

Our Tuesday art project had the students putting their own stars on the Hollywood walk of fame! The students counted the sides of our grey rectangular piece of paper—-and then we counted out one for each student. After they “wrote” their names, we painted their hands with dark grey paint and stamped them onto the paper.

Using appropriate vocabulary to compare shapes according to attributes and properties is promoted as the math access point recognize common objects with 2 dimensional shapes is addressed in this activity.

The students chose which glittery star they wanted and then glued a picture of their face onto the star.

Squeezing the glue is great for hand strengthening of course! Pincer grasp skills and eye hand coordination are promoted when placing the picture.

Effectively communicating wants and needs to a familiar person using gestures is a language access point.

The star was then glued down onto the paper and——–

TA DA!!!!!

A few new stars on the Hollywood walk of fame!

On Thursday we made our own little Oscar statues!

Joy drew an outline of an Oscar onto gold colored paper. You can print out the outline here: oscar award. It was then glued onto a toilet roll so it could stand up.

Glue was diluted with water and the students used a paint brush to apply it to the paper.

Recognizing that pushing and pulling an object makes it move is a science access point addressed as the students paint with their brushes.

Gold glitter was then added for that authentic look 🙂

While some of our students were able to able the glitter independently, most of them needed a little help.

We stopped periodically to ask them “do we need more?”. They used a Go Talk to communicate whether they needed to add more glitter or if they were all done.

Solving problems involving small quantities of objects or actions using language such as enough, too much, or more is a math access point related to understandings of addition and subtraction.

Using technology resources to support learning is a language access point.

The finished product looked fabulous!

We’d like to thank the Academy………..

LANGUAGE GROUP

We’ve talked about some movies that have won Oscars. We’ve earned a star on the Hollywood Walk of Fame and received an Oscar. Now it’s time to walk down the red carpet! But of course, before getting near the red carpet, we need to be dressed for the occasion.

We printed out pictures of all of the different things we could wear and bring to the red carpet, such as sunglasses, sports coats, feather boas, top hats, and earrings. The pictures were put on an All-Turn-It Spinner which was activated using a switch.

Our students took turns activating the switch and seeing what they would be wearing. A couple of our students were able to verbalize what they landed on.

Using an input device, such as a switch to interact with a technology resource is a language access point.

We talked about putting the clothes/objects ON. It was neat to see how many of our students got so excited to dress up! Such a fun way to practice dressing skills!

But really, who doesn’t get a LITTLE excited about getting all fancy 🙂

Communicating recognition of familiar objects and communicating about a selected object are language access points.

Time for a quick interview with Entertainment News…….

then off to the red carpet!

We had taped down some red paper to act as our red carpet. One by one our little movie stars walked the red carpet and were photographed in their fancy attire. They had fun with that!

After the red carpet they were treated to a movie on the smart board. Our version of the Oscars was a success! So much so that a couple of our students didn’t want to give back their costumes 🙂 Sadly, they had to and we talked about taking things OFF.

Hope you enjoyed seeing all the fun we had with the Oscars. Be sure and come back next week—–there will be more fun and learning Group by Group!

Mar2

The Colors of my Country

Posted on March 2, 2014 by jd785

The Colors of my Country

We celebrated the colors of our country this week—–between the Winter Olympics and Presidents Day we were in a patriotic frame of mind and thought this theme would be a fun way to finish out the month! Our sensory group boxes were filled with items that were either red, white, or blue. The fine motor group combined the colors to make fun art projects. The language group had fun sorting the colors.

SENSORY GROUP

So many fabulous things to discover in our red box! All sorts of shapes, textures, and things that made NOISE—-especially important for our students with visual impairments. There was paper shred, chenille ribbon, accordion tubes, stuffed animals, and a squeaky toy that was by far the favorite!

As with all our color boxes our students are engaging in the practice of science by exploring, observing, and recognizing common objects in the natural world. They are also exploring properties of matter and addressing the science access point identify common objects by one observable property, such as color.

Our white box had some wonderful textures including feathers, a dusting mitt, and some imitation sheepskin. A lovely soft box to run fingers through. We also put in some pompom yarn that was perfect for shaking and draping!

The practice of science is again addressed as the access point use senses to recognize objects.

This blue box was also filled with more wonderful textures and items to explore. We included some shiny curling ribbon, basket filler, some kitchen scrubbers, and an accordion tube.

As students pulled the accordion tube apart and pushed it back together they worked on bilateral coordination.

Forces and changes in motion were explored while addressing the science access point recognize that pushing and pulling an object makes it move.

LOOK at the concentration on the students faces—–fabulous!!!!!!

This red moon sand had a great tactile feel and is very moldable. A melon baller helped make it even more fun to explore. Discussing the little spheres that were made addresses the math access point recognize 3 dimensional shapes. Of course, even though it looked like a ball it didn’t quite act the same way——some of the students were quite intrigued when the balls didn’t bounce when dropped!

Exploring, observing, and recognizing common objects in the natural world is an access point related to the practice of science.

White flour filled our next box and it is pretty messy stuff—–we LOVE it! Spoons and scoops of different sizes were included for filling and measuring.

Develop understandings of addition and subtraction strategies are addressed as students solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.

We dyed some navy beans blue for our next box and they turned out really cool! We found the instructions on the Fun and Home with Kids website. Everyone, including the adults, was pretty fascinated by the blue hue! To also go along with this weeks theme, the letters U S A were hidden in the box for our students to find.

Finding the hidden letters addresses visual and tactile discrimination skills.

Forces and changes in motion are explored and the science access point recognize that pushing and pulling an object makes it move was addressed when playing with the white shaving cream. Since the shaving cream is naturally white, we had to include it as part of this unit!

As usual, our students made a mess and had a blast 🙂

We rinsed our hands in cherry scented water—-cherries are RED after all 🙂 We also put 2 foam puzzle dinosaurs in the water. Since one dinosaur was blue and one was red, colors could be discussed and the science access point identify objects by one observable property is again addressed.

Our students also enjoyed exploring our discovery bottles. One was filled with blue beads and glitter while the other was filled with assorted red, white and blue beads.

As the bottles are turned the motion of objects is explored as the science access point track objects in motion is addressed.

We finished our session with some cherry scented lotion—-yummy! Our students loved the aroma and loved when it was applied to hands, arms, or ears 🙂

Concepts related to the organization and development of living organisms are explored while addressing the science access points recognize and respond to one type of sensory stimuli AND recognize one or more external body parts.

FINE MOTOR GROUP

On Tuesday we started by counting out some grey rectangular paper—–counting the pieces of course! We always ask to the students to sign their names by first identifying theirs from a choice of two. Our students are emergent writers and we encourage them to “write” as we say the letters of their names out loud. Some of them are starting to say their letters along with us and stop writing after we say the last letter!

Using pictures, symbols, gestures/signs, or words to communicate meaning is a language access point related to the writing process.

Next we counted out 3 shapes, asking the students to point to the number 3 using our communication symbols. Then we asked them to point to or touch the circle (all our shapes came from a shape sorter toy).

Recognizing a common object with a two dimensional shape is a math access point. Recognize quantities 1 to 3 using sets of objects or number names is also a math access point.

To complete our art project we stamped blue squares, red circles, and white triangles. We asked our students to identify the paint colors we were using, again using our communication symbols.

The students did a great job stamping the shapes, showing really nice eye hand coordination!

As they stamped, we counted to 3 aloud. We were really excited when some of them stopped stamping when we got to the number 3!

TaDa!!!!

On Thursday we made a color collage. We love doing collages——they are so much fun AND a great way to use up all those odds and ends hanging around the art closet!

In addition to eye hand coordination, pincer grasp skills are also addressed in this activity.

As items are added to the collage changes in matter are explored addressing the science access point recognize a change in an object.

Here’s to the RED, WHITE and BLUE!

TA DA!!!!!!

LANGUAGE GROUP

For our language group, we focused on sorting and answering the question, “what color is it?” Each of our students had a turn putting their hand inside the bag of goodies Joy put together.

There was a lot of reinforcement to not peek 🙂

Once an object had been pulled out, the student had to say what color it was——either red, white, or blue. They could do this either verbally or by pointing to a communication symbol with the different colors.

Communicating information that tells about an object is a language access point related writing applications.

After labeling the color, the student then had to put it in the matching colored basket.

For some of our visually impaired students, we talked about how the object felt. We used adjectives such as bumpy, smooth, soft, and hard.

Our students did a pretty great job with the sorting and identification of colors. They sure do know the colors of their country!

Thanks for joining us again this week, it’s been a lot of fun—–hope you smiled along with us! Join us again next week for more fun and learning Group by Group.