Tag Archives: language

Nov4

Things that go Bump in the Night

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Things that go Bump in the Night

IMG_6512This week we explored things we imagine might be out there to scare us when its dark at night! It seemed an appropriate topic for this time of year 🙂 Our sensory items had a really high contrast of light and dark which was very visually appealing to our students. The fine motor group had a great time making some spooky art projects. The language group students used adjectives to compare items. We also made it fun by turning off the lights while reading our book in all our groups.

 

 

 

SENSORY GROUP

IMG_6369This first box was filled with black paper shred and assorted creepy crawlies! Some of the critters were black so they were hidden really well. Others were brightly colored and could be easily spotted. We also threw in some fun fur for an added textural component.

Our students explored the box in different ways, some sifted through the paper while others……..

 

 

 

 

 

 

 

IMG_6366had a different approach…….. 🙂

 

 

 

 

 

 

 

 

 

 

IMG_6452The most popular item in the box was the little vibrating spider toy. Pulling it’s string was perfect for addressing bilateral coordination!

Visual and tactile discrimination skills are also addressed here.

The science access point of recognizing common objects related to science by name was addressed.

 

 

 

 

 

 

IMG_6166Battery operated orange lights (found at Walmart) made for perfect glowing eyes peeking out from garland. We kept these in the box to add to the effect—our students were fascinated!

Recognizing sources of light is the science access point addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_6530We used our green Floam and some Mr. Potato Head features to make our own aliens. This purchased Floam has a wonderful easily moldable texture that made it perfect for making silly alien creatures while working on bilateral coordination and hand intrinsic functions!

The science access point recognizing external body parts is addressed with this activity.

 

 

 

 

 

 

 

 

IMG_6188The letters B O O could be found in our black bean and orange rice box. This is one of our favorite rice boxes—-so colorful and eye catching! So much fun to sift and run fingers through.

For added interest, we taped a picture of a jack o lantern to the bottom of the box.

Visual and tactile discrimination is again addressed as well as literacy skills.

 

 

 

 

 

 

 

 

 

IMG_6521Black shadows can certainly make you jump! We made ours by bringing back our pirate playdough from a few weeks ago along with bat and cat cookie cutters. The black glitter we added to the playdough gave it an added shimmer which we loved and it really contrasted with the bright orange cookie cutters. Again, a terrific substance to squish and pound.

Recognizing that the appearance of an object or material has changed is the science access point addressed here.

 

 

 

 

 

 

IMG_6218Glowing purple ooze (oobleck with purple tinted tonic water) looked pretty fabulous under our black light!

We added some pop rocks candy (we were inspired by the folks on the Growing a Jeweled Rose blog who added it to finger paint) and our ooze became pretty spectacular—-think rice krispie cereal on steroids! Not sure who was more impressed, the students or the adults 🙂

Recognizing that pulling or pushing an object makes it move is the science access point addressed in this activity.

 

 

 

 

 

 

 

IMG_6358IMG_6240We used Bath and Bodyworks Twilight woods scent to finish. In our water play we had 2 different size measuring cups for scooping and pouring fun—-and addressing the math access point of recognizing differences in sizes of containers that hold liquids.

The lotion has a light soft scent—not scary at all 🙂 and our students really liked it.

The science access point recognizing and responding to different types of sensory stimuli is addressed with both these activities.

 

 

 

FINE MOTOR

IMG_6244On Tuesday we made some mummies! We started by talking about the color of out mummy (black) and the color of our paint (white). All of our students correctly picked the colors we asked them to identify. Oh yes we were proud!!

The science access point recognizing common objects by one observable property, such as color is addressed here.

The language access point communicating information about objects using non-verbal expressions, gestures/signs, pictures, symbols, or words is also addressed.

 

 

 

 

 

 

 

IMG_6276To begin our art activity we put our mummy IN a clear lidded  box. Then we scooped out marbles covered in white paint, counting as we dropped them 1 at a time into the box.

This is a fun way to work on eye hand coordination and scooping skills!

This also addresses the math access points of associating quantities with number names AND recognizing common three-dimensional objects, such as balls (spheres).

 

 

 

 

 

 

 

 

IMG_6294Then we closed the lid and…..shake shake shake!

Totally fun way to address the science access points of applying a push or pull to move an object and tracking objects in motion.

 

 

 

 

 

 

 

 

 

IMG_6268We opened the lid and took our mummy OUT of the box and added 2 googlie eyes—giving us a chance to practice pincer grasp skills.

This activity addresses the math access point associating quantities 1 and 2 with number names.

It also addresses the science access point recognizing a change in the appearance of an object or material.

 

 

 

 

 

 

 

IMG_6320Hmm, lets check this out——-

—yep, he’s pretty cool!

 

 

 

 

 

 

 

 

 

 

 

 

IMG_6639For our art activity on Thursday we made great big eyeballs! We started by comparing the different size circles and asked our students to show us the big one.

Recognizing common objects with 2 dimensional shapes, such as a circle is a math access point.

Recognizing the larger of two objects is a science access point.

 

 

 

 

 

 

 

IMG_6653IMG_6678We used assorted markers to color red veins on the big circle (dessert size paper plates). Of course we counted the plates and discussed their size and color as we passed them out.

Our students  then chose which color they wanted their eye to be using our communication symbols. Some of our students touch the symbols, while others used eye gaze.

Using body movement or nonverbal expression to communicate desires or preferences is the language access point addressed here.

 

 

 

 

IMG_6654Next we used a circle punch to cut out a small black circle.

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

 

 

 

 

 

 

 

 

 

IMG_6688We compared the different sized circles again and began assembling our eyeballs.

This activity works on eye hand coordination and graded motor control—you don’t want to crumple up your circles!

The math access point of recognizing the next step in a sequence of activities is also addressed.

 

 

 

 

 

 

 

 

IMG_6669Somebody is watching you….

…..spooky!

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_6577After we finished Cara’s book we stayed with the spooky theme using the iPad app Spooky Box (it was free)—just for fun! Our students enjoyed listening to the different sounds and we had fun watching their reactions 🙂  We do need to note that some of the sounds are a little intense, so be sure to prescreen them!

For our ACTUAL learning activity—– we focused on using adjectives to describe two different objects. The students used Boardmaker pictures and put the adjectives in the appropriate column to describe the objects.  They did need a little bit of help with this, but over all, they did well.

Communicating information about familiar objects using pictures or symbols is a language access point.

 

 

 

 

IMG_6580IMG_6583The first object we explored was some mystery green play dough that Joy had made using a recipe from the Growing a Jeweled Rose blog (this is a great site filled with all sorts of ideas and recipes, we love it!).

The other object was a yellow and blue ball with fringes all over it.

Identifying objects by one observable property and recognizing and responding to different types of sensory stimuli are science access points addressed with this activity.

 

 

 

 

IMG_6606Some of the adjectives used were: hard/soft, heavy/light, cold/warm.  Mrs. Robin got out a scale for us to use when working on heavy/light so the students could see which one was heavier.

So neat!

Recognizing objects as warm or cold and sorting objects by weight (heavy and light) are science access points.

 

 

 

 

 

 

 

IMG_6614IMG_6622We also used vinegar and sprayed each of the objects. We smelled the vinegar first.

Some of students found the aroma intriguing—-others let us know by their gestures, not so much 🙂

Communicating preferences for objects is a language access point.

 

 

 

 

IMG_6633The play dough reacted with the vinegar because of the baking soda in it and that made it bubble up, while the vinegar made the ball wet (and STINKY!).  We then asked the students to choose an adjective (bubbly/wet) to describe the objects after vinegar had been sprayed on them.

Recognizing a change in an object and assisting with investigations with a partner are science access points addressed here.

 

 

 

 

 

 

 

 

 

IMG_6716Hope your week was as great as ours—- filled with treats not tricks 🙂

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

Oct27

Seasons

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Seasons

IMG_5603This week our theme followed the Unique Curriculum unit some of our classes were learning about this month.  Lets dive right in and explore all our fun activities……

 

 

 

 

 

 

SENSORY GROUP

IMG_5775IMG_5873We started with winter—and a wish for snow! We don’t get a lot of that stuff down here in Florida but we can still dream…..

Assorted snowflakes (paper, ornaments, etc), white pompom yarn, white and silver beads along with twist ties and clear packing tape turned a clear umbrella into a winter wonderland—-pretty darn magical, if we do say so ourselves 🙂

This really was a great experience for our students, they really loved it!

Exploring, observing, and recognizing objects in the natural world is the science access point addressed in this activity.

 

 

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IMG_5912No winter wonderland is complete without snow! We made ours using cornstarch and shaving cream. Adding the cornstarch gave the shaving cream some texture and allowed it to be shaped into small “snowballs” if desired.

This was totally fun messy play, with MESSY being the operative word—–our students dived in and this stuff got everywhere 🙂

Bilateral coordination is addressed when making snowballs.

Applying a push to move an object and recognizing and responding to different stimuli are the science access points addressed with this activity.

 

 

 

 

 

IMG_5798Spring is such a colorful time of year with plants growing and flowers blooming. In this box, we sprinkled  some dried bean “seeds” into our colorful green rice—and taped a hidden surprise of pictures of colorful plants just waiting to bloom as the rice was swept away. The picture was actually a piece of wallpaper from one of those wallpaper sample books that someone always seems to be giving away

We also put in the letters W (winter), F (fall), and S (spring, summer)

This box helps address visual and tactile discrimination as well as fine motor skills for picking up the little “seeds”.

Recognizing that pushing or pulling an object to make it move is a science access point addressed here. In addition, the science access points of recognizing the leaf and flower of a plant and recognizing that plants grow can be addressed.

 

 

 

 

IMG_5943Our second box was filled with our caterpillar and butterfly pasta—-now this is one COLORFUL box! It’s also a wonderful box for sorting concepts of same/different and counting activities—-lots of math access points covered, including:

Solving  problems involving small quantities of objects using language such as “more”, recognizing objects that are identical to each other, recognizing when an object is added to (addition) or taken away (subtraction) from a situation, recognizing two objects that are the same size or color……

It’s amazing all the learning you can fit into one little box!

 

 

 

 

 

 

 

IMG_5571IMG_5901Fall has so many pretty colors with the changing leaves and colorful gourds and pumpkins that are seen everywhere.

Our students loved picking up and shaking the leaves as well as watching handfuls of them drift down. Others found a couple of scarecrow friends.

This was another great box for visual and tactile discrimination, so many things to explore!

IMG_5831The science access point of exploring, observing, and recognizing common objects in the natural world is addressed here.

Recognizing models of real objects is another science access point addressed.

 

 

 

IMG_5578Fall also means colorful warm sweaters and blankets—at least to look at in the stores, NO WAY is it cold enough to need  them here yet 🙂

This soft pompom yarn has such pretty fall colors and is just so touchable—-wouldn’t it make a fabulous blanket or poncho!?

Our students had a great time with this yarn, draping it around themselves or just shaking it. Pulling it apart is a great way to work on bilateral coordination!

Recognizing and responding to different types of sensory stimuli is a science access point addressed here.

The science access point of recognizing clothing worn by humans in different seasons can also be addressed.

 

 

 

 

IMG_5906In the same box, we also included a shaker bottle filled with acorns. Our students love shaker bottles—-it’s always fun to make noise!

The science access points recognizing and responding to common sounds, recognizing and responding to one type of sensory stimuli AND applying a push to move an object are all addressed here.

Discussing that acorns turn into oak trees also helps relate to the science access point recognizing that plants grow.

That’s a lot of science in one bottle!!!

 

 

 

 

 

 

 

IMG_5811IMG_5612Summer means going to the beach! We put in 3 seashells and 1 starfish for our students to find in our summer fun sand box. We used fine soft play sand that our students really loved touching.

Whether addressing the science access point of tracking objects in motion or the math access point of associating quantities with number names—–this is a great box!

Other access points addressed include for math: recognizing objects that are the same size or color and for science: recognizing common objects related to science by name.

 

 

 

 

IMG_5568IMG_5814Finishing up summer, our scent this week was Bath and Bodyworks aruba coconut. It was a wonderful summer aroma for our warm water play which included 2 colorful squirter fish. You would be hard pressed to find a more fun way to work on strengthening grip skills 🙂

Identifying objects by one observable property such as color and recognizing materials as warm or cold are science access points addressed here.

IMG_5962We finished with a little lotion, addressing the science access point of recognizing external body parts. This scent was a real favorite with the students and they left smelling like they had spent a day at the beach!

 

 

 

FINE MOTOR GROUP

For our art activity this week we made seasonal trees using torn tissue paper (our usual stash from presents past). Our tree trunk came from a reproducible in the book Apples, Apples Everywhere by Peggy Hundley Spitz OTR which can be purchased from Flaghouse.

IMG_5720On Tuesday we made our spring and summer trees. We used pink and purple paper for spring and green paper for our summer trees. On Thursday we used brown and orange for the fall trees  and white paper with silver swirls for the winter trees.

We started by asking the students to match the communication symbols with the different paper colors. You may have observed that the literacy component for this student might have been improved if we had actually presented the words right side up 🙂

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

Responding accurately and consistently to referent objects or pictures used in routines is a language access point.

 

 

 

 

IMG_6056IMG_6110For each tree, we tore and crumpled up the paper. This is a great activity for addressing bilateral coordination and the students really had fun with it!

IMG_6059Recognizing that the appearance of an object or material has changed is a science access point.

IMG_5710The crumpled paper pieces were then dipped in glue………

 

 

 

 

 

 

 

 

IMG_6063and placed on the tree. This activity addresses pincer grasp skills and eye hand coordination.

We also counted the pieces as they were applied—-of course!

Recognizing that the appearance of some plants in the environment changes throughout the year is a science access point.

 

 

 

 

 

 

 

IMG_6131IMG_6088TA DA!!!!

Our students were pretty pleased with the way their trees turned out—–can you tell 🙂

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_5975We started off the group by reading Cara’s book and asking the students to point to the picture of their favorite season.

Communicating preferences using non-verbal gestures is a language access point.

 

 

 

 

 

 

 

 

IMG_5996IMG_5990After the students had indicated their favorite season, we used some of the boxes and objects from the sensory group as  props.

For summer we used the sand, autumn we used the box of leaves, spring we used the green rice, and for winter we used the umbrella.  What a hit!

This activity addresses the language access point of exploring and interacting with the functions of selected objects.

 

 

 

 

IMG_5997Next we played a memory game. We made cards using Boardmaker symbols and laminated them.

The pictures on the cards were: summer, autumn, winter, spring, beach, rake, mittens, and bird.  They were presented with 4 pictures at a time which were turned over, face down.  Each student took a turn and flipped over 2 cards at a time.

Using referent objects or pictures from a familiar read-aloud story is a language access point.

 

 

 

 

 

IMG_5965PIXON picture symbols for “same” and “different” were presented to the students and they were asked if the cards they flipped over were the same or different.  Some of our students required some assistance figuring it out, but for the most part, they did pretty well.

Using pictures, symbols, gestures/signs, or words to communicate meaning is a language access point

This week turned out to be so much fun!  We hope you enjoy seeing what we did as much as we enjoyed experiencing it! Please join us again, Group by Group.

Oct20

Alice in Wonderland

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Alice in Wonderland

IMG_5199We had such a great time this week exploring the classic story of Alice in Wonderland. Cara’s book was wonderful and it was so exciting for our students to see themselves in her book! Hope you enjoy seeing how we made Alice’s adventures a multi-sensory learning experience!

 

 

 

 

 

 

SENSORY GROUP

IMG_5203Our first box was filled with paper shred since most books are made from paper—or at least they used to be 🙂

Nestled among the paper were some playing cards (hearts of course), some Mad Hatter party hats, rose petals, heart garland and ribbon, caterpillars, a variety of white rabbits…..

AND a cute fluffy “dormouse” that makes a crinkly sound when squeezed! We found it at the dollar store—-score!

 

 

 

 

 

 

 

IMG_5342We also included a play food cupcake with the label “eat me” and a plastic bottle with the word “drink me”.

It was so fun to see what the different students gravitated towards—-everyone had their favorites!

Exploring and interacting with a selected object is a language access point addressed in this box.

Visual discrimination in addition to reach and grasp skills are also addressed while exploring the fun contents of this fun box!

 

 

 

 

 

IMG_5071A is for Alice and we hid 4 letter A’s in this box of tea leaves.  The tea leaves have an interesting texture, kind of crunchy and mild aroma—–a different sensory experience!

The students also had fun using the small scoop to cover them up again.

The math access point recognizing when items have been added to or removed from sets of objects to 4 is addressed here.

Picking up the letters is an opportunity to work on pincer grasp skills—–most beautifully illustrated by this picture—and eye hand coordination.

 

 

 

 

 

 

IMG_5044Chenille stems make for great caterpillars! This box was filled with regular size and giant size ones for some size comparisons. Soft and colorful—-you just HAVE to reach out for one!

These are perfect for twisting together (and promoting bilateral coordination) to make some new creations—-sensory group meets fine motor group 🙂

This also addresses the science access point of recognizing a change in a object.

All the different colors and sizes help address the science access point of identifying common objects by one observable property, such as size or color.

 

 

 

 

 

 

 

IMG_5310Pink and purple are the theme of this next box—-for the Cheshire Cat, of course!  All that was left was his grin!

We used a Mr. Potato head mouth for the grin and hid it in the hard beads and soft pompoms 🙂

This box addresses the science access point of identifying  common objects by one observable property such as size or color.

Recognizing common 3-dimensional objects, such as balls (spheres) and two objects that are the same size or color are math access points addressed here.

 

 

 

 

 

 

 

IMG_5347We used black cherry kool-aid to make the perfect red for our Queen of Hearts playdough. It turned out really well, a perfect squishy texture! Not only did it look pretty but it smelled wonderful also!

We used our heart shaped cookie cutter to cut out lots of pretty hearts.

Counting how many hearts were cut out addresses math skills and one to one correspondence.

It also addresses the math access point of recognizing 2 dimensional shapes that are the same shape and size (congruent).

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

 

 

 

 

 

 

IMG_5356These flowers didn’t sing but our students sure had fun making them dance in the air!

Tracking objects that fall to the ground and indicating that an object has fallen are the science access points addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_5237Continuing with our floral theme, the students had fun with our sweet pea scented water. We put 2 different size measuring cups for scooping fun…….but sometimes it’s just more fun to play with the bubbles!

Recognizing water as a liquid is the science access point addressed here.

 

 

 

 

 

 

 

 

 

IMG_5263We finished with some Crabtree and Evelyn rose scented lotion. Wow this stuff really had a strong aroma. Some of our students really like it…………

IMG_5133Others not so much 🙂

Either way, it made for a memorable experience—–and an opportunity to address the science access point of recognizing and responding to one type of sensory stimuli.

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_5146On Tuesday we made some Mad Hatter hats! These were assembled by gluing a paper bowl onto a paper plate.  We cut a  hole in the plate to help it fit onto our students heads.

We had one of our students decide what color to start with and began painting.  Jeannie’s favorite color is purple—-hmm, I think someone is looking for extra brownie points from his teacher 🙂

The different colors were then passed around so that everyone ended up with a very colorful hat.

Adjusting nonverbal expression, referent objects to communicate wants and needs to familiar persons is a language access point.

 

 

 

 

 

 

 

 

IMG_5153IMG_5172Everybody had a great time painting their hats.

The paintbrushes were taped to paint stirring sticks to adapt them for our students with physical disabilities.

The science access points sharing objects with a partner and recognizing a change in an object are addressed with this activity.

 

 

 

 

 

Ta DA!

IMG_5182                                                                   Love it!!!! This Mad Hatter is ready for the tea party!

 

 

 

 

IMG_5295On Thursday we made some card soldier puppets. We pulled some of the heart (of course!) cards from a deck. 4 holes were punched and a popsicle stick was glued to the back.

The rectangle shaped cards were counted as they were passed out and then we counted out 2 chenille stems for each student.

We also counted the number of hearts on each card.

Recognizing common objects with two dimensional shapes and associating quantities with number names are math access points.

Chenille stems were threaded through the holes to make the arms and legs. Pincer grasp, eye hand coordination, bilateral coordination—–a PERFECT fine motor activity!

 

 

 

 

IMG_5455IMG_5461These were a huge hit, our students loved their puppets!

IMG_5451Recognizing that the appearance of an object has changed and recognizing one or more external body parts are science access points addressed here.

IMG_5465                                                               Did we mention our students LOVED their puppets 🙂

 

 

 

LANGUAGE GROUP

IMG_5401We placed pictures from our book on the All Turn it Spinner. With each turn, our students got to try on a costume prop that matched the character.

Using nonverbal expression, gestures/signs, pictures, symbols, or words to responds to familiar read-aloud stories by identifying characters, objects, or events is a language access point addressed here.

Responding to a technology resource is another language access point addressed here.

 

 

 

 

 

IMG_5424IMG_5418Some of the props we used were the Queen of Hearts scepter, Dormouse ears, Cheshire Cat mask, Mad Hatter hat, IMG_5432                                                                                      a Singing Flower hood……………………..

 

 

 

IMG_5391AND some White Rabbit ears! This student really got into character, making sure we took a picture of  his rabbit impersonation 🙂

IMG_5405We held up a mirror for our students to be able to see themselves, and BOY what a hit that was!  The students who were verbal expressed WHAT they had on and WHO they were while the nonverbal students followed directions with prepositions such as “hold it UP”, “put it ON”.

Selecting a familiar object to explore and communicating about the selected object using nonverbal expression, gestures/signs, pictures, symbols, or words is the language access point addressed with this activity.

The students had a great time and the adults in the room definitely enjoyed themselves as well.

REALLY—–who doesn’t love to dress up!?

 

 

 

 

 

 

 

IMG_5105That’s it for this week, we had so much fun going down the rabbit hole with Alice and making a wonderland of experiences for our students!

If you are looking for some more traditional October themes—be sure to check out what we did last year—–BUT don’t forget to join us again next week for more Group by Group fun!

Oct13

Look Up in the Sky

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Look Up in the Sky

IMG_4903This week our groups complimented the Unique Curriculum theme which explores things you see when you look up in the sky.

The students really loved all our activities and we got more than the usual super cute pictures—-our students really are quite adorable 🙂

 

 

 

 

 

 

 

 

SENSORY GROUP

IMG_4655After reading Cara’s book, we turned off the lights and looked up into the starry sky!

We made it by using twist ties to attach battery operated lights, beads, and some glow in the dark planets to a black umbrella—— SUPER easy! The battery operated lights were from Target and are usually on the shelves around holiday time.

Our students were all quite enchanted!

Associating stars with the night sky is a science access point. This activity also helps address the science access point of recognizing sources of light.

 

 

 

 

 

 

 

 

IMG_4786They also enjoy exploring this lighted moon. It had a rough surface as well as this fabulous glow–very mesmerizing.

Thanks Ms. Pam for letting us borrow it!

Associating the moon with night is a science access point.

Distinguishing light and dark is also a science access point that can be addressed with this activity.

 

 

 

 

 

 

 

 

 

IMG_4825When the lights came back on we began exploring our sensory boxes.  This first one was filled with blue basket filler “sky” and lots of things found in the sky to discover.

We put in feathers, toy birds, bats, and butterflies for some of the animals you see in the sky.  We also put in some toy airplanes .

Of course, we also included some cookie cutter stars and a crescent moon.

Weather related items included soft white pom pom clouds, grey craft foam storm clouds….

 

 

 

 

 

 

IMG_4685IMG_4489AND…….a fabulous stretchy rainbow slinky which ended up being the big hit of this box!

Exploring, observing, and recognizing common objects in the natural world is a science access point.

Recognizing models  of real objects is also a science access point.

And yet more science access points….tracking the movement of objects that are pushed or pulled AND recognizing that pushing and pulling an object makes it move!

 

 

 

 

 

 

IMG_4502Speaking of rainbows, our students really loved both looking at and touching our rainbow mat (found yet again at Target!).

As well as encouraging our students to touch the mat, we also discussed all the different colors that could be found in the rainbow.

Using senses to recognize objects is the science access point addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_4467Our next box of Bubber reminded us of a beautiful blue sky! We love it’s soft tactile feel and it comes in so many cool colors, although we don’t have all of them—–YET 🙂

We included an airplane cookie cutter which helps build hand strength when pushed down into the Bubber. While fairly soft it does take some pressure to cut out a shape.

Recognizing that the appearance of an object or material has changed and applying a push to move an object are the science access points addressed in this activity.

 

 

 

 

 

 

 

 

IMG_4735We went from the blue daytime sky to the black night time sky with our next box. Lots of yellow craft foam stars were hidden for our students to find in the black beans.

The stars not only look different but feel different from the beans, making this a good activity for both visual and tactile discrimination.

Associating stars with the night sky is again addressed with this box.

Recognizing objects (the stars) that are identical to each other is another science access point addressed here.

We must admit the science access point of tracking objects in motion, as watching a few beans tossed into the air, was also addressed in each of our classrooms.

We have VERY understanding teachers 🙂

 

 

 

 

 

IMG_4688What’s a day without sunshine! This box was filled with sunglasses, yellow paper shred, a wooden sun, sun shaped manipulatives and yellow pom poms.

Whether shaking the paper shred, squeezing the pom poms or pushing and pulling apart the manipulatives ——-our students had a great time with this box!

IMG_4522The pom poms can be used to address the math access point of recognizing two objects that are identical to each other.

Applying a push to move an object and identifying objects by one observable property, such as color are the science access points addressed.

The science access point of recognizing that the sun is bright can also be addressed with this activity.

 

 

 

 

 

IMG_4537IMG_4810These sunglasses were the favorite item in this box. As you can see, our students had a lot of fun getting their cool on 🙂

 

IMG_4695

 

 

 

 

 

IMG_4756Next we made our own fluffy clouds with shaving cream.  Wonderful fun to dive into with both hands and squish around!

Using senses to recognize objects is the science access point addressed with this activity.

The language access point of communicating about a selected object using nonverbal expression is beautifully demonstrated in this picture—-pure joy!

 

 

 

 

 

 

 

 

 

IMG_4844After rinsing our hands in “rain kissed leaves” (from Bath and Bodyworks) scented water, the students took turns smelling the lotion and showing us where they wanted it applied.

The science access points of recognizing and responding to one type of sensory stimuli and recognizing external body parts are addressed here.

This had a nice soft scent that our students really seemed to like and to help them remember all the fun things we learned about today!

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_4639On Tuesday, for our art project we made a starry night time sky. We started by counting out 6 pieces of black rectangular paper. Some glue was poured onto the paper and then the students used paint brushes to spread the glue around.

The math access points of recognizing a two dimensional shape (rectangle) and recognizing differences in the length of the sides of rectangles are addressed.

Identifying objects by one observable property and applying a push to move an object are also the science access points addressed.

 

 

 

 

 

 

 

 

 

IMG_4612We added some sparkly silver glitter——our students LOVED shaking the glitter out!

What fun 🙂

Recognizing that the appearance of an object or material has changed is a science access point.

 

 

 

 

 

 

 

 

 

IMG_4643IMG_4606Next we let our students choose how many stars to glue onto their picture. We used these plastic glow in the dark stars we found at the dollar store.

These little stars were perfect for promoting pincer grasp skills.

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

Counting up to 5 objects is also a math access point.

 

 

 

 

 

 

 

Look at the milky way—-

TA DA!

IMG_4635                                   These turned out really quite cool and looked striking in Jeannie’s hallway.

 

 

 

On Thursday we turned from night to day and constructed our wonderful sun!

IMG_4995We started by asking our students to show us the color orange using our communication symbols.

Then we asked the students to glue an orange circle onto their white rectangular paper.

 

 

 

 

 

 

 

 

 

 

IMG_4940Bulls eye—-nice eye hand coordination!

Again, the math access point of recognizing 2 dimensional shapes (rectangles and circles) is addressed.

Recognizing objects by one observable property (color) is the science access point addressed in this activity.

 

 

 

 

 

 

 

 

 

IMG_4951The rays of the sun were made by stamping hand prints using yellow ink. Fortunately none of our students have tactile sensitivity so we did not have to adapt this for anyone.  All of them did a really great job of keeping their hands open so we could help them make their prints.

We counted the hand prints out loud as they were pressed onto the paper.

Recognizing the appearance of an object has changed is the science access point addressed here.

Yep, this looks pretty good 🙂

 

 

 

 

 

 

LANGUAGE GROUP

IMG_4853IMG_4869In this group, we talked about things that go UP in the air and things that go DOWN on the ground.

Using Boardmaker, we made  9 different pictures of objects: rainbow, sun, clouds, bird, airplane, moon and stars, person, car, and house.    We had real objects to go along with the pictures as well, which seemed to be a hit with the students!

Each student was given a picture and asked if it was UP in the sky……….

 

 

 

 

 

 

 

 

IMG_4875or…….. DOWN on the ground.

One of our students used the arrow as a road for a car—-too cute 🙂

Effectively communicating information using referent objects, pictures is the language access point addressed in this activity.

 

 

 

 

 

 

 

 

 

 

 

IMG_4872After they told us or showed us if the object was something seen UP or DOWN, they glued the picture onto a piece of paper with grass and sky drawn on it.

Our students did so well with this activity……we were SO proud!

Communicating about selected objects using pictures is a language access point.

That is it for this week. We had so much fun and learned a lot about things that we can see when we look up!

 

 

 

 

 

 

IMG_4997Join us again next week, you KNOW it’s going to be fun—–Group by Group 🙂

Oct6

3 Little Pigs

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3 Little Pigs

IMG_4169This week we had so much fun exploring  this traditional fairy tale! We made our wolf by adding some white felt teeth to a plush dog—-who admittedly looks more like a dog in need of an orthodontist rather than a big bad wolf……

Well, you have to work with what you’ve got after all, and our students didn’t see to mind a bit 🙂

SENSORY GROUP

IMG_4175IMG_4095Our students had so much fun exploring the first box filled with rafia (straw), popsicle sticks (wood), and duplo blocks (bricks) for the 3 little pigs houses!  There were 3 different pigs to find—a laminated picture symbol, a plush one, and a sound producing one (found in Target’s $ section). Brown pom poms and pieces of yarn reminded us of the wolf’s fur.

You need tools to build a house so we put in a ruler and some toy tools. And finally, the word “home”. This was a really great box and our students LOVED exploring all the different items.

So many access points were addressed with this box including the science access points of recognizing common objects in the natural world through observation, and recognizing a model of a real object.

 

 

 

 

IMG_3882We stamped bricks in our red moon sand with a duplo block—it made the perfect brick impression!

Of course, it was also fun to grab and squeeze a handful—making it a great activity for hand strengthening also!

Applying a push or pull to move an object and recognizing the appearance of an object or material has changed are the science access points addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_3953Our pink rice seemed perfect for a story about 3 little PINK pigs 🙂 Hidden in the rice was the letter P and the number 3. Our students always get a kick out of finding  “hidden” things .

Tactile and visual discrimination are addressed here.

 

 

 

 

 

 

 

 

 

 

IMG_4180Continuing with our exploration of the color pink we put in BIG and LITTLE pink beads. In addition to the hard beads we put some soft pink pom poms.

Great for texture and size comparisons! Recognizing similarities and differences in size of common objects is a math access point.

Recognizing two objects that are the same size or color is also a math access point.

 

 

 

 

 

 

 

 

 

IMG_3919IMG_4058We had to include a wolf box! We put in some brown “wolf” fur, a nice soft texture to rub and touch. A stretchy wolf (actually a stretchy dog that we gave some felt teeth). Excellent for working on bilateral coordination! Tracking the movement of  objects that are pushed or pulled is a science access point.

That wolf sure likes to huff and puff! We used our little hand held fan to get some air blowing like that wolf—-and it also addresses the science access point of indicating awareness of air moving.

 

 

 

 

 

 

IMG_4121We added some chocolate cake mix to our shaving cream to make some “mud”, we figured our students would like to play in it just as much as those 3 little piggies——–and they did 🙂

Recognizing and responding to different types of sensory stimuli is a science access point.

Of course as the shaving cream is smooshed around, our students also explored the science access point of applying a push to move an object.

 

 

 

 

 

 

 

 

 

IMG_4216The little pigs lived in the woods so Twilight Woods from Bath and Body Works seemed the perfect scent for this week.  Of course, by the time a few little hands rinsed the shaving cream off, it smelled like CHOCOLATE woods lol.

We put 2 different size measuring cups for scooping and pouring fun addressing the math access point of recognizing the different sizes of containers that hold liquids.

Its also a FUN way to practice eye hand coordination 🙂

 

 

 

 

 

 

 

 

 

IMG_3958The Twilight Woods scent was a hit with all the students and they so loved having the lotion rubbed on their hands or arms or necks to help them remember the story of the 3 little pigs!

It also encourages some nice social exchanges and the opportunity to communicate preferences and the desire for “more” of an action which is a math access point.

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_3966On Tuesday we built a brick house for our 3 pigs. We started by stamping red  bricks on a square piece of paper.

We’ve used this stamper before, made from a dish scrubber, its knobbed top makes it easier for our students to use. The stamp itself was made from thick craft foam.

Recognizing 2 dimensional shapes is a math access point.

Recognizing a repeated pattern of stimuli is also a math access point.

 

 

 

 

 

 

 

 

IMG_4012IMG_4037Then we glued a big triangle to the TOP of the square.

We counted 3 small rectangles which made up the windows and door and after they were glued down we  put 3 pigs safely into their house!

More opportunities to address the math access point of recognizing 2 dimensional shapes!

 

 

 

 

 

 

 

 

IMG_3989TaDA

We get pretty excited about our art work—-can you tell 🙂

 

 

 

 

 

 

 

 

 

 

 

 

IMG_4312On Thursday, Joy drew a Big Bad Wolf for our students to color. First we wrote our names on our rectangle paper then used pipsqueak markers to color the wolf brown.

We completed our wolf by adding a googlie eye—OF COURSE 🙂

 

 

 

 

 

 

 

 

 

 

 

 

IMG_4335TADA—all ready to blow your house down!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_4247For this group, we wanted to see if certain objects were able to be huffed, puffed, and blown away.  We put together several different items such as feathers, straw, a weighted ball, twigs, paper, a Beanie Baby wolf, and a rock.

For each of the items, we had a corresponding real picture of them. Each student got to choose which item they wanted to “blow”.

Effectively communicating wants using referent objects, gestures/signs, pictures, symbols, or words is a science access point.

 

 

 

 

 

 

IMG_4230The students enjoyed holding and touching the different objects. We encouraged them to make predications about what might happen when we turned the hair dryer on.

Exploring, observing, and selecting an object or picture to respond to a question about the natural consequence is a science access point.

 

 

 

 

 

 

 

 

 

 

 

IMG_4239The students really got a kick out of using the  hair dryer to huff, puff, and BLOW the items to see if they would move.

They especially liked  watching the objects that were light enough to be blown away—-addressing the science access point of tracking objects in motion!

Indicating awareness of air moving is also a science access point.

 

 

 

 

 

 

 

 

 

 

IMG_4228After each attempt, we put the picture of the object on a chart showing if that object was “light” or “heavy”. Charting really helped our students better visualize how things are grouped by weight.

Sorting objects by physical properties such as weight is a science access point.

Communicating about a selected object using nonverbal expression, gestures/signs, pictures, symbols, or words is a literacy access point.

 

 

 

 

 

 

 

 

 

IMG_4198We had a blast this week and hope you did too! Join us again for more fun next week—-Group by Group.

Sep29

Mount Everest

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Mount Everest

This week we went to the top of the world—-Mount Everest!  We had a lot of fun learning about a place so different from the one where we live.

SENSORY GROUP

IMG_3715When you think of Mount Everest you think of the snow that covers it. We had two snow boxes to explore. Our first one contained white floam—perfect for making snow balls…..

…..or a snowman!

Isn’t that what you would want to do on the mountain ? 🙂

Floam is a purchased moldable substance (non toxic but not to be eaten so we watch our students very closely). It has a slightly sticky feel which can be aversive to some of our students (and staff also!). Hand skills such as palmer arching  and bilateral coordination can be addressed when molding it into shapes.

Recognizing a 3 dimensional object such as a sphere is a math access point.

Recognizing when an object is added or taken away from a situation is another math access point.

 

 

 

 

 

IMG_3557We brought back our fun snow from a couple of weeks ago. Keeping it refrigerated makes for some chilly fun……Brrr!!!!!!!

Again, while non-toxic, this substance is not meant to be consumed so we watch our students closely.

Fun to explore alone but even more fun when shared with a partner!

Distinguishing between items that are wet and items that are dry and recognizing materials as warm or cold are science access points that can be addressed here.

Sharing objects with a partner is also a science access point.

 

 

 

 

IMG_3694After that cold snow, it was nice to rinse hands in some nice warm water. Our water was scented with Old Spice Denali scent—-we thought it had the appropriate rugged aroma for mountain climbing 🙂

A large measuring cup and a small spoon were placed in the water for scooping and pouring fun. This addresses the math access point of recognizing differences in sizes of containers that hold liquids.

Of course, just splashing around and checking out the bubbles with friends is fun also— addressing the science access point of applying a push or pull to move an object.

 

 

 

 

IMG_3550IMG_3657he country of Nepal borders Mount Everest. It’s flag has two colors, red and blue. We filled this box with a variety of textural objects such as shiny basket filler, hard blocks, soft pom poms, large chenille stems, rough scrubbers, soft plush toys etc. So many fun things to explore, compare and have FUN with!

Recognizing and responding to different types of sensory stimuli is a science access point.

Identifying common objects by one observable property is also a science access point.

 

 

IMG_3523Lentils are part Dal,  which is a soup eaten in Nepal.  Lentils feel so cool as they slip through your fingers, quite soft and silky! Once you put your hands in you just want to keep playing with them—–kind of a zen thing 🙂

Hidden in them were the letters N and T. We used ones with some nice textural bumps which added an extra sensory element (thanks to our intern for suggesting this!)

N for Nepal and T for Tibet the other country that borders Mount Everest.

Tactile and visual discrimination is addressed when locating the letters in the lentils.

Discussing the different countries addresses the social studies access point of recognizing a cultural characteristic of a population.

 

 

 

 

 

 

IMG_3549IMG_3669A lot of people in Tibet put prayer flags around their house. Our students had so much fun exploring these colorful flags we found at an import store.

We also included a voice output device with a Tibetan zymbol recording. The zymbol has a really unusual sound that our students found really appealing. We found the recording on Sound Bible—-check it out!

Some of out students really like draping or shaking the flags, while others were more intrigued by the music.

This activity also addresses the social studies access point of recognizing a cultural characteristic of a population.

 

 

 

 

IMG_3760IMG_3750For our lotion we used Bath and Body Works Be Enchanted——because wouldn’t it be ENCHANTING to visit Mount Everest? Ok, YES a bit of a stretch lol, but we went with it 🙂

As usual, the lotion helps address the science access point of using senses to recognize objects and the science access point of recognizing one or more external body parts.

 

 

 

 

 

FINE MOTOR GROUP

IMG_3588On Tuesday we made a mountain for our art project—-OF COURSE!!!!

We started by turning a rectangle into a triangle with our paper cutters. Our students with physical challenges used an adapted switch operated electric scissors—-totally cool!

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

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

 

 

 

 

 

 

 

 

IMG_3594We glued our triangle mountain to a piece of blue rectangular paper. We used our communication symbols and asked our students to “show us blue”.

Identifying common objects by one observable property is a science access point.

IMG_3633Then we started adding snow to the mountains with our shaving cream and glue mixture. We have done this before and when the mixture dries it has a spongy texture to it—-very, very cool!

A brush was taped to a paint stirrer to make it easier to hold for some of our students.

Tracking the movement of objects that are pushed or pulled is a science access point.

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

 

 

 

 

IMG_3646TA DA—-

Mount Everest!!!!

 

 

 

 

IMG_3827On Thursday we got our students ready for a mountain expedition by making parkas! We started with an orange circle plate (using our color communication symbols again to reinforce color concepts) with a precut hole. We chose an orange plate because……… well, that was the color we had!

Then we counted out 5 cotton balls and had the students show us number 5.

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

Counting from 1 to 5 using objects is also a math access point—-we probably didn’t need to point that one out 🙂

 

 

 

 

 

IMG_3844We glued the cotton balls onto the plate, adding more to the first 5. This is a great activity for practicing pincer grasp and eye hand coordination skills.

Recognizing when an object is added to a situation is a math access point that is also addressed by this activity.

 

 

 

 

 

 

 

IMG_3871Ready to climb that mountain…….

Ta Da!

 

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_3773We decided to help the teacher, Mrs. Robin, summit Mt. Everest in our language group.

Joy made a replica of Mt. Everest using a big cardboard box that she cut into the shape of triangle and covered it with some brown paper. White paper was crumpled and taped on the top to create snow.  She drew a person with a snowsuit and added Robin’s face to it.  The students really got a kick out of seeing their teacher on a cutout 🙂

We used a big die that the students rolled to see how many steps Robin could go UP the mountain.

Applying a push or pull to move an object, such as the die, is a science access point.

 

 

 

 

IMG_3807IMG_3797We emphasized that she was going UP by writing the word and holding an arrow to show “up”. The students then had to use the dots that were located on the mountain and move Robin the exact number shown on the die up the mountain.

After Robin safely summitted Mt. Everest, it was time for her to go DOWN the mountain.  Our students rolled the die to see how many steps she could go DOWN and got her safely back to the bottom of the mountain.  Again, we used an arrow to show “down” as well as wrote the word.

Using pictures, symbols, gestures/signs, or words to communicate meaning is a language access point. Matching objects to marked spaces to show one-to-one correspondence is a math access point.

The students really seemed to enjoy this activity and did a GREAT job with helping their teacher climb Mt. Everest!

IMG_3771This was another great week at Group by Group, join us again next week—-its going to be so much fun!

Sep22

Pirate Day

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Pirate Day

IMG_3451Avast ye land lubbers—-we celebrated Talk like a Pirate Day this week.

Cara had written such a great book last year that we used it again. Repetition is always good for our students and helps reinforce concepts and language learned. We kept some of the same sensory boxes but did add a few new ones.  Our fine motor and language group activities were different from last years celebration.

Shiver me timbers, we do have the cutest pirates to ever sail the seven seas! Read along to see all the fun we had and be prepared to smile 🙂

 

 

 

 

SENSORY GROUP

IMG_3440We filled this box with some basket filler in a pretty light ocean blue.  Then added some cool pirate stuff like a shipwreck (from an old aquarium), black beads and pom poms, an eye patch, and “parrot” feathers. Rubber duck and action figure pirates completed the box.

Lots of things to make you go argg 🙂

Visual discrimination skills are targeted as students look through the box and decide which items to pick up and examine.

The language access point responding to new vocabulary that is introduced and taught directly, is addressed in this activity.

 

 

 

 

 

 

 

IMG_3246Pirates are always looking for buried treasure on deserted islands and X marks the spot!

Our students were able to stamp an X in the sand with their cookie cutter. Shifting the sand aside reveals a treasure map and some gold coins taped the bottom of the box.

Math skills are addressed as the hidden coins or stamped X’s are counted.

In addition, applying a push or pull to move an object, such as stamping an X or pushing the sand aside, addresses science access point.

 

 

 

 

 

 

 

 

IMG_3251IMG_3284If you find the right spot you can dig up a treasure chest filled with GOLD. Our students just couldn’t resist grabbing these gold beads by the handfuls!

Of course, adding a pirate hat really helps one get into character 🙂

Exploring, observing, and recognizing objects in the natural world is a science access point.

 

 

 

 

 

IMG_3271More treasure was contained in our discovery bottle. Filled with plastic jewels, gold glitter, water and corn syrup—-the bottle swirled and glittered as it was shaken. This was a really one of the prettiest bottles we have made—-very, very eye catching!

Picking up and grasping the bottle addresses eye hand coordination and gross grasp skills.

Recognizing that pushing or pulling an object makes it move and tracking objects as they move are science access points.

 

 

 

 

 

 

 

IMG_3243IMG_3421We made some super cool black pirate playdough this week—and added some black glitter to it for additional sparkle! Did we mention this stuff was SUPER COOL 🙂

Our students could roll the playdough into cannon balls or use the bone shaped cookie cutter to make shapes.

Squeezing, pushing, pulling and otherwise manipulating playdough is great for strengthening hand intrinsics.

This activity addresses the science access point of recognizing that the appearance of an object or material has changed.

 

 

 

 

 

IMG_3294Then we turned off the lights and turned on our black light to help us explore our pirate swamp! We mixed up our oobleck using tonic water, which contains quinine, instead of ordinary water to help give it even more glow.

Our students practiced making prewriting strokes and the letter X in the oobleck and really had fun watching it drip and flow down hands!

Using the senses—-in this case vision and touch—to explore objects is a science access point. Tracking the oobleck as it flows also addresses a science access point.

 

 

 

 

 

 

 

IMG_3310We finished by rinsing hands in Bath and Bodyworks Ocean scented bath gel with an added element—–ocean spray (from our mister)!  Some of our students got quite giggly as they felt the mist come down around them 🙂

A large measuring cup and measuring spoon were available in the water bowl for scooping fun.

The science access point of recognizing and responding to one type of sensory stimuli is addressed as the water spray comes down. The math access point of recognizing differences in sizes of containers that hold liquids while scooping.

 

 

 

 

 

 

 

 

IMG_3476As usual, we also used the companion lotion to help our students learn external body parts and address the math access point of indicating a desire for more of an action or object.

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

 

 

 

 

 

 

 

 

 

 

 

FINE MOTOR GROUP

IMG_3379Every pirate needs a pet so on Tuesday we made a paper plate parrot for our art project!

We counted out a circle shaped paper plate for each student then gave them a choice of 3 colors to paint their parrot. Since the Florida Alternate Assessment has an array of 3 format, we like to give our students lots of practice making choices out of sets of 3.

Our students are getting to be such good painters!

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

Effectively communicate wants and needs to a familiar person using referent objects, gestures/signs, pictures, symbols, or words is a language access point.

 

 

 

 

 

 

IMG_3327IMG_3342Then we used our circle cutter to cut out 2 small circles.  We glued these onto the paper plate and added 2 googlie eyes on top.

We also added a precut beak and some fluffy feathers.

Picking up and placing the smaller pieces promotes pincer grasp and finger isolation skills in addition to eye hand coordination.

Recognizing differences in size of objects and associating quantities 1 and 2 with number names are math access points.

 

 

TA DA!!!!!!!

 

IMG_3411Looks like Polly parrot is ready to set sail!

 

 

 

 

IMG_0315On Thursday our little pirates made some telescopes—–all the better to see those treasure filled islands 🙂

We used paper towel and toilet paper rolls that fit inside each other—-to get telescoping action, way cool! They were decorated with paper strips.  We started by using our paper cutters to cut rectangle shaped strips of paper and taped them to the rolls. The electric scissors attached to a switch were used for our students with physical impairments.

Recognizing a change in an object ( as the paper is cut) and recognizing a model of a real object are science access points.

Recognizing a common object with a 2 dimensional shape (the rectangular paper) is a math access point.

 

 

 

 

 

IMG_0333The strips of paper were taped around each roll. We discussed the fact that one roll was large and one was small—-addressing the math access point of recognizing the differences in size of objects.

Bilateral coordination and eye hand coordination are addressed as the paper is taped around the roll and as one roll is inserted into the other!

 

 

 

 

 

 

 

IMG_0327Land Ho!!!!

ARGHH 🙂

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

IMG_0272A pirate came by and left clues to his buried treasure in our language group.  Our students had to use the clues to find the hidden treasure.  Each of the clues incorporated a preposition, like “up”, “next to”, “under” and “on”.  They also had a rhyming word to help figure out what to look for.  For example, “this thing rhymes with carrot.  Is it parrot or car?”  The students did such a grrrrrreat job figuring out the rhyming words and finding the things associated with pirates.

Using pictures, symbols, gestures/signs, or words to communicate meaning.

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

 

 

 

IMG_0297 IMG_0295-1Hidden around the room and also outside were a parrot, a pirate vest, a hook, a pirate hat, and of course, the hidden treasure on the X.

Recognizing the next step in a simple pattern or sequence of activities is a math access point.

Associating information with referent objects is a language access point.

When the students found the treasure, they opened it up to find a little treat wrapped in gold wrapping paper.  Excitement galore!

IMG_0294                                                                                               It was fun fer all 🙂

 

 

 

 

 

 

IMG_3372Arrrgg, be sure to ship out with us next week for more fun and learning, Group by Group!

Sep15

Friends Live in Different Places

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Friends Live in Different Places

IMG_2970Our groups complimented the Unique Curriculum theme that our students are studying this month.  As usual, we address math, language and science access points but with this unit we also address social studies access points such as recognizing differences in climates or vegetation.

Cara wrote a fantastic book with such cute pictures of children around the world—-it was a real hit with our students in each of the groups.

We had so much fun exploring the different continents.  Read along to see all the fun we had!

 

Sensory Group

IMG_3121IMG_3129We started our world tour in a South American tropical rainforest! Our umbrella was decorated with plastic leaves and christmas garland, bead, and yarn vines. Foam butterflies, toy snakes and frogs were attached with more yarn. A huggable monkey and jungle sounds recorded on a voice output device completed the experience.

Our students always get excited when we have an umbrella experience and this one was no different. So much fun to see their smiling faces!

IMG_2987Lots of access points can be addressed with this box, including the science access point of distinguishing between a plant and an animal and the language access points of communicating recognition of familiar persons or objects and responding to a technology resource.

 

 

 

 

IMG_3024Next came North America where we explored the colors of the Canadian flag—red and white! Our box contained soft pom poms and hard beads to compare and contrast.

Beads are always a favorite—fun to shake AND fun to wear!

The math access points of recognizing two objects that are the same size or color and recognizing 3 dimensional objects are addressed here.

 

 

 

 

 

 

 

 

IMG_3022Other countries have flags that are red, white and blue like ours.  In Europe, two of them are France and the United Kingdom.  Our colorful rice had the letters U and F to find in addition to the French and UK flags hidden at the bottom of the box.

Rice is always a wonderful tactile experience. Our students love running their fingers through it—-and grabbing handfuls to toss in the air which we try to discourage.  Although, tracking objects in motion IS a science access point 🙂

Tactile and visual discrimination skills are promoted with this activity.

 

 

 

 

IMG_3111On to Asia where flowers are a highlight of many festivals. This box contained pink petals and 3 sunflowers for sorting, counting—–or tossing into the air to watch as they drift down 🙂

The math access points of comparing quantities to 3 using language, such as more, less, or the same and or solving simple problems joining or separating sets of objects to 3 can be addressed here.

 

 

 

 

 

 

IMG_3089How exciting would it be to visit the African savannah! We filled this box with rafia and green easter grass so it looked like the different grasses you might see while on safari.

We also included some zebra striped pom poms and a variety of toy animals. Some of the animals had a button that made noise when pressed—-perfect for working on finger isolation.

The science access point of recognizing and responding to common sounds and distinguishing between a plant and an animal are addressed here.

As the students push the animals button, they also are addressing the science access point of applying a push to move an object.

 

 

 

 

 

IMG_3105IMG_3049What continent is covered with snow? Antarctica!!! We made a batch of our fake snow and put it in the fridge. Cold AND wet, some of our students thought it was pretty neat—–others not so much 🙂

This activity addresses the science access point of recognizing objects or materials as warm or cold.

 

 

 

 

 

 

 

IMG_3067We used eucalyptus scented water and lotion to remind us of the leaves that Australian koala bears like to eat! It was a pretty strong scent which all our students  seemed to like.

As the lotion is rubbed on arms, hands or back of neck (for those students who engage in hand mouthing behaviors) we talk about the different body parts—-addressing the science access point of recognizing one or more external body parts.

This activity also addresses the science access point of recognizing and responding to different types of sensory stimuli and the math access point of requesting “more” of an action or activity.

 

 

 

 

 

 

Fine Motor Group

IMG_0224-1On Tuesday for out art project, we cut out and colored the seven continents.  Joy drew a gross outline of each continent on a rectangular piece of construction paper (each a different color).  Each student chose their favorite…..

…..and proceeded to color it!

Discussing the shape of the paper addresses the math access point of recognizing 2 dimensional shapes.

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

 

 

 

 

 

 

 

IMG_0229-1Since the outlines were too complex for our adaptive scissors or paper cutters, we used our electric scissors to cut them out——what fun! The students really had a blast and were so fascinated by the action 🙂

This was a great activity for practicing switch usage and learning to keep your hand on the switch to keep the scissors cutting.

This activity addresses the math access point of solving problems involving actions using language such as enough, too much, or more.

 

 

 

 

IMG_0247-1Then we glued the continents down on a blue background to make our world map—-addressing the social studies access point of associating a picture with a place.

TA DA!!!!

 

 

 

 

 

 

 

 

 

 

IMG_3177On Thursday, before we started our next art project, we told the students we were going to paint with green paint, showing them the color on a communication symbol. Then we asked them to show us “green” from a choice of two by either touching the symbol or using eye gaze to make their choice.

This addresses the language access point of responding accurately and consistently to referent objects, pictures, or symbols used in routines.

 

 

 

 

 

 

 

 

 

IMG_3191IMG_3199Then it was time to paint a large circle that was cut from blue poster board——we’re making a global map! These sponge brushes are perfect for the job.

Discussing the shape of the poster board addresses the math access point of recognizing 2 dimensional objects.

It also addresses the social studies access point of recognizing a picture of land or water.

Of course, its also a great activity for practicing prewriting skills!

 

 

 

 

 

 

IMG_3203The words “Friends Around The World” were glued onto the circle.

The language access point of responding to new vocabulary as it is taught is addressed here.

Also eye hand coordination is practiced as the students place the paper on top of the glue.

 

 

 

 

 

 

 

 

 

 

IMG_3216Joy made some paper dolls in traditional costumes from around the world, and added the student’s photos to them. They took turns gluing them to the map—-quite fascinated by their photos!

This activity addresses the social studies access point of recognizing differences in clothing from other cultures.

 

 

 

 

 

 

 

 

 

 

IMG_3226Our finished product looks so cute hanging in the hallway outside Jeannie’s classroom….

too cute!!!!!

 

 

 

 

 

 

 

 

 

 

 

Language Group

While reading Cara’s book, each time we read about a continent we would hand the student who “read” the repetitive line an animal native to that continent.

IMG_3139IMG_3145IMG_3223Here is a breakdown of the animals we used with each continent: Africa–lion, Europe–bird, Asia–tiger, North America–black bear, South America–lizard, Australia–platypus, and Antarctica–penguin.  We have found that our students really enjoy holding objects and using props throughout our group seems to bring more meaning to what we are talking about.

Matching common living things with their habitats is a science access point.

 

 

 

IMG_3151After reading the book, we unrolled a big map of the world.  On an All-Turn-It Spinner, we taped each of the 7 continents.  We asked the students “where” they were going to go while holding up the PIXON symbol for “where”.  The students took turns activating the All-Turn-It Spinner to see which continent they were going to visit.

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

Responding to new vocabulary that is introduced and taught is also a  language access point.

 

 

 

 

 

IMG_3158We had print outs of the students’ faces and would tape their face to the continent they landed on.

When they were through, we used PIXON symbols and the students had to verbalize or point out, “I go here”.

They had so much fun with this activity and so did we!

Matching objects, pictures, gestures/signs, or symbols to tasks in routines is a language access point.

Completing a pictorial map using pictures or symbols for designated areas is a social studies access points.

 

 

 

 

IMG_3094We loved exploring our wonderful world this past week and hope we gave you some inspiration for your own explorations! Come back next week where more surprises await—-Group by Group!

Sep8

Jobs At School

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Jobs At School

We celebrated labor day this week by talking about what different jobs there are at our school. There were a lot of familiar faces in Cara’s book and the students in all our groups got so excited when they recognized someone.  One of our students was able to verbalize what the music and art teacher did right when seeing their picture!

SENSORY GROUP

IMG_2820One of the most important jobs at school is “teacher”—the person who helps us learn to read and count!  We have some pretty fabulous ones at our school 🙂 and for their box we used our blue moonsand—-one of our school colors is blue! Our students had the choice of pressing A B C or 1 2 3 cookie cutters into the sand.

Pushing the cookie cutters helps strengthen hand intrinsics as well as working on letter and number identification.

 

 

 

 

 

 

IMG_2648Our students really love music and we had such fun with our “music teacher” box. We brought out our shakers—lentils in one bottle and acorns in another—-and recorded some lively music on the voice output device.

It was so cute to see little heads start bobbing as soon as the button was pressed—-even Ms. Joi started rocking out to the beat 🙂

This activity addresses the language access point of responding to rhythm in familiar songs.

By pressing the voice output device, students address the math access point of indicating a desire for more.

 

 

 

 

 

 

IMG_2652Who doesn’t love art—-especially when it involves finger painting! Our sensory group version was shaving cream with food coloring. Messy fun, always a favorite with us. It’s a great tactile experience but also an opportunity to practice prewriting designs and letters.

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

As the food coloring is mixed with the shaving cream, the science access point of recognizing a change in an object is addressed.

 

 

 

 

 

 

 

IMG_2760Water play is always fun, whether in the swimming pool during PE or our little splash pool!

As hands—both little and big—splash the water, the science access point of applying a push to move an object is addressed.

 

 

 

 

 

 

 

 

 

 

IMG_2659We used SOFT cotton balls and HARD tongue depressors for our “nurse” box. Some of our students enjoyed sorting the items by texture, practicing counting or even imitating some letters!

Of course, just exploring the items was a popular activity also 🙂

The science access point of recognizing common objects as identical to each other can be addressed here.

This also addresses the math access point of recognizing two objects that are the same size or color.

 

 

 

 

 

 

 

 

IMG_2822LUNCH—everyone’s favorite part of the day 🙂 Our lunchroom staff serve us lots of choices of yummy food!

We filled our box with some green paper shred “lettuce” and a variety of play food. Eating utensils, an identification card and a mini lunch tray.

Hmm………a burger or chicken, decisions decisions……

The math access point of recognizing common activities that occur every day can be addressed with this box.

In addition, the science access points of recognizing models of real objects and recognizing that people need food can be addressed here.

 

 

 

 

 

IMG_2780One of the most exciting jobs at school has to be “school bus driver”. Our students love their big yellow buses and drivers! Our yellow rice was wonderfully bright and perfect for driving a little bus around in. A picture of the bus was also taped to the bottom of the box.

The science access points of applying a push or pull to move an object and recognizing models of real objects are both addressed in this box.

 

 

 

 

 

 

 

IMG_2850We finished with Bath and Bodyworks Country Apple scent—-apples for teacher, naturally 🙂

Our students are always given the opportunity to communicate their preferences for the week’s scent and this one was pretty much a favorite of everyone.

 

 

 

 

 

 

 

 

 

Fine Motor Group

IMG_2693IMG_2700On Tuesday we stamped with an assortment of fruit and vegetables—-on rectangle shaped paper.

just like those we get at lunch!

This was a great art activity, our students really had a great time and were fascinated by the impressions they made. And……nobody took samples 🙂

The math access point of recognizing 2 dimensional shapes is addressed here.

 

 

 

 

 

IMG_2738                                                   TA DA—-didn’t these turn out so cute and colorful!

 

 

 

IMG_2908On Thursday we made paper plate tambourines.  We started by counting out our circle plates and then decorated them with markers.

The math access point of recognizing 2 dimensional shapes is addressed here.

You may notice our students don’t always have a perfect “tripod grasp” of their writing utensil but we feel that active involvement is more important than perfect grasps.

 

 

 

 

 

 

 

IMG_2943IMG_2919Then we attached 3 jingle bells which were pre-threaded with small chenille stems. Our students did need help pushing and pulling the chenille stems through the holes but what a great opportunity to work on pincer grasp skills —–Joy really likes that, one of those OT things 🙂

We counted the bells as they were strung, asking our students to find the number on the communication board—–they did an awesome job, we were so proud!!!!!

 

 

 

 

IMG_2939Time to rock out, our students LOVED shaking their tambourines……

TA sha la la DA 🙂

 

 

 

 

 

 

 

 

 

Language Group

IMG_2856We used the same pictures of the people used in our book and  Boardmaker symbols for pictures of what each person could be associated with at school.  We taped the people on the left side and the picture symbols on the right side of a piece of board.

Using black yarn that was connected to each of the pictures of people, the students had to figure out what picture symbol went with which person.

This activity addresses the language access point of recognizing familiar persons and objects associated with routines.

 

 

 

 

IMG_2876For our students who needed more support to understand the concept, we used auditory scanning and had them answer yes or no or eye gaze to indicate their choice, for example “Does the music teacher use a bandaid? Does she use a paintbrush? Does she use musical instruments?”).

After finding the correct picture symbol, Cara modeled the PIXON symbols “she uses this” and had the students verbalize if they were able to or point in the correct order if they were unable to vocalize.

This addresses the language access point of communicating information about familiar persons, objects, or actions, using non-verbal expressions, gestures, signs, pictures, symbols, or words.

 

 

 

 

IMG_2867IMG_2858For some of our students with visual impairments and also for the students that do not have a great understanding of pictures yet, we used real objects, including: paintbrush for the art teacher, maraca for the music teacher, ball for PE teacher, stethoscope for nurse, play food for lunch lady, and a recording of bus sounds for bus driver.

This worked out SO great and made it more meaningful for ALL the students.

 

IMG_2634It was another great week and we had so much fun, join us next time…….Group by Group 🙂

Sep2

Florida Vacation

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Florida Vacation

IMG_2464We’re BACK!

While its great to be back at school, we can’t help but think about all the fun times we had this summer.  We love living in Florida and just like the rest of the world, we love Florida vacations—-the perfect theme for our first post of the year.

Cara wrote another terrific book that we read in each of our groups and our students did a great job of using the voice output device to “read” the repetitive line!

So put on your sunglasses and join us for a tour of sunny Florida 🙂

 

 

Sensory Group

IMG_2371Our beautiful sandy beaches are one of the many reasons to visit Florida. We made our sand from wheat flour and oil (we found the recipe on Pinterest). Its basically cloud dough made with wheat instead of white flour.

We liked the texture it made—a little firmer than regular sand but not as firm as moon sand.  Supremely touchable stuff! Three sea shells were hidden to find and make impressions…..

 

 

 

 

 

IMG_2420….And also perfect for scooping!

This activity addresses the science access points of recognizing common objects in the natural world through observations and recognizing common objects as the same.

It also addresses the math access point of recognizing quantities 1 to 3 using sets of objects.

 

 

 

 

 

 

 

 

IMG_2300Situated on the east coast of Florida, St. Augustine is the oldest city in the United States!  How cool is THAT!

We colored our rice red and yellow, the colors of the Spanish flag, in honor of the first European settlers.

We have made some pretty colorful rice combinations in the past but this has got to be one of the most vibrant—really eye catching stuff that you can’t stop reaching out to touch 🙂

F is for Florida and we hid 3 letters in  the rice!

Visual and tactile discrimination skills are addressed in this activity.

 

 

 

 

IMG_2294IMG_2288If you love learning about the space program, Cape Canaveral is the place to visit.  You can see all sorts of rocket ships and pretend to be an astronaut!

We used our black beans to represent the night sky and put in some glow in the dark stars and crescent moons in addition to a little astronaut.

Tactile and visual discrimination skills are addressed as students discover the items hidden among the beans.

This activity also addresses the science access point of associating stars with the night sky and the math access point of recognizing common objects with two-dimensional shapes.

 

 

 

 

IMG_2355Everglades National Park is located in the southern part of our state and riding on an airboat is an exciting way to explore it!

We used our vibrating massager and battery operated fan to simulate what it would feel like to ride in one.

Our students really loved the feel of the fan and the massager.

Some of our students were able to work on thumb strengthening while turning the fan on/off.

This activity addresses the science access points of recognizing and responding to one type of sensory stimuli and indicating awareness of air moving.

 

 

 

 

 

 

IMG_2345We have so many fun theme parks to visit and Sea World is one of our favorites—everybody loves Shamu!

Toy sharks and whales swam in our water this week and as always, our students love to splash in the water……

IMG_2361….especially with friends 🙂

This activity addresses the science access point of distinguishing between items that are wet and items that are dry, as well as the science access point of sharing objects with a partner!

 

 

 

 

 

IMG_2302And finally, one of the biggest tourist attractions—Disney World!

We put colorful, soft pompoms in the colors of Mickey Mouse—-red, yellow, white and black—great for sorting and counting.

Lots of math access points can be targeted here, including solving simple real-world problems involving joining or separating small quantities of objects and recognizing the next step in a simple pattern or sequence of activities.

 

 

 

 

 

IMG_2298We also recorded the Mickey’s club house theme song on our voice output device. This was a total favorite that had some of our students getting up to dance, what FUN!

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

 

 

 

 

 

 

 

 

 

 

IMG_2422IMG_2429When you visit sunny Florida you have to wear sunscreen! We thought Bath and Body Aruba coconut was the perfect scent for this week…

It smelled really yummy 🙂

This is a super fun way to work on the science access point of identifying  external body parts.

 

 

 

 

 

 

 

 

Fine Motor Group

IMG_2330We had two really fun art projects this week! On Tuesday after reading our book, we talked about all the animals we could see while visiting Sea World, painting blue corn syrup water.

We started by showing the bottle of blue corn syrup and then asking our students to show us “blue”.

 

 

 

 

 

 

 

 

 

 

IMG_2323The students then used their brushes to spread the mixture all over the paper.

This is a great way to practice using writing tools.

 

 

 

 

 

 

 

 

 

 

 

IMG_2319We then gave the students a choice between a precut dolphin or orca to put in their water. The corn syrup, being naturally sticky, means you don’t need to use glue!

Eye hand coordination is addressed when placing them onto the paper.

This activity also addresses the math access point of recognizing when an object is added to a situation.

 

 

 

 

 

 

 

 

IMG_2328Ta Da—we just love how it dries but still looks shiny and wet!

IMG_2339………….Don’t they look terrific 🙂

 

 

 

 

 

 

 

 

 

 

 

On Thursday our art project was all about the mouse 🙂 We started by stapling 2 smaller black plates to a large white plate.

IMG_2496We used an oval hole punch to cut out a nose. The hole punch was a little hard to push so our students needed assistance.

Then we put the nose in the middle of the white circle.

As we put together our mouse we discussed the different facial body parts.

We also discussed the similarities and differences in sizes of the paper plates which addressed math access points.

 

 

 

 

 

 

 

 

IMG_2489IMG_2526Then we used the paper cutter to cut a red square into 2 triangles to make a bow and placed it either at the top or bottom of the face……to make Mickey or Minnie!

As a final flourish we added 2 googlie eyes—-you know how much we love them!

Circular eyes, triangle bows and an oval nose—-more math access points.

 

 

 

 

IMG_2542Super cute!

 

 

 

 

 

 

 

 

 

 

 

 

Language Group

In the past, we have focused on working with the alphabet each week for the language group.  However, since things went so well at the end of the year when we changed the language group to coincide with the theme of the other two groups, we decided to keep it that way.

IMG_2443Next, we used a drawn outline of Florida (drawn by our very talented Art teacher, Judy).  We used the pictures of the different places from our book and glued them to where they would be located on the map.

Then, we went around to each student, one at a time, and had them match the given picture to where it was located on the map.  We used the PIXONs “where” to ask the question “where is it?”, “match” in order to reinforce that we were matching photographs, and “find” to have them find it on the map.  After each photo was matched correctly, we had the PIXONs “I put it here” in a row and each student had to read the sentence by pointing to each PIXON while verbalizing the word if they were able to.

 

 

 

 

 

IMG_2480 Some required a little more help than others, but they all took their time to look at the pictures to see if they could match the correct ones!

When we were all done matching, we asked each of the students where they would like to take a trip.

The count at the end was 1 student for Sea World and the rest of them for the Everglades to ride on an air boat:)

Let us know if you have traveled to any of these places 🙂

 

 

 

 

 

 

IMG_2466Well that is it for the first week! We have so many more fun groups planned for the rest of the year, so be sure to join us—-Group by Group 🙂