Tag Archives: Sensory

Sep29

Mount Everest

Posted on September 29, 2013 by jd785

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

When 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.

We 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.

After 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.

he 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.

Lentils 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.

A 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.

For 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

On 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.

We 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.

Then 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.

TA DA—-

Mount Everest!!!!

On 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 🙂

We 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.

Ready to climb that mountain…….

Ta Da!

LANGUAGE GROUP

We 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.

We 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!

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

Sep22

Pirate Day

Posted on September 22, 2013 by jd785

Pirate Day

Avast 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

We 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.

Pirates 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.

If 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.

More 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.

We 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.

Then 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.

We 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.

As 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

Every 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.

Then 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!!!!!!!

Looks like Polly parrot is ready to set sail!

On 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.

The 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!

Land Ho!!!!

ARGHH 🙂

LANGUAGE GROUP

A 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.

Hidden 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!

It was fun fer all 🙂

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

Sep15

Friends Live in Different Places

Posted on September 15, 2013 by jd785

Friends Live in Different Places

Our 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

We 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!

Lots 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.

Next 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.

Other 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.

On 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.

How 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.

What 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.

We 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

On 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.

Since 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.

Then 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!!!!

On 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.

Then 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!

The 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.

Joy 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.

Our 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.

Here 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.

After 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.

We 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.

We 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

Posted on September 8, 2013 by jd785

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

One 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.

Our 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.

Who 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.

Water 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.

We 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.

LUNCH—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.

One 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.

We 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

On 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.

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

On 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.

Then 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!!!!!

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

TA sha la la DA 🙂

Language Group

We 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.

For 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.

For 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.

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

Sep2

Florida Vacation

Posted on September 2, 2013 by jd785

Florida Vacation

We’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

Our 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…..

….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.

Situated 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.

If 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.

Everglades 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.

We 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……

….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!

And 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.

We 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 🙂

When 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

We 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”.

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

This is a great way to practice using writing tools.

We 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.

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

………….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.

We 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.

Then 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.

Super 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.

Next, 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.

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 🙂

Well 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 🙂

Jun24

Help from Friends

Posted on June 24, 2013 by jd785

Help from Friends

Regular readers of our blog know we almost always have a “messy” play aspect to our Sensory Group using such things as shaving foam, cornstarch (for oobleck), food coloring, rice, beans, etc. We also make our own playdough (flour, salt, oil, and cream of tartar). While all these things are quite inexpensive, the cost adds up over time—-especially when you do multiple groups 🙂

Luckily we found some help from the “Monticello Booker Chicks” (Joy’s book club)—-these ladies have been very generous and donated a number of our needed items this year. We wanted to give them a shout out and formally thank them for their continuing support—-thank you so much ladies!

May12

Mother Goose

Posted on May 12, 2013 by jd785

Mother Goose

It’s Children’s Book Week and we decided to go with the classic Mother Goose as our theme—-everyone loves a good rhyme after all 🙂 Hope you enjoy reading about all our activities.

Sensory Group—

The Mother Goose box was filled with a variety of items representing different nursery rhymes.

There were some white feathers—-lost by Mother Goose herself no doubt—– Contrary Mary silk flower petals (as well as a cockle shell and silver jingle bell), Rock a Bye Baby leaves, London Bridge bricks (duplos), Jack and Jill’s pail, a mouse to run up a clock, a craft foam moon and….. a cow to jump over it.

The cow made a mooing sound when a button was pressed making it quite popular. Other students enjoyed filling up the little pail with the feathers and leaves. With all the different objects and textures, there was something for everyone!

The language access point of recognizing and responding to familiar objects is one of the access points addressed here.

Mary had a little lamb whose fleece was WHITE as snow! This box was filled with an assortment of items all colored white.

We put in beads, pompoms, a plush seal, plastic dog, pearls, a snowflake ornament, faux lambswool, hair scrunchies, and a dusting mitt—this was especially popular. Our students loved putting it on their hands.

In addition to lots of textures to compare and contrast, this box addresses the science access point of recognizing common objects in the natural world.

Our Little Boy BLUE box was filled with all things blue—blocks, beads, dusters, shakers, pompoms etc.

Like our white box this was filled with a variety of textures and shapes to explore. Especially popular were the shakers and the accordion tube.

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

Students had fun using our dog and bone cookie cutters with the “Cow jumped over the Moon” sand.

Our students used the cookie cutters in different ways. Some of them pressed them into the sand to make impressions, while others used them like mini little shovels. Moon sand is a lot denser than regular sand so either way—–a great activity for hand strengthening!

As the moon sand gets dug up or smashed down into the cookie cutter the science access point of recognizing a change in an object is addressed.

In addition the language access point of communicating recognition of familiar objects is addressed when discussing the cookie cutter shapes.

Our Itsy Bitsy Spider bottle was also a huge hit, our students were really fascinated by it. We made the discovery bottle by putting some toy spiders in a bottle with water, cornsyrup, and some green glitter.

The students loved watching the little spiders scuttle back and forth as the bottle was tilted.

A totally fun bottle, one of our best ever!

This addresses the science access points of applying a push or pull to move an object and tracking objects in motion.

You can also count the spiders and discuss their colors for additional learning fun 🙂

Peas Porridge hot? Cold?…..Ok we were not sure what exactly “peas porridge” was but lentils are a type of “pea” so figured they would work for this box 🙂

They really have a wonderful soft texture as you run your hands through them, very relaxing—this box was a hit with the students AND the adults!

Hidden amongst the lentils were 2 sets of Mother Goose’s initials for our students to find.

Matching the letters addresses the math access point of recognizing 2 objects that are identical to each other—-in addition to letter recognition of course!

We also including 2 different sized measuring spoons for scooping practice and to address the math access point of recognizing similarities and differences in the size of common objects.

Poor Humpty Dumpty 🙂 We put a little yellow toy flying saucer in our oobleck and it looked just like an egg—pretty cool!

This addresses the science access point of recognizing and responding to different types of sensory stimuli—exploring the tactile aspects of the oobleck while observing the visual aspect of the yellow disc.

Of course, oobleck is always just flat FUN 🙂

After rinsing our hands in water from Jack and Jill’s well, we rubbed Ring Round the Rosies rose scented lotion on hands and arms to help us remember all the fun and learning of todays group.

This rose lotion had a pretty strong aroma—it brought back a lot of memories for the adults—-and our students loved it!

Rubbing the lotion on various body parts helps address the science access point of recognizing external body parts.

Fine Motor Group—

On Tuesday we made a picture of Humpty Dumpty. After writing our names on our BIG, rectangular piece of paper……we stamped LITTLE, red rectangles to make a wall. The stamp was made using thick craft foam attached to a kitchen scrubber using double stick tape.

We counted the paper as we passed it out and also counted as the students stamped their small rectangles. We also encouraged our students to stamp from left to right across the page—the same direction you take when reading or writing.

This activity addresses the math access points of recognizing a 2 dimensional shape and recognizing the differences in size of objects.

We cut oval eggs out of craft foam and let our students choose their color using picture cards.

Then we used our circle cutter to make Humpty’s face. Some of our students drew their own faces while others needed some help.

The circle was glued onto the oval and then Humpty was glued onto the wall.

Again, we are addressing the math access point of recognizing 2 dimensional shapes but we are also addressing the math access point of recognizing a movement that reflects a spatial relationship.

The language access point of effectively communicating wants to a familiar person using symbols is also addressed.

Eye hand coordination is addressed as the various pieces are assembled to make the final product.

Ta DA!!!

A very happy Humpty Dumpty on his wall before his fall—-hey its Mother Goose time and we are ready to rhyme 🙂

On Thursday in preparation for our art project Ms Barrett’s class had watched a video of nursery rhymes including Hickory Dickory Dock in preparation for our second art project which is all about shapes again!

We started our activity by counting the sides of our BIG rectangular piece of paper and then practiced writing our names on it. A LITTLE rectangle was glued to the BOTTOM.

This addresses a lot of math access points including recognizing a 2 dimensional shape, recognizing the sides of a square or rectangle, and recognizing the length of real objects, such as big, little etc.

Then we glued a circle clock face onto a square piece of paper—that was then glued to the top of our little rectangle.

This addresses the math access points of recognizing 2 dimensional shape and recognizing a movement that reflects a spatial relationship.

Next we used our paper cutter to change our square into 2 triangles—addressing the science access point of recognizing a change in an object.

We glued the square onto the rectangle at the top and put the triangle on top.

Pat pat pat!

Again addressing the math access point of recognizing a movement that reflects a spatial relationship.

Add one cute little pink craft foam mouse (complete with purple yarn tail) and our clocks are complete——

TA! DA!

Language Group—

Our language group especially enjoyed Cara’s book this week because 2 of the models in the book are instructional assistants in the class! The students had so much fun pointing them out.

One of the things we focused on today was sequencing. We picked 4 different nursery rhymes; Jack and Jill, The Itsy Bitsy Spider, Humpty Dumpty, and Little Miss Muffet, and printed out sequencing cards found on EnchantedLearning.com. Using the PIXON picture symbols for “first”, “second” and “last”, we had our students put the cards into order.

We said the nursery rhymes line by line so the students could find the card that matched with the line read. They would then have to place the card under the correct PIXON to show first, second, and last.

This activity addresses the language access point of effectively communicating information using referent objects, gestures/signs, pictures, symbols, or words.

It also addresses the math access point of recognizing the next step in a simple pattern or sequence of activities.

For our students with visual impairments, we adapted the activity by using a voice output device. The phrase “that’s the one” was recorded on it for our students to press as we read the choices aloud.

After completing this task, we turned off the lights and brought out our light up moon—-so cool, we love it!

We then presented 3 different cows to our students. One was plush, another was a large inset puzzle piece, the third was a small plastic model. We deliberately chose these to make them very easy for our students with visual impairments to differentiate. The students got to pick which cow they wanted and practiced having the cow jump over the moon.

The students again used their Pixon symbols to say “I want” and then pointed to the desired cow. Addressing the language access point of effectively communicating wants using referent objects, gestures/signs, pictures, symbols, or words.

This activity is great for promoting shoulder stability and crossing midline as the cow jumps from one side of the moon to the other.

It also addresses the science access point of recognizing a model of a real object and the language access point of listening for informative purposes.

This was such a great week, all our groups were so fun and our students are making so much progress—-we are so proud! Join us again next time—-Group by Group!

May5

Cinco de Mayo

Posted on May 5, 2013 by jd785

Cinco de Mayo

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

Sensory Group—

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fine Motor Group—

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

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

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

TA DA!

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

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

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

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

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

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

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

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

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

A googly eye finished the little burro.

TA DA!!

Super cute 🙂

Language Group—

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

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

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

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

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

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

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

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

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

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

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

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

Apr28

Safari

Posted on April 28, 2013 by jd785

Safari

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

Sensory Group

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

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

Our students loved it!

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

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

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

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

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

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

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

So much to talk about and vocabulary to learn!

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

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

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

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

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

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

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

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

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

Uh oh—-beware of quick sand!!!!!

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

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

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

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

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

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

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

Fine Motor Group

On Tuesday for our art activity we made tiger masks!

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

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

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

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

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

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

Better watch out for tigers—-

GRRRRRR!!!!

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

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

These were then glued onto a paper lunch bag.

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

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

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

Then the finishing touch—2 big googlie eyes!

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

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

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

Ta Da—-what cute little monkey puppets!

Language Group

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

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

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

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

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

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

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

Pretty cool!

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

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

The activity promotes grasp skills and eye hand coordination.

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

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

Apr21

Dinosaurs book

Posted on April 21, 2013 by jd785

Dinosaurs book

This week, we’re going prehistoric! We are learning about dinosaurs through sensory, fine motor, and language activities. They all LOVED the pictures in the book this week, taken by our very own OT, Joy! Each page has a different dinosaur and tells something about it. The students were asked, “when did dinosaurs live?” to which they answered, “dinosaurs lived long ago”. We are working on having the students pass the voice output device to the person who is next. It is still a hand over hand process, but the students are doing very well with it. Maybe in the next few weeks they’ll have it down! Enjoy the book.

Here is a link to the book: Dinosaurs Lived Long Ago