Tag Archives: Sensory

Apr21

Dinosaurs

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Dinosaurs

ROAR!!!! There were some dinosaurs roaming around around campus this week—you have to check out our visitors in Cara’s latest book. Kids love dinosaurs and ours are no exception! Hope you enjoy seeing how we carried out the theme throughout all our groups this week.

SENSORY GROUP

IMG_9694The land the dinosaurs ruled was filled with lots of vegetation so we filled this box with moss and leaves. We put in some plastic eggs and a variety of dinosaurs. Some of them had a button you could push to make them ROAR—needless to say, this was a huge hit!

We put in a variety of play food—meat for the meat eaters and vegetables for the plant eaters. Some fossils (playdough molds), a large letter D, and a bone shaped cookie cutter.

So much language and play included in this box—don’t you just love the action going on in this picture.

In addition to lots of fine motor skills addressed as students manipulate the various objects, press buttons etc., lots of access points are addressed. These include the science access point of distinguishing between a plant and an animal—if you are trying to feed your dinosaur, you know its an animal! It also addresses the language access point of selecting a familiar object to explore.

 

 

IMG_9878IMG_9561So while it’s not totally clear if dinosaurs became oil, we decided to go ahead and make a “fossil fuel”  goo bag which was tons of fun.

It was made by mixing cooking oil and black paint and putting it in a heavy duty freezer bag, We then taped the bag onto a tray—and kept a supply of packing tape handy in case of slight rips. As the week went along and multiple classes participated in our groups—we did find  DOUBLE bagging and TAPING worked best 🙂

While some of our students practiced prewriting strokes or even wrote their names— others were fascinated by watching the oil and paint swirl around—-so cool!

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

 

 

 
IMG_9567Dinosaurs are reptiles so they don’t have fur like mammals!

We used our plush fabric to represent mammals and we cut up an old green leather purse to make our dino skin. Our students enjoyed running their hands over the different textures, comparing and contrasting them.

This activity addresses the science access point of using the senses to recognize objects.

 

 

 

 

 

 

 

 

 

 

IMG_9709IMG_9847We wanted to convey the idea of dinosaurs sharp teeth without the item actually BEING sharp—this pin board seemed the perfect fit. It doesn’t really have pins, just small plastic dowels with rounded ends.

Our students had a blast with it, finding it utterly fascinating. They loved the impressions as they moved their hands and pushed against the pins.

Really, really, REALLY fun!

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

 

 

 

 

IMG_9845Our discovery bottle was filled with black glitter, sequins and orange colored corn syrup and we think it looks just like molten lava—something the dinosaurs may have encountered!

As the bottle is rotated or rolled, everything slowly moves around and is pretty fascinating to look at.

This addresses the science access point of tracking moving objects.

 

 

 

 

 

 

 

 

 

 

IMG_9659We included a variety of scents this week. From the “Follow your Nose” game we smelled pine, mushroom and fire scents which we thought would be similar to the ones dinosaurs might have smelled as they roamed around.

These were some pretty funky scents and it was fun watching the different reactions we got—-giving our students lots of opportunities to communicate preferences 🙂

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

 

 

 

 

 

 

 

 

IMG_9726Dinosaurs also roamed around in some swampy places—-so we made a green jello swamp. Totally messy fun with some dinosaurs, palm trees and a dinosaur cookie cutter.

This is a really different texture and as usual, some of our students dived right in while others were quite hesitant 🙂

Grasp skills are promoted as our students pick up the various items buried in the jello or use the cookie cutter.

Science access points are also addressed including applying a push or pull to move an object, distinguishing between a plant and animal, and identifying objects by one observable property—in this case GREEN jello.

 

 

 

 

 

 

IMG_9732IMG_9576Our play snow reminded us of how climate change may have caused the dinosaurs to become extinct. We were really excited about how well it lasted—we kept it re-fridgerated which may have helped!

Our students were really not quite sure what to make of it at first—-cold and wet, hmmmm??

So much fun to grasp and squish!

The science access points of distinguishing between items that are wet and those that are dry and recognizing objects as warm or cold are totally explored in this activity!

 

 

 

 

IMG_9891Finally we rinsed our messy hands in Juniper Breeze scented water and then rubbed the lotion on our hands. We added a large measuring cup and a small spoon for scooping and pouring fun.

As students play with the different scoops they are exploring the math access point of recognizing the differences in sizes of containers that hold liquids.

In addition, as seen in this picture, the science access point of recognizing external body parts and the math access point of indicating a desire for more of an action or object is addressed.

So much fun today and a wonderful scent to help us remember the wonderful things we learned about the dinosaurs today!

 

 

 

 

 

 

FINE MOTOR GROUP

On Tuesday we “discovered” some  fossils!  Ok so coloring all those dino skeletons was a little labor intensive prep but our students were so excited as they watched their fossils appear on the paper that it made it well worth it! Joy lightly sketched the skeletons and Jeannie’s assistants—she has some really nice assistants 🙂 —colored them in with a white crayon. We adapted this activity from a glue resist art activity we saw on Pinterest.

 

IMG_9628IMG_9642First we discussed what color paint we were going to use (showing them the container) and had them identify the color using our communication symbols.

They did a really good job!

Identifying an object by one observable property is a science access point.

 

 

 

 

IMG_9653IMG_9637Then we discussed the shape (rectangle) of our paper, counted its 4 sides…..

….and started painting! We used diluted brown paint (it needs to be watercolor like) and wide foam brushes. Our students got so excited as the bones became more visible! This was totally fun!

The math access points of recognizing a common object with a 2 dimensional shape and recognizing the sides of a square or rectangle were addressed.

 

 

 

IMG_9627This turned out pretty cool, right!

AWESOME!!!!!

 

 

 

 

 

 

 

 

 

 

 

 

On Thursday we continued our dinosaur theme by making a shape stegosaurus.

IMG_9738First our students chose what color stegosaurus they wanted from a variety of colors.

We used the communication symbols to increase literacy and to promote their ability to recognize two objects that are the same color which is a math access point.

 

 

 

 

 

 

 

IMG_9741IMG_9768Then they chose 2 squares which we cut into 4 triangles using our paper cutter and glued these to the dinosaur’s back.

Next we  used our circle punch to cut out 2 circles which were also glued onto our stegy.

1 big googlie eye and our stegy came to life!

Bilateral coordination is addressed as the students use the different cutting implements. Pincer grasp, eye hand coordination and spatial relations are promoted as the pieces are added to the dinosaur body.

As the paper is cut the science access point of recognizing a change in an object is addressed. Discussing the different shapes addresses the math access point of recognizing a common object with a 2 dimensional shape.

Counting the various objects additionally (no pun intended ha ha) addresses math access points.

 

 

 

 

IMG_9790—Ta Da super cute!

Peace Love and Dinosaurs 🙂

 

 

 

 

 

 

 

 

 

 

 

LANGUAGE GROUP

We started group out  reading Cara’s book.  We are super excited to finally have all our groups totally integrated with the same theme and our students totally enjoyed her fun book—-really who can resist dinosaurs 🙂

 

IMG_9798IMG_9794We brought a variety of  dinosaurs into the group, some of which also appeared in the book.  The students got to hold them and compare them. They were especially excited when they found out that some of them made noise when squeezed!

While the book was being read, we had the students locate which dinosaurs they saw in the classroom that were also in the book.

This addresses the language access points of responding to a familiar person reading a book aloud and responding to referent objects used in routines.

It also addresses the science access points of applying a push to move an object and recognizing and responding to common sounds—-they got lots of practice with this one 🙂

 

 

 

 

IMG_9806After the book, we brought out a simple dinosaur puzzle.  Students with fine motor difficulties took the puzzle pieces off of the board using our adapted puppy. He was made by hot gluing a shower curtain ring to his back and some velcro to his mouth.  Other students took out the pieces using their hands.  After taking them out, the dinosaurs were placed back on the board.

Picking up and placing the pieces back into the board addresses spatial relations and eye hand coordination.

 

 

 

 

 

 

 

 

IMG_9818Since the title of our book is “Dinosaurs Lived Long Ago”, we went over things that we see today versus things that were around during the age of the dinos.

The students got to pick from 2 different rows of Boardmaker symbols.  Students used a communication board  to request their choice by indicating “I want” and pointing to the row of pictures.

Of course, vocalizing is always encouraged as well!

Once they picked their choice, they had to cut out one of the pictures.  We used adaptive scissors for the cutting.

 

 

 

 

IMG_9826After cutting the picture out, the students had to decide whether the picture went “here” (a picture of a neighborhood representing “now”) or “there” (a picture of a jungle representing “then”).

The “here/there” picture symbols are taken from the PIXON 50 core vocabulary communication board that we have implemented into each class at our school.  For the most part, the students did really well with indicating where their picture should go.

Such smart students we have 🙂

The language access points of recognizing referent objects, pictures or symbols used in classroom activities—responding to differences in referent pictures or symbols used in routines—-and effectively communicate information using referent pictures, symbols or words. WOW!!!

 

 

 

 

IMG_9828And here are some of the dinosaur related words we found today—-such fun!

 

 

 

 

 

 

 

Join us again next week  for more fun, learning and great big smiles—-Group by Group 🙂

IMG_9600

Apr15

Gardening

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Gardening

Well things got a little crazy this week with two school wide events and LOTS of IEP meetings. As a result, we ended up having to cancel most of our Sensory and Language Groups this week. We used month’s Unique Curriculum theme for our Fine Motor Groups which by some miracle were not impacted by the above events 🙂

Here is what we did…..

IMG_9386We re-read our Spring book which we thought went along with our gardening theme and then proceeded to begin our art activity—making a flower garden!

First we folded 2 cupcake liners and then used our adaptive scissors to make snips—counting each snip.

 

Oh yeah—-have we got this cutting business down or what?!!! 🙂

 

Folding and cutting the cupcake liners changes the way they look, addressing the science access point of recognizing a change in an object.

 

 

 

 

 

 

 

IMG_9417We glued the cupcake liners together and THEN glued them on top of a popsicle stick.

Pat! Pat! Pat!

 

Holding down the popsicle stick while patting down the cupcake liners promotes bilateral coordination.

Gluing the cupcake liners together addresses the math access point of solving simple problems involving putting together small quantities of objects.

Placing the cupcake liners ON the popsicle stick addresses the math access point of recognizing a movement that reflects a spatial relationship.

 

 

 

 

 

 

IMG_9399Our flower was finished with a cute little yellow pompom  glued right in the middle.

Pincer grasp skills and eye hand coordination is addressed during this activity.

The math access points of recognizing when an object is added to a situation and recognizing 3 dimensional shape (sphere) is addressed.

 

 

 

 

 

 

 

 

 

IMG_9431TA……

…….hey what happened to my flower?????

 

 

 

 

 

 

 

 

 

 

 

IMG_9409Once we gave the glue a chance to dry 🙂 , we planted our flowers and got our Ta Da’s.

This piece of pool noodle with a slit cut in it works perfectly as a planter.

We counted the flowers as we put them in 1,2,3,4,5!

 

 

 

 

 

 

 

 

 

 

IMG_9438And here is our little garden—doesn’t it look so cute!

 

 

 

 

 

 

 

 

IMG_9443On Thursday we continued our gardening theme by reading Cara’s book again then playing with these cute little bee puppets. Our students were pretty tickled with them 🙂

The 2 bees were different sizes giving us a chance to address the math access point of recognizing differences in sizes of objects.

What fun!!

 

 

 

 

 

 

 

 

 

IMG_9476We started our art project —-making a bee, of course! First we cut strips of black paper with our paper cutter, counting each cut and then counting the strips.

Look at this concentration, don’t you just love it!

We also discussed the color of the paper, addressing the science access point of identifying objects by one observable property.

 

 

 

 

 

 

 

 

 

 

IMG_9514IMG_9491Then we glued the black strips onto our yellow circle.

And added some heart shaped wings (made from waxed paper) 2 googlie eyes and a triangle tail.

In addition to the math access point of recognizing 2 dimensional shapes, spatial relations skills are addressed while putting together our cute little bumble bee!

 

 

 

 

 

 

 

 

IMG_9498Ta Da!!!

IMG_9501

Our students looked so cute as they made their little bees fly around—and also demonstrated the science access points of applying a push or pull to move an object AND recognizing a model of a real object!

Bzzzzzzzzzzzzzzzzzzz   🙂

 

 

 

 

 

 

 

Come by next week when we will be back in business with all our groups—its going to be SUCH FUN………

Group by Group 🙂

Apr7

The Ocean

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The Ocean

This week our theme was The Ocean and we had so much fun learning about it in our various groups.

Sensory Group

IMG_9030We started with a box filled with blue basket grass, a shipwreck figure from a long ago aquarium, a piece of netting, sea shells, green chenille yarn that looked like seaweed, blue beads, pearls and a variety of sea life including a shark, dolphin, fish, lobster and a big spiky ball that looked just like a sea urchin.

This was a great box with interesting things to  explore and discuss…..

…or just act silly with 🙂

Reach and grasp skills are promoted as the students explore the boxes contents. In addition visual and tactile discrimination skills are promoted.

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

This also addresses the science access point of recognizing a model of a real object.

 

 

 

 

IMG_9170The ocean has a sandy bottom just like our moon sand. We used our cookie cutters to make either the letter O for “ocean” or a starfish.

Since our moon sand is pretty dense, you have to push a little harder to make an impression—great for hand strengthening!

This box addresses the math access point of recognizing 2 dimensional shapes—a circle and a star.

Math access points can be addressed as the number of impressed shapes are counted.

 

 

 

 

 

IMG_9169Doesn’t this pink Floam look just like coral! This is the first time we used this material and everyone was pretty fascinated. It looks sticky but doesn’t FEEL sticky. Its pretty cool and can be molded or squished easily—lots of fun.

It is non-toxic but we made sure to watch for any exploratory “tasting” and made sure to re-direct any motions in that direction 🙂

This is great material for promoting reach and grasp skills.

The science access point using senses to recognize objects is addressed as students touch and squeeze the “coral”.

 

 

 

 

IMG_9354Our discovery bottles were a lot of fun. The first one we have used before and it was filled with some colorful jewel like shells.

In addition to being pretty to look at, it  could be rolled or shaken making a satisfying noise.

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

 

 

 

 

 

 

 

 

IMG_9067We made the second bottle by putting a little plastic submarine (found at the dollar store) and some Dawn detergent and water. When shaken the sub floated around and looked really cool!

When shaken to produce the foam, the science access point of recognizing an action as fast or slow is addressed.

When holding the bottle the sub can be tracked, again addressing the science access point of tracking moving objects.

Discovery bottles are so easy (and cheap, which you know WE love) to make and are endlessly fascinating—-we love them!

 

 

 

 

 

IMG_9144IMG_9178This pom pom yarn has a variety of blue shades—-just like the ocean. Our students loved this yarn and had so much fun touching, shaking and draping it.

In fact, some of them got just plain silly with it—-kids will be kids after all 🙂

The yarn is touchable and soft, perfect for our students who might have tactile aversions.

It also addresses the science access point of tracking objects that are pushed or pulled.

 

 

 

 

IMG_9355We used Ocean scented products from Bath and Body Works—-with a name like that we HAD to use it! In our water we put 3 fish: 1 big one and 2 little ones. The little fish are also squirters so they made for lots of splashy fun.

The fish can be counted and since the fish are different sizes, the math access point of recognizing differences in the size of objects is also addressed.

The little fish squirt water when squeezed so they are great for increasing grip strength.

As you can imagine, there were lots of giggles with this activity 🙂

 

 

 

 

 

IMG_9210The highlight of our group was an underwater tour—-or at least our version of one! We used packing tape to adhere strips of  clear garbage bags, blue paper and paper whale silhouettes to an umbrella.

On the inside we hung curling ribbon, beads, and some fish.

It turned out really great—-we were actually quite proud of ourselves 🙂

IMG_9371Lots of visually interesting things to look at as well as touch inside the umbrella BUT we added an extra auditory component—-

—-we taped whale and dolphin sounds (found on Sound Bible) onto our voice output device……….SO COOL!!!!!!

Did we mention how much fun our students had 🙂

 

 

 

 

 

 

 

 

 

IMG_9082While the scent doesn’t exactly smell like the ocean, our Ocean lotion did have a very pleasant scent that all our students seem to like!

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

After our students have a chance to smell the scent we give them the opportunity to communicate their desire to have some lotion rubbed on their hands or arms. This addresses the language access point of adjusting body movement or nonverbal expression to communicate wants and needs.

What a lovely aroma to help us remember what we learned about the ocean today.

 

 

 

 

 

 

Fine Motor Group

IMG_9098On Tuesday we made some oysters (another great Pinterest idea).

We started by passing out and counting our circular paper plates.

After writing our names on the back we painted them purple (hmm—isn’t that Jeannie’s favorite color!)

Identifying objects by one observable property (in this case color) is a science access point.

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

 

 

 

 

 

IMG_9092We mixed a little glue in with our paint so our glitter would stick. You know how we love to add a little sparkle to our projects!

Asking the question “is that enough?” addresses the science access point of solving small quantities of objects or actions using language, such as enough, too much or more is a math access point—-

—-of course, with glitter the answer is always “MORE”  🙂

 

 

 

 

 

IMG_9112After folding our plate in half we added a pretty white pom pom pearl.

Nice pincer grasp and eye hand coordination practice!

As the plate is folded in half it changes shape—-addressing the science access point of recognizing a change in an object.

 

 

 

 

 

 

 

 

 

IMG_9122IMG_9111Everyone was pretty tickled with their oyster—

……………………TA DA!!!!!!!!

Honestly, can our students be any more adorable 🙂

 

 

 

 

 

 

 

 

IMG_9244On Thursday we gave our students a choice of three different fish shapes. Then we tore and crumpled pieces of tissue paper (recycled present paper).

The pieces were dipped in glue and applied to the fish.

Tearing and crumpling the paper again addresses the science access point of recognizing a change in an object.

Lots of fine motor skills addressed including eye hand coordination and pincer grasp.

 

 

 

 

 

IMG_9271They turned out so cute and colorful. Our students took turns glueing their fish onto our underwater scene.

We cut it out of an old cardboard box and painted it green earlier in the week.

This activity addresses eye hand coordination and spatial relations skills.

 

 

 

 

 

 

 

 

IMG_9281Doesn’t it look fantastic—or should we say FINtastic 🙂

 

 

 

 

 

 

 

 

 

 

 

 

Language Group

IMG_9291We started by playing with a magnetic fishing puzzle. Our students used their communication boards to indicate that it was their turn.

As the various sea creatures were “caught” we wrote the names down on our sticky notes and put them onto the table—-giving the students the opportunity to address the language access point of responding to new vocabulary.

This is also a great activity to promote shoulder stability and eye hand coordination.

 

 

 

 

 

 

 

 

 

IMG_9297Then we played the “over” or “under” game. The students chose  a strip of board maker symbols, indicating their choices using either gestures, body language or communication boards.

After using the adaptive scissors to cut off a square…

 

 

 

 

 

 

 

 

 

 

they told us whether it went “over” the water or “under” the water and glued it in the appropriate place on our picture.

IMG_9308We learned all sorts of new vocabulary, communicated choices, and responded to referent pictures used in routines—all sorts of language access points addressed today AND it was a lot of fun!

That wraps up another week. Join us again next week for more fun and learning, Group by Group 🙂

Mar17

St.Patrick’s Day and Letter Y

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St.Patrick’s Day and Letter Y

We celebrated St. Patrick’s Day in our Sensory and Fine Motor Groups and looked at words that start with letter Y in our Language Group.

Sensory Group—St. Patrick’s Day

IMG_8572 After reading Cara’s book about St. Patrick’s Day, we got our celebration going with the sound of a rousing irish jig recorded on a voice output device.

Our little leprechauns are usually very responsive to music and this was no exception—- who can resist an irish jig after all!  This upbeat music was very appealing to them and they got so excited when it was their turn to press the switch.

This activity gave the students lots of opportunities to gain practice with cause and effect skills. In addition, using technology resources to support learning and responding to rhythm in familiar songs are language access points.

As you can see, we couldn’t resist added a FEW select props to add to the fun 🙂

 

 

 

 

IMG_8073St. Patrick’s Day is all about the color green! We put in some easter grass, beads, leprechaun hats, curling ribbon, shamrock garland, silk shamrocks, kitchen scrubbers, green manipulatives and toys—-so many things to discover! Reaching for and grasping the different items helps build fine motor skills. In addition, since all the objects are the same color, visual discrimination skills are addressed.

IMG_8201With boxes like this, it is always fun to see what items are particularly appealing to the individual students. The shiny curling ribbons and strands of silk shamrocks were enticing to some of them. While others had fun with the little hats and silly glasses we put in the box

Exploring, observing, and recognizing common objects is a science access point. Recognizing objects by one observable property, such as color, is also a science access point.

 

 

 

 

IMG_8513Our next box contained our rainbow rice—-rainbows are a symbol associated with St.Patrick’s Day and our rice is just so colorful and pretty!

We put in a large letter I (for Ireland)  and taped a picture of a shamrock to the bottom of the box. Two different sized measuring spoons were also placed in it. While some of our students like to sift through and pick up handfuls of rice—and yes occasionally toss it 🙂 —others prefer to use the spoons. We have found that many of our students especially seem to like covering and uncovering the objects we have put in our boxes.

In addition to object permanence, letter recognition, tactile and visual discrimination, this box addresses the math access point of solving simple problems involving putting together and taking apart small quantities of objects. It also addresses the math access point of recognizing differences in sizes of containers.

 

 

 

IMG_8037Our leprechaun box was totally fun—great for comparing colors and textures! First we put in some soft orange yarn just like a leprechaun beard. Then we added his pot of gold (aka shiny mardi gras beads).

Beads are always a favorite with our students. They love looking at them, shaking them—-wearing them 🙂

Others got quite creative with the yarn—making not just beards but wigs also. Our students are sure creative! IMG_8197

This box addresses the science access points of identifying objects by one observable property.

Super cute and lots of fun!

 

 

 

 

 

 

IMG_8507When you think of Irish food you can’t help but think of POTATOES!

In our case we used dried potatoes and we included 3 little snakes hidden among the flakes. St. Patrick was supposed to have driven all the snakes out of Ireland but apparently these little guys got overlooked 🙂

Potato flakes are soft and slightly crunchy. They have a very cool feel that is different and pretty irresistible! We also included a large measuring spoon which is helpful for practicing scooping skills but most of our students preferred to use their hands.

The math access points of associating quantities up to 3 with number names and solving simple problems involving joining or separating sets of objects up to 3 are addressed with this box.

 

 

 

 

IMG_8022IMG_8044To liven up our shaving cream and make it into “St. Patrick’s Day shaving cream”, we put green and gold glitter sparkles in it. Shaving cream is always such fun and our students love putting their hands into it and “scribbling” around. Some students had fun practicing their prewriting patterns of straight lines or circles.

Recognizing and responding to different types of sensory stimuli is a science access point. This activity also helps address tactile desensitization.

 

 

 

 

IMG_8173One of the reasons there is so much green in Ireland is all the RAIN! So when we found this Rain Kissed Leaves scent from Bath and Body Works we knew it was the perfect scent to tickle our olfactory sense and help us remember our St. Patrick’s Day fun.

We rinsed all the shaving cream off of our hands in Rainkissed Leaves (from Bath and Body Works) scented water. Our water started off pretty clear with some bubbles but soon turned white and soapy as hands were rinsed…..just a perfect opportunity to address the science access point of recognizing a change in an object—how cool is that!

IMG_8566After our hands were rinsed our students had the opportunity to explore the scent some more with the lotion.

Using their body movements or nonverbal expressions our students communicated their desires and preferences—its not hard to guess what he is communicating 🙂

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

 

 

 

 

Fine Motor Group—St. Patrick’s Day

IMG_8112We had too much fun painting with corn syrup last week —-so we HAD to do it again 🙂

We started by asking our students to show us the picture card with the color green.  Our students are getting so good at choosing the correct color.  We are so proud of them!

Communicating information about objects using non-verbal expressions, gestures, symbols or words and responding to referent pictures used in routines are language access points.

Identifying an object by one observable property (in this case color) is a science access point.

 

 

 

IMG_8122Then we painted our precut shamrocks with delightfully gooey corn syrup tinted with green food coloring.

We are so proud of the progress our students are making—learning to handle writing utensils and developing eye hand coordination.

Isn’t this student doing such a great job!

 

 

 

 

 

 

 

 

IMG_8131Then we glued the shamrocks  onto a rectangular piece of paper, but not before adding some gold glitter—since we can never pass up the opportunity to add a little sparkle to our projects 🙂

Each student got to pick the color paper that they wanted which addressed the language access point of using nonverbal expression to communicate preferences.

This activity also addresses the math access point of recognizing 2 dimensional shapes.

Our shamrocks are so shiny and sparkly we love the way they turned out.

Of course, we couldn’t end the group without saying a big…….

…………..TA DA!!!!!

 

 

 

 

IMG_8234On Thursday we read Cara’s awesome book again. The students really enjoyed the bright colorful pictures and were excited when it was their turn to activate the voice output device.

Responding to a familiar person reading a book aloud, attending to print materials by touching, looking, or listening, and responding to a technology device are all language access points addressed EVERY week when we read our books!

Our art project was so much fun—making a leprechaun beard! We used our picture symbols again but this time asked our students to pick the color orange—then got to work!

 

 

 

 

 

IMG_8267IMG_8276First we painted some precut paper plate rim pieces (these were left over from a previous project, sometimes Joy’s hoarding pays off ha ha) with a mixture of orange paint and glue. On an added note, we also taped a popsicle stick to the back of the plate to make it easier for the students to hold.

Then we cut some pieces of orange yarn and sprinkled the pieces on top—addressing both fine motor and spatial relations skills.

The science access point of recognizing a change in an object is also addressed as the different items are added.

 

 

 

IMG_8504IMG_8315Top of the Mornin’ to you from some little leprechauns—–pretty darn cute!!!!IMG_8349

 

 

 

 

 

 

 

Language Group—the Letter Y

IMG_8462We started out by listening to Cara’s sound game.  Towards the end of the alphabet, it gets harder to find different words and sounds—but we made it happen 🙂

As our students played the game, we told them “it is Your turn”.

Recognizing and responding to commons sounds is the science access point addressed here. In addition, the language access points of communicating recognition of familiar persons or objects  and responding to familiar print media are also addressed.

 

 

 

 

 

 

 

 

IMG_8454After the sound game, we got out a bumpy Yellow ball.  Some of our students requested the ball using their static communication boards—communicating their wants is a language access point!

We had so much fun tossing or rolling the ball back and forth Yelling ” Yay” each time it was caught. A totally fun way to work on eye hand coordination as well as turn taking skills—-is it my turn or Yours?

 

 

 

 

IMG_8486Next we made some Yo Yo’s!  We started with small circular paper plates (discussing the shape addresses the math access point of recognizing 2 dimensional shapes) and also counting them out aloud—we NEVER pass up a chance to practice counting 🙂

After coloring them with markers we taped a piece of Yarn to the back.

Ta Da!  Here is a homemade Yo-yo!……….  Yeah!!

Our students were really tickled with them and had a lot of fun moving them around—-addressing the science access point  of tracking objects moving up and down as well as the science access point of recognizing an action as fast or slow.

 

 

 

 

 

IMG_8487We finished by looking at some of the Y words we found!

 

 

 

IMG_8185Happy St. Patrick’s Day from all of us here. Next week we’re off for spring break but we will be back soon for more fun and learning…..Group by Group 🙂

Mar3

My Community and Letter W

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My Community and Letter W

The Unique Curriculum theme this month was My Community, so we took a trip around Tallahasse in our Sensory and Fine Motor Groups. The Language Group looked at words starting with the Letter W.

Sensory Group—My Community

IMG_7170Our city is built on red clay hills—the same color as our playdough! We used our  big and little star shaped cookie cutters since they always use stars to represent capitols on maps.

Squeezing the playdough between fingers or pushing one of the cutters into it helps strengthen hands. In addition, picking up the cutout stars addresses graded fine motor control.

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

Math access points are also addressed: counting the stars, recognizing two dimensional shapes, and recognizing similarities and differences in size.

 

 

 

IMG_7504Tallahassee is the capitol of our state. We searched for letter T’s and a picture of the Capitol in our red, white and blue rice.

Sifting through the rice helps build tactile discrimination skills, especially important for our students who have visual impairments.

This box also addresses the social studies access point of associating a picture with a place.

 

 

 

 

 

 

IMG_7315IMG_7154Two universities make their home in Tallahassee and these boxes represent them. FAMU’s colors are orange and green while FSU’s colors are garnet and gold. Our pom poms and mardi gras beads are perfect for contrasting textures (hard and soft) and colors.

Lots of science access points can be addressed here, including recognizing objects that are identical to each other, identifying objects by one observable property, and tracking the movement of objects that are pushed or pulled—–as you can imagine, sometimes beads and pompoms go flying all over the place 🙂

 

 

 

IMG_7284Visiting the Tallahassee Museum of History and Natural Science is so much fun. It is especially fun to visit the farm and see all of the animals.

We put some matching sets of farm animal pictures for our students to find in the oatmeal.  Matching animals that are the same is a science access point.

Small measuring spoons were also included in this box to give our students an opportunity to practice scooping, however many of them improvised and used the animals cards to scoop instead!

Either way, they had a great time with this box 🙂

 

 

 

 

 

IMG_7262IMG_7131It is also fun to visit the Challenger Learning Center to look at the stars! We made our own version of a planetarium by attaching some battery operated lights to a black umbrella. It was really easy to do using some velcro for the battery packs and twist ties to attach the lights to the spokes of the umbrella.

IMG_7470We think it turned out pretty cool and to say our students were fascinated would be an understatement!

This activity helps address the science access points of associating stars with the night sky and recognizing sources of light.

 

 

 

IMG_7525IMG_7346Everybody loves to go to Lake Ella to see the fountains and the ducks—perfect for our water play activity! Water play is always a favorite activity for our students and they had fun finding the little rubber ducks floating around. Picking up the bobbing ducks addresses eye hand coordination. We used Bath and Body Works Dancing Waters—for the fountains, of course :)—-scent in the water and lotion.

Both of these activities are great for working on the math access point of indicating a desire for more of an action or object.

 

 

 

 

Fine Motor Group—My Community

IMG_7396On Tuesday, we read Cara’s book and had a quick visit to the planetarium before beginning our art project.

Our planetarium was so much fun and we just loved watching our student’s reactions so much that we had to bring it out at any opportunity we got 🙂

 

 

 

 

 

 

 

 

 

IMG_7205IMG_7213For our art project we made a map of Florida. We started by painting our students LEFT hands with green paint and pressing them onto blue paper (its shape discussed as it was counted and passed out 🙂 ). We made sure the thumb was abducted as we pressed hands onto the paper.

This activity really helps build awareness of the hands helping to address the science access point of recognizing one or more external body parts.

For our students that are especially aversive to touch, we allowed them to use paint brushes instead and helped them make an approximation of our state’s shape.

A star sticker was added to mark the location of Tallahassee—perfect for working on a pincer grasp and addressing the social studies access point of locating symbols on a map!

 

 

 

IMG_7234TA DA!!!!!

We always make sure each student gets their Ta Da after they finish their project—some of our students REALLY get in to it 🙂

IMG_7258After the paint dried we did a quick outline around the handprint and we have a pretty cute rendition of our state.

This activity also addresses the social studies access point of recognizing Florida as our student’s state.

 

 

 

 

 

 

Majestic oak trees are found all over our city and there are some beautiful ones around the capitol building. On Thursday we showcased these trees for our art project.

IMG_7369Large blue rectangular pieces of paper were counted out—-guess we were really into blue paper this week :). A sketch of the capitol building (luckily our capitol building is another rectangle so VERY easy to duplicate using a ruler) cut out by the adults was already attached.

Our students crumpled and tore pieces of green tissue paper onto the tree outline.  We had some Elmer’s glue poured into containers so the students could dip the “leaves” into the glue and put them on their tree (addressing spatial relations skills).

We are addressing the science access points of recognizing the leaf of a plant and recognizing a model of a real object with this activity.

 

 

 

 

IMG_7388IMG_7376More  Ta Da’s—-some deserving of standing ovations!

Didn’t these turn out great! They look fabulous hanging on the wall outside of Jeannie’s classroom.

 

 

 

 

 

 

 

Language Group–The letter W

IMG_7417We started out playing Cara’s sound game.  Our Wonderful students are getting so good at finding the right picture and pointing to Where it is on the paper (addressing eye hand coordination)!

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

 

 

 

IMG_7420After our sound game We got a Wiggly Water animal.  The students are able to activate it by making a sound, either with their voice, Whistling, clapping,…..Whatever!

The Wiggling crab tickled our students, producing lots of giggles 🙂

Our little crab helped us address the science access points of tracking objects in motion and recognizing and responding to one type of sensory stimuli, in this case touch.

 

 

 

 

 

 

 

IMG_7435IMG_7444Next, We passed around a Wand that lights up when you Whack it.  This was a fun item for our students that we found in the $3 bins at Target.

Some students activated it by Whacking it on the table, While other students Whacked it on their hand.  What a blast!

Applying a push to move an object is a science access point. In addition, as the lights come on, the students can observe that the appearance of an object has changed—another science access point.

 

 

 

 

IMG_7412Next, we made Wrist Watches!  The Watch bands were made from toilet paper rolls first cut open (by the adults) lengthwise and then width wise to make 3 cuffs from each roll).

Our students decorated their cuff from  a selection of foam stickers. We presented the stickers and asked them to make a choice, addressing the language access point of communicating preferences.

Pincer grasp skills and eye hand coordination are addressed as the cuffs are decorated.

 

 

 

 

 

 

IMG_7462We googled “free printable watch faces” and thought they these were pretty perfect as the finishing touch to our project.

Don’t you Wish you had one!

 

 

 

 

 

 

 

 

 

 

 

IMG_7464As usual, we finished by looking at some of the W words found today—-Whoa, quite a lot of them!

IMG_7225We hope you join us as we share all the fun and learning we are having here at Group by Group 🙂

Feb18

Valentines Day and Letter U

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Valentines Day and Letter U

Love is in the air with a Valentines Day was the theme for our Sensory and Fine Motor Groups this week. Our Language Group looked at words that start with Letter U.

Sensory Group—Valentines Day

IMG_6355Our first box was bursting with valentine related items including  silk rose petals, beads, garland, assorted red ribbons, paper valentines, shredded paper, candy boxes AND hearts of all sizes and materials.

This box addresses the social studies access point of associating a celebration with an event. Comparing the varying textures addresses the science access point of identifying objects by observable properties.

The valentines in the box also give the students opportunities to attend to print materials by touching and looking, which is a language access point.

 

 

 

 

IMG_6500Red and white was the color theme of our next box. It was just SO pretty!

Shiny hard beads to compare to soft pom poms ( identifying objects by observable properties).

Also the opportunity to match items of similar shape (spheres) (the math access point of recognizing common three-dimensional objects ) or color ( the math access point of recognizing two objects that are identical to each other).

The beads, of course, are always fun to wear and shake around 🙂

 

 

 

 

 

 

 

IMG_6327Our discovery bottles filled with glitter, assorted small hearts, and beads were so colorful and eye catching! Lots of fun  to shake and look at.

These bottles address the science access points of tracking the movement of objects that are pushed or pulled.

These bottles are a lot of fun to make (and a way to recycle juice and water bottles). We hot glue the lids shut for safety but still keep a close eye on the students as they are playing with them.

 

 

 

 

 

 

 

 

IMG_6352Our pretty pink cloud dough was so pretty and fun with our hearts  and kisses cookie cutters.

Also included was a heart shaped scoop—we had a lot of fun finding items for this week’s theme 🙂

Recognizing common objects with a two-dimensional shape (hearts) is a math access point.

We used 4 cups of flour and 1/2 cup of cooking oil to make our cloud dough. Then we added some glitter and a couple of packages of kool-aide to get the pretty pink color. If you haven’t yet, you HAVE to make this stuff, it’s just SO COOL!!

Messy—–yes

BUT oh so worth it 🙂

 

 

 

 

IMG_6451Our pink and white rice is perfect for Valentines day. We put in some big glittery letters spelling the word of the day—-L O V E.

Again, an opportunity for our students to attend to print materials.

The students had so much fun either sifting their fingers through the rice (building tactile discrimination skills) or using the small spoon—–heart shaped, of course—-when we pick a theme we go all out 🙂

 

 

 

 

 

 

 

IMG_6481We mixed shaving cream and cake mix to make “chocolate mousse”. Our students were not quite sure what to make of this at first but then dived in and started exploring it. It had a nice aroma but for the most part the students refrained from sampling it.

This was a great medium to practice scribbling and  prewriting patterns.

Recognizing and responding to one type of sensory stimuli is is a science access point.

 

 

 

 

 

 

 

 

IMG_6457Messy  hands were rinsed in “red hot cinnamon” scented water. We used body wash found at a clearance sale a couple of years ago and it really does smell like cinnamon scented candy!

With two different sized heart shaped measuring cups our students had so much fun scooping and pouring the liquid.

The different size cups helps address the science access point of recognizing differences in sizes of containers that hold liquids.

We finished with strawberry scented lotion—- a lovely reminder of our valentines celebrations.

As lotion is rubbed on arms its a great opportunity to provide some deep touch pressure which is calming and helps build body awareness. Additionally, it encourages social interaction.

 

 

 

 

 

Fine Motor Group—Valentines Day

IMG_6365On Tuesday we started by reading all about Valentines Day in Cara’s latest book using the voice output device to read the repetitive line. Our students have been practicing giving the voice output device to their neighbor and some of them are getting quite good!

Sharing objects with a partner is a science access point.

 

 

 

 

 

 

IMG_6374For our art project we made some beautiful hearts using paints in Valentines colors of red, purple, and pink. By chance, 3 of the adults wore matching shirts—-so of course we worked on some color identification!

Identifying objects by one observable property is a science access point 🙂

 

 

 

 

 

 

 

 

 

 

 

IMG_6382We counted out paper hearts (discussing the shape, of course, to address the math access point of recognizing a two-dimensional shape) and after the students had written their names on them, put them into a box.

Then using a spoon, we scooped a marble out of the paint and dropped it into the box.

Scooping up those marbles and dropping them into the box was a great eye hand coordination activity!

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

 

 

 

 

 

 

 

 

IMG_6394imagesThe lid was closed and it was time to shake, rattle and roll.

This clear box works perfectly for the activity because you can see, as well as hear, the marbles rolling around!

We are talking major fun and excitement here 🙂

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

Using both hands to push or pick up the box addresses bilateral coordination.

 

 

 

 

 

 

 

 

 

IMG_6404TA DA!!

Pretty cool looking!

 

 

 

 

 

 

 

 

 

 

On Thursday we continued with our heart theme. We discussed the color and counted out hearts cut from red poster board.

IMG_6549 We proceeded to decorate them with a variety of glittery craft foam stickers. Great for practicing pincer grasp skills and eye hand coordination.

If you also count the stickers—-more math,

and we love that!

 

 

 

 

 

 

 

 

 

 

 

 

IMG_6553TA Da!

So cute!!!!

 

 

 

 

 

 

 

 

 

 

 

 

IMG_6575We finished with a Valentines Party with LOTS yummy sweet cookies and cupcakes! Mealtime activities are wonderful opportunities to address social and self care skills as well as indicating a desire for “more” or “no more” which are math access points.

Of course with cupcakes and cookies, you are guaranteed lots of practice indicating a a desire for “more” 🙂

 

 

 

 

 

 

 

 

Language Group—Letter U

IMG_6595We started, as Usual, with Cara’s sound game.

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

 

 

 

 

 

IMG_6597Then we discussed different things that could be found in the Universe. We tossed around these planetary balls from our science closet and had fun trying to identify which planet they represented—and of course, got into a discussion on whether Pluto was a planet or not 🙂

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

Catching and throwing the balls addresses eye hand coordination.

 

 

 

 

 

 

 

IMG_6577IMG_6588We lifted Up a funnel and found some Ugly bugs!

UGH!!!

Recognizing objects related to science by name (such as animal) is a science access point.

We also Undulated around while singing along to the Ugly bug ball song 🙂

 

 

 

 

 

 

 

 

IMG_6623We finished by coloring an Unusual Unicorn (we found this by googling “free unicorn coloring pages”). For some of our students this is a perfect time for practicing using switches. For others who use standard coloring Utensils, it is an opportunity to practice coloring in a designated area.

 

 

 

 

 

 

 

 

 

IMG_6637Here are some of the U words we found today.

IMG_6300It was an Utterly (thanks to Joia, the OT intern for coming up with the activities) fun week.

Join Us again…….we will be just chilling Until next time

Group by Group!

Dec16

Winter Holidays part 2 and the Letter O

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Winter Holidays part 2 and the Letter O

Winter holidays are so much fun that we had to spend another week learning about them! We kept our same book but added different sensory boxes for and art activities for our Sensory and Fine Motor Groups. Our Language Group looked at words that start with the letter O.

Sensory Group—Winter Holidays Around the World

IMG_3960Our first box was filled with all things Christmas. We included jingle bells, Santa and Nutcracker figures, reindeer, christmas trees (felt and plastic), stars, garland, a doll sweater, and the word “HOME” all in some red paper shred …..to remind us of all those exciting packages !

Some of the items made noise, like the jingle bells and squeaky toys. The squeaky toys were VERY popular!

IMG_3976The students were able to explore different ways to apply force either by shaking or squeezing the items to make noise. This addresses the science access point of identifying objects that create specific sounds.

 

 

 

IMG_3974In Mexico, they celebrate Las Posadas as part of their Christmas celebrations with processions, carols, and PINATAS! At the bottom of our red, white and green rice we placed a picture of a pinata which could be uncovered as the rice was moved aside.

It was so pretty and festive looking…..

quite irresistible 🙂

Visual discrimination skills are addressed when differentiating the hidden picture from the colored rice.

We also put in 2 different sizes of measuring spoons. While playing with them our students have the opportunity to learn about capacity—differences in sizes of containers which is a math access point.

 

 

 

 

 

 

IMG_4339Lights, lights lights—–Hanukkah, Diwali, Las Posadas all festivals of light.

We can’t get enough of them! This week we put them in a box which reminded us of the luminaries used during Las Posadas.

This addresses the science access point of recognizing sources of light.

 

 

 

 

 

 

IMG_4393Straw mats, and fruits of the harvest are part of the Kwanza celebration. We used raffia in place of straw and included some ribbon printed with fruit in addition to our play food.

The ribbon was soft as compared to the rough feel of the raffia. Finding the pieces of fruit hidden amongst the ribbon and raffia addresses visual and tactile discrimination skills.

Comparing the texture of the ribbon and raffia addresses the science access point of comparing the different properties of materials.

Dropping the raffia onto the floor allowed them to address the science access point of tracking objects that fall to the ground.

If they let us know what they did…..

it addresses the science access point of indicating that an object has fallen 🙂

 

 

 

Bodhi celebrations often involve decorating trees with colorful beads. In this box we added lots of colorful beads and pompoms.

Sorting these objects addresses the science access point of recognizing objects by one observable property.

IMG_4117IMG_3964…….NAILED IT 🙂

Our students are just so

awesome!!!!

 

 

 

 

 

 

 

 

IMG_4401Our last box was filled with winter snow—at least our Florida version 🙂

We mixed some cornstarch, shaving cream and fake snow. Its about 2 boxes of cornstarch to 1 can of shaving cream.  We found  the idea at this website    http://growingajeweledrose.com.

This stuff was so much fun, similar to cloud dough but with a little wetter feel. Totally cool— the students just loved running their fingers through it, squishing it, pushing a letter W for winter into it, or watching it as it fell down (addressing the science access point of tracking a falling object).

When molded into little “snow balls”, the math access point of recognizing a common three dimensional object.

 

 

 

 

 

IMG_4426Hands were rinsed in twisted peppermint scented body wash from Bath and Body Works. It has a really strong scent which really draws our students attention.

Measuring cups allow our students to practice scooping while addressing the math access point addressing capacity.

This student is addressing the math access point of indicating a desire for more of an action by reaching out his hands as the water is poured on them.

As this student is cupping his hands, he is also working on developing his palmer arches—nice!

 

 

 

 

 

 

IMG_4438The matching lotion was rubbed on hands, arms—-or the back of the neck for students who engage in a lot of oral exploration.

We present the lotion and give the students an opportunity to indicate their desire for more by facial expression, gestures, body movements or vocalizations.

Our students left the group smelling like delicious peppermint candies to help them remember all the different winter celebrations we have learned about the last 2 weeks.

 

 

 

 

 

 

Fine Motor Group—Winter Holidays Around the World

On Tuesday we started by reading Cara’s book again before starting our art project—–turning into Christmas Santa’s!

IMG_4039First we used our paper cutter to turn a red rectangle into a triangle. This addresses the science access point recognizing a change in an object. It also addresses the math access point of recognizing an object with a 2 dimensional shape.

To do this we had to make 2 cuts with our paper cutter. We counted the cuts—-addressing math access points again!

 

 

 

 

 

 

IMG_4074Then we passed out some white plates—-they were circles with the center cut out.  Again, addressing the math access point of recognizing a 2 dimensional shape.

We glued the triangle hats onto the circle.

We pulled apart some fiber fill and glued a big piece onto the circle and then a smaller piece at the top of the hat.

This activity addresses spatial relationships as pieces are placed down. In addition, fine motor skills are addressed as the pieces of fiber fill are pulled apart.

 

 

 

 

IMG_4065IMG_4063Merry Christmas

HO                                                                             IMG_4068IMG_4079HO                                                                                  HO

 

 

 

 

 

 

 

 

On Thursday we celebrated Hanukkah by making menorahs.

IMG_4160First we chose yellow paper for the flames.

As our students point to the color and word “yellow”, they are addressing the language access point of attending to print materials by touching, looking, or listening.

By picking up the card and handing it to an adult, they are building communication skills.

 

 

 

 

 

 

IMG_4161Then we tore the yellow paper into small pieces and placed them in a bowl.

Tearing the paper helps build bilateral coordination and pincer grasp skills. It also addresses the science access point of recognizing a change in an object.

Placing the pieces into the bowl addresses eye hand coordination. Deciding when we have enough addressed the math access point of solving problems involving small quantities of objects using language, such as enough, too much, or more.

 

 

 

 

IMG_4171We colored 8 popsicle sticks. We adapted this activity for our students by taping the sticks to a piece of cardboard (a cut up cereal box). Taping the sticks down helps to stabilize them and is easy to remove when done.

The sticks were counted……

……….Of Course!

We also used some rounded animal markers from Roseart which are easy for our students to grasp.

This activity addresses math as the sticks are counted and helps our students practice with writing tools.

 

 

 

 

 

 

IMG_4179We removed the tape and glued our little yellow flames to the top of our candles and placed them in our base.

The base was made from a section of a pool noodle cut in half. We also cut a slit across the top to make it easier to insert the popsicle sticks.

Fine motor skills such as eye hand coordination and pincer grasp are addressed as the “candles” are placed into the menorah.

We then added our 9th candle (pre-made by gluing 2 popsicle sticks together). This addresses the math access point recognizing when 1 item has been added to a set.

 

 

 

 

 

 

 

IMG_4193Happy Hanukkah 🙂

 

 

 

 

 

 

 

 

 

 

 

Language Group—Letter O

IMG_4230First we played Cara’s sound game and listened for some Cool O words!

 

 

 

 

 

IMG_4238Then we put put the blocks On top of each other.

This addresses the math access point of recognizing a movement that reflects a spatial relationship. Counting the blocks also addresses math concepts.

Eye hand coordination is also addressed in this activity.

 

 

 

 

 

 

 

 

 

 

IMG_4245Then we knocked the tower Over!

……Of course!

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

Needless to say, some of our students REALLY enjoyed this part of the

activity 🙂

 

 

 

 

 

IMG_4200Next we Opened a jar….

….and pulled Out One Orange pom pom.

We used a plastic peanut butter jar because it has a nice wide opening making it easier for our students hands to fit.

We adapted this activity for some of our students by pulling out the pom pom for them and then encouraging them to visually track the pom pom, addressing the science access point of tracking a moving object.

We also adapted this activity for our students who have visual impairments by encouraging them to explore the pom pom with their hands.

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

 

 

 

 

IMG_4023 We finished by making a creature found in the Ocean!

To start, we crumpled 5 pieces of scrap paper and put them into a bag which we closed it with a rubber band. We found these blue lunch bags at Target.

We noted that the number 5 is an ODD number.

Bilateral coordination skills are addressed when crumpling the paper and placing it in the bag.

We used decorative scissors to cut some strips at the bottom of the bag.

 

 

 

 

 

 

IMG_4032A couple of googlie eyes added….great for working on pincer grasp skills,

and a happy smile drawn with a marker!

Ta Da—-a cute little Octopus

On a cute little student’s head 🙂

 

 

 

 

 

 

 

 

 

 

IMG_4304Wow, we  found a lot of O words today

in our Language group.

 

 

 

 

 

IMG_4109IMG_3925Hope you enjoyed learning about all these winter holidays and whichever one you celebrate…

……it is filled with light and laughter.

Dec8

Winter Holidays and Letter N

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Winter Holidays and Letter N

This week our Fine Motor and Sensory Groups learned about Winter Holidays around the world. Our Language Group looked at words starting with the letter N. Sensory Group—-Winter Holidays Our first box was about Hanukkah. We put in a variety of blue and white items with different shapes and textures such as soft pom poms, […]