tag:blogger.com,1999:blog-61426774792339668712024-03-23T06:14:30.474-04:00The Resource Teacherthe daily life of a special educatorAnonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.comBlogger64125tag:blogger.com,1999:blog-6142677479233966871.post-25663503436312881512018-11-13T16:00:00.000-05:002018-11-13T16:00:12.253-05:00Adapting GamesPlaying games in the classroom has always been something I enjoy. You have the opportunity to work on so many different skills, turn taking, communication, collaboration, problem solving etc. In fact a few years ago we played Monopoly every Friday. The kids did everything, set up the room, game board, pass out the money, pick their pieces and get started. At the beginning of the year it took almost 25 of the 30 minutes to achieve this but by the end of the year the kids were getting a solid 25 minutes of playing time. When I switched rolls and started to work with students who had more of a communication based academic routine verses content based games went out the window. However, a few years ago I attended a PD and one of the breakout sessions was on adapting games. It was so much fun!! Keep reading to see how I adapted a few games in my classroom.<br />
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<b>Connect Four:</b> So...the concept of this game is far beyond where my students are and quite frankly isn't really something I think my students need to learn how to play. So, I changed it up. I attached core vocabulary words to a file folder and taped it to the back of the game board/stand. Each student is given a color and when it is their turn they can select one word using their communication device and put their colored piece in that column OR they can start to build a sentence and put their colored piece in multiple spots. The person with the most colors at the end of the game wins. If a particular column gets filled up the students have to think of a different phrase.<br />
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This would be 2 colored pieces in the board.</div>
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This would be 1 colored piece in the board.<br />
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<b>Sequence Letters</b>: I honestly don't even know the rules of this game but my students just flip over a card and work together to find something that starts with that letter. If they are struggling the adult will narrow down a section of the board for them to look at. </div>
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<b>Scrabble Junior: </b>The students do really enjoy this game. We pretty much play the way it is intended to play except every time they match a letter they get to move their little game piece (verses when they complete an entire word).<br />
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<b>Guess Who: </b>You can easily adapt this to be anything you want. You can add letters to each of the flip down pieces and have students draw a card with a picture. If the picture matches a letter they have flip it down. You could say a letter sound and they can flip down that letter. You could add core vocabulary pictures and have them draw the words and see if they can flip down the correct picture. If you wanted to be more content driven you could put vocabulary words and have the students draw the definitions.<br />
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<b>Physical Adaptions: </b> Add velcro to the game board and pieces so students cannot easily knock them over. Color code the game to make it easier to see. Print out pictures of the students and have them make their own game pieces that way they are not having to remember the game rules and which piece is theirs.<br />
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Honestly the possibilities are endless. If you have an idea/concept you can easily adapt a game. Don't let the directions on the box limit you. I buy games for $5-10 all of the time and never think about how the actual game is played. I immediately think about how I can change it up to fit our needs. Games keep kids engaged, makes learning fun and allows you the opportunity to work on sooo many different skills.<br />
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Do you play games in your classroom? Have you considered adapting them?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com10tag:blogger.com,1999:blog-6142677479233966871.post-46288754026476748682018-10-06T18:00:00.001-04:002018-10-06T18:00:17.791-04:00Self Selected Independent ReadingI think many of us can agree that reading is a huge part of a child's education. There are so many different programs out there and all have their pros and cons but the one thing I can say across the board is that allowing students to read independently MUST be included. Not only reading independently but allowing students to choose the texts that they want to read, rather than being told what to read.<br />
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That's right, even our students with the most significant needs should participate in self selected/ independent reading. It may look different but giving them the opportunity is what should be occurring in classrooms.<br />
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Students in my room get 20-30 minutes everyday for self selected reading. During this time I do not tell my students what to read and the only instruction happening is behavior/classroom management. I even encourage the staff in my room to bring their own reading material as this is a great way to model for the students.<br />
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We start the year off trying to do this for 3 minutes and build up our stamina. Everyday we add a minute until we have reached 20-30 minutes of total reading time. During this time I allow students to not only pick their own reading materials but they are able to pick their own reading spots. I have many seating options and all are available.<br />
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My students love to read a variety of texts and I make sure to share with them what is available. I do this by using a variety of texts during shared reading time and showing them where they are located or how to access them.<br />
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I have traditional texts, adapted books, student made books and technology available for students. Some of our favorite websites/apps for books are Tarheel Reader (free), Unite for Literacy (free) and Raz-Kids (paid).<br />
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Do you have self-selected, independent reading time in your classroom? What does it look like? Would you want to add or change anything to your routine?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com14tag:blogger.com,1999:blog-6142677479233966871.post-58216181784392731832018-02-22T10:00:00.000-05:002018-02-22T10:00:27.601-05:00Nailing Your Observation"I am coming to observe you tomorrow, what would be a good time?" These may be the exact words you have heard from your administrator sometime in your teaching career. So many things may be running through your mind, is anytime a good time? tomorrow won't be good, I need more time to prepare, Thursday's are better can you do that? What the heck am I going to teach?<br />
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What if I told you that you CAN nail your observation with 1 day, even 1 hours notice? It is possible!! Keep reading to see the 3 steps I take to help me nail my observations.<br />
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1) Invite your administration in regularly. Keep your doors open and create a welcoming space. If your administrators see you in your environment regularly they are taking note of all of the great things they are seeing and how hard you are working. Hopefully they will also see the rapport you have with the staff in your room. Having them in regularly should start to calm your nerves and your students will get accustom to it. That way, when the observation day does come it is just like any other time they may be popping in.<br />
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2) DON'T CHANGE YOUR ROUTINE!!! I don't have enough fingers to count how many times I have seen the post "I am getting observed tomorrow what should I teach?".....(part of the reason I am writing this 😜). While it is okay to want to do something super fun and engaging, if your students aren't used to it, the grand idea you have in your head, may be a giant flop. If you are really wanting to add some flair to your lesson think about what you already do. What tiny little thing could you change or add to make it a little more exciting? Doing this will not only add something fresh but it will ensure that your students will understand the routine and flow so you are not having to spend your entire observation restating directions.<br />
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An example: My students do independent writing everyday (you can read about that <a href="http://theresourceteach.blogspot.com/2018/02/independent-writing-ideas.html" target="_blank">here</a>). If they have been writing 1 sentence for the past few weeks this is what I may do for my observation. I would conference with a student and say "I was looking over your writers notebook and I noticed a lot of great work. Can I show you some of my favorite writing pages you did?" I would then go through 2-3 pages with them. Pointing out how great the pictures are, how they have a capital letter and period. Really building them up and making them feel like a great author who is proud of their work. I would then say "You are doing such a great job with your writing, so good in fact that today instead of writing 1 sentence, I want you to write 2 sentences." Hopefully they will get excited about this and will be up for the challenge. If they are not, that is okay. Tell them it's okay to be a little nervous to change it up. How about this, you write 1 sentence like you always have and then we can write the second sentence together?<br />
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Doing this shows your administrator a few things <b>1)</b> you are pushing your students further and challenging them <b>2)</b> you know how to build your students up <b> 3)</b> you are teaching your students to own their work, be proud of what they accomplished <b> 4)</b> you are showing/teaching your students about emotions and how to work through those <b>5) </b>you are striving for independence but offer support if students seek it.<br />
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3) Ask for feedback!! Remember an observation is not an evaluation. It is one part of your evaluation. Get the feedback and make a plan to improve the areas that your administrator pointed out. If there is something they pointed out that you thought went well ask them what they would have done differently. Then....invite them back in and tell them ahead of time. "I have been working on ________, I would like to know if you would come in to let me know if this is what you had in mind."<br />
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It is important to remember that while administrators are going through tons of trainings on the evaluation process they are most likely being trained on 1 rubric. And it is pretty safe to say that this rubric is written for the general education population. Work <u>with</u> your administrator to define and understand how the rubric would fit your classroom.<br />
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Let's recap!<br />
1) Invite your admins in regularly<br />
2) Don't change up your routine<br />
3) Ask for feedback<br />
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Do you have any more tips for teacher observations?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com6tag:blogger.com,1999:blog-6142677479233966871.post-46590001430995873782018-02-06T15:48:00.000-05:002018-02-06T15:51:45.759-05:00Independent Writing Ideas A few years ago the thought of having to teach writing to students with complex communication needs was overwhelming. I didn't know where to start and every curriculum out there was way too involved to support the basic needs of my students. However, after a few years of researching and testing out different things in my classroom I can now say writing is one of my favorite things to do with students. I see the most progress and it is easily implemented into my day. Keep reading to see how I am able to have all of my students participate in independent writing.<br />
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The first thing to know is that all of my students do independent writing every single day. We incorporate our writing routine into our emergent and conventional literacy blocks. You can read about those <a href="http://theresourceteach.blogspot.com/2015/12/emergent-literacy-for-students-with.html" target="_blank">here</a> and <a href="http://theresourceteach.blogspot.com/2017/12/conventional-literacy.html" target="_blank">here</a>. The students in my class all have complex communication needs and use some form of AAC.<br />
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<b><u>Word Wall</u></b><br />
The word wall is a vital part of our independent writing routine. Students need to have access to an abundance of words. They need to be able to have a spot that they can look at to help them build sentences. Remember, the main focus here is that this is INDEPENDENT writing. We want to be able to develop skills in students that allow them to put words together to make functional and meaningful phrases. Also, keep in mind that your word wall doesn't have to be pretty. Kids don't care what it looks like. As long as they know it is a tool they can use make something that you are able to keep up with. This is what our word wall looks like. I took notecards to make the alphabet letters, attached them to the wall with push pins, print out our weekly focus words and glue them to construction paper (the colors have no significance, I just try and have different colors to show contrast) and then staple them to the wall. I use zero laminate and didn't use a ruler to put up and measure out where my letters would be. Oh and how about that title at the top. Yep, just computer paper and Sharpie :).<br />
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<b><u>Topics</u></b><br />
Encourage your students to come up with topics on their own. Remind them of their interests. Maybe make a chart of things for them to reference. I do this until my students sentences start to become repetitive. Meaning, I have students writing the same thing every day, I see mom. I like dad. Once we reach this point I assist students by giving them access to picture cards. **Reminder: I do this for ALL of my students. Even the ones who are not using a pencil independently. You could even keep a working anchor chart in the classroom and add new activities and exciting events you do throughout the month/year. This would be a great thing for students to pull ideas from. The big part about this is remembering that this is independent writing. So while we should be teaching students to write about a variety of topics we should not be telling them what to write. I simply state "What would you like to write about today?" I they say the same thing they always do I will say "I like that idea but you wrote about that yesterday, do you have anything else you would like to share?" If they say yes go with it, if they don't you could say "Here are some things that I like to write about, maybe you could pick something from my collection and write about it too." This still allows students to be selective with their topics but offers them support if needed. Here are the picture cards I use. I grabbed them from Lakeshore Learning.<br />
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<b><u>Ways to Write</u></b><br />
Another fun thing we incorporate are different ways to write. I have choices in the front of my room for students to pick from everyday. At the beginning of the year the students loved choosing different ones. I can say now they have all picked their favorite way and do it everyday. You could add more ideas but this is what I have in my classroom.<br />
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<b><u>What Does It Look Like?</u></b></div>
Some of these pieces were created with pencil, some are scribed (letters/words/phrases given in Proloquo, some are typed and some are a combination of both. I also encourage students to pair a drawing with their writing but it is not a requirement.<br />
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<b><u>Keeping It Altogether</u></b><br />
I give each of my students a writing notebook. They put their new piece of writing on the top each day. This allows them to see their progression and review previous writings they have done. The kids love looking back and rereading things. I take everything out and send it home at the marking period. Make sure to save a few to a digital portfolio or in a file so you can share at conferences or IEP time.<br />
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<b><u>The Share</u></b><br />
Every Friday I have the students select a piece of writing to share. They can pick any piece in their binder as long as they have not shared it before. I create a fun sharing space in the front of the room to make it special. The rest of the students sit in the audience and practice their listening skills. The kids come up one by one to share their piece. If they are able to read it orally they do. If they have a device we work on building the sentence during their sharing time. They are then able to show their picture. At the beginning of the year I have the adults make comments and/or ask questions about the writing piece (I may have to help the student respond). In the middle of the year I challenge the students not presenting to make a comment or ask a question about the writing piece. Then at the end we of course celebrate by clapping....but we have added excitement because each student has a hand clapper. I also record each individual share out and send it to their SeeSaw portfolio. You can read about how to use SeeSaw <a href="http://theresourceteach.blogspot.com/2017/01/seesaw-app.html" target="_blank">here</a>.<br />
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I hope I was able to give you some ideas to include independent writing in your classroom. We devote 30 minutes to this each day. If you have any questions please leave a comment :). Good luck introducing this into your classroom.<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com4tag:blogger.com,1999:blog-6142677479233966871.post-12225222620635133352017-12-04T20:50:00.000-05:002017-12-04T20:50:24.149-05:00Conventional LiteracyIf you have read about my <a href="http://theresourceteach.blogspot.com/2015/12/emergent-literacy-for-students-with.html" target="_blank">emergent literacy</a> approach and you are wondering what to do with students who are more conventional readers and writers keep reading to see how I implement it in my classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQLeuVA2AvBfnXrYX9CJCX1jwgxkyfDQtdegpHtXRrxcQSx3HsByhH3ODbYr3MJTirPF2rO_t49eUV3GB99CqFQxOi5bWpzott01F2mUJsEzk0dB7bXSo3oGteVJfJhsbkRBHGpPGcS5g/s1600/Slide28.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1079" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQLeuVA2AvBfnXrYX9CJCX1jwgxkyfDQtdegpHtXRrxcQSx3HsByhH3ODbYr3MJTirPF2rO_t49eUV3GB99CqFQxOi5bWpzott01F2mUJsEzk0dB7bXSo3oGteVJfJhsbkRBHGpPGcS5g/s320/Slide28.jpg" width="213" /></a></div>
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I have to be honest, I actually have both emergent and conventional readers in my groups so my conventional readers still do some emergent stuff (they love it), which is okay! All of my students have complex communication needs and are learning to use AAC and Core Vocabulary. With this I am able to differentiate and model a ton during my lessons.<br />
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<b><u>Reading</u></b><br />
During reading instruction I use Unique Learning System (ULS) and pull some of my favorite highly engaging read alouds from my shelf. In my classroom I choose to use the same story M-F but you could change your story multiple times per week if you had the time. As mentioned before, reading instruction is a great time to model core vocabulary and AAC. When working with my conventional readers I follow the Anchor, Read, Apply model.<br />
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<b>Before Reading</b>: This is our ANCHOR activity. This is where I get the kids thinking about the topic/or strategy we are working on. For example, if I want the students to be able to sequence the events in a story we will do a simple sequencing activity. I would pull activities (maybe 3-4) from their daily schedule and have them put them in order. During this time I am making sure to use the vocabulary I am wanting them to learn. In this case it would be "sequence". So I would say "I like the way you are sequencing the things you do during the day" "I see that you have breakfast first, reading second and recess third" etc. This is a quick activity so I spend about 10-15 minutes on this. (My emergent students are working on self selected reading during this time).<br />
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<b>During Reading: </b>This is the READ part of the model. I have all of my students and we get cozy in our group reading area. All of the students have access to high and low tech AAC. I begin reading the story. Making sure to introduce it and spend time talking about the author, illustrator and making comments about the title/cover. I will also try to have the kids infer if appropriate. I use the CORE board during reading instruction and model using the the C.A.R method.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihb3fSMLAofdOpKYWhAmdTq6FF4Uon-RK9ExuotYjPPNjx8Lf5NSwaIGN47Kc_WuLSohkSoGct73tTrprjXqQcwAnVtJVhaL99_3aLbw9gxa4ewoIUg7ORznkjYV92q1I57QZZBbNEW2Y/s1600/CL+1.003.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"> <img border="0" data-original-height="1024" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihb3fSMLAofdOpKYWhAmdTq6FF4Uon-RK9ExuotYjPPNjx8Lf5NSwaIGN47Kc_WuLSohkSoGct73tTrprjXqQcwAnVtJVhaL99_3aLbw9gxa4ewoIUg7ORznkjYV92q1I57QZZBbNEW2Y/s320/CL+1.003.jpeg" width="240" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQbNbFlDpuOh8l1wdF08Y2ESF01RyHT8qdmUaCX9Tp_z-XKuCcVc59LcoDQLIhpKVY_R9cZS7lqNGRsPHRqUgevGGvOAWqNGICSUyFHljkV92kdaLXvFflyyAdjdzu8e0yUsOELa2b9GM/s1600/CL3.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQbNbFlDpuOh8l1wdF08Y2ESF01RyHT8qdmUaCX9Tp_z-XKuCcVc59LcoDQLIhpKVY_R9cZS7lqNGRsPHRqUgevGGvOAWqNGICSUyFHljkV92kdaLXvFflyyAdjdzu8e0yUsOELa2b9GM/s320/CL3.001.jpeg" width="320" /></a></div>
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Keeping the conventional literacy students in mind I will be sure to reference our anchor activity new vocabulary. So again if we were working on sequencing and we were reading a story about giving a dog a bath I would say "First we find the dirty dog", "Next we...." etc.</div>
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<b>After Reading:</b> This is when we APPLY what we have learned. I will generally use the same activity from the Anchor but change the content to match our story. So if we were going to sequence how to clean a dog I would be sure to print out pictures and have the students sequence them. </div>
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Due to the nature of my classroom it usually takes me 3-4 days to complete all of these activities.</div>
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<b><u>Writing</u></b></div>
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During writing instruction we are working on a lot of different skills. We do small group and individually writing. This is where my conventional students still do the predictable chart, cut up sentences......and making the book as my emergent students do. They just get additional writing throughout the week. </div>
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<b>Word Wall: </b>I introduce new words to add to our word wall weekly. At this time we are working on adding 5 new words a week. When selecting these words I pick 3 core words and then 2 words with common rimes (in this picture I chose 2 core words and 1 color word...there can be exceptions :)). When selecting the rimes I use this chart. </div>
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Instead of teaching the rime I add an onset and make that the word the students use (you will see how the rime comes into play later). So in the instance of the words below I chose the rime "ore" and "eat". I use the word more often (and it is a core word) so that is the word I chose to represent the rime "ore". For "eat" I just went with eat lol!</div>
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I print out the words and then paste them onto colored paper. The colors do not match the AAC coloring system. In fact I vary them as much as possible. The point of the colored background is so that students can see the contrast. They are easily able to see "tall" and "short" letters. I also make sure that if I have a word that starts with an I and the previous word on the word wall under I is green, I will not use a green background. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGQ1tLb1NOJdN6V6j7j32em3pqHg-soy1PIsHLxKjzO3FputbcZJweNKhE7_wR6h3jRs6Wp8dERBsgJgy1zdbw3ulaoEzIge4BQxkwMj7kCi-YZIuSh7xynOj44AJBcHqzsBnup0aj8DE/s1600/CL+1.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGQ1tLb1NOJdN6V6j7j32em3pqHg-soy1PIsHLxKjzO3FputbcZJweNKhE7_wR6h3jRs6Wp8dERBsgJgy1zdbw3ulaoEzIge4BQxkwMj7kCi-YZIuSh7xynOj44AJBcHqzsBnup0aj8DE/s320/CL+1.001.jpeg" width="240" /></a></div>
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The words are introduced and then we spend time putting them on the word wall. We talk about the first letter. Where it should go on the word wall. We talk about the background color and how we can see the tall, short and letters in the basement. We talk about how we know other words that sound the same (rimes). </div>
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<b>Word Sorts: </b>We do this once a week. Students use our weekly "rimes" to make new words. We start with Visual sorts. I show students the 2 words from our word wall. We read them, talk about them and say them out loud. I then put them in 2 different columns. I then give students post it notes with new words that use our rimes. Students then sort the words into the 2 columns by looking at the words (visual sort). Here is an example:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkt9xaXWWzJ5ywx4EvdBnVZSvFdK0d7-ZQtegSf3WytooIsVivrrY78vWlhoyV88HRt9A2Sm-7XOMRw8PeC5Kk3aRqgULtNckKhlkzFkOphdFMPtlRihibgdVFtk87O5AA8aGIo5NuIYQ/s1600/CL2.004.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkt9xaXWWzJ5ywx4EvdBnVZSvFdK0d7-ZQtegSf3WytooIsVivrrY78vWlhoyV88HRt9A2Sm-7XOMRw8PeC5Kk3aRqgULtNckKhlkzFkOphdFMPtlRihibgdVFtk87O5AA8aGIo5NuIYQ/s320/CL2.004.jpeg" width="320" /></a></div>
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After the visual sort we move onto auditory sorts. I take all of the post it notes and start the 2 columns again. This time instead of giving the student the post it notes I read them and ask the students where we should put them (auditory sort).</div>
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Last we do a spelling sort. This includes the auditory component but takes it one step further. I tell students to use the words we already know (not and same in this case) and make the new words they hear. I usually give each student their own dry erase board, or they just write on our table. If kids are stuck remind them to use the words they already know. Keep referencing those words and where they are on the word wall.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_0WF6SU8UTW25f9mkJ3P1NRjnDwrfSkZNZtoDTm2o0LjjUue8iUNswOF14HPTyEJgUvzv-p141AVhbNGRadbJGY2YI_UIUzsUHBao2o182i4Px3Xr2zamGXWmBNciTQ-IpS6CkoajqUY/s1600/CL2.005.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_0WF6SU8UTW25f9mkJ3P1NRjnDwrfSkZNZtoDTm2o0LjjUue8iUNswOF14HPTyEJgUvzv-p141AVhbNGRadbJGY2YI_UIUzsUHBao2o182i4Px3Xr2zamGXWmBNciTQ-IpS6CkoajqUY/s320/CL2.005.jpeg" width="320" /></a></div>
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<b>Compare and Contrast: </b>This is a great activity because it makes students really think. They have to use our big tool, the word wall, and make new words. This is so much fun because it shows that kids that our little word wall is full of so many possibilities. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCVSp1Z83C8xTejTKKCQIhfSMRKOrtufnSQAhGhjlAjNYBD7jquHguxOlv5sLCVGw2VGoljkxd50RzxbR5wtmaw0Rzx4RO0HEvxs8_cPxZMy4wAYXWMjzor3MBXgpNrhi_58l1j3BgUd0/s1600/CL2.002.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCVSp1Z83C8xTejTKKCQIhfSMRKOrtufnSQAhGhjlAjNYBD7jquHguxOlv5sLCVGw2VGoljkxd50RzxbR5wtmaw0Rzx4RO0HEvxs8_cPxZMy4wAYXWMjzor3MBXgpNrhi_58l1j3BgUd0/s320/CL2.002.jpeg" width="320" /></a></div>
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I pick 4 words from the word wall and put them at the top of the board. I then write out sentences leaving one word out. The words that are missing can be filled in by using one of our given words as support. For example, in the first sentence I would say "I want to play the ....." "I wonder what could go there, I am going to read our words, think, same, not, make" "Hmm..I want to play the "Oh Game!". I am going to use the word same to help me spell the word game." This activity allows kids to see that they can spell words on their own. They don't need an adult to help them with every word. This activity allows students access to our word wall and shows them how to use this tool.</div>
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<b>Spelling:</b> For this activity I pick a few letters, usually only one vowel, and challenge students to make as many words as they can. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0u65n61qjgoLe19iT7Ub_uPtlU4XmHboVALUEpuPOkIoRnMIB0AI2DmEHFfIRbIcuy7m7SNpWoYiG_86PKSTwKxP97AMI0R7MsMN4Ocg4x4ozM2h-bJETtjI5QTjZTdk1phECzz2SwAE/s1600/CL2.007.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"> <img border="0" data-original-height="768" data-original-width="1024" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0u65n61qjgoLe19iT7Ub_uPtlU4XmHboVALUEpuPOkIoRnMIB0AI2DmEHFfIRbIcuy7m7SNpWoYiG_86PKSTwKxP97AMI0R7MsMN4Ocg4x4ozM2h-bJETtjI5QTjZTdk1phECzz2SwAE/s200/CL2.007.jpeg" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCSThC1Ql-zpRq4J02XDAycyX5CWXRlIg7oRB5udAzmfFMrBXP8IFnY75xxemX-zz177LHG0npBLHTI7S0T373Ly6kDavCmL2bivpchT-ymhfBXSOC2Qj92bOEywmKWtTWaApo86kaagY/s1600/CL2.006.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCSThC1Ql-zpRq4J02XDAycyX5CWXRlIg7oRB5udAzmfFMrBXP8IFnY75xxemX-zz177LHG0npBLHTI7S0T373Ly6kDavCmL2bivpchT-ymhfBXSOC2Qj92bOEywmKWtTWaApo86kaagY/s200/CL2.006.jpeg" width="200" /></a></div>
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I give them hints along the way. Looking at the above picture on the right I would say something like this. I am thinking of a word that only has 1 letter. It may start this sentence ___ like cookies. (They write it down. Can you add a letter after the letter I to make a new word? Can you change that letter again to make another? Again? Can you add a letter to the beginning to make the 2 letter word a 3 letter word? Can you change the first letter again? Try changing the last letter. Do you think you can make any more words?</div>
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<b>Independent Writing: </b>This is done everyday. I have the students start by picking a way they would like to write. These are the options I have in my classroom but you could add whatever you would like. These are velcro'd to the wall.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHDJ8pcUe7j50bxB17FGxp8BFsHvLFuA6ElBvRDMjifnBJVV6abrE38LkdTHuzNNea-a6cL1n9UAy1V1MTs-LFVI4Q3nPdHr0oozVYhs_RnNC_e7LtH6uQ5GF-pz2Zk3oZBUgKEE5WVhA/s1600/CL2.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHDJ8pcUe7j50bxB17FGxp8BFsHvLFuA6ElBvRDMjifnBJVV6abrE38LkdTHuzNNea-a6cL1n9UAy1V1MTs-LFVI4Q3nPdHr0oozVYhs_RnNC_e7LtH6uQ5GF-pz2Zk3oZBUgKEE5WVhA/s640/CL2.001.jpeg" width="640" /></a></div>
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Once kids select how they are going to write they must select a topic. This is very difficult for my students so I try and give them some ideas (things they may have done over the weekend, what we are reading about, their family/friends etc.). When the topic is selected I let them go. It is very easy to jump in and help the students but this is all about independent writing. Have them produce the writing they want and then go back and help them if needed. Do not correct and fix every move they make. If you struggle with this (it's ok to admit this) go work with your emergent students at this time. Here are some examples of my students work. After they finish with their piece they hole punch it, add their name/date and put it in their binder. I add the most recent work on top.</div>
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Stamps:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgcEAgwKQzaPp9v_yyNELXISzT6raQEqGVvvJyDbvyY5uwe5IT2_lBTWglaZokjR2lJRmZbmK1wWpea7ZfhCmxAWJtZ5IxnU80HKFBI-uTIoAq0SeO7utgiUAaMfkau34uUNJ02QmKoWs/s1600/CL+1.004.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgcEAgwKQzaPp9v_yyNELXISzT6raQEqGVvvJyDbvyY5uwe5IT2_lBTWglaZokjR2lJRmZbmK1wWpea7ZfhCmxAWJtZ5IxnU80HKFBI-uTIoAq0SeO7utgiUAaMfkau34uUNJ02QmKoWs/s320/CL+1.004.jpeg" width="240" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfFLRiPipg_E98Uid5X8Q-xCfP7XhT576sRLTwQCgvmpZItzKdPUhgibaSptK3zTpFkxvqjwyfN6IAw0kaVBKbWGbUr6ikRCEBponkJwODCQR4MAIhTdLKTXMFgGZxgxL25aGnF3NiGuA/s1600/CL+1.005.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfFLRiPipg_E98Uid5X8Q-xCfP7XhT576sRLTwQCgvmpZItzKdPUhgibaSptK3zTpFkxvqjwyfN6IAw0kaVBKbWGbUr6ikRCEBponkJwODCQR4MAIhTdLKTXMFgGZxgxL25aGnF3NiGuA/s320/CL+1.005.jpeg" width="240" /></a></div>
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Scribe: The student found these words on their communication device. Instead of the message erasing the para wrote them down on paper. She also made a note on the back to let me know how the student came up with these words.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju9pAFZQ6U1jK58o8bjG-2qOkbk91psDDnt2slIw-FG0nauXVpNWsFR7HaDIdYRsPrmT1f9I4EHOXoFutRPb3V5ueNUxIZhiTFrgdoepnWZWLFASO1AExUVHK2D410IZtEHFOejX6Smag/s1600/CL+1.006.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju9pAFZQ6U1jK58o8bjG-2qOkbk91psDDnt2slIw-FG0nauXVpNWsFR7HaDIdYRsPrmT1f9I4EHOXoFutRPb3V5ueNUxIZhiTFrgdoepnWZWLFASO1AExUVHK2D410IZtEHFOejX6Smag/s320/CL+1.006.jpeg" width="240" /></a></div>
Keyboard/Typing: If you can't tell this says "Purple jeep beep beep." This is 100% student work. Sure things are spelled incorrectly and there isn't punctuation but this is 100% this students work. It is 100% their own and shows exactly what this student is able to do. <br />
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Markers: While it may be hard for you to see this is a writing piece about a shark. I know this because the student brought a shark book to their writing station. They grabbed a blue marker and said swim. Grabbed the orange marker and said eat. etc. I added notes to the back of this to reference.<br />
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So, I hope you were able to add a few more activities to your mix. If you have any questions about Emergent or Conventional literacy I would love to chat. Feel free to leave a comment or email me.<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com9tag:blogger.com,1999:blog-6142677479233966871.post-70295544662878421302017-11-15T18:35:00.000-05:002017-11-15T18:35:02.694-05:00Phonics ActivitiesBeing a special education teacher means you probably teach multiple grade levels, have students for multiple years and teach multiple academic levels. The last thing we want is for a student to be doing the same activities from K-3 grade because they are in our classroom all 4 years. So it is very important for us to a have a large bank of activities to pull from to keep students engaged. Today I am sharing with you some of the ways I teach phonics in my classroom. This isn't everything I do but these are some fun and simple ways to change it up!<br />
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<b><u>GO FISHING</u></b><br />
This is one of our favorite activities. I write words, letters, diagraphs etc. on note cards, attach a paper clip and use our magnetic "fishing pole" wands to retrieve words. I scatter the note cards around the room and then tell the kids to go and get them. This is where the differentiation can come into play. For some students I may say, go find 2 words that start with s. For another I might say, go find 4 words. Another group might be go and fish for a word that sounds like "not". The kids will then go and fish for them, bring them back to our meeting space and we will talk about the words they found. Depending on time and the number of words we have left around the classroom I send them out again. (You can find the wands on Amazon or at Lakeshore Learning).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicOV5qC6ioleK1C9O4ZaZgbkx1WN6nlKSDRZVsWy2GxmIq7rRrGWfW37FozoLIK-tP-XhBtOZ0F1EFa_AjU1oup7cLay5mzYUJGAK__yuEePvJgGK86wvLvfowkMVv8PlS0iKKkekt1Ag/s1600/Untitled+2.001.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicOV5qC6ioleK1C9O4ZaZgbkx1WN6nlKSDRZVsWy2GxmIq7rRrGWfW37FozoLIK-tP-XhBtOZ0F1EFa_AjU1oup7cLay5mzYUJGAK__yuEePvJgGK86wvLvfowkMVv8PlS0iKKkekt1Ag/s320/Untitled+2.001.jpeg" width="320" /></a></div>
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<b><u>SWAT 'EM</u></b></div>
For this you will need a fly swatter and word cards. I use a giant fly swatter that I purchased at the Dollar Store a few years ago and then the same note cards that I used for the fishing game. I lay the cards around the room and invite students to "swat" the words. I will say things like.... swat a word that makes the "ch" sound. Swat a word that has the letter a. Swat a color word etc.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKusMkf3NqbGROxdAOImDS8DwVO0Xg9zg6xXHLeHv-s1F8hMnLBo32CeUJrUWZ9Q1ar_hi1nRwl41fQI9Ri_364IW2fjk2jDidzyFhG8-lOA8s_3FRqNsAas96OCYifDHoIUYN-UMZr2A/s1600/Screen+Shot+2017-11-15+at+6.20.35+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="204" data-original-width="298" height="217" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKusMkf3NqbGROxdAOImDS8DwVO0Xg9zg6xXHLeHv-s1F8hMnLBo32CeUJrUWZ9Q1ar_hi1nRwl41fQI9Ri_364IW2fjk2jDidzyFhG8-lOA8s_3FRqNsAas96OCYifDHoIUYN-UMZr2A/s320/Screen+Shot+2017-11-15+at+6.20.35+PM.png" width="320" /></a></div>
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<b><u>BEAN BAG TOSS</u></b><br />
You will need something to toss, bean bag/ beanie baby, hacky sack etc and again....some word cards. I use the same words cards that I have for the other games and a beanie baby. I lay the words out and have the students stand behind the line (I use masking tape to create a line). Students then toss the beanie baby and aim for a word. Whatever it lands on they must read, tell me a letter, use it in a sentence...whatever level they are at I go with it.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga7JNStvu3sFnu-b0PEuAGXrqWHxSwAO6FR38aJ2cIZdraKBL8AORQ7JMQfBu0SbREpEd8irImku9l4ckAFBzWmfJ_rUmHHH7UUIT-MByP11DhuKpcczRpmUztNpJx1-VtJwXXTdZeGfU/s1600/Screen+Shot+2017-11-15+at+6.25.13+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="350" data-original-width="282" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga7JNStvu3sFnu-b0PEuAGXrqWHxSwAO6FR38aJ2cIZdraKBL8AORQ7JMQfBu0SbREpEd8irImku9l4ckAFBzWmfJ_rUmHHH7UUIT-MByP11DhuKpcczRpmUztNpJx1-VtJwXXTdZeGfU/s320/Screen+Shot+2017-11-15+at+6.25.13+PM.png" width="257" /></a></div>
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<b><u>LEGO LETTERS</u></b><br />
Pull out your Legos and <a href="https://littlebinsforlittlehands.com/lego-letter-activity-free-printable-letter-pages/" target="_blank">print these letters</a> (for free!) I put the Legos in the middle of my room and tell the kids to fill their letter. For early finishers I give them a different letter or ask them to use their letter to write as many words as they can. If another student is done they can do the same or see if their letter is in any of the words that the other student wrote down.<br />
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Even though this isn't a huge list hopefully it added a few more ideas to your basket of tricks. What phonics activities do you do in your classroom?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com4tag:blogger.com,1999:blog-6142677479233966871.post-71665876790683174412017-10-09T18:33:00.001-04:002017-10-09T18:34:33.796-04:00Student Mail Delivery JobAfter years of trying to find meaningful jobs for my students that actually worked on their IEP goals and objectives I think I have found the answer. This however, is not my original idea. So thanks to the person who gave me this idea through a Facebook post, it has truly changed my life.....or at least my afternoon M-F :).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_i7n6gD8-OZJs4kG194PunVqPJ6tzh5WdCATX_-1gva9NJzyn_kaDAtQlpRmyXUIYqCY6gt4NCMrs0Vs2EQI0bgp1d9Npplt6wE4YjxSC0xt1Wu5_BAOoI3Kx3i4n-Qh9aLdjmB9eyFs/s1600/Slide27.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1079" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_i7n6gD8-OZJs4kG194PunVqPJ6tzh5WdCATX_-1gva9NJzyn_kaDAtQlpRmyXUIYqCY6gt4NCMrs0Vs2EQI0bgp1d9Npplt6wE4YjxSC0xt1Wu5_BAOoI3Kx3i4n-Qh9aLdjmB9eyFs/s320/Slide27.png" width="213" /></a></div>
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Here is what I did to get started.<br />
1) I contacted my administration team for approval. I explained the job and the purpose behind it.<br />
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2) Contacted teachers who were on planning during the time we would be delivering the mail. We currently have 7/26 teachers who participate (more would me more than willing to allow this but, this is enough for us right now). I chose teachers who were on planning to prevent minimal class disruptions and allow time for my students to practice their communication skills. I sent out this email:<br />
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Hello 1:30 Planning Team :),<br />
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We have a few students who are starting a mail delivery job. This job is going to help build organization, transition and communication skills. We would love if you would be willing to participate. If you choose to participate we just ask that you leave your mail in your mailbox and interact with the students during delivery. A simple wave or high-five would be appropriate. Your mail will be delivered daily between 1:30-2:15. If you are interested please let me know.<br />
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Thanks,<br />
Mrs. Boysal<br />
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Within minutes everyone I sent it to replied with a YES!, Sounds like fun!, Can't wait to meet the kids! Thank so much!<br />
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2) I found something to organize and deliver the mail. Thankfully our office has a mail cart so I just snag that when we need it. For the organization part I just use one of the cheap plastic file folder crates. I think I got mine at Wal-Mart or Target. I plopped some hanging file folders in it (7 to match the number of teachers we were delivering to) and put teacher names on labels. I just attached a large Avery label to the hanging folder tab (to make it bigger). (I grabbed this picture from Google...the color hanging folders would work even better!!!!)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_WgxeSepAv5DZ8JBDnl1-TRiPTuvWlEm8ikWO242LpeBp8FFTwMaFYWZI5-1liVPZxjN9YM0IEcQP_-gOFhbnGmlzEq6h_1jkiLsEMK8wojr7WirwwI8JIHd9eGTp1uH7aYri9KKIscw/s1600/mailcart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="500" data-original-width="500" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_WgxeSepAv5DZ8JBDnl1-TRiPTuvWlEm8ikWO242LpeBp8FFTwMaFYWZI5-1liVPZxjN9YM0IEcQP_-gOFhbnGmlzEq6h_1jkiLsEMK8wojr7WirwwI8JIHd9eGTp1uH7aYri9KKIscw/s200/mailcart.jpg" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP9vyFMZbW9WWo28VoSjT0Pl0ND-SpLHqhTnB-IMIRMeLWKFaI6bNwFw1u7WKRxttfWSgiwsIlFyB_g8FLEneWJSxBLWcA6mUEMrwKLcEgEmXp_mJMbT0no7SavYzTd7ZJ1QdIVpgRB0Q/s1600/file+crate.jpg" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="800" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP9vyFMZbW9WWo28VoSjT0Pl0ND-SpLHqhTnB-IMIRMeLWKFaI6bNwFw1u7WKRxttfWSgiwsIlFyB_g8FLEneWJSxBLWcA6mUEMrwKLcEgEmXp_mJMbT0no7SavYzTd7ZJ1QdIVpgRB0Q/s200/file+crate.jpg" width="200" /></a></div>
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3) I then decided which students would do the job. I currently have 3 students participate. Two of them (alternate days) stock/organize the mail cart and 1 of them does the deliveries.<br />
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4) Stocking/Organizing the cart: The student pushes the cart (with the file crate already inside) to the mail room and takes the mail out of the teachers box and puts it in the corresponding folder. I have an adult help with every step of this. At this time my students are working on "putting in" so the para currently gets it out of the box and tells them where to put it. But, this is a great way to incorporate matching skills if your students are working on those. Simply put a colored sticker (I'm thinking those garage sale dots) on the mailbox and a matching sticker to their hanging file folder in the crate. The student can take it out of the "green dot" mailbox and put it in the "green dot" folder. I know some districts require every task to match the curriculum so here are a few more ideas to help make this educational.<br />
-you could have uppercase letters on the mailbox and lowercase on the folder<br />
-states on the mailbox and their capitals on the folder<br />
-vocabulary word on the mailbox and a definition on the folder<br />
-math problem on the mailbox and the answer on the folder<br />
There are so many "matching" activities that you could incorporate into this job.<br />
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5) Delivering Mail: The student I have deliver the mail needs "heavy work" incorporated into their day so I add a backpack to the bottom of the cart before he leaves. The backpack is filled with reams of papers to weigh it down. This student pushes the cart through the halls and stops at the appropriate class. During this time he is working on, walking in the hall appropriately, looking where he is going, knocking on the door, getting the mail, walking it to the teacher, saying Hi! and coming back out to the cart. Following directions is the BIG goal here!!<br />
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6) Clean Up: The cart is brought back to the classroom, the backpack and file crate are taken out and the cart is returned to the office.<br />
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I will admit having snack following the job is VERY motivating for my students. I do not use food as a reinforcer during the day/other tasks so making sure snack time was right after this not so preferred activity helps.....SHH!!! They will never know I am that sneaky :) (Grab this First/Then chart <a href="https://www.teacherspayteachers.com/Product/Behavior-Management-Positive-Reinforcement-System-950527" target="_blank">here</a>)<br />
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I absolutely love this job and am so glad that endlessly scrolling through Facebook at 2am finally paid off!! This job allows my students to build real life job skills, work on IEP goals and objectives and get some sensory input as well.<br />
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Do you do a mail delivery job in your classroom? What has been your favorite classroom job that you have implemented?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com3tag:blogger.com,1999:blog-6142677479233966871.post-12128417373157429382017-09-16T15:29:00.002-04:002017-09-16T15:33:25.298-04:00Student Self Selected ReadingWe all have it, those moments during the day where are classrooms are still. The students are attending to a task, the adults are quiet and for that one small moment, maybe 15 seconds, we can take a breath.<br />
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What would you do if you could block out 15-25 minutes everyday just for that? Time to take a step back and just breathe. Think about all of the things you could get done. Think about the skills you would be instilling in your students. Keep reading to see how I am able to achieve 15 minutes of peace in my classroom each day. <span style="font-size: x-small; text-align: center;">**Disclaimer: I love my students and staff, the rest of the day is amazing. </span><span style="font-size: x-small; text-align: center;">There is just something about this 15 minutes that calms me down.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzmyAuAsHrFgtp1MChgPurN8LmjTugFzVe6nwbDW1PNRxVifqoY2Uuw-VjYtx94uHRUX1-3mLwreA7DIUPF-9EEEKKgjqRA_LS4yYepJ1GvzGodvK_t71fT2IUXa7wl0rH5fSPIH2MhdM/s1600/Slide26.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1079" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzmyAuAsHrFgtp1MChgPurN8LmjTugFzVe6nwbDW1PNRxVifqoY2Uuw-VjYtx94uHRUX1-3mLwreA7DIUPF-9EEEKKgjqRA_LS4yYepJ1GvzGodvK_t71fT2IUXa7wl0rH5fSPIH2MhdM/s320/Slide26.jpg" width="213" /></a></div>
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A few years ago I attended a training about Emergent Literacy for students with significant needs (you can read more about that <a href="http://theresourceteach.blogspot.com/2015/12/emergent-literacy-for-students-with.html" target="_blank">here</a>). During part of the training the presenter spoke about self selected reading. At that time I thought to myself, actually I stated it to those around me, how the heck am I supposed to get my students reading independently? They struggle to attend to tasks with a lot of engagement and prompting let alone tasks that require them to engage themselves. But the more I looked into it and the more I practiced it with my students I realized it wasn't so much about them "reading" independently but more about them selecting their own reading materials and exploring them. When I made this switch I realized how valuable this skill is. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEyhH7QsQ8pL-VqUbUhhQWistktF06RdItfx6ROLQIXo_SMB0z0MQ3jMQem7SkwjBV_YZFRfB6xPbAt65zsSErVgAgSF9G1AK8rEND7T1OCc_0lcJ-SxMkL_JEda0MwrzamAR26_dY33c/s1600/Untitled+2.003.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="694" data-original-width="950" height="466" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEyhH7QsQ8pL-VqUbUhhQWistktF06RdItfx6ROLQIXo_SMB0z0MQ3jMQem7SkwjBV_YZFRfB6xPbAt65zsSErVgAgSF9G1AK8rEND7T1OCc_0lcJ-SxMkL_JEda0MwrzamAR26_dY33c/s640/Untitled+2.003.jpeg" width="640" /></a></div>
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So, how is it done? The first thing I would suggest is getting reading materials that all of your students are able to access. You can choose traditional books, big books, <a href="https://www.teacherspayteachers.com/Product/Adapted-Book-ENDLESS-BUNDLE-the-resource-that-keeps-on-growing-1750644" target="_blank">adapted books</a> or online material (Raz-Kids and Tar Heel reader are our favs). If you are struggling to build your library due to cost (lets face it, books are expensive and kids handling them tend to make their lifespan much shorter) consider hitting up garage sales, your local library, family/friends or my favorite a retired/retiring teacher. Don't think you need to have a Pinterest worthy library to get started. As long as you have at least 3-5 books for each student you are golden. </div>
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Once you have your books, set up an area that is dedicated to self-selecting reading. This allows your students to gain an understanding of what the space and materials are used for. You can have a large or small space depending on how your classroom is designed. I would suggest that the space is inviting and offers many seating options (my district is all about Next-Gen and flexible learning spaces/seating) so students are comfortable and feel like they have a voice and choice of everything during this time. This is what my space looks like this year. I don't have traditional style seating in my classroom for whole group instruction so I have a lot of bean bags and easy to move chairs that we/the kids can use if necessary so please don't mind the mess :).</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAQnzUtbVYVw1p3DmcOiMz9frQ0phHQsgUU5r7MYPr7wPrJl5NH86dE_vPweRimn6NNHeH2BLsxvmp21cC5ay5htx0iilIybhIaHcgNmPvMwkXlalbLPvYEHA_FpT_gwJ39KBJRl1XzAQ/s1600/Untitled+2.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="694" data-original-width="950" height="466" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAQnzUtbVYVw1p3DmcOiMz9frQ0phHQsgUU5r7MYPr7wPrJl5NH86dE_vPweRimn6NNHeH2BLsxvmp21cC5ay5htx0iilIybhIaHcgNmPvMwkXlalbLPvYEHA_FpT_gwJ39KBJRl1XzAQ/s640/Untitled+2.001.jpeg" width="640" /></a></div>
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Here is what our book selection area looks like, I have it marked as the "Self Selected Reading" area so the students know (grab that <a href="https://drive.google.com/file/d/0B3oyM6aNFtkub0EweXFtbWxRMDQ/view?usp=sharing" target="_blank">here</a>). I also make sure to have our Rules posted (grab those <a href="https://www.teacherspayteachers.com/Product/Rule-Posters-2738024" target="_blank">here</a>), a chart that lets the students/adults know what level the kids can pick from (grab that <a href="https://drive.google.com/file/d/0B3oyM6aNFtkuMTcyNUxhN1J5Rkk/view?usp=sharing" target="_blank">here</a>) and I have a visual that shows the different options the kids have during Self Selected Reading time (grab that <a href="https://drive.google.com/file/d/0B3oyM6aNFtkuRkVDcE9qR3FKYjA/view?usp=sharing" target="_blank">here</a>). </div>
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<span style="text-align: left;">As you can see the section on the right has leveled bins. I wasn't expecting some of my readers to be reading above an F so please excuse the miss matched labels 😬. What I did differently this year was make sure to have both upper and lowercase letters on the label as some of my students can only identify uppercase at this time. I have also put the same label on the bottom right corner of the book. I also have a section on the left for adapted book bins. These are not leveled and I allow any of my students to read these as they are a great way for the kids to stay engaged. </span></div>
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This year I am really diving into the ULS (Unique Learning System) curriculum for reading. I wanted a way to display the supplemental reading materials to go along with each unit so I got this book display. I have taught students/adults that these books all have a red dot on the corner (red to match the display stand) and to look for the level. If the level is above their reading level I still encourage them to select a book from here (as it goes along with our unit) but they will need to ask an adult for help.<br />
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So now that you have a space and materials it's time to get the kids reading. Plan out a block in your day for self selected reading. I currently have 15 minutes and put it at the end of my reading block. Be intentional about this time and teach/model exactly what you want the students to do. You can even consider reading each day with them. Grab your favorite book, pull up a comfy cozy and indulge. I personally use this time to get materials ready for the next lesson, conference with students and pull students for a quick lesson (still allowing time for them to do some self-selected reading).</div>
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<span style="font-size: xx-small;">**This is a Google Image. I do not take credit or own this photo.</span></div>
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This will consider some mind shifting. You will have to be okay with kids self-selecting and attending/exploring vs. independent reading. You will have to be okay with kids waving the adapted book you just spent time laminating and assembling. As time goes on the kids will learn. I have students with significant cognitive, behavioral and physical needs and we do this. You can do this!!! One of my students took part in this everyday last year. It wasn't clicking and he needed a lot of support but this year, he is able to look, open and even point and vocalize while looking at the book independently 😁.</div>
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My biggest piece of advice is to let you know it takes time. This is not going to look pretty the first day, month maybe even a year. But, think about how valuable this is. If your students develop this skill they will be able to visit and be socially accepted in a library, coffee shop etc. There parents/care givers could throw in a load of laundry or use the bathroom without having to worry about what their child is doing.</div>
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So take a step back, implement self selected reading and take a moment to breathe!!!!</div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com0tag:blogger.com,1999:blog-6142677479233966871.post-29434460138708129582017-09-10T22:25:00.003-04:002017-09-10T22:36:10.295-04:00PBL in SPEDProject Based Learning or PBL is the new craze. It is all about student led and future focused. When I first heard about PBL I was a little skeptical. I thought it was awesome and a great way for general education students to work on communication, collaboration, creativity and critical thinking but I was still stumped on how our students with significant needs were going to be able to do this. If you are still a little confused on what PBL is all about here is a great graphic to show the difference between projects and PBL's.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB35avX5nUuQmpLXEY45XKldEsmD7XUOw0BlW9C3PVC69oww4NO5FaEf22gxby23Nt-T6oni5chiftJuSWInQeCoCcVOu8cwZks9wLghw2SapPU7reItOUi61Xec4q6bUXYhWhuodQgp0/s1600/Screen+Shot+2017-07-27+at+9.25.33+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="743" data-original-width="334" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB35avX5nUuQmpLXEY45XKldEsmD7XUOw0BlW9C3PVC69oww4NO5FaEf22gxby23Nt-T6oni5chiftJuSWInQeCoCcVOu8cwZks9wLghw2SapPU7reItOUi61Xec4q6bUXYhWhuodQgp0/s640/Screen+Shot+2017-07-27+at+9.25.33+PM.png" width="286" /></a></div>
My school is a PBL school and <i style="font-weight: bold; text-decoration-line: underline;">all </i>of us are required to either teach or help with a PBL project each year. Last year I teamed up with our speech paths and we had the kids plan a party to thank all of their friends for helping them throughout the year. While it was a great project and the kids had fun I really wanted to do something more this year. Keep reading to see the project I have planned for this school year.<br />
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When thinking about planning a PBL project in my severe needs special education class I knew things where going to have to be a little different. Instead of allowing the students free reign I was going to have a provide a lot of scaffolding and allow for the "student led" and "voice and choice" to come through during teacher driven activities. Even though this isn't traditional PBL....our classrooms are not traditional and as long as we are trying that's all that matters.<br />
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So, what do I have planned for this year? We all know questioning is a huge part of our special education classrooms. Almost all of my students have some sort of "wh" question goal. So, why not teach these through a fun and engaging PBL?<br />
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Drumroll please..... our PBL project is called "Dream Vacation". I am going to have the kids plan their dream vacation. Throughout this project students will learn all about the "wh" question words. I am planning on only doing this project on Friday's so it will more than likely take us to winter break. I made this bulletin board and plan on hanging our anchor charts up once we have learned about a specific "wh" question word.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggHaq8Gg0qolzoufw-WjYcW13_PGoQAeebFR9xuarjB-1I0CLcwY0TnsRUV86d5ag7ApbhdTZ7Oge775A_8-jIP2jH_EeMh9-6j7eu7YAZqJMRQVWFiQTtglKksVNrsKKdL5jxN45piuQ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="720" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggHaq8Gg0qolzoufw-WjYcW13_PGoQAeebFR9xuarjB-1I0CLcwY0TnsRUV86d5ag7ApbhdTZ7Oge775A_8-jIP2jH_EeMh9-6j7eu7YAZqJMRQVWFiQTtglKksVNrsKKdL5jxN45piuQ/s640/Slide1.jpg" width="640" /></a></div>
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Our launch item will be this Arthur episode. The hope is that it will get kids to start thinking about vacations.<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/nSq1zBoT3fc" width="560"></iframe></div>
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After this I plan to have the kids branch off and watch some videos on different vacation spots. I have some bookmarked showing skiing, swimming, hiking, amusement parks etc. The paras will have a sheet to help the students mark down their favorites. I am then going to have them take it home and have them work with their parents to narrow down what they would like to do.<br />
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Then each week we will focus on a different "wh" word. They will have to explain "who" is going on the vacation, "where" they are going, "when" they will go, "what" they will do, "how" they will get there and "why" they think it's a good trip.<br />
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Through learning about the "wh" question words we will start to build their "Dream Vacations". The goal is at the end of the PBL students will be able to showcase their dream vacation. A huge part of PBL's is the public product. I am thinking the kids can create a video, brochure or set up a little area that resembles their vacation. I would love to invite their families, our administration and community members in to see what they came up with. Make sure to check back throughout the year to see how this PBL is shaping up.<br />
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While attending a PBL conference this summer one major thing stuck with me; PBL's are messy. Don't be afraid to dive in and let the student's take the lead. So, no matter how much my type A personality wants everything to line up perfectly I have to let it go. In the end everyone will learn more and grow.<br />
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Do you do PBL in your classroom? What projects have you done?<br />
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<span style="text-align: start;">If you are interested in learning more about PBL make sure to check out http://www.bie.org/ The Buck Institute for Education does all things PBL and has a ton of information and pre-made projects listed.</span></div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com0tag:blogger.com,1999:blog-6142677479233966871.post-43242983138880908032017-08-14T16:00:00.000-04:002017-08-14T16:00:03.827-04:00Student SchedulesSchedules! Hearing the word just makes me anxious. So many things go into making the perfect schedule. I know everyone's classrooms run differently but I can tell you that I do not have a self contained room. All of my students are assigned to a general education classroom and then come to me for reading, writing and math.....some do end up staying with me all day with the exception of specials and recess. So... that means I have to build my schedule around 4-5 general education teachers schedules. It can be a nightmare. However, once I figure it out I really do enjoy creating the physical schedules for my students. Keep reading to see the different types of schedules I have in my classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDxqHa2Md-XVMKXH16UqWDCEUBnQXG_brGvkPyiX6qtDjJAfxXfabjVuX3sdKfoIa12OLrVT2Lzo0eHLIOF1cZqdpUwUQ5WmXCbP651KM4VpCBdQsAslebc5MptkcfHRNF9bY6Bdlekzc/s1600/Slide23.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1079" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDxqHa2Md-XVMKXH16UqWDCEUBnQXG_brGvkPyiX6qtDjJAfxXfabjVuX3sdKfoIa12OLrVT2Lzo0eHLIOF1cZqdpUwUQ5WmXCbP651KM4VpCBdQsAslebc5MptkcfHRNF9bY6Bdlekzc/s400/Slide23.jpg" width="266" /></a></div>
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When making schedules keep your students in mind. While there may be some super cute schedules at Target or on TPT but ask yourself, "Is this really appropriate for my students?" Not all students have to have the same type of schedule. For instance, this year in my classroom I am going to have 8 students (the lowest I have ever had!) and 4 different types of schedules.<br />
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The first schedule is for my highest functioning students. They struggle with reading but are able to follow routines. I made an outline of their day on a single page. There is a picture to help with reading the schedule and a place for them to check off with a pencil when they have finished the task. They are also working on telling time so I made sure to add that to their schedule as well. I will print these in black and white, hole punch them and add a stack in their binder (that they will carry with them to and from classes). On the back side I have left a space for notes home and notes to school. This will serve as the daily communication component for these students. If you didn't need the daily communication part you could print the schedule in color, laminate or slip in a page protector and have the students check off with a dry erase marker.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjoQDWDwKV91ugegtnpbskBEvjbtU8DbcmCnDfHBUeXjpotlzlx2oCGkujrwYNli4-wIK0J9e2TDMlXhoi69DyAGTYeUnH8eEQ1YXBVQ0_elPPgQyZxIqQtlfLAcLQ3Rvhso7h89WB-cs/s1600/Slide1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="960" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjoQDWDwKV91ugegtnpbskBEvjbtU8DbcmCnDfHBUeXjpotlzlx2oCGkujrwYNli4-wIK0J9e2TDMlXhoi69DyAGTYeUnH8eEQ1YXBVQ0_elPPgQyZxIqQtlfLAcLQ3Rvhso7h89WB-cs/s400/Slide1.jpg" width="300" /></a></div>
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The second schedule I have is for my middle group. This schedule will include a little more prep but is the best for this group of students. This group is able to read and/or understand what the next subject is but needs a little more visual supports when knowing that the task is over and what is coming up next. I have made enough pages to include all of their schedule icons for the day. Some students have more pages than others depending on how much they are doing throughout the day. For this I printed in color, laminated and then added velcro. The student will check their schedule (located in a binder) and complete the task. Once finished the student will pull off the icon and put it on the back of the page (I added velcro there too) or put it in a finished bin/pouch. They will then look at their schedule and move onto the next item. For this schedule book I decided to only have a few schedule components on each page so that it isn't too overwhelming for this group of students. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuXpeL1uZ8_Klh2VsG5IfRDy03lye5j65ttlU9tQtLvM96w0rsPnJ0u8yRxXYXSkR8if5mvEtx7nzYmBt5tVxNSYseluBbMxFO8wqWajC6tr2jZYw8P4Zi7tiejHYAClr0MLo60Ae8Tdk/s1600/Slide3.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="960" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuXpeL1uZ8_Klh2VsG5IfRDy03lye5j65ttlU9tQtLvM96w0rsPnJ0u8yRxXYXSkR8if5mvEtx7nzYmBt5tVxNSYseluBbMxFO8wqWajC6tr2jZYw8P4Zi7tiejHYAClr0MLo60Ae8Tdk/s400/Slide3.jpg" width="300" /></a></div>
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The third and fourth schedule I have made are similar in concept but stored in different ways, it is for my most complex learners. I made a color coded schedule (below you can see the color template) that will be housed in a binder or on the way (depending on student need/level). Each student has their own color and will check their schedule, pull off the task, locate the matching large schedule piece in the classroom and attach the little schedule piece to the big piece. This allows the students to not only know what is coming next but is concrete enough for them to understand that where they put the piece is the location in which they will be completing the task. Since I have a few students using this model and have a color coded system I decided to have the main schedule piece in white and then have the student corresponding colors on the bottom. That way they each have their own dedicated space at the center.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVLoPfe6BPW_mBK6sVEKvwgNIdEnxpmhEHVwUyb_WHywCXmTFH3KDtZzOdgXcJwmAVVmAnAlvMBvhrRksoTdcsusRTpSiqsp7wpIYqxKEr2HeGgalNH4F0_eMBpSJ9ltJMq0H-MnCunE8/s1600/Slide5.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="960" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVLoPfe6BPW_mBK6sVEKvwgNIdEnxpmhEHVwUyb_WHywCXmTFH3KDtZzOdgXcJwmAVVmAnAlvMBvhrRksoTdcsusRTpSiqsp7wpIYqxKEr2HeGgalNH4F0_eMBpSJ9ltJMq0H-MnCunE8/s400/Slide5.jpg" width="300" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRA_MPNRKww6CK1stFHCGgXmlbakgMFz8sgFmxRxNXWOpuoSPlLEs_tDlefQBAFOAfcs1oUtduAwq6KKFAdRtlLSx9a_I35WNHB8yfBb7dnIh8uFj72IVEnFRgUxYih-nhVYx4UVUerqQ/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="960" data-original-width="720" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRA_MPNRKww6CK1stFHCGgXmlbakgMFz8sgFmxRxNXWOpuoSPlLEs_tDlefQBAFOAfcs1oUtduAwq6KKFAdRtlLSx9a_I35WNHB8yfBb7dnIh8uFj72IVEnFRgUxYih-nhVYx4UVUerqQ/s400/Slide6.jpg" width="300" /></a><br />
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**Hint: make a schedule guide so you, your paras or even your students can reset the schedule at the end of the day if needed.<br />
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There are many other types of schedules you could set up. For example you could have a google calendar with alarms, write it out on post-its, have an entire page filled with a weeks worth of tasks for the students to check off when completed. You could also use actual objects for a schedule, first then schedule (very basic and limited visual stimulation). These are just a few examples. Do you have any different types of schedules you use in your classroom?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com0tag:blogger.com,1999:blog-6142677479233966871.post-78303099819392256732017-07-17T12:33:00.001-04:002017-07-17T12:36:34.115-04:00Core Vocabulary IdeasGiving students access to language is one of the biggest things we can do as special educators. Even though we are not speech and language pathologist so much of what our students need revolves around communication. Can you imagine not being able to communicate basic wants and needs? Can you imagine not being able to tell someone who may be annoying you to go away lol? Well....consider teaching core vocabulary in your classroom and provide access in a variety of ways.<br />
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Here are a few ways to embed core vocabulary into your day.<br />
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1) Shared reading- take what you are already doing and put focus on core vocabulary. I use Unique Learning System in my classroom and use this approach when reading the monthly stories. The kids love it and it allows all of my students to participate and be exposed to a wide range of language. Here is an awesome video (from <a href="http://praacticalaac.org/">prAACticalaac.org</a>) that explains how to use big core during shared reading. If you haven't ever visited their website I strongly encourage you to. It is filled with tons of information!<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/pH026CVIAyc" width="560"></iframe><br />
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2) Snack Time- Now, I will be the first person to say that I do not allow my students to earn food as a reinforcer throughout the day (if you do, no judgement, I just don't) but snack time is already built into our schedule. Who doesn't love snack time. Consider building core into this time by having visuals of common used words such as; more, please, eat, want, who, where, what, all done. Model using the cards/high tech AAC device/oral language so that your students start to understand. Here are some go to phrases (these can vary depending on the level of your students, the more language they acquire the more you should model);<br />
- Go get food<br />
-You want more?<br />
-What do you want?<br />
-That looks/tastes yummy!<br />
-Where is it?<br />
-You all done eat/drink?<br />
-You open<br />
-Help drink/eat<br />
-Want different?<br />
-I like/not like it<br />
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3) Play/Choice time- Even though the students have already earned the choice make them ask for it. They can request items they have earned/want. Here are some phrases students/teachers can use.</div>
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-I want toy</div>
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-Here you go</div>
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-I/you want to play?</div>
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-Tell me</div>
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-Help please</div>
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-Open please</div>
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-More time</div>
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3) Fine Motor- Pull pieces from your big core board or make separate visuals and place them in a sensory fun bin. Some examples are rice, beads, pasta, sand and string. The kids can "fish" around for the pieces and either place them on a board, find the matching word on their AAC device or show understanding of the word by doing what it says. For example if the word is open, they can open a container. And then go "fishing" again. I have a student who is learning sign language so when she pulled these out she showed us the sign.<br />
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4) Math Instruction- A lot of my students are working on very basic math concepts. Pair core vocabulary cards with verbal directions. (Read more about hands on math activities <a href="http://theresourceteach.blogspot.com/2017/03/hands-on-math-activities.html">here</a>)<br />
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5) Videos- Use these for direct instruction or a quick transition. My students love videos so this is perfect. We (my SLP's always find the best videos!) used this video to help with teaching "no". <br />
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6) Adapted Books- Always one of my favorites. Put out some adapted/symbolated books that allow students to look at text and manipulate the symbols. <a href="https://www.teacherspayteachers.com/Product/Core-Vocabulary-Adapted-Book-BIG-2608936" target="_blank">Here</a> is a FREE book from Teach.Love.Autism to get your collection started. You can also check out <a href="http://www.ric.edu/sherlockcenter/wwslist.html" target="_blank">this website</a>, they have a lot of free symbolated books. </div>
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I hope this sparked your interest in incorporating core vocabulary into your day OR if you are already using core hopefully this gave you some more ideas. Do you have any additional ways that you incorporate core into your day?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com1tag:blogger.com,1999:blog-6142677479233966871.post-66211525013970393552017-06-12T19:54:00.001-04:002017-06-12T20:00:53.943-04:00IEP Goals for Students with Significant NeedsHave you ever looked at IEP goals for a particular student and thought "how the heck are they going to achieve this?" or "What was I thinking when I wrote this?"<br />
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When it comes to working with students with significant needs these are questions you may find yourself asking over and over. No worries, I do too. Even when it comes to writing IEP goals I see so many things the student needs to work on but it doesn't align with the common core.<br />
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Today I am here to share with you some ideas for goals I have written for my students with significant needs. Most of these students are non-verbal, severely cognitive impaired and may have physical and/or behavioral needs.<br />
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*Disclaimer- Every district has different expectations for IEP goal and objective writing. Make sure to check with your team before implementing any of these goals.<br />
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<b>Reading Goals:</b><br />
For reading I focus a ton on core vocabulary. Let's face it, our students with significant needs need to work on functional communication. Why not have them read and comprehend functional words? Don't get me wrong, I think students need to be exposed to literature and have access to all types of books but for an actual goal lets make it functional!!!<br />
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Here is an example of a core vocabulary "phonics" goal and objectives.<br />
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Here is an example of a core vocabulary "comprehension" goal and objectives.<br />
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How do these fit into the common core? In Michigan we have Essential Elements and a range of complexity. Here is the Essential Element I chose for this goal. The gray area is the general education standard and then the white areas are broken down into high, medium and low.<br />
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<b>Writing Goals:</b><br />
Ahh!!! Writing, I dread it!! Come on now, how can writing be functional right? Is focusing on sentence structure, revising and editing really something that my students should be working on? Honestly, yes but....in reality it is really difficult when our students should be learning how to hold a pencil correctly and making a signature mark.<br />
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I will be honest, for writing I mostly tag onto the OT goals for fine motor. But here is an example of a goal and objectives. (The students first and last name start with L).<br />
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CCSS is listed in gray and the essential element is listed in yellow. This particular strand doesn't offer a range of complexity like reading.<br />
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<b>Math Goals:</b><br />
Students can work on so many things during math instruction. A lot of my students continue to practice using core vocabulary during math by working on put on/put in tasks. But here is an example of a very functional goal I wrote. The student needed to practice using the microwave and becoming independent with heating up his food. So I added a color coded system to help support this.<br />
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Michigan Essential Element<br />
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The big thing with writing goals for our students with significant needs is that we need to think outside of the box. Write goals that are truly going to help them in their future. For example, while learning 2+2 is important how does that really help us in our lives?<br />
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What types of goals have you written?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com4tag:blogger.com,1999:blog-6142677479233966871.post-38054914279591836742017-05-27T11:38:00.000-04:002017-05-27T11:38:01.437-04:00Unique Inclusion Opportunities Do you love the idea of inclusion but your students struggle to go into the general education setting? Are you looking for more peer to peer interactions?<br />
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This is something I am always trying to do. Having general education peers involved in a special education students school day is extremely important. For the most part (there are always exceptions) general education students provide the perfect modeling example for students with special needs. Our students are able to see and hear typical language development and proper social interactions. They are forced to use the skills we have been working on in the classroom. Here are a few ways to get general education and special education students together throughout the school day.<br />
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<b>1)Start a peer to peer program.</b> These are awesome. At our school we call it STAR (Students Talking and Relating). General education students who are interested in learning more about disabilities are able to join. Each week we have a lunch group and the students learn about different situations that may arise and how to handle them. An example would be a non verbal student using an AAC device or sign language. How do you interact with them? What are some ways to include them in the group etc. Then the students get to practice these skills throughout the week.<br />
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<b>2)Invite general education students into your classroom. </b>Have weekly game time or dance parties. It doesn't have to be long or involve a lot of planning. This is just a way to get peer role models into an environment in which your students are comfortable.<br />
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<b>3)Ask your specials teachers about starting adapted programs. </b>At my school we started a program called Music Connections. Two times a week our music teacher, SLP and local college music student put on a class. Students from my classroom as well as select students from other general education classrooms (these change each class) come to the class. The class is geared towards our students with special needs and the general education peers are there to help, encourage and engage with our special education students. They get to dance, play instruments, sing and listen to stories with music incorporated. EVERYONE loves these classes (honestly I think the general education students love it more :)). The class is such a hit our P.E. teachers want to do something similar next year, since we don't have an adapted P.E. program.<br />
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<b>4) Recess!!</b> This is the perfect opportunity for kids to interact. Try purchasing some equipment that helps encourage peer interaction. Things like side walk chalk, adapted playground equipment, hula hoops, light weight balls, ribbon dancers, parachutes. bean bags (for tossing) etc. The biggest thing I can say here is let the kids explore.<br />
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<b>5)Photo booth-</b> Set up a photo booth in your classroom (again can be simple, put a sheet up for the background and have a few props). Invite some friends in to take pictures. Then show those pictures to your students. Talk about them throughout the week. If your students are able to, use the pictures for a writing assignment.<br />
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These are just a few was to incorporate more peer to peer interaction throughout the day. Do you have any more ideas? If so, share them in the comments.<br />
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<span style="font-size: xx-small;">**None of these photos are mine. They are all from Google.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA8KQXU8m0bjy3kHVU1i1IcQGd6rV3DcR9U26vWSCM9nUayaqM6IUHU9oHJD9mUNctQxYA3kT0i9orAfio-7GELWyQynIj7xz7oaP3eqtJj_0N27Z40w9q-BV0JFaCEWxPKnfpRg0fDOs/s1600/N2Y-Icon-512.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA8KQXU8m0bjy3kHVU1i1IcQGd6rV3DcR9U26vWSCM9nUayaqM6IUHU9oHJD9mUNctQxYA3kT0i9orAfio-7GELWyQynIj7xz7oaP3eqtJj_0N27Z40w9q-BV0JFaCEWxPKnfpRg0fDOs/s200/N2Y-Icon-512.png" width="200" /></a></div>
Download the app for free in the app store. Once it is downloaded make sure to enter in all of your N2Y account information in the settings tab to be able to access the articles for free. The other cool thing about the app is that all of the previous articles are available to read, unlike online which only gives you access to 2 weeks at a time.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgClstHiJqBiBwCBMDAPDdxuKExNuOmdkmH4s9oz3G0asKUf1YA9B_iWaT0yY6hIxfra_CpYreQZfiBqx7zHPfIhJJw6RLjQ6jTFKtZaPB8raNgoY6xUQjnMtabBOmeDAMurDbRbONZN3U/s1600/verticals.002.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgClstHiJqBiBwCBMDAPDdxuKExNuOmdkmH4s9oz3G0asKUf1YA9B_iWaT0yY6hIxfra_CpYreQZfiBqx7zHPfIhJJw6RLjQ6jTFKtZaPB8raNgoY6xUQjnMtabBOmeDAMurDbRbONZN3U/s640/verticals.002.png" width="640" /></a></div>
<span style="text-align: center;">Once you are in you will have to download each article you want (once you download it, it's available forever). You click the cloud with the down arrow.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdULZKWwxKsdxtM1mn14ZK6T9AbgZIxHXfEKjDXgJeFB_AWfaqiT-jjWSHIip_wyAyjWQkZTeB5rZPzfoeEvs-K53Yo3dPV4omkji9gmRCeasa6biTbR7SRu2T5gok7o3xkuahqd6WbNw/s1600/verticals.004.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdULZKWwxKsdxtM1mn14ZK6T9AbgZIxHXfEKjDXgJeFB_AWfaqiT-jjWSHIip_wyAyjWQkZTeB5rZPzfoeEvs-K53Yo3dPV4omkji9gmRCeasa6biTbR7SRu2T5gok7o3xkuahqd6WbNw/s640/verticals.004.png" width="640" /></a></div>
Once the article is downloaded you are able to select which level your students will read. This makes it easy to modify for all of your students.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTo3-hQ3j8prexW9cMi2Fg43CxyL4HKHoyEf8Nk9iXj4Zr4SSWI9qvsA0-cCH437T10MzRBHWYlPpxaiV3lv3FD02wP3ODtJWLy89JXW2Hz7hdH06Fjcaq-v_0KsTt5fu3Tc_rtND0vaQ/s1600/verticals.003.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTo3-hQ3j8prexW9cMi2Fg43CxyL4HKHoyEf8Nk9iXj4Zr4SSWI9qvsA0-cCH437T10MzRBHWYlPpxaiV3lv3FD02wP3ODtJWLy89JXW2Hz7hdH06Fjcaq-v_0KsTt5fu3Tc_rtND0vaQ/s640/verticals.003.png" width="640" /></a></div>
After you have selected the level the article will open. This is the regular level. The students can read themselves, in a group or use the text to speech option by pushing the play button on the bottom (which will read the entire page). If you would prefer them to read but want to encourage them to continue going when they come to a tricky word they can select the word and it will read just that sentence.<br />
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After they are done reading they can even do the comprehension section on the iPad. Students select their answers. Once they are finished they can check their work by pushing the check at the bottom. It gives immediate feedback.<br />
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Now are you wondering how the heck you can get the tests off of the iPad? Hold you breath...you can export them. I personally haven't had luck with email BUT......I use SeeSaw in my class (check out more about that <a href="http://theresourceteach.blogspot.com/2017/01/seesaw-app.html">here</a>) and these go directly to each students portfolio. AMAZING!!!! All the kids do is hit the export button.</div>
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Select the pages you want to export. I only have them export their assessment pages but I am sure you could do the entire thing if it's easier for you. Click export.....</div>
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Tell it where you want the pages to go. In my classroom we select SeeSaw.</div>
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It then generates the file and sends it over to SeeSaw. The "turn in" screen pops up and the kids select their name to turn it in.</div>
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Once it's turned in, the file is available for me to review in their personal portfolio. This makes collecting data and keeping evidence of work sooo easy!!!</div>
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Do you use N2Y in your classroom? Have you tried the iPad version? Do you know anymore cool tricks?<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com4tag:blogger.com,1999:blog-6142677479233966871.post-30432680552456662262017-04-15T18:26:00.002-04:002017-04-15T23:36:18.412-04:00Classroom Food CartHave you heard of classrooms having food carts or coffee businesses but don't know how to get one started? Here is how we run the food cart at our school.<br />
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We start off every school year with free samples...this is how we get everyone hooked. We set up a station in the front office and send out an email letting everyone know. We also put out a food donation sign up sheet in case anyone wants to donate store bought or homemade goodies.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKxGjZXp2MU1QVuRRAuu3JmrfrZVTNeRi_19ewP03YggFLvdKjO_g7gvJwDjXj2_vDnKZWLKUzY8QAtGnS32GJX4GJ2bAq_6JHPEnhU8NlIoGvcU0QWF_qFfKu1fZsbX8U1n1pwvWYRqE/s1600/coffee+cart+horizontals.005.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKxGjZXp2MU1QVuRRAuu3JmrfrZVTNeRi_19ewP03YggFLvdKjO_g7gvJwDjXj2_vDnKZWLKUzY8QAtGnS32GJX4GJ2bAq_6JHPEnhU8NlIoGvcU0QWF_qFfKu1fZsbX8U1n1pwvWYRqE/s640/coffee+cart+horizontals.005.png" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi76uyYh9FUQiB4PdCnIg0gSD3kKbk7OU83RI8j0ZEFPuhRMyEZWkqXNJdjY5RGBNbMTftUz5ApuZFj53eTT0R6Wz4uCrPkbacaHfko7v3TAM6Q2psC-BdGlb-HAYFyxZWRscUG9UT6mLE/s1600/coffee+cart+horizontals.006.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi76uyYh9FUQiB4PdCnIg0gSD3kKbk7OU83RI8j0ZEFPuhRMyEZWkqXNJdjY5RGBNbMTftUz5ApuZFj53eTT0R6Wz4uCrPkbacaHfko7v3TAM6Q2psC-BdGlb-HAYFyxZWRscUG9UT6mLE/s640/coffee+cart+horizontals.006.png" width="640" /></a></div>
This is what our food cart looks like today but this is not where we started :). When we first started we had our local grocery store donate coffee, teachers donated snacks and we had a tiny cart. After a few years, grants and donations I can say we have a pretty awesome little business.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0iGNVPSDrMAt696bchO9ywhuaIJ1x-6i9qDJGATpNoQz7Ng7wvRmnIir86HBN1XdQgtNpwQgZajcO-Wtg7fUN6wdt8ZzMGFQEFE9k0RCDDZZS2g2tMl7aC8O1PlMDN256XHUplDfV80Y/s1600/food+cart+horizontal.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0iGNVPSDrMAt696bchO9ywhuaIJ1x-6i9qDJGATpNoQz7Ng7wvRmnIir86HBN1XdQgtNpwQgZajcO-Wtg7fUN6wdt8ZzMGFQEFE9k0RCDDZZS2g2tMl7aC8O1PlMDN256XHUplDfV80Y/s640/food+cart+horizontal.001.jpeg" width="640" /></a></div>
The purpose of the food cart is for our students to develop and practice skills in the following areas: social norms, communication, money and team building.<br />
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We take the cart out every Wednesday and Friday. I work in a pretty large school (800 students) so we have 6 special education teachers in my building. Out of that, 4 of us manage the food cart. We have a group of students who price and stock it, we have a group that works with a teacher on ordering, I make the coffee (which is funny because I am the only one who doesn't drink it) and another teacher handles all of the money.<br />
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We are so fortunate to have had this awesome coffee maker and carafes donated. It's super easy. <strike>I</strike> my amazing paras plug it in and wait for it to heat up. Once it's ready we pop the coffee in, put the carafe under and pour in the pitcher of water. In about 3 minutes we have perfectly brewed coffee.<br />
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I store all of the coffee next to the maker on my counter. They are usually large bags so I make sure to secure them with binder clips so the coffee doesn't taste stale.....had that complaint once 😁. We also got a HUGE thing of coffee filters 2 years ago and we haven't purchased any since. I honestly think we will be set for 3-4 more years lol.<br />
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I change out the labels for the carafes when needed. We don't do anything fancy here, just computer paper, marker and masking tape. I am sure you could get a little more creative here if you wanted to :)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRVHzkk2wCuftW9HOZkMdlsqantGRnMfoRZUNPuJyum3TkQyW0eLovI1WJDW4wvCcCfg2IlnZZU94j9V4_xhGCOpGVqF22TjeXteCwdrLEPVvK4BhtN7xGpiazPws7IZP6VkRjoaQ2wYc/s1600/food+cart+horizontal.002.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRVHzkk2wCuftW9HOZkMdlsqantGRnMfoRZUNPuJyum3TkQyW0eLovI1WJDW4wvCcCfg2IlnZZU94j9V4_xhGCOpGVqF22TjeXteCwdrLEPVvK4BhtN7xGpiazPws7IZP6VkRjoaQ2wYc/s640/food+cart+horizontal.002.jpeg" width="640" /></a></div>
We also have all of these yummy snacks and drinks on the cart. We price everything for $1.00 (coffee is $0.75) to make the change making process easier. If you have students with higher level math skills play around with the prices to make it more challenging for your kids.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW2S1SyHPJbQhsQCEDLLmmRY3QlrwjzBbIyJxVplovjd2tN4dHGypMX4rFONfp_rfvI0CleN4bp72pQA991lot6HgUYZrNSWnpCYVYAlRyq0CPdKRjNMotrkeKw-MULHhM6vV3QRKU0Co/s1600/food+cart+verticals.002.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW2S1SyHPJbQhsQCEDLLmmRY3QlrwjzBbIyJxVplovjd2tN4dHGypMX4rFONfp_rfvI0CleN4bp72pQA991lot6HgUYZrNSWnpCYVYAlRyq0CPdKRjNMotrkeKw-MULHhM6vV3QRKU0Co/s640/food+cart+verticals.002.jpeg" width="640" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKmDuVuH4DmCs4jSOKN8KpQePm91ghgGY5ER9aHinPur-OXeFnqfCFftd988I3OHtPPH9TEhKhLzlVEisuIFRsS1TNDfulP3ok11TUXlKM75MQahSA-UNskO1yPy9qvvXhEih4R6B9doc/s1600/food+cart+verticals.004.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKmDuVuH4DmCs4jSOKN8KpQePm91ghgGY5ER9aHinPur-OXeFnqfCFftd988I3OHtPPH9TEhKhLzlVEisuIFRsS1TNDfulP3ok11TUXlKM75MQahSA-UNskO1yPy9qvvXhEih4R6B9doc/s640/food+cart+verticals.004.jpeg" width="640" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpoAuRfDaiB0p_PC0Bj4UlXZC0wny6_wJedwB5WLNU0h2KfiWK8vu_L2oW0sUEaip8q3XmZxxhS02pW14rCZHXsMbmUbpIY_48uAZCzi7xJbdgafRcVzBi6nI1hnsO3I2gACybVYachcA/s1600/food+cart+verticals.003.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpoAuRfDaiB0p_PC0Bj4UlXZC0wny6_wJedwB5WLNU0h2KfiWK8vu_L2oW0sUEaip8q3XmZxxhS02pW14rCZHXsMbmUbpIY_48uAZCzi7xJbdgafRcVzBi6nI1hnsO3I2gACybVYachcA/s640/food+cart+verticals.003.jpeg" width="640" /></a></div>
This cash register is a new addition this year. It has been great to store money in it (we used to put it in a coffee cup) and use the calculator portion.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKsRdPRdPKsWGc9Xo28KJfrdVHtGTUWIBfbC7sgEqWkYnC3gsqFeR2ikfvhMEldlC9V33LFUb2BVAtCF41JcEeYgYBdNEU38g0dPSb4bn23G7U74y-Sp1i4_2fkGEzdNX5Unqe6dFQNMg/s1600/food+cart+horizontal.003.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKsRdPRdPKsWGc9Xo28KJfrdVHtGTUWIBfbC7sgEqWkYnC3gsqFeR2ikfvhMEldlC9V33LFUb2BVAtCF41JcEeYgYBdNEU38g0dPSb4bn23G7U74y-Sp1i4_2fkGEzdNX5Unqe6dFQNMg/s320/food+cart+horizontal.003.jpeg" width="320" /></a></div>
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Now that the coffee is made and the cart is stocked we are ready to take it out. I have a few students who need walkers to get around. The cart is PERFECT for them to push :) The students take the cart from classroom to classroom. This is where the magic happens!!! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMx5btEAGgq2N6aL2s5d_GNoz7s4yfTSXRifjUDlITrzRDCIT5uE3ABGqMnZxLN5B_DcWxhA8mp_15KgsqTUuGBiAvDFWP-vm45DjsqErcrTAQFL6MtZWsQe3aA3Mtv71h3C3PztALM4g/s1600/food+cart+verticals.006.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMx5btEAGgq2N6aL2s5d_GNoz7s4yfTSXRifjUDlITrzRDCIT5uE3ABGqMnZxLN5B_DcWxhA8mp_15KgsqTUuGBiAvDFWP-vm45DjsqErcrTAQFL6MtZWsQe3aA3Mtv71h3C3PztALM4g/s640/food+cart+verticals.006.png" width="640" /></a></div>
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All of my students who take the cart out are non-verbal. They have gained so many skills through this process. They knock on the door and use the pre-made communication device. Check it out here. </div>
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/voK6E8Yak3A" width="560"></iframe>
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We used GoTalk Lite to create these. That is why we have a British accent for our boys...if you pay for it there are many voice options. </div>
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The teachers then come out and tell the kids what they would like. Depending on what the kids are working on they will take over the order (getting coffee, making change, finding the items, talking with the staff member etc.).</div>
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The coffee cart has been AWESOME!!! for the students and staff at my school. Here are a few testimonials from staff members at my school. </div>
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<span style="font-family: "times" , "times new roman" , serif;">"I<span style="background-color: white; color: #222222;"> love having the </span><span class="il" style="background-color: white; color: #222222;">food</span><span style="background-color: white; color: #222222;"> </span><span class="il" style="background-color: white; color: #222222;">cart</span><span style="background-color: white; color: #222222;"> come by, not because of the </span><span class="il" style="background-color: white; color: #222222;">food</span><span style="background-color: white; color: #222222;"> ( though it's good) the best part is seeing students learn how to work with money and help others. The staff that works with these students are so patient."</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #222222;">"</span><span style="background-color: white; color: #222222;">I love the </span><span class="il" style="background-color: white; color: #222222;">food</span><span style="background-color: white; color: #222222;"> </span><span class="il" style="background-color: white; color: #222222;">cart</span><span style="background-color: white; color: #222222;"> for various reasons. Not only do we get a nice little surprise visit for a delicious snack, but it's so nice to see our students leading within this initiative. Whether asking if we are interested or handling money and selling items, students are in charge of the sales and exhibit leadership qualities and handle the responsibilities wonderfully. My students also enjoy having them stop by. It gives us a brief moment to stop, visit, extend our hellos, and share in a brief, yet kind moment of interaction that we normally don't get to share within the hectic school day. It's a moment where students get to see how we can support one another and help each other's causes just by purchasing a small item. I love it."</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #222222;">"</span><span style="background-color: white; color: #222222;">I love the </span><span class="il" style="background-color: white; color: #222222;">food</span><span style="background-color: white; color: #222222;"> </span><span class="il" style="background-color: white; color: #222222;">cart</span><span style="background-color: white; color: #222222;"> because I like seeing my former students and interacting with them. It's fun to see their social progress."</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #222222;">"</span><span style="background-color: white; color: #222222;">I love the interactions and real-life application these students receive when working/learning with the </span><span class="il" style="background-color: white; color: #222222;">food</span><span style="background-color: white; color: #222222;"> </span><span class="il" style="background-color: white; color: #222222;">cart</span><span style="background-color: white; color: #222222;">."</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: white; color: #222222;">"</span><span style="background-color: white; color: #222222;">It is a very positive learning tool for everyone!"</span></span></div>
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<span style="color: #222222; font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">We use the money that we earn from the coffee cart to purchase more items. It is all self funded. If we have money at the end of the year we put enough aside to place the first order for the next year and then all of the left over money we use to put into other projects at our school (kids needing coats, Christmas gifts, toiletries for students etc.). </span></span></div>
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<span style="color: #222222; font-family: "times" , "times new roman" , serif;"><span style="background-color: white;">I have found that running the cart the way we do is super simple. There isn't much that goes into it (once you have it up and running). At the end of the year we also have a MONSTER SALE to get ride of everything. The teachers LOVE this.</span></span></div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com5tag:blogger.com,1999:blog-6142677479233966871.post-65178847880459155882017-03-12T22:43:00.003-04:002017-03-12T22:43:53.409-04:00Hands on Math ActivitiesDo you have students who struggle to complete paper/pencil tasks? Do you have kids who need hands on materials? Check out some of the tasks I have set up for our March math centers.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2ImEOuys1OZlcuaytbyFUXhYJwn9bt4jh-mcoUWZ_A7DrPpszs3ITubWtCH1Os6BGmtgqZJHES0MDesRDBAq6WiHDjjHxXTtsQL6ZzUb4ApxEQQnLKEsfPTkd4hplg5fEGGGOeda1NyQ/s1600/Slide16.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2ImEOuys1OZlcuaytbyFUXhYJwn9bt4jh-mcoUWZ_A7DrPpszs3ITubWtCH1Os6BGmtgqZJHES0MDesRDBAq6WiHDjjHxXTtsQL6ZzUb4ApxEQQnLKEsfPTkd4hplg5fEGGGOeda1NyQ/s400/Slide16.jpg" width="266" /></a></div>
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<u><b>Color Matching Tasks</b></u><br />
Here I use the same sorting bin but switch out the items to sort. This makes it somewhat of a routine task for my students but enough change to generalize the task.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFqqwdDHNDt_9lkggwBkYuTw8eMGhTHLZbS7T1iKtEo6MYVRKCSCvMJS_e2lO0jvCKnAZpeFzbc5_M-ufT72KMRAcr3M6xhEJNL5sRtzJNwM_nElY_CHrhuYd0CLQUNs4H0hX-uWZvBsI/s1600/horizontals.006.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFqqwdDHNDt_9lkggwBkYuTw8eMGhTHLZbS7T1iKtEo6MYVRKCSCvMJS_e2lO0jvCKnAZpeFzbc5_M-ufT72KMRAcr3M6xhEJNL5sRtzJNwM_nElY_CHrhuYd0CLQUNs4H0hX-uWZvBsI/s640/horizontals.006.jpeg" width="640" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqknpBTq8K_6Bd_XWEO13ODt3_JktLcEHVixmPJDkHiV5BozRGoMbNy79zJGG5DfSYTugowYdbpBo57lN-38OSeQca8DgqD_Vn60rDljOt0Mr791PUN5A8eX58MFPk__RZL4Cf-Oqwomw/s1600/horizontals.007.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqknpBTq8K_6Bd_XWEO13ODt3_JktLcEHVixmPJDkHiV5BozRGoMbNy79zJGG5DfSYTugowYdbpBo57lN-38OSeQca8DgqD_Vn60rDljOt0Mr791PUN5A8eX58MFPk__RZL4Cf-Oqwomw/s640/horizontals.007.jpeg" width="640" /></a><br />
These are super fun, especially for March! I love themes so this is a perfect way to carry our literacy theme of the week/month over into other subjects.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjatNFCM14JKWh3j5HU-l_ZibTanwF6gvYMR5bSuxnDWXQS37dd5OdP0_PrcE7BGvP9iSonFQjn_HfTp6YjRLPeVdmGNi7jYpEMgD6oB11mCdXNBO7UViX_e2rsCNuz_nT1QygmSouJV00/s1600/verticals.002.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjatNFCM14JKWh3j5HU-l_ZibTanwF6gvYMR5bSuxnDWXQS37dd5OdP0_PrcE7BGvP9iSonFQjn_HfTp6YjRLPeVdmGNi7jYpEMgD6oB11mCdXNBO7UViX_e2rsCNuz_nT1QygmSouJV00/s640/verticals.002.jpeg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjksgfY8-J81kpH7DPzlhAz6EwuVb6Sm-9wJiiOOI3U4bu9SZP-uyj2-Ip_6YwlMvplLBm_Ro4QFlyTGqxY7WeGIJ-MZkcz1yG-7g2pX0llhYqlYJMnVRvIhxy6LPhYJvWRuJB2rYPZxHQ/s1600/verticals.003.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjksgfY8-J81kpH7DPzlhAz6EwuVb6Sm-9wJiiOOI3U4bu9SZP-uyj2-Ip_6YwlMvplLBm_Ro4QFlyTGqxY7WeGIJ-MZkcz1yG-7g2pX0llhYqlYJMnVRvIhxy6LPhYJvWRuJB2rYPZxHQ/s640/verticals.003.jpeg" width="640" /></a></div>
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This is a color matching task set up in a T.E.A.C.C.H bin style. The students can still work on color matching but have the opportunity to work on a variety of tasks throughout.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX38X6KKchSwR9Z8CFph-zN3f-D1sRzBHDotZiLXCkvbSr8nddCI3NjJFh-eaHRTciQVOsIYjKXtRFjVRcX3-cibZ3r05ee8lRfST1A5GxpHl5x5Lzb4ieDwpWHXMDLlWbPTpLGa8u_D4/s1600/horizontals.002.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX38X6KKchSwR9Z8CFph-zN3f-D1sRzBHDotZiLXCkvbSr8nddCI3NjJFh-eaHRTciQVOsIYjKXtRFjVRcX3-cibZ3r05ee8lRfST1A5GxpHl5x5Lzb4ieDwpWHXMDLlWbPTpLGa8u_D4/s640/horizontals.002.jpeg" width="640" /></a><br />
<h2>
<u>Incorporating Core Vocabulary in Math</u></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtwSTkhoPRxcHqm0JOo0N5STSVCvglxlYl1LEJAE7qdSSY1d4kvvUZHCJXxVT_s0QLTEzx4sQuLMGgTmHwWfcReiaarbuw4Vquw2LC8BcvhNETeSmCD0Qqgsgos43jFfvrkOviiVPCY8I/s1600/horizontals.003.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtwSTkhoPRxcHqm0JOo0N5STSVCvglxlYl1LEJAE7qdSSY1d4kvvUZHCJXxVT_s0QLTEzx4sQuLMGgTmHwWfcReiaarbuw4Vquw2LC8BcvhNETeSmCD0Qqgsgos43jFfvrkOviiVPCY8I/s640/horizontals.003.jpeg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl0xhX7dv2643ABvKVJLJJ3MhIifD0UZ7naNVXFcRm-aTV1KKz5aUUWd3Ed0_krFJ-U6qY3Wm74fKH9I00b7cHZ6yGhEdQRhs4qwAKahdbNTE0W2_AUcqJgcTDZubPwTUS54rFyXK-Ilw/s1600/horizontals.005.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl0xhX7dv2643ABvKVJLJJ3MhIifD0UZ7naNVXFcRm-aTV1KKz5aUUWd3Ed0_krFJ-U6qY3Wm74fKH9I00b7cHZ6yGhEdQRhs4qwAKahdbNTE0W2_AUcqJgcTDZubPwTUS54rFyXK-Ilw/s640/horizontals.005.jpeg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSh_p0wIQW-yMva1X2mAOWwvaLwmg02waMVsnzsto_46GReDvmSXAfjBa71aWru16MMNZU7dSv5puzGx4p6mueRCNAEZanS534LdSwQujIX6cIdQKkqQdeWfp2c-dWaguxQ2gdzF-pS7o/s1600/verticals.012.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSh_p0wIQW-yMva1X2mAOWwvaLwmg02waMVsnzsto_46GReDvmSXAfjBa71aWru16MMNZU7dSv5puzGx4p6mueRCNAEZanS534LdSwQujIX6cIdQKkqQdeWfp2c-dWaguxQ2gdzF-pS7o/s640/verticals.012.jpeg" width="640" /></a></div>
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<h2>
<u>Fine Motor</u></h2>
<span style="font-weight: normal;">These are parmesan cheese containers. You could make them way cuter but I change them regularly and haven't eaten enough parmesan cheese to have an abundance of containers :). So I just wrapped them with computer paper and wrote what I wanted in each container.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEsYV7eym7zk9cctJFeK_mmSWRCEIma3BnqSUoWx_YWJML8nu6ZqH2_ck3eaoERAue3wsE1phNaiRy0cSbVMIc-4dJ4-5h1IzscbRBN8fWo8CIMFzNp-mH8_Dxm5h_rs9Hs5w2j9tJb38/s1600/verticals.004.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEsYV7eym7zk9cctJFeK_mmSWRCEIma3BnqSUoWx_YWJML8nu6ZqH2_ck3eaoERAue3wsE1phNaiRy0cSbVMIc-4dJ4-5h1IzscbRBN8fWo8CIMFzNp-mH8_Dxm5h_rs9Hs5w2j9tJb38/s640/verticals.004.jpeg" width="640" /></a></div>
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You can differentiate these tasks by offering varying levels of fine motor.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWth1ngd7h73Q-P4MHTOAV-phJcvBzs5EJuHXZSfbfCXTk_1T5Eqlon4xk-Lw6h9QGnPObA2XEsCWS84Lr8McZEET2SaV2YqCpZM2s9BNTM31VlPIDyvkCzs2t_A_bTZO-sAYkpMRcXQs/s1600/horizontals.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWth1ngd7h73Q-P4MHTOAV-phJcvBzs5EJuHXZSfbfCXTk_1T5Eqlon4xk-Lw6h9QGnPObA2XEsCWS84Lr8McZEET2SaV2YqCpZM2s9BNTM31VlPIDyvkCzs2t_A_bTZO-sAYkpMRcXQs/s640/horizontals.001.jpeg" width="640" /></a></div>
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While this may typically not be considered a fine motor task, adapted books offer tons of fine motor practice. The students have to turn the pages, hold the book with one hand and detach and attach the icons with the other hand. All of which can be done while learning new math concepts. You can check out these <a href="https://www.teacherspayteachers.com/Product/Read-It-Number-Series-Adapted-Books-1-10-2465781">Read It: Number Series books here</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjctjO_JPBawU3hWbnMYMAGTTAs731Vml1y1Loup-u_0QCOCyB2OYywRkWUffKxaSwzKcVGFY92tMNRnSbXPg-IyBk2oh1IDXVOxg5R-d2STFvK7815I5JqEq1LM6S_ZSf8JDzPfzWbhCQ/s1600/horizontals.009.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjctjO_JPBawU3hWbnMYMAGTTAs731Vml1y1Loup-u_0QCOCyB2OYywRkWUffKxaSwzKcVGFY92tMNRnSbXPg-IyBk2oh1IDXVOxg5R-d2STFvK7815I5JqEq1LM6S_ZSf8JDzPfzWbhCQ/s640/horizontals.009.jpeg" width="640" /></a></div>
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<u>Number Tasks</u></h2>
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Students can practice counting while learning where the Touch Dots go. These are perfect for all of my students (even my pencil/paper math students). You can check out these <a href="https://www.teacherspayteachers.com/Product/Touch-Dot-Mats-Monthly-Themes-2259402">Monthly Themed Touch Dot Mats here</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Y0a_8I8dmFZrJPBZjl01ZdS-Sz4KxBzIYJMxBiRKuy4GRhLHiTSrMIQnOGDkwpa8qQo3gAhz11r94yHAbRRMlfhO6MY0g908PCx9TRHSapeg65b28xgOXz_hyphenhyphenN_NzpVP3K0f1f2CWsE/s1600/horizontals.008.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Y0a_8I8dmFZrJPBZjl01ZdS-Sz4KxBzIYJMxBiRKuy4GRhLHiTSrMIQnOGDkwpa8qQo3gAhz11r94yHAbRRMlfhO6MY0g908PCx9TRHSapeg65b28xgOXz_hyphenhyphenN_NzpVP3K0f1f2CWsE/s640/horizontals.008.jpeg" width="640" /></a></div>
Students can do direct number matching on the tens frame. They can also add monthly themed items like hearts, gold coins or mini apples.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTj2zBFMVvi7Zox80wbrgjPa0Y_CLcoj1mfbyzVBCVZfMqQ82mCPaM93lc1bmDC-vOxuh0LwPWBz9Y-nWb3rOk_JDmRzy2T4lBHR0Z4pRg-mCtm-4G2Pe4DMDkDoGUgc7bZi3Uhq0G3rc/s1600/verticals.001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTj2zBFMVvi7Zox80wbrgjPa0Y_CLcoj1mfbyzVBCVZfMqQ82mCPaM93lc1bmDC-vOxuh0LwPWBz9Y-nWb3rOk_JDmRzy2T4lBHR0Z4pRg-mCtm-4G2Pe4DMDkDoGUgc7bZi3Uhq0G3rc/s640/verticals.001.jpeg" width="640" /></a></div>
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I love using these puzzles. I store them in baggies by number sets to make it easy to grab. I have students who are working on numbers 1-2 while I have others who may be working on numbers 18-20. Organizing it like this allows for quick center changes and differentiation.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB0f3Z6mrjLVPgy69QUBhIvmKlPY3l5dvZy3ogm7tm6vknoBRO5ConP_1plVLLxwu9teF8aHha9sJzTk63ekEoW8qVNmN6gklXJCEuhAt8VOytImaRmlLI0UaQdkslHofWZbeQZa1atn0/s1600/verticals.010.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB0f3Z6mrjLVPgy69QUBhIvmKlPY3l5dvZy3ogm7tm6vknoBRO5ConP_1plVLLxwu9teF8aHha9sJzTk63ekEoW8qVNmN6gklXJCEuhAt8VOytImaRmlLI0UaQdkslHofWZbeQZa1atn0/s640/verticals.010.jpeg" width="640" /></a></div>
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You can work on a variety of skills here. Students can sequence the numerals, count the objects and read the number words. You can have this be a completely independent task or provide support for certain parts.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOoO1pRGEzPBnERseLjNtBfPmW8V4yhnUaxoEmT1xr6Uv8DI7tv29FQuMWan-94ptefpxSxmSpaGIgpd6gkZ4DIQwacmlamAMF5lbZsvm4OXrrN9RFMpq9guDMzj6-r4seGWty-R9FfeA/s1600/verticals.011.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOoO1pRGEzPBnERseLjNtBfPmW8V4yhnUaxoEmT1xr6Uv8DI7tv29FQuMWan-94ptefpxSxmSpaGIgpd6gkZ4DIQwacmlamAMF5lbZsvm4OXrrN9RFMpq9guDMzj6-r4seGWty-R9FfeA/s640/verticals.011.jpeg" width="640" /></a></div>
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These cards are great for introducing addition. My students love to match the dots and then use the calculator to check their work.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXUjWcKB6PIeRqxRBFe0A0wwcF98hxgSfk7eybD6TywDeAXEvH6d_RSFsAU5YqXvxdZIyIAR19jt4JixaSyVOICGti_snSFDdMpm_NZsGExK7iGKoIhhmfM-DXcjwLNJirNzj19HDf6ig/s1600/verticals.009.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXUjWcKB6PIeRqxRBFe0A0wwcF98hxgSfk7eybD6TywDeAXEvH6d_RSFsAU5YqXvxdZIyIAR19jt4JixaSyVOICGti_snSFDdMpm_NZsGExK7iGKoIhhmfM-DXcjwLNJirNzj19HDf6ig/s640/verticals.009.jpeg" width="640" /></a></div>
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<u>Need Kids to Move Task?</u></h2>
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Here is one activity I have set up in my room. The students have the main mat on the desk but the answer cards are on a board across the room. This not only offers the students movement while working but it also works on their recall skills. They are forced to look at the mat, walk across the room and then remember what they were looking for.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_B_ZFX77L3P9dNfrFVhtopk_6wYG19c0ZQx7nd7UwyvR9Uh21UXIt9UD6SwnzBntD-QEKT3tS5qYeqejbtWVLzDG4gkVZPTUvhfc_ztQWI3m30-jDoKVNL1MXSjU1fLXdQJ7cHkW-OjA/s1600/verticals.006.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_B_ZFX77L3P9dNfrFVhtopk_6wYG19c0ZQx7nd7UwyvR9Uh21UXIt9UD6SwnzBntD-QEKT3tS5qYeqejbtWVLzDG4gkVZPTUvhfc_ztQWI3m30-jDoKVNL1MXSjU1fLXdQJ7cHkW-OjA/s640/verticals.006.jpeg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtH9lv0z-BJx6SaAoE-8t1d8v3jYfjZ0G_pW473ATt2ofgUVq3NoH_4GymTF6HPSJ8pULnso5N-nAdWmuULXp9wiVuRzPafDVzoQDyIii0peNcXXsasBhKhQuzQPi5B14uL_1ROmJt8pA/s1600/verticals.007.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtH9lv0z-BJx6SaAoE-8t1d8v3jYfjZ0G_pW473ATt2ofgUVq3NoH_4GymTF6HPSJ8pULnso5N-nAdWmuULXp9wiVuRzPafDVzoQDyIii0peNcXXsasBhKhQuzQPi5B14uL_1ROmJt8pA/s640/verticals.007.jpeg" width="640" /></a></div>
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I would love to know what kinds of hands on math tasks you have in your classroom!</div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com0tag:blogger.com,1999:blog-6142677479233966871.post-11633142515809164502017-02-19T22:48:00.000-05:002017-02-19T22:48:13.634-05:00Alternative PencilWriting can often be over looked in classrooms of students with significant disabilities. It's no fault to you or your staff, there are just so many things to focus on; behaviors, speech, following directions, toileting, eating etc. If you had to give up something, I am sure writing would be the #1 thing as it may not seem like a very functional thing for our students, especially those who struggle to hold standard pencils. That is... until you introduce an alternative pencil.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuyTkhS04zOZjo4uDPTMdFDP0YkgB6ENqSDU-viz_qhPZCfdj_ipWrklxQl40QI3fi_hIFjUIBFHDHrCaxGu7lwyBfhwtKGUvq6CTEQJWocHSl_YuR4fbiAd48mrFexyBIpbBwa5NPhnw/s1600/Slide15.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuyTkhS04zOZjo4uDPTMdFDP0YkgB6ENqSDU-viz_qhPZCfdj_ipWrklxQl40QI3fi_hIFjUIBFHDHrCaxGu7lwyBfhwtKGUvq6CTEQJWocHSl_YuR4fbiAd48mrFexyBIpbBwa5NPhnw/s400/Slide15.jpg" width="266" /></a></div>
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I started using alternative pencils when I went to a conference last year on emergent literacy, read more about that <a href="http://theresourceteach.blogspot.com/2015/12/emergent-literacy-for-students-with.html">here</a>. It honestly changed the way I taught. Usually you go to conferences, they get you super excited about the new teaching method, you come back, implement it into your classroom and a month later you give up on it or find something else. Well folks, I have to say, I have never gone back to the way I <strike>didn't teach </strike>😁 taught writing!<br />
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Alternative pencils allow our non-verbal students a way to express themselves through text. It is engaging for both the students and teacher. I love seeing my students sort through the letters to spell out their message.<br />
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Here is what my alternative pencils look like.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY2XUHvGmwvkVXf0IhrqiXnJQXbDEBtC35rHI3iw2MmYMOGNcEFFCTRnBfjxBQg6bkq4bB1wWyI1pVJKT_EBBB11q4i9Rh_KBdRdd0hIrCEAzYH8thPDp8mYZHMBeFQAU89QKFI84Q2qE/s1600/Screen+Shot+2017-02-19+at+9.55.38+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhY2XUHvGmwvkVXf0IhrqiXnJQXbDEBtC35rHI3iw2MmYMOGNcEFFCTRnBfjxBQg6bkq4bB1wWyI1pVJKT_EBBB11q4i9Rh_KBdRdd0hIrCEAzYH8thPDp8mYZHMBeFQAU89QKFI84Q2qE/s400/Screen+Shot+2017-02-19+at+9.55.38+PM.png" width="400" /></a></div>
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How do they work? You can project the pencil or just print and hold it.<br />
1) Make sure you have something to write responses on (whiteboard, typing, paper)<br />
2) Then determine how your student is going to respond (yes/no). Are they going to shake their head, use a switch etc<br />
3) Start by asking your student "do you have something to say/are you ready to write etc."<br />
4) Put your finger on A, say "is it ABCDE" and point to each letter.<br />
5) Student responds<br />
6) If they say yes then go through each letter slowly until they tell you their letter. If they say no go to the next column and repeat. If they say yes acknowledge it and record their answer.<br />
7) Repeat but this time say "do you have another letter"....then go through the process again.<br />
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Here is a video to better explain this process. I did not make or own this video.<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/2DLMwhO-TIk" width="560"></iframe>
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Now you might be saying "this is great, but my students don't know how to write. They don't know their letters, they can't spell". While this may be true, do we truly know how much they do and don't know if they haven't ever had a way to express themselves? It's something to think about right?<br />
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A huge part of this process, especially for students who are new to this, is interpreting what they are trying to say. Here is an example of something a student wrote in my class.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMBqTr8e2lpZ2Dl0a4B4QkpvPbZbSD9CZeo-rFZBAGXOFu2g1EMXGUGuFsNN58AChCqBfcFTrcJRueu7GknisYNhK9rDMvh1vhzKwVbZigo7XdKxhzHcqYkhnR9LK0dKofTrAoMvIy91I/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMBqTr8e2lpZ2Dl0a4B4QkpvPbZbSD9CZeo-rFZBAGXOFu2g1EMXGUGuFsNN58AChCqBfcFTrcJRueu7GknisYNhK9rDMvh1vhzKwVbZigo7XdKxhzHcqYkhnR9LK0dKofTrAoMvIy91I/s400/Slide1.jpg" width="285" /></a></div>
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When seeing the letter QFT what comes to mind? quick, quarter, quiet, fight, Friday, fries, go, goal etc. Think about your students interests or common things they like to watch, say etc. When I was doing this with my student I said to him...did you mean quick field goal (they played soccer in P.E.), he didn't have much of a response. Then I got really excited and said did you mean......Cute Girls??? He instantly lit up, started smiling, clapping and shaking his head yes!!! Clearly this is what he was thinking about (maybe not but he was excited about it!!). So this is what I did. Write down what they were actually trying to say then use the alternative pencil to model how you would have spelled the word(s).</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjr9jI7bUHxiqVr_vinjVBi2RNM-xO4ikUNPlscZKl-vR-UsrewIzzV98nk5ErpXepSoz9YmhukhxDnlfoYFxPpnc8ETuz0fdUGVFxOS-4nJwNqpRfnsZQmQj6oEffYa5VePeV1p08Wyms/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjr9jI7bUHxiqVr_vinjVBi2RNM-xO4ikUNPlscZKl-vR-UsrewIzzV98nk5ErpXepSoz9YmhukhxDnlfoYFxPpnc8ETuz0fdUGVFxOS-4nJwNqpRfnsZQmQj6oEffYa5VePeV1p08Wyms/s400/Slide2.jpg" width="285" /></a></div>
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I will be the first one to admit, this is hard. The kids will struggle. It's all new. But think about when you give any child a pencil for the first time, what's the first thing they do? Scribble....So take the plunge, download t<a href="https://www.teacherspayteachers.com/Product/Alternative-Pencil-3024381">his alternative pencil</a> and get your kids scribbling!!!!<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com0tag:blogger.com,1999:blog-6142677479233966871.post-25490371587042418332017-01-05T16:18:00.000-05:002017-01-05T16:18:56.547-05:00Digital Student Portfolios Using SeeSawIf you are anything like me you're always searching for new and easy ways to keep track of student work to have on file for conferences/IEP meetings etc. For years I struggled with binders, file folders, digit files on my desktop and so much more. I was so tired of it and knew I had to find something that would make my life easier. Tah-dah!!!!!!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijdDfbKO8Cx7oc03PnPXSXdHRnGgEppCzwRZlSbXXStbTeI2NctIPluCnlUD9jjKJa9ON6U8UQBaFCGJkDTS_fCxXByKvfjyQ_sAbpaAoREILXs4ERvzyZtnVEXzwAhfn1eGBVb3fpqjQ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijdDfbKO8Cx7oc03PnPXSXdHRnGgEppCzwRZlSbXXStbTeI2NctIPluCnlUD9jjKJa9ON6U8UQBaFCGJkDTS_fCxXByKvfjyQ_sAbpaAoREILXs4ERvzyZtnVEXzwAhfn1eGBVb3fpqjQ/s400/Slide1.jpg" width="300" /></a></div>
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SeeSaw is a FREE (you can pay for certain subscriptions but the free one is perfect!) app that allows you and your students to build digital portfolios. It is super user friendly, the kids love it and best of all.....it makes collecting student work samples SOOOOO easy.<span id="goog_1325898070"></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8Fb9O0GNeyZggWufD9Cj_XUdCwU1ffR-WXwqqlLObZbdUB9ptBsR-P4U17Kb6A8Ty3quZcqvWfuRqJ91dx_PYne930ahj3_iLdUiudmy2WNNsnm478fU0rcjSQCPzbu2O15zgkASh1Og/s1600/Slide09.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8Fb9O0GNeyZggWufD9Cj_XUdCwU1ffR-WXwqqlLObZbdUB9ptBsR-P4U17Kb6A8Ty3quZcqvWfuRqJ91dx_PYne930ahj3_iLdUiudmy2WNNsnm478fU0rcjSQCPzbu2O15zgkASh1Og/s320/Slide09.jpg" width="320" /></a></div>
Once you get signed up, add your students, download the app and connect it to your account (simply snap a picture of the class QR Code) you are ready to start.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrWpEvlFbUTc5wlBZyTDGIKcsKXGQNGp6y0Gel0svTwK0lW-97syqFinbG0S4benN6tbF6_letPnuCQNjZorGCZup_A-kKofpi4DNEmLZr_sC-ObIYZkU3hq2VA-rfdgSF0PaBjJgPsk0/s1600/Screen+Shot+2017-01-04+at+7.30.06+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrWpEvlFbUTc5wlBZyTDGIKcsKXGQNGp6y0Gel0svTwK0lW-97syqFinbG0S4benN6tbF6_letPnuCQNjZorGCZup_A-kKofpi4DNEmLZr_sC-ObIYZkU3hq2VA-rfdgSF0PaBjJgPsk0/s1600/Screen+Shot+2017-01-04+at+7.30.06+PM.png" /></a></div>
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The students are able to add photos, videos, drawings, notes or links right away. We use photo and note the most in my classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKuDwfp2cQMT6liXeSTknW-B5muVa1tw7MHbBlzuoo3Tne98BUz6WpjaoYj_QGgkX_lJPtzKNw8eRJlHGIDBRH6utNCONOZfQxtG9KuQPY3H9MKsH_TQ0smuyXNOdNoMQf4tAEhHhYxjQ/s1600/Slide10.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKuDwfp2cQMT6liXeSTknW-B5muVa1tw7MHbBlzuoo3Tne98BUz6WpjaoYj_QGgkX_lJPtzKNw8eRJlHGIDBRH6utNCONOZfQxtG9KuQPY3H9MKsH_TQ0smuyXNOdNoMQf4tAEhHhYxjQ/s400/Slide10.jpg" width="400" /></a></div>
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Here are a few examples of student work from my classroom.<br />
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1) Rainbow writing. I snapped a picture of our worksheet and the kids select different colors right inside the app. It is also easy to differentiate. Notice how one of my students has one large word instead of all 5.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_6CUxFQIlTWQk629GdXoEvXL08D3S33BDLnPepWN8tU_lt4DVnjdgGIuTapLn7Miiyer6NaICj0hMj2AM6zz8QZZKqru1Yb8-7dGW9ECwXaudDdcW04F-C84xRsHO_DtrzsqsMAAu1iQ/s1600/Slide03.jpg" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_6CUxFQIlTWQk629GdXoEvXL08D3S33BDLnPepWN8tU_lt4DVnjdgGIuTapLn7Miiyer6NaICj0hMj2AM6zz8QZZKqru1Yb8-7dGW9ECwXaudDdcW04F-C84xRsHO_DtrzsqsMAAu1iQ/s400/Slide03.jpg" width="400" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJZtFcCEk8UuamKAObuoNLa9RT3W6aI33pU0TnLm6J7R7SoZZYJE-MKtKxBq9urZp0LdCgNXcddH0pK3-OPbiPTncQ2DTG1UPCAVyluiZGgZ4Y5N_CgFQ8SCtMThDA3Cv7UdXj1WB6pR4/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJZtFcCEk8UuamKAObuoNLa9RT3W6aI33pU0TnLm6J7R7SoZZYJE-MKtKxBq9urZp0LdCgNXcddH0pK3-OPbiPTncQ2DTG1UPCAVyluiZGgZ4Y5N_CgFQ8SCtMThDA3Cv7UdXj1WB6pR4/s400/Slide01.jpg" width="400" /></a></div>
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2) Using the Note option, I had my students type sentences using their spelling words and respond to a question following a story I read.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgruJDi_liOCFNDDvW-ZnkQGLl3Cg1bpL5lf5ZTMEjGZtoJPa6yI5Oq-ksvWU49t8cAVnFMEQ21uF6Wgu2u7um0ZnsSU16fD_fSuDWUm-yZSQ02-akwLf2VGjNAjs-fY6SUPKP8YZaBKWI/s1600/Slide07.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgruJDi_liOCFNDDvW-ZnkQGLl3Cg1bpL5lf5ZTMEjGZtoJPa6yI5Oq-ksvWU49t8cAVnFMEQ21uF6Wgu2u7um0ZnsSU16fD_fSuDWUm-yZSQ02-akwLf2VGjNAjs-fY6SUPKP8YZaBKWI/s400/Slide07.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr9H9mvZHm6enfTOaFTMRsZHFNE6kyV9c3i-T90ALZmZFLffhGHtKdIvNRhF-5ZIJ_C_Nk4T8OYGDjd3cIt-AnUZxLFTJZSWrxkIMjjrxOp7KIv9HIhF-UrD7mDqYGKpmOkSSCJ2trJmU/s1600/Slide05.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr9H9mvZHm6enfTOaFTMRsZHFNE6kyV9c3i-T90ALZmZFLffhGHtKdIvNRhF-5ZIJ_C_Nk4T8OYGDjd3cIt-AnUZxLFTJZSWrxkIMjjrxOp7KIv9HIhF-UrD7mDqYGKpmOkSSCJ2trJmU/s400/Slide05.jpg" width="400" /></a></div>
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3) Using the drawing feature I had a student draw a picture after listening to a story I read aloud.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTGpPfB_B5PTiwm5RhNjyBZ4ACMzfTcehXBEHY6UIQUan9qvdwrVfF_B6YoFnCpmdR6t7AILExNknhKJKKqiSyGq5jWn6GvXdauje7awN6rPGnd6DujyjfSi569lrcJbMxggmg4oQC8Oo/s1600/Slide06.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTGpPfB_B5PTiwm5RhNjyBZ4ACMzfTcehXBEHY6UIQUan9qvdwrVfF_B6YoFnCpmdR6t7AILExNknhKJKKqiSyGq5jWn6GvXdauje7awN6rPGnd6DujyjfSi569lrcJbMxggmg4oQC8Oo/s400/Slide06.jpg" width="400" /></a></div>
4) I took a picture of a <a href="http://www.lakeshorelearning.com/product/productDet.jsp?productItemID=1%2C689%2C949%2C371%2C897%2C227&ASSORTMENT%3C%3East_id=1408474395181113&bmUID=1483577506022">vocabulary card</a> and had my student write about it using the caption feature. For the second picture we took a picture of the work a student did on the Smartboard.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBNLDFUw6G54jPloXCiRL6FHk1ajFfMVMRXKUK_A5G_GgpSO9j2bljzSUC2QfUxQm0afEdsNmmjciQzRj3d8EwuX5idm5EBkzoq68McPQnZeMePD_DHBrBLGM1SFiDvQKxD4teQ1T31yo/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBNLDFUw6G54jPloXCiRL6FHk1ajFfMVMRXKUK_A5G_GgpSO9j2bljzSUC2QfUxQm0afEdsNmmjciQzRj3d8EwuX5idm5EBkzoq68McPQnZeMePD_DHBrBLGM1SFiDvQKxD4teQ1T31yo/s400/Slide02.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgysVFLTzxeBuPcz_d7LPy0v-0Bj5_JoIfWp91MpwZsoR2ymV6toZQW1EeTqh778PudQ4nVsVDddj6IZIo2pQVRZaA1FFLyNPvJhKmoSrECvzsVlECSDL1jj6BQDI9b38v8MPpYHq5hhNo/s1600/Slide08.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgysVFLTzxeBuPcz_d7LPy0v-0Bj5_JoIfWp91MpwZsoR2ymV6toZQW1EeTqh778PudQ4nVsVDddj6IZIo2pQVRZaA1FFLyNPvJhKmoSrECvzsVlECSDL1jj6BQDI9b38v8MPpYHq5hhNo/s400/Slide08.jpg" width="400" /></a></div>
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5) We are working on counting by fives so I used the video feature to record my student counting by fives. We took a picture of the chart and she touched the numbers while counting out loud (this is just a screenshot so the video portion will not work)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifOdr2WNuTFUTGQ0Dzc1sIONJKDaeca7h5z8omm-XwJKpjmzpyKq5SUqGWa8Y9O09w26MvrWfaqd6X820e01gMdZNaBGscuxZZIt8i8WlNoVQL7JZN8jb5SnY8OVCcEVPvHFvtzZRPWPg/s1600/Slide04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifOdr2WNuTFUTGQ0Dzc1sIONJKDaeca7h5z8omm-XwJKpjmzpyKq5SUqGWa8Y9O09w26MvrWfaqd6X820e01gMdZNaBGscuxZZIt8i8WlNoVQL7JZN8jb5SnY8OVCcEVPvHFvtzZRPWPg/s400/Slide04.jpg" width="400" /></a></div>
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What I love about this app is once kids "turn" in their work you are able to approve it, make comments, like it. It is very similar to a Facebook news feed. As you can see here I have 13 items to approve.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYWiOh0VDMC9F324aB9s2-YcX9zNrmrmR7AB1aajaZepXymJGLJ4cdzjrjHS884FXXQKJX6-ccJlKuJmIY-W3pvd_69c27RXMbu66XX8fw40MCxsumr4UsRLBrRS21cXGQvBKVEGgNtBY/s1600/Screen+Shot+2017-01-04+at+7.29.36+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="97" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYWiOh0VDMC9F324aB9s2-YcX9zNrmrmR7AB1aajaZepXymJGLJ4cdzjrjHS884FXXQKJX6-ccJlKuJmIY-W3pvd_69c27RXMbu66XX8fw40MCxsumr4UsRLBrRS21cXGQvBKVEGgNtBY/s320/Screen+Shot+2017-01-04+at+7.29.36+PM.png" width="320" /></a></div>
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Once you approve the items they are sorted and stored in each students individual folders. It makes searching for their work quick and easy.</div>
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There is also a parent feature where you can give parents access to their child's portfolio. I haven't explored this option yet. I am thinking about just sticking with the classroom option for now :).<br />
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I cannot tell you how fast my students picked this up and how nice it has been to be able to have instant data collection/digital portfolios. Make sure to sign up for a free account at http://web.seesaw.me/<br />
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Have you used SeeSaw before? Do you have another digital portfolio app that you use?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4dY5BHtOFjN3L2bf7TZVV3O9KgFUYX2w7h74yoXP24p6mDPXW3aI1cjLdUCchjInA6OTnmrOOndHbklBBp1xwWKKk9Gt8Yi-sYAMeUd0ZvyygPeCIi84C_Qger1j9ZkcsiEDsvk_Incc/s1600/Slide13.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4dY5BHtOFjN3L2bf7TZVV3O9KgFUYX2w7h74yoXP24p6mDPXW3aI1cjLdUCchjInA6OTnmrOOndHbklBBp1xwWKKk9Gt8Yi-sYAMeUd0ZvyygPeCIi84C_Qger1j9ZkcsiEDsvk_Incc/s320/Slide13.jpg" width="213" /></a></div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com6tag:blogger.com,1999:blog-6142677479233966871.post-41635038951204487272016-11-15T19:24:00.000-05:002016-11-15T19:24:47.002-05:00Velcro Piece OrganizationI know I am not the only one who has spent hours prepping materials. Printing, laminating, cutting and velcroing. You set everything up in your classroom so it is picture ready and then......they come!<br />
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The kids who are excited about learning and using all of the cool materials you have made. One thing I have learned about kids during all of my years of working with them is no matter how much you "train" them, there is still that possibility that not all of your little velcro pieces get put back exactly where you intended them to be. Keep reading to see how I organize all of my velcro pieces. This post will show you how I organize my awesome <a href="https://www.teacherspayteachers.com/Product/Monthly-Themed-Binder-Sets-DISCOUNTED-BUNDLE-Independent-Work-Binder-System-2000626">monthly themed binders</a> from Melissa over at <a href="http://www.autismadventures.com/">Autism Adventures</a>!!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9xCCbvB3DQbGBtc8iorCadlW0pUBjlaJpX0qb4Ia8WykyhCem9GphyYdkbeXseK_WNlV4gwPYlJTdAFFWdmES4-L1qQb4FRfMKnAG3h3YXrHmSTfH_eX7iSNxieKc8oFDxOXqsLZJBhA/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9xCCbvB3DQbGBtc8iorCadlW0pUBjlaJpX0qb4Ia8WykyhCem9GphyYdkbeXseK_WNlV4gwPYlJTdAFFWdmES4-L1qQb4FRfMKnAG3h3YXrHmSTfH_eX7iSNxieKc8oFDxOXqsLZJBhA/s400/Slide3.jpg" width="400" /></a></div>
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Step One: Prep all of your mateirals as you normally would.<br />
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Step Two: I label all of my title pages with numbers 1-12. I label mine in the bottom right corner. Here is binder #5.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ_7bGYEIy_ZPqlMseCD6iD0VTP_tLL9VJbKStXvKqOJNO3ExyqeHtu7PRbXSQr4-N7CVFGyZq78OVnkunFK-KKwLufF6NEVwNvx_O5LQL6FH3NTb4Bc1rj52D4jU54YDRp0Z0xiDgXsY/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ_7bGYEIy_ZPqlMseCD6iD0VTP_tLL9VJbKStXvKqOJNO3ExyqeHtu7PRbXSQr4-N7CVFGyZq78OVnkunFK-KKwLufF6NEVwNvx_O5LQL6FH3NTb4Bc1rj52D4jU54YDRp0Z0xiDgXsY/s400/Slide4.jpg" width="400" /></a></div>
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Step 3: Label all of the pages of that binder using a decimal system. For example since all of the pages belong in binder number 5, they will all be labeled with 5.__. Here is an example of how I labeled page 6.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikQxzgmN1GZ7j_xQIV83fBJP_2gZmkGsJhrw9eSCMaT19fnfXRY8nw9sQEidit4fuRIuQJo1GkUJEI4wV2l_hAg_BEELMTUeiCCYT9Qzcq3kMsemlO71U06Rzk0nMaYaQCAjkDKBeyfGU/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikQxzgmN1GZ7j_xQIV83fBJP_2gZmkGsJhrw9eSCMaT19fnfXRY8nw9sQEidit4fuRIuQJo1GkUJEI4wV2l_hAg_BEELMTUeiCCYT9Qzcq3kMsemlO71U06Rzk0nMaYaQCAjkDKBeyfGU/s400/Slide2.jpg" width="400" /></a></div>
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Step 4: Label all of the velcro pieces associated with that page with the same exact number.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZakZJFihhgnF5U6hi-ccQ0V4jw7-2aWXNImTR5cmD06r4xnMRlsOUmx2prsskWr0q1gXijbhs4U9j6GCQjoxUscLgtwMuXfb6YKAm55MwgUQjyWJEYZTiR70Zhta5ONOyWkKgB3l9XOI/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZakZJFihhgnF5U6hi-ccQ0V4jw7-2aWXNImTR5cmD06r4xnMRlsOUmx2prsskWr0q1gXijbhs4U9j6GCQjoxUscLgtwMuXfb6YKAm55MwgUQjyWJEYZTiR70Zhta5ONOyWkKgB3l9XOI/s400/Slide1.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigBgLrzDSRBuoUCoTvceeula3j0B30sLWCPDuh7XLZcaYFjMx1AU527S3zDkkH64nSsp4uW5tOS9Lhvr2bX31x0bCiZ-ruKOPOo8HoRnOOsgfjuekYkPJaHqH1VJNGbOFOvQHAK16zD-g/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigBgLrzDSRBuoUCoTvceeula3j0B30sLWCPDuh7XLZcaYFjMx1AU527S3zDkkH64nSsp4uW5tOS9Lhvr2bX31x0bCiZ-ruKOPOo8HoRnOOsgfjuekYkPJaHqH1VJNGbOFOvQHAK16zD-g/s400/Slide2.jpg" width="400" /></a></div>
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Step 5: Do this with every binder.<br />
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Now I am not going to lie, this does add a few extra minutes onto your prep but......when this happens<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_HwfZ9xq2sQaQKfk5cstUMJwdISPBeW5dRG5T9EEBXAtWf4y13DknglQqhFk4_2PW2qLrUP1BfAIKtEk04CHVURcQmfrBwgelzGcD78Pc7kccnObZtFvE8RTT82cItpOFsn09qV8hero/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_HwfZ9xq2sQaQKfk5cstUMJwdISPBeW5dRG5T9EEBXAtWf4y13DknglQqhFk4_2PW2qLrUP1BfAIKtEk04CHVURcQmfrBwgelzGcD78Pc7kccnObZtFvE8RTT82cItpOFsn09qV8hero/s320/Slide1.jpg" width="320" /></a></div>
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You don't have to guess where the pieces go. You know exactly what binder and page they belong to.</div>
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What organizations systems do you use for your binder/velcro tasks?</div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com2tag:blogger.com,1999:blog-6142677479233966871.post-69327430572300571812016-10-16T14:30:00.001-04:002016-10-16T14:31:13.823-04:00Special Education Referral Procedures and IEP ResponsibilitiesThe IEP process can be a very daunting task. Even though I feel very comfortable with all of the paperwork I sometimes forget the "timeline". I have put together timelines and procedures for Initial Referrals, Annual Reviews and 3 year re-evaluations that we use in my district. These may be different than your district so be sure to double check. I just thought it would be good to share :)<br />
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<a href="https://www.dropbox.com/s/i4krj8g0zidryh1/IEP%20Process.pdf?dl=0"><b>Here are the PDF versions</b> </a>of these forms. Feel free to print and use for reference.<br />
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com2tag:blogger.com,1999:blog-6142677479233966871.post-17527172603922222392016-09-24T17:59:00.000-04:002016-09-25T15:26:40.080-04:00Structured Motor/Sensory Room ActivitiesDo you have access to a motor room at your school but don't know how to utilize it? Are you looking for some new ideas? Do you wish you had a routine that was easy to teach for your students and/or your paras? Keep reading to see how we manage motor room time at our school.<br />
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We start out by having each student grab their <a href="https://www.teacherspayteachers.com/Product/Motor-Room-Visuals-2800763">motor room visual</a>. This allows our kids the opportunity to be "independent" in the motor room. It is also a great mini-schedule for your students who need to know exactly what is going to be done in the motor room. The kids also have access to dry erase marker to cross off the activities once they have completed them. Each group of my students spends 30 minutes of structured time in the motor room a day. </div>
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<b>(5 minutes)</b> Each week our OT (occupational therapist) selects one of our gross motor activity visuals and posts it under the gross motor sign. The visual shows a picture of the object the kids will be using and a description on how to use it. Our students are not allowed to visit our motor room alone, so there is always an adult there to read it, check for understanding and possibly show the students what to do if they don't understand.<br />
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Here are the gross motor activities we have prepared for the students this year:<br />
<b>Yoga Ball: </b><br />
<span style="line-height: 1.38; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Sit on the ball with or without support. Bounce.</span></span><br />
<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Sit on the ball with or without support. Lean side to side, front to back and try to keep balance.</span><span id="docs-internal-guid-553efc7b-5db7-a3ee-9176-a72f11a52e0b"></span><br />
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<span id="docs-internal-guid-553efc7b-5db7-a3ee-9176-a72f11a52e0b"><span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Sit on the ball with or without support. Try to reach for different items on the floor and toss into a bin.</span></span></span></div>
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<span id="docs-internal-guid-553efc7b-5db7-a3ee-9176-a72f11a52e0b"><span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Sit on the ball with or without support. March legs up and down. Tap opposite hand on knee when it is raised.</span></span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Sit on ball with or without support. Play catch.</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Roll on belly on ball with arms extended to floor. Walk hands forward and back trying to keep balance. May need support. Roll back to knees.</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Keep balance on ball on belly with arms extended on the floor. Try to pick up items to put in a bin.</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Dribble ball. 2 hands, one hand, dribble in a pattern</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Play catch with the ball rolling or bouncing it between people</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Swing:</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Scatter things around swing and have child move the swing on belly to retrieve or look for certain items and throw or place in bin.</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Try to swing back and forth, side to side, diagonally</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Hoops</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Stand and try to rotate around hips (standard hula hooping)</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Hold hoop on side and have kids crawl through (bear or crab)</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Use hoop like a jump rope and rotate around head and step through.</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Place on floor and hop in each hoop. Use 2 feet together or one foot.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b><span style="font-family: "times" , "times new roman" , serif; font-weight: 700; line-height: 1.38;">Medicine Ball</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Hold ball and move in a circle close to body (both directions)</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif; line-height: 1.38;">-Pick up ball and throw to ground</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif; font-weight: 700; line-height: 1.38;"><br /></span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif; font-weight: 700; line-height: 1.38;">Scooters</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Move on belly or seated around the room. Go to called out items to pick up.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Tramp</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;"><b>-</b>Jump on 2 feet (with or without support)</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Jump on 1 foot and then the other.</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Jump with a pattern, (2 left jumps, then 2 right jumps) </span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Clap hands while jumping.</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-March on tramp (high knees)</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-March on tramp and touch opposite knee with each hand (crossover march)</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Ribbon Sticks</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Make letters, words, names, numbers in the air (use both hands) </span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Tissues/Scarves</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Pick up scarves off the ground and toss into air</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Pick up scarves and when they are floating down catch them on a called out body part. (Left elbow, right knee, right shoulder, left toe, head etc)</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Balance Board (2 sizes, lower one is easier)</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Stand on board to balance (with or without support)</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Stand on board (with or without support) and rock side to side and balance.</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Play catch while standing on board</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif; font-weight: 700; line-height: 1.38;"><br /></span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif; font-weight: 700; line-height: 1.38;">Parachute</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Have kids hold parachute and lift and lower sitting or standing</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Put a ball on parachute and try to keep it on</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-While lifting and lowering parachute as a group, have kids take turns going under it.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Half Ball balance game</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Set out half balls and have kids try to stand on them one one foot or two with or without support</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Make a line of half balls and have kids walk over them with or without support</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Moon Shoes</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;">-Put on moon shoes and walk around, with or without support.</span></b></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;">-Put on moon shoes and bounce in place, with or without support.</span></b></span></div>
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<span style="font-family: "times" , "times new roman" , serif; font-weight: 700; line-height: 1.38; white-space: pre-wrap;"><br /></span></div>
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<span style="font-family: "times" , "times new roman" , serif; font-weight: 700; line-height: 1.38; white-space: pre-wrap;">Animal Walks</span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Have kids try to walk like different animals (bear, elephant with arms clasped like a trunk, crab, snake, etc) Can go on mats all the way around swing. Can try to go backwards.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Obstacle Courses</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Line up a few activities for kids to go through. </span><span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">Ex: jump on tramp 10 times, walk like a bear, climb through hoop, do the “try this” activity, 10 jumping jacks, then walk over half balls, repeat...</span><br />
<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcOtg6dko9wwaHBX6DbPnnbceyVDJlgKPKsB4WS6X37ovdQWE1ngDuPV5pl9aKvL7DpI5PyrWX58lYDmrgAX1hyphenhyphenM6bKEFIP8DT_8Yfp4HtZd58eOlACHQir0tthmfr-NLvpQOOfgLSMxE/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcOtg6dko9wwaHBX6DbPnnbceyVDJlgKPKsB4WS6X37ovdQWE1ngDuPV5pl9aKvL7DpI5PyrWX58lYDmrgAX1hyphenhyphenM6bKEFIP8DT_8Yfp4HtZd58eOlACHQir0tthmfr-NLvpQOOfgLSMxE/s640/Slide3.jpg" width="640" /></a></div>
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<b>(5 minutes) </b>Now that the kids have warmed up their bodies it's time to have them warm up their hands. Just like the gross motor station, we have a weekly visual for our fine motor activities too. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicZPRSpbfGD3ADuYsFPfNQSx0UxbU8gbXX3O2LgBHE-x1Cop7lBtq8D9YEJMcVcGtkO3CbSQEGk1J0T7r55VdyUi_b4j4XF2LvFPjPe6LbD2OPLxX-iWTY11vZcRHeBMiCNxg-fB0MhzE/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicZPRSpbfGD3ADuYsFPfNQSx0UxbU8gbXX3O2LgBHE-x1Cop7lBtq8D9YEJMcVcGtkO3CbSQEGk1J0T7r55VdyUi_b4j4XF2LvFPjPe6LbD2OPLxX-iWTY11vZcRHeBMiCNxg-fB0MhzE/s640/Slide2.jpg" width="640" /></a></div>
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Here are some of the fine motor activities we have prepared for our students:</div>
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<span id="docs-internal-guid-553efc7b-5dbf-31d3-e784-77c5dceb3282"><span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Tweezers/tongs with puff balls</span></b></span></span></div>
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<span id="docs-internal-guid-553efc7b-5dbf-31d3-e784-77c5dceb3282"><span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;">-Use tweezers to pick up pom pons and place in a bucket</span></span></span></div>
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<span id="docs-internal-guid-553efc7b-5dbf-31d3-e784-77c5dceb3282"><span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;">-Use the twisty dropper to suck up and squeeze out water</span></span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;">-Use the twisty dropper and have a "puff ball race". Squeeze the dropper to have it blow air</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;"><br /></span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Nuts and bolts</span></b></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Screw the nuts on and off the bolts</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Match the colors of the nuts and bolts before putting them together</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Clothespins</span></b></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;">-Squeeze the clothespin to open and close it 10 times</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;">-Pick up items with the clothespin and transfer them to a new place</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;"><br /></span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Rubber bands</span></b></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Group spoons together and wrap a rubber band around them.</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Use rubber band to make shapes on the Geoboard</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"> </span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Paperclips</span></b></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Collate notecardsand secure with a paperclip</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Open paperclip box, dump out paperclips, put them back in the box and close it</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Play-doh</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Smash it like a pancake</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Roll it like a snake</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Spell your name by rolling out the letters</span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Legos</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Build a tower</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Make uppercase and lowercase letters. (Check these visuals out for <a href="http://wildflowerramblings.com/printables-free/alphabet-lego-cards-uppercase-free-printable/#_a5y_p=1523378">FREE</a>)</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Cards</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Deal the cards</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Flip the cards</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Hold 5 cards in your hand and spread them out so you can see them (like you're playing)</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Stacking coins</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Stack coins to make a tower</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Dominoes</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Line them up</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "times" , "times new roman" , serif;"><span style="white-space: pre-wrap;">-Stack them</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Stringing Beads</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-String them to make a necklace</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Pick them up with: tweezers or clothespins </span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Paper</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Tear it</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Hole punch it</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "times" , "times new roman" , serif;">Wikki-Stix</span></b></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">-Make letters, numbers, shapes</span><br />
<span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs0oVRYCfMxUVjOYjZcosY1b4UpIQfWhmIhv0WnkD0hSs0czqw-atUFuHiWhyphenhyphenjvuOaGIHh-FcmQssmK0alQqtgNnLLAiy5NRCzp16PdXuNJCBcUS3I3rLkzEa4TqpfllX76sIigR8I4-c/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs0oVRYCfMxUVjOYjZcosY1b4UpIQfWhmIhv0WnkD0hSs0czqw-atUFuHiWhyphenhyphenjvuOaGIHh-FcmQssmK0alQqtgNnLLAiy5NRCzp16PdXuNJCBcUS3I3rLkzEa4TqpfllX76sIigR8I4-c/s640/Slide4.jpg" width="640" /></a></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"><b>(15 minutes) </b>Now that their bodies and hands are warmed up they are ready to work. This is where the students will complete those fine motor goal work activities. We have created folders for the students that have papers to match their goals. </span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuY7TDFtZBB1BP-ZeATQTprpFf6JpAZcDr5L2deaXsErLO0Lda2hQRGuDHEcmbaYImU_3wWzdafM9Ug6-uGhW4ZjOHw0PlPg0JFtNf0g45QAG01bngNaSfz01bhEUGa9vfXh9uBB3e2UE/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuY7TDFtZBB1BP-ZeATQTprpFf6JpAZcDr5L2deaXsErLO0Lda2hQRGuDHEcmbaYImU_3wWzdafM9Ug6-uGhW4ZjOHw0PlPg0JFtNf0g45QAG01bngNaSfz01bhEUGa9vfXh9uBB3e2UE/s640/Slide1.jpg" width="426" /></a></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Here are somethings the students work on:</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Writing their name</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Writing the alphabet (upper and lowercase)</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Copying sentences</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Cutting (lines, shapes)</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-Tracing</span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">-We even have some students complete their writing assignments from their general education teachers.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWAPnnsFPL36eYibIE_b6Yvxc3RSavYlR7GES9v9uTkkcXSDjlMuoiHeDF8sJmaWhqqHDsahEnThw4RyxBizOk_Enuy50cmI71sz83OudeF5Pc0Uzbx-Inxs8SxBYZ_WqXqi3hDG9m4LI/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWAPnnsFPL36eYibIE_b6Yvxc3RSavYlR7GES9v9uTkkcXSDjlMuoiHeDF8sJmaWhqqHDsahEnThw4RyxBizOk_Enuy50cmI71sz83OudeF5Pc0Uzbx-Inxs8SxBYZ_WqXqi3hDG9m4LI/s640/Slide5.jpg" width="640" /></a></div>
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<b>(5 minutes) </b>Now come on, after all that work your kids deserve to have some time to do what they choose to do. We have so many fun gadgets in our motor room that we don't utilize during our other activities and this is when the kids can choose to use them. Now, some kids do choose to pick gross/fine motor activities that we did from previous weeks....of course we allow this. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Vm7-vXBGDE0LcfH48dHBMdnbku7exnxDWmmzjWaHpLMkd16GU6i-7hneMHlUSVIcW83v8oGrMklY8gbUyrdjA_RFwOAbbyJb9Dnc5pL3on7T1K1F59_xfzSdSm6qegzc8ClhS6BFi1E/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Vm7-vXBGDE0LcfH48dHBMdnbku7exnxDWmmzjWaHpLMkd16GU6i-7hneMHlUSVIcW83v8oGrMklY8gbUyrdjA_RFwOAbbyJb9Dnc5pL3on7T1K1F59_xfzSdSm6qegzc8ClhS6BFi1E/s640/Slide2.jpg" width="426" /></a></div>
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Here are some choice time activities we have:</div>
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-Hide in the tent</div>
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-Play in the ball pit</div>
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-Crawl through the tunnel</div>
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-Play in the body sock</div>
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-Turn off the lights and plug in the disco ball</div>
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-Blow bubbles </div>
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-Jump from the trampoline on to the crash mat</div>
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-Color</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie1_xOBUudOjM0gS2-YNSBwX-qxGNZ8LLkYztCq8mLtAbm9aHqs5Gz1QfF_ILeD9BzE7LAV8rk-priBSPzi7JycPn_hUke_Ho39lZOJeMYPOzJQABVEXrL2Wappd9QoFLaQJL2Hpo-v7o/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie1_xOBUudOjM0gS2-YNSBwX-qxGNZ8LLkYztCq8mLtAbm9aHqs5Gz1QfF_ILeD9BzE7LAV8rk-priBSPzi7JycPn_hUke_Ho39lZOJeMYPOzJQABVEXrL2Wappd9QoFLaQJL2Hpo-v7o/s640/Slide6.jpg" width="640" /></a></div>
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Before the kids leave they are expected to clean up the room and make sure it is set up for the next group. They also clean off their schedule cards and put them in the basket.<br />
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<a href="https://www.teacherspayteachers.com/Product/Motor-Room-Visuals-2800763">Grab the visuals here!</a></div>
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I hope I was able to give you some new ideas. What fun activities do you do in your motor room? Do you structure your motor room or is it a free for all?</div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com3tag:blogger.com,1999:blog-6142677479233966871.post-76244777718999702102016-09-22T17:06:00.001-04:002016-09-22T20:26:05.099-04:00Math Instruction for Students with Significant DisabilitiesAre you looking for engaging ways to teach math concepts to students with significant needs? Are you in need of some fresh ideas? Keep reading to find out how I incorporate math into my students daily schedules.<br />
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This post is going to be geared towards students with significant needs. Students who are working on very basic math concepts and/or need a lot of support with communication (non-verbal) and routines.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPkRkYKXQXdLLTx1aQ20i2tdEq65QKm3YJxP_SptOwW-x8kww-up714kpAr32p3Gpleda-vyDdlMfyxAXNABLgGmfb-yoy6FS2XT_o5cUnt8kkojuANBLwUS66QaJ7HeiG0j7A94QiVwE/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPkRkYKXQXdLLTx1aQ20i2tdEq65QKm3YJxP_SptOwW-x8kww-up714kpAr32p3Gpleda-vyDdlMfyxAXNABLgGmfb-yoy6FS2XT_o5cUnt8kkojuANBLwUS66QaJ7HeiG0j7A94QiVwE/s640/Slide1.jpg" width="640" /></a></div>
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I started with taking a look at my students IEP goals. I found that a lot of the students have similar goal areas. I decided that these overlapping areas would be our focus of the day. Here is what our schedule looks like:</div>
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<b> Monday:</b> Numbers (1-5)<br />
<b>Tuesday: </b>Shapes<br />
<b>Wednesday: </b>Colors<br />
<b>Thursday: </b> Days of the Week<br />
<b>Friday: </b>Months of the Year<br />
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It would be nice to be able to teach a whole group lesson but even within this group of students there are diverse needs. I find it more beneficial to teach concepts in centers. Centers allow me to teach the concepts individually or in small groups and differentiate to truly meet the needs of all the students. Here are the centers I have:<br />
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<b>Technology: </b>A para shows a video that corresponds with our daily focus. They also work on calendar daily using <a href="http://more2.starfall.com/m/math/calendar/load.htm?f&ref=main">Star Fall</a>.<br />
<b>Teacher Time: </b>I run this center and we work on IEP goals and objectives.<br />
<b> Hands on Learning: </b>A para works on the daily focus by using hands on materials.<br />
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Most of my students in this group are working on transitions, mobility and building routines. In order to save time I have the adults bring the centers to each group of students rather than moving the students from center to center. If you teach in a self-contained setting and have the time to move students I would strongly encourage it as it would be a great time to work on the above mentioned areas. Since I don't work in a self-contained room I simply do not have the time to do this.<br />
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Alrighty, so here is how I incorporate basic math skills into my students schedules. I have included the technology video links we use, listed some hands on activities and some sample goals I would be working on that correspond to the daily focus.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA7TPM0r_jpy4Dk4hAl9iD-n65PhBsJcm2RMJpasTMNM3pAIVExEAeQTYKgUaw_Al5TAnmq-21Qy3fxUTxy4A2oFt4m6GroXa29gYMtfBwt67szPwXycxP_DaL9IhqH7BPi0KilFcCFXk/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA7TPM0r_jpy4Dk4hAl9iD-n65PhBsJcm2RMJpasTMNM3pAIVExEAeQTYKgUaw_Al5TAnmq-21Qy3fxUTxy4A2oFt4m6GroXa29gYMtfBwt67szPwXycxP_DaL9IhqH7BPi0KilFcCFXk/s640/Slide2.jpg" width="640" /></a><br />
<b>Technology: </b><span style="color: #1155cc; font-family: "arial"; font-size: 16px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://www.youtube.com/watch?v=SV6iC34a46w" style="text-decoration: none;">https://www.youtube.com/watch?v=SV6iC34a46w</a></span><br />
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<b>Hands on Learning:</b></div>
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<a href="https://www.teacherspayteachers.com/Product/Touch-Dot-Mats-Monthly-Themes-2259402"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8wVDP7krgH-qdlmczcvATZXmy9EmVzCpdn2lq-Om5sqQGwZ5BOZ7oBcqwu6gA7MkKNGWQIBJ-oBwmpKXRJ84qFXf8V7mh7gVnvGhRkNmfUYepBYODiTAkDlWnCUqi8xXD6tVNxXSK43I/s640/Slide1.jpg" width="640" /></a></div>
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Grab these Monthly Themed Touch Dot Visuals <a href="https://www.teacherspayteachers.com/Product/Touch-Dot-Mats-Monthly-Themes-2259402"><b>HERE</b>!</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGxtt4lXpDeYv9COzX33xXWUx4jtRguo7g7N_ZOmEcIrakxtPkhgMF7iqiS-u_ejIxM68s5FcyiqGmEqm7EEwV3ZlHbiTrQYSMtVoSPgnGnOdhNLlVwjmL5vyCpLdG-Tmnj7qXVcP3SsM/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGxtt4lXpDeYv9COzX33xXWUx4jtRguo7g7N_ZOmEcIrakxtPkhgMF7iqiS-u_ejIxM68s5FcyiqGmEqm7EEwV3ZlHbiTrQYSMtVoSPgnGnOdhNLlVwjmL5vyCpLdG-Tmnj7qXVcP3SsM/s640/Slide2.jpg" width="640" /></a>Using our princess manipulatives to count. </div>
<b>Teacher Time: </b><br />
By (date), during math instruction, (student) will repeat numbers (parrot count) up to 20, in 3 out of 5 trials, as measured by teacher observation and anecdotal notes.<br />
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By (date), when given manipulatives, (student) will count objects to match a given number up to 5 that is stated orally and a visual cue is presented, 3/4 times in 3 trials, as measured by teacher observation and anecdotal notes.<br />
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By (date), during 1:1 math instruction, (student) will count the Touch Dots on 2 numbers (1-5) by pointing to them and identify the sum using their communication device, 3/4 times in 3 trials, as measured by teacher observation and anecdotal notes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX_SFinYWT3DOVYG-sOhFPt4seEsSeGIiwm-8exkGlkoNKE7OfhIhpJPtyU6h5e-1_dzfbfxQQHmnWcCo8WP1nd2qCFUFtJtotCz9RQ18DzLzgYej87V6loxoIKMafCsaWWkG0NxkG6kg/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX_SFinYWT3DOVYG-sOhFPt4seEsSeGIiwm-8exkGlkoNKE7OfhIhpJPtyU6h5e-1_dzfbfxQQHmnWcCo8WP1nd2qCFUFtJtotCz9RQ18DzLzgYej87V6loxoIKMafCsaWWkG0NxkG6kg/s640/Slide3.jpg" width="640" /></a></div>
<b>Technology: </b><a href="https://www.youtube.com/watch?v=WTeqUejf3D0" style="text-decoration: none;"><span style="color: #1155cc; font-family: "arial"; font-size: 16px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=WTeqUejf3D0</span></a><br />
<b>Hands on Learning:</b><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirDfFKlfqk5yhny4VxE_t83KXoK_8NinoInmm8zuhWAjBwY5Ux09HILYtNpvKMnU0omXC-oDu5aiBK75BcHZ_eUgJ2PQ86-2ddh4rbESdtiUVFzz8RPYxS4cPYUv0lLy8fG8-XW0gPMlU/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirDfFKlfqk5yhny4VxE_t83KXoK_8NinoInmm8zuhWAjBwY5Ux09HILYtNpvKMnU0omXC-oDu5aiBK75BcHZ_eUgJ2PQ86-2ddh4rbESdtiUVFzz8RPYxS4cPYUv0lLy8fG8-XW0gPMlU/s640/Slide3.jpg" width="640" /></a></div>
<div style="text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Monthly-Themed-Binder-Sets-DISCOUNTED-BUNDLE-Independent-Work-Binder-System-2000626"> Monthly Themed Binder</a> Sets from Autism Adventures</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiREJE_wVsxnHLpMBkK85EeUknc_Ko9PmZnPtsXkt5qQCtN47377YAht4aUfqTM0GXgl3JY_pmoVaqnGWdcrz0F7O0UZjbFlbP6UNOEAveFcqSdMBXjr5naUauXAF7afC0hBRtdfUibIBA/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiREJE_wVsxnHLpMBkK85EeUknc_Ko9PmZnPtsXkt5qQCtN47377YAht4aUfqTM0GXgl3JY_pmoVaqnGWdcrz0F7O0UZjbFlbP6UNOEAveFcqSdMBXjr5naUauXAF7afC0hBRtdfUibIBA/s640/Slide4.jpg" width="640" /></a> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiao9tbNnPDoM6DS_TuRdhayA5QVJ1xXno_ap7YQOgDQGityBGBsWcBFPu8xKERc63aXKXlYjWE9c_uFNbP2CNQm8BkM7jkWFoyqDhUmekLZ_pseckV562vcu27Ru2gxmeLJIB2qRIpelE/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiao9tbNnPDoM6DS_TuRdhayA5QVJ1xXno_ap7YQOgDQGityBGBsWcBFPu8xKERc63aXKXlYjWE9c_uFNbP2CNQm8BkM7jkWFoyqDhUmekLZ_pseckV562vcu27Ru2gxmeLJIB2qRIpelE/s640/Slide5.jpg" width="640" /></a></div>
<div style="text-align: center;">
FREE shapes book <a href="http://www.pastelsandmacarons.com/2015/08/12/toddler-shapes-activity-book/">here</a></div>
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<div style="text-align: center;">
<span style="font-weight: bold;"><br /></span></div>
<b>Teacher Time:</b><br />
By (date), when presented visuals, (student) will point (receptively answer) to shapes (circle, square, triangle, rectangle, star, heart) from a field of 3 that are said aloud, 5/6 correct in 3 out of 5 trials, as measured by teacher observation and anecdotal notes.<br />
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By (date), given pictures of shapes, (student) will match the corresponding shape words in a field of 6, answering 5/6 correctly in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLGKTRHtkcjPfSWrFWhPX0LeHBX-vyqSCveCQi2mNaCWefx7foH9aGZVcP1qcHmfRepmTercBFc1rvauFTciQXfRcEkZYfN5gTAUoCae8IOUjkaBtEsiT4C1FUoJxNp7WOpLJ3Z5hB2LA/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLGKTRHtkcjPfSWrFWhPX0LeHBX-vyqSCveCQi2mNaCWefx7foH9aGZVcP1qcHmfRepmTercBFc1rvauFTciQXfRcEkZYfN5gTAUoCae8IOUjkaBtEsiT4C1FUoJxNp7WOpLJ3Z5hB2LA/s640/Slide4.jpg" width="640" /></a></div>
<b>Technology: </b><a href="https://www.youtube.com/watch?v=tQASh8bbkUY" style="text-decoration: none;"><span style="color: #1155cc; font-family: "arial"; font-size: 16px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=tQASh8bbkUY</span></a><br />
<b>Hands on Learning:</b><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ3WouKY8kaJI81CZZejinXKUJ4IvM8GskoZ0I936WKGgrZ-GwEXkI1L9yBq18Gv6Pmuma7rA8xHwK3TqmogQYtETi9e3DeewH7jXVnWSU8n5K1QV2poSX4HXjzbo0cch0rWfzh0X0xNQ/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ3WouKY8kaJI81CZZejinXKUJ4IvM8GskoZ0I936WKGgrZ-GwEXkI1L9yBq18Gv6Pmuma7rA8xHwK3TqmogQYtETi9e3DeewH7jXVnWSU8n5K1QV2poSX4HXjzbo0cch0rWfzh0X0xNQ/s640/Slide6.jpg" width="640" /></a></div>
<a href="https://www.teacherspayteachers.com/Product/Monthly-Themed-Binder-Sets-DISCOUNTED-BUNDLE-Independent-Work-Binder-System-2000626" style="text-align: center;">Monthly Themed Binder</a><span style="text-align: center;"> Sets from Autism Adventures</span><br />
<b><br /></b><b>Teacher Time:</b><br />
By (date), when presented visuals, (student) will point (receptively answer) to colors (red, orange, yellow, green, blue, purple, pink, brown, black and white) from a field of 4 that are said aloud, 3/4 correct in 3 out of 5 trials, as measured by teacher observation and anecdotal notes.<br />
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By (date), given pictures of colors, (student)with adult support and prompting, will match corresponding color words in a field of 6, answering 5/6 correctly in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjha5jE6iI8wdRSON1RL5GfJSYC_heVk_PvT4smx-OmdikvVhJRvzdLBr81ylv9b2txpZSbdVnyHg9hBAhy3wIb_0DrHlbXeaFbY6AGkJTTM2iey_JHJ4RUBUKi0MJw5pOpk6Pn-E8UgoU/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjha5jE6iI8wdRSON1RL5GfJSYC_heVk_PvT4smx-OmdikvVhJRvzdLBr81ylv9b2txpZSbdVnyHg9hBAhy3wIb_0DrHlbXeaFbY6AGkJTTM2iey_JHJ4RUBUKi0MJw5pOpk6Pn-E8UgoU/s640/Slide5.jpg" width="640" /></a></div>
<b>Technology: </b><span style="color: #1155cc; font-family: "arial"; font-size: 16px; line-height: 1.2; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://www.youtube.com/watch?v=3tx0rvuXIRg" style="line-height: 1.2; text-decoration: none;">https://www.youtube.com/watch?v=3tx0rvuXIRg</a> </span><br />
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<b>Hands on Learning:</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaqZ7yZYYNZZ57B23PCTaqmojlYkGzBfo0_DJuptC28d3Zug0eubjo7dQSjFb0W5u0jkzD_TBndqt5cdz4mpnpFc6dU77nGTtA9DAvn2CZNwYzRgJEfQC4syqV6XJH0GMFpIhitQx9c30/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaqZ7yZYYNZZ57B23PCTaqmojlYkGzBfo0_DJuptC28d3Zug0eubjo7dQSjFb0W5u0jkzD_TBndqt5cdz4mpnpFc6dU77nGTtA9DAvn2CZNwYzRgJEfQC4syqV6XJH0GMFpIhitQx9c30/s640/Slide2.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOCzkPK_a_b2U8g9EKdEtAuo5pMiF2tWrZzQRmxIiUxP0tbXqnupAGXSJ6hTudKYpj5Ukk0p_JnzeDuwzwi0hW5PC_Ok8-zmbB_CT8RLnwx8NH3eyJmIDJD5WP0ibEh9Sb7AZdo8asEf0/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOCzkPK_a_b2U8g9EKdEtAuo5pMiF2tWrZzQRmxIiUxP0tbXqnupAGXSJ6hTudKYpj5Ukk0p_JnzeDuwzwi0hW5PC_Ok8-zmbB_CT8RLnwx8NH3eyJmIDJD5WP0ibEh9Sb7AZdo8asEf0/s640/Slide1.jpg" width="640" /></a></div>
<div style="text-align: center;">
<a href="https://www.teacherspayteachers.com/Product/Day-Month-File-Folder-Activities-2339435">Day & Month File Folders</a> from The Autism Helper</div>
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<b><br /></b><b>Teacher Time:</b><br />
By (date), during calendar instruction, (student) will identify the day of the week when visuals are provided, from a field of 2 in 3/5 trials, as measured by teacher observations and anecdotal notes.<br />
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By (date), when asked a question about the date, (student), with adult support and prompting, will correctly identify the date (number) when visuals are provided, in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW5NzOPIXPRCl2jDe9lmCsbx7OxgA-dFiom7DLB1FWrH1tvGoSwVWY8GRAcHVQE-VBgxxA3JkKHMxKLiyT7_cVuvwE-zqAG0ajVtEkg4JYLbNPwj2bZR5CBy85O7RS3-l6FH_sk3n-G2o/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW5NzOPIXPRCl2jDe9lmCsbx7OxgA-dFiom7DLB1FWrH1tvGoSwVWY8GRAcHVQE-VBgxxA3JkKHMxKLiyT7_cVuvwE-zqAG0ajVtEkg4JYLbNPwj2bZR5CBy85O7RS3-l6FH_sk3n-G2o/s640/Slide6.jpg" width="640" /></a></div>
<b>Technology: </b><span style="font-family: arial;"><span style="line-height: 19.2px; white-space: pre-wrap;"><u><a href="https://www.youtube.com/watch?v=86kYp9hpab0">https://www.youtube.com/watch?v=86kYp9hpab0</a></u></span></span><br />
<b>Hands on Learning:</b><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5CEx-TjA_JMHgd3PLWYbJP-c2O6E4YB7ZjVrsuLRYbb0WzBqBhgKo7AQcxXEdiycJjlxFnljkq4SIbfFebDYE1NOWPHrw589uwEkyLVa-6dJVzYxOnogJYTR95nGES0A9PW2freMx0eI/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5CEx-TjA_JMHgd3PLWYbJP-c2O6E4YB7ZjVrsuLRYbb0WzBqBhgKo7AQcxXEdiycJjlxFnljkq4SIbfFebDYE1NOWPHrw589uwEkyLVa-6dJVzYxOnogJYTR95nGES0A9PW2freMx0eI/s640/Slide1.jpg" width="426" /></a></div>
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Independent Work Binder found <a href="https://www.teacherspayteachers.com/Product/Independent-Work-Binder-adapted-tasks-for-special-education-or-early-childhood-953337"><b>here</b></a></div>
<b>Teacher Time:</b><br />
By (date), during calendar instruction, (student) will identify the month when visuals are provided, from a field of 2 in 3/5 trials, as measured by teacher observations and anecdotal notes.<br />
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By (date), when asked a question about the date, (student) will correctly identify the month when visuals are provided, in 3 out of 5 trials, as measured by teacher observations and anecdotal notes.<br />
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Teaching math to students with significant needs can be tricky. As you can see I do not have a curriculum to follow (I have Unique Learning system but it doesn't work well with this group) so I base my instruction solely on their IEP goals and objectives. These kids have done an excellent job with this method and best of all, I get it all done in 30 minutes. 10 minute centers are the perfect length for this group. They don't get bored of the same person or activity and are able to stay engaged during the entire math block.</div>
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What math activities do you incorporate for your students with significant needs? </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-FuGuyVXivWuEnWdIDmKBqLge-H2uKV_Fx9On-8UbD2WN9iU_Q5ho4QPJt5ebKZ2O-czo020mEi4AfEBTwVGUmUc8m9fwLtYfQ3sFIQBUA8i23kjM7M1I8rh3g9FE8gPVx53BRj056hc/s1600/Slide8.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-FuGuyVXivWuEnWdIDmKBqLge-H2uKV_Fx9On-8UbD2WN9iU_Q5ho4QPJt5ebKZ2O-czo020mEi4AfEBTwVGUmUc8m9fwLtYfQ3sFIQBUA8i23kjM7M1I8rh3g9FE8gPVx53BRj056hc/s400/Slide8.jpg" width="266" /></a></div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com4tag:blogger.com,1999:blog-6142677479233966871.post-75633859187115744632016-08-31T19:20:00.000-04:002016-08-31T19:20:31.447-04:00Keeping it Simple: All in One, Student Binders!!After moving into a much smaller classroom this year I needed to have a plan on how I was going to help keep <strike>myself</strike> my students organized. In the past, I had individual binders at each center. I liked this because no instruction time was lost. The students showed up to the center and could start working instead of having to run back to the last center to grab their binder. With my new space there was no way I could do this, so I decided to make 1 binder for each student. Keep reading to see what I included and how they are organized!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7vbW4vFl3Lbt9_p2du1tTPhTayqdhEY87ffH9d0OKTvfRKVm3JAll8Xp4aeTPgEM8oVujfZ5zuS0jLepEaW2TJ5n-rvSsmbuClZHPfzmHNCFdMDlk1EmXB7MNhPTTUB9scJBy1ONh890/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7vbW4vFl3Lbt9_p2du1tTPhTayqdhEY87ffH9d0OKTvfRKVm3JAll8Xp4aeTPgEM8oVujfZ5zuS0jLepEaW2TJ5n-rvSsmbuClZHPfzmHNCFdMDlk1EmXB7MNhPTTUB9scJBy1ONh890/s640/Slide3.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigIFtI2FVR9QaQ1OmWNqaaf5m6lqidKpBSJmipbZUo2Zv78CeyNzvd3qFdaYX2MKnme6tqPgLvlK21sznUv2v69rHbiDXXEdSm8B50OOUyjyqBHP3WYOSDnYgEa2IzFVq55OpNWPpGNjI/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigIFtI2FVR9QaQ1OmWNqaaf5m6lqidKpBSJmipbZUo2Zv78CeyNzvd3qFdaYX2MKnme6tqPgLvlK21sznUv2v69rHbiDXXEdSm8B50OOUyjyqBHP3WYOSDnYgEa2IzFVq55OpNWPpGNjI/s640/Slide1.jpg" width="640" /></a></div>
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Last year I used wall schedules....again with the smaller classroom this just wasn't an option. I have the schedules set up so they are the first thing the student sees when they open their binder. I have a variety of levels in my classroom so student schedules vary from student to student. For my students who still have velcro schedules I have included a pocket on the inside cover for them to put their schedule pieces when they are completed.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOg7kbLxPP8S6VUJp9mDRJp9DaH1rnoOgRW3QRsHiYR8KHFy8lt6Dk5TBnQiPgpnizGbCDdwOasmg9TVtRP8is7Vj4LB5uwTk3E6Cg57SdohI38JFUsK4dSRLSh1uoolKx_72JnEd8how/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOg7kbLxPP8S6VUJp9mDRJp9DaH1rnoOgRW3QRsHiYR8KHFy8lt6Dk5TBnQiPgpnizGbCDdwOasmg9TVtRP8is7Vj4LB5uwTk3E6Cg57SdohI38JFUsK4dSRLSh1uoolKx_72JnEd8how/s640/Slide3.jpg" width="426" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglLLcq7HsJdhAA51QuedIU4aqs_ldlOsOucVnMIUPc0ETGJh4jVcHr3fBlHDwiUJfoIEpfjd3PsoTXzU9JaS0XliTz_3e2x1tOo1fyRIbNo4558bcitG8Ej5FTiHYvKRhFYzojY53pcNY/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglLLcq7HsJdhAA51QuedIU4aqs_ldlOsOucVnMIUPc0ETGJh4jVcHr3fBlHDwiUJfoIEpfjd3PsoTXzU9JaS0XliTz_3e2x1tOo1fyRIbNo4558bcitG8Ej5FTiHYvKRhFYzojY53pcNY/s640/Slide1.jpg" width="640" /></a></div>
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In the past I have used these <a href="https://www.teacherspayteachers.com/Product/Behavior-Management-Positive-Reinforcement-System-950527">behavior management boards</a>. While these boards are great they are no longer functional for my classroom. I decided to create an all in one work time visual chart and thought it would be perfect to put inside the student binders. Each student will be able to see the work time expectations, have access to common work time questions and have the opportunity to work for a reward. You can grab this work time visual along with my rules pack for <a href="https://www.teacherspayteachers.com/Product/Rule-Posters-2738024">FREE here</a>! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Gk8GYO3pSnI_xklYS4qu0rud-HqoCCjNYcWuJMwLY8-_B7qbli3U6XzZH3OUVvYu-QKZtOwycUvmoZR0f8NLSvh8HYP6nCFEgNlYDAX0I778OF9zumESZNtPlD7kNmbiQLPAwg6IWoI/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Gk8GYO3pSnI_xklYS4qu0rud-HqoCCjNYcWuJMwLY8-_B7qbli3U6XzZH3OUVvYu-QKZtOwycUvmoZR0f8NLSvh8HYP6nCFEgNlYDAX0I778OF9zumESZNtPlD7kNmbiQLPAwg6IWoI/s640/Slide4.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgBiUekQ5pAF3mMksGFrT7Pr7YDfPtJ6hpoQVPdgkp8FEahFKNQ5Gt8WLtGKxASV4SnXOzcsqkfF2qeDWdQ6Csto4XI3XGbT547bZF6anyCMjHDLAlmNkOOCYcPk7fKCnBS80YNOSpjqQ/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgBiUekQ5pAF3mMksGFrT7Pr7YDfPtJ6hpoQVPdgkp8FEahFKNQ5Gt8WLtGKxASV4SnXOzcsqkfF2qeDWdQ6Csto4XI3XGbT547bZF6anyCMjHDLAlmNkOOCYcPk7fKCnBS80YNOSpjqQ/s640/Slide2.jpg" width="640" /></a> In the reading section I keep these <a href="https://www.teacherspayteachers.com/Product/Reading-Follow-Up-Response-Sheets-2757919">Reading Response Sheets</a>. For our reading instruction we do a close read model so I read the same story for an entire week. Each day we focus on a different part and the students use the response sheets to show their understanding.</div>
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I also include there weekly assessment and these <a href="https://www.teacherspayteachers.com/Product/BUNDLE-Reading-Comprehension-Passages-with-WH-Questions-Leveled-2249117">Monthly Comprehension sheets</a> for my students to complete during teacher time.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPxKnsc0BWXKFrmODLqLbRnxnB7g0Rj74WTRXjnkVVQFuHjqdHqpcNJvlXFQT_H-vbtZkonW04qpZxCf5zX-xQii8UzY4gfSgkpG4XdPjfkdfs7TR2v9kTQkW0SeYU-BXg-g38l2LDLUs/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPxKnsc0BWXKFrmODLqLbRnxnB7g0Rj74WTRXjnkVVQFuHjqdHqpcNJvlXFQT_H-vbtZkonW04qpZxCf5zX-xQii8UzY4gfSgkpG4XdPjfkdfs7TR2v9kTQkW0SeYU-BXg-g38l2LDLUs/s640/Slide2.jpg" width="426" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghh1abcgiHbem8fv46mwJI_Mep8maODJuEMvrbwFn4qgTMlF7FLddam9rAtbmuMr4O36wVfQwfevAmnaZcpLWZLQv6jg1UgZ_D6uauCXhmybuXUGgBcYL0bw3B4u5xbkaC2rP2Tw1Zg0g/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghh1abcgiHbem8fv46mwJI_Mep8maODJuEMvrbwFn4qgTMlF7FLddam9rAtbmuMr4O36wVfQwfevAmnaZcpLWZLQv6jg1UgZ_D6uauCXhmybuXUGgBcYL0bw3B4u5xbkaC2rP2Tw1Zg0g/s640/Slide3.jpg" width="640" /></a></div>
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Most of my students have functional/fine motor writing goals so we work on writing throughout the day in a variety of ways. One thing that we do consistently is respond to our <a href="https://www.teacherspayteachers.com/Product/Daily-Journal-BUNDLE-Writing-for-the-Entire-Year-2654971">Daily Journal Questions</a>. These are leveled so each student has the opportunity to practice their writing daily. I have enough pages for the students to complete one everyday for the entire school year. Including all of the pages in the binder made it bulky so I included enough for the first trimester.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfpB2bhBLpFNi8B2-IhLeHa2gYWQ5tR2v3vrg4C-Z4v21T4-3WdN8Yh-hIoxxSgjbo72ZitEUTKbABJqhpsBz4dpUCz8sFtzGXCcXUs4YiomDxNSJY72gQrtWTF2wKOdSfq3x_y201NUs/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfpB2bhBLpFNi8B2-IhLeHa2gYWQ5tR2v3vrg4C-Z4v21T4-3WdN8Yh-hIoxxSgjbo72ZitEUTKbABJqhpsBz4dpUCz8sFtzGXCcXUs4YiomDxNSJY72gQrtWTF2wKOdSfq3x_y201NUs/s640/Slide6.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXqs3FPZbUjn1nVKYPSIkzenD_GhC34RR5TXDZkDKLkX_vCfo6VBt893mlAp5iJ_w8avIbXkEWvsCp0A_Zceo8AUWy-6TPmNEHM7lYZIC0bfVtUahBc6RwPt9FQnrlzFitKuZn2gIq8vc/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXqs3FPZbUjn1nVKYPSIkzenD_GhC34RR5TXDZkDKLkX_vCfo6VBt893mlAp5iJ_w8avIbXkEWvsCp0A_Zceo8AUWy-6TPmNEHM7lYZIC0bfVtUahBc6RwPt9FQnrlzFitKuZn2gIq8vc/s640/Slide4.jpg" width="640" /></a></div>
This is the section that is the most individualized. Due to the nature of my classroom my students math skills vary greatly. The math section contains their math papers for 1-2 units at a time. I make all of the copies at the beginning of the year and add a new unit once we completed another. I am going to LOVE having all of their math worksheets in 1 spot. Last year I was constantly running the copier and let's just say.....I felt like we didn't get much math done :(.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-BFSvNnM5zvNadZ3OFQItUtRo5N-kVvK3CD0IW5q6kCO7mIIkS1QUjbtAfRVoFUa5DZ5rcfEWmta7yaNTL-pLFRpv4CazCyEafZLzEYZw8J9xxbyckcv1V2Fvw4Q420FHq5StOeyEga0/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-BFSvNnM5zvNadZ3OFQItUtRo5N-kVvK3CD0IW5q6kCO7mIIkS1QUjbtAfRVoFUa5DZ5rcfEWmta7yaNTL-pLFRpv4CazCyEafZLzEYZw8J9xxbyckcv1V2Fvw4Q420FHq5StOeyEga0/s640/Slide4.jpg" width="426" /></a></div>
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Everyday I work with the students on their specific IEP goals. Let's face it, not all goals can be covered during curricular content time. I load each students binder with activities that match their goals and objectives. We work on these 1:1 everyday. I also keep their data sheets in this section.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZK-oZSajEt0n7UXziaW4vJi7jRRS5AZzhJSmMezo-Z5jgzJaNrvscjtO4ce3W22-AcDopSa_EQjrC7dV2pB43mnN996-hXRqAgNNgxZ2BDfSLf5L5YnskQTj2NcQp6tsU-Io3VJfecjs/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZK-oZSajEt0n7UXziaW4vJi7jRRS5AZzhJSmMezo-Z5jgzJaNrvscjtO4ce3W22-AcDopSa_EQjrC7dV2pB43mnN996-hXRqAgNNgxZ2BDfSLf5L5YnskQTj2NcQp6tsU-Io3VJfecjs/s640/Slide5.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt2HHOTR08-negJY5qbmt_q_qs5rw-GSzSuTJlXjexR5KtewFJWiXduzxx0BdlufaYN7xyMywIFHMNjwUEyA51V8QlI8XMNZALu9ol3G049at8Q5I-zHNqH4uohEER1UL_g0GLl-8xo3s/s1600/Slide7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt2HHOTR08-negJY5qbmt_q_qs5rw-GSzSuTJlXjexR5KtewFJWiXduzxx0BdlufaYN7xyMywIFHMNjwUEyA51V8QlI8XMNZALu9ol3G049at8Q5I-zHNqH4uohEER1UL_g0GLl-8xo3s/s640/Slide7.jpg" width="640" /></a></div>
This is probably what I am most excited about. Before I clean out the other sections to put in a new monthly theme or unit I plan to go through each section and pull out 1 sheet. Then I will store them in this "Filed Work" section. This will be PERFECT to showcase work the students have done all year. I don't have a picture of this yet as we haven't started school....therefore there is no work to be filed :). Here is a glimpse of what the binders look like when the students first open them.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Pm6-f64vMEm4RF3TGvAPTyR4J7ydbKmHJlJRr5gGxm1q4EIznsOR-A40CtNn7wBa8ohAr79Rh9i5vPNRk1d3GD1iKeAKXVHjsT2t1Z_SXxUntkI-DWe4eD8aNeuFqh3HXrVXG5Y8EFo/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Pm6-f64vMEm4RF3TGvAPTyR4J7ydbKmHJlJRr5gGxm1q4EIznsOR-A40CtNn7wBa8ohAr79Rh9i5vPNRk1d3GD1iKeAKXVHjsT2t1Z_SXxUntkI-DWe4eD8aNeuFqh3HXrVXG5Y8EFo/s640/Slide1.jpg" width="640" /></a></div>
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Do you want to know the best part about putting EVERYTHING in 1 binder? I don't have to go all over the place collecting work samples. I plan to simply grab student binders when I go into IEP meetings. No more lugging baskets of papers home to grade and file. No more "where is this and where is that". Everything is in 1 spot!!!!<br />
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I am very excited about these!!! How do you keep your students work organized?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoY-WZF9QyQBmycDEyuOBd7A3ZTv3TPNMRlRpWjvK9vC0JlrPqVm89mrEnE-OvGk8H0pMJIzleGeOd3M1sksJsitxgL6hDurAJ1jtHrwQqk34HoHw2q7JG0v5y5JdS7mC8W7vM4SDxc2k/s1600/Slide7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoY-WZF9QyQBmycDEyuOBd7A3ZTv3TPNMRlRpWjvK9vC0JlrPqVm89mrEnE-OvGk8H0pMJIzleGeOd3M1sksJsitxgL6hDurAJ1jtHrwQqk34HoHw2q7JG0v5y5JdS7mC8W7vM4SDxc2k/s640/Slide7.jpg" width="426" /></a></div>
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Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com4tag:blogger.com,1999:blog-6142677479233966871.post-7686009139684029262016-08-15T08:26:00.000-04:002016-08-15T08:26:48.128-04:00SPED Tips for First Year TeachersI have been getting a lot of questions about tips for first year teachers so I figured I would write a blog post about it.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuQOZwRAtnLgo716-mMFaBKhiAZUl8pPOkh8tLEfNoPxByGejcHSGJCmX1bQQgGyNz-XXX3RAy7IGzfRTtlXO4iETCmbv_lMzciY2eFldRve4MktYM8OX69B80BFzxdl-kPZfyhoyKt0g/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="426" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuQOZwRAtnLgo716-mMFaBKhiAZUl8pPOkh8tLEfNoPxByGejcHSGJCmX1bQQgGyNz-XXX3RAy7IGzfRTtlXO4iETCmbv_lMzciY2eFldRve4MktYM8OX69B80BFzxdl-kPZfyhoyKt0g/s640/Slide1.jpg" width="640" /></a></div>
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Now that you have nailed down the job, gotten the keys to your classroom and shared the news with your family and friends it's time to get started. Here are a few tips to get you started in your first special education class (these are in no particular order).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrpty6U4cn-OPEQSBg3OvVbDY_SJBxUrghvgFYlJs9IaTbNI6N4CJx7purJjnpuBjPU_-HX7WLObnwTxW0D248L-OiIvAZd2vX6-FR0JkB0PKmrm73L44Lswl2G38N6jvvNoZUI5VPEB4/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrpty6U4cn-OPEQSBg3OvVbDY_SJBxUrghvgFYlJs9IaTbNI6N4CJx7purJjnpuBjPU_-HX7WLObnwTxW0D248L-OiIvAZd2vX6-FR0JkB0PKmrm73L44Lswl2G38N6jvvNoZUI5VPEB4/s640/Slide1.jpg" width="640" /></a></div>
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Make sure to get your hands on student files ASAP. These files will help you get a better picture of your students. They should drive how you setup your classroom, organize your aides and let you know the types (if any) of visual supports they need.The files should also give you a little glimpse of their family life. This isn't always written into the IEP but check out the parent input section.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH3XVLN0R3TnVf0njLH8YL2Y1zUi1uJAlst7jKoDJ7HQOCd8k1bEr8PT1nvvtKyvMOUUPAdMS5Nqpjf_g6-jpGPc-Bz150a0fYcD2RSehmsDlCPOIprf6wnOyRZw4sHpl5sYCJyftF6QA/s1600/letters-286541.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH3XVLN0R3TnVf0njLH8YL2Y1zUi1uJAlst7jKoDJ7HQOCd8k1bEr8PT1nvvtKyvMOUUPAdMS5Nqpjf_g6-jpGPc-Bz150a0fYcD2RSehmsDlCPOIprf6wnOyRZw4sHpl5sYCJyftF6QA/s640/letters-286541.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXM-yJBZLAANfuMOViQr0hLtYJMNwA2XuPQrLzkvJvKNAR_Qk9LF1SroBSrPy8I3sXVFp5WYjNsoXCmkLdyma5uCkmD7CwKeJH9sJs54BzWR89fZRrnDewXtoYeUCweKcp-1zAxdumc6I/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXM-yJBZLAANfuMOViQr0hLtYJMNwA2XuPQrLzkvJvKNAR_Qk9LF1SroBSrPy8I3sXVFp5WYjNsoXCmkLdyma5uCkmD7CwKeJH9sJs54BzWR89fZRrnDewXtoYeUCweKcp-1zAxdumc6I/s640/Slide2.jpg" width="640" /></a></div>
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Take the time before school starts to meet the staff. Get around to as many people as you can. Take the extra time to introduce yourself to the secretaries, specials teachers and general education teachers who will have daily interactions with your students. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfQnwGOTT0L9ts1czadiZJqIhjfZE-pAFQbqwV64mco4u8RqM7u6uqGjztQPtFYCaCELWp_XJssVBFqo1cYVtdXIQisuePtusG_Bsy9K8PX3yIxT6xLXdWExVoprBxa03xvuuJgsGaJCo/s1600/handshake-733239.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfQnwGOTT0L9ts1czadiZJqIhjfZE-pAFQbqwV64mco4u8RqM7u6uqGjztQPtFYCaCELWp_XJssVBFqo1cYVtdXIQisuePtusG_Bsy9K8PX3yIxT6xLXdWExVoprBxa03xvuuJgsGaJCo/s640/handshake-733239.jpg" width="480" /></a></div>
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It is also imperative to setup a meeting with the para professionals that will be working in your classroom. Have a plan before going into this meeting. Make sure to share with them a little about yourself. It may also be a good idea to write down a list with them of things that worked well in years past and things that could use improvement. Use that list to help you slowly implement the things you want. To make a smooth transition it is always good to remember to make changes slowly. I usually make a detailed <a href="https://www.teacherspayteachers.com/Product/IEP-at-a-Glance-1940937">IEP at a Glance</a> for my aides. It will also be a good idea to share how you plan to run your classroom and the expectations you have (possibly no cell phones, side conversations etc.). I like to write these down and post them in my classroom so they are available for everyone to see (even subs that may come into the classroom).</div>
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<a href="http://theresourceteach.blogspot.com/2015/09/para-professional-relationships.html">Here is a post that talks more about para professionals.</a></div>
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As a first year teacher this is probably the thing you are most excited about. You may have picked out a theme, bought bulletin board supplies and picked out cute matching bins. While all of these are great and may make you feel a little more at home they are not necessary. If you are not able to make these purchases no sweat. I will let you in on a little secret, I have never had a theme, matching bins or set up a bulletin board in my classroom. However, if you want to do those things please do....I just don't have time for that.</div>
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When I setup my classroom I keep 2 things in mind, my students and function. I think about what needs my students have (do they need a sensory space, are they eating lunch in my classroom, do I need room for wheelchairs/walkers etc.). Everything I put in my room serves a function. For example, I do not put a teacher desk in my room because it doesn't really serve a function for me other than a place for papers to pile up. Instead I use my direct teaching table as my desk.</div>
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Here is my <a href="http://theresourceteach.blogspot.com/2015/10/classroom-reveal-2015-16.html">2015-16 classroom reveal post</a>.</div>
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This is always my favorite thing. Instead of decorating my classroom with cute posters and matching bulletin boards I put functional visuals around my classroom. I create student schedules, classroom schedules, token boards etc. Here are a few of the visuals I have in my classroom.</div>
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<a href="https://www.teacherspayteachers.com/Product/Behavior-Management-Positive-Reinforcement-System-950527" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://www.teacherspayteachers.com/Product/Work-Task-Labels-Special-EducationAutism-Classroom-1948562" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj0Yv6s_64iFWVdSYkZSgVTbamhnwFNIiWj5UskzcLbXi1SBZ4vOtixDpOWuW6ENXYQbFEYSGl_BVbVDuHg8ajA8E2s3LsTgd8z2fDWhiUvIDxr_dopF2nyquejk3QGuAA83BpKgZNnA4/s200/Screen+Shot+2016-08-13+at+8.06.40+PM.png" width="200" /></a><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWnMl-udjqAk7S31U2e1kNZl9CJ56TtDXaetr7iD6c-Pow2vhxVhYxchrg4qcmUtdp91mZuGdB0-j2XMbCyX4yZDZyCqKESyFtxNkxr2Q3xEd-LuHkIKh_fHZjUHhq5go_wx4Wpo_1eK0/s200/Slide1.jpg" width="200" /> <a href="https://www.teacherspayteachers.com/Product/Mini-Schedule-Pack-for-special-education-or-early-childhood-1677709"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwaP0pFiwX1yCDE5LdH_r9V4jXh5xGQDLuw-gQYlUqLeSiJKSrapQ3vv4434FpNmI6xIFE_rUALHIbrizIIR4Y3nsEfHWHxjYGEE7Gy2mYHAn-grRJ4zucE_JNOlElaGuPiWKbJW0pmVE/s200/Screen+Shot+2016-08-13+at+8.05.38+PM.png" width="199" /></a></div>
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Figure out the way that you are going to communicate with parents. Are you going to send emails, texts or give them a phone call? Are your students able to report to them what happened during the day or do you need to send home a daily note? Whatever you decide to do remember to give both positive and negative (if any) information. Also be honest and work with parents. Educating children with special needs takes a lot more than the time spent inside the classroom. My students send fill out this form daily. Grab it for free <a href="https://www.teacherspayteachers.com/Product/Journal-Page-941775">here</a>.</div>
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<a href="https://www.teacherspayteachers.com/Product/Journal-Page-941775"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN_Jmi-lubqXfuzhOfoJYSLi8cPWKrimaE8wL3E3zSOS5eWJvcbw-6TwDETFTOeDW2T2mKPqNC6tjzMaTF25Lv07ANFYMAV8Z7fDLGFypWcODOpFUd-bAoSU2Pz7ECLA7V547cFEWxkdo/s320/Screen+Shot+2016-08-13+at+8.14.06+PM.png" width="240" /></a></div>
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Once your students have arrived and you have taught basic routines and gotten the classroom under control it is important to take baseline data. Assessing students before instruction will help you figure out exactly what area(s) they need direct instruction in. It will also let you know if some of your students can be grouped together. Here are a few things I use for baseline data.</div>
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<a href="https://www.teacherspayteachers.com/Product/Fluency-Pack-630-Literacy-Flashcards-Baseline-Assessment-and-Data-Sheets-1103510" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5bVxpWNGYk8iJJB1bZVTkfuR9MfUGKspl60a9zK00nBy8K0nbm7wmavJX9ckWJsC9gJ2p3jAQL4wsK3B5J7zo2W6YxKG18RuePyvdNcgKIr5JfSv_WnAvjxzTmNvxcVz21rM2Gwrg-jE/s200/Screen+Shot+2016-08-13+at+8.25.05+PM.png" width="197" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7C8dlDq436ShzGix5B3h-8lBysFV6cfkVKs5RAvv4zABWzzBcF6TDRRlArvjc-YlMwuBEIeK47UFTRDNzNPaQHz7caeVm-Axjxp-q32Uev2fswPa2__GMzAzMbxte0HDpS-Vm5SbRBM8/s1600/Screen+Shot+2016-08-13+at+8.26.13+PM.png" imageanchor="1" style="display: inline !important; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7C8dlDq436ShzGix5B3h-8lBysFV6cfkVKs5RAvv4zABWzzBcF6TDRRlArvjc-YlMwuBEIeK47UFTRDNzNPaQHz7caeVm-Axjxp-q32Uev2fswPa2__GMzAzMbxte0HDpS-Vm5SbRBM8/s200/Screen+Shot+2016-08-13+at+8.26.13+PM.png" width="195" /></a></div>
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The best advice I can give you is to take a breath. Even if you have everything planned out things won't always go as planned and guess what.....it's OKAY!!!! The important thing to remember is what are you going to do different the next time? </div>
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Also make sure to find time for yourself. Don't spend all of your extra time focusing on your classroom and students. You need to find balance. Somethings I like to do in my off time are take walks, go to the movies, watch Netflix and spend time with my family and friends.</div>
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Congrats on your new job and good luck with the school year!!!!</div>
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<br />Anonymoushttp://www.blogger.com/profile/07504113615246504092noreply@blogger.com2tag:blogger.com,1999:blog-6142677479233966871.post-31026414547295317432016-08-12T19:21:00.003-04:002016-08-12T19:35:04.091-04:00Teaching Functional/Sight Words<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCB9ogilcHRuiZlhc1mKZ5sR9GuzgIWtPjuG1gnyqnAFjte8D7KGXFUcqf5SYZrvR8FDqUQwYsXS-Ggsh2JoRbiBpJ6D3sGJ-RIO2bf3CTOLTbQeGUlvauO7ZEihl8bxQzdQgzzvyzAWg/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCB9ogilcHRuiZlhc1mKZ5sR9GuzgIWtPjuG1gnyqnAFjte8D7KGXFUcqf5SYZrvR8FDqUQwYsXS-Ggsh2JoRbiBpJ6D3sGJ-RIO2bf3CTOLTbQeGUlvauO7ZEihl8bxQzdQgzzvyzAWg/s640/Slide6.jpg" width="640" /></a></div>
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The reading process is very challenging. You have to rely on your vision, hearing, memory and judgement skills to gain a true understanding of the process. Students with disabilities struggle with this and don't really get the chance to read and write for meaning on a daily basis. Because of this, it is our job as educators to make sure our students have access to the words that are the most meaningful to them. Teaching functional words to students with disabilities should be at the top of our list. Increasing a students vocabulary, increases their communication and in return should decrease those negative and unwanted behaviors. So here are 5 easy steps to teaching functional and sight words to your students.<br />
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Before you begin teaching it is essential to get a baseline on your students. Gathering data before you start teaching will do 2 things. First it will let you know exactly what area(s) your student needs direct teaching in and second it gives you a baseline so you can compare after you have done direct teaching activities. When assessing make sure to use your judgement on the amount of words you want to assess. It is okay to start small using only 2-4 words. You know your students best!<br />
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Now that you have assessed your students you can see the area(s) in which they need further teaching. Use those words to do the following direct teaching lessons.</div>
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To begin your teaching of functional and/or sight words you will have your students match the words. For this activity you will determine the field in which you want your students working in. I typically use 4 but I have also used as little as 2 and as much as 8. Lay out your main page. This will be a grid that distinctively separates the words.</div>
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Next copy those same words onto flash cards (notecards or scrap paper). You will then say the first word and hand it to your student and say MATCH (word). It is imperative that you use limited verbal instruction so you don't distract your students on what they are supposed to be focusing on (the word).<br />
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Your student will then match the word onto the main page you have laid in front of them. If they get it right give them a quick positive reinforcement (a high five, a "Great job", nice etc.) If they get it wrong give them a visual redirection (point to the correct word). You will do this until you have gone through all of the words. Repeat this 3 times during each teaching.<br />
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Once your students are able to successfully match the words 3 times they have mastered it and can move onto the next direct teaching lesson.<br />
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The next step in teaching functional/sight words is teaching your students to select words from a group. For this activity you will lay out the words in an array on the table directly in front of your student. You can create entirely new cards or simply reuse the materials from the matching activity.</div>
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Again making sure to use limited vocabulary, simply tell your student to give/point to the word (of your choice). Do this until the student has successfully made it through all of the words. Repeat this process 3 times.</div>
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Just like in the first activity, once your student has successfully selected the words 3 times, they are ready to move onto the next activity. </div>
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Now that the student has been able to master matching and selecting words you have asked them to, it's time for them to start reading words of their choice. Hand them all of their flashcards (the words they have been practicing). Ask them to read the words 1 at a time. Giving them the entire stack allows them to choose the order in which they want to read the words. Again remember to give positive reinforcement and redirection when needed. </div>
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Have the students successfully read the words 1-2 times before moving on. Once you feel they have mastered the words it is time to assess them again.</div>
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Use the same assessment you used at the beginning. Compare the data and see the growth!!! If the students have successfully mastered the words they are ready for the next step. For words they didn't mastered start the process over again. If you were working on 4 words and they mastered 3. Repeat the process with the 1 they didn't along with 3 new words!</div>
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After your students have mastered words it is important to continue to practice them. Here are a list of possible reinforcement activities you can do with your students. I use these activities all year long and continue to add words. By the end of the year they will have all of their words (unless the amount is overwhelming). </div>
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<b><u>Jenga</u></b></div>
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<span style="font-size: xx-small;">**I pulled these pictures from Google.....I do not own them**</span></div>
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Write the mastered words on the Jenga pieces. As your student play Jenga they can read the words. If your students struggle with playing Jenga they can have a basket with all of the pieces, pull out a piece, read the word and build something with the peices.</div>
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<b><u>Twister</u></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiN74X-KRfGkoN6go0i7jBjx7gLLySxYjghk6T-SYP3e49z0uwcw9qL5_lU01UL-cQYleCNK__Rq3EnaPKDl4woApHF2qUWgrlkVlD5rrfq3h1dwRS0-vna9FA307SWAIVlYfOWg4R6eG0/s1600/twister.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiN74X-KRfGkoN6go0i7jBjx7gLLySxYjghk6T-SYP3e49z0uwcw9qL5_lU01UL-cQYleCNK__Rq3EnaPKDl4woApHF2qUWgrlkVlD5rrfq3h1dwRS0-vna9FA307SWAIVlYfOWg4R6eG0/s400/twister.jpg" width="400" /></a></div>
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<span style="font-size: xx-small; text-align: left;">**I pulled these pictures from Google.....I do not own them**</span></div>
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Tape word cards to the different circles. Play the game as you normally would but when the student touches a new circle they will read the words. To make it more challenging students can read all of the words their hands and feet are touching every turn.</div>
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<b><u>Lily Pads</u></b></div>
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<span style="font-size: xx-small; text-align: left;">**I pulled these pictures from Google.....I do not own them**</span></div>
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Write the words on lily pads (or any fun design) and have your students hop from one lily pad to the next. As they hop they have to say the new word. I really like this activity because it helps my kids get their wiggles out.</div>
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<b><u>Make and Break</u></b></div>
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Have students use letter tiles (these can be magnet letters, Unifix cubes or anything you write letters on) to spell the word they are shown. As the teacher you will write one of their mastered words on a white board. The student will then use their tiles to correctly spell and read the word. You can level this activity. If they are just starting out consider only having the letters that correctly spell the word. To make it more challenging have the students choose letters from a larger field.</div>
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I hope you enjoyed learned a quick, easy and structured way to teach those functional and/or sight words. </div>
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