Grade Band: Preschool Core Materials - bcpsesy / … · · 2018-03-13Grade Band: Preschool Core...

Grade Band: Preschool Core Materials

© 2013 n2y Unique Learning System®

Core Materials Core materials provide a foundation for the routine activities in the Preschool classroom. These activities provide a means to address transitioning skills, including communication, employability, self-advocacy and social strategies. Student performance can be addressed in these areas by using the Core Rubrics in the Unique GPS.

Task Core Task Description Page

Preparing Core Materials 2

1 Personal Binder

1.0 Instructions 3 1.1 Daily Schedules 14 1.2 Monthly Calendars 35 1.3 Sign-In 50 1.4 My Goals 52 1.5 Home Reports 62

2 Daily Living 2.0 Grooming Check 68 3 Vocational 3.0 Job Lists 87

4 Circle Time

4.0 Attendance Report 106 4.1 Calendar Report 111 4.2 Weather Report 124 4.3 Lunch/Snack Menu Report 139 4.4 Current Events Reports 165

5 Snack Time 5.0 Snack Activities 168 6 Centers, Recreation and Games 6.0 Activity Choices and Rules 175

PRESCHOOL, Core MaterialsPreparing Core Materials

© 2013 n2yUnique Learning System®

Preparing Core Materials

CORE

MATERIALS Tips for Printing and Organizing Core MaterialsNeed:

• Full-sheet labels • 1” x 4” address labels or .5” x 1.75” address labels • Cardstock paper • 4 rings or binding combs • 1” 3-ring, clear-view binder (for Personal Binder) • Sticky-back VELCRO®

Tasks to be printed on address labels:

1.0 Personal Binder tabs

Tasks to be printed on full-sheet labels:

1.1 Daily Schedule Events1.2 Calendar Events and Holidays 1.4 My Goals cards, happy/sad face cards

Tasks to be bound or used with rings:

2.0 Wash Hands, Wash Face and Brush Teeth task analysis cards5.0 Table Manners task analysis cards

Tasks to be printed on cardstock and laminated:

1.1 Daily Schedules3.0 Circle Time, Classroom, Snack Time and Clean-Up Job Lists and cards4.0 Attendance cards4.1 Calendar Report cards, Calendar Report forms (VELCRO®),

days, months, dates, years (VELCRO®)4.2 Weather Report cards, Weather cards, Temperature Guide, Joey the Weather Guy poster

and clothing cut-outs (VELCRO®)4.3 Lunch Menu Report cards, Snack Menu Report cards, food cards, MyPlate posters5.0 Menu Planning food cards, Table Setting Guide6.0 Rules Cards, Centers and Free Play choice cards, communication boards



Task 1.0 Transitional Goals

Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.

Classroom Activities/Lesson Plan

Personal Binder: Instructions The Personal Binder is a student management tool. A 1”, 3-ring binder is optional for collecting and storing information. This Personal Binder contains class information as well as information shared between home and school. As students advance into older grades, they assume increased responsibility in the use of the Personal Binder. Many of the Personal Binder tasks are also provided in whole group instruction format in the Circle Time Core Tasks. The binder is assigned to each student and contains the following categories:

• 1.1 Daily Schedules • 1.2 Monthly Calendars • 1.3 Sign-In • 1.4 My Goals • 1.5 Home Reports

Additional sections may be added depending on your classroom situation (e.g., homework, reading). Each section of the binder has a page divider and labels that can be used to make sectional tabs.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will independently take

responsibility for own binder. • Students will transport binder in the

classroom and to home with supports. • Students will indicate location of own

binder.

Resources and Materials Notes Cover, index and title page dividers Page divider tab labels

PRESCHOOL, Core MaterialsPersonal Binder, Task 1.0, Instructions


Personal Binder Instructions PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

How to create the Personal Binder

Creating the Personal Binder

• Purchase a durable 1”, 3-ring, clear-view binder for each student.

• Locate the cover page, index and title pages for the Personal Binder. Print these pages onto cardstock:

Personal Binder cover page Index

1.1 Daily Schedules

1.2 Monthly Calendars

1.3 Sign-In

1.4 My Goals

1.5 Home Reports

• Insert student’s name in the line provided on the cover page and place inside the clear-view front pocket of the binder. Add student’s picture to aid in identifi cation as needed.

• Place the index and title pages in page protectors. Insert them in order inside the binder.

• Locate the page tab labels. Create tabs using one of the two methods: • Larger Tabs - 1” x 4” (20 labels per sheet, most cost effective) Create tabs from provided labels by placing the printed labels onto their corresponding pages and then placing blank labels onto the back side of the pages/labels. This will create tabs for use in quickly locating title pages.

• Smaller Tabs with Clear-view Dividers - 1.75” x .5” (80 labels per sheet) Place the title pages into the clear-view dividers. Place the tabs into the appropriate slots for the divider pages.

Sara Smith


VOCATIONAL

A.M.

JOBS

Personal Binder

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Index

• Daily Schedules

• Monthly Calendars

• Sign-In

• My Goals

• Home Reports

Index

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Daily Schedules

Daily Schedules

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Monthly C

alendarsMonthly Calendars

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Sign-InSign-In

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


My G

oalsMy Goals

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Hom

e Reports

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

My Goals

Sign-In

Home Reports

Index

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Monthly Calendars

My Goals

Sign-In

Home Reports

Index

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Monthly Calendars

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules

Index

Monthly Calendars

Sign-In

My Goals

Home Reports

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily Schedules




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Personal Binder: Daily Schedules Schedules are important for students of all abilities. Some students will require a schedule throughout all school years in order to transition from one activity to the next. Others may need schedules to reach a greater level of independence to complete a series of tasks. • At the Preschool level, schedules may begin as a class schedule where everyone moves to the next activity. Gradually, this may become an

individual schedule customized to the student’s daily routines. Use the class schedule daily and during Circle Time, point out the day’s events. Encourage students to participate in creating the daily schedule and removing activities when they are completed.

• This lesson includes a variety of schedule options. Large picture cards are provided for creating a classroom schedule. Smaller schedules are provided for daily schedules.

• The time section is left blank so the time may be written in. To make the schedule formats reusable, print the schedule and cards, laminate and affix to the schedule chart with VELCRO®.

• Encourage students to refer to the schedule, identify “what’s next?” and move to the activity area or get necessary materials. Schedule items may be taken off of the schedule when done.

• Students with the most significant disabilities (level 1) may also benefit from schedules that provide them with a means to interact with others, as the caregiver or staff tells them what’s next and then looks for a response that indicates a readiness to go to the next activity.


Level 3 Level 2 Level 1 • Students will independently check the

schedule and identify the next activity. • Students will point to a picture card on a

schedule that indicates the next activity of the day.

• Using an active participation response form, students will indicate a readiness to begin the next activity on a schedule.

Resources and Materials Notes

Daily schedule events cards Daily schedules Classroom schedule events cards

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at n2y.com. Use these additional pictures as needed to create additional schedule events.

http://symbolstix.n2y.com/


PRESCHOOL, Core MaterialsPersonal Binder, Task 1.1, Daily Schedules

Circle Time

Clean Up

Bathroom:

:

:



Library

Lunch

End of Day:

:

:



Music

Nap/Rest Time

Math:

:

:



P.E.

P.T. Time

O.T. Time:

:

:



Recess

Snack Time

Reading:

:

:



Speech Time

Story Time

Special Event:

:

:



Centers:TimeTime

CENTERCENTER

Art Center

ABC/LiteracyCenter:

:



Dough Center

ComputerCenter:

:

Block Center:



Fine MotorCenter

Easel/PaintCenter:

:

Dramatic PlayCenter:



Library Center:

ListeningCenter:

Math Center:



Music Center:

Puzzle Center:

Science Center:



Water/Sensory Table Center:

Writing Center

Social StudiesCenter:

:



:

:

:



Daily Schedule Events PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Bathroom

End of Day

Reading

Circle Time

Recess

Lunch

Story Time

Music

P.E.

Speech Time

P.T. TimeO.T. Time

Special Event

Library

Math Nap/Rest Time

Snack Time

Clean Up



Daily Schedule Events - Centers PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Block Center

Art Center

Dramatic Play Center

Science Center

Water/Sensory Table Center

LibraryCenter

Writing Center

Math Center

ComputerCenter

ABC/LiteracyCenter

Music Center

Easel/PaintCenter

Puzzle Center

Dough Center

Social StudiesCenter

ListeningCenter

CentersTimeTime

CENTERCENTER

Fine MotorCenter



Monday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Time



Tuesday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Time



Wednesday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Time



Thursday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Time



Friday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Time




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Personal Binder: Monthly Calendars The monthly calendar is also part of the student’s binder. This calendar is used for recording classroom events and special dates. As students get older, a monthly calendar should become a personal record-keeping tool. At the Preschool age, it is also a tool that can help keep parents informed of classroom activities, thus allowing the student and parent to engage in a conversation on upcoming events. • The monthly calendar can be customized by writing special events on the dates or by using the icon stickers to mark an event. To make the

icons into a sticker page, print on a full sheet of label paper. • During Circle Time, this monthly calendar can be reviewed each week to look at special events that are happening. If desired, these may

also be placed on a large monthly calendar, if desired. • Talk about what’s happening this week and look for the week on the calendar. Talk about “how many days until…” to develop the “future”

concept. The overall goal is to get the students more familiar with present and future as displayed on a monthly calendar. Students may also cross out or make a mark on the current day to again work within the monthly format of the calendar.


Level 3 Level 2 Level 1 • Students will locate the day on a monthly

calendar and any special events for a week.

• Students will point to a picture of a special event in a given week.

• Students will attend to a monthly calendar as a special event is placed on a given day.


Monthly calendars Calendar event and holiday stickers

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at n2y.com


PRESCHOOL, Core MaterialsPersonal Binder, Task 1.2, Monthly Calendars


September 2013Monday Tuesday Wednesday Thursday Friday SaturdaySunday

7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

21 3 4 5 6



October 2013Monday Tuesday Wednesday Thursday Friday SaturdaySunday

5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

1 2 3 4



November 2013Monday Tuesday Wednesday Thursday Friday SaturdaySunday

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30



6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

5

December 201321 3 4

Monday Tuesday Wednesday Thursday Friday SaturdaySunday



1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28

January 2014

29 30 31




February 2014Monday Tuesday Wednesday Thursday Friday SaturdaySunday

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28



1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

March 2014

30 31




April 20143 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28

1 2 4

29 30




Monday Tuesday Wednesday Thursday Friday SaturdaySunday1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

May 2014



Monday Tuesday Wednesday Thursday Friday SaturdaySundayJune 2014

5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

431 2




July 20143 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29

1 2

30 31




August 20141 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31



Birthday

P.T. Time

Special Program

O.T. Time

Special Program

O.T. Time

Special Program

O.T. Time

Special Program

O.T. Time

Special Program

O.T. Time

Special Program

O.T. Time

Birthday

P.T. Time

Birthday

P.T. Time

Birthday

P.T. Time

Birthday

P.T. Time

Birthday

P.T. Time

Art Art Art Art Art Art

Music Music Music Music Music Music

Speech Time Speech Time Speech Time Speech Time Speech Time Speech Time

P.E. P.E. P.E. P.E. P.E. P.E.

Calendar Events PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Field Trip Field Trip Field Trip Field Trip Field Trip Field Trip



Calendar Holidays PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Labor DayGrandparents

Day

DaylightSavings Ends

Martin Luther King, Jr. Day

Autumn Begins

Yom Kippurbegins

New Year’s Day Valentine’s DayGroundhog Day

Presidents Day Easter SundayPassover Begins

Arbor Day

Father’s Day Summer Begins

Cinco de Mayo Mother’s Day Victoria Day Memorial Day

Flag Day

Election Day

Veterans Day Thanksgiving

Hispanic Heritage Month Begins

Columbus Day HalloweenCanadian

Thanksgiving

Christmas DayHanukkah

Begins Winter Begins Kwanzaa Begins

New Year’s EveChinese

New Year

First Day of Spring

DaylightSavings Begins St. Patrick’s Day

Armed ForcesDay

Canada DayIndependence

Day

Rosh Hashanahbegins

RamadanBegins

Patriot Day




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities.

Classroom Activities/Lesson Plan Personal Binder: Sign-In The sign-in activity is part of the routine at the beginning of the day. Signing in is a way to personally report “I’m here” and simulates the clocking-in process for later years when employment might be possible. At the Preschool level, signing in is also a means to practice personal identification information and the writing, or production of one’s own name. • Create a sign-in system in your classroom. It can be digital or manipulative and should consist of student names and pictures (optional). As

students enter the classroom each day, or during morning circle, have each child locate their name and place it in the “At School” column. Then ask them if anyone is absent. Consider singing an attendance song to make it more fun.

• Individual sign-in sheet may be kept in the student’s binder, or it can be placed in a sign-in location in the classroom that students come to as part of their routine when entering each day.

• Emphasize and assist the student in locating the day on the chart for the row in which they will sign in. • The sign-in section of the chart has two blank areas: one column may be used to present or write a model for the student and the other is for

the student to write or produce his or her own name.

• Modeling is a good way to show a student the writing process. This can also be a good technique for students who may not or will not have the physical ability to write. However, they can begin to understand “writing” or signing their own name when hearing the staff partner talk through the writing process. While writing, the staff partner will describe what he or she is doing (e.g., “The first letter in your name is A. Start at the top for one line down, start again for the next line down. Now add a short line in the middle to connect these lines. That’s a capital A. All names begin with a capital letter.”).

• Students may sign in using a variety of methods - writing, attempting to write (scribbles), looking at the model to copy, recognizing a printed name card and placing it in the space provided, finding his or her name with a picture association and affixing, using a name stamp or even activating a talking device with his or her name being pronounced.


Level 3 Level 2 Level 1 • Students will independently write or

produce own name as part of a daily sign-in process.

• Students will locate printed name, copy or trace name as part of a daily sign-in process.

• Using an active participation response form, students will indicate recognition of own name or picture.

• Using an alternative communication system, students indicate or state own name.


Sign-In sheet Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at n2y.com Templates for practicing letter and number formation are located in the ULS Instructional Tools: Tracing Letters and Numbers.


PRESCHOOL, Core MaterialsPersonal Binder, Task 1.3, Sign-In


Name: _________________________________ Week of: _______________________________

Sign-In Sheet PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Monday

Tuesday

Wednesday

Thursday

Friday




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Personal Binder: My Goals During routine activities of the day, the student has the opportunity to practice skills and behaviors that build transitional readiness. Teachers may evaluate these core areas of transition in the Unique GPS Core Rubrics. Those same goals can transfer into a “self-evaluation” completed by the student. • This activity includes five self-evaluation forms: Communication, Employability, Daily Living, Social Strategies and Self-Advocacy. Students

complete the form by checking the column that indicates a skill that is used most of the time, sometimes or need to work on. • As part of the self-evaluation process, the student will select goals to work on. The student will use the goal chart to affix two focus goals.

These goals may be addressed for a week, a month or longer, depending on how this is set up in your classroom. • At the end of each day, a teacher or staff member will review the goals with the student and again assist on a self-evaluation of progress.

This goals chart has a place where a happy face can be placed for ‘good work’ and a sad face for ‘still needs work’. These may be integrated into a classroom reward system.

• Keep the goals chart in the student’s personal binder for daily and weekly monitoring. Goals may be changed and the student may again complete the self-evaluation form to select new goals.

• Students with the most significant needs can also select goals from this form. For example, the communication goal, “I can ask for things I want,” may be facilitated by the use of picture cards or a voice output device.

• Additional goals which are specific to the student’s IEP goals may be added.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will self-monitor selected goals

for improvement. • Students will select “good” or “needs

work” pictures to indicate daily progress on goals.

• Students will make a selection of “good” or “needs work” when asked about a personal goal.


My Goals self-evaluation forms My Goals chart My Goals cards Happy and sad face cards

PRESCHOOL, Core MaterialsPersonal Binder, Task 1.4, My Goals


Name: _________________________________________________ Date: ______________________________

My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

COMMUNICATION Most ofthe time

I can tell you things I did today.

GO

ALS

I can ask for things I want.

I look at people when I talk.

I can answer questions.

I wait for my turn to talk.

I can tell you my name.

If you don’t understand,I will say it again.

Sometimes Need towork on this N/A



Name: _________________________________________________ Date: ______________________________

EMPLOYABILITY Most ofthe time

I work hard at school.

GO

ALS

I follow directions frommy teacher.

I listen when the teacher talks.

I put my things away.

I can take turns and share with others.

I do my best!


I can help clean up.

My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS



Name: _________________________________________________ Date: ______________________________

My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

SELF-ADVOCACY Most ofthe time

I can go to the bathroom bymyself.

GO

ALS

I pick the clothes I wear.

I choose things I like to do.

I can ask for help.

I can work with others.

I take care of my things.




Name: _________________________________________________ Date: ______________________________

My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

SOCIAL STRATEGIES Most ofthe time

I talk to my teacher.

GO

ALS

I play with my friends.

I follow the rules in school.

I say nice things to people.

I can work in a group.




Name: _________________________________________________ Date: ______________________________

My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

DAILY LIVING Most ofthe time

I can help at home.

GO

ALS

I use tools at home and school.

I eat food that is good for me.

I can follow my schedule.

I buy things with money.


I am careful.



Tuesday Wednesday Thursday FridayMonday

My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Goals



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

I can tell you thingsI did today.

I can ask for things I want. I look at people when I talk. I can answer questions.

I wait for my turn to talk. I can tell you my name. If you don’t understand,I will say it again.

I work hard at school.

I follow directions frommy teacher.

I listen when theteacher talks.

I can help clean up. I put my things away.

I can take turns and share with others.

I do my best! I can go to the bathroom by myself.

I pick the clothes I wear.

I choose things I like to do. I can ask for help. I can work with others. I take care of my things.



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

I talk to my teacher. I play with my friends. I follow the rules in school. I say nice things to people.

I raise my hand in class. I can help at home. I use tools at homeand school.

I eat food that is goodfor me.

I can follow my schedule. I buy things with money. I am careful. I am can work in a group.



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities.

Classroom Activities/Lesson Plan Personal Binder: Home Report The Home Report is a means to convey information to family at home, and it helps build communication skills by sharing information about daily activities. While there may be notes that need to be sent home to the parents (e.g., Johnny needs more diapers), this section is for the students to be able to respond to a parent’s question, “What did you do at school today?” Therefore, in whatever manner the information goes home, it should be created with the student and a staff partner and written in a format that reflects the student as the person sharing information. • Use the Home Report form to guide the student as he or she selects 1 - 4 pictures to represent activities of the day. Affix to the page. The

student will select a picture that represents something he or she really enjoyed. The student can indicate if it was a good or bad day at school by circling the appropriate picture. Additional space to write other comments about the day that the student may want to share is provided.

• Included is a parent letter that may be sent home to help parents know about the Home Report and how to use this to build daily conversation.

• Students who do not have verbal skills will also benefit from making picture choices to tell about his or her day. Messages may be programmed on a sequencing voice output device that builds conversational turn-taking skills. (Examples of a script may be: 1. Want to hear about my day? 2. I went to art class. 3. It was cool because we painted today. 4. Look in my backpack and you will see my picture. 5. Are you going to put it on the refrigerator?)


Level 3 Level 2 Level 1 • Students will create a home report and

convey the message to a parent or family member.

• Students will select pictures of the activities of the day and point to these to convey a message to a parent or family member.

• Students will select a picture of an activity for the day when given a choice of 2 (errorless).

• Using an active participation response form, students will convey a message about the day’s activities.


Parent letter Home report Activity pictures




PRESCHOOL, Core MaterialsPersonal Binder, Task 1.5, Home Reports

Home Report PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Dear Parents/Guardians,

Each day your child will bring home a Home Report of the day’s activities. This is something for you to read, but we also ask that you encourage your child to share information with you. The picture on the page may serve to help your child tell you about these activities. Try to set aside a few minutes each day as your child arrives home to talk about “What did you do at school today?”, while presenting the home report form. Ask questions that will provide your child with prompts to tell you more, show you things he/she made or did and encourage good conversationalturn-taking skills.

Thank you,



I had a day at school.

Date: ___________________ Home Report PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Let me tell you about my day.

Today I had...

I really liked...

good bad

This is something I want to tell you about:



music nap/rest time O.T. Time

library lunch math

circle time clean up end of day


BINDER

VOCATIONAL

A.M.

JOBS

P.E. P.T. Time reading



art center block center computercenter

story time Centers

TimeTime

CENTERCENTER

ABC/Literacy center

recess snack time speech time

dough center dramatic playcenter

easel/paintcenter


BINDER

VOCATIONAL

A.M.

JOBS



sciencecenter

sensory tablecenter

social studiescenter

music center puzzle center

library centerfi ne motorcenter

listeningcenter

math center

writing center


BINDER

VOCATIONAL

A.M.

JOBS




Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Daily Living: Grooming Check The development of good grooming skills is an important part of independent living and future employability. At a young age, students need to practice basic hand washing, face washing and teeth brushing skills. These can be integrated into the day’s routine as tasks that have a sequence of skills. • Photo sequence cards are provided with the steps for hand washing, face washing and teeth brushing. Cards may be posted near a sink

area, or they can be used as flip cards to show each step. • Students with more significant needs who require total support for these tasks should develop a signal or response that shows a readiness

for having these tasks performed for them.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently demonstrate

the skills for hand washing, face washing and teeth brushing.

• Students will perform steps for hand washing, face washing and teeth brushing with decreasing amounts of support.

• Students will indicate a readiness response for hand washing, face washing and teeth brushing.


Task analysis cards: Wash hands Wash face Brush teeth

PRESCHOOL, Core MaterialsDaily Living Club, Task 2.0, Grooming Check


Wash Hands5 p.m. run

dinner at

8:00M

ondayTuesdayWednesday

DAILY LIVING

1 Turn on the warm water.

2 Wet your hands.

345678

Turn off the water.

Get soap.

Wash and scrub for 20 seconds.

Rinse off the soap with warm water.

Dry your hands with a paper towel.

Turn off the water with thepaper towel.

Throw the paper towel in the trash.9



Wet your hands.2

Turn on the warm water.1Wash Hands5 p.m. run

dinner at

8:00M


DAILY LIVING



Get soap.4

Turn off the water.3Wash Hands5 p.m. run

dinner at

8:00M


DAILY LIVING



Rinse off the soap withwarm water.6

Wash and scrubfor 20 seconds.5


dinner at

8:00M


DAILY LIVING



Turn off the water with thepaper towel.8

Dry your hands with apaper towel.7


dinner at

8:00M


DAILY LIVING



Throw the paper towel inthe trash.9


dinner at

8:00M


DAILY LIVING



Wash Face5 p.m. run

dinner at

8:00M


DAILY LIVING

1 Turn on the warm water.

2 Wet a washcloth.

3 Turn off the water.

4 Wring out the washcloth.

5 Put soap on the washcloth.

6 Wash your face withthe washcloth.

7 Rinse the washcloth withwarm water.


9 Rinse your face withthe washcloth.

10 Rinse the washcloth.


12 Hang the washcloth up to dry.



Wet a washcloth.2

Turn on the warm water.1Wash Face5 p.m. run

dinner at

8:00M


DAILY LIVING



Wring out the washcloth.4

Turn off the water.3Wash Face5 p.m. run

dinner at

8:00M


DAILY LIVING



Wash your face withthe washcloth.6

Put soap on the washcloth.5Wash Face5 p.m. run

dinner at

8:00M


DAILY LIVING



Wring out the washcloth.8

Rinse the washcloth withwarm water.7

Wash Face5 p.m. run

dinner at

8:00M


DAILY LIVING



Rinse your face withthe washcloth.9

Rinse the washcloth.10

Wash Face5 p.m. run

dinner at

8:00M


DAILY LIVING



Wring out the washcloth.

Hang the washclothup to dry.

11

12

Wash Face5 p.m. run

dinner at

8:00M


DAILY LIVING



Brush Teeth5 p.m. run

dinner at

8:00M


DAILY LIVING

1 Put toothpaste on your toothbrush.

2 Brush your teeth.

3 Spit out the toothpaste.

4 Rinse your mouth with water.

5 Spit out the water.

6 Wipe your mouth.

7 All clean!

TOOTHPASTE



Brush your teeth.2

Put toothpaste onyour toothbrush.1

TOOTHPASTE

Brush Teeth5 p.m. run

dinner at

8:00M


DAILY LIVING



Rinse your mouth with water.4

Spit out the toothpaste.3Brush Teeth5 p.m. run

dinner at

8:00M


DAILY LIVING



Wipe your mouth.6

Spit out the water.5Brush Teeth5 p.m. run

dinner at

8:00M


DAILY LIVING



All clean!7Brush Teeth5 p.m. run

dinner at

8:00M


DAILY LIVING




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.


Vocational: Job Lists Classroom jobs can be varied within a Preschool classroom. These tasks give the students the ability to see themselves as “workers” with responsibilities. It is also a time when students may learn to ask for help if needed. • The job cards in this activity are generic and additional job cards may be added depending on the classroom situation. Several of these jobs

can be assigned as part of other activities, including Circle Time and Snack Time. Teachers may select the jobs that are best for the given classroom. This task lesson contains the cards for making a job chart. Job descriptions are listed in related task lessons.

• Circle Time Jobs: Attendance Reporter, Calendar Reporter, Weather Reporter, Lunch Menu Reporter, Pledge Leader • Classroom Jobs: Line Leader, End of Line, Water Plants, Office Runner, Pass Out Papers, Pass Out Supplies, Lunch Count, Door Holder,

Light Helper • Snack Time Jobs: Make Snacks, Set Table, Pass Out Snacks, Pour Drinks, Clean Up • Clean Up Jobs: Recycle Paper, Clean Book Area, Clean Tables, Empty Trash, Center Checker For students with more significant disabilities (level 1), the goal must be to find active ways that the student can participate in jobs. This may include making choices between activities to do, using physical assistance for participation and the use of a voice output device to give directions for a specific task.


Level 3 Level 2 Level 1 • Students will independently complete

daily and weekly jobs in the classroom.

• Students will complete daily and weekly jobs in the classroom with decreasing amounts of support.

• Students will participate in classroom jobs with physical assistance or use of assistive technology.


Job lists Job cards Name cards



PRESCHOOL, Core MaterialsVocational, Task 3.0, Job Lists


Circle Time Job ListVOCATIONAL

Attendance Reporter

Lunch Menu Reporter

Calendar Reporter

Weather Reporter

Pledge Leader



Attendance Reporter

Calendar Reporter

Circle Time Jobs



Lunch Menu Reporter

Weather Reporter

Flag / Pledge Leader



Line Leader

End of Line

Water Plants

Offi ce Runner

Pass Out Papers

Pass Out Supplies

Lunch Count

Classroom Job ListVOCATIONAL

Door Holder

Light Helper



Line Leader

End of Line

Classroom Jobs



Offi ce Runner

Pass Out Papers

Water Plants



Lunch Count

Pass Out Supplies

Door Holder



Light Helper



Make Snacks

Pour Drinks

Set Table

Pass Out Snacks

Clean Up

Snack Time Job ListVOCATIONAL



Make Snacks

Set Table

Snack Time Jobs



Pour Drinks

Clean Up

Pass Out Snacks



Recycle Paper

Empty Trash

Clean Book Area

Clean Tables

Center Checker

TimeTime

CENTERCENTER

Clean Up Job ListVOCATIONAL



Recycle Paper

Clean Book Area

Clean Up Jobs



Empty Trash

Center Checker

Clean Tables

TimeTime

CENTERCENTER




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.


Circle Time: Attendance Report Circle Time is a routine activity in many classrooms. It is important to realize that this group activity may not be as much about the content of the Circle Time activity (who is here or not here, etc.) but more about the many communication, social and employability skills that are embedded within this learning experience.

• Communication - answering questions, looking at the speaker, waiting your turn to talk. • Social Strategies - talking to the teacher and other students, raising hand to talk. • Employability - listening to the teacher, following directions.

The attendance chart may be filled in prior to Circle Time (as a classroom job) or as part of the complete Circle Time activity.

• Name cards can be the printed name, with or without a student picture added. • Names are sorted according to students who are “Here Today” or “Not Here Today”.

The attendance reporter will be responsible for putting the cards in the appropriate column (here, not here) and for announcing to the class who is here or not here.

• The reporter will count the number of students in each column and announce the number of students here or not here. • If an attendance sheet is required in the school office, the reporter may also be responsible for getting this together.


Level 3 Level 2 Level 1 • Students will complete the attendance

chart with names of students who are present or absent and announce results to the class.

• Students will sort student pictures for those who are present or absent for the day.

• Using an active participation response form, students will announce the number of students present or absent.


Attendance report Attendance sorting cards: Here Today, Not Here Today Name/picture cards

PRESCHOOL, Core MaterialsCircle Time, Task 4.0, Attendance Report


Here Today

Not Here Today

Attendance Report



Today’s Date: ________________________________________________

NameHere Today Not Here

Today

Attendance Report CIRCLE

TIME






Circle Time: Calendar Report Circle Time is a routine activity in many classrooms. It is important to realize that this group activity may not be as much about the content of the Circle Time activity (days, months, etc.) but more about the various communication, social and employability skills that are embedded within this learning experience.

• Communication - answering questions, looking at the speaker, waiting your turn to talk • Social Strategies - talking to the teacher and other students, raising hand to talk • Employability - listening to the teacher, following directions

The calendar leader job is one that requires asking questions of other students: “What day is today? What is the date? What day was yesterday?” This will encourage students to take an active role in asking questions of other students, not just the adult and student interaction that typically occurs. Script cards are provided with this lesson to encourage questions. These are also questions that can be programmed on a voice output device.

• Communication skills are important when asking and answering questions. Look at the person you are talking to. The person asking questions should say the name of the person they want to answer.

The questions that are asked may vary from classroom to classroom. Sentence templates are provided for several calendar starter sentences (date, today, tomorrow, yesterday) and days of the week cards that can be affixed to a bulletin board. This activity may be done in conjunction with the monthly calendar (4.0).

• Extension worksheets for students to write or fill in an individual page on the day’s date and weather are provided. • Songs for the days of the week are engaging for the students. A link to several song options are found in the notes section.

Calendar songs: http://www.preschooleducation.com/scalendar.shtml


Level 3 Level 2 Level 1 • Students will ask questions about the day

and date. • Students will answer questions about the

day and date.

• Students will use script cards to ask questions about the day or date.

• Students will point to pictures to identify the day of the week.

• Using an active participation response form, students will ask questions about the day or date.

• Using an active participation response form, students will indicate the day of the week when given a choice of two.


Calendar report forms Picture cards: day, month, date, year

http://www.preschooleducation.com/scalendar.shtml


PRESCHOOL, Core MaterialsCircle Time, Task 4.1, Calendar Report

Calendar Report

MondaySunday

WednesdayTuesday



FridayThursday

Saturday



Today is...



Yesterday was...



Tomorrow will be...



The date is...

,



Calendar Report CIRCLE

TIME

Today is ______________________________.

Yesterday was __________________________.

Tomorrow will be _______________________.



The date is _________________

_________________, _________________.

Calendar Report CIRCLE

TIME

Today is ______________________________.






Circle Time: Weather Report Circle Time is a routine activity in many classrooms. It is important to realize that this group activity may not be as much about the content of the Circle Time activity (cloudy, sunny, etc.) but the various communication, social and employability skills that are embedded within this learning experience.


The weather report involves observing or gathering information about the day’s weather and reporting this to others. Why do we learn about the day’s weather? Because it affects what we do and what we wear. Therefore, this lesson includes “Joey the Weather Guy” and the clothing items that can be changed each day to accommodate the weather conditions. • Joey can be assembled and laminated for a bulletin board display. Affix VELCRO® to the clothing items and body parts on Joey. • The weather reporter may look at the weather for reporting before Circle Time or as part of the Circle Time activity process. The reporter will

be responsible for leading the discussion on what the current weather conditions are and the clothing that would be appropriate for this weather. Add weather words to the sentence starters and clothing items to Joey.


Level 3 Level 2 Level 1 • Students will determine the day’s

weather and report it to others. • Students will point to pictures that

indicate the weather of the day. • Using an active participation response

form, students will give a daily weather report.


Weather report cards Weather cards Temperature guide Joey the Weather Guy poster Joey’s clothing cut-outs

http://news2you.n2y.com/kidssite/JoeyWeather.html www.preschooleducation.com/sweather.shtml Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at n2y.com

http://news2you.n2y.com/kidssite/JoeyWeather.html

http://www.preschooleducation.com/sweather.shtml


PRESCHOOL, Core MaterialsCircle Time, Task 4.2, Weather Report


Today’s Weather

Tomorrow’s Weather

Weather Report



Weather Report CIRCLE

TIME

sunny rainy stormy

snowy windy foggy

cloudy partly cloudy hot



cold warm cool

clear


TIME



71 - 100° HOT

51 - 70° WARM

31 - 50° COOL

0 - 30° COLD


TIME

Temperature Guide CIRCLE

TIME

Joey the Weather Guy CIRCLE

TIME http://news2you.n2y.com/kidssite/JoeyWeather.html






Circle Time: Lunch/Snack Menu Report Circle Time is a routine activity in many classrooms. It is important to realize that this group activity may not be as much about the content of the Circle Time activity (food items, etc.) but the many communication, social and employability skills that are embedded within this learning experience. For preschool programs that do not serve lunch, consider using the snack report materials.


The menu board may be assembled prior to the Circle Time activity or during the lesson.

• The menu reporter will be responsible for asking questions and placing the menu items on the category chart each day. • The menu category chart has areas where we can identify foods: main dish (a sandwich, a casserole, etc.), a vegetable, a fruit, a

dessert and a drink (or a snack and a drink). The food item cards will be named and placed on a bulletin board within these categories. The sorting of foods into sections is a helpful way to begin talking about balanced meals.

• This may also be a time to have each student identify if he or she is eating the school lunch/snack or has packed a lunch/snack for that day.


Level 3 Level 2 Level 1 • Students will identify and name food

items on the day’s school menu. • Students will select pictures of items of

food from the day’s menu. • Students will make a choice of food item

pictures to be placed on the day’s menu chart.


Lunch menu report cards Food cards USDA MyPlate poster Snack menu report cards Snack plate poster

www.choosemyplate.gov Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at n2y.com

http://www.choosemyplate.gov/


PRESCHOOL, Core MaterialsCircle Time, Task 4.3, Lunch Menu Report


Lunch Menu Report

Main Dish

Vegetable



Dessert

Drink

Fruit



Lunch Menu Report CIRCLE

TIME

hamburger hot dog fi sh sandwich

chicken sandwich

chickennuggets

spaghetti

lasagna grilled cheese fi sh sticks



tenderloinsandwich

taco chili

vegetable soup breadand butter

peanut butterand jellysandwich

chickenand noodles

peas green beans


TIME



corn carrot celery

tomato mashedpotatoes

French fries

potato rounds broccoli apple


TIME



orange banana peach

grapes pineapple mixed fruit

applesauce cake cookie


TIME



pudding pie brownie

ice creamcone

ice cream bar popsicle

chocolate milk white milk juice


TIME




TIME


Fruits Vegetables Protein


Grains DairyProtein



Snack Menu Report

Snack

Vegetable



Dessert

Drink

Fruit



Snack Menu Report CIRCLE

TIME

grahamcrackers

carrots apple slices

strawberries bananas grapes

cheese yogurt peanut butter




TIME

pudding pretzels popcorn

cookie cereal shake

juice milk water


TIME


Fruits Vegetables Protein


Grains DairyProtein






Circle Time: Current Events Report Circle Time is a routine activity in many classrooms. It is important to realize that this group activity may not be as much about the content of the Circle Time activity (current events, etc.) but more about the many communication, social and employability skills that are embedded within this learning experience.


Current Events is a time for all students to share. The students may share something that is happening at home or in their town. Students may bring pictures to help convey their event.

• A current events sharing guide to help students plan what they want to talk about is provided. This form may be sent home so parents may assist their child in preparation.

This may also be a time to introduce and talk about school events that are happening. The News-2-You weekly newspaper has current events topics that are new each week. This may be a time to discuss the events in the newspaper, thus leading to other parts of the newspaper that can be worked on for individual or small group lessons, including reading, recipes and jokes. Class News interactive activity in News-2-You can be used to report classroom current events.


Level 3 Level 2 Level 1 • Students will share information that is

pertinent to the student. • Students will show pictures to convey

information about a current event. • Using an active participation response

form students will tell about, an event in his or her life.


Current events sharing guide News-2-You form

PRESCHOOL, Core MaterialsCircle Time, Task 4.4, Current Events


I have something to share.

This is what it is about:

This is what I can tell you about it:

Any questions?

Current Events CIRCLE

TIME

1.

2.

3.

PRESCHOOL, Core MaterialsCircle Time, Task 4.4, Current Events


What is the news about?

Who is the news about?

Where did the news happen?

This is something I learned from the news...

Current Events CIRCLE

TIME




Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Snack Time: Snack Activities Snack Time is a frequent activity in a Preschool classroom. It is also an opportunity to build many daily living skills, such as making food choices, preparing simple foods, setting the table, cleaning up and practicing table manners. This is also a social time outside of the structured learning activities. Menu Planning: Provide choices of snack and drink items each day. Pictures of common snack items are provided. This may also be a time to prepare simple recipes. Recipes are provided in the unit materials and in News-2-You articles. Assign students to prepare and serve menu choices for the day.

• Serving food is a good opportunity for asking questions (e.g., “Do you want a cookie?”) and counting a number of objects (e.g., count out three pretzels on each plate).

Table Setting: A placemat that can be used as a guide for table setting is included. Some snacks may require the use of a plate, napkin, spoon, fork or cup. Each day may be different, depending on the snack of choice. Students will put the placemat before each chair or setting, followed by the items that are needed for the day. “Please” and “thank you” prompts are provided on the table setting guide. Table Manners: Table manners can be learned in a snack setting. These are displayed in pictures for teaching but are taught in the actual snack time.

• Say “please” and “thank you” (prompt cards are on the table mat). • Sit down while eating. • Don’t touch others’ food. • Say “excuse me” if you burp. • Wipe your mouth.

Clean up: Cleaning up after snack time may be assigned to one student (such as wiping the table, washing dishes) or each student may be responsible for throwing trash away and putting dishes in the sink.


Level 3 Level 2 Level 1 • Students will independently plan, set up,

eat and clean up during snack time. • Students will plan, set up, eat and clean

up during snack time with support. • Students will socially interact with others

during snack time though non-verbal responses.


Menu planning food cards Table setting guide Table manners task analysis cards Content Extensions

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at n2y.com Themed snack ideas are provided in the Monthly Tools, Content Extensions


PRESCHOOL, Core MaterialsSnack Time, Task 5.0, Snack Activities


Menu Planning SNACK TIME

crackers pretzels cookies

fruit slices apple juice orange juice

fruit punch water milk



Plate

Cup

Napkin

Fork Spoon

Table Setting Guide SNACK TIME

thank youplease



Table Manners SNACK TIME

3 Don’t touch others’ food.

4 Say “excuse me” if you burp.

1 Say “please” and “thank you.”

2 Sit down while eating.

5 Wipe your mouth.



Sit down while eating.2

Say “please” and “thank you.”1Table Manners S

NACK TIME



Say “excuse me” if you burp.4

Don’t touch others’ food.3Table Manners S

NACK TIME



Wipe your mouth.5Table Manners S

NACK TIME




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.


Centers, Recreation and Games: Activity Choices and Rules Recreation-leisure for young children involves many different skills: guided imaginary play, motor planning, sharing with others, interaction with others, taking turns and cleaning up after play. These play activities have been divided into these groups:

• Free Choice Centers: Free Choice centers encourage students to free play, selecting their own activity. Many times this involves playing in the center of choice or with toys that are on a shelf or in a designated play area. Many of the toys that are available in center areas should provide imaginary play options: toy cars, trucks, dolls, kitchen sets, building blocks, little people and animals play sets, etc. Guided free play enables an adult to parallel play and model behaviors. Photographs of center options and toy items can be made as a choice-making option. (Center rules, cleanup chart and song, and choice-making board and pictures are included.)

• Dramatic Play Center: Dramatic play allows students to role-play and use their imagination. It promotes spontaneous communication, social interaction and creative play. Modifications to dress-up clothes, manipulatives and the provision of communication assistance in the form of communication boards or simple voice output, are recommended. (Rules for Dramatic Play center, communication boards and modification/suggestions are included.)

• Table Centers: Many centers such as math, arts and crafts and fine motor/writing centers involve sitting at a table. These centers should be set up to provide opportunities to learn and practice new skills in a small group environment. Valuable skills such as turn-taking, partner communication and sharing should be encouraged during these centers. (Rules for table centers and a communication board is included.)

• Table Games: Table games may include simple board games, card games or memory games. These types of games teach turn-taking skills. Modifications to the table games should be made to reduce the amount of time on a task, but still allow for a beginning and ending time frame. (Rules for match game and board game are included.)

• Water/Sensory Table Center: Water/Sensory tables help develop fine motor skills, engage students’ senses and promote spontaneous creativity and communication. Modifications and adaptations should be made to allow all students to participate in this activity. (Rules for Water/Sensory Table and communication board are included.)

• Easel/Paint Center: Painting develops fine motor skills and promotes imagination and creativity. It is also a wonderful opportunity to practice sequencing (first I put on my smock then…) and following directions. (Rules for Paint/ Easel Center and communication board are included.)

• Group Motor Games: Group motor games require movement in an organized manner. Group games, like Duck-Duck-Goose, Musical Chairs and tossing a ball in a circle, encourage play in an organized format where rules are important for all to follow.


Level 3 Level 2 Level 1 • Students will demonstrate appropriate

play skills in a variety of formats. • Students will participate in play activities

with increasingly less support. • Students will participate in play with

modifications and supports.

Resources and Materials Notes Center Rules Clean Up Chart Clean Up Song Centers and Free Play choice cards Dramatic Play Center Rules Table Center Rules Match Game Rules Table Game Rules Water/Sensory Table Center Rules Easel/Paint Center Rules

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at n2y.com Center and motor game suggestions related to the monthly theme are provided in the Content Extensions, found in the Monthly Tools section.


PRESCHOOL, Core MaterialsCenters, Recreation and Games, Task 6.0, Activity Choices and Rules


Center RulesCENTERS, RECREATION

G AMESand

Listen

Share

Keep Hands and Feet to Yourself

Use Quiet Voice



Walk

Be Kindto Others

If a Center is full,choose another

Help Clean Up


G AMESand



Be Safe

Help Others


G AMESand



______________ Center Clean-Up ChartCENTERS, RECREATION

G AMESand

Insert picture of center or area of centerwith items in the correct place here.

Clean Up Song

Stop Playing

Put Away

Does it look like the picture?

Yes! Finished



Clean Up SongCENTERS, RECREATION

G AMESand

Clean up, clean up,

Everybody, everywhere.

Clean up, clean up,

Everybody do your share.



CentersCENTERS, RECREATION

G AMESand

Block Center

Art Center

Dramatic PlayCenter

ComputerCenter

ABC/LiteracyCenter

Dough Center

Easel/PaintCenter

Fine MotorCenter

Centers

TimeTime

CENTERCENTER



CentersCENTERS, RECREATION

G AMESand

Music Center Puzzle Center

Social StudiesCenter

Math CenterLibrary Center

ScienceCenter

Water/Sensory Table Center

Writing Center

ListeningCenter



Free PlayCENTERS, RECREATION

G AMESand

toy car toy truck doll

kitchen set building blocks little peopleplay set

little animal play set

Play-Doh® puppet



Dramatic Play RulesCENTERS, RECREATION

G AMESand

Use Kind Words

Share

Help Clean Up

Keep Hands and Feet to Yourself



Dramatic Play RulesCENTERS, RECREATION

G AMESand

What I see... What I hear...

Kind WordsSharing

Hands and Feet to Yourself Quiet Voices

Cleaning Up Pretending



Dramatic Play Communication BoardCENTERS, RECREATION

G AMESand

blow

stir

cook

wash

eat

yummy

all done

Cooking

hot!

more

bowl

napkin

sink

plate

stove

trash




G AMESand

look

don’t like

help

like

off

all done

on

more

shirt

pants

hat

dress

shoes

uniform

Dress Up




G AMESand

changediaper

eat

help

sleep

rock

PU (stink)

all done

shhh

more

baby

diaper

bib

bottle

blanket

clothes

Child Care




G AMESand

go

pay

find

out

all done

in

bye

store

food

toys

money

clothes

shopping bags

Shopping



Teacher Tip: Dramatic PlayCENTERS, RECREATION

G AMESand

Suggestions and Modifi cations

To promote independance for students with fi ne motor defi cits, consider placing VELCRO strips on shirts or other costume clothing that requires fasteners.

Motor

Communication

Adapt kitchen tools as needed.

• Add non-slip material on play stove or table area to allow students to stir and mix.

• Increase handle width to make items easier to grip as needed.

• For students with motor deficits, consider adding VELCRO to items such as play fruit and providing the student with gloves. This will allow them to grasp and hold on to an object. Gloves can be modified and created to match the monthly theme.

Encourage gross motor movement during dramatic play when possible.

• Provide students with space to gallop or move like animals during appropriately themed months.

• Consider creating a track or streets using carpet squares, tape or chalk and encourage students to use a form of transportation when appopriate.

• Reach tall fl owers, walk on pillows and pretend it is the moon or travel through the “human body” by climbing through hoops and over items.

Utilize single message switches with vocabulary or sound effects (ex. sound ofwater running) to encourage cause and effect and spontaneous communication interactions.

Consider placing common conversational vocabulary symbols on the mirror in the dramatic play area. Students can admire their dress up clothes and be reminded to use conversationalvocabulary. (ex. hello, that looks nice, good-bye) Symbol cards can be created using SymbolStix Online.



Table Center RulesCENTERS, RECREATION

G AMESand

Sit in Chairs

Keep Feeton the Floor

Keep Hands andFeet to Yourself

Wait Your Turn




G AMESand

Use Quiet Voice

Help Clean Up




G AMESand


Sitting in Chairs

Feet on Floor

Hands and Feet to Yourself

WaitingYour Turn

Cleaning Up

Kind Words

Quiet Voices

Learning



Table Center Communication BoardCENTERS, RECREATION

G AMESand

pass

count

glue

thank you

all done

help

cut

I

that

you

teacher

please

more



Match Game RulesRECREATION

GAMES

and

1. Put the cards face down on the table.

2. Pick who will go fi rst.

3. Player 1 will turn over a card. Say the name of the card.

4. Player 1 turns over another card. Say the name of that card.

5. Do they match?

YES - Player keeps the match. NO - Player turns the cards over again.

6. Who is next? Everyone takes a turn.

When all the cards are gone: Count the matches. Who has the most? Cheer for the winner!



Table Game RulesCENTERS, RECREATION

G AMESand

1. Everyone picks a marker. Put the markers on start.

2. Pick who will go fi rst.

3. Player 1 will spin the spinner or roll the dice. What is the number?

4. Player 1 counts and moves the number of spaces.

5. Who is next? Everyone takes a turn.

6. Keep spinning and moving.

Who will be the fi rst one to get to the FINISH?

Cheer for the winner!



Teacher Tip: Table CentersCENTERS, RECREATION

G AMESand


To promote independance for students with fi ne motor defi cits, consider tethering needed tools. Punch holes in place mats and tie center-related object and tools to the mat using elastic. This prevents the objects from being dropped on the fl oor and out of student reach.

Motor

Communication

Adapt tools as needed.

• Add non-slip material.

• Increase handle width to make items easier to grip as needed.

• Provide alternatives to address center purpose that allows for differentiated access. This could include computer-generated activities.

Gross motor can be targeted during table activities.

• Students can sit on balls to encourage balance while participating in table activities.

• While waiting for a turn, students can also do hand pushes by placing their palms together and pushing them together.

• Students can also be encouraged to “air write” while waiting for a turn. Ask students to write letters, numbers or to scribble in the air. Improve visual tracking by telling them to track their fi nger as they write.

Provide visuals in the form of SymbolStix, real objects or any other form required by a student to help promote the use of monthly vocabulary. For verbal students, this could promote newvocabulary use. For students with communication defi cits, it could provide them with theopportunity to communicate.

Behavior

Consider provided individual rule cards or step-by-step visuals for the various table centers. This will help promote independence and provide a positive model for successful participation in each center. (ex. dough center: I can roll the dough, I can cut the dough, I can squish the dough)



Water/Sensory Table RulesCENTERS, RECREATION

G AMESand

Wear Smock

No SplashingOthers

Items StayInside Box

Use Kind Words




G AMESand

Use Quiet Voices

Share

Wash andDry Hands

Help Clean Up




G AMESand


Smock On

Items Inside Box

No Splashing

Sharing

Cleaning Up

Kind Words

Quiet Voices

Asking For Help

Clean, Dry Hands



Consider laminating this communication board and placing it on a fl oating board (foam) or attaching it to a butter lid or frisbee that will fl oat.

Water/Sensory Table Communication BoardCENTERS, RECREATION

G AMESand

pour

help

find

heavy

wet

dig

bury

rough

cool

I

you

squishy

light

all done



Teacher Tip: Water/Sensory TableCENTERS, RECREATION

G AMESand


Hide various themed objects in the sand or under the water, rice or beans and encourage students to dig them out. For fi ne motor fun, provide various tools such as slotted spoons, tongs and chopsticks, and have students use them to pick up the items.

Motor

Encourage pouring by placing the sensory box on the fl oor and hanging various PVC pipes jointed together above the box.

Gross motor can be addressed during sensory table play. Sensory table is a wonderful time to practice standing or weight bearing activities. If a student has diffi culty reaching the sensory table while doing weight bearing, make a smaller replica of the sensory table using a small plastic container.

Use various textures in your sensory boxes. (e.g. Easter grass, water beads, shaving cream, pebbles, cloud dough (fl our and baby oil), cotton balls, water and oil)

Sensory

Most texture choices can also be scented. Consider scenting with lemon, orange, banana,lavender, almond or other scented oil. Note: Check student allergies before adding scents! Also be aware that some scents increase ordecrease activity level.

Make your sensory or water table visually interesting. Add aluminum foil to the bottom for arefl ective quality. Place glow sticks and other items that light or glow into water for a fun visual effect. Use high contrast by placing brightly-colored items into black sand. Place the sensory bin on a light box to illuminate objects inside.



Easel/Paint Center RulesCENTERS, RECREATION

G AMESand

Wear Smock

Paint Only on Easel

Use Kind Words

Use Quiet Voices




G AMESand

Say When Finished

Help Clean Up

Wash andDry Hands




G AMESand


Smock On

Painting OnlyOn Easel

Cleaning Up

Kind Words

Clean, Dry Hands

Quiet Voices

AskingFor Help

Saying WhenFinished



Easel/Paint Center Communication BoardCENTERS, RECREATION

G AMESand

paint

help

look

messy

all done

draw

erase

I

paintbrush

towel

you

paint

pretty

more



Teacher Tip: Easel/Paint CenterCENTERS, RECREATION

G AMESand


Communication

Consider adding an easily accessible single message switch covered in plastic wrap whichstudents can use to gain attention and assistance.

Behavior

Provide students with various consistencies of painting material from shaving cream paint, to fi ngerpaint, to watercolors. Scents can also be added to paint to add to the painting experience. Use various textures or canvas, including aluminum foil (which is also visually stimulating), plexiglass and textured paper.

Provide opportunities to paint on slanted and fl at surfaces as needed.

Motor

Encourage alternative movements by providing a variety of painting tools including sponges,fi ngers, rolling paper towel rolls splattered with paint, medicine droppers, etc.

Gross motor movements can be targeted by making chalk paint and encouraging students to paintlarge circles, lines and other shapes on the concrete. This requires students to move in a circle, line, etc.

Grade Band: Preschool Core Materials - bcpsesy / … · · 2018-03-13Grade Band: Preschool Core...

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Transcript of Grade Band: Preschool Core Materials - bcpsesy / … · · 2018-03-13Grade Band: Preschool Core...