Literacy...

Last weeks mentor session with one group revolved around literacy. The teachers are using ULS, but are finding that it either isn't enough or it isn't a good fit for the kids this year. We discussed a variety of ways to include literacy in tasks. One of the teachers is a former upper elementary General Ed teacher. Once we began discussing how to integrate, her brain clicked and she came up with a ton of ways she could incorporate some Gen Ed literacy for her non verbal kiddos. We had lengthy discussions about how difficult it is to move a kid from an adapted curriculum to the Common Core and how those gaps can be filled.

For tasks this week, we used some of the books from www.readinga-z.com that aligned with the skills either in ULS or the science theme.  We then made a few activities that corresponded to both the books and IEP goals.  Now there are both teacher guided activities as well as activities to include in work baskets.

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These tasks were for work boxes, to accompany the book Animal Tongues.

The animals from the book were used to make a labeling task

These vocabulary words were used to create a tracing task for a work box

These vocabulary words were added to these shapes and used to create an animal from the book

The book was created for multiple uses.  If the teacher uses the red outlined words, the student will be identifying the animal. If the teacher uses the blue outlined words, the student will be identifying other vocabulary words.  The cards on the right were printed from the activities that accompanied the book from the website.

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 These tasks were created to accompany the book Muscles.

This copy of the book was adapted as a comprehension task where
the final word of the sentence was filled in from a field of 2.

This book was adapted as a sentence construction task.

This task came from one of the activities on the
website for the book.  It is simply flap book with
the definition under each vocab word.

This is another task from the website
as a cloze sentence task.  We made
2 copies of this.  One as a writing task
and another as a fill in the blank for those
students who are unable to write.

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 This book was created to address a speech goal for a student.  The student will identify the job, based on the description in the book.

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These tasks were based around the book Rocks.

This is just an identification task based on the science skills for the unit.

This task is from one of the activities
on the website.  The rocks are highlighted
to help with identifying the size.

This is another task from the website.  Again, this was created for a student who
is able to comprehend but does not have the ability to complete paper/pencil tasks.

I hope you find these helpful!

Kara

I can't believe how long it is since my last post, things have been very busy around here.   The last few weeks have included both math and reading tasks.  Today I am sharing some of the math tasks I have made over the last few weeks.

Our system adopted a new math program a few years ago, but most schools kept the old manipulative kits just in case they were needed for something later.  I rescued some of those manipulatives...

A puzzle with a few pieces missing

A puzzle with most of the pieces missing.  The pieces were shaded in order to help the students figure out which pieces went where.

Colored squares with letters on them for name building.  Each classmate's name is in a bag with the corresponding cubes.

A multi-functional task.  A ziplock bag holds the additional cards to differentiate for specific skills. {I used overhead coins & blank printer labels so they would be easier to read}

Geoboards & loom bands to match upper & lower case letters.  {We used loom bands for students who have more limited dexterity.  Rubber bands could be used to provide more resistance}

I hope this helps you come up with some of your own ways to repurpose old math manipulatives.

...Kara

Task Tuesday

"Can you make something from this?"   {handover pile of random buttons, stickers, clothespins, and other small items}

That was the response I got when I asked how I could help in one classroom.  There was no other instruction given.  When I asked what the teacher wanted, the response was "it doesn't matter".  When I specifically asked if I should focus on reading, math, writing, fine motor, put in...I just got a blank stare.  I have asked a few times what needs the students/classroom have and the response is always "we will take anything".  I think that the teacher is good with the kids, but as far as what they are learning...well I'm not to sure.  I can't decide if the teacher is just so far in the weeds that she doesn't know what she needs or if she doesn't really care.  Either way, it's not good.  Initially, I was just offering my services to create tasks...now I'm worried.  But for right now, I'm just going to create away.  In the meantime I hope that I can help in other ways in the not too distant future.

This week's tasks are focusing on combined fine motor & educational tasks.  I figured that some of the tasks might need to double team on some skills.  Here is what I created...

1:1 Correspondence; Color Matching

Number/Number Sets; Fine Motor

Matching Number Sets; Fine Motor

Puzzle: Number Sets

1:1 Correspondence; Color Matching

Number to Number Sets

Skip Counting by 5s

Puzzle Jig
(pieces are color coded and separate)

Counting by 2s

1:1 Correspondence; Visual Discrimination

Visual Discrimination

Visual Discrimination; 1:1 Correspondence

Number/Number Sets; Pincer Grasp

Number to Number Sets

Shape discrimination

Size Discrimination

Puzzle Jig

Pattern Recognition; Pattern Continuation
(This task has 2 sets of cards--one for each skill)

I had a lot of fun creating tasks this week, even though I was limited by the pieces that I was given.  I hope the teachers are able to readily incorporate these tasks into their classroom instruction.  More tasks to come soon!

Mentor Session

What a fun day!  I was able to spend time today with a new teacher who knows a lot, but doesn't realize how much he knows.  We spent some time today discussing a student who has been a challenge for him.  Not the physically, mentally exhausting child; but the sweet, gentle kid who hasn't shown any any proclivities or interest in classroom activities.  What skills does this child have?  What tasks do you have this child work on? You know there is something in there, but how do you get it out?

I forgot how much I enjoy trying to figure out the puzzle!

When I asked the teacher what skills the child had, he said "I just don't know".  But when we got down to it, he did know.  He was able to brainstorm a few things that are strengths, as well as a few things that need to be addressed.  

By the time I left, he had a plan worked out on a few new tasks to create as well as a few new ideas for approaching 1:1 time and group times with the student. For our next session, we are going to tackle data collection. Can't wait to see what he does with his rediscovered knowledge!

Adapted Books

Adapted Books are one of my favorite classroom resources.  I am a firm believer that students need to read, read, read.  Unfortunately, in some of the classes that I have observed in, books are rare; Kids read with the teacher sure, but reading for enjoyment is often nonexistent.  I always made a point to give my students free-reading time.  In 2 of the classes that I have been working with, there are no books for the kids to read independently.  That is going to change...

One of my favorite resources for creating adapted books is the website Readinga-z.com. The books are easy to print in a variety of sizes.  They are also super easy to modify for a wide range of kids.  I frequently adapt the same title for more than 1 reading level/skill level.

Here are a few of the books that I created this week.  Some are from Reading A-Z and others are books that I had in the charity box that my personal kids had outgrown.

Label pictures or simple comprehension

This book is for a student whose IEP goals are to unscramble sentences.  I made it somewhat of a self-correcting task in that the velcro pieces alternate on each page.  The hook strip is under the page on one side; The other side is loop.

 (I apologize for the following sideways photos, they keep turning themselves every time I upload them)

This was a book that I reprinted from my files on BoardmakerShare.  The cards are for 2 different skill levels, matching images or comprehension.

This book was one in my box of "I know I can do something with that later" stuff.  One of the kids in the level 2 class is able to read, but struggles with pincer grasp.  I taped a flap on each page to see if it would make it easier for her to turn the pages.

Matching photo to photo

I didn't create words, but it could also be set up for the kids to match word to word.

These books were bound in a few different ways.  Since the teachers I have been working with have not used adapted books, I want them to try a variety of bindings.  That way they can determine their preference for how they want them bound or which works better for the kids.  On one of the books, I stapled the binding and then duck taped over the staples.  Others are board books that once I added the velcro, the pages were spaced making them open easier.  Other books are bound with 2 different spiral bindings.  

I hope you find these helpful, more adapted books to come soon.

Put in Tasks

A few of the teachers I have been working with have requested some updated put in tasks as theirs were well worn. Some of the tasks require wrist manipulation and some pincer grasp. Here are some of the ones I came up with today...

Thumb & finger pincer grasp...This is for a group of kids who have been working on OT tasks and have mastered pulling larger items off a container.  I used "gems" for the pieces.

Wrist manipulation...This task was to replace a very loved task in one of the classrooms.

This task was for a younger child working on wrist manipulation.

I'm working on a few adaptive books for next term and will post them as soon as they are complete.

Cheers!

3rd Time is a Charm

A few years ago, I decided to start a blog around my self-contained Autistic classroom. Not long after, my world literally turned upside down and moved 1/2 way around the world. I tried to keep up with the blog but life kept throwing curve balls. 

As par for the course, my life has once again been turned upside down. Now, I am a stay at home mom doing a lot of volunteer work at my kids school & for former coworkers. 

The large majority of my volunteer work has centered on developing tasks for the classes I am working with. This time around, I am just going to focus on tasks for use in a TEACCH modeled classroom. Hence, I am resurrecting my blog. 

Feel free to tag, pin, repost anything you feel is useful. I'm also open for ideas,so if you want me to create a task focused on a specific skill just let me know. 

It feels good to be (partially) back!

Kara