Tuesday, November 26, 2013


While using my turkey-themed interactive activities last week, I decided that I wanted to create some corresponding worksheets for my students to continue practicing the skills in an individualized grouping. I created these worksheets to go along and the kids did really great with them! We completed the SmartBoard activities during our circle time so they knew what to do and then we practiced the skills again at the end of their individual work times. These turkey unit worksheets are FREE over at my TPT store right now- enjoy!

Sunday, November 17, 2013

Gobble Gobble

This is such a fun time of year in our classroom! After our pumpkin unit, we focused on all things family. Last week I started introducing turkeys into the mix. We've been reading about Clifford's Thanksgiving and Arthur's Thanksgiving, making lunch sack turkeys, drawing pictures of what we are thankful for, and incorporating turkeys into all academic activities. I created this Smartboard file to practice letter, number, shape, and color skills with my kiddos. You can pick it up over at my TPT store for just $2!

Also- check out the sweet surprise my paras had for me when I got back from training the other day- so cute!

Wednesday, October 16, 2013

Toilet Training

My kids have a huge variety of toileting abilities this year- I have a couple who are completely independent, one who is toilet trained but still relies heavily on verbal prompting, one who is just starting the process, and then one who I am having great difficulty even getting him in the bathroom. I started the year with my normal toileting structure- potty visuals in the classroom to aid in transition to the bathroom, a wet/dry visual in the stall in the bathroom, and a visual schedule in the stall. These pieces of visual structure met the needs of most of my students- but not all.

I have struggled most of the year getting one of my students to actually transition from the classroom to the bathroom. Typically, he makes it into the pod and then sits down, refusing to move any further. Up until a few weeks ago, I was making the mistake of trying to correct his behavior once we got to the point of him sitting down. I had forgotten the most important step in behavior management- look at what is going on before the negative behavior happens and work to prevent this situation from ever occurring in the first place.

Around that time, we had a visit from one of the guys up at Emory Autism Center. They ran a few workshops and Q&A sessions, observed our program, and sat down with us to offer suggestions. While some of the information provided at the general workshops were a little introductory- it was wonderful for me to be reminded of several techniques and tools that I hadn't considered using with my current group of kiddos.

On the day that our program was being observed, we orchestrated it so that I could demonstrate the difficulty with transitioning my one little guy to the potty. Can you guess what happened? He transitioned to the potty without any problems! I should have known! Our friend from Emory was still able to observe my toileting routine with this kid and suggested that I needed even more structure than I was providing. While my minimal visuals and schedules were working with my other kids, this one was a very special case and required much more structure.

I am happy to report that my student is now transitioning to the bathroom about 80% of the time. We have yet to get him in the stall but this is a huge accomplishment. Baby steps, right? Here is what we are currently doing:

1. Check diaper to see if wet/dry. We use a visual in a corner of the classroom to do this. Hand-over-hand for him to indicate which. Hoping one day he will be able to communicate this with us.

2. If wet, use the potty picture to transition to the bathroom.

3. In bathroom, we have a changing area with a visual. First, change diaper, then reinforce pics are used.

4. Visual schedule is used while changing diaper.

5. Reinforcer is given in the bathroom. This is something I wasn't doing before but was recommended.

6. Washing hand visual schedule is used.

I am hoping that we can eventually move the reinforcers into the stall so that he will at least enter it, then later moving to sitting on the toilet for a minute, and so on. We are still a long way from this but we're looking for progress, not perfection!

In designing the visual structure for my toileting routine, I put together this pack. It includes 13 pages of visual schedules and structure to assist students still in diapers all the way to students who are toilet trained but require visual prompting. I hope you can find this one helpful!

Wednesday, October 9, 2013

Candy Corn Match Game

Several of my students are really struggling with the concept of representing a number of objects with a numeral. We've only covered numbers 1-4 so far this year and I've only introduced the concept of representing a number of objects with a numeral in the past few weeks. I know that they will all eventually make progress in this area but in order for that to happen it needs to be practiced constantly.

I've worked over the past week to create several unit-based tasks for them to practice these skills. Most of the kids are still working with numerals 1 & 2 but I'm going ahead and creating tasks up to 10 and 20. Here is a task created to go with our Halloween week-long unit that we'll do the last week of the month. I'll use these during individual teaching sessions and as they master they'll be placed in their work stations.

{Candy Corn Number Match Game}

Each candy corn will be laminated and cut into thirds. The student will be asked to match each numeral with the amount and number word. Click on the picture above to purchase the game.

Sunday, September 29, 2013

Classroom Choreography Part 5: Table Time

My students participate in table time activities three times during the day. As I showed in my schedule, the majority of our instructional day is comprised individual teaching sessions and a variety of stations. One of our stations is table time.

During the first rotation, table time includes the completion of a short unit activity. The activity is typically a unit themed worksheet and may include sorting pictures by size, cutting pictures apart, identifying the letter of the week, coloring a picture, etc. The students complete this activity individually with a parapro or teacher education student. The other students are rotating through the computer, play, reading, work stations, or listening center with another para's supervision.

During the second rotation, table time includes the completion of a variety of work tasks. These tasks are kept on two shelves within reach of the table. There is a huge variety of tasks- from simple fine motor to color matching to sequencing. Tasks are chose for the child based on their goals and ability levels. Usually, several tasks are placed at each seat at the table and the child or children rotate around the table as they complete each task. A para supervises this while the other students are rotating through stations.

{table time rotation}

{table time storage}

{simple table time tasks}
During the third rotation, table time includes the completion of a touchmath activity. One para reviews the touchmath numbers and assists some of the students in completing a touchmath worksheet. The other students rotate through stations or work with the other para at the Alphabeats station.

Sunday, September 22, 2013

Classroom Choreography Part 4: Story Time & Movement

In addition to my main circle time, we have two other times during the day that we come together for more "circle time." It is easier to call everything that we do on the rug "circle time" so that the kiddos can make that connection between our circle time visual and sitting on their spot on the rug.

At 9:30, we have our second circle time. We all sit on our spots and go over our circle time rules. Then, we read a book. On Monday, we always read our unit book from our Read It Once Again Unit (or watch a youtube video of someone else reading it!) and on Friday we read or listen to our nursery rhyme for that unit. Tuesday, Wednesday, and Thursday we read a book related to our unit. Right now we are focusing on pets so I have a couple of books related to dogs, cats, etc. This is how story time begins every day:

(Holding up book)
Teacher: What is this?
Students (modeled by paras): a book
Teacher: (Showing sign for book) What do we do with a book?
Students: We read it.
Teacher: We read a book. We turn the pages and look at the pictures.
(Begin reading)

(Finish book)
Teacher: What do we say when we finish a book?
Students: The end.

It sounds silly to write that down but I think repetition can be so beneficial for our kids.

After reading our story we always sing the ABC song. I usually say something like "Let's sing the alphabet song. I forgot how it goes, can you sing it?"

Then we always count to 5. We'll move up to counting to 10 at some point. I usually pull some teddy bear counters out of my rainbow box- emphasizing that I am taking them "out" and putting them "on" the rug. As I pull each one out, we count it- up to 5. Then I discuss putting them back "in" the box and we count them as I drop them back in.

Because this circle time is so short, all students typically sit for the entire time. Both paras are in my room during this time and they sit on the rug and model appropriate behavior. They also model appropriate answers if my students do not immediately answer. They handle any behavior issues during this time, using visuals as needed, while I focus on reading.

At 1:45, right before dismissal, we have our final circle time. This is mainly a music & movement time in which I play youtube videos & we dance. We work on following directions, improving our gross motor skills, interacting with each other, and we have A LOT of fun. Probably the most fun of the whole day. Here are a few of the songs we love the most:

this one
this one
this one
and this one

After a song or two we have "Question time"- each student is asked one or several personal information questions-

What is your name?
How old are you?
Are you a boy or girl?
What is your teacher's name?

Then, I always end with "do you want a hug or a high five before you go home?" All of my students either say hug or go in for a hug every day. I have yet for a student to ask for a high five! Precious:)

Monday, September 2, 2013

Classroom Choreography Part 3: Circle Time

My main circle time occurs first thing in the morning, right after my kiddos finish breakfast. Upon entering the classroom, the students unpack their backpacks (with many verbal, physical, gestural, and visual prompts:)) and are told to sit on their "spot" on the rug. They are given a toy to play with while I take attendance and get the lunch count in. When I'm finished with that, toys are "finished" and circle time begins.

I have a layered circle time- an idea I was shown at my first TEACCH training many years ago. This means that my circle time is broken up into sections and that students transition to other activities throughout the circle time. The students know what to expect because of my visual circle time calendar displayed on the board. As it becomes time for a child to transition to another activity (usually because they are having difficulty focusing or sitting still), they are shown the "finished" picture and my para helps them to transition. Some days all of my students remain throughout the entire circle time- other days only one child is remaining at the end. Everyone has to sit for at least the first 3 activities.

{1}Circle time always begins with the Get Ready for Circle Time PowerPoint. This PowerPoint shows students how they are expected to behave during circle time. They love it.

{2}Second- we sing and say good morning. I change up the song everyday. Sometimes I use songs from an old CD I have and some mornings I use YouTube videos. I like to keep the activity the same- this one being "Good Morning"- while changing the actual contents of the activity. Here are some of the optional songs we sing:

this one
and this one
and this one

{By the way, I keep all of my circle time stuff in a "circle time" folder on my desktop- separated by activity- such as "good morning" or "shapes."}

After singing a good morning song, the students either say good morning to each other (sometimes using whisper phones) or-if nonverbal- wave or activate iPad button.

{3}The third thing that we do every morning is what I call "words." Last month we learned school words. This month we are first learning body words. These are our 10 vocabulary word. I alternate between showing them illustrations, real pictures, real objects, or a PowerPoint of pictures. I ask the same questions everyday- usually something like "What is it?" followed by "What do you do with it?" This is an example of last months:

(Show pic of bus)
T: What is it?
S: Bus.
T:What color is it?
S: Yellow.

(Show pic of backpack)
T:What is it?
S: Backpack
T:What do you do with it?
S:You wear it on your back (pointing to back)

These are the same questions that are asked during their unit assessment. Expressive students answer the questions verbally as stated above. For my receptive kiddos, I may say "Point to the thing you wear on your back." Or I may say "What do you do with it?" and if they can point to their back, I take that.

**FYI- Some days circle time ends here. You know those days- don't judge.**

{Optional Activities} After our words, I choose 1-4 more activities, including-but not limited to- letters, numbers, shapes, colors, game, story, nursery rhyme or song.

Letters. We learn about our letters! I usually do this one right after the words activity because most of my kids seem to like letters most of all. Here are some of the activities I choose from:

this one
or this one (they love!!)
or this one
or play with this SB activity
or play this one
or this one
or singing the good ole fashioned alphabet song
or an iPad game
or writing a letter on the whiteboard and letting them trace it with their finger
or ANY letter activity

Numbers. We have a number of the month that will come into play later but for this activity, we look at all numbers. Here are some of the activities I choose from:

this one
this one
this SB activity
or this one
or I pull out some teddy counters
or we count on the number line
or we count students
or we count teachers
or we count fingers
or we use an iPad counting app

Shapes. We have a shape of the month but here we usually talk about all basic shapes.

they love this video
this one
or this one
this SB activity
or I pass out shapes and they ID them before they put them back in the bucket- we use a carrier phrase "I seeeeeee the __" and some of my nonverbal kids approximate the tune of it.
or I pass out pieces from a shape puzzle and they ID them before they put them in

and most of the time I just draw the shapes on a whiteboard and they point to the one I say

Colors. We have a color of the month but here we look at all colors most of the time.

love this one
or this one
or this one
or this SB
or I pass out teddy bears and they have to ID color before putting it "in" the bucket- again using above carrier phrase

or I use a BM sheet and they have to point to the color requested

Nursery Rhyme. We have a nursery rhyme of the month and either say it or watch it.

Game. Sometimes we play the tickle game. They have to ask for more tickles- practicing taking turns too. Sometimes we play bingo with our unit vocab.

Story. Goes along with unit.

Song. They get to choose from communication board.

New final activity. Okay- I'm just starting this activity tomorrow. We will do it everyday to conclude circle time. I'm really excited about it. On the schedule it will be a balloon. The balloon will be the color of the month. When I blow said balloon up, it will display the shape of the month. I will have a visual that shows the countdown until the balloon is let go. The countdown will be the number of the month. This is how this month's will go:

(Show balloon)
T:What color?
T:(Blows up balloon; shows shape) What shape?
T&S:3, 2, 1, GO! (Teacher lets go & the crowd goes wild:))

We'll see. They may not be nearly as excited about it as I am.

I'll then show the finished sign and we'll transition to work time.

Okay- so that is circle time. I keep all of my circle time materials in a plastic organizer with 3 drawers and all of my visuals and communication boards in a folder divided by activity type. This makes it easier for my para or sub when I'm out. I try to not use too many videos and have a good mixture between incorporating technology and using good ole fashioned manipulative. But hey- my kids are so motivated by technology so I don't feel too bad about using it a good bit.


Sunday, August 25, 2013

Classroom Choreography Part 2: Detailed Class Schedule

People most often email or post questions related to scheduling details. I'm posting my detailed classroom schedule here in hopes of giving others ideas for scheduling their class schedules. Next I'll go more in depth about my circle time, table time, individual programming, and natural environment learning activities.

Name of Activity
Teacher Details
Para Details
Arrival & Breakfast
-Bus Duty
-Assist students in going through breakfast line, requesting items via verbalization or gesture, assist in appropriate behavior during meals
Para 1-Hall duty
Para 2- assist with breakfast
Take attendance; submit lunch count; check folders
Circle Time
Teach basic skills & themed unit activity
Para 1- Inclusion
Para 2- Model appropriate behavior; participate in activities
Individual Programming/ Natural Environment Learning
Individual teaching
Para 1-handwriting
Para 2- Rotate students through stations
9:30- 9:45
Story time/ Toileting
Read story & teach basic skills
Para 1 & 2- Model appropriate behavior; participate in activities
9:45- 10:30
Individual Programming/ Natural Environment Learning
Individual teaching
Para 1- Table time & work station
Para 2- Inclusion  
Toileting/Rest Time
Lunch Break/ Planning
Para 1- Break/Supervise
Para 2- Inclusion/ Break
12:30- 1:45
Individual Programming/Natural Environment Learning
Same as above
Para 1 & Para 2- Rotate students through stations
Snack Time
Supervise & assist; encourage communication
Supervise & assist
Circle Time
Music & Movement activity
Model appropriate behavior & participate in activities
Planning/ Meetings
Car duty

Tuesday, August 20, 2013

Classroom choreography Part 1: Master Schedule

A day in my classroom is like a very complex dance. My paras and I move through the classroom, guiding the students and reacting to their behaviors. We all know our roles & the expectations of our roles. At three weeks in, we've got our routine down and things are running pretty smoothly- well, as smoothly as you can expect in my classroom!

I believe that behind every well-choreographed classroom routine is a color-coded, detailed class schedule. Or four. I create one master schedule that includes the time, the name of the activity, my role, each paras roles, and any "extra" information- such as kids that leave for speech/OT. I also make an individual one for myself and each para to keep with them at all times. Things just work better if I'm not constantly asking someone to do something.

{Master Schedule}
I set up our master schedule using a table in either Word or Publisher. At the top of the chart I list time, class, teacher, para 1, para 2, and therapy. The rows are labeled with the time. I color-code based on the type of changes- when paras are out of my room, when paras have break, and when students have therapies. I highlight the time as well so that I know that there is something different then when I quickly glance between activities. I've received many questions about scheduling so I'll work on posting a detailed daily schedule for my class to share some ideas. Stay tuned!

Sunday, August 18, 2013

My fifteen favorite {free} iPad apps

I have spent the weekend researching, downloading, and exploring apps for my classroom IPad. Last year I used my IPad mainly as a reinforcer during individual teaching sessions or certain apps while working on IEP goals. But I can already tell I'm going to get a lot more use out of my IPad this year working with the younger (more distractible) kiddos. I searched for apps that I could use as an instructional tool, as a communication device, and as a reinforcer. Here is a list of my fifteen favorites {did I mention they are all free?!}:
{Communication Apps}

Ooooh! I like this one! There are several pages already made and linked. For example, the kiddo can say "I'm hungry" from a selection of wants and then it links to food choices. Yes, this is good! It looks like there are about 35 (FREE) pages. It's going to take me a minute to figure it out & teach my kids but I think this is going to be wonderful. There are some pages that only use words- rather than the word and pics- with one of my students will prefer. Con: may take me a bit to figure it out but I'll be able to begin using the basic pages asap.

Pic a word
Good quick communication board for use during snack time. Has visuals for snack basics such as cookies, goldfish, etc. and uses a child's voice. Con: Only 12 pics.

Able AAC Free
This communication board allows students to choose pics to express their basic wants and needs. As they select the picture, it is vocalized using a computerized voice. Con: Only the critical, I feel, and I want boards are available, everything else must be purchased in order for it to be vocalized. Boo.

Answers Free
I'll use this one during circle time, instructional time, & any other time I need the kiddos to answer a yes/no question. It simply displays a red "no" and green "yes" for the kids to touch while it verbalizes their answer. Con: None really.

Sounding Board
I've posted about this app before- it's that good! Now that I'm more familiar with it, I like how you can link boards and create your own boards. I'm working on creating several for use during my circle time. Cons: takes a second to go through and get the board you want selected but I'm afraid that's the case with all of these apps.

{Instructional Apps}

ABC Letter Toy
I like this tracing app better than any other one I have seen. The tracing points aren't visible until the child is at that point. They appear to prompt them to trace. Also, the tracing only appears on the correct path- unlike other tracing apps that allow the child to scribble all over the screen. After tracing each letter, they have a little cause/effect play time. Can switch between upper & lower case and numbers. Con: only offers a few letters and numbers to trace.

PCS Flash Cards Free
This app provides 50 basic flashcards depicting letters, numbers, animals, transportation, common foods, and common objects. I can go through it and show the cards to the kids to verbally identify or get them to go through it themselves and touch the pictures to hear it identified. It also has artic, language, and rhyming sections. Con: It prompts you to purchase the full app every time you go back to the home screen. I can already see my kids logged onto the app store now:)

Ask Me! Colors & Shapes Free.
Although its name is a little misleading (only the shapes are free), I really like this app for use during circle time or individual teaching sessions. I know my boys are going to dig the sound effects & the little tune that the questions are set to. If they don't answer quick enough, it helps them out by bouncing the answer and their is applause at the end- always a plus. Con: What about the colors?!

Social Skills Sampler HD
This app will be great with my kids who are able to sit & focus a little more. It shows a little video of real people acting out basic social skills- such as greeting people, being polite, and following directions. I think it would be really beneficial with other children & will be passing it along to some of my colleagues. Cons: Only adults in the videos.

Baby Sign & Learn
I don't know if this app will be educating my students (who are working on simple signing) or me more! It provides tons of flashcards with basic words- food, common objects, animals, etc., along with a little animated video of how to perform the sign. I am only working with 2 nonverbal students on signing right now but this will be great to use with all of my students. It has a little quiz too! Con: Wish it used real people in the videos.

{Reinforcement Apps}

Touch & Say
My kids love this app. There are 8 sections- including one where they sing common children's songs, count, identify colors, or follow commands. There is even a section that will repeat what they say using a silly voice. Cons: there is so much to choose from and my students usually jump back and forth between sections instead of going through a complete round in each one.

FirstWords Sampler
I used this app last year & have already found it very helpful this year. My kids love it & will play it over and over again. They match letters to create simple words. When they correctly match the letters, the pictures becomes animated. All of my kids love this one- even my slowest learners. It is great for them to work on matching identical letters & making a connecting between written & spoken language & words and pictures. Cons: wish there were more words.

ABC Alphabet
Wow- this app has so much to offer. My favorites are the abc tapping- my kids that are obsessed with letters will love tapping the screen to make random letters appear and float around. The abc song is also great but my favorite is the abc ordering- I can't wait to try this one out with my kids tomorrow! Cons: too much to choose from?

Kids Jigsaw Puzzles School
This puzzle app is great! There are 3 stages to choose from 2-45 pieces. Stage one has many, many pages of puzzles to choose from. They are matching the puzzle pieces to a less visible piece. This app actually could be used as an instructional resource also. Cons: You have to create a username & I'd like a little more excitement when I complete a puzzle.

Penguin Leveled Readers
I know that this may seem more like an instructional app but I have a kid that loves to read & listen to books being read so this will definitely be a reinforcer for him. Their are 4 books available for free at 4 different levels. The student can turn the pages and touch the words to have it read to them. Cons: more books, please!

Monday, August 12, 2013

Teacher Lesson #795426: NEVER underestimate

I've always thought that my students teach me more than I teach them. These "teacher lessons" that my kids share with me have changed me as a person- outside of the classroom- for the better. On Friday, I was reminded of a lesson I learned many years ago- NEVER UNDERESTIMATE ANYONE.

I have a student- lets call him Bob. Bob is autistic, nonverbal, and absolutely adorable. I was impressed that Bob could receptively ID pictures and common objects. I noticed that he liked to point to letters and words. I was blown away when he followed along with him finger as I read a book. On Friday, Bob showed my that he can do much, much more than that.

I guessed that he was associating spoken and written words when he would keep his finger in the same spot when I purposefully skipped words in a book. During his individual teaching session, I decided to try out a few new things. I took some flash cards and wrote very simple commands on them: touch your head, clap your hands, stand up, etc. as I placed each individual card in front of him, that smart boy performed each command with no verbal or physical prompting! As if that wasn't enough he later answered several written questions (by circling the correct answer) about pictures being shown to him. Wow! By the end of the day, my sweet paras were crying tears or joy and I was giddy with excitement for finding out just how much this little fella can do. What a wonderful reminder for me to push my kids to succeed and never, ever assume that they're unable to do something.

Saturday, August 3, 2013

Back to School Troubleshooting

Well, the school year is off to a great start! My little ones started on Thursday and we have had two very successful days. I am in heaven with only 6 little ones and two paras right now. I was supposed to start out with 7 but two didn't show and 1 was placed the day before school started. I have a really great group and am looking forward to helping them make progress this year.

The first few weeks of school I always keep a running list of problems that arise or ideas I come up with throughout the day. I just jot them down on the board and then work on them in the afternoons. Here are some of the things I've noted on the first two days of school.

This mainly refers to our play area. Although I greatly reduced the amount of toys that were there to begin with, I quickly realized that I still had too many. I will post an updated picture soon but I now only have about 3 bins of cars, animals, and dolls and about 7 larger toys. I will rotate the toys throughout the year. I quickly noticed that with all of the toys, they were making a huge mess and it took them (and us) forever to clean up when we rotated through centers.

Grab a toy.

Being out of the pre-k classroom for several years, I forgot how valuable toys are. I didn't have one on me when one of my kiddos flipped out when his mom left him, I didn't have one on me when two of my kids finished eating before the others at lunch, I didn't have one on me when one when I needed my kids to stay on their circle time spot while I submitted attendance. By day two I remembered to carry a bag with me at all times filled with wipes, toys, data sheets, a schedule, and other essentials and I remembered to keep a small bin filled with toys in the circle time area.

Use a visual.

Throughout the first day, there were several times when I wished that I had a visual to use. I needed a "sit" visual at every table/desk/center. I needed a "toy" visual at teacher time to show them where to place their toy I was using as a reward. I needed "cracker," "juice," and "more" for snack time. After the first day, I walked through each area used during the day and made a list of visuals I had forgotten.

Back to the basics
It didn't take me too long to get back in the pre-k/kindergarten mindset but I will admit that the first time I placed a 9 piece inset puzzle in front of one of my newbies, I pulled all 9 pieces out instead of starting with one or two. I planned on having five circle time activities but switched to just one at the last minute. By the end of day one, instead of having a full teaching session with one of my lower functioning kiddos, we worked on sitting in the chair at the table for a few seconds. Whenever he sat when I performed the sign, he was given his toy to play with.

I am sure that I will find several more things that need to be changed and will remember other effective strategies that I have forgotten in my two years out of the classroom and one year with 3rd-5th graders. But it's all about progress-not perfection these days!

Tuesday, July 2, 2013

Rainy day worktasks

I've been planning on heading into my classroom and creating several work tasks this week since I am on break from ESY. But the rainy weather that we've had the past several days has left me wanting to cuddle up at home in my PJs all day. I allowed myself to be lazy all day yesterday but today I started to get a little antsy! I searched around the house and found a lot of items that I can use to make some work tasks right here at home. I'll share a couple with you now and save the rest for a longer post later- I have to get back to being lazy after all;)

5 Items=5 Worktasks

Found Materials (clockwise from left):
1. Cardboard tube with top
2. Egg carton
3. Shoebox covered in paper with holes cut in top
4. Small Tupperware containers with top
5. Small household items (pennies & paper clips)

Work tasks 1 & 2: Simple drop-in tasks

Students are presented with one small Tupperware container of similar items and a tube with a hole in top. They use fine motor skills to pick up the small item and drop it in the tube. They'll get some sensory input from the noise and they'll understand when they are finished because the Tupperware will be empty. Ill probably add a small "in" visual to the top of the tube.

Notes: task can be completed with any items- including coins, paper clips, marbles, Pom poms, toothpicks, etc. Coffee or oatmeal containers work great too.

Work tasks 3 & 4: One-to-one correspondence

Students are presented with a Tupperware container of small items and and an egg carton. Students pick up one of the small items and place it in one section of the egg carton. Visuals can be added to each section to illustrate that only one item belongs in that section.

Notes: Again, any items can be used. Tongs can be added for more difficulty.

Work task 5: Sorting

Students are presented with two Tupperware containers of two types of small items and a shoe box with two holes cut in the top. Visuals or examples of the items are attached to the top of the shoe box. Students will remove the small items from the Tupperware containers and place them in the corresponding hole in order to sort the items. The task can be made more difficult by combining the two types of items into one Tupperware container for sorting.