tag:blogger.com,1999:blog-91692927023746264832023-11-15T09:04:26.360-05:00It's Always Sunny in SPEDResources for working with children with Autism & other special needsUnknownnoreply@blogger.comBlogger36125tag:blogger.com,1999:blog-9169292702374626483.post-48811332792606939722015-05-21T20:22:00.000-04:002015-05-21T20:22:00.036-04:00Table Time ActivitiesOne of our rotations that the students go to daily is Table Time with one of my paras. During table time, students practice their fine motor and cognitive IEP goals and participate in sensory activities. My para takes data for me to use to compare with my data taken during discrete trials to be sure that the student is generalizing their skills across environments and instructors. She typically works with 1-3 students at a time using manipulatives and worksheets. Students typically work on 3-5 activities until that activity is mastered. If students are not making progress on an skill, it may be put on hold and a prerequisite skill may be introduced instead. We have some activities that are unit-themed and those are switched out monthly. Occasionally, my para also does unit craft activities during Table Time. Next year, I hope to incorporate a cooking activity into this time as well.<br />
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Some examples of activities that are completed during Table Time are:<br />
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Puzzles<br />
Shape sorters<br />
Tracing & copying lines, shapes, letters, numbers, & names<br />
Sorting colors, shapes, sizes<br />
Matching colors, shapes, identical pictures<br />
Simple put-in tasks<br />
Sort by class, function, & feature<br />
Stringing beads<br />
Clothespins on lines<br />
Cutting snips, lines, and shapes<br />
Scribbling, coloring, and painting<br />
Playdough<br />
Shaving Cream<br />
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<tr><td class="tr-caption" style="text-align: center;">Finding objects in sand</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Sorting by length</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Shaving cream</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Finding objects in rice and sorting by class</td></tr>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-47630737173578491092015-05-17T19:41:00.001-04:002015-05-17T19:41:10.338-04:00Countdown to Beach TimeWell, the countdown has begun! We have just a couple of weeks left before summer break and it is safe to say that it has been a doozy of a year. Between a change in paras, growing to a class size of 12, and my many non-classroom duties, I am definitely looking forward to a break so that I can get reorganized and ready to start next year off on the right foot. My goals for this summer include organizing our ABLLS-R testing materials, organizing our discrete trial area, and making plans for incorporating more assistive technology into my daily routines.<br />
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We have completed many fun units this school year but I think that our current unit is the favorite (maybe because it means that beach time is right around the corner!). My water unit allows us to incorporate so many fun activities such as catching fish in the sensory table, stamping play dough with seashells, dressing up in beachwear, and reading one of my favorite repeating lines books--<a href="http://www.amazon.com/Pout-Pout-Fish-Adventure/dp/0374360979/ref=sr_1_1?ie=UTF8&qid=1431905935&sr=8-1&keywords=the+pout+pout+fish" target="_blank"> The Pout Pout Fish by Diesen</a>. I'm a big fan of repeating lines books for this population and I try to incorporate one into each unit. I used to think that exposure to the most literature possible in one unit was key but after much research and spending this year focusing on reading the same repeating line book each day for the entire unit, I have decided that the latter is the best choice for my group. I have seen an increase in my students' participation, attention, and motivation since making this change.<br />
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My water unit, Riding the Waves, is comprised of over 50 pages of suggested literature, songs, motor, sensory, language arts, and math activities, all connected to the Georgia Early Learning Standards (GELDS). It includes unit vocabulary, intraverbals, beginning sounds, tracing letters and words, counting pictures, rote counting, printable play dough mats, patterns, printable BINGO cards, and I Spy pages. Activities are designed to be used on an interactive board as a whole-group or small-group activity or to be printed off for whole-group, small-group, or individual use. Head over to <a href="https://www.teacherspayteachers.com/Store/Its-Always-Sunny-In-Sped" target="_blank">my TPT store</a> to check this unit out!<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-14951800910779778492014-12-13T14:59:00.001-05:002014-12-13T14:59:21.196-05:00Hey Stranger!<div class="separator" style="clear: both; text-align: center;">
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It has been 6 months since my last post and I have been a busy bee trying to implement all of the things I last talked about. In my last post I shared with you about my wonderful trip to the 2014 IDEAS conference and everything that I learned about and planned to introduce into my classroom. Since then, I have attended 3 other trainings/conferences and have even more ideas to share! But first things first, I want to update you on my progress with interactive/sensory books.<br />
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Before I took my two-year break from teaching, I had several interactive/sensory books in rotation but those didn't seem to make it into my classroom when I began teaching again and I sort of forgot about them. This is one reason why I love going to conferences or trainings- I not only learn new strategies but I also have my memory jogged on things that I already know but am not putting into practice.<br />
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I'm trying not to overwhelm myself with creating a ton of these interactive/sensory books this year so I am keeping it simple right now. If you remember, these were some of the incredible ideas that I saw this summer at training:<br />
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Beautiful! I plan on making ONE- yes, just one of these this year. Right now, I am adapting board books to make them into interactive/sensory books. Here are a few of the ones I have done this year with the units I have taught:</div>
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<span style="text-align: center;">This interactive book allows for students to identify the front of the book and then the main characters on each page. I usually pass out the pictures beforehand and then as I read about the character in the book, students will match their visual to one in the book.</span><br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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This interactive book allows students to identify how many lights are on each page and match the numeral with the number in the book. </div>
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I made a simple sensory book using my favorite unit that I teach, Brown Bear.</div>
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I literally made this one in 5 minutes one Friday afternoon. It is super simple but I think it gets the job done. I used items that I found in my closet such as foam, cotton balls, ribbon, velcro, pipe cleaners, etc. and hot glued them into the book. I hope to make a lot more of these in the future. </div>
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There are so many great ideas out there for creating interactive/sensory books. These are some of my favorite pinterest boards: <a href="http://www.pinterest.com/jpritchard22/adapting-books/" target="_blank">this one,</a> <a href="http://www.pinterest.com/adaptforautism/adapted-books/" target="_blank">this one, </a><a href="http://www.pinterest.com/BeckyKopera/adapted-books/" target="_blank">this one, </a> <a href="http://www.pinterest.com/kimsharee/adapted-books/" target="_blank">and this one!</a> </div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-9169292702374626483.post-55279456306506774072014-06-07T16:57:00.002-04:002014-06-07T16:57:39.349-04:00These are a few of my favorite {IDEAS}:I had the incredible opportunity to attend the Institute Designed for Educating All Students (IDEAS) 2014 Conference this week on St. Simon's Island. If you ever get the chance to attend this- definitely go. It was a game-changer for me and something that I hope to attend every year. Sometimes you just need to get together with a large group of people who do what you do and think like you think and bounce ideas off of each other. A lot of what I heard here was not new to me but helped me to think about things in a new way and come up with ideas of new techniques and strategies to use with me kiddos. Unlike other conferences I've attended in the past, IDEAS 2014 had a great deal of breakout sessions to choose from and (most of) the presenters weren't trying to push their own products. In fact, a great majority of the products & resources were freebies (!). I also liked that most of the presenters name-dropped the researchers behind the strategies so that I could ensure I was learning about evidence-based techniques. Here are a few of my favorite topics that were discussed this week:<br />
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1. <u>Incorporating sensory techniques into instructional activities</u><br />
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Although I feel that I have a pretty strong understanding of how to use a variety of techniques in order to meet students sensory integration dysfunction needs, I tend to keep a separation between sensory & academic times. I allow for sensory breaks throughout the day but rarely use sensory materials in order to allow the students to better gain access to the academic curriculum. Jessie Moreau, from Gwinnett County Schools, was just one of the presenters who discussed this. She creates these incredible literacy notebooks using adapted books and adds detailed sensory materials along with additional visuals. I have seen a good bit of her stuff on the Resource Board before. Jessie's suggestion was try to create one book per school year. The overachiever in me is going to aim for two this year:)<br />
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2. <u>Communication vs. Language</u><br />
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Jennifer Thomas from Houston County Schools did a great job presenting on Augmentative Communication in the classroom. One topic she discussed was the difference between communication and language. This is such a simple concept but one that I forget to distinguish between during my daily routine. I think that I put more of an emphasis with my students on tacting, labeling, acquiring new vocabulary, etc. (language) and less time on greetings, expressing needs, making choices, etc. (communication). She also introduced me to the term "core vocabulary." I have seen and used communication boards based on the Pixon Project but was not familiar with the terminology. Basically, the core vocabulary are the first words that toddlers use (ours would be paired with a visual of course). I spend a great deal of time in my classroom on non-core words (vocabulary words, labeling classroom materials, etc.) and very little time on those core words that are vital to actually being able to communicate. During Jennifer's presentation I got the idea of introducing a couple of core vocabulary words each week and using them in conjunction with our unit vocab words.<br />
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3. <u>Core Words vs. Fringe Words</u><br />
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Thankfully Jennifer's presentation had introduced me to the concept of core vocabulary before I attended the Forsyth County's presentation of Communication: Peeled & Cored because they went into even greater detail on these basic core words. They use a large communication board with all of the core words pictured and then they add additional "fringe" words based on the unit/topic of discussion. This group discussed having a core board that the teacher used during activities and that the students could follow along (with para support) with their own personal lap boards. Another idea was to keep the core boards in a 3-ring binder and have strips of fringe words that can be flipped at the top.<br />
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4. <u>Writing for Non-Writers</u><br />
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Most of the students in my classroom are not writing at this point so I was thrilled to see that my co-worker's mom was presenting with her colleague on this very topic. She gave me some great ideas- such as allowing students to choose between printed sticky notes to answer questions or to use them to order words to create a sentence but I was most excited about all of the materials ideas. I'll tell ya, these ladies must live at the Dollar Store. They had some wonderful ideas for using ordinary objects. For example, I plan to buy some acrylic picture frames that stand up for students to velcro their answers onto and cutting pool noodles to use as a sequence board.<br />
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5. <u>Circus Time- Errr, I mean CIRCLE Time:)</u><br />
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My circle time can get a little wild at time so I am always up for new ideas. Gini Bramlett from Fannin County gave me several new ideas to try out with the kiddos. For one, I'm going to switch my attendance chart from saying school & home to use core words (here, away) and I'm also going to add teacher names and administrator names to the chart so that students are more familiar with those. One of the other attendees had the idea of pairing each day of the week with a specific texture and also using sensory materials when discussing the weather. Gini create a great smartboard file that she was willing to share with us all to take home and change as needed.<br />
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These presentations- and several others- gave me pages of ideas that I want to incorporate in my own classroom. I'm going to try to focus only on one idea at a time so that I don't overwhelm myself but I'll post as I work my way through on here with pictures and materials. IDEAS 2014= SUCCESS! While there were a couple of duds in the bunch, it was overall a really phenomenal week (the beautiful beach, delicious food, and fabulous friends didn't hurt either!).Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-9169292702374626483.post-44509324041310560522013-11-26T10:33:00.001-05:002013-11-26T10:33:40.597-05:00Turkey FREEBIEWhile using my<a href="http://turkey-unit-interactive-activities-autism-classroom-981720/" target="_blank"> turkey-themed interactive activities</a> 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 <span id="goog_1879281291"></span><span id="goog_139127872"></span><a href="http://www.teacherspayteachers.com/Product/Turkey-Unit-Worksheets-Autism-Class-996049" target="_blank">these worksheets</a><span id="goog_1879281292"></span> <span id="goog_139127873"></span>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!<span id="goog_1056114769"><span id="goog_1056114770"></span><a href="http://www.blogger.com/"></a><span id="goog_1056114771"></span></span><br />
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<a href="http://www.teacherspayteachers.com/Product/Turkey-Unit-Worksheets-Autism-Class-996049" target="_blank"><img border="0" height="320" src="http://2.bp.blogspot.com/-imxgU9MAI2c/UpS-eERTGzI/AAAAAAAAAec/ds8Iie9-CJA/s320/turkeyad.jpg" width="247" /></a></div>
<span id="goog_1056114768"></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-92037061710496562592013-11-17T15:36:00.000-05:002013-11-17T15:36:44.248-05:00Gobble GobbleThis 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 <a href="http://www.teacherspayteachers.com/Product/Turkey-Unit-Interactive-Activities-Autism-Classroom-981720" target="_blank">this Smartboard file</a> to practice letter, number, shape, and color skills with my kiddos. You can pick it up over at my TPT store for just $2!<br />
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Also- check out the sweet surprise my paras had for me when I got back from training the other day- so cute!<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-68722022711753459892013-10-16T20:32:00.001-04:002014-12-13T13:57:23.021-05:00Toilet Training<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-A1COea0q7mc/UlrQXsx3zxI/AAAAAAAAAbU/hL_G1BlV3ZU/s1600/potty1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-A1COea0q7mc/UlrQXsx3zxI/AAAAAAAAAbU/hL_G1BlV3ZU/s320/potty1.jpg" height="320" width="247" /></a></div>
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.<br />
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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.<br />
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Around that time, we had a visit from one of the guys up at <a href="http://www.psychiatry.emory.edu/PROGRAMS/autism/Training.html" target="_blank">Emory Autism Center.</a> 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. <br />
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<a href="http://3.bp.blogspot.com/-7OLO-OpKDUQ/UlrRroAMnsI/AAAAAAAAAbs/57KZZpkJnxI/s1600/potty3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-7OLO-OpKDUQ/UlrRroAMnsI/AAAAAAAAAbs/57KZZpkJnxI/s320/potty3.jpg" height="320" width="247" /></a></div>
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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. <br />
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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:<br />
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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.<br />
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2. If wet, use the potty picture to transition to the bathroom.<br />
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3. In bathroom, we have a changing area with a visual. First, change diaper, then reinforce pics are used.<br />
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4. Visual schedule is used while changing diaper.<br />
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5. Reinforcer is given in the bathroom. This is something I wasn't doing before but was recommended.<br />
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6. Washing hand visual schedule is used.<br />
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<a href="http://3.bp.blogspot.com/-a4oZ8PKxctk/UlrQdL7BTwI/AAAAAAAAAbc/XJSHm-DWw_E/s1600/potty2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-a4oZ8PKxctk/UlrQdL7BTwI/AAAAAAAAAbc/XJSHm-DWw_E/s320/potty2.jpg" height="320" width="247" /></a></div>
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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!<br />
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In designing the visual structure for my toileting routine, I put together <a href="http://www.teacherspayteachers.com/Product/Toilet-Training-Visual-Schedules-Autism-Classroom-930506" target="_blank">this pack</a>. 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! <br />
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<span id="goog_1653732259"></span><a href="http://www.blogger.com/"></a><span id="goog_1653732260"></span>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-9169292702374626483.post-64346319490674062202013-10-09T21:14:00.000-04:002013-10-09T21:14:25.101-04:00Candy Corn Match GameSeveral 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. <br />
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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. <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.teacherspayteachers.com/Product/Candy-Corn-Number-Match-Game-Autism-Classroom-919359" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="http://2.bp.blogspot.com/-QgXB7C_2iyw/UlX-ZclwYnI/AAAAAAAAAbA/m8iauJu5L_Y/s320/halloweennumbermatchpic.jpg" width="247" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Candy Corn Number Match Game}</td></tr>
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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.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-66808254539419323122013-09-29T18:37:00.003-04:002013-09-29T18:37:16.374-04:00Classroom Choreography Part 5: Table Time<div style="text-align: left;">
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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.<br />
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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.<br />
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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.<br />
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-cqxbDnktJD4/UkioksRMtZI/AAAAAAAAAaU/qaiGFiXtjoo/s1600/tt5.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://3.bp.blogspot.com/-cqxbDnktJD4/UkioksRMtZI/AAAAAAAAAaU/qaiGFiXtjoo/s320/tt5.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{table time rotation}</td></tr>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-I4VHauyarUo/Ukiojw8LlCI/AAAAAAAAAaM/As-mH79rxQw/s1600/tt2.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://4.bp.blogspot.com/-I4VHauyarUo/Ukiojw8LlCI/AAAAAAAAAaM/As-mH79rxQw/s320/tt2.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{table time storage}</td></tr>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-8iqAMFW1qfc/Ukioi4rlgnI/AAAAAAAAAZ8/bCJrlPDs0GM/s1600/tt3.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://2.bp.blogspot.com/-8iqAMFW1qfc/Ukioi4rlgnI/AAAAAAAAAZ8/bCJrlPDs0GM/s320/tt3.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{simple table time tasks}</td></tr>
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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.<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-53366623988635063892013-09-22T19:33:00.002-04:002013-09-22T19:35:38.796-04:00Classroom Choreography Part 4: Story Time & Movement<div class="separator" style="clear: both; text-align: center;">
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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.<br />
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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:<br />
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(Holding up book)<br />
Teacher: What is this?<br />
Students (modeled by paras): a book<br />
Teacher: (Showing sign for book) What do we do with a book?<br />
Students: We read it.<br />
Teacher: We read a book. We turn the pages and look at the pictures.<br />
(Begin reading)<br />
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<a data-ved="0CAUQjRw" href="http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=-xecvzcWJFx14M&tbnid=bS_OmTkQDtaVcM:&ved=0CAUQjRw&url=http%3A%2F%2Flifeprint.com%2Fasl101%2Fpages-signs%2Fb%2Fbook.htm&ei=hHs_Up-rG43S9AT7rIC4Aw&bvm=bv.52434380,d.eWU&psig=AFQjCNGDBDmvEctD33uwrqQ9PVpehon2xA&ust=1379978491486824" id="irc_mil" style="border: 0px currentColor;"><img height="320" id="irc_mi" src="http://lifeprint.com/asl101/images-signs/book.gif" style="margin-top: 0px;" width="309" /></a></div>
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(Finish book)<br />
Teacher: What do we say when we finish a book?<br />
Students: The end.<br />
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It sounds silly to write that down but I think repetition can be so beneficial for our kids. <br />
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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?"<br />
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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. <br />
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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.<br />
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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:<br />
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<a href="http://youtu.be/pvXdswbPh5U" target="_blank">this one</a><br />
<a href="http://www.youtube.com/watch?v=CNMyh5OyfGE&feature=share&list=PL1ZLcq6glzORs-7WxZ08vtgDn4TN5DIjV" target="_blank">this one</a><br />
<a href="http://www.youtube.com/watch?v=zl5QodAFuVk&feature=share&list=PL1ZLcq6glzORs-7WxZ08vtgDn4TN5DIjV" target="_blank">this one</a><br />
<a href="http://youtu.be/pjdOF5bLEBE" target="_blank">and this one</a><br />
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After a song or two we have "Question time"- each student is asked one or several personal information questions-<br />
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What is your name?<br />
How old are you?<br />
Are you a boy or girl?<br />
What is your teacher's name?<br />
Etc.<br />
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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:)<br />
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<br />Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-9169292702374626483.post-48406522294882821952013-09-02T20:25:00.003-04:002013-09-02T20:25:30.709-04:00Classroom Choreography Part 3: Circle Time<br />
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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.<br />
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I have a layered circle time- an idea I was shown at my first <a href="http://www.teacch.com/" target="_blank">TEACCH</a> 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.<br />
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{1}Circle time always begins with the<a href="http://www.teacherspayteachers.com/Product/Get-Ready-for-Circle-Time-Powerpoint-for-Students-with-Autism-858375" target="_blank"> Get Ready for Circle Time PowerPoint</a>. This PowerPoint shows students how they are expected to behave during circle time. They love it.<br />
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{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:<br />
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<a href="http://youtu.be/L89IDDq30J8" target="_blank">this one</a><br />
<a href="http://youtu.be/xFFbWH3niaI" target="_blank">and this one</a><br />
<a href="http://youtu.be/U9Q7Y3t4m3g" target="_blank">and this one</a><br />
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{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."}<br />
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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.<br />
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{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:<br />
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(Show pic of bus)<br />
T: What is it?<br />
S: Bus.<br />
T:What color is it?<br />
S: Yellow.<br />
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(Show pic of backpack)<br />
T:What is it?<br />
S: Backpack<br />
T:What do you do with it?<br />
S:You wear it on your back (pointing to back)<br />
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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.<br />
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**FYI- Some days circle time ends here. You know those days- don't judge.**<br />
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{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. <br />
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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:<br />
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<a href="http://www.youtube.com/watch?v=Q8JmK5z6QD4&feature=share&list=PL1ZLcq6glzORAdBwmfMldt_BgsoRUoaDg" target="_blank">this one</a><br />
<a href="http://youtu.be/75p-N9YKqNo" target="_blank">or this one</a> (they love!!)<br />
<a href="http://youtu.be/7C_QE1i8ot8" target="_blank">or this one</a><br />
<a href="http://exchange.smarttech.com/details.html?id=b27e6fe6-07eb-4ea8-b9a6-1519d4988e9e" target="_blank">or play with this SB activity</a><br />
<a href="http://exchange.smarttech.com/details.html?id=403f6c95-0bb3-4f04-8495-727670655378" target="_blank">or play this one</a><br />
<a href="http://exchange.smarttech.com/details.html?id=916acc95-9add-4862-b88e-0fab02bd6c2d" target="_blank">or this one</a><br />
or singing the good ole fashioned alphabet song<br />
or an iPad game<br />
or writing a letter on the whiteboard and letting them trace it with their finger<br />
or ANY letter activity<br />
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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:<br />
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<a href="http://www.youtube.com/watch?v=dk9Yt1PqQiw&list=TLJRBU1AS7AiA" target="_blank">this one</a><br />
<a href="http://www.youtube.com/watch?v=diMJIlv-4N0&feature=share&list=UUDBQdJsUA9i8Had_jXCP0bg" target="_blank">this one</a><br />
<a href="http://exchange.smarttech.com/details.html?id=304cf677-695f-4537-9b5b-98b547711fe8" target="_blank">this SB activity</a><br />
<a href="http://exchange.smarttech.com/details.html?id=fb0b791e-9fe1-456f-a9d3-ca8d74527734" target="_blank">or this one</a><br />
or I pull out some teddy counters<br />
or we count on the number line<br />
or we count students<br />
or we count teachers<br />
or we count fingers<br />
etc.<br />
etc.<br />
etc.<br />
or we use an iPad counting app<br />
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Shapes. We have a shape of the month but here we usually talk about all basic shapes. <br />
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<a href="http://youtu.be/dsR0h50BiFQ" target="_blank">they love this video</a><br />
<a href="http://youtu.be/v38vp3IwLho" target="_blank">this one</a><br />
<a href="http://youtu.be/WTeqUejf3D0" target="_blank">or this one</a><br />
<a href="http://exchange.smarttech.com/details.html?id=edaaad3d-c7e4-4996-9435-8daaa757982f" target="_blank">this SB activity</a><br />
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. <br />
or I pass out pieces from a shape puzzle and they ID them before they put them in<br />
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and most of the time I just draw the shapes on a whiteboard and they point to the one I say<br />
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Colors. We have a color of the month but here we look at all colors most of the time.<br />
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<a href="http://youtu.be/tQASh8bbkUY" target="_blank">love this one</a><br />
<a href="http://youtu.be/RPAZHVNVJp0" target="_blank">or this one</a><br />
<a href="http://youtu.be/xPWZu4LDmQM" target="_blank">or this one</a><br />
<a href="http://exchange.smarttech.com/details.html?id=64cded6d-757a-410c-8344-d0f44b757998" target="_blank">or this SB</a><br />
or I pass out teddy bears and they have to ID color before putting it "in" the bucket- again using above carrier phrase<br />
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or I use a BM sheet and they have to point to the color requested<br />
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Nursery Rhyme. We have a nursery rhyme of the month and either say it or watch it.<br />
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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. <br />
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Story. Goes along with unit. <br />
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Song. They get to choose from communication board.<br />
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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:<br />
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(Show balloon)<br />
T:What color?<br />
S:Purple.<br />
T:(Blows up balloon; shows shape) What shape?<br />
S:Rectangle.<br />
T:Countdown.<br />
T&S:3, 2, 1, GO! (Teacher lets go & the crowd goes wild:)) <br />
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We'll see. They may not be nearly as excited about it as I am.<br />
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I'll then show the finished sign and we'll transition to work time.<br />
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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. <br />
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-9169292702374626483.post-22663842628557582222013-08-25T13:37:00.002-04:002013-08-25T13:37:28.106-04:00Classroom Choreography Part 2: Detailed Class Schedule<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-y1R2R3DqLBY/UhpAvDxZV5I/AAAAAAAAAXg/xdqtslEQ5DU/s1600/detailedclassschedule.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-y1R2R3DqLBY/UhpAvDxZV5I/AAAAAAAAAXg/xdqtslEQ5DU/s320/detailedclassschedule.jpg" width="247" /></a></div>
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.<br />
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<tbody>
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<span style="font-family: "Times New Roman","serif";">Time<o:p></o:p></span></div>
</td>
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<span style="font-family: Calibri;">Name of Activity</span></div>
</td>
<td style="background-color: transparent; border-color: windowtext windowtext windowtext rgb(0, 0, 0); border-style: solid solid solid none; border-width: 1pt 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Teacher Details</span></div>
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<span style="font-family: Calibri;">Para Details</span></div>
</td>
</tr>
<tr style="height: 22.05pt; mso-yfti-irow: 1;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">7:15-8:15<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Arrival &
Breakfast</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">-Bus Duty</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">-Assist students in going through breakfast line, requesting items via verbalization or gesture, assist in appropriate behavior during meals</span></div>
</td>
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<span style="font-family: Calibri;">Para 1-Hall duty</span></div>
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<span style="font-family: Calibri;">Para 2- assist with breakfast</span></div>
</td>
</tr>
<tr style="height: 22.05pt; mso-yfti-irow: 2;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">8:15-8:30<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Toileting/Housekeeping</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Take attendance; submit lunch count; check folders</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Toileting</span></div>
</td>
</tr>
<tr style="height: 22.05pt; mso-yfti-irow: 3;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">8:30-8:45<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Circle Time</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Teach basic skills & themed unit activity</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 1- Inclusion</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 2- Model appropriate behavior; participate in activities</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 4;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">8:45-9:30<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Individual
Programming/ Natural Environment Learning</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Individual teaching</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 1-handwriting</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 2- Rotate students through stations</span></div>
</td>
</tr>
<tr style="height: 22.05pt; mso-yfti-irow: 5;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">9:30- 9:45<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Story time/ Toileting</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Read story & teach basic skills</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 1 & 2- Model appropriate behavior; participate in activities</span></div>
</td>
</tr>
<tr style="height: 22.05pt; mso-yfti-irow: 6;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">9:45- 10:30<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Individual
Programming/ Natural Environment Learning</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Individual teaching</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 22.05pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 1- Table time & work station</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 2- Inclusion
</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 7;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">10:30-11:10<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Lunch</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><span style="font-family: Calibri;">Supervise</span></td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Supervise</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 8;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">11:10-11:30<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Recess</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Supervise</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Supervise</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 9;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">11:30-12:30<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Toileting/Rest Time</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Lunch Break/ Planning</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 1- Break/Supervise</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 2- Inclusion/ Break</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 10;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">12:30- 1:45<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Individual
Programming/Natural Environment Learning</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Same as above</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Para 1 & </span><span style="font-family: Calibri;">Para 2- Rotate students through stations</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 11;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">1:45-1:55<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Snack Time</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Supervise & assist; encourage communication</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Supervise & assist</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 12;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">1:55-2:05<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Circle Time</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Music & Movement activity</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Model appropriate behavior & participate in activities</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 13;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">2:05-2:20<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Dismissal</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Dismissal</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Dismissal</span></div>
</td>
</tr>
<tr style="height: 23.25pt; mso-yfti-irow: 14; mso-yfti-lastrow: yes;">
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext; border-style: none solid solid; border-width: 0px 1pt 1pt; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: "Times New Roman","serif";">2:20-3:15<o:p></o:p></span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Planning/ Meetings</span></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.15pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<o:p><span style="font-family: Calibri;"> </span></o:p></div>
</td>
<td style="background-color: transparent; border-color: rgb(0, 0, 0) windowtext windowtext rgb(0, 0, 0); border-style: none solid solid none; border-width: 0px 1pt 1pt 0px; height: 23.25pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt; width: 120.2pt;" valign="top" width="160"><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 139.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<span style="font-family: Calibri;">Car duty</span></div>
</td>
</tr>
</tbody></table>
<span id="goog_1712240519"></span><span id="goog_1712240520"></span><br />Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-9169292702374626483.post-68750678430462580932013-08-20T18:33:00.000-04:002013-08-20T18:34:36.784-04:00Classroom choreography Part 1: Master ScheduleA 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! <br />
<br />
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. <br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-QI01pYeU09w/UhPtuNRfz2I/AAAAAAAAAW0/fcy7cmLrnlU/s1600/Publication1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-QI01pYeU09w/UhPtuNRfz2I/AAAAAAAAAW0/fcy7cmLrnlU/s320/Publication1.jpg" width="247" /></a></div>
{Master Schedule}<br />
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!Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-9169292702374626483.post-38576546258900613822013-08-18T18:54:00.001-04:002013-08-18T18:54:07.542-04:00My fifteen favorite {free} iPad appsI 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?!}:<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-9hONBDprBDM/UhE81vlOJnI/AAAAAAAAAWk/7XD2dVK1jto/s1600/favipadapps.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-9hONBDprBDM/UhE81vlOJnI/AAAAAAAAAWk/7XD2dVK1jto/s320/favipadapps.jpg" width="247" /></a></div>
{Communication Apps}<br />
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<a href="https://itunes.apple.com/us/app/alexicom-aac/id395122088?mt=8" target="_blank">Alexicom</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/us/app/pic-a-word/id425392109?mt=8" target="_blank">Pic a word</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/us/app/able-aac-free/id539154889?mt=8" target="_blank">Able AAC Free</a><br />
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.<br />
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<a href="https://itunes.apple.com/us/app/answers-yesno-free/id474384124?mt=8" target="_blank">Answers Free</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/us/app/soundingboard/id390532167?mt=8" target="_blank">Sounding Board</a><br />
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.<br />
<br />
{Instructional Apps}<br />
<br />
<a href="https://itunes.apple.com/us/app/abc-letter-toy-letters-numbers/id534918378?mt=8" target="_blank">ABC Letter Toy</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/us/app/pcs-flash-cards-free/id684581204?mt=8" target="_blank">PCS Flash Cards Free</a><br />
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:)<br />
<br />
<a href="https://itunes.apple.com/us/app/ask-me!-colors-and-shapes-free/id677024235?mt=8" target="_blank">Ask Me! Colors & Shapes Free.</a><br />
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?!<br />
<br />
<a href="https://itunes.apple.com/us/app/social-skills-sampler-hd/id415723517?mt=8" target="_blank">Social Skills Sampler HD</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/us/app/baby-sign-and-learn/id414830310?mt=8" target="_blank">Baby Sign & Learn</a><br />
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.<br />
<br />
{Reinforcement Apps}<br />
<br />
<a href="https://itunes.apple.com/us/app/touch-say/id444087388?mt=8" target="_blank">Touch & Say</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/us/app/first-words-sampler/id312571156?mt=8" target="_blank">FirstWords Sampler</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/es/app/abc-alphabet-phonics-alphabet/id449456625?l=en&mt=8" target="_blank">ABC Alphabet</a><br />
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?<br />
<br />
<a href="https://itunes.apple.com/us/app/kids-jigsaw-puzzles-school/id542339622?mt=8" target="_blank">Kids Jigsaw Puzzles School</a><br />
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.<br />
<br />
<a href="https://itunes.apple.com/us/app/penguin-leveled-readers/id624700709?mt=8" target="_blank">Penguin Leveled Readers</a><br />
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!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-13481894024820678772013-08-12T21:02:00.000-04:002013-08-12T21:04:48.944-04:00Teacher Lesson #795426: NEVER underestimateI'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.<br />
<br />
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.<br />
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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.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-51764872438234028512013-08-03T13:35:00.001-04:002013-08-03T13:35:12.854-04:00Back to School TroubleshootingWell, 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. <br />
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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.<br />
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<u>Less=More.</u><br />
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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. <br />
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<u>Grab a toy.</u><br />
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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. <br />
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<u>Use a visual.</u><br />
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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.<br />
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<u>Back to the basics</u><br />
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. <br />
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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! <br />
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-26101107063441006582013-07-02T13:43:00.001-04:002013-07-02T13:44:13.214-04:00Rainy day worktasksI'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;)<div><br></div><div>5 Items=5 Worktasks<br><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh5.googleusercontent.com/-iaM2XRc40AI/UdMRGkaDh1I/AAAAAAAAAVk/g2pOCw0Qk1M/s640/blogger-image-701594706.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh5.googleusercontent.com/-iaM2XRc40AI/UdMRGkaDh1I/AAAAAAAAAVk/g2pOCw0Qk1M/s640/blogger-image-701594706.jpg"></a></div>Found Materials (clockwise from left):</div></div><div class="separator" style="clear: both;">1. Cardboard tube with top</div><div class="separator" style="clear: both;">2. Egg carton</div><div class="separator" style="clear: both;">3. Shoebox covered in paper with holes cut in top</div><div class="separator" style="clear: both;">4. Small Tupperware containers with top</div><div class="separator" style="clear: both;">5. Small household items (pennies & paper clips)</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Creations:</div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh6.googleusercontent.com/-ML8mGMNBcIE/UdMRE5WfzUI/AAAAAAAAAVc/vtef-GbHU7U/s640/blogger-image--376648529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh6.googleusercontent.com/-ML8mGMNBcIE/UdMRE5WfzUI/AAAAAAAAAVc/vtef-GbHU7U/s640/blogger-image--376648529.jpg"></a></div>Work tasks 1 & 2: Simple drop-in tasks</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Notes: task can be completed with any items- including coins, paper clips, marbles, Pom poms, toothpicks, etc. Coffee or oatmeal containers work great too.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh5.googleusercontent.com/-tCf25U7bugE/UdMRJszTnZI/AAAAAAAAAV0/I-Gfw8XtsrI/s640/blogger-image--1125258365.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh5.googleusercontent.com/-tCf25U7bugE/UdMRJszTnZI/AAAAAAAAAV0/I-Gfw8XtsrI/s640/blogger-image--1125258365.jpg"></a></div>Work tasks 3 & 4: One-to-one correspondence</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">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.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Notes: Again, any items can be used. Tongs can be added for more difficulty.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh6.googleusercontent.com/-CwoLIhxZ-_I/UdMRHy2X4iI/AAAAAAAAAVs/eMnCg4xg3j4/s640/blogger-image--271332567.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh6.googleusercontent.com/-CwoLIhxZ-_I/UdMRHy2X4iI/AAAAAAAAAVs/eMnCg4xg3j4/s640/blogger-image--271332567.jpg"></a></div>Work task 5: Sorting</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">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.</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-34775853591022365092013-06-26T17:03:00.003-04:002013-06-26T17:04:13.309-04:00Setting Up My Autism Classroom- Step 5: Prepare data sheetsOne area that I struggled with for a long time was collecting and analyzing my students' data. Although I took your typical assessment course as an undergrad, I don't think that I fully understood the importance of taking<em> good</em> data and allowing that data to inform my teaching. <br />
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One year, I sat down with my school's SLP and asked her to give me a little mini-lesson on how she took data. She was always so organized with her data forms and reviewed her data often- allowing it to drive her therapy sessions. She gave me some great advice and I even adopted her data sheets for a while. Since them, I have tried several different methods of data collection- one form for all students working on similar goals, one form for all students with goals that can be addressed during circle time (or play time, meal time, etc.), one form per student, checklists, yes/no forms, flashcards...you name it, I've tried it. I have finally decided that there is no right way to collect data. I have to do what fits each individual student at that time. One thing I do know is that preparing my forms and having them ready on day one can be extremely helpful. (I don't print off too many at first because, knowing me, I will decide to change them two weeks in.)<br />
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Last year I ended up using the flashcards- one per goal per student for all academic goals. I kept them in a little file organizer separated with dividers by student. These were great in that they allowed me to pull a few out and hand to my para during centers so she could work individually with a student. This was also super convenient when I needed to update progress notes.<br />
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For any behavior, social, physical, and toileting goals, those students had one data form with all of their goals listed. All of those sheets were kept on the same clipboard hanging by the door- in easy access to me and my para. I also used my school district's data probing forms for my students with autism. <br />
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This year, since I have moved to the autism program, I will use my district's cold probe forms with all of my students for the majority of their goals. Each student will have their own data probing form for all related goals. Their data will be analyzed often and used to update their programs. I will also use one data probing sheet for all students with similar behavior, social, and physical goals. I'm going to use my own toileting form for any students not toilet trained yet that will be kept on a clipboard in the bathroom. I also will have some forms that I use for all students. These will be kept blank so that I can write in a general goal- such as receptively identify colors by pointing. I can keep these forms at the circle time area and quickly jot down who knew the color and who didn't. Although all of my students may not have IEP goals aligned to these tasks, I think there are just some basic concepts that are important for my kids to work on daily and for me to know where they stand with them. Finally, I will use my county's maladaptive behavior checklist for any problem behaviors. You can head over to <a href="http://www.teacherspayteachers.com/Product/Whole-Group-Data-Forms-for-Students-with-Autism-or-other-Special-Needs-745147" target="_blank">my TPT store</a> to snatch up 5 of my whole-group data forms. They'll be {free} for the rest of the summer so snatch them up quickly!<br />
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-oLy0evTvbz8/UctVljANCQI/AAAAAAAAAVA/GZrfoLD0Mfc/s1600/wholegroupdataforms1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://4.bp.blogspot.com/-oLy0evTvbz8/UctVljANCQI/AAAAAAAAAVA/GZrfoLD0Mfc/s320/wholegroupdataforms1.jpg" width="247" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Whole Group Circle Time Data Collection Form}</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">{Whole Group Social/Behavioral Data Collection Form}</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">{Whole Group Toileting Data Collection Form}</td></tr>
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<br />Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-9169292702374626483.post-81801064608029243442013-06-16T17:13:00.004-04:002013-06-16T17:13:47.374-04:00Setting Up My Autism Class- Step 4: Set Up "the schedule"<div class="separator" style="clear: both; text-align: center;">
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Setting "the schedule" is by far the most intimidating part of setting up a classroom to me. There are two different types of schedules that need to be determined- the class schedule and then the students' individual schedules. Let's talk about the class schedule first. There are so many factors to consider- student needs, attention lengths, therapy times, school times, specials classes, breakfast and lunch, and the list goes on. First, I always look at the school times- when students arrive, when they need to be ready for dismissal, when we are assigned breakfast, lunch, and recess, and if any of my students will be going out to specials or time in gen ed classes. I write all of that down along with therapy schedules and then look at the rest of the times available. The autism program in our school district endorses the use of discrete trials for individual instruction. So that tells me we will be doing a lot of rotating through centers during the day to ensure that each student gets their individual instructional time while other students are working on other readiness or functional skills. My two paras will assist my students in rotating through the centers (reading, computer, listening, leisure, work station, table time) while I am working one-on-one with students. We will complete this rotation 3 times a day and each student will work with me at least once. We will also have a layered whole-group circle time at the beginning of the day. Some students will only be expected to stay for one activity (singing good morning song) while others will stay for two or three or more activities- based on their attention spans. Since my kiddos will be in Pre-K and Kindergarten, our circle time will probably not last for more than 20 minutes. That will probably include 10 minutes of singing/reading time and 10 minutes of an interactive activity. TEACCH recommended only 15 minutes with preschool students and no more than 30 minute activities with elementary students. Of course those are only guidelines and as usual, the amount of time should depend on individual students. They also recommend separating work times with play or leisure times.<br />
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When setting up the class schedules, it is important to create a schedule for paraprofessionals or aids as well. I have learned that it is easier to be up front about expectations- people cannot read my mind. When I create the class schedule, I will include a column next to each activity detailing what I will be doing and what my parapros should be doing during the activity. <br />
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<tr><td class="tr-caption" style="text-align: center;">{Visual Class Schedule}</td></tr>
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It is important to set up individual daily schedules for each student. TEACCH stresses the importance of making the schedule meaningful for each student so that they could achieve independence in this area. As crazy as it sounds, using detailed schedules allows the students to be more flexible- something that is very important to teach students with autism. There are a couple of things that you need to consider when developing the detailed student schedule: type of schedule, length of schedule, and manipulation of schedule. <br />
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Type. When thinking about the type of schedule you have to consider the individual needs of the kids. Some students may need an object schedule, some a picture schedule, and some may be able to use a word (written) schedule. Most of my kids will probably be using a picture schedule.<br />
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Length. I have tried to do a full day picture schedule in the past with students and it was extremely difficult for me to manage it. I will not be doing that this year. I am going to stick to using a First/ Then schedule that is located at each center and at our individual work table. I will put two pictures on it- one of the activity they are currently completing and one of the activity that they will transition to next.<br />
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<tr><td class="tr-caption" style="text-align: center;">First/ Then Schedule</td></tr>
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Manipulation. Will the students mark through or check off the activity completed if using a word schedule? Will they match the picture to the one at that center if using a picture schedule? Will they match the object to a photograph if using an object schedule? I think I will have a laminated page with the picture symbol for students to Velcro their pieces to when they arrive in the right location. <br />
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Check out my <a href="http://pinterest.com/nlpowell/autism-class-schedules/" target="_blank">Autism Schedules Pinterest board</a> for tons of ideas for setting up autism class & individual schedules.<br />
<br />Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-9169292702374626483.post-31086217339001987312013-06-14T14:34:00.005-04:002013-06-14T14:34:52.666-04:00Friday FREEBIE!I'm taking a break from the "Setting Up My Autism Classroom" series today for a Friday FREEBIE! Head over to my <a href="http://www.teacherspayteachers.com/Product/Toy-Labels-for-Autism-Classroom-729278" target="_blank">TPT store</a> to pick up these {free} toy bin labels. I used them in my play center & my reading/sensory center. I will probably be making a few more in the next few weeks & will update when I do. Right now there are 26 of these black & white labels that include a visual. They are a great way to get students involved in the cleaning up process & to help them practice their sorting skills while cleaning. <br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-26685098456080356532013-06-13T16:23:00.000-04:002013-06-13T16:37:13.540-04:00Setting up My Autism Class- Step 3: Visual Structure<div class="separator" style="clear: both; text-align: center;">
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When I was first learning about autism, someone shared with me the example of being in a foreign country and not understanding the language. How would I navigate and understand what was going on around me? One way would be to use signs & symbols. We can use signs & symbols to communicate with children with autism. In her books, <a href="http://templegrandin.com/" target="_blank">Temple Grandin</a> has said that she thinks in pictures & that the use of pictures or visuals helps her. Visual structure in an autism classroom can help students to better understand what is expected of them. I will be using visual structure in many ways in my classroom, including:<br />
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1. Defining areas of the room<br />
2. Explaining rules & procedures<br />
3. Explaining learning activities<br />
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Also, visual structure will be used to define our schedule, but that will be saved for another post.<br />
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1. Defining areas of the room. This one's simple. I use labels to let students know what activities will occur in what areas. I have a sign with a Boardmaker symbol for that area. If I want the students to transition to that area, I will hand them a small visual with the symbol for that area and they will know where to go. Some students may need gestural, verbal, or physical cues at first. I will be adding a laminated sheet for them to Velcro their symbols on when they arrive at their area. <br />
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2. Explaining rules and procedures. When I worked with kiddos with autism before, I used the motto "When in doubt, use a visual." I may think that some of my kids understand rules and procedures just by me explaining them verbally. But a visual can't hurt. Some people would disagree. I remember when I was at TEACCH II we got into a discussion about this. One person shared that they thought providing visuals when the student was higher functioning was putting them at a disadvantage. But then someone else brought up the fact that we all use visuals to function on a daily basis. How could we drive without traffic signs- they help us to know when to stop, yield, when there's a bump ahead. We use visuals to help us function. So do kids with autism. Here are just a few of the ways I use visuals to explain rules and procedures:<br />
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-TFulZXpsrJY/UboRpCL91vI/AAAAAAAAAR0/zTKE5SCvKDo/s1600/___________________image.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://2.bp.blogspot.com/-TFulZXpsrJY/UboRpCL91vI/AAAAAAAAAR0/zTKE5SCvKDo/s320/___________________image.jpeg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Circle Time}<br />
visual structure to let students know how many & which activities we will be doing during circle time<br />
after we complete an activity, such as singing the good morning song, I will take it down because it is "finished"</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-zeIaB4yYXxg/Ubojwymo2eI/AAAAAAAAATE/1_dAiqEXOWw/s1600/potty+pic.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://2.bp.blogspot.com/-zeIaB4yYXxg/Ubojwymo2eI/AAAAAAAAATE/1_dAiqEXOWw/s320/potty+pic.jpg" width="247" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Toileting Procedure}<br />
visual structure to show students how to go to the bathroom<br />
font credit: <a href="http://www.teacherspayteachers.com/Product/Miss-Laws-Primer-Font" target="_blank">Miss Law's Primer Font</a></td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-pXB2wrSljjU/UboRqadtgvI/AAAAAAAAASA/bdIeSumzvU4/s1600/_________________image.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://4.bp.blogspot.com/-pXB2wrSljjU/UboRqadtgvI/AAAAAAAAASA/bdIeSumzvU4/s320/_________________image.jpeg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Class Rules}<br />
visual structure to explain class rules<br />
other visuals will be used throughout the day- such as a "no hit" sign<br />
</td></tr>
</tbody></table>
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3. Explaining learning activities. At <a href="http://www.teacch.com/" target="_blank">TEACCH</a>, I learned that visual structure can be used to give instructions, to organize activities, or to clarify. <br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-8Hkb-PVSBY4/UbomK8_GonI/AAAAAAAAATU/KbXB-9rT2t4/s1600/p1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://4.bp.blogspot.com/-8Hkb-PVSBY4/UbomK8_GonI/AAAAAAAAATU/KbXB-9rT2t4/s320/p1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Two sets of instructions for craft activities}<br />
visual structure shows students that they will complete 3 steps</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-agnpf4rtUYI/UbomLSgolVI/AAAAAAAAATY/huhNHRtnN98/s1600/p3.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://1.bp.blogspot.com/-agnpf4rtUYI/UbomLSgolVI/AAAAAAAAATY/huhNHRtnN98/s320/p3.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Sorting breakfast & dinner foods work task}<br />
students know how many pictures they need to sort before they are finished & see that they are sorting breakfast & dinner items</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-a3vO0udyTDc/UbomLheG-HI/AAAAAAAAATg/D4vRO-x6fkk/s1600/p4.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://2.bp.blogspot.com/-a3vO0udyTDc/UbomLheG-HI/AAAAAAAAATg/D4vRO-x6fkk/s320/p4.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Sorting food & animals work task}<br />
students know how many pictures they need to sort before they are finished & see that they are sorting food & animals</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-yiRi0cfIJJs/UbomL3luiuI/AAAAAAAAATo/9vTfr7HJ4oo/s1600/p2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://4.bp.blogspot.com/-yiRi0cfIJJs/UbomL3luiuI/AAAAAAAAATo/9vTfr7HJ4oo/s320/p2.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{Fine motor work task}<br />
visual structure doesn't always= pictures!<br />
students know to use the tongs to pick up the bones and put in the dog's mouth<br />
students see how many bones they have to place in the mouth<br />
finished basket on the right<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-20495777730999884802013-06-11T14:57:00.000-04:002013-06-16T17:21:41.041-04:00Setting Up My Autism Class- Step 2: Setting up Physical Structure<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-__gVpsALSR4/UbYcpjFfYGI/AAAAAAAAAPo/1JBpzZ0ZYcQ/s1600/settinguproom1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-__gVpsALSR4/UbYcpjFfYGI/AAAAAAAAAPo/1JBpzZ0ZYcQ/s320/settinguproom1.jpg" width="247" /></a></div>
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I learned that physical structure is key when working with individuals with Autism pretty quickly. I remember walking into the first Autism class I had ever been in when I was a sophomore in college and seeing all of the bookshelves, dividers, and crates that were used to separate everything. I think the OCD part of myself is secretly drawn to the organization and the idea of there being a place for everything. Fast forward ten years and going on 6 years of teaching and I am setting up my 3rd Autism classroom. My first and second classrooms that I set up for the same population of kids were complete different because I had a different set of kids each time, a different physical classroom, and different resources. I know that my current room will turn out completely different as well. Just like the saying "No two children with Autism are alike"- I guess no two classrooms for children with autism are alike!<br />
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<a href="http://3.bp.blogspot.com/-UQzYzl-xkA4/Ubdp4lFa_oI/AAAAAAAAAQE/bqpJsLCSwdo/s1600/room2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="247" src="http://3.bp.blogspot.com/-UQzYzl-xkA4/Ubdp4lFa_oI/AAAAAAAAAQE/bqpJsLCSwdo/s320/room2.jpg" width="320" /></a></div>
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When I started teaching children with autism, we had very little resources. I had to get creative with sheets and cardboard. I am very excited to share that this is not the case this go around! I was thrilled to see that I have bookshelves, fancy schmancy dividers, and even adorable rugs to section the room off. Armed with my mental organization about my new group and my plan for 7 centers, I got busy with my new paras. A lot of people prefer to draw out a picture of the room and label the different areas before moving furniture. For some reason, this does not appeal to me. I have to actually see the furniture in the spot to decide if that is where it belongs. <br />
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Step 2-Setting up Physical Structure<br />
1. <strike>Draw It Out</strike><br />
2. Get busy! Take advantage of the shape of the room & furniture.<br />
3. Try again!<br />
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-jlexmgFqjkA/UbOA9ctgYEI/AAAAAAAAAO8/bPVdic2yzFw/s1600/__image.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://2.bp.blogspot.com/-jlexmgFqjkA/UbOA9ctgYEI/AAAAAAAAAO8/bPVdic2yzFw/s320/__image.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Reading/Sensory Center</td></tr>
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<span id="goog_125689647"></span><span id="goog_125689648">I started the arranging with my reading/sensory center. The class had this great little bench that they used in their reading area before & I was able to use my little bookshelf next to it to create a barrier. There is another small book shelf not pictured on the left side wall that holds the sensory items- fidget toys, vibrating animals, and rainmakers.</span><br />
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-k7qhwFV7L5U/UbOA-US39kI/AAAAAAAAAPI/9MUMqbdsPIQ/s1600/_image.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://2.bp.blogspot.com/-k7qhwFV7L5U/UbOA-US39kI/AAAAAAAAAPI/9MUMqbdsPIQ/s320/_image.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Leisure Center<br />
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The back of the reading bench forms a little desk area. The paras told me that they used this area for the little DVD players that the kids loved. I added two chairs and voila- the leisure center is ready!<br />
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-fAkxOO7Lugk/UbOA8Q_FXkI/AAAAAAAAAOw/b7gX_IJW1MQ/s1600/____image.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://2.bp.blogspot.com/-fAkxOO7Lugk/UbOA8Q_FXkI/AAAAAAAAAOw/b7gX_IJW1MQ/s320/____image.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Play Center<br />
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Usually each classroom is set up with 4 computers under the pod windows. Since I won't need that many computers, I was able to set up a bookshelf next to where the computer table will sit and turn the rest of the space between the bookshelf and the storage cabinets into the play center. I think having a play center with this group is very important- they will still be learning how to appropriately play with toys & we'll do a lot of structured playing together. Plus it's a great opportunity to work on playing cooperatively with peers. I'll discuss how I organized the play center in another post. Sorting through the tons and tons of toys was probably the most overwhelming part of setting up my new room but I was able to make it work and am really happy with how it turned out.<br />
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<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-7vfJDMvEBgo/UbOA2mnyR3I/AAAAAAAAAN4/jphrQHFjJwQ/s1600/___________image.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://1.bp.blogspot.com/-7vfJDMvEBgo/UbOA2mnyR3I/AAAAAAAAAN4/jphrQHFjJwQ/s320/___________image.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Table Time</td></tr>
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I knew that I wanted to place the large area rug in front of the smart board for circle time activities & I wanted a table nearby in case we did some whole group craft, coloring, or tracing activities during that time. I decided to place two bookshelves directly behind the table to house all of the work tasks that will be used during table time. As the students rotate around the room, two of them will be working on individual work tasks with one of the paras. These tasks will be anything from simple fine motor tasks [drop the block in the container] to color and shape matching. I plan to cover the shelves with fabric so that it won't be so distracting for my kids. I added these great dividers on each side to cut down on distractions for the kids.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-jYvV_FR3Tco/UbOA9gyV8uI/AAAAAAAAAPA/u6kKr09jJKc/s1600/___image.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://3.bp.blogspot.com/-jYvV_FR3Tco/UbOA9gyV8uI/AAAAAAAAAPA/u6kKr09jJKc/s320/___image.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Work Station<br />
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The back of the table time bookshelves provided a wall that was perfect for two work stations for my higher functioning kids. I used my TEACCH training to design a left-to-right work station for independent tasks. The Autism Specialist left these four-shelf containers behind and I used them to create a barrier on the left side of each work station. I will place 4 activities in those containers for the students to complete. When they complete each task, they will place it in the "finished" basket that is on their right. I'm thinking that the work station on the left will be just for file folder type interactive work and the work station on the right will be more for adaptive/functional tasks. Higher functioning students will use both work stations. <br />
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I don't have a picture of my last two centers- computer and listening. The computers for my room are not set up yet and won't be until closer to the start of school. I'm still playing around with the location of my listening center but I will update with a picture of it as soon as I decide. I'm currently teaching ESY in this room so I am sure that I will make some changes once the kids show me what areas are working and which are not working. Like I keep saying, it's important for me to be flexible and be up for making changes based on my kiddo's needs. I also hope to post some pictures of my co-workers room. She teachers the older kids with Autism and I just helped her set her room up a few weeks ago. I think it is a great example of how to set up a room for kids that are focusing more on academics rather than the readiness skills that I will be focusing on. My next post will be on setting up the visual structure of my new room. Stay tuned!<br />
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-D4BnMdO1uBg/UbdyUtS-nrI/AAAAAAAAARE/aqVc4RBsb2w/s1600/roompic1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="247" src="http://4.bp.blogspot.com/-D4BnMdO1uBg/UbdyUtS-nrI/AAAAAAAAARE/aqVc4RBsb2w/s320/roompic1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{View from Classroom Door}</td></tr>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-gCteeBtjs0U/UbdyWFcrsgI/AAAAAAAAARM/9Rw3Q99v0PY/s1600/roompic2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="247" src="http://2.bp.blogspot.com/-gCteeBtjs0U/UbdyWFcrsgI/AAAAAAAAARM/9Rw3Q99v0PY/s320/roompic2.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">{View from Reading/Sensory Center}</td></tr>
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<br />Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-9169292702374626483.post-33537575131810943142013-06-10T15:17:00.001-04:002013-06-10T15:17:13.461-04:00Setting up my Autism Class- Step 1: Getting mentally organized<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-__gVpsALSR4/UbYcpjFfYGI/AAAAAAAAAPk/DtOx20Z7Mfg/s1600/settinguproom1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-__gVpsALSR4/UbYcpjFfYGI/AAAAAAAAAPk/DtOx20Z7Mfg/s320/settinguproom1.jpg" width="247" /></a></div>
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I wish I had taken a picture of what I walked into when I went to visit my new classroom, located on the first floor of my school. Before me, the actual classroom that I'm moving into housed the Autism Specialist's office. She is relocating and left a ton of goodies for me. Her stuff was mixed in with all of the furniture, manipulatives, and toys, toys, toys moved over from the actual class that I am taking over. Combine all of that with my own personal materials and we had a disaster zone. I kept thinking "I don't know where to start." In an effort to help others who are in this same position, I'm going to share the process that I went through to get my room organized & set up. <br />
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Step 1: Get mentally organized<br />
-What population will I be working with?<br />
-What is the layout of the classroom?<br />
-What areas will we need? Circle time area? Teacher desk area? Storage area?<br />
-What centers do I want?<br />
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I thought about the population that I would be working with- Pre-K and Kindergarten children with Autism. Pulling on my past experience with this population and my TEACCH training, I know that they are going to require ALOT of physical structure in the room. I think discussing this requires a post all of its own but during step one I'm just thinking about it, not actually doing it yet. <br />
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I also needed to look at the layout of the classroom before I got started. I needed to know where the outlets were for the computers & to take advantage of the areas already set up for storage. I was able to see that there are a few areas in the room-like the corner next to the counter- that I could take advantage of and use as a barrier for a center.<br />
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I talked with the teacher that had the class previously and with her two paraprofessionals (now mine!) and decided that I would (at least for the beginning) try to keep the same centers that they used. I knew that I needed a teacher area, a circle time area, a table time area, and a computer area. I talked with my paras and they also have had a reading/sensory bin area, a DVD player area, and a play area. I'm going to also add two individual work stations for higher functioning kids and a listening center. I'm still considering a play dough center but I remember how messy that was when I taught preschool before. Also still considering a puzzle center or smartboard center. I try to be really flexible and remind myself that I can make changes to the physical structure throughout the year but right now I am settled on 7 definite centers:<br />
1. table time<br />
2. computer<br />
3. reading/sensory<br />
4. DVD<br />
5. play<br />
6. work stations<br />
7. listening<br />
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Each center will have space for 2 students; except for computer & listening- only room for 1 at each.<br />
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Okay. Now I am mentally organized. I have a game plan and I am ready to get busy! My next post will be about setting up the physical structure of the classroom.<br />
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-9169292702374626483.post-76215432501631326872013-06-09T14:55:00.000-04:002013-06-09T14:57:37.844-04:00Last Day of School SurpriseAs the school year was coming to an end, I've been working really hard on getting organized for next year. I already had so many plans for incorporating more games into my lessons & I had created many of those and starting teaching my kids how to play independently. I also had already organized most of my materials into themed notebooks- moving away from the file folders, gallon Ziploc baggies, and tubs that I had used previously. When the last day of post-planning arrived, I only had 1 small paperwork task left before I was completely finished for the year and off for my two-week break before Extended School Year started. But then came the surprise.<br />
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I have been moved to the Autism Program. I have many mixed feelings about this- I am both excited and anxious- but one thing I am certain about is that I will be placed where I am needed and I will quickly fall in love with those kids. I have missed using all that I have learned at TEACCH trainings and being with the kids that made me fall in love with SPED. This will give me an opportunity to get back to my roots. But I was so organized and ready for next year!!!! <br />
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Oh well, no time to focus on that. I have a room to get ready! I thought this would be a great opportunity to share how I am setting up my Pre-K and Kindergarten Autism classroom so stay tuned for pictures & tips to come.<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-9169292702374626483.post-11509321409001834442013-06-08T09:46:00.001-04:002013-06-08T10:11:11.859-04:00Extended School YearThis will be my first year teaching extended school year. I'll be working with a small group of 5 & 6 year olds. Extended School Year- or ESY- is an opportunity for students with special needs to get extra practice on their IEP goals to help in preventing regression or to have additional time to work on emerging skills. I'm excited to get a chance to work with this group of kids. I'll only have them Monday through Wednesday for 3 hours a day for 4 weeks so I really won't have too much time with them. I have been looking through their goals to see what they have in common. Most have goals related to expressively or receptively identifying colors and shapes and rote counting to 10. I've decided to stick to one theme and try to incorporate those basic goals into our circle time using that theme. For the four weeks, I'm going to focus on "Brown Bear, Brown Bear, What Do You See?" I remember using this book a lot when I taught special needs preschool & my students really loved it. I found my old CD with the song version of the story & plan on singing that everyday during circle time. I just did a TPT and Teacher's Notebook search and found an activity for all 12 days of ESY. Here are all of the FREEBIE's I found:<br />
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Day 1: Introduce book & vocabulary using cards found <a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Vocabulary-Chart-316501" target="_blank">here</a>.<br />
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Day 2: Color the emergent reader found<a href="http://www.teachersnotebook.com/product/frogsbeesseas/brown-bear-emergent-reader" target="_blank"> here</a>.<br />
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Day 3: Roll a color word game found <a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Brown-Bear-Roll-a-Color-Word-269970" target="_blank">here</a>.<br />
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Day 4: Shapes game found <a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Brown-Bear-Shapes-Game-719489" target="_blank">here</a>.<br />
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Day 5: Animal count found <a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Animal-Count-277211" target="_blank">here</a>.<br />
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Day 6: Letter discrimination found <a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Letter-Discrimination-277291" target="_blank">here</a>.<br />
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Day 7: Smartboard games found <a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Extras-142354" target="_blank">here</a>.<br />
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Day 8: Color words cards found <a href="http://www.teacherspayteachers.com/Product/Brown-Bear-COLOR-WORDS-cards-FREE--261719" target="_blank">here</a>. I plan to handwrite the words for them & laminate and Velcro the pieces to create interactive cards.<br />
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Day 9: Candy sorting found <a href="http://www.teacherspayteachers.com/Product/FREE-Brown-Bear-Candy-Sorting-and-Graphing-229833" target="_blank">here</a>. <br />
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Day 10: Counting practice found <a href="http://www.teacherspayteachers.com/Product/FREE-Brown-Bear-Counting-Sets-Independent-Practice-for-Kindergarten-276698" target="_blank">here</a>. <br />
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Day 11: What do you hear? found<a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Smart-Charts-Freebie-221207" target="_blank"> here</a>.<br />
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Day 12: Brown Bear Bingo found at my<a href="http://www.teacherspayteachers.com/Product/Brown-Bear-Bingo-Game-721571" target="_blank"> TPT store</a>.<br />
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<a href="http://3.bp.blogspot.com/-x2WC29ja9W0/UbM1LoJJBFI/AAAAAAAAANM/jMgePpkRVGo/s1600/Publication1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="247" src="http://3.bp.blogspot.com/-x2WC29ja9W0/UbM1LoJJBFI/AAAAAAAAANM/jMgePpkRVGo/s320/Publication1.jpg" width="320" /></a></div>
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Here are some other great resources if I have time:</div>
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Brown Bear unit at <a href="http://www.1plus1plus1equals1.com/BrowBearBrownBear.html" target="_blank">1+1+1=1</a>.</div>
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</div>
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Story Patterns <a href="http://homeschoolparent.blogspot.com/2011/07/brown-bear-brown-bear-what-do-you-see.html" target="_blank">here</a>.</div>
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Check out my <a href="http://pinterest.com/nlpowell/brown-bear-unit/" target="_blank">Brown Bear Pinterest board</a> for more ideas!</div>
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