tag:blogger.com,1999:blog-92007764122489911592024-03-14T06:26:39.242-05:00The Dynamic DuoThe Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.comBlogger58125tag:blogger.com,1999:blog-9200776412248991159.post-12544328060816991682015-08-16T20:59:00.000-05:002015-08-16T20:59:47.902-05:00Beginning of the Year Training for Inclusion Teachers<div class="separator" style="clear: both; text-align: center;">
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One week until our first day of school! I'm eager to see all those sweet faces in my classroom. Not to mention school supplies! I LOVE new school supplies!<br />
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In fact, this is one of my favorite movie quotes of all time...<br />
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But to get to the fun stuff, we have to get those classrooms unpacked and organized and sit through hours of less-than-exciting meetings. Because our special ed team (autism, speech, & "regular" special ed) doesn't want to be one more dull, obligatory meeting in the queue, we work hard to prepare an efficient way to train for our inclusion teachers. It is important to provide enough student information to inclusion teachers and special areas teachers (art, music, & PE) while not overwhelming them before they have faces attached to names. So, our usual plan is to go through the following sequence a few days before our "Meet the Teacher" event and then follow up at the end of the first week of school to provide more in-depth information.<br />
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Here are the topics we cover during this training:<br />
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<li>Welcome and thank inclusion teachers for taking on the challenges and joys of providing a high expectations, accommodating, inclusive classroom.</li>
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<li>Each special ed teacher rotates through the grade level groups and reviews each student's special ed eligibility, behavioral, academic, and language accommodations, schedule of services, any outside services that they will receive (OT, VI, AI, PT), the student's BIP (behavioral improvement plan), special tools/visuals that will be provided for each student in the classroom (such as adaptive seating, headphones, technology, visual tools, timers, calming areas), as well as requesting particular scheduling accommodations (e.g. making sure writing is right after recess to allow for maximum focus or making sure to align math time with another classroom to allow us to pull multiple students for resource group). </li>
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<li>In addition to the IEP, I provide a student profile sheet. This is a quick reference for teachers to identify accommodations, testing requirements, service time, as well as notes related to behavior that will be helpful in day-to-day situations, but may not be explicitly stated in the IEP (click on the example to download the template for your own use).</li>
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<li>We review the purpose of resource time. Resource (pull-out) is <strong>prescriptive</strong> in nature and not comprehensive instruction in the subject area. Because our time is limited and it is prescriptive, we focus on quality over quantity. The student may not produce as many products as classroom peers. Grades need to be adjusted accordingly.</li>
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<li>We discuss each teacher's particular preference for how inclusion support is provided. Do you like us to be interactive or quiet? Some teachers love to have a partner to jump in when a lesson is not working while it throws others off their game. I like to know a teacher's preference and not have to guess!</li>
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<li>We discuss the type of information that needs to be shared with special ed in case we're not aware (changes in the family, health concerns, behavioral changes, slipping grades, tardies, tools/strategies that they see are making a positive impact--or not!). We also discuss when to text or call us directly during the day. I emphasize that if they notice one of my students "ramping up" or fading behaviorally, I would much rather be texted early on so I can try to get the train back on the track before it derails completely. <b><i>It is much easier to head off problems before aggression occurs while using those moments to help students practice strategies for dealing with frustration, anger, fatigue, or anxiety</i></b>.</li>
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<li>We discuss our expectations for teachers in Admission Review Dismissal (IEP) meetings: bring student portfolio with work samples, current data, specific & positively phrased examples of progress or lack of progress, specific examples of the ways supports and interventions are being provided. We discuss what you legally can & can't say in ARD meetings (do NOT tell a parent their child they NEEDS MEDS! Or that you believe they have Purple People Eater Syndrome! You are not a doctor or a diagnostician!). We emphasize the use of "sandwich" comments when needing to address a difficult topic: positive-difficulty-positive.</li>
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<li>Finally, Orlanda and I like to meet directly with the inclusion teachers of students who take part in our social thinking groups to explain the social thinking terms teachers will likely hear us and students use during the year and encourage them to incorporate the terminology into classroom lexicon to aid in generalization. The handout below is a useful reference tool. We cover Whole Body Listening, Expected/Unexpected behavior, Thinking with your Eyes, Brain in the Group, Size of the Problem, the use of 5 point scales and Get Ready-Do-Done charts, and how to use thought bubbles in the classroom. Click on the image below to download for your use.</li>
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We've found that training our inclusion teachers in this manner is most efficient given the short amount of time we have for prep before school begins and yet doesn't overwhelm our teachers with too much information before they have a framework for each student. Our teachers have told us they feel ready to start on Monday informed and prepared. </div>
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How do you prepare your inclusion teams for a new school year? Share in the comments below so we can learn from each other!</div>
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And Happy New School Year! </div>
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The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com0tag:blogger.com,1999:blog-9200776412248991159.post-37306632261083051922015-03-08T12:06:00.000-05:002015-03-08T12:07:36.298-05:00Building A Sensory Light Table (on the cheap!)I've been adding elements to our sensory room (I promise to post a new picture soon!). I wanted to make sure to address visual sensory needs more fully, so this weekend I built a light table. The requirements for this project was that the finished result needed to be:<br />
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(2) easy to store</div>
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(3) super cheap.</div>
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I stumbled across an Ikea Lack end table on clearance for $4 last week and picked it up hoping it would be something I could use for this project. Even if I'd had to buy it, the sale price was only $7, so that wouldn't have broken the bank. I've also seen these often on Craigslist.<br />
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<a href="http://www.ikea.com/us/en/catalog/products/40104270/" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOKAujpAm5kgvy4qg1KFiYOpYK2wAN1Xf7PD910RYcyZAVCAJAQNW-Ld3f6MCxyMSWqYd6eNC61m8QAuB2CNXKWxUruOPEb99AOzZ4JjnSXhZ2yFOu5cS33pej-9lhUxy2JloMu-D9pCU/s1600/ikea.jpg" /></a></div>
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The only other supply I needed to purchase was something to cover the top. Originally, I wanted to use plexiglass, but after pricing the size sheet I would need, I decided that the $25 price tag was more than I was willing to spend. Instead, I picked up a sheet of plastic paneling that covers florescent light fixtures. It cost $9.<br />
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<a href="http://www.homedepot.com/p/OPTIX-23-75-in-x-47-75-in-Acrylic-Cracked-Ice-Ceiling-Light-Panel-1420084A/100556123" target="_blank"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFkmSOpQCzjJAPKZ6_RT1eAwKbMrSJIN2K1G-MMA6u4v7VcvQjDjtA1JbdkSUpXPTglGJlWZGFFsltHv6S2c_0J30gvHgBMomLUgVhMn9CZ2VLk0OnHtPHkJZZg193rl6cyevSXfAoED8/s1600/diamond-clear-005.jpg" height="267" width="400" /></a></div>
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The last item I needed was lights. Buying short florescent light fixtures was going to bump the cost back up, so I snagged a strand of 100 white Christmas lights.<br />
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<b>Now, the how-to:</b><br />
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The top of the Ikea lack table is actually filled with corrugated cardboard and covered with a thick layer of laminate. I measured about 2" in from each side and started scoring through the laminate with a utility knife. This took a little while and a little muscle. Once I got through the laminate, I had to stick the end of my utility knife in and wiggle it back and forth to force through the final underlayer of laminate.<br />
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Pry up the laminate. You'll see the cardboard beneath.<br />
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Scrape out the cardboard. Get rid of all the loose bits clinging to the glue at the bottom.<br />
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Paint the bottom with white craft paint and a sponge brush. This does NOT have to be perfect. You'll never see it. You just want to white to help reflect the light.<br />
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Screw your table legs in place.</div>
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Now, the tricky part. Because I didn't want to invest in a battery pack, I had to create a hole large enough to fit the female end of the light string. The largest drill bit I own is 1/2" which wasn't large enough. So, I did a combo of drilling a couple of holes close together and then using a large flat head screwdriver as a chisel and hammer to break away the remaining wood. Is it pretty? No. Is it functional? Yes. And I figured since it would be facing the wall, I'd just touch it up with a little white paint and no one would be the wiser!</div>
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Feed the lights through the opening leaving just the plug portion exposed to attach to an extension cord.</div>
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Arrange the lights across the surface. To keep them from shifting, I tacked some of the cords in place with a little clear packing tape. If I'd had a choice of lights, I would rather have used ones with white cords. But finding Christmas lights in March is not easy! I decided I either had to be less picky and ignore the green cords, paint them, or wait to build this once stores started stocking for Christmas. I voted for ignoring!</div>
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Now, I had to cover the top. Here's what NOT to do! Sigh. The width of the light panel was a little less than 1/4" larger than I needed. I elected to let it overlap each side about 1/8" instead of trying to cut the brittle plastic. The problem was that the entire panel was 48" and I only needed two pieces measuring 21 1/2". At first I tried scoring it with the utility knife with no luck. We're talking brittle hard plastic. </div>
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So, I finally got frustrated and slowly bent the two pieces together *hoping* that it would just split in half. Well.....it did, but not evenly. One side was fine. The other had a corner break off. And shards of brittle plastic shooting all over my kitchen. Yikes. I do NOT advise being impatient like me! In retrospect, I would have wrapped masking or painters tape on both sides of the plastic and either tried to cut it with a jigsaw or a router. It still might come out a little uneven, but I suspect it would be better than my mess. If you have the money (or are too perfectionistic to live with imperfections!), order plexiglass or an acrylic sheet cut to size. If you go the route I did, just know that it will NOT be perfect. But it will work. If I worked in a clinical setting where we might use this table many hours a day, I would spend the extra money. But since I'm in a classroom setting where we will only use it in short increments across the day, this will be durable enough for our purposes. Use your judgment.</div>
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Because of the flex of the plastic, I laid the two bumpy sides together, so the strength would be doubled. It worked well and also helped by bluring the view of the light strings.</div>
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Last, apply a little tape on the corners of the plastic, lay it in place and drill a hole in each corner. Peel off the tape, clean away your sawdust, and use wood screws to attach.</div>
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We are using our light table with translucent geometric shapes. Magnatiles are on my wish list to add to our light table stash. We also plan to do artwork by covering the table in translucent plastic wrap (to prevent seepage) and then use additional clear plastic sheets to paint or draw on. The play of light on different art materials will be great fun! </div>
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Questions? Post them below in the comments! Happy light table building! ~Kelley</div>
The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com0tag:blogger.com,1999:blog-9200776412248991159.post-64270349772146865002014-06-05T12:04:00.001-05:002014-06-20T11:27:08.114-05:00Swimming with Rainbow FishToday is the last day of school.<br />
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For me, the first and last days are always bittersweet. Days full of excitement and trepidation, fun and uncertainty.<br />
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This spring I watched my son learn to scull, and as he practiced, I couldn't help but compare the experience with my daily life as a special education teacher. In August, we push off from shore with our brand new clothes and our brand new shoes and our brand new pencils ready for a new adventure. By November, we've got the rhythm down. We know our roles: cockswain who encourages and directs, stroke teams working together to keep the rhythm and move forward. We've learned how to work in unison.<br />
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By February, we hit the doldrums. Exhaustion sets in. The end feels so far away. <i>Are the kids where they need to be at this point in the year? There's so much left to teach.</i> Tests loom in front of us like storm clouds, so we open our umbrellas and remind ourselves of how unimportant they really are in the scheme of everything. Like a winter storm, they blow in gray and noisy and then fade away a quickly as a whisper.<br />
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But then, the last few weeks of school approach, first creeping up on us with quiet little feet that soon graduate to determined, flip-flop clad stompers that will trample you if you don't duck out of the way fast enough. Those sharp pencils are now nubs. The soles on our shiny new tennis shoes are worn thin. But the same feelings echo in me. Relief that a break is coming, worry about whether my students accomplished all we set out to accomplish. <br />
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As I stood in the entrance to school this morning waiting and watching for my students who might be confused by the change in morning routine, I realized that sadly there are so many children that I don't "see". Those kids for whom learning comes relatively easy, for whom social relationships are built with fewer bumps and bruises. It's not that they are less important. On the contrary, I work with students in extracurricular groups like Student Council and UIL specifically so that I can get to know these students and keep my finger on the pulse of "typical".<br />
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But what I realized, as I stood there in the foyer, was that those students swim past me like schools of fish, lovely silver, swimming in straight lines, attending to the world around them with ease. But mixed in the current are rainbow fish, with beautiful, sparkly scales. One may have an odd-sized fin and swim in more of a zig-zag than a straight line, but he leaves a wake of beauty. These are the students who mean so much to me.<br />
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I'm so fortunate to get to spend my days in the company of these interesting and lovely little humans, these rainbow fish.<br />
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~ Kelley<br />
<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com1tag:blogger.com,1999:blog-9200776412248991159.post-53521752378325125522014-04-03T15:27:00.002-05:002014-04-03T15:27:49.449-05:00Talking to Students about Standardized TestingIt's that time of year with standardized tests looming on the horizon...<br />
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Many of my students are showing signs of stress and anxiety regarding the upcoming tests. We are working through a unit on stress and stress management in our social thinking groups and the topic of tests is top on the stress chart for most of my students.<br />
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I have definite feelings and opinions on the one-size-fits-all, high-stakes testing issue, but that is not a problem we're going to solve today, unfortunately. In the meantime, I thought I would share some strategies and a tool I am currently using with students to help de-mystify the whole testing routine and help them realize that they've got the tools they need to keep their stress levels low. <br />
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First of all, I use the story of The Wizard of Oz with my students to help them understand the purpose for benchmark tests and state standardized tests. I tell them that at the beginning of the year, we start off walking down the Yellow Brick Road with our friends. Along the way, we will learn many things and the goal is to make it to the Emerald City to see the Wizard (representing the total learning for the year) by summer vacation.<br />
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I tell them that their job is to do the work to learn and practice new skills along the path. A few times a year, the teachers want to check to make sure they are moving father down the Yellow Brick Road and getting closer to Oz. We do those checks through benchmarks and (in our case) STAAR tests. I tell them that taking those tests is the same as when we use a ruler to measure distances. The tests measure the distance we've traveled down the Yellow Brick Road. My students seem to really understand this analogy and it has calmed down some of the anxiety.<br />
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Along with the Yellow Brick Road story, we do what we can to de-mystify the big, scary test. We look at examples of released tests so they can see that the questions don't look any harder than work they do successfully every single day at school. We make lists of things we know, want to know, and then have learned about what to expect.<br />
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Finally, we review the powerpoint below which can help answer nagging questions. Feel free to use this powerpoint with your students if it would be helpful for them.<br />
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One piece of advice is to not assume that your students know information that you think would be common sense. For example, after our last district benchmark test, I found out that the biggest source of stress for one of my students who was in an oral-administration group, was that the administrator didn't spell out for him how to indicate to her that he was ready to move on. He needed to be told explicitly what to do ("When you are finished answering the question, look at me. That will let me know you're ready to move on.") Also, for kids on the Autism Spectrum, please take the time to show them the space where they will test (and the administrator if it is not going to be you) BEFORE the test. The more you can take the mystery out of it, the less anxiety they will have to deal with.<br />
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And finally, encourage parents to keep it all in perspective. Kids only stress when they pick up on stress from the adults in their lives. In the long run, remember that these tests are NOT good indicators of successful learning, job readiness skills, or how successful they will be in life. They only indicate how well they've learned to answer multiple choice questions and bubble in answer sheets. I reinforce to parents that the most important thing to me is how well kids make progress toward IEP goals and how they show their learning in everyday and authentic learning tasks.<br />
<a href="https://drive.google.com/file/d/0B4qTMzRlgqGsaFhXMGxLMGx1Z00/edit?usp=sharing" target="_blank">Click here to download the powerpoint to your computer.</a><br />
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<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com2tag:blogger.com,1999:blog-9200776412248991159.post-14703311330973860052013-09-21T10:06:00.000-05:002013-09-21T10:06:16.974-05:00Check Out Our Sensory Break Space!I'm doing my happy special ed teacher dance! You know....the one that goes like this?<br />
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<a href="http://s538.photobucket.com/user/MsMinx08/media/Happy%20Dance/ElaineDance.gif.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="Elaine Dance photo ElaineDance.gif" border="0" height="200" src="http://i538.photobucket.com/albums/ff345/MsMinx08/Happy%20Dance/ElaineDance.gif" width="128" /></a></div>
Yes, I'm a Seinfeld fan. I mean, seriously, how many moments in our lives are identified with Seinfeld references?! Low talkers, close talkers, fat free yogurt, "No soup for you!", Mulva, puffy shirt, Festivus for the rest of us, Junior Mints. In fact, when I searched for this image I started laughing so hard my TA thought I had lost my mind! I know, I know...Topic Twister invaded my brain for a minute. Sorry about that! Back to the topic ~ Our New Sensory Break Room!<br />
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This year our school had a classroom that was being used for other purposes. My brilliant and fantastic principal gave us permission to expand our sensory break space into this room since our space was so limited in our tiny little classroom. I'm counting my lucky stars to have it for as long as I get it. I know it is HIGHLY unlikely we will have it next year. So, we are enjoying it while we do!<br />
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Check out our Gross Motor Center (complete with racetrack!)....<br />
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Our Fine Motor Center....<br />
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And our Calm Body Center...<br />
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I change out the activity offerings in each center (except the gross motor center which remains the same) on a weekly basis so it can stay interesting to the kids.<br />
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The kids check in at the Learning Zone poster when they enter the room.<br />
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They then choose a center that will help get their bodies into the green learning zone.<br />
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We are also working with Leah Kuyper's <a href="http://www.amazon.com/Zones-Regulation-Leah-Kuypers/dp/0982523165/ref=sr_1_1?ie=UTF8&qid=1379614684&sr=8-1&keywords=zones+of+regulation" target="_blank">Zones of Regulation</a> curriculum to help us identify "tools" for our ready to learn toolbox.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFmrmbiMLcxbUda6RAbqCB310Wd-JPSsy6j0xUVJ7k4pwlBgnSNFNNIf7aNIkqb_-ANEdP2gtRScNTQOKWXqGuya5N_3KibcHAMoAljDXZEFyaz0qQX2HumIOX3jwDsFHyTTNeGF8JM3g/s1600/zones.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFmrmbiMLcxbUda6RAbqCB310Wd-JPSsy6j0xUVJ7k4pwlBgnSNFNNIf7aNIkqb_-ANEdP2gtRScNTQOKWXqGuya5N_3KibcHAMoAljDXZEFyaz0qQX2HumIOX3jwDsFHyTTNeGF8JM3g/s400/zones.jpg" width="308" /></a></div>
<br />
This week, we will be working to identify the effect various "tools" have on our emotions. Each child will have his own "toolbox" available. Click <a href="https://docs.google.com/file/d/0B4qTMzRlgqGsNGxIbTlJQW5xa1E/edit?usp=sharing" target="_blank">here</a> to download a copy of the toolbox.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixyr-LG3-FQMnTrYuWjNeDz6IUqSxhbqHyNmB_bBTegvrFPk2eIVlx4nEyWH2DgfdPtKZQxqR4_wuSHYHvhHP8rTYBK41rswD_aNIL58kQk044FlcSAmrYTzQNBjhg3ERq0gfMBW0kwCE/s1600/readytolearntoolbox.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixyr-LG3-FQMnTrYuWjNeDz6IUqSxhbqHyNmB_bBTegvrFPk2eIVlx4nEyWH2DgfdPtKZQxqR4_wuSHYHvhHP8rTYBK41rswD_aNIL58kQk044FlcSAmrYTzQNBjhg3ERq0gfMBW0kwCE/s640/readytolearntoolbox.jpg" width="494" /></a></div>
<br />
This space has been such a blessing! We are able to start our days feeling good, conduct periodic sensory breaks as needed (or as scheduled!) during the day, and end our day in the room while we wait out the noisy chaos of dismissal. This has helped us start and end our days feeling calm!<br />
<br />
I know that it is unlikely that we will have this space every year, but even if we don't I can use the same centers model with smaller and easier to store activities.<br />
<br />
Thanks for checking our our Sensory Break Space!<br />
~KelleyThe Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com3tag:blogger.com,1999:blog-9200776412248991159.post-80504316250068946372013-09-04T12:10:00.000-05:002013-09-04T12:10:39.086-05:00Wow Us Wednesday ~ Lesson Plan Link Party!We have a brilliant idea if we do say so ourselves....<br />
<br />
Well, it will only be brilliant if YOU join in! There are so may smart therapists and teachers out there that work so hard to create purposeful and engaging lesson plans for students. I know I am guilty of re-inventing the wheel too many times instead of reaching out to ask for and share ideas with my fellow teachers.<br />
<br />
<div style="text-align: center;">
So, let's change that!</div>
<br />
On the first Wednesday of each month, we will open up our <span style="font-family: Arial,Helvetica,sans-serif;"><i><b style="color: blue;">Wow Us Wednesday Lesson Plan Link Party.</b></i></span> We will keep the links open from Wednesday-Tuesday, so check back several times over the course of the week to catch all the great ideas. Feel free to link up any great lesson plans that you would like to share and make sure to "like" the ideas that you really enjoy. We will feature the top three "liked" lessons in a follow-up post. <br />
<br />
What's a link party you say? It is a great way to be linked up to other blogs and share information in one easy stop. But Kelley & Orlanda, what if I want to share and I don't have a blog? Never fear ~ the Dynamic Duo is here! There is a way you can share your idea. Just follow the instructions <a href="http://www.speech-specialed.blogspot.com/p/link-party-directions_16.html" target="_blank">here</a>. <br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="color: magenta; text-align: center;">
<span class="Apple-style-span" style="font-size: large;"><i><br /></i></span></div>
I'll start the party off with a lesson plan that I find to be incredibly useful with my 5th grade social groups. I think it would be a fantastic lesson to use with middle and high school as well.<br />
<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN028I9PgVh_BRJpbDrjh3quqTJaklaEoQaFwhtpscRhy_WKyQDNbVVluWIRdY0tgodh9JbeIOVzwkE9cl6ZaQyeIKOHGG2HggN3QFplxUHGop1fiSer4ykmqH9qq2T69BAB9jrWZQTOE/s1600/SettingGoals.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN028I9PgVh_BRJpbDrjh3quqTJaklaEoQaFwhtpscRhy_WKyQDNbVVluWIRdY0tgodh9JbeIOVzwkE9cl6ZaQyeIKOHGG2HggN3QFplxUHGop1fiSer4ykmqH9qq2T69BAB9jrWZQTOE/s200/SettingGoals.jpg" width="200" /></a>One of my tried-and-true activities that I do yearly with my 5th
grade social group students is designing our own vision boards. A vision
board is a tool that helps students identify what they want various
aspects of their life to "look like" in the future.<br />
<br />
<br />
If we already have
rapport established in a group that has been together for a while, then
we do this activity at the beginning of the school year. If the group is
composed of students who do not know each other well, then we do this
activity after we've had time to do some team building.<br />
<br />
The first step is to create a web that describes the important components of a balanced life. Here is an example of our web.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir0TU6WxcGx66MISqE9RE_nT1DMkLsND_dziLsKpZ6rCgciaWPn8MmGBx7yt-qCW7_h2G0Jl28wtJounRRMbE7mSyUWcLl79uEpr3RgSgUTvnXc0ue-67ETA1jkVcrA6Eu4adtQnS1_-c/s1600/New-Mind-Map_2bqdj60w.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="316" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir0TU6WxcGx66MISqE9RE_nT1DMkLsND_dziLsKpZ6rCgciaWPn8MmGBx7yt-qCW7_h2G0Jl28wtJounRRMbE7mSyUWcLl79uEpr3RgSgUTvnXc0ue-67ETA1jkVcrA6Eu4adtQnS1_-c/s640/New-Mind-Map_2bqdj60w.jpg" width="640" /></a><br />
<br />
<br />
The kids then cut out pictures of magazines or find images
on the computer to represent their short term and long term goals for
each of the areas on the web. This really opens up a lot of discussion
and even helps some members find commonalities between each other.<br />
<br />
They
create their own vision boards and present it to the group. Here are a
couple of examples of finished vision boards by 5th graders.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX7S7a3Tt7bR6PcRcoym6FqpwfurQcSniTLhL1DLsNxL9IKkPjRlejvS2OPiUWx1CR8Esf_Uf3Jnb3lEOkEng9yB7yz-2IL2vTuoWn3Rl2625NbmNyIFWKi_9ywu37siEOYHZNi_TgqDM/s1600/IMG_1089.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="422" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX7S7a3Tt7bR6PcRcoym6FqpwfurQcSniTLhL1DLsNxL9IKkPjRlejvS2OPiUWx1CR8Esf_Uf3Jnb3lEOkEng9yB7yz-2IL2vTuoWn3Rl2625NbmNyIFWKi_9ywu37siEOYHZNi_TgqDM/s640/IMG_1089.jpg" width="640" /></a><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgD8yNbqz0lCin_bQDmx-n5t_Ztf3XOYtPPIZubapF8cdbq4uVniDAypkplVIaAI6YpF5q4S1g4NDp_hRWVI_i-AjQg6T_mModX2iaB15YtI20VnY5vkS2s-jCR1ivxlPlZdkqT5NDAxno/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgD8yNbqz0lCin_bQDmx-n5t_Ztf3XOYtPPIZubapF8cdbq4uVniDAypkplVIaAI6YpF5q4S1g4NDp_hRWVI_i-AjQg6T_mModX2iaB15YtI20VnY5vkS2s-jCR1ivxlPlZdkqT5NDAxno/s640/Slide1.jpg" width="640" /></a><br />
<br />
We use these vision boards all year as anchors for discussions about
how our social behavioral choices either support or harm our ability to reach
our goals.<br />
<br />
I hope this activity will be good to add for your beginning of the year planning! ~Kelley<br />
<br />
<br />
<div style="color: magenta; text-align: center;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqNZA6w3KBNXJpZmjyjVqvj6-_TxP4RslqqYnIgmT24R7HrB_cAdZjDj8CO4JoZQIwT8T6KwlxCjiCXBONyezT71kJPzycJ_cJhWycx6g7NlPBBfadktkWwRbxbkZPiQIBossdXJkyZOI/s1600/flags-cropped.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="136" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqNZA6w3KBNXJpZmjyjVqvj6-_TxP4RslqqYnIgmT24R7HrB_cAdZjDj8CO4JoZQIwT8T6KwlxCjiCXBONyezT71kJPzycJ_cJhWycx6g7NlPBBfadktkWwRbxbkZPiQIBossdXJkyZOI/s320/flags-cropped.jpg" width="320" /></a></div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<span style="font-size: large;"><i>Here are the friendly guidelines for our get-together:</i></span></div>
</div>
<ul>
<li style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"> </li>
<li>When you link up, please grab our button and include it somewhere in your post. You can find it on the sidebar. Or you can simply link to this post on your blog. Thanks!</li>
<li>Please visit the other great bloggers that link up to check out their ideas and leave some comment love.</li>
<li>Please consider joining the Dynamic Duo as a blog friend. Follow us by email (on the sidebar) or through your blog reader. That way you can make sure to get the most up-to-date posts.</li>
</ul>
<div style="text-align: center;">
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<span style="font-size: large;"><i style="color: magenta;">So, get an awesome lesson plan ready to post and join the party!</i></span></div>
</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKiF_tsZd54RKuxLWQWEmhJaTzdwpyawspanZ44TlKYCAfhTF3R92qZJ54FyLF5UT5wjJyumcFvtH8bO2yYqIiNYBfk457k0ewkVWwjD5O3odexztKgqcHY6j9XAbs_XrXfHxdCwKtW7o/s1600/flags-cropped.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="137" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKiF_tsZd54RKuxLWQWEmhJaTzdwpyawspanZ44TlKYCAfhTF3R92qZJ54FyLF5UT5wjJyumcFvtH8bO2yYqIiNYBfk457k0ewkVWwjD5O3odexztKgqcHY6j9XAbs_XrXfHxdCwKtW7o/s320/flags-cropped.jpg" width="320" /></a></div>
<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com1tag:blogger.com,1999:blog-9200776412248991159.post-78418448844970648022013-08-28T21:01:00.001-05:002013-08-28T21:01:15.234-05:00Wow Us Wednesday ~ Classroom Organization Link Party!<br />
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">It's
that time of year! We're recharged from summer break and ready to get our
classrooms and therapy rooms set up and organized for the new year. I'm always
tweaking my organizational and storage systems to try to make the best use I
can of my small space and it is so much easier to do when unpacking after
summer break.</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";"></span></span></div>
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<span class="Apple-style-span" style="font-family: inherit;"><br /></span></div>
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">I
love cruising Pinterest and blog hopping to check out classroom organizational
ideas. Here are a few of my recent faves.</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";"></span></span></div>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi67sUPHJB-SfdMFuD-Ytx2eRD7H1IfCvEMUYCnP8zQYSUWjmkUiQSwUzRtB73y0Ix177Gjep47Z-rqe-og-Dln631nDfNrl650Vbhp2KuiyPdAz6UDcpexzRvDcX8SbICf_yr5Ehajxrg/s1600/masterbook.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi67sUPHJB-SfdMFuD-Ytx2eRD7H1IfCvEMUYCnP8zQYSUWjmkUiQSwUzRtB73y0Ix177Gjep47Z-rqe-og-Dln631nDfNrl650Vbhp2KuiyPdAz6UDcpexzRvDcX8SbICf_yr5Ehajxrg/s640/masterbook.jpg" width="379" /></span></a></div>
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<span style="font-family: inherit; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">I took a couple of
weekends last spring and converted all my files to binders. Totally worth the time!</span></div>
<div style="text-align: center;">
<a href="http://www.ace.edu/student-affairs/alumni/alumni-resources/time-saving-tips-for-teachers" target="_blank"><span class="Apple-style-span" style="font-family: inherit;">source </span></a></div>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieGALPEN_yXMt7RKeJP85_IZ5vSkA5JtxKV7xy0ukwl1e364JiXeS17c37CFI7AGzH8BZV9AaJ4vsNDOLt6M9zJcclb12oVD-xqzfy5ZSEUY690u7XS8Wyxz77v-fb0GA058Qu4ltgXUw/s1600/games.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieGALPEN_yXMt7RKeJP85_IZ5vSkA5JtxKV7xy0ukwl1e364JiXeS17c37CFI7AGzH8BZV9AaJ4vsNDOLt6M9zJcclb12oVD-xqzfy5ZSEUY690u7XS8Wyxz77v-fb0GA058Qu4ltgXUw/s640/games.jpg" width="508" /></span></a></div>
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Space Saving Game
Storage</span></span></div>
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<div style="text-align: center;">
<a href="http://ourworldwideclassroom.blogspot.com/2011/04/declutter-plan-prepare-march-2011.html" target="_blank"><span class="Apple-style-span" style="font-family: inherit;">source</span></a></div>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRXkaU-P-LZL76Jb_NoeNMRMYOcmnEi37f6s-NVJedzzV6WdRfl9dCH2xgCcnPECYa1sYYKmJBNx4OkBvp3TeuoaiXd91K_3xgMcxOOBEScsy7GHwQU_iBq8YIeG96l7tBImAXZaLSZ0k/s1600/photoorganizer.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="410" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRXkaU-P-LZL76Jb_NoeNMRMYOcmnEi37f6s-NVJedzzV6WdRfl9dCH2xgCcnPECYa1sYYKmJBNx4OkBvp3TeuoaiXd91K_3xgMcxOOBEScsy7GHwQU_iBq8YIeG96l7tBImAXZaLSZ0k/s640/photoorganizer.jpg" width="640" /></span></a></div>
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">Using photos to cue clean-up.</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";"></span></span></div>
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">This blog has tons of great ideas! </span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";"></span></span></div>
<div style="text-align: center;">
<a href="http://www.buzzfeed.com/peggy/clever-organization-hacks-for-elementary-school-teachers?sub=2434550_1378573" target="_blank"><span class="Apple-style-span" style="font-family: inherit;">source</span></a></div>
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
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<span style="font-family: inherit; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">Orlanda
and I want to see <b style="color: blue;">YOUR</b> space! We thought it would be great to start a Classroom
Tour Linky Party right here at the Dynamic Duo so that we can have a one-stop
bounty of classroom tour goodness.</span></div>
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<span style="font-family: inherit; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">So,
snap some pics of your classroom or therapy room and post them here. The link
party will be open from now until Wednesday, September 4. If you don't have a blog to link to
and still want to share your photos, follow the directions <a href="http://speech-specialed.blogspot.com/p/link-party-directions_16.html" target="_blank">here</a>. And make sure
to "like" your faves. We will feature the top 3 "liked"
entries in a follow-up post.</span></div>
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">We
will start the party off with a quick tour of our rooms.</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";"></span></span></div>
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<span style="font-family: inherit; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">Here's
Kelley's SCORES (Social Communication & Resource Program) room. My room was designed to be a physical therapy/occupational therapy room. It is divided into two parts with a glass wall in the center. I have placed the sensory area on the larger half of the room and the academic area on the smaller half. It is definitely cozy, so we have to be very diligent about keeping it clutter-free and using space wisely. For storage, I have brought in a few bookshelves and melamine cabinets from home and am able to stash them in a little alcove right outside of my classroom. I'm so lucky that my administration lets me do this. Otherwise, I would be a crazy person!</span><br />
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<span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">My room is set off down a short hallway right off the front entrance from our school. </span></span><br />
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<span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">We have a welcome sign to let folks know where to find me and my TA (Mrs. McBride ~ who is BRILLIANT and I couldn't live without her!)</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUY2NiZq5DRwOYnofHHiM4rvo6qFK08ocjEc0jIXOtMTF1keBIvvAKOA3pOYd7cbWUqHubn2r174n1FOvs1FuNZo4wsrHzpfQkVP8x9T6cN_zvTdbl0ZOVHUgvxcwVnCjkoKqz4a1smYw/s1600/flags.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUY2NiZq5DRwOYnofHHiM4rvo6qFK08ocjEc0jIXOtMTF1keBIvvAKOA3pOYd7cbWUqHubn2r174n1FOvs1FuNZo4wsrHzpfQkVP8x9T6cN_zvTdbl0ZOVHUgvxcwVnCjkoKqz4a1smYw/s640/flags.jpg" width="640" /></span></a></div>
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<span class="Apple-style-span" style="font-family: inherit;">My make-it-work-in-the-hallway storage system for social thinking/behavior tools and all the literacy materials... </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNfdQ_9f4UeYd3HQ3WQJgprL81uh_9yTTfCWzjis8pO944FkXDIFOw3EkCieIp3UVtl5eGgc_4eXZfJlxszX9LAEdstmvPQwfkHX_jVBZ2hEsqkj6gfwngafLbX8_YiOWnigyvcZtjIP4/s1600/nook.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNfdQ_9f4UeYd3HQ3WQJgprL81uh_9yTTfCWzjis8pO944FkXDIFOw3EkCieIp3UVtl5eGgc_4eXZfJlxszX9LAEdstmvPQwfkHX_jVBZ2hEsqkj6gfwngafLbX8_YiOWnigyvcZtjIP4/s640/nook.jpg" width="480" /></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDsVa57kLXot7MhRNNbGAQEAuPgnlfCtL0Wa69kcdtw05smz_XTdv48L5rynRKwQmSDPqH_NqxYekMXMv4mcvfWBw_X9noVkqJT7JAQat8fMQ2EH92-WRJz4kocWb_p8miCTDERiFiGKw/s1600/bookcase.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDsVa57kLXot7MhRNNbGAQEAuPgnlfCtL0Wa69kcdtw05smz_XTdv48L5rynRKwQmSDPqH_NqxYekMXMv4mcvfWBw_X9noVkqJT7JAQat8fMQ2EH92-WRJz4kocWb_p8miCTDERiFiGKw/s640/bookcase.jpg" width="480" /></span></a></div>
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<span class="Apple-style-span" style="font-family: inherit;">Shelves for math materials...</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4TAzXGAXxiagV-XZr9AMMEQcCnQU1SxfEnC-iH7_0CoYdyN6sh3jcPIz9U1I_d_fJ7iNXAbnP5FvEpCIFvv9PhygVg7N_2pwreECTcnHpTcC6GLZn1myK5MsZ71xKJdeY8Fh9yuJKbGc/s1600/blue.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4TAzXGAXxiagV-XZr9AMMEQcCnQU1SxfEnC-iH7_0CoYdyN6sh3jcPIz9U1I_d_fJ7iNXAbnP5FvEpCIFvv9PhygVg7N_2pwreECTcnHpTcC6GLZn1myK5MsZ71xKJdeY8Fh9yuJKbGc/s640/blue.jpg" width="480" /></span></a></div>
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<span class="Apple-style-span" style="font-family: inherit;">Our awesome Playmobil school for role playing and wire drawers with stress balls, puppets, & carpet spots. Under the blue tablecloth is our makeshift kitchen (mini fridge, microwave, and rubbermaid drawers full of snacks).</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAgW73g8xcmbimpautNrkieYRfqI_PFBe46HCotUqnakE3MYgeYltd18yyhFmZ666e5WFnc94ty3JvRCqjyec6crG66jXzevZ4I02bnCuFp6v5w3P43L8pSivc9pEX78f4VdAGEzEOkVk/s1600/playmobil.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAgW73g8xcmbimpautNrkieYRfqI_PFBe46HCotUqnakE3MYgeYltd18yyhFmZ666e5WFnc94ty3JvRCqjyec6crG66jXzevZ4I02bnCuFp6v5w3P43L8pSivc9pEX78f4VdAGEzEOkVk/s640/playmobil.jpg" width="640" /></span></a></div>
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<span class="Apple-style-span" style="font-family: inherit;">Our sensory area.... we LOVE the cocoon swing from IKEA - it is so much cheaper than specialty catalogs and so great for those calm down moments we all need sometimes! I do need to pump the seat back up - a student told me yesterday that it was hurting his "leg pits". So funny! The shelves contain books, fine motor activities, visual and auditory activities, and a "cloud sand" tray.</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Our yummy calm down tent & hippity hop ball. The tent is filled with a blanket, pillow, beanbag chair, and a handful of stuffed animals. The big stuffed animals are filled with beans to serve as a calming weighted item.</span><br />
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<span class="Apple-style-span" style="font-family: inherit;">A computer for my Teaching Assistant and the students to share. You can see through the little doorway our academic learning area. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjJznloq768nnGXeDL03MFnErijPsw70L-V5vHTCg8qYoYvCL8DJprYHc-24N6iOfLslFkAlKTK-Or9by_miub1aOlXRMlrdRgnb0IJCBIbgvMNVFhyphenhyphengCPwFMIc7TMUoWlBj_R5BiNt7w/s1600/sensory.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjJznloq768nnGXeDL03MFnErijPsw70L-V5vHTCg8qYoYvCL8DJprYHc-24N6iOfLslFkAlKTK-Or9by_miub1aOlXRMlrdRgnb0IJCBIbgvMNVFhyphenhyphengCPwFMIc7TMUoWlBj_R5BiNt7w/s640/sensory.jpg" width="480" /></span></a></div>
<span class="Apple-style-span" style="font-family: inherit;">On the academic side of the room I have my work nook. I try hard to keep down the clutter and visual noise, but it is hard! A big goal of mine this year is to TRY to keep my desk clean. It's day 3 of school and I'm not being very successful thus far. :( </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmgdqxF3b1KmbklrHtpwjvvVhg5a26G889NBBrEg_KGF9cjyTz-koqHLayLl9gVjjGfCIQ1H7wZ4Pog9lJnrhCtAruC0Ve20pusCTGRbkmFiewcG4GisGsbDimoo9OC76kuun1OSMxSSc/s1600/desk.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="font-family: inherit;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmgdqxF3b1KmbklrHtpwjvvVhg5a26G889NBBrEg_KGF9cjyTz-koqHLayLl9gVjjGfCIQ1H7wZ4Pog9lJnrhCtAruC0Ve20pusCTGRbkmFiewcG4GisGsbDimoo9OC76kuun1OSMxSSc/s640/desk.jpg" width="480" /></span></a></div>
<span class="Apple-style-span" style="font-family: inherit;">As you can see, we keep our florescent lights off and have lamps scattered around both sides of the room. It is so much more calming! Here is the work area and storage for currently-being-used materials for academics and social thinking groups. On the side of the cabinet we are trying a stamp card this year instead of a sticker chart for showing whole body listening during groups. </span><br />
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">Here's
Orlanda's Speech/Language Therapy room...</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";"></span></span></div>
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<b><span style="font-size: large;"><i><span style="color: magenta; font-family: inherit; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Here are the friendly
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-size: 14.0pt;"></span><br /></span>
<span class="Apple-style-span" style="font-family: inherit;"><span style="color: magenta; font-family: "Pea Tracy"; font-size: 11.0pt; mso-bidi-font-family: "Times New Roman";"></span><br /></span>
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<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Symbol; font-size: 16.0pt; mso-ascii-font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">·</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;">
</span></span><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">When you link up,
please grab our button and include it somewhere in your post. You can find it
on the sidebar. Thanks!</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span></span></div>
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Symbol; font-size: 16.0pt; mso-ascii-font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">·</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;">
</span></span><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Please check out
other great bloggers and leave them some comment </span>love<span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">!</span></span></div>
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<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Symbol; font-size: 16.0pt; mso-ascii-font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">·</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;">
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organizational product.</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"></span></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: inherit;"><span style="font-family: Symbol; font-size: 16.0pt; mso-ascii-font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">·</span><span style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;">
</span></span><span style="font-family: Crys; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Please join the
Dynamic Duo as a blog friend. Follow us by email (on the sidebar) or through
your blog reader. That way you can make sure to get the most up-to-date posts.</span></span></div>
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The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com0tag:blogger.com,1999:blog-9200776412248991159.post-73695517674267292013-05-20T06:00:00.000-05:002013-05-20T06:00:02.165-05:00End of Year Transition Issues for Kids on the Autism Spectrum<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4D5PYh4yk7gNo9oDeug_brvCr54lpLLi24yNEYcOtKKrGMdZegiRXKZuckeN8SKE7sMN6sY2ytcJqeiLwXHoOI3pc-EtDCq0rppkJf9O5C0Er3rdpfqqyo8Gy8qJxIfbynFe4XYG0hR8/s1600/lastdayleave.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4D5PYh4yk7gNo9oDeug_brvCr54lpLLi24yNEYcOtKKrGMdZegiRXKZuckeN8SKE7sMN6sY2ytcJqeiLwXHoOI3pc-EtDCq0rppkJf9O5C0Er3rdpfqqyo8Gy8qJxIfbynFe4XYG0hR8/s400/lastdayleave.jpg" width="306" /></a></div>
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We are all counting down the days until summer break begins. Even though time off sounds exciting to both students and teachers, it can be a minefield of challenges for our kids on the Autism Spectrum. All too often those "fun" activities can create extra stress and anxiety in our students with ASD. I have a simple suggestion that makes a world of difference!<br />
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Start NOW while things are relatively sane and help your student create their own calendar for the last 3-4 weeks of school. Note all the days where there will be unusual events such as assemblies, track & field day, class parties, field trips, etc. You can also make note of all the days that are "regular" schedule days. Consider color coding the regular days. Your student will then be able to preview and plan ahead for the changes that will occur.<br />
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I usually use this calendar because it is simple and non-distracting:<br />
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<a href="https://docs.google.com/file/d/0B4qTMzRlgqGsbXZKc1Jia0hBZFk/edit?usp=sharing" target="_blank">Click here to download</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie-X3wXM7zVVEUt8_pVXQVlsEk7EFuE8oKQSGFCaTuEJMi3ZCVSM5-2zlKjZOPgMHG3rwXwpjDaGfbEhffYYkv6aV4CbFV1Kto7Ux4_AYKI1MwZNl9aP-NDdzrisKED3DamqhWdIA77r4/s1600/single-month-blank-calendar-template-1024x723.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="450" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie-X3wXM7zVVEUt8_pVXQVlsEk7EFuE8oKQSGFCaTuEJMi3ZCVSM5-2zlKjZOPgMHG3rwXwpjDaGfbEhffYYkv6aV4CbFV1Kto7Ux4_AYKI1MwZNl9aP-NDdzrisKED3DamqhWdIA77r4/s640/single-month-blank-calendar-template-1024x723.jpg" width="640" /></a></div>
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The week before school gets out, I send the following calendar home with students and ask their parents to help them fill it out. I know that the kids seem really excited to get out of school, but going from structured to unstructured days can create significant anxiety. I explain to parents that it is helpful to help their child structure their first week of summer and that they will likely experience a more peaceful start to their vacation.<br />
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<a href="https://docs.google.com/file/d/0B4qTMzRlgqGsNWotY0NkMDlLT2s/edit?usp=sharing" target="_blank">Click here to download</a><br />
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I hope you find these tools quick and easy to use with your students with ASD. ~KelleyThe Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com1tag:blogger.com,1999:blog-9200776412248991159.post-58298675722506589692013-05-13T06:00:00.000-05:002013-05-13T06:00:16.880-05:00Fun Ways To Develop Keyboarding Skills This Summer!I have several families who have asked about increasing their child's
familiarity with letter location on a computer keyboard. Typically
before having a child do more of their writing on the classroom computer
or considering assistive technology options for fine motor/handwriting
difficulties, it is important for students to be familiar with the
keyboard and be able to quickly locate keys. Hunting and pecking is
fine, but needs to be able to be done pretty quickly in order for it to
be a help and not a hindrance for students.<br />
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I've encouraged the families for whom I would like to consider assistive technology for their child next year to have their child practice keyboarding using fun, free online games this summer and to practice keyboarding by emailing a friend or relative this summer.<br />
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If you have students who need keyboarding practice, here is a list of great (free!) online resources for keyboarding games:<br />
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<a href="http://www.typingweb.com/" target="_blank">typingweb.com</a> </div>
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<span style="color: blue;">This site has excellent instruction as well
as games. The section under "courses" is unfortunately dull, but good to
do if you can get your child to work on it for 5 minutes or so. The
section under "games" is fun and good practice. </span></div>
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<cite><a href="http://www.bbc.co.uk/schools/typing/" target="_blank">Dance Mat Typing</a></cite></div>
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<a href="http://www.learninggamesforkids.com/" target="_blank">learninggamesforkids.com</a></div>
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I hope this will save you some research time if you have students who need keyboarding practice. Here's to counting down the days 'til summer! ~ Kelley</div>
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The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com1tag:blogger.com,1999:blog-9200776412248991159.post-16390356081466377742013-05-03T14:37:00.000-05:002013-05-03T14:37:20.095-05:00Hands-on Lesson on Using Your Filter by KelleyHere's a quick hands-on lesson to illustrate the concept of using your verbal filter to keep the group feeling calm.<br />
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We define what a thought is...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNTXOLI3LOX_FMdZtO-Skj-2hFPuRBi5Uc2a5E1otB2MZ8sRVH98kI9Qw0MLNzbY5sKn0h7qvwIRvuIz7h2zIczwj9DR_z-B2fjO3hDNvdZusKxm_C3WOMWr5GaTeakUXZF7HKv7Mlq5o/s1600/IMG_0157.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNTXOLI3LOX_FMdZtO-Skj-2hFPuRBi5Uc2a5E1otB2MZ8sRVH98kI9Qw0MLNzbY5sKn0h7qvwIRvuIz7h2zIczwj9DR_z-B2fjO3hDNvdZusKxm_C3WOMWr5GaTeakUXZF7HKv7Mlq5o/s640/IMG_0157.jpg" width="480" /></a></div>
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We use thought bubbles and various pictures to identify main topics group members like to think about.<br />
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We then discuss the idea of "smooth" vs "prickly" thoughts and comments. <span class="Apple-style-span" style="color: blue;">Smooth thoughts and comments</span> are those that keep the group feeling calm and keep the interaction moving forward. <span class="Apple-style-span" style="color: red;">Prickly thoughts and comments</span> are those that make others feel uncomfortable and stop the interaction. Here's the visual that we use for prickly and smooth interactions. You can download it <a href="https://docs.google.com/file/d/0B4qTMzRlgqGsakdOdHFqMm44Tzg/edit?usp=sharing" target="_blank">here</a>.</div>
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We pass around a smooth ball and a prickly ball to further reinforce the concept of which was more comfortable.</div>
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After reviewing the smooth vs prickly concept, we define what a filter is and why we use filters in our communities (coffee, cleaning water, etc). We then introduce the idea of a brain filter that keeps prickly thoughts in our heads and allows smooth thoughts to be verbalized.<br />
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You'll need a container, a pitcher of water, a strainer, food coloring, a bag of small sticks/rocks/mulch, and small strips of laminated paper with a sharpie marker.<br />
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We ask the group to decide on a color that will represent smooth thoughts. This was a minefield of negotiation and group decision making in itself! Finally, they came to the decision that they would use blue food coloring to represent smooth thoughts.<br />
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We mix up the blue water in the pitcher and then identify various prickly comments that could disrupt an interaction and cause prickly thoughts in others. We write them down with a sharpie on laminated strips of paper and added them along with the sticks (which represented other prickly comments or behaviors such as turning away when a peer is talking or interrupting) to the water pitcher.<br />
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We then pour the contents through the strainer (representing our brain filter) to model keeping the prickly comments in our heads and letting the smooth comments be expressed.<br />
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I hope that you'll find this activity to be helpful in your social and speech groups!The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com1tag:blogger.com,1999:blog-9200776412248991159.post-65009190846153108272013-03-02T08:57:00.002-06:002015-06-09T15:25:41.484-05:00Feelings and Emotions ~ Literacy, Language and Social Communication Activities ~by Orlanda<div class="separator" style="clear: both; text-align: center;">
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Whew! It's been a while since I have posted, but Kelley and I have been working HARD in our speech and special education classrooms and trying to balance work life and home life! We have spent the last few weeks with a focus on FEELINGS and EMOTIONS with many of our students. We have been using the <a href="https://drive.google.com/file/d/0B4qTMzRlgqGscThlS2QtVE1LcHM/view?usp=sharing" target="_blank">Emotions Cue Card</a> created by Kelley in all of our sessions to help our students identify their own emotions at the beginning of each social group session. We have found that some of our students have difficulty describing their own emotional state, so we talk about it every week!<br />
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Kelley and I work together with a wide variety of students with language, social communication and social behavioral needs and this topic is ongoing for all of these students. In addition, I work with many students with language impairments that have difficulty describing feelings as it relates to others or characters in stories that are read and heard as well as in their own oral and written expression. So, in addition to the groups that we teach together, I have been working on this skill with ALL of my groups. I even managed to incorporate many articulation goals with this lesson, here's how I did it....<br />
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We started in our social groups and speech/language groups reading these stories:<br />
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<u>The Way I Feel</u> was great with ALL of our young age groups (3 year olds-2nd grade students). It was easy to modify the language throughout the story and match emotions pictures. <u>Today I Feel Silly & Other Moods That Make My Day</u> was was great for students Kindergarten through 2nd grade because it had more words and more details in the pictures throughout the story. <u>How Are You Peeling? Foods with Moods</u> was a little too "abstract" for my younger students to recognize the feelings or emotions depicted in the photos, but it was great for my 1st and 2nd grade students. While we read each of these books, we had the Emotions Cue Card handy to match feelings from the book to the photos on the cue card. Additionally, I collected many other Emotions Photos to match feelings and emotions throughout these stories. Several of our students have difficulty understanding and seeing that people depict similar emotions in slightly different ways, so we wanted to offer a variety "faces" for our students to help them see and understand the similarities/differences between faces and feelings. Here is one page of the Emotions Photos that I used for my students to match and describe emotions.</div>
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This Emotions Photos document is 4 pages of photos depicting Happy, Sad, Mad/Frustrated, Calm, Scared and Tired. You can <a href="https://docs.google.com/file/d/0BxVT1FDOK1ehQngyU09CVFdpdDg/edit?usp=sharing" target="_blank">grab it here</a>. I turned these photos into cards by cutting the pictures out and laminating them onto large index cards.</div>
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While reading all of the Feelings books, we targeted goals such as Answering Basic Questions, Describing details in pictures and using Inference to determine the character's feelings. Each time we read the books, we used the Emotions Photos to match the feelings of the characters. For students in articulation therapy, we continued to use these books and activities and were able to focus on phonemes such as /f, s, sm, sk, l/ to name a few.</div>
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After reading each of the stories (over 2-3 sessions), we started making our own book of feelings. With our young kindergarten group, we have several students with low receptive/expressive language skills and poor social communication skills. In this group, we have targeted each emotion in our own book in 1-2 sessions. We started each "emotion exploration" using a computer software program called <u>Faceland.</u></div>
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We LOVE this program because it teaches the students what "clues" to look for on faces to determine the emotion. Each new emotion that is taught is broken into 2-3 facial cues from the eyebrows/forehead, eyes, and mouth. This program also allows the students to see the same emotion depicted in slightly different ways between different people. There are also questions that it asks, and the students have to match the situation to the emotion. For our young students, we often have to act/draw out these questions to help them understand; however, it really helps them learn the feelings. There are even follow up games that go along with each emotion, so it is very engaging!</div>
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After going through Faceland, we started making our own book called <a href="https://docs.google.com/file/d/0BxVT1FDOK1ehb1hSbVFzRjd1eEk/edit?usp=sharing" target="_blank">"My Book of Feelings"</a>. Here are some sample pages from this book:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimHu11rQtFBx5lkHo8Gn1-uWnWEqlgXS5suFwiVN7zWy8WKHeIB11W0iEeFe0ltysweA7vZRd2GxjDNlFvZWGC-ueLVH1uHsuxEDWS_ERL1gAPReF-QgIwxfGDnFH4oAvsrSPsN8ug8Ww/s1600/My+Book+of+Feelings-0.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" gsa="true" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimHu11rQtFBx5lkHo8Gn1-uWnWEqlgXS5suFwiVN7zWy8WKHeIB11W0iEeFe0ltysweA7vZRd2GxjDNlFvZWGC-ueLVH1uHsuxEDWS_ERL1gAPReF-QgIwxfGDnFH4oAvsrSPsN8ug8Ww/s640/My+Book+of+Feelings-0.png" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh36pHl4lnxwEgGx6ZIWiYyn1Wg02QgMaSvNqQe95RTCt76AgWOGI-P_MaYYcXW1G5qW5nEjPCM3g4wSIctD804iRbjeJIKy0SFixdUZ_WSdhMQ8LNixQEYxD6AVfccPWVwr1bIJxB1rQ/s1600/My+Book+of+Feelings-10.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" gsa="true" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh36pHl4lnxwEgGx6ZIWiYyn1Wg02QgMaSvNqQe95RTCt76AgWOGI-P_MaYYcXW1G5qW5nEjPCM3g4wSIctD804iRbjeJIKy0SFixdUZ_WSdhMQ8LNixQEYxD6AVfccPWVwr1bIJxB1rQ/s640/My+Book+of+Feelings-10.png" width="640" /></a></div>
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We took pictures of our students depicting the emotion that was stated on each page. This was easiest to do during our Faceland activities for some of our students. Others just needed the Emotions Cue Card or Emotion Photos and a mirror to match their own faces to the feelings. Some students enjoyed taking their picture using the iPad with the camera in "reverse" mode so that they could see themselves making the faces. Still, some of our youngest students (3 year olds) had a hard time making the faces that they were not feeling in the moment, so we improvised by using other pictures or catching them in the act! Needless to say, this was one of the most fun parts of the activity, and all of our students LOVE seeing pictures of themselves in their own books! Here is how one turned out!</div>
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Our students with expressive language impairments had some difficulty independently coming up with "things that make me feel ___" so I created a document with pictures for the kids to choose from. A sample of this document is pictured, but you can grab the entire document <a href="https://docs.google.com/file/d/0BxVT1FDOK1ehY3MzS3JzN3JCSms/edit?usp=sharing" target="_blank">HERE</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDFcXKXI7eWtCTQTtxr86x01UzAxIkROupZzZees88Syum9u1lAQBbr2wqp4P9dWSsHogJtAVPhQMPFB8tTAdOT8ZNKHr9HQktX6nk5KmixpRc5pIsltgkczCMoXCU87NMFVZe93FTbiE/s1600/The+Way+I+Feel-0.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" gsa="true" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDFcXKXI7eWtCTQTtxr86x01UzAxIkROupZzZees88Syum9u1lAQBbr2wqp4P9dWSsHogJtAVPhQMPFB8tTAdOT8ZNKHr9HQktX6nk5KmixpRc5pIsltgkczCMoXCU87NMFVZe93FTbiE/s640/The+Way+I+Feel-0.png" width="640" /></a></div>
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We also found that different students had different feelings about the pictures offered. For example, one of our students feels HAPPY when tying her shoes but another said that this made him feel FRUSTRATED because it was hard for him. </div>
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For our youngegst students, we also used the Emotions Photos cards to discuss Similarities and Differences and the "I Feel __ When" cards to Categorize emotions. For our older students in speech/language therapy, we continued expanding this lesson by coming up with synonyms for the feeling words and using them to re-tell or create stories of our own. In their <u>Book of Feelings</u>, we made it harder by having them expand their own stories with their personal experiences.</div>
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This has been a great activity for ALL of our students. We have had the opportunity to learn so much about them and they have really improved their ability to describe their feelings and the feelings of others. AND, they will be able to share their books with their families for ongoing conversations at home!</div>
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We hope you find these activities useful with the speech, language, and social communication needs of your students! We'd love to know <strong><em>How You Feel</em></strong> about these activities and how we can make them even better!</div>
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~~Orlanda</div>
The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com0tag:blogger.com,1999:blog-9200776412248991159.post-39982479110965436222013-02-06T13:37:00.004-06:002013-02-06T13:44:45.346-06:00Shoe Tying Visuals Galore! ~ by KelleyI've been working with the 5th grade students with Autism to develop their shoe
tying skills. Many students wear shoes with velcro straps, which works
fine in elementary school. Unfortunately, as kids grow out of child
sizes and into adult sizes it can be much more difficult to find shoes
with velcro fasteners. I've tried to emphasize to parents the importance of their children becoming comfortable with this skill before entering middle school.<br />
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The students watched me demonstrate two different methods - the traditional
method and the double loop method (what we call rabbit ears). They got to choose which method they wished to practice. So far,
the double loop method has proven to be easier for the students. <br />
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I'm going to post visuals here that I adapted from the website <a href="http://www.fieggen.com/shoelace/index.htm" target="_blank"><i>Ian's Shoelace Site</i></a>. If you've ever wondered about all the bajillions of ways to lace and tie shoes, that is the website for you!<br />
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Feel free to provide these links to students and parents to provide practice
opportunities at home. As you can imagine, special ed teachers and therapists have limited time to spend
on this at school so the more often they practice at home the more
proficient they will become.<br />
<a href="https://docs.google.com/file/d/0B4qTMzRlgqGsNVhacy1WRGFGVGc/edit?usp=sharing" target="_blank"><br /></a>
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<a href="https://docs.google.com/file/d/0B4qTMzRlgqGsNVhacy1WRGFGVGc/edit?usp=sharing" target="_blank"><span style="color: blue;"><span style="font-size: large;">Double Loop/Bunny Ears Method (click to download)</span></span></a><br />
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<span style="color: blue;"><span style="font-size: large;"><a href="https://docs.google.com/file/d/0B4qTMzRlgqGsNVhacy1WRGFGVGc/edit?usp=sharing" target="_blank"><span style="color: #cc0000;">Traditional Method (click to download)</span></a></span></span><br />
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The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com2tag:blogger.com,1999:blog-9200776412248991159.post-29261805962936838242013-01-29T08:40:00.000-06:002015-06-09T15:26:09.845-05:00Emotions Cue Card ~ by KelleyFirst of all, I have to apologize for the long absence! One of my boys has been struggling with some medical issues this fall and I've been working hard to juggle everything. Unfortunately, blogging had to take a back seat to family for a while.<br />
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I do want to get back into the swing of things with a new emotions cue card. I'll admit that one of my pet peeves are emotions posters that are so exaggerated they don't help our students learn to read realistic non-verbal cues. I finally decided to make my own with a mixture of kids and adults with *hopefully!* more realistic expressions. Feel free to download it for your own use! <a href="https://docs.google.com/file/d/0B4qTMzRlgqGsSkVKbkVSTEdvMGM/edit" target="_blank">Click here to download.</a><br />
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Have a happy day ~ Kelley<br />
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<img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmzgacY-jnqE6uBNPLO62U-fk4p7Ry2-Ueq_dzp1Wau2ghiZnWeQzqGXZiPdaqDx-IGVxg2TDwCOtyD4tFPuVfKamAZUepUxNhvX6Y8TAnf729_iMBKIIYYCo1k8OBoTZfziv2et0o9bs/s640/Emotions+cue+card+1+_+blog.png" width="640" /><a href="https://drive.google.com/file/d/0B4qTMzRlgqGscThlS2QtVE1LcHM/view?usp=sharing" target="_blank">https://drive.google.com/file/d/0B4qTMzRlgqGscThlS2QtVE1LcHM/view?usp=sharing</a></div>
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<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com4tag:blogger.com,1999:blog-9200776412248991159.post-20397625452710597162012-12-11T21:22:00.000-06:002012-12-11T21:22:44.664-06:00Simple Speech ~ "The Gingerbread Man" : Activities to Target Speech, Language and LiteracyWow! This semester in school is flying by, we only have 7 more days until Winter Break! I feel like I have been drowning in paperwork and evaluations and my student caseload keeps growing! Thankfully, we are in one of my favorite times of year, the Holiday Season! <br />
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Because I work with such a diverse population of students and cultural backgrounds, I really have to focus on choosing diverse activities that allow us to celebrate the season in many different ways. My favorite book to read this time of year is "The Gingerbread Man". It's a fun story about something that we all enjoy: COOKIES! This year, I have collected MANY versions of this story to enjoy with my students!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6EXGo0X51zfg7JEAo0ZgtfzZCUw1XTYGw6KfjKgYf9Yv_1yWFCxl24lOk_tQ0Rsf8u03C3vK_yB5-nIbaLKuLYoGxWb8q6-VC3RUMjnE13BQ0mAjUdQtwWXFBSY5CaX2ajqCfS7mLSb8/s1600/article-new_ds-photo_getty_article_97_2_87768547_XS.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6EXGo0X51zfg7JEAo0ZgtfzZCUw1XTYGw6KfjKgYf9Yv_1yWFCxl24lOk_tQ0Rsf8u03C3vK_yB5-nIbaLKuLYoGxWb8q6-VC3RUMjnE13BQ0mAjUdQtwWXFBSY5CaX2ajqCfS7mLSb8/s320/article-new_ds-photo_getty_article_97_2_87768547_XS.jpg" width="320" /></a></div>
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The goals that I target during these activities include the following:<br />
<strong>Articulation/phonology:</strong> multi-syllable words/phrases; final consonants; phonemes: "dge", /f/, /k/<br />
<strong>Receptive language:</strong> Recognizing animals, actions, positions<br />
<strong>Expressive Language:</strong> Core Vocabulary--"In, Out, Go, Run, He, She, They"; Answer Who, What Doing, Where and Why Questions; Problem solving; Inference; Predicting; Story Grammar; Sequence; Re-telling stories, Compare/Contrast<br />
<strong>Pragmatic Language:</strong> Feelings/emotions, Non-literal language/Metaphors ("Sly as a Fox")<br />
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I started by reading this version: "The Gingerbread Man". In this version, the fox tricks the gingerbread man by telling him, "Come closer, I can't hear you". The kids love this one because we all YELL together like the gingerbread man, "I have run away from . . . .!" and then we list all of the characters.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVra9rD-8RSXrjUke8gjmQdG-rR99ZPjqsK8effc8zVfXwI5sxemtFqUkG4wLMGQem9TxtAGz_3D916yM2B8rWwV-LuqxD5I6rK7bCds_yvdbsXcUlEWRe3tKFARI0DSnkJ3fG3R_RkiM/s1600/The-Gingerbread-Man-284525.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVra9rD-8RSXrjUke8gjmQdG-rR99ZPjqsK8effc8zVfXwI5sxemtFqUkG4wLMGQem9TxtAGz_3D916yM2B8rWwV-LuqxD5I6rK7bCds_yvdbsXcUlEWRe3tKFARI0DSnkJ3fG3R_RkiM/s400/The-Gingerbread-Man-284525.jpeg" width="400" /></a></div>
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Then I read this version of the book:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIol6JjTtXNa_Qy6gAuaJ9DqjbjS2MbwH8Qk4mLPJRwbNS4nGjP6uFDmXOyJ9XjJEN8K-_xGMJLSvklp1-9tR-JNVr_htfPxIQKiCmNaWFjIKO-SNhZqQ5rmt3WKxJjxIE13X8R250HlA/s1600/The+gingerbread+man.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIol6JjTtXNa_Qy6gAuaJ9DqjbjS2MbwH8Qk4mLPJRwbNS4nGjP6uFDmXOyJ9XjJEN8K-_xGMJLSvklp1-9tR-JNVr_htfPxIQKiCmNaWFjIKO-SNhZqQ5rmt3WKxJjxIE13X8R250HlA/s400/The+gingerbread+man.bmp" width="305" /></a></div>
I talked to the students about "folk tales" and why there are different versions of this story. The second version of the story has more details about the process for making gingerbread and has new vocabulary like "sugary glaze". This version also has different characters from the first version of the story. <br />
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While reading each story, we focused on the articulation and phonology goals using the repetitive text "Run, Run as fast as you can, you can't catch me, I'm the gingerbread man!" Then, after reading each story (usually during the second session), we retold the story using this visual that I created: <a href="https://docs.google.com/open?id=0BxVT1FDOK1ehNmFsWDlPV1ZhUWM" target="_blank">Retell the Story</a>. This is a great tool that we used to identify the Story Parts and practice Sequence skills. This is also helpful for identifying details and events from the a story.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4NbIl6yGtUMeYfu3fjaaElFdagCNR5qvIwHjWR1veFrq8BVs0a8KqlKFOd6IFItL3iYEQcqnuKgsOmWXItKjXYBLjIHh13wy2B_0hv7BTGuniwW-VtJXqm8X3rHRAdX42YbCAJPJPdRk/s1600/Retell_the_Story%5B1%5D.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4NbIl6yGtUMeYfu3fjaaElFdagCNR5qvIwHjWR1veFrq8BVs0a8KqlKFOd6IFItL3iYEQcqnuKgsOmWXItKjXYBLjIHh13wy2B_0hv7BTGuniwW-VtJXqm8X3rHRAdX42YbCAJPJPdRk/s640/Retell_the_Story%5B1%5D.png" width="640" /></a></div>
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After retelling each version of the story. We were worked on compare/contrast of the stories. I use a simple Venn diagram to compare/contrast the stories. I found a new idea on how to do this on Pinterest using paper plates. What a great idea! Here is the link to the post: <a href="http://homeschoolparent.blogspot.com/2011/11/paper-plates-make-great-venn-diagrams.html" target="_blank">Paper Plate Venn Diagrams</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4Wket3VGFStE3u826o_N64S6pD5XNVxQImuPz_xgKLBXUXufD5O35PnJB0LWsAJpTZTe31CBqNuLqbWkLJO6ITsAM73U1iREEH_GMN4MIi_DGZMcpcqNjyBe8BTXFNF8ceGKJhOaaig4/s1600/Paper_Plate_Venn_Diagram.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4Wket3VGFStE3u826o_N64S6pD5XNVxQImuPz_xgKLBXUXufD5O35PnJB0LWsAJpTZTe31CBqNuLqbWkLJO6ITsAM73U1iREEH_GMN4MIi_DGZMcpcqNjyBe8BTXFNF8ceGKJhOaaig4/s400/Paper_Plate_Venn_Diagram.jpg" width="400" /></a></div>
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The kids have been so engaged that I sought out many more versions of this story and have them laid out. They ask every day which book we will read next! So, we also read these stories and completed the same kinds of activities. Here they are:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgovIUtoGRNPuCdA31tXb8G6ACFEMMgj3XKE0Y7AvYCUIogqSCTXbACz29QWr9YjWkLS5o3dknLRWHb2v3ZcNXWB3zapWGYLduPH3NLedaNjSyyyNYGLJeiIdV0ROswp-NVvrk68u-onHs/s1600/The-Gingerbread-Girl-9780525476672.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgovIUtoGRNPuCdA31tXb8G6ACFEMMgj3XKE0Y7AvYCUIogqSCTXbACz29QWr9YjWkLS5o3dknLRWHb2v3ZcNXWB3zapWGYLduPH3NLedaNjSyyyNYGLJeiIdV0ROswp-NVvrk68u-onHs/s320/The-Gingerbread-Girl-9780525476672.jpg" width="238" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5a0RYDEym7GOvLX0KO0dXN4hq6NRD3cRihh9JaBeo_J5qFztgRNEOYHT-7xotFgjHwjh3MKk-3mwnQqvZ4Lea3eHNVySZLOoGpq50DwHE6zYfJ5znKODWmattHxlmtM12EfjkA7b2CiY/s1600/gingerbread-baby-cover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5a0RYDEym7GOvLX0KO0dXN4hq6NRD3cRihh9JaBeo_J5qFztgRNEOYHT-7xotFgjHwjh3MKk-3mwnQqvZ4Lea3eHNVySZLOoGpq50DwHE6zYfJ5znKODWmattHxlmtM12EfjkA7b2CiY/s320/gingerbread-baby-cover.jpg" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj38yrsV8sB_FTqsEyG8yPSPBv1qCY1tLTVIekWKripLYc505yCsQ6kc0YknWV7Cv2-89_0h_ry9FcsdVGMoKpjzUW6ez-iQ-vRlmf5SxG2yK6I4AbINtUuBZXhTlHKJ4VhHUbG7viup5I/s1600/gingerbread+friends.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj38yrsV8sB_FTqsEyG8yPSPBv1qCY1tLTVIekWKripLYc505yCsQ6kc0YknWV7Cv2-89_0h_ry9FcsdVGMoKpjzUW6ez-iQ-vRlmf5SxG2yK6I4AbINtUuBZXhTlHKJ4VhHUbG7viup5I/s320/gingerbread+friends.bmp" width="320" /></a></div>
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The kids have done such a great job and have been really engaged in pointing out similarities and differences while we have read the books. I have been using these activities with Pre-K through 2nd grade students. I even used the first version of this story in my youngest pre-school group. I found lots of Gingerbread Man activities on various websites, here are some of my favorites!</div>
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Sequence pictures and a mini book:</div>
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<a href="http://creatingandteaching.blogspot.com/2011/12/gingerbread-man-freebie.html" target="_blank">Gingerbread Man Sequence Pictures</a></div>
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<a href="http://www.dltk-teach.com/rhymes/gingerbread/sequencing.htm" target="_blank">Gingerbread Man sequencing</a></div>
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Gingerbread Man themed games and websites:</div>
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<a href="http://www.littlegiraffes.com/Roll%20a%20gingerbread%20man.pdf" target="_blank">Roll a Gingerbread Man</a></div>
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<a href="http://ateacherstouch.blogspot.com/2011/11/gingerbread-man-websites.html" target="_blank">Gingerbread Man Websites</a></div>
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YouTube Links for Gingerbread Man story and How to Make Gingerbread cookies:</div>
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<a href="http://www.youtube.com/watch?v=tnAgA1aZGkY" target="_blank">The Gingerbread Man (video)</a></div>
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<a href="http://www.youtube.com/watch?v=xLqd-AWhVpo" target="_blank">Gingerbread Men Recipe Demonstration</a></div>
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I really like the video "Gingerbread Men Recipe Demonstration". It's kind of long, so I fast-forwarded many parts, but it was great for my students to see the process for making gingerbread cookies. Many of them thought that decorating and eating were the only steps! The last activity that I did with the kids was to make cookies with them. I had them list the steps for making the cookies and I purchased some Gingerbread Cookie Mix. We did this hands on activity to complete the recipe, bake the cookies, decorate, and EAT (everyone's favorite). </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEKP0jXCsV8pXPKBGQBV2ESXmaGK7v4cS2DyDFJbsG8dTkJL13luQzvQqADc-nt8dm7RKWAg7wcDA4mIWbe_gFcstp0RDX-gjZBquUjuHeGkzKNKv9HMa9rjuvg9VGm77xbv8CdlNpLOw/s1600/Gingerbread12_160x210.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img bea="true" border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEKP0jXCsV8pXPKBGQBV2ESXmaGK7v4cS2DyDFJbsG8dTkJL13luQzvQqADc-nt8dm7RKWAg7wcDA4mIWbe_gFcstp0RDX-gjZBquUjuHeGkzKNKv9HMa9rjuvg9VGm77xbv8CdlNpLOw/s200/Gingerbread12_160x210.jpg" width="152" /></a></div>
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If you have students with diet restrictions or have limitations in making real cookies, we also had lots of fun using the Cookie Doodle app on the iPad. Using this app, you and your students can walk through the steps of mixing the ingredients, baking, and decorating. It's fun, too!</div>
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I hope you have fun using some of these Simple Speech "holiday themed" activities with your students! What are your favorite books or activities to use during the holiday season?</div>
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~Orlanda</div>
The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com2tag:blogger.com,1999:blog-9200776412248991159.post-19995521493423352192012-11-04T09:56:00.001-06:002012-11-04T09:56:42.990-06:00Easy Lessons to Target Play Skills & SharingOrlanda and I have spent a considerable amount of time over the past 6 weeks in our collaborative speech/social thinking groups working with our "littles" on basic play skills and sharing. We have two small groups (4 kids each) that we needed to target these skills. One group is made up solely of Kinder students who have significant speech and language delays (both articulation and pragmatic language) and ADHD. The second group is made up of Kinder and 1st grade students who all have pragmatic language deficits, but are "higher" than the first group. The students in this group have Autism Spectrum Disorder and Speech Impairment. <br />
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We grouped the lessons in this unit into indoor play skills and outdoor play skills.<br />
During the outdoor play lessons we listed different activities that the kids like to play outside and which were solitary activities vs activities they do with others. After choosing a few of the most common activities on the lists, we taught the explicit rules and defined the "hidden rules" for those activities. We read portions of <a href="http://www.amazon.com/Picture-Teaching-emotion-communication-children/dp/1885477910/ref=sr_1_1?ie=UTF8&qid=1352039051&sr=8-1&keywords=jed+baker" target="_blank"><u>The Social Skills Picture Book</u></a> by Jed Baker, PhD that related to outdoor play.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg67jlPqBJ_-o6sLMj7f_ibUKhIjhr340Ne4u94RCv4cybRb6B-0C0v3bhii5eRuhvnAQZUX_9k2RWSvZnreUm2dxDVdAVoBtn-UtdJeI3KW-dXqWIzUMbCMfre427ITnZ7thwg7q2nvEM/s1600/social-skills-picture-book.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg67jlPqBJ_-o6sLMj7f_ibUKhIjhr340Ne4u94RCv4cybRb6B-0C0v3bhii5eRuhvnAQZUX_9k2RWSvZnreUm2dxDVdAVoBtn-UtdJeI3KW-dXqWIzUMbCMfre427ITnZ7thwg7q2nvEM/s400/social-skills-picture-book.jpeg" width="400" /></a></div>
We then took the kids outside to the Kinder playground when no other students were outside to practice taking turns with the balls and playing a simple game that required joint attention. The kids did a great job.<br />
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Next, we began to target indoor play skills. We specifically wanted to make sure to address the kinds of activities the kids engage in Kindergarten and 1st grade "centers". We again made lists of activities they did indoors and divided them into solitary vs activities done with others. We read applicable parts from <u>The Social Skills Picture Book</u> again and discussed "hidden rules" for playing with others during centers. We spent several sessions watching and discussing the lessons on sharing and taking turns from <a href="http://www.playtimewithzeebu.com/products/videos/video.php" target="_blank"><u>Playtime with Zeebu</u></a>. The kids loved Zeebu and it provides a great anchor to remind students to share in the inclusion setting.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgF1q5nGuZoApm5NXMZKrwfo4tGyY9SPKDxc1d1mvFeAQYdjtGLucahXPZfqzHtoFyZEkQqYA613j0Ol4ohFvLlyXALqRT15jLumi0H33vWbaMGVh883xdTYCuhSyd2vBKL-XswuMI7ak/s1600/product_zeebu_neek_dvd.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgF1q5nGuZoApm5NXMZKrwfo4tGyY9SPKDxc1d1mvFeAQYdjtGLucahXPZfqzHtoFyZEkQqYA613j0Ol4ohFvLlyXALqRT15jLumi0H33vWbaMGVh883xdTYCuhSyd2vBKL-XswuMI7ak/s400/product_zeebu_neek_dvd.jpg" width="400" /></a></div>
We spent a session reading a picture book on sharing. For the Kinder students with less language sophistication, we read <a href="http://www.amazon.com/Will-Sheila-Share-Elivia-Savadier/dp/B0046LUWLQ/ref=sr_1_1?ie=UTF8&qid=1352042267&sr=8-1&keywords=will+sheila+share" target="_blank"><u>Will Sheila Share?</u></a> by Elivia Savadier. For the combo Kinder/1st grade group, we read <u>I<a href="http://www.amazon.com/Extremely-Absolutely-Boiling-Charlie-Lola/dp/0448451808/ref=sr_1_1?s=books&ie=UTF8&qid=1352042423&sr=1-1&keywords=i+am+extremely+absolutely+boiling" target="_blank"> Am Extremely Absolutely Boiling</a></u> by Lauren Child.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6_qWR2nWhQngrkHk9GYoQZGhUVAI_PKrhaJgut5-jdCf5DvPpZSy80RyZOsXW_7JMNJG8memGyTRwblmI0McD0_ceVRIGZ72eAgUcr6qhrEnPJjY70dfAACXq_Nx4yzP0wBYNnIwQCKU/s1600/sheila.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6_qWR2nWhQngrkHk9GYoQZGhUVAI_PKrhaJgut5-jdCf5DvPpZSy80RyZOsXW_7JMNJG8memGyTRwblmI0McD0_ceVRIGZ72eAgUcr6qhrEnPJjY70dfAACXq_Nx4yzP0wBYNnIwQCKU/s320/sheila.jpg" width="320" /></a></div>
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Finally, we spent several sessions practicing sharing and indoor play.
During the first session, we used wooden trains and train tracks (which
worked really well since there is an example of sharing/not sharing with
trains in the Zeebu video). During the second session we used Legos.
Before the first session we spent time teaching various phrases that
could be used to initiate play and to help facilitate sharing using this
visual.<br />
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When we played with train tracks I initially "controlled" access to the tracks handing out one or two to each child and then prompting them to use the scripts to ask for more from me or from a peer. When we did the Lego activity, Orlanda gave each child a small pile of Legos that they eagerly started building with individually. Sure enough, they soon wanted more. They were prompted to ask a friend for a piece. Ya gotta love a little sabotage! :) We do have a few students who we wanted to target accepting "no thanks" from their peer for an answer while we also had one particular student who tends to get run over by his peers and we wanted to help him know it was ok to say "no thanks" at times. This led to some interesting interactions!<br />
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I have worked on generalizing the skills from small group to the inclusion classroom by using this powerpoint social story. I just load it on one of the classroom computers in the specific classrooms and prompt the kids to read it (either independently or with me) before center time. Feel free to download it for your use!<br />
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<img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPTSgdIPEokDOeLUmbqqE0Azrv_taVC6dMj1Ized9ZWOwQ_bL_UZkx4BSy4_taTjCqnwkLjJmAZ4Nud4W7ktQv20o_4s0WI-Xd8D1-qw1R6YFA_j_N3yumDIocXXJ_QyqTgU38AK1Gd1k/s640/blog_play.jpg" width="640" /><a href="http://www.scribd.com/doc/112079503/Blog-Playing-With-a-Partner" target="_blank">Click here to download the "Playing with a Partner" Social Story</a></div>
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I hope that you will find the lesson ideas and tools to be useful with your students. ~ Kelley <br />
<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com0tag:blogger.com,1999:blog-9200776412248991159.post-81056010865747739142012-11-01T13:59:00.000-05:002012-11-01T13:59:59.774-05:00Welcome to the Vocabulary Parade!I'll admit I've been in a bit of a funk this past month -- too many obligations, too little time. I know that is a universal feeling out there among educators at one point or another in the year.<br />
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Yesterday, however, we had a great activity at school that pumped my enthusiasm back up and I'm already brainstorming ideas about how to incorporate instruction in idioms and vocabulary next year with my students. Instead of the usual Halloween based events, our school hosted our first annual Vocabulary Parade. This idea was based on the book <a href="http://www.amazon.com/Miss-Alaineus-A-Vocabulary-Disaster/dp/0152021639/ref=sr_1_1?ie=UTF8&qid=1351795740&sr=8-1&keywords=miss+alaneous" target="_blank"><u>Miss Alaineus: A Vocabulary Disaster</u></a> by Debra Frasier. Our students were asked to choose a vocabulary word and create a costume that would define that word. We then all gathered in front of the school and were led by the high school drum line in a parade. It was absolutely adorable!<br />
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I just thought I would share the costumes Orlanda and I came up with. Orlanda's word was "communicate" (of course!) and mind was "deduce" (a la <a href="http://www.amazon.com/Miss-Alaineus-A-Vocabulary-Disaster/dp/0152021639/ref=sr_1_1?ie=UTF8&qid=1351795740&sr=8-1&keywords=miss+alaneous" target="_blank"><u>You are a Social Detective</u></a> by Michelle Garcia Winner & Pamela Crooke). Next year I'm on the hunt for a yellow trench coat! ~ Kelley<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjikX3zrrGDhTKcafpeWxNby49FqSW_vPluIVRvM9QOJezoEfrX8vDWLOjONkFCu9kPpBUQXdsN4A7rx-yjS375n8YFI68mYWzsttIpkjnxc4zXnq5Qw36yCEzNhf-UURipC8s-Z9JSRa0/s1600/blogpic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjikX3zrrGDhTKcafpeWxNby49FqSW_vPluIVRvM9QOJezoEfrX8vDWLOjONkFCu9kPpBUQXdsN4A7rx-yjS375n8YFI68mYWzsttIpkjnxc4zXnq5Qw36yCEzNhf-UURipC8s-Z9JSRa0/s640/blogpic.jpg" width="480" /></a></div>
<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com2tag:blogger.com,1999:blog-9200776412248991159.post-33713310335848269802012-10-22T22:19:00.000-05:002012-10-22T22:19:19.245-05:00"Halloween" Themed Books AND Core Vocabulary!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUMCsX0epgWDK9sLhwe8qWICDqkLrNQyOr1LyPiE34UJPUC7kESNBWyuUCd0CGEn1l7uAKntXoKBwFitDHuYpcPO7At-ihyphenhyphenR9DZLKoq7nqDAZdDx72c62-7zNTPf9jInhboZMY-b0o9F4/s1600/banner_halloween.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="252" oea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUMCsX0epgWDK9sLhwe8qWICDqkLrNQyOr1LyPiE34UJPUC7kESNBWyuUCd0CGEn1l7uAKntXoKBwFitDHuYpcPO7At-ihyphenhyphenR9DZLKoq7nqDAZdDx72c62-7zNTPf9jInhboZMY-b0o9F4/s400/banner_halloween.gif" width="400" /></a></div>
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Halloween is one of my favorite holidays and it lends itself to so many great activities for speech and language learning and functional communication use. I have been working with several teachers (including my parnter, Kelley) to spread CORE vocabulary into many classrooms, and this week I have found a few books to help me combine these two FUN concepts. <br />
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The first story I used came from an OLD book, "Storytime: Holiday Fun" by Pati King-DeBaun (1993). The story I pulled from this book is called "Stirring the Brew". I have had this tool in my "toolbox" since my first year as an SLP (I actually found a note attached from my CF supervisor!--Thanks, Penny!) Unfortunately this book is now out of print, so I couldn't find it to share. I DID find a photo of it online though! Here it is:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ2BEogzFtj_l2kaeeUpmq8UWTpSwIshQeqQfhccPoQRJbu_8A1YVy1kqyCUuO9FHCbYCtwxYJQPvTqZm91xPj16miu9oFk9FMd38nQVRwBlMYYfT1UxXITj4sF5kx-u6neeDtWq-SWUc/s1600/Stirring+the+Brew.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="263" oea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ2BEogzFtj_l2kaeeUpmq8UWTpSwIshQeqQfhccPoQRJbu_8A1YVy1kqyCUuO9FHCbYCtwxYJQPvTqZm91xPj16miu9oFk9FMd38nQVRwBlMYYfT1UxXITj4sF5kx-u6neeDtWq-SWUc/s400/Stirring+the+Brew.bmp" width="400" /></a></div>
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The concept of this story is simple and REPETITIVE. Each page turn shows a witch stirring the brew and then adding various items such as cats, ghosts, bats, spider webs, pumpkins and goblins. This would be a fairly easy concept to make on your own. I LOVED this book for TWO reasons. . . 1)It is repetitive and by the 2nd page, even my kiddos with limited verbal skills were singing the carrier phrase "stirring and stirring the brew, P. U!" and 2) There were many opportunities to use the CORE word "in". While I read this story to my students, I also had a "cauldron" that I found on sale at Target (I found it near the traditional "pumpkin" buckets). I had pictures of each item from the story and a spoon for each student. I also had large picture symbols of the core word that I was working on with the students "in" and later we added "out".<br />
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I also found a pre-made board from Boardmakershare.com that depicts some images to pair with this story. Visit the link <a href="http://www.boardmakershare.com/Activity/2129/stirring-the-brew-cheap-talk-8" target="_blank">HERE</a> .
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Another book I used last week to incorporate CORE vocabulary was the story "Big Pumpkin" by Erica Silverman. Fortunately I was able to find MANY activities online to go with this book.<br />
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For this story, we focused on the CORE words "ON" and "OFF". I started by practicing ON and OFF using small objects and large blocks. I also made large picture cards to depict the "symbol" to associate with each word. </div>
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I love this story because it is repetitive with carrier phrases and adds a new character to each page. My kids especially loved when I would "change" my voice while reading each page. This story also leant itself to many great questions and vocabulary words, and of course, story elements. For my youngest students, I used picture symbols to help them focus on the the concept "ON". Our carrier phrase was "the (witch) pulled, the pumpkin stayed ON". I also found these awesome links with visuals to add to the story activities!<br />
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<li>Vocabulary cards <a href="http://thehometeacher.wikispaces.com/file/view/big%20pumpkin%20nomenclature%20cards.pdf" target="_blank">HERE</a></li>
<li>Literacy activities, coloring sheets, sequence cards, & craft activities <a href="http://www.makinglearningfun.com/themepages/BigPumpkinPrintables.html" target="_blank">HERE</a></li>
<li>Poem, Story Re-tell, and Book report <a href="http://teachingheart.net/blog/2011/10/big-pumpkin-activities/" target="_blank">HERE</a></li>
<li>Boardmaker Story board and picture symbols <a href="http://www.boardmakershare.com/Activity/504263/Big-Pumpkin-story-boardcharacter-manipulatives" target="_blank">HERE</a></li>
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The last story that I have used this month to work on CORE vocabulary is "The Little Old Lady Who Wasn't Afraid of Anything" by Linda Williams.<br />
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I love this story for MANY reasons in addition to the CORE vocabulary that is targeted. The carrier phrase that I focused on with core words was "<strong>SHE</strong> said,<strong> I</strong> am not afraid of <strong>YOU</strong>". The anticipation in this book made it very exciting to read and re-tell many times! I created this visual to teach the core words "YOU", "I", "SHE" and "HE", all of which can be used with this book and it's repetitive text. <br />
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I also found many other amazing online activities to pair with this story!<br />
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<li>Literacy, Art, and Circle Time activities <a href="http://www.makinglearningfun.com/themepages/LittleOldLadyWhoWasntAfraidofAnything.htm" target="_blank">HERE</a></li>
<li>Story board and picture symbols <a href="http://www.speakingofspeech.com/uploads/LittleOldLadyNotAfraid.pdf" target="_blank">HERE</a></li>
<li>Boardmaker Communication Board <a href="http://www.boardmakershare.com/Activity/1859/the-little-old-lady-who-wasnt-afraid-of-anything" target="_blank">HERE</a></li>
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This school year, I have added many new students to my caseload and many new students with limited verbal skills and/or poor general intelligibility of speech. My "knee-jerk" response was to GO CORE with more students. If you have not yet gone "CORE", I encourage you to research this topic and you will see some pretty amazing results. <br />
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Thank you Gail Van Tatenhove for your amazing work in this area!<br />
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~OrlandaThe Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com1tag:blogger.com,1999:blog-9200776412248991159.post-86511222873273638482012-09-29T23:19:00.001-05:002012-09-29T23:19:03.503-05:00Game Time in Speech Therapy: "Guess What I Am"Who likes to have fun?! We do! We do!<br />
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When working with children with various types of abilities such as in speech/language therapy and in special education, we are constantly trying to keep it motivating. "Game Time" is a great way to work on MANY speech, language, and social communicaiton/interaction skills. We are NO STRANGER to Game Time!<br />
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I came accross this game "Guess What I Am" a few years ago while I was observing a speech therapy session of an SLP that I supervised. It's made by Techno Source and I found my copy at Toys R Us for about $12 (pretty sure I had a sale or coupon deal!) I have also seen it on Amazon.com.<br />
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The game comes with cardboard characters with a large whole cut out for a face. All of the characters in this game are either animals or people. The game also comes with tokens and a die. The die is "non-traditional" and has multiple sides with the options "Ask", "Guess", "Lose a Turn", "Reverse", and "Wild".<br />
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The game itself is pretty simple. Students choose a cardboard character (without peeking) and place it in front of their face (this makes EVERYONE laugh at how silly everyone looks). Then the student has to ask a variety of quesitons in order to guess what they are. If you choose to follow the game format in the instructions, the die dictates whether you get to "ask" or "guess". The best part about this game is the variety of ways I have found to play it (aside from the way the instructions are written). Afterall, I really like to get the best "bang for my buck" when I'm choosing materials for speech sessions! Here are some ways we play and the goals we target:</div>
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Semi-Traditional #1: The traditional way of playing is great for basic asking questions and describing. I change it slightly and only have one student as the "character" at a time, and the others are the "clue givers" (in this version, I omit the use of the die). Many of the students are working on asking questions. Some are working on formulating questions with correct grammar, while some are working on figuring out what to ask so they can gain more information. I also require them to direct their question to a particular student by saying each person's name. This also allows for embedding social skills such as making eye contact, responding to your name, turn taking, showing attentive listening, and responding to questions. I also have the "character" recall and re-tell all of their clues after each question, and I usually require that they ask at least 2 questions before making a guess. Having the students recall each clue really helps their reasoning skills in this game. I found that when students do this, it helps improve their reasoning skills, because otherwise, they continued making guesses with little regard to the information they were given. For some students, it's also helpful to write down their clues or pair them with simple pictures to help their memory. Describing skills are also important and the "clue givers" are expected to use good descriptive vocabulary to provide "clues" to their friends. Since some of my students have a harder time with this than others, I created this tool to help them formulate questions and ideas: <a href="https://docs.google.com/open?id=0BxVT1FDOK1ehamV1anpsWU8wNjg" target="_blank">Guess What I Am--Visual Tool</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxWZcGkp5m6Y0qUo1gC0jvzzQ_Wb6PhN6hTLkWq1UfY4dpQmI_YM7JXUF78c4fMoKKF0LPs8WbrlHnfqWMyc7cWrCbtHms3O9I4PKtTzAxxgh3LFmdeJJwITlwIiXPVJVvsDSL-UQ1EaE/s1600/WhatAmI_Visual.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" kea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxWZcGkp5m6Y0qUo1gC0jvzzQ_Wb6PhN6hTLkWq1UfY4dpQmI_YM7JXUF78c4fMoKKF0LPs8WbrlHnfqWMyc7cWrCbtHms3O9I4PKtTzAxxgh3LFmdeJJwITlwIiXPVJVvsDSL-UQ1EaE/s640/WhatAmI_Visual.png" width="492" /></a></div>
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Semi_Traditional #2: In this format of the game, often with older students (2nd grade or higher), we use the die to keep it interesting and add a competetive edge. I also like to require this age group to limit their quesitons to "yes" or "no" type questions. This type of questioning really makes the game more challenging as they have to filter through "possible" descriptors of their characters. With this age group, we talk about how to "funnel" through questions by starting with broad categorizations and then narrowing down the options based on the responses of the "clue givers".</div>
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Additional social skills that we target using this game include: following rules and "cheating", identifying thoughts/feelings of peers when rules "are" or "are not" followed, whole body listening, and topic maintenance.</div>
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Overall, this is a great game to have on your shelf, and I definitely recommend it! What other ways do you think you would use this game? I'd love to hear your ideas!</div>
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~Orlanda</div>
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The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com8tag:blogger.com,1999:blog-9200776412248991159.post-38309431410302277222012-09-18T16:54:00.000-05:002012-09-18T16:54:16.414-05:00My Favorite Lesson PlannerI've never been able to use a lesson plan book because there are not enough compartments in the day. I teach anywhere from 6-10 lessons a day depending on the schedule. I've tried various ways of lesson planning in the past, but I finally found a system last year that worked well for me. I created a template from a simple Word document so I can add or delete columns each semester as needed.<br />
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This year I had to add a second page. I now have one page with academic lessons...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkZAdJqU8dPYehBSsI-UXpFZwB-pmiTvKS68aMDsQk59hPKsO9CFwX7aIIiOmffKxu0BdCaHU7kMVgSZ5zga_QIXhi_bhd4sreTx9_EIXFGAcyxABtw8xDFXeGA9XnGNBaFC5vweK_S9I/s1600/acad_completed.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkZAdJqU8dPYehBSsI-UXpFZwB-pmiTvKS68aMDsQk59hPKsO9CFwX7aIIiOmffKxu0BdCaHU7kMVgSZ5zga_QIXhi_bhd4sreTx9_EIXFGAcyxABtw8xDFXeGA9XnGNBaFC5vweK_S9I/s640/acad_completed.jpg" width="640" /></a></div>
and one for Social Thinking Groups...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis-A2MLrZB6X6_VfpN9IyPx5BbZtsM2f4Nq_lgz51Ro48oyCjnXkxxxFF0w7vVYq22Y7iWAwFrvMomnc2cTyZ0xPOK0wJ0IB7OPLzMHhusPxwSY7f4IGUVPKKze4ka280WRdKUqGBADHQ/s1600/socgrp_completed.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis-A2MLrZB6X6_VfpN9IyPx5BbZtsM2f4Nq_lgz51Ro48oyCjnXkxxxFF0w7vVYq22Y7iWAwFrvMomnc2cTyZ0xPOK0wJ0IB7OPLzMHhusPxwSY7f4IGUVPKKze4ka280WRdKUqGBADHQ/s640/socgrp_completed.jpg" width="640" /></a></div>
I hole punch the pages each week and hang them with notebook rings on the front of an open file box.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivbDWv1f9VSbq7R4U8ATSkEqXvyhkvpbQcvgQdlvQ78MwdQ_eQj9CIzBsp8MAJYxvF5X44CIYWZWUvItqkPGgbd2kHcqDX6vN8kHTPbICfQ-AI3eCLbAn5O7MdYADuQ4FdMd-_D9-Qfxw/s1600/photo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivbDWv1f9VSbq7R4U8ATSkEqXvyhkvpbQcvgQdlvQ78MwdQ_eQj9CIzBsp8MAJYxvF5X44CIYWZWUvItqkPGgbd2kHcqDX6vN8kHTPbICfQ-AI3eCLbAn5O7MdYADuQ4FdMd-_D9-Qfxw/s640/photo.jpg" width="640" /></a></div>
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The box contains info that I need at my fingertips. I like this system because it keeps the lesson plans within sight. Since Orlanda and I co-teach social groups, she can also view the lesson plans if I am held up with a student issue.<br />
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If you'd like to use this template, feel free to download it <a href="https://docs.google.com/open?id=0BxVT1FDOK1ehUVI5bWdYRFNvU2c" target="_blank">here</a>.<br />
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<img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA_ali08NTwrWV7a85y1VTp6fwyWty9g5FlgVBgwBP10i578Ozqed20kaKkRKxaaE_aBXe2kbvmZGZAe9vGQGHeDE0WCjoWgEg3QMGB2IBrkVFUqGioTr2ViyH_tXbJ1-b2ZENTdMfEv4/s640/template_blog.jpg" width="640" /></div>
I'd love to hear about how you write your lesson plans. Please share your ideas in the comments!<br />
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Please join as a follower if you haven't already! <br />
~KelleyThe Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com1tag:blogger.com,1999:blog-9200776412248991159.post-72725486732133204622012-09-11T13:26:00.000-05:002012-09-11T13:26:25.187-05:00Tips for Organizing Small Classroom Spaces ~ Part Two!This year I moved out of my spacious, mansion-like classroom....<br />
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Which looked a little like this...</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_b2T30jJcU6PlbTWDcuZ35Ns7q4ZVqOAZuHdk504qgmF57XYKTFkddYNJ5ZdfIbPbH2TIDguw_wHZinWCp90vhXmeTOTJntH7_XBoSX-uQv1FtRt3yTZNcujgykzfm_UlkSzmHXMb3Ic/s1600/Townsend+mansion+ballroom.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_b2T30jJcU6PlbTWDcuZ35Ns7q4ZVqOAZuHdk504qgmF57XYKTFkddYNJ5ZdfIbPbH2TIDguw_wHZinWCp90vhXmeTOTJntH7_XBoSX-uQv1FtRt3yTZNcujgykzfm_UlkSzmHXMb3Ic/s400/Townsend+mansion+ballroom.jpg" width="400" /> </a></div>
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Ok... maybe not, but in my fond memories I had unlimited storage and didn't have to store things in stacks like the leaning tower of Pisa. </div>
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With our school growing quickly and bursting at the seams I knew it was only a matter of time until I needed to move out of the big classroom and find a "cozier" space that would work. I offered to move into the OT/PT combo room that was currently used as a PTA workroom. </div>
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I spent a lot of time this summer purging and organizing materials and hauling a few storage shelves and cabinets up to school. Thankfully, there is a small alcove outside my room where I was able to fit the shelves and cover them with curtains to mask the materials. </div>
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The classroom itself has an interesting layout. The "bigger" side is about 10x12 feet and adjoins a smaller space with a glass wall. I decided to make the bigger side the academic side and create a Sensory Center in the smaller side.</div>
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Because the space is so small, I wanted to be very careful to keep the distraction level low by limiting the amount of "visual noise". I deliberately left as much off the walls in the academic side as I could -- only keeping up the alphabet strip, number strips, expectations poster, the size of the problem visual, and the posters that define expected/unexpected behavior. </div>
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Here's what it looks like as you enter the room...</div>
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I created the layout by considering "zones". As you enter the room, I created a new behavior reinforcement system on the side of the file cabinet. I love racing, so I decided we would race to the treasure box. The kids cut out and colored race cars, I laminated them, and placed an adhesive magnet on the back.</div>
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In the academic portion, I have a small table with the fridge and microwave on top. Under the blue skirt I have hidden the Playmobil School set. We use the school for role plays and problem solving. My desk is to the right with a curtain over my bookshelf to decrease distractions. I strive this year to keep the piles under control on my desk. I can't say I'm being very successful so far!</div>
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I didn't take a picture of the school set under the curtain, but if you ever get a donation of money this is so worth purchasing! I totally lucked into getting it.</div>
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Because I didn't want to have the walls get too "busy" and because I
teach so many different grade levels, I decided not to put up a word
wall or other large anchor charts. Instead, I use a wooden paper towel
holder on the table and put all the anchor charts in sheet protectors.
It allows me to immediately display what we need to view for a lesson
without the visual noise. I found the idea on Pinterest - of course! We
have also created personal word walls that are stored in folders. This
way I can customize for different grade levels and the kids tend to use
them more effectively by having them right in front of their view
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The sink area is the only built in area in the classroom. I use the cabinet door to display the size of the problem visual. I added the short curtain on the door because the kids tend to be distracted by the traffic in the hallway. It is still low enough that adults can look in the room.</div>
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You can see the glass wall along the computer side of the room. I added white sheer curtains to decrease distractions while still allowing the light in from the one small window.</div>
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You can see the white panel curtain that divides the two spaces on the right. I hung a donated curtain panel on a shower curtain rod and created a tie back with ribbon and notebook rings which can be hung on a 3M removable hook. </div>
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I keep the curtain closed to indicate when the area is "closed" or when I have groups with especially distractable students.</div>
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Here is the view from the doorway into the Sensory Center.</div>
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Yes, the fabric on my homemade Superflex bulletin board is sagging. I need to make time to haul out the tall ladder and fix it. There were no bulletin boards in my rooms, so I created this one from lightweight materials from Home Depot. I'll do a post soon on what to use to make your own bulletin boards. The shelves hold fine motor activities.<br />
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Here is the view of the tent and the Learning Zone area...<br />
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Here is the side with gross motor equipment. The red stool hides video games that are used as motivators for specific students. The white wire cart contains puppets and stress balls. The hippity hop sits on top of the unit.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEge8y-m6enouGqjubbLbCU6mZs9Jj7NuvWiY44QH4itAq48ENIZ46bwKx806Z2ZUb3ecGmEF6aL2M7vWHLEz9D4xoT5aQhyphenhyphenKeQegRzifLnHKuz_LUoI4wyn9pF8HarIfMfCutDJRWVDcjg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEge8y-m6enouGqjubbLbCU6mZs9Jj7NuvWiY44QH4itAq48ENIZ46bwKx806Z2ZUb3ecGmEF6aL2M7vWHLEz9D4xoT5aQhyphenhyphenKeQegRzifLnHKuz_LUoI4wyn9pF8HarIfMfCutDJRWVDcjg/s640/Slide1.jpg" width="640" /></a></div>
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Here is a quick view of the bookshelf, tv for video games, peapod, and trampoline. This is the lone window in the space. It looks out on the kinder playground. You can see my favorite element in my space -- my student created Social Detective. Love him!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmDIA5wPlzler0hV2aEv9L6yp7rNfUudJgxbCeEoTNfx-zWyCkYv-45VzdagIEAhnSym73zC2mtMPHuw_Nwnhe-DTBu6EPeTjzQ9nPDeUM3MWL21GMFmASlEUG_uGEMt6vgjC1bdvInRQ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmDIA5wPlzler0hV2aEv9L6yp7rNfUudJgxbCeEoTNfx-zWyCkYv-45VzdagIEAhnSym73zC2mtMPHuw_Nwnhe-DTBu6EPeTjzQ9nPDeUM3MWL21GMFmASlEUG_uGEMt6vgjC1bdvInRQ/s640/Slide1.jpg" width="640" /></a></div>
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So many of us teach in small spaces. I hope some of these ideas get you thinking about how to reduce visual noise in your space. ~ Kelley </div>
The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com6tag:blogger.com,1999:blog-9200776412248991159.post-78538390266078446272012-09-08T16:47:00.001-05:002012-09-08T16:47:34.229-05:00Tips for Organizing Small Classroom Spaces & Therapy Rooms<div style="text-align: center;">
Do you need help for going from this:</div>
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Maybe we can help!</div>
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If you are a special education teacher or a speech language pathologist working in a school setting, then you are probably no stranger to working in small or tight quarters. In many cases, specialized teachers or therapists have to share or borrow spaces to serve students. Our experiences over the years have really shaped how we set up our space in ways that we feel are vital to the success of our students, whether we are working in a "broom closet" or have an entire classroom to ourselves! We've put together this list of "tips" to consider when preparing your small work space, we hope you find it helpful!<br />
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<strong><em>#1~Everything in your space should be PURPOSEFUL and USEFUL to you and your students.</em></strong> We are guilty of falling into the trap of purchasing something for our workspace because of how "cute" it is or how it looks to represent our "style" (or sometimes because it is a great "deal"). However, as the needs of our students are often changing, we have learned to "Let Go" of some of those miscellaneous items in our rooms. Now, don't get us wrong, we have certain items that are personal (like family photos) or items that contribute to our sanity (such as that picture of our toes in the sand from the summer to remind us of the peace we felt in paradise). BUT, these personal items are minimal and reserved for the "student free zone" in our space. Here is a photo of the "student free zone" in the speech room.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYRRm-ghO3ZhtbscgeAT0OTz6X6sns3o4S7ur31wqvTzqEVrNXR4kE9luTpRe26zBcPZoKVW8uzlL-TPkKjlb76k6JfRPUZ0sQK8Tq2TRXnYa6rwxjMWV0arFgj5Ab_uGOzqqUC7ZcsZA/s1600/SpeechRoom--desk.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYRRm-ghO3ZhtbscgeAT0OTz6X6sns3o4S7ur31wqvTzqEVrNXR4kE9luTpRe26zBcPZoKVW8uzlL-TPkKjlb76k6JfRPUZ0sQK8Tq2TRXnYa6rwxjMWV0arFgj5Ab_uGOzqqUC7ZcsZA/s640/SpeechRoom--desk.jpg" width="480" yda="true" /></a></div>
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The biggest challenge of this task was actually determining "where" in the room this space would go. We have both had challenges in our spaces of where to place ourselves so that we make our space feel bigger and so that we can see the door and no one can creep up on us! It was also important to make it seem "un-interesting" so that students wouldn't be distracted and want to spend time in that space. Of course, the occasional wanderer travels into this zone and is promptly redirected to a "student friendly" spot.</div>
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<strong><em>#2~Consider reducing the amount of "Visual Noise" that is present in the space.</em></strong></div>
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We all have those VISUAL TOOLS that we NEED on the wall, bulletin board, or within arms reach. The REAL question is, do they ALL need to be hanging in our rooms at the same time? Is there a better, more efficient, and less visually distracting way to access these tools? How can we prioritize the tools that are necessary for the majority of our students? These are just a few of the questions we ask ourselves when we make a choice to hang something on the wall, whether temporarily or permanently. After all, the majority of our students learn best when verbal information can be paired with VISUAL information. </div>
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We encourage you to think about ways to promote student focus and attention toward your target concept, especially when your specialized instruction "time" is limited. We highly encourage the use of visuals to assist when teaching, but we have also learned that many of the students that we work with have a hard time focusing their attention and/or have difficulty learning in an environment with too much visual stimulation. </div>
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In the speech room, the "permanent" visuals are now limited to <a href="http://speech-specialed.blogspot.com/2012/01/whole-body-listening.html" target="_blank">The Whole Body Listening Visual</a>, <a href="http://speech-specialed.blogspot.com/2012/03/articulation-therapy-tools.html" target="_blank">The Speech Target</a>, the <a href="http://speech-specialed.blogspot.com/p/articulation-therapy.html" target="_blank">Good Speech Posture Poster</a> the <a href="http://speech-specialed.blogspot.com/2012/05/reaching-100-goal.html" target="_blank">Speech Lab</a> visual schedule. I also made a small poster that says "Everything we Say and Do in the Speech Room must be Rated E or G" (some of my students were getting a little out of hand!). Find it <a href="https://docs.google.com/document/d/1DpVFrqtbX0hMXD6UmWUMFoqoZhjB_8bGY6z5HNSUx1U/edit" target="_blank">Here</a>.</div>
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Here are some photos of the visuals hanging in our rooms:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdkI56psYK-MnY3CM9kM7ik5Aks0AxlWlhQnxsEOCmkElUNZ9qubDojNd4yFZwiMX7f9OBlAe-Ev7Pg-xRas6t1mc48sTZopKIOtOqi3pg2E2UnCWKhErQ-sph4V5nayo3diSc-OPx0-s/s1600/SpeechRoom--visuals1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdkI56psYK-MnY3CM9kM7ik5Aks0AxlWlhQnxsEOCmkElUNZ9qubDojNd4yFZwiMX7f9OBlAe-Ev7Pg-xRas6t1mc48sTZopKIOtOqi3pg2E2UnCWKhErQ-sph4V5nayo3diSc-OPx0-s/s400/SpeechRoom--visuals1.jpg" width="300" yda="true" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdtF4IyS_Q1VjuibMmhXb5GhTwgOs2GHpRZ2AT9GUo5_n5nMYVHtltDV9ohyphenhyphenDVzogcnrJ_gsOd9gU397kWzKDRFm7y4mi3FmgxrjdfP2uESLUAO_UkjuJ7LPi0A6MFaNVX3WM2r1yfBgo/s1600/SpeechRoom--white+board1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdtF4IyS_Q1VjuibMmhXb5GhTwgOs2GHpRZ2AT9GUo5_n5nMYVHtltDV9ohyphenhyphenDVzogcnrJ_gsOd9gU397kWzKDRFm7y4mi3FmgxrjdfP2uESLUAO_UkjuJ7LPi0A6MFaNVX3WM2r1yfBgo/s400/SpeechRoom--white+board1.jpg" width="400" yda="true" /></a></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCnJIPocxK381Yzwxn9SjUWOJUTe92NNq2qf0RSuxECzxLoqpOFbw8B1uaJtVwaYJQOnytBn90j5w5IXBcPkiSFpgvaL6MkRkzckMdIMl0epGOft3aiErgVRjB0OG-tenfia07Qi9nQyA/s1600/SpeechRoom-ocean1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCnJIPocxK381Yzwxn9SjUWOJUTe92NNq2qf0RSuxECzxLoqpOFbw8B1uaJtVwaYJQOnytBn90j5w5IXBcPkiSFpgvaL6MkRkzckMdIMl0epGOft3aiErgVRjB0OG-tenfia07Qi9nQyA/s400/SpeechRoom-ocean1.jpg" width="400" yda="true" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This incentive system is located on the wall BEHIND where the students sit. <br />
So, they sit with their backs to this board, and that REALLY helps!</td></tr>
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Another good idea for decreasing visual noise is to cover open book shelves. As I visited many classroom websites, this has been a fairly common theme. In the speech room, this was accomplished with curtains and tension rods. We also focused on choosing fabric that wasn't too visually stimulating. With this simple idea, the "game" shelf (that every student loves to browse in) went from this:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaqPjWgtKzhFXPgPJYLR08NTWg9_VzzEQ2H_wyqimqLdJAJ0caUO7txfOmwaBJIpuNKmGd424R6wDqgF_3TX3UqYX3EhC03KtUcBJvxUypcl4KjxnXEgoRx8ZQ3W8Ox6q2mjR7GMzzZw0/s1600/SpeechRoom-uncovered+games1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaqPjWgtKzhFXPgPJYLR08NTWg9_VzzEQ2H_wyqimqLdJAJ0caUO7txfOmwaBJIpuNKmGd424R6wDqgF_3TX3UqYX3EhC03KtUcBJvxUypcl4KjxnXEgoRx8ZQ3W8Ox6q2mjR7GMzzZw0/s400/SpeechRoom-uncovered+games1.jpg" width="300" yda="true" /></a></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW7ZdGJfN9GUZUZjeRLF8WIbIxa3V7-QeINEtLwwInIUnswgVc4YkEegv3bi-MTvh2FO3LjMdWzsWWY0F6zaQSWxpvJp8xsXYhbNcmE-0y35GNP4ehq3uNUt1eOcAW7exIDygb1vrbz8E/s1600/SpeechRoom--busy+shelf+cover1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjW7ZdGJfN9GUZUZjeRLF8WIbIxa3V7-QeINEtLwwInIUnswgVc4YkEegv3bi-MTvh2FO3LjMdWzsWWY0F6zaQSWxpvJp8xsXYhbNcmE-0y35GNP4ehq3uNUt1eOcAW7exIDygb1vrbz8E/s400/SpeechRoom--busy+shelf+cover1.jpg" width="375" yda="true" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This was the "old" curtain. . .</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2V9k2Pm443Wiapw8JxVUpHwG8dQcoO4zznOg4Z13PPKmsG0L3Qr_zY1my-Zi9ptf5ghyVn2fxxHlBHknp9o8kfyNBlt-08fa2VY6WNBgRSleqhAFZx9GOlTbxHI2YUL9HfaD8GT3i1XQ/s1600/SpeechRoom--covered+games1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2V9k2Pm443Wiapw8JxVUpHwG8dQcoO4zznOg4Z13PPKmsG0L3Qr_zY1my-Zi9ptf5ghyVn2fxxHlBHknp9o8kfyNBlt-08fa2VY6WNBgRSleqhAFZx9GOlTbxHI2YUL9HfaD8GT3i1XQ/s400/SpeechRoom--covered+games1.jpg" width="300" yda="true" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Now, this shelf is MUCH LESS visually distracting, and the <br />
students are less likely to inquire about the contents of the shelf.</td></tr>
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Decreasing the "visual noise" in this space has probably been the most NOTICEABLE change. This year, everyone (students included) who walks into the speech room has either said that the room feels "bigger", "calmer", or "welcoming". Many have also asked if I took anything out of the room. All that changed was removing unnecessary visuals from the wall and moving them to a place where I can pull them when needed, and changing the "coverings". What a difference it has made!<br />
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<strong><em>#3-Consider creating "Zones" for different types of activities.</em></strong></div>
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We already mentioned the "student free" zone; every teacher and therapist needs one! But, we also have zones in the speech therapy room for different types of learning and different types of learners. </div>
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The speech therapy room is divided into three main "zones": The Flower Table, The Carpet, and The Computer. </div>
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The Flower Table is where most of the speech therapy takes place for the school-aged population. This is where ALL kinds of therapy happens from articulation games, to story telling/retelling, to Play Dough play. This table is AWESOME! It has space for 6 people and offers lots of space for all kinds of activities.</div>
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The Carpet is where the majority of speech therapy takes place for the 3-5 year old population including story-based therapy, play-based therapy, and movement activities. The carpet is small, about 16 X 20, so as not to overtake the small therapy space. It's just enough room for 2-4 small children. The rolling easel pictured also has a felt board on the other side. The Rolling stool is great because you can move around quickly and are close the the floor, and it even has a little tray underneath for storing materials.</div>
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We recognize that many small spaces don't often have enough room for a teacher zone, a table, AND a carpet area; however, we highly encourage you to consider your population and the amount of "free movement" space that they might need. In such cases, maybe we can combine an area such as the teacher space and table space. </div>
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Although it's not pictured here, The Computer is very useful for lots of therapy activities such as watching video models, engaging in educational & motivational computer programs, and using PowerPoint presentations for articulation practice or auditory bombardment.</div>
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We hope you find these simple tips helpful when setting up, organizing or re-organizing your small space! We hope to have pictures up soon of Kelley's special education room where we collaboratively teach many of our students. We'd also love to hear from you! What have you used in your small space to maintain an inviting and functional learning environment?</div>
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~Orlanda </div>
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The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com4tag:blogger.com,1999:blog-9200776412248991159.post-40457790021201111532012-08-11T20:43:00.000-05:002012-08-12T09:41:06.700-05:00How to Ease the Back-to-School Transition Jitters<div class="separator" style="clear: both; text-align: left;">
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I can't believe summer vacation is almost over. The transition back to school seems to come all too soon every year! </div>
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This time of summer we all start to feel stressed about
transitioning from summer to school. I don't know any students who find
transitions enjoyable. Anxious behavior is to be expected from most of
our children (and more than a few parents and teachers!).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh14QIFTOm9HENKrk9Bor8eaMgNNqaMSL-5Zdlt6dWAkA4kENcTLGrh1A4hLEGGJQS-D2lggZU1aj26BWYcc9w-J6yybtjNX17yD4XXbEJmCEiayKMcHLIU1heOJK3QMAKZZ38jNYBmdzU/s1600/back2school.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh14QIFTOm9HENKrk9Bor8eaMgNNqaMSL-5Zdlt6dWAkA4kENcTLGrh1A4hLEGGJQS-D2lggZU1aj26BWYcc9w-J6yybtjNX17yD4XXbEJmCEiayKMcHLIU1heOJK3QMAKZZ38jNYBmdzU/s1600/back2school.gif" /></a></div>
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Please
consider sharing the suggestions listed below with parents to help ease your students' transition back to school.<br />
<ul>
<li>An increase in difficult behavior or tantrums is not unusual. Be calm and consistent with your expectations. <b>Consistency of expectations is essential to decrease anxiety.</b> Do your best to stay emotionally calm. Positively reinforce calm behavior with praise and preferred activities. </li>
</ul>
<ul>
<li>Keep conversations about school starting to a minimum. Discussing it
over and over again does not calm anxieties. Imagine if you are afraid
of spiders and the people around you want to talk about spiders every
day for a couple of weeks. I doubt that it would help you stop being
afraid of spiders. Continue about the business of getting ready for
school (buying supplies, etc), but minimize the conversation while
occasionally emotionally checking in. Let your child know that if they
do want to talk about their feelings, you are available. Saying
something like "How are you feeling about going back to school?" or "Do
you have any worries?" can help your child know that you are available
to talk. </li>
</ul>
<ul>
<li>Respect your child's feelings. Don't try to convince them to be excited
about school. Simply listening and reflecting back their feelings can
help take a lot of the "power" out of those anxious feelings. </li>
</ul>
<ul>
<li>Children who have difficulty with transitions do <b>much better</b> with a visual schedule. <u><b><i>This is absolutely one of the most effective things you can do to decrease anxiety!</i></b></u>
Print off either of the two calendars below or have your child make
his/her own. The week before school starts help your child write a plan
for each day. It would be helpful for them to also fill in an activity
that they are looking forward to doing after school each day for the
first week of school. Help them see that preferred activities can be
enjoyed even after school starts again. </li>
</ul>
<ul>
<li>Check off each day as they pass so your child can see what is next on his plan.</li>
</ul>
<ul>
<li>Get your child back into the routine of a regular bedtime and wake
time. Please don't wait until the weekend before school starts to adjust
their sleep schedule. </li>
</ul>
<ul>
<li>Consider arranging a playdate with a school friend. Consider taking
the kids to play on the playground at school. This can remind them of
the fun times they will have once they are back at school. </li>
</ul>
<ul>
<li>Arrange everything for the first day of school the night before
(clothing, lunchbox, supplies, etc). Eliminating the mad rush in the
morning will help keep things calm. Again, having a simple visual
schedule made for the morning can make things more predictable and calm
for your child. You can help your child write or draw a schedule or you
can make one using google images. When my children were younger, I
actually took photographs of them performing each step of the schedule.
It was more motivating to see themselves successfully doing the right
thing. A basic morning visual schedule can look something like this: </li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWWkkUfKJoAc1TJTiq_Pq997GgH096_nyathB5VZE0WXlHspWfqDRVv7WvWHoSTfSAg3l_UVlEo8xxH7aN1GUruLqS_gETgrPQfgolJsDjul8xZcFwLGzWS2yie7g-vxfGZ9DERhyphenhyphenQPf2E/s1600/morning.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWWkkUfKJoAc1TJTiq_Pq997GgH096_nyathB5VZE0WXlHspWfqDRVv7WvWHoSTfSAg3l_UVlEo8xxH7aN1GUruLqS_gETgrPQfgolJsDjul8xZcFwLGzWS2yie7g-vxfGZ9DERhyphenhyphenQPf2E/s320/morning.jpg" width="239" /></a></div>
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Or this...</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbK32KMW5k230PA1LezS6XCl-oGhX6QRlAvB8mAL5b2Pr2C03H_qX7ydAp-qsa51ykSxvWy5TWkcjRqNNR1XQWR3zrnMS0-HWIfyGNlgNx5PJPzF-Q9FstkBzoZJGbrqVQy3D5AY26C_2c/s1600/Morning-Routine-Printable.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbK32KMW5k230PA1LezS6XCl-oGhX6QRlAvB8mAL5b2Pr2C03H_qX7ydAp-qsa51ykSxvWy5TWkcjRqNNR1XQWR3zrnMS0-HWIfyGNlgNx5PJPzF-Q9FstkBzoZJGbrqVQy3D5AY26C_2c/s320/Morning-Routine-Printable.jpg" width="247" /></a></div>
Or it can look like a simple list if your child is a good reader and does not need picture cues.<br />
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<ul>
<li>Above all, keep a positive and calm attitude. Your "vibe" is easily felt by your child. </li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRBZywuxD3bVoK-KmntcMhk6k6UbNYhIfjNtS2s6vT4Kr9uzM6bNLNxa8A6pFbSe-JLFVqxXYr7hBRpRVMxOy-aNRRzs1N6Me_cf77bvj6nCvdLPHzZUtkg5U6BGat01oaULZ2JKwOnSo/s1600/single-month-blank-calendar-template-1024x723.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="281" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRBZywuxD3bVoK-KmntcMhk6k6UbNYhIfjNtS2s6vT4Kr9uzM6bNLNxa8A6pFbSe-JLFVqxXYr7hBRpRVMxOy-aNRRzs1N6Me_cf77bvj6nCvdLPHzZUtkg5U6BGat01oaULZ2JKwOnSo/s400/single-month-blank-calendar-template-1024x723.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaWm0VTVnD5EMyTD1FQm6sEQyBm0c0UWBdXWrbn-uP0sL9_erPcGxaUL8YjHkJBvzU2QxxhsFPH0B3Imuj_JMnNUANF_79h_P814jv5-EUXUgzo7trnmfOOs9qceKellKJ6zGwG95jpek/s1600/Summer+Vacation+Calendar.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaWm0VTVnD5EMyTD1FQm6sEQyBm0c0UWBdXWrbn-uP0sL9_erPcGxaUL8YjHkJBvzU2QxxhsFPH0B3Imuj_JMnNUANF_79h_P814jv5-EUXUgzo7trnmfOOs9qceKellKJ6zGwG95jpek/s320/Summer+Vacation+Calendar.png" width="320" /></a></div>
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Finally, if your school holds a "Meet the Teacher" event before the beginning
of the school year, consider setting up alternate times for your
students to come in without the crowds. Also, consider snapping some photos of the classrooms and new teacher's
faces to email home before the beginning of school. Simple things like
showing where a student will put his backpack or lunchbox help ease
anxiety.<br />
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I hope these suggestions will be helpful. Now go enjoy the last bit of summer vacation! ~ Kelley<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqI-fHUXUIKb3BlS0k7m8YqFTegHqD7ZTC0fFS6_2trULqRGl_7wqOYoqTljikOF1c14hyphenhyphen1dZwd0LPRDP-A2JmqPOOQjOa3GysbAUSRe1CMgrzuH8xCuvyLapwyFcK6c9bpqmbijPI-Ww/s1600/sun_setting_on_a_tropical_beach_with_palm_trees_0071-1102-2813-3624_SMU.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="366" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqI-fHUXUIKb3BlS0k7m8YqFTegHqD7ZTC0fFS6_2trULqRGl_7wqOYoqTljikOF1c14hyphenhyphen1dZwd0LPRDP-A2JmqPOOQjOa3GysbAUSRe1CMgrzuH8xCuvyLapwyFcK6c9bpqmbijPI-Ww/s400/sun_setting_on_a_tropical_beach_with_palm_trees_0071-1102-2813-3624_SMU.jpg" width="400" /></a></div>
<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com2tag:blogger.com,1999:blog-9200776412248991159.post-78832781126490476512012-07-30T12:56:00.000-05:002012-07-31T15:20:15.094-05:00Joining the Newbie Blog Hop!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQIPreUP_JKhk_mOxQzcQwy-OZPmITWrg-mRfTyXslJg7-84iM_x_Lw8XbF2OYXKvX8JHsKyEVzCzwGn1cmzVEwBCNR5fKMpFxuj-UcBJBk7xVt-vszp1_5ieV1NQjZTRF_LJg5s1ej5c/s1600/Newbie+Blog+Hop.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQIPreUP_JKhk_mOxQzcQwy-OZPmITWrg-mRfTyXslJg7-84iM_x_Lw8XbF2OYXKvX8JHsKyEVzCzwGn1cmzVEwBCNR5fKMpFxuj-UcBJBk7xVt-vszp1_5ieV1NQjZTRF_LJg5s1ej5c/s1600/Newbie+Blog+Hop.png" /></a></div>
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We are hopping on over to join the Newbie blog hop. We found it at <a href="http://challengesmakelifeinteresting.blogspot.com/2012/07/newbie-blog-hop.html" target="_blank">Challenges Make Life Interesting</a>, but it was originally hosted at <a href="http://gr3istheplace4me.blogspot.com/2012/07/newbie-blog-hop.html" target="_blank">Grade 3 is the Place for Me</a>. This is a great way to find other blogs with great information, so check out the blogs below and join us!<br />
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The rules are to answer these questions:<br />
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1. What state are you teaching in: <span style="color: #741b47;">Texas</span><br />
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<span style="color: #741b47;"><span style="color: black;">2. Your current teaching position: <span style="color: #741b47;">Orlanda - Speech Language Pathologist/ Kelley - Social Communication Resources & Services (mostly Autism, but any kids with social communication needs!)</span></span></span><br />
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<span style="color: #741b47;"><span style="color: black;">3. What is your teaching experience: <span style="color: #741b47;">Orlanda - 10 years / Kelley - 5 years teaching</span></span></span>, 14 years as a therapist for children and adolescents<br />
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<span style="color: #741b47;"><span style="color: black;">4. When did you start blogging: <span style="color: #741b47;">We started blogging about 6 months ago.</span></span></span><br />
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<span style="color: #741b47;"><span style="color: black;">5. Share a blogging tip: </span>Include lots of pictures and how-tos. </span><script src="http://www.linkytools.com/thumbnail_linky_include.aspx?id=154838" type="text/javascript">
</script>The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com4tag:blogger.com,1999:blog-9200776412248991159.post-18904993567503718942012-07-30T12:13:00.000-05:002012-07-30T12:13:44.987-05:00How To Make A Sensory Tent For Small Spaces<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQVq1DDgs-iDfGe2tyzDgit4VyzXGGywqetKFyACZOWFD2yGVijYc00uabvqJ5P429cV1Ex6wVfotf778S4BknQf14EJyaDcwgBTLAv2Hgm2uVm7rN8hwxf13UurerlvmsDnxbDFl2vMM/s1600/folders-in-shipping-box-md.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="278" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQVq1DDgs-iDfGe2tyzDgit4VyzXGGywqetKFyACZOWFD2yGVijYc00uabvqJ5P429cV1Ex6wVfotf778S4BknQf14EJyaDcwgBTLAv2Hgm2uVm7rN8hwxf13UurerlvmsDnxbDFl2vMM/s320/folders-in-shipping-box-md.png" width="320" /></a></div>
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For the past couple of years, I had a big, roomy classroom with plenty of space for everything. Because our school is growing so quickly, I knew that it was only a matter of time until I lost my big classroom and would be moved to a smaller space. I really did not want to end up having to share a room with a bunch of other teachers (been there...done that...doesn't work so well for my students!). I decided to offer to preemptively move into a small therapy area with the hope that it will be the last move for a while and that I will only share space with my Paraprofessional. I knew it was going to be a big adjustment and that I would have to be very deliberate in what I chose to put in the space.<br />
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Sadly, I realized that my favorite tent was going to take up too much floor space. I took an inspiration picture from Pinterest (of course!) and decided to tweak it to meet my needs. Here's the inspiration photo from <a href="http://sewliberated.typepad.com/sew_liberated/2011/01/finnian-and-lachlans-studio.html" target="_blank">Sew Liberated</a>. <br />
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Drum roll please..... Here's my new Sensory Tent!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNv1b7ioD1rke9E7CVquTD8O0q_Yw2E-bANssiPiRghiE9zxPrXFpxg7McZ2R8bxWkK5b3hcBtyFFnsucUv5SszpGQme8NFf9ARxC_BjQmiVkEg5S9w7JQToAXxzuztTePTGbbhE-P3vA/s1600/tent+short.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNv1b7ioD1rke9E7CVquTD8O0q_Yw2E-bANssiPiRghiE9zxPrXFpxg7McZ2R8bxWkK5b3hcBtyFFnsucUv5SszpGQme8NFf9ARxC_BjQmiVkEg5S9w7JQToAXxzuztTePTGbbhE-P3vA/s640/tent+short.jpg" width="398" /></a></div>
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It takes up much less space than the old square tent. The only addition I have left to do is add a piece of Velcro from the inside so the kids can keep the flap closed if they wish. Inside the tent I put one of my beanbag chairs and I'm on the hunt for a square rug to anchor the space. I also have a weighted teddy bear that the kids can take in the tent with them as well as a blanket.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf3hfurFmBM_tKJVG4aF9DFtkkBcgLvLbva1qLg7u3-arGSG_XhmgqALsyLHmzgwBXYOPyeu67cKg3ITuwb7bRiWzD_EnYNgXEjl7MwlynPFWwrHGmJVPul6u4IG1hSuxwYfrkh_6TyyM/s1600/blue-bean-bag-chair.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf3hfurFmBM_tKJVG4aF9DFtkkBcgLvLbva1qLg7u3-arGSG_XhmgqALsyLHmzgwBXYOPyeu67cKg3ITuwb7bRiWzD_EnYNgXEjl7MwlynPFWwrHGmJVPul6u4IG1hSuxwYfrkh_6TyyM/s400/blue-bean-bag-chair.jpg" width="400" /></a></div>
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Here's the tutorial to make an inexpensive Sensory Tent!<br />
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1. Gather your supplies: I chose to use an old bent hula hoop from my gross motor equiment. It is a child's size (about 30" diameter). You could go even smaller if you got one that is a 24" diameter. Using a 50% off coupon, I bought 3 yards of 45" wide cotton fabric (the blue and white stars) and 3 yards of 90" wide bleached cotton muslin.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_o99iTwJVL8EbW-n7uW-8HaD2RqAbrZm7At2pZXq996kq9X3Fw6dbT1HSTdkdauE8GB2V9xzbx_PDz4FZKPam2LX6C1z3S7Ha2CpUb3ZSVWCSI-FFc8dKH3WVT3BVc_LnXuJZd8iI3vY/s1600/tent+hoop.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_o99iTwJVL8EbW-n7uW-8HaD2RqAbrZm7At2pZXq996kq9X3Fw6dbT1HSTdkdauE8GB2V9xzbx_PDz4FZKPam2LX6C1z3S7Ha2CpUb3ZSVWCSI-FFc8dKH3WVT3BVc_LnXuJZd8iI3vY/s400/tent+hoop.jpg" width="400" /></a></div>
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2. Cut the hula hoop in one spot. I used my handy dandy <a href="http://www.amazon.com/Wolverine-PST002-Hose-Ratcheting-Cutter/dp/B000HSAPR8/ref=sr_1_1?ie=UTF8&qid=1343664344&sr=8-1&keywords=pvc+cutter" target="_blank">PVC cutter</a> that I bought for the therapy ball rack project and pvc screens. Check those out <a href="http://speech-specialed.blogspot.com/2012/04/how-to-build-therapy-ball-rack-and.html" target="_blank">here</a>. If you don't have one, just use a hand saw. Your hula hoop will probably be too hard to use scissors.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLkUt8P0rxaYYSpb8dTxbxouOhcaFHR71q9KX-bIoesqA5GwsMSTuEyo8EDMb4enh1BksMiJ_8O28M-oeUQr31xiYRBDdik6O6rU1SeddL9x_hgeeqCy3_XzeSON4YUiPL9fTJWIK4-AE/s1600/tent+hoopcut.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLkUt8P0rxaYYSpb8dTxbxouOhcaFHR71q9KX-bIoesqA5GwsMSTuEyo8EDMb4enh1BksMiJ_8O28M-oeUQr31xiYRBDdik6O6rU1SeddL9x_hgeeqCy3_XzeSON4YUiPL9fTJWIK4-AE/s400/tent+hoopcut.jpg" width="298" /></a></div>
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3. Next, I cut my blue & white fabric into two sections (2 pieces - 1 1/2 yards each) and sewed them together using one 1/2" seam to make a long rectangle (1 1/2 yards x 90" finished). You can see the seam in the picture above of the hula hoop.<br />
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4. I knew that the circumfrence of my 30" hoop would be about 96", so I was going to be a little short if I wanted the tent to be able to close. I decided it was important for the kids to be able to visually block out as much stimulation as possible, so I cut two 4" x 1 1/2 yard strips from the muslin and stitched one onto each side of the rectangle to now have the rectangle measure approximately 1 1/2 yards x 98". Sorry, I forgot to take a picture of that step!<br />
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5. I ironed in a 1/2" hem along the two exposed white edges and stitched.<br />
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6. Next, I ironed in the bottom hem and stitched. I think I only did a 1/2" hem because I was trying to preserve as much length as possible.</div>
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7. Then I ironed in and sewed a rod pocket along the top. You will need to make sure you allow enough fabric to account for the diameter of your hoop plus a little for wiggle room. I made a 6" pocket which was more than enough. I probably only needed a 3-4" pocket. So, play with your fabric and see how much you really need.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihmmMI_yvHPv6H6hPD6MPfFcERrfyXsZeJ_LqO7oLt7aPBXDUAdsRRGK3LRG2l9u4dw0_XD9T8RvtezYtf1bM8pZQ2zO8IskpZy2ZXiWiUjUJFfnY1zuv-O-WqvZgsKZZ-pdToUtbcfzA/s1600/tent+bottomhem+good.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihmmMI_yvHPv6H6hPD6MPfFcERrfyXsZeJ_LqO7oLt7aPBXDUAdsRRGK3LRG2l9u4dw0_XD9T8RvtezYtf1bM8pZQ2zO8IskpZy2ZXiWiUjUJFfnY1zuv-O-WqvZgsKZZ-pdToUtbcfzA/s400/tent+bottomhem+good.jpg" width="367" /></a></div>
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<br />8. Then I slid the cut end of the hoop through the rod pocket.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6O6H697AiFrcbx2bT1giX61jyYntUf3HBGllaSiZZO9whH-3LVV1Bn7J-voPHR_5kDlea4QoVMG5Yw5-rs_Gi-YkM6t2rfQ_N7pa221PaAlETkVAJtT9LIPovMrQDTGvUCe71w_SShtA/s1600/tent+sleeve.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6O6H697AiFrcbx2bT1giX61jyYntUf3HBGllaSiZZO9whH-3LVV1Bn7J-voPHR_5kDlea4QoVMG5Yw5-rs_Gi-YkM6t2rfQ_N7pa221PaAlETkVAJtT9LIPovMrQDTGvUCe71w_SShtA/s400/tent+sleeve.jpg" width="347" /></a></div>
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9. I taped the two cut ends together with duct tape. After taping, I rotated it around so that it would never be seen in the opening between the panels.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi19kpE8YA32I_VLV2AapVdPwSa1-XqApHsnzfhThha3moyfzDJ6pOJgrXGi2kcO5nf4HiGGPgCIUhygB8IZA9DYP0bhaPa5qEMTKD3F9PiftyrFaSsssHfMKSoRiEo78UefzIDI56IZ90/s1600/tent+tape.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi19kpE8YA32I_VLV2AapVdPwSa1-XqApHsnzfhThha3moyfzDJ6pOJgrXGi2kcO5nf4HiGGPgCIUhygB8IZA9DYP0bhaPa5qEMTKD3F9PiftyrFaSsssHfMKSoRiEo78UefzIDI56IZ90/s400/tent+tape.jpg" width="400" /></a></div>
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10. After making sure the tent was evenly distributed around the hoop, I cut 4 evenly spaced SMALL holes in the rod pocket and ran a long piece of hemp twine through each one, knotting around the hoop. I already had the twine. If you don't, just make use of what you have (regular twine, heavy yarn, fishing line, etc.).<br />
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11. I decided how tall I wanted the "peak" to be and tied off all 4 cords into a tight knot. You can't really see it in the above picture, but it is underneath the white fabric.<br />
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12. Next, I took the remaining white muslin and cut a 90" square. I made a small cut in the very center that was just big enough to go over the knot in the twine. Once the fabric was over the knot in the twine, I ran the excess hemp twine through a 2" loose-leaf notebook ring and knotted again.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7M0K0h1rIam6DG6Yr-uC3odvKjhR2QahzcuZMt88yIL_tUMmdvgl78ruUtZ1H03t-zicAKiSZ2u0xXLZFC6oOsogKijcPKJM_XpvRTxpK_14V-EQE1vj-TgAc2nNDe1BNSMXMM581mzU/s1600/3_loose_leaf_ring_500.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7M0K0h1rIam6DG6Yr-uC3odvKjhR2QahzcuZMt88yIL_tUMmdvgl78ruUtZ1H03t-zicAKiSZ2u0xXLZFC6oOsogKijcPKJM_XpvRTxpK_14V-EQE1vj-TgAc2nNDe1BNSMXMM581mzU/s320/3_loose_leaf_ring_500.jpg" width="320" /></a></div>
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13. Finally, I tied clear fishing line (a big thank you to my boys for letting me cut some off their fishing poles!) to the ring and ran it up to the cross joint in the ceiling tying it so that the tent fabric just skims the floor.<br />
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Once I had it hung, the untrimmed white square looked like this...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhewWN1y-FTFosCBYS3_Zl0dK5pDte7aRbDxfimaAbv36JXQJR2KuhjIqcEhi4Z38aOayPGKzkBhTilFPWH-LqM_95n9BPZRDxzKRByzfcpWCNUVYF5yYbudeKo9foo5CNOHg14eoq-GWk/s1600/tent+long.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhewWN1y-FTFosCBYS3_Zl0dK5pDte7aRbDxfimaAbv36JXQJR2KuhjIqcEhi4Z38aOayPGKzkBhTilFPWH-LqM_95n9BPZRDxzKRByzfcpWCNUVYF5yYbudeKo9foo5CNOHg14eoq-GWk/s400/tent+long.jpg" width="210" /></a></div>
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I used a ruler and a pencil and lightly drew a line about 9" below the edge of the hoop. Then I shortened the white topper with pinking shears to get a zig-zag edge. If you don't have pinkers, just use scissors.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNv1b7ioD1rke9E7CVquTD8O0q_Yw2E-bANssiPiRghiE9zxPrXFpxg7McZ2R8bxWkK5b3hcBtyFFnsucUv5SszpGQme8NFf9ARxC_BjQmiVkEg5S9w7JQToAXxzuztTePTGbbhE-P3vA/s1600/tent+short.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNv1b7ioD1rke9E7CVquTD8O0q_Yw2E-bANssiPiRghiE9zxPrXFpxg7McZ2R8bxWkK5b3hcBtyFFnsucUv5SszpGQme8NFf9ARxC_BjQmiVkEg5S9w7JQToAXxzuztTePTGbbhE-P3vA/s640/tent+short.jpg" width="396" /></a></div>
<br />I'm looking forward to hearing the kids' opinions of the new tent vs the old tent. I have my fingers crossed that they will approve!<b> </b><br />
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<b>Cost breakdown:</b><br />
hula hoop - free<br />
blue & white fabric (using 50% off coupon) - $9<br />
muslin (using 50% off coupon) - $9<br />
hemp twine, ring, fishing line, pvc cutter -already owned<br />
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In case you don't know, you can easily get JoAnn Fabrics coupons by signing up for text alerts, by mail, or by downloading the JoAnn app for iPhone. I NEVER pay full price for anything. I also watch <a href="http://www.retailmenot.com/" target="_blank">RetailMeNot</a> for free shipping codes if it is something I need to order.<br />
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If you have any questions about this tutorial, please email me. I'm happy to help. We would love for you to follow our blog or join me on <a href="http://pinterest.com/khively/" target="_blank">Pinterest</a>! <br />
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<br />Now.... I'm off to start packing for our family vacation. We are heading to St. Thomas in the US Virgin Islands. Yes, I'll be the one on the lounge chair under the palm tree with a little umbrella drink in my hand and my nose in a book! Here's to summer vacation! ~ Kelley<br />
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<br />The Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com4tag:blogger.com,1999:blog-9200776412248991159.post-66548454987558230002012-07-20T18:11:00.000-05:002012-07-20T18:12:47.024-05:00Toys to Talk About--The "Hoberman Expanding Sphere" Toy<br />
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Hello all! I'm still here! (And, quite frankly, my brain has REALLY been enjoying summer vacation!) I don't know about all of you, but when I shut down my computer after the last day of school, I think I literally switched "work mode" to "sleep mode". I have really been enjoying my time off from school, and my six year old son recently declared, "it's unfair for summer vacation to be shorter than the school year." (I didn't really have a good argument for that one.) So, aside from perusing Pinterest for new and fresh ideas to incorporate into speech therapy, I have made time for another favorite hobby. . . . .THRIFT SHOPPING!<br />
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I have always found that shopping "on a dime" has helped me find some great deals on "Toys to Talk About". Now, this has become an interesting topic at home with my kids (who happen to also serve as my own personal guinea pigs). I have lots of fun engaging with them to see just how many words and phrases ONE toy can elicit, it's like a game to them and me!<br />
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The first toy I found this summer was on my "wish list" and was inspired by one of the SLPs that I supervised this year during her Clinical Fellowship Year, Katie Ruffin. I observed Katie as she provided therapy to students in middle school and high school. We spent a lot of time brainstorming and developing ideas for many students who had minimal verbal skills and we spent a lot of time focusing on developing "Core Vocabulary" (future post on this important topic is yet to come). It was during an observation of her working with a student that I came across her using the <a href="http://www.amazon.com/Hoberman-Large-Expanding-Sphere-Toy/dp/B007ODRDW4" target="_blank">Hoberman Expanding Sphere Toy</a> and I knew that I immediately needed to get my hands on one myself! (I have to admit, I didn't know the exact name of this toy until I researched it for this post, but now I can give credit where it is due!) Here are a few pictures of the toy that I am talking about:<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzYwS8_5-CKmdWdPwysgO_Gr3dWckSdNrKMgDyMp9Azd2ye_lJnoeE9QCx2OBgZUeMO80eZxoKh-TITOgLmU_qv4o6IfwijE98pMkTzwKKL1pQyJMFmK8RIummmkSdrFwna6_S-oShG3M/s1600/retracted+ball+toy.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" hda="true" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzYwS8_5-CKmdWdPwysgO_Gr3dWckSdNrKMgDyMp9Azd2ye_lJnoeE9QCx2OBgZUeMO80eZxoKh-TITOgLmU_qv4o6IfwijE98pMkTzwKKL1pQyJMFmK8RIummmkSdrFwna6_S-oShG3M/s320/retracted+ball+toy.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Retracted Sphere</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Expanded sphere and Retracted Sphere<br />
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Now, I knew where I could go and buy one of these toys online or in stores, but I got lucky when I found mine for only 25 CENTS at a Yard Sale! So, not only was I excited to get my hands on this new toy, but the price made it SUPER EXCITING!<br />
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So, let's talk about how this toy became a "Toy to Talk About". Some of the words and phrases that I observed it used for in a speech therapy session included: <br />
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<ul>
<li>BALL (of course)</li>
<li>OPEN</li>
<li>CLOSE</li>
<li>IN </li>
<li>OUT</li>
<li>MY TURN</li>
<li>YOUR TURN</li>
<li>THROW</li>
<li>I THROW</li>
<li>YOU THROW</li>
<li>CATCH</li>
<li>I CATCH</li>
<li>YOU CATCH</li>
<li>I WANT</li>
<li>MINE</li>
<li>YOURS</li>
<li>ON </li>
<li>UNDER</li>
</ul>
In order to facilitate communication with this toy, a communication board was also used with the student. This board could be used with or without voice output depending on the needs of your students. Also, I observed this in an individual therapy session, but it can certainly be just as engaging and useful for language in a small group therapy session! Here is an example of a communication board that might be used in a session with this toy. Go to this link to grab this board from the Boardmaker Share Website: <a href="http://www.boardmakershare.com/Activity/1542609/Core-Vocabulary-2-Go-Talk-20" target="_blank">Core Vocabulary--Go-Talk-20</a>. For a younger student, I would likely cover the unnecessary pictures or cut them out and use them as picture exchange versus pointing.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDblFtIKQ0gethexL_ErqgI10z_8xpyw7rPJZ-9NNrhGPdXMgPvminDMGiEGUY374ILFzDSljh060BxLChsO-_a_ItNv6BUAdHXh2dAOCSVofujPZXNGDPaj3YKOriYuTMxaWkOrL8SPc/s1600/core+vocab_gotalk20.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" hda="true" height="512" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDblFtIKQ0gethexL_ErqgI10z_8xpyw7rPJZ-9NNrhGPdXMgPvminDMGiEGUY374ILFzDSljh060BxLChsO-_a_ItNv6BUAdHXh2dAOCSVofujPZXNGDPaj3YKOriYuTMxaWkOrL8SPc/s640/core+vocab_gotalk20.png" width="640" /></a></div>
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Here are some photographs of how this ball was used in a therapy session that I observed:<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwtkglKb4lJZ08CahL8bpoudGYsQsPpEv0eHxFNuh9VDJw3tL_NMlCBM4fzefrEAULFA9Ay_ZOksCJ6La09bsz6ZOWBTPJ-C2ZUURKxp6T1RqW5lIDyDGoqpjgAF65Dm8Qb3t5OP9sNow/s1600/birdin1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" hda="true" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwtkglKb4lJZ08CahL8bpoudGYsQsPpEv0eHxFNuh9VDJw3tL_NMlCBM4fzefrEAULFA9Ay_ZOksCJ6La09bsz6ZOWBTPJ-C2ZUURKxp6T1RqW5lIDyDGoqpjgAF65Dm8Qb3t5OP9sNow/s400/birdin1.jpg" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"The bird is IN" the ball."<br />
"Put the bird IN."</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTOsjDOfKszxhXnKgOU8U8_8v5qhVCcykZ0YzMuaK166HxjJVyTI3ITGcFL1kwdWneB1STJ0F3t9qVbCSDzTq_LFq6lSCnxICSeln6VceU4gTmZL7kxx2vXXyx4io2MHtE933KjZiEmLI/s1600/birdout1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" hda="true" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTOsjDOfKszxhXnKgOU8U8_8v5qhVCcykZ0YzMuaK166HxjJVyTI3ITGcFL1kwdWneB1STJ0F3t9qVbCSDzTq_LFq6lSCnxICSeln6VceU4gTmZL7kxx2vXXyx4io2MHtE933KjZiEmLI/s400/birdout1.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"The bird is OUT of the ball."<br />
"Take the bird OUT."</td></tr>
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In addition to playing with the ball in the ways pictured here, the SLP and the student also played a game of "catch" and also incorporated other objects to throw the ball into and to take in/out of the ball. While I was researching this toy online, I also came across an image of a much larger version that looked like this:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUIuyvokpeGc97SQPbe-hfkVD14BSaCDFahACCKplLyp1OTqMNKTjR6Lvfgi1f-Sm8YuQ1Fe7KuHgHEdgk1C7KUu8ZWK_iY0nHafIHmwKK9KSimvIpvYOpiXUkj-ubhs-Gc8P9Ih7B6AA/s1600/OriSphere_kid.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" hda="true" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUIuyvokpeGc97SQPbe-hfkVD14BSaCDFahACCKplLyp1OTqMNKTjR6Lvfgi1f-Sm8YuQ1Fe7KuHgHEdgk1C7KUu8ZWK_iY0nHafIHmwKK9KSimvIpvYOpiXUkj-ubhs-Gc8P9Ih7B6AA/s400/OriSphere_kid.jpg" width="350" /></a></div>
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Boy, wouldn't this be fun!?! The language opportunities would be endless! I envision using it to teach and learn positional words and many other vocabulary words, and this would be great fun for turn taking and building social communication skills too! Guess I'll have to add the "kid size" version to my wish list now!<br />
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I hope you find this toy will create "something to talk about" in your classroom! I'd love to hear how you might use this toy with your students! How many more words and phrases can you think of to teach to your students using this toy? <br />
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Looking forward to Saturday morning Yard Sales!<br />
~OrlandaThe Dynamic Duohttp://www.blogger.com/profile/05887541494461214493noreply@blogger.com4