Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
B-02 Perceptual Motor
B1- Advance student from using a standing table to a scooter with padding against the students back. Place straps across chest and attach at back of scooter. Use Velcro straps at ankles if necessary.
B2- Allow one student, each day, to use the chalkboard for his/her math and/or handwriting work. This can be used as a reward or reinforcement.
B3- Arrange a game show format with students as panelists, a contestant, and an audience. Encourage panelists to ask their own questions to determine the contestant’s role (teacher given).
B4- Arrange students in a circle and allow time for them to look carefully at all members of the circle. Select one student to be ‘It’. Ask ‘It’ to wait in the hall. Select one of the remaining students to hide. Ask ‘It’ to return to circle and guess who is missing.
B7- Attach a punch ball to the student’s wrist with string. The string should be long enough so the ball can hit the floor. The student can practice bouncing the ball.
B8- Attach opposite magnets to each students hands. Have students bring hands together to connect magnets. Use magnets with adhesive strips on back.
B9- Attach Velcro straps to each bike pedal. Put student’s feet on pedals and secure with the Velcro. Push the student gently from behind to get started. Warning: this prevents protective reactions if a fall occurs.
B10- Before using a ball, have students push a bean bag, along the floor with their feet. They should push with both the right and left foot alternately. The bean bag should be pushed to a specific target such as a circle on the floor.
B11- Bring a supply of flavors, spices, and other edibles (usual and unusual). Blindfold students and have them taste and tell.
B13- Collect paint charts from hardware store. Cut into single-color squares. Ask students to order them from light to dark.
B14- Collect plastic Easter eggs and egg cartons. Place one object inside each egg (e.g. cotton, toothpick, dried bean, paper clip, marble). Direct students to shake eggs and place in carton ordered from softest to loudest.
B17- Cut a slit in a plastic lid large enough for an item to fit through. Direct the student to put items in the can one at a time.
B18- Cut an 18 in. circle from firm cardboard. Cut out the center, leaving a 2 in. rim. Decorate it. Hang it by yarn in the middle of the room or doorway. Have student throw a small, light ball through the circle. Repeat. Lengthen distance with mastery.
B22- Demonstrate putting a clothespin on a shoe box. Assist student in doing same.
B23- Direct students to throw bean bags at a target, and to describe the bag’s landing to the left or the right of the target.
B26- Divide class into partners. One partner closes eyes or turns around while partner changes appearance (e.g. glasses off, shoes wrong feet, sleeves pushed up). First partner is to discover the change.
B27- Drape a sheet over a clothesline to form a tunnel. Have students walk on knees through the tunnel, trying not to touch the sides with their bodies.
B28- Draw a pattern of objects of different shapes and sizes. Allow students to study it for a few seconds. Erase your pattern and ask students to draw it from memory.
B29 – Draw a simple object on the board (cup, flag, chair) that is missing a part. Ask student to go to the board and finish the object.
B30- Draw outline of shape to be colored with black magic marker. Run a bead of white glue along outline. This will create a raised edge around the boundary. Give the student a crayon and assist him in initiating the coloring.
B32- Fill a play canister set with Styrofoam pieces and cut-up straws. Pieces are used as make-believe food items. Have student scoop up and transfer pieces from canister to dishes and bowls.
B34- Find simple picture. Cut in half and paste one half along center fold of piece of paper. Let student draw missing half. Extend activity by asking student pairs to each make simple drawing. Cut in half and exchange. Partner completes picture.
B35- Follow directions to mix instant vanilla pudding. Add food coloring. Place a tablespoon of pudding on damp finger-painting paper. Have students finger-paint with the pudding. Check first to be sure students do not get an allergic reaction to pudding. Allow students to lick their fingers when they are finished.
B39- Give each student a small bag of multi-colored candy. Students divide into groups by color and compare groups.
B40- Give reinforcement to student as he/she voluntarily lifts or turns his/her head. Fade reinforcement as student continues the skill.
B41- Give student a divided pail with one side filled with dried beans. Have student use his hands to scoop beans from one side to the other.
B42- Give students a set of items with two items in each set. The items should be similar except for one characteristic. Have the student describe how they are different, using such terms as heavier, darker, sweeter, brighter, bigger, etc.
B45- Give the student a paper with several shapes or figures drawn on it. Overlap them slightly. Have the student color in any areas that are not part of the shape or figure.
B46- Give the student a piece of white paper with an animal drawn on it. Have the student color in the background and leave the animal white.
B47- Give the student a small pile of beads. Ask him/her to drop the beads, one at a time, into a jar as you slowly move the jar in a circular, vertical, or horizontal path in front of the student.
B50- Give the students sheets of paper. They are to follow your directions in marking their paper. Place a mark in a certain location on the chalkboard or on the overhead projector. Have the students do likewise. continue adding marks and selecting different locations.
B52- Hang a ball by a string from the ceiling at about chest height for the student. The student is to throw the ball and catch it.
B53- Hang large Nerf ball on a string. Teacher swings ball lower and lower. Students must duck. If they are hit they lose a point.
B55- Have a tea party, and take advantage of the opportunity to emphasize left/right concepts. Forks are on the left, spoons and knives are on the right. Who’s sitting at your left? Your right?
B56- Have each student draw a picture of his/her house, yard and surrounding area. After the students create the drawing, mount them on construction paper and place in a display area.
B58- Have student close hand on plastic fruit and move it from a basket to individual plates.
B59- Have student crawl under a table, step over a small chair, jump across lines on the floor, and walk around other students. When students are familiar with obstacle course, time their performance to promote agility and speed.
B60- Have student cut out forms of fish and glue all but one edge of the paper together. Have the student paint both sides of the fish and stuff it with newspaper. Then student glues the open ends together.
B61- Have student cut out six heart forms and glue two hearts back to back on a strand of yarn. Hearts are then used as a mobile. Any seasonal or holiday shape can be used.
B62- Have student draw a design with glue on cardboard. Then have student scoop up a hand full of sand and pour it over the glue. Have student shake off the excess sand. Colored sand can be used.
B63- Have student hold hands vertically, with palms facing him/her. Student taps pointer fingers against thumbs, middle fingers against thumbs, ring fingers against thumbs, and little fingers against thumbs. They could tap a certain number of times or to a certain drum beat.
B64- Have student lie on his back on the floor. Alternately place an object to the left or right of the student. Tell the student to move an arm or a leg toward the object.
B65- Have student lie on the floor. Using a magic wand, touch one of the student’s limbs. The student is to move that limb in some way. To extend the activity, touch two limbs with the magic wand.
B67- Have student pick up a piece of macaroni, using the pincer grasp, and then paint it. The macaroni can then be glued onto paper to make a design.
B68- Have student pick up small pieces of colored Styrofoam, using the pincer grasp. Have him glue it onto an outlined shape.
B69- Have student place his/her hand into a variety of dress-up purses and have student remove and/or replace play money, wallet, play jewelry, comb, brush, etc.
B70- Have student place jumbo pegs in holes and remove them. Then give him/her a crayon to hold between thumb and forefingers as he/she has worked with pegs. To refine motor skills with older students, use small pegs and pegboard.
B71- Have student point out and then visually follow a moving design (shape, outline of an item) which has been projected on a flashlight with a lens shade. The design can be projected onto a mural which is already on the wall. Have students describe the action which is occurring.
B72- Have student reach into a large bag to determine the objects which are going to be used in a lesson. Inside the bag can be crayons, paintbrush, etc. The student identifies the item. Scissors or sharp objects should not be used.
B74- Have student stack matching pieces of material. The matching can be by texture, size, shape, or color. Also, have student stack pieces of fabric without using a matching criteria.
B75- Have student stand at the chalkboard. With chalk, have the student make very large circles, 5 times counter clockwise and 5 times clockwise. Have him/her use his/her dominant, then his/her non-dominant hand.
B76- Have student stand in a 8′ masking tape square. Ask student to bounce a ball from his right hand to his left hand.
B77- Have student tap a balloon in the air. He is to continue tapping the ball up as long as he can. Count the number of taps each student makes. Play balloon volley ball. 54 B78- Have student toss bean bags into dish pan. The distance away from the dish pan should be gradually increased.
B79- Have student touch left and right body parts with the other left or right body part. For example, left hand to right knee, right foot to left ankle, right hand to right shoulder, right knee to right ear, etc. Have student follow your directions.
B80- Have student trace forms of fruit and color them appropriately. Have student cut out the fruit and paste them onto paper for a book. The fruit shapes could also be glued onto paper cornucopias at Thanksgiving.
B82- Have student walk holding a flashlight in each hand. The student will shine the right hand light on the left foot as that foot goes forward and then the left hand light on the right foot as it goes forward. This encourages normal cross-pattern walking.
B83- Have student wear a head band with a mercury switch attached. Arrange switch so it will activate an auditory or visual device when the head is raised or turned.
B84- Have students assume a squatting position and place their hands on their hips. They alternately extend one leg to the side and then bring it back. Students repeat the exercise using the other leg.
B85- Have students duck under a yard stick. The height of the yard stick can be varied. Other similar objects can be used.
B86- Have students explore how they can balance their weight on 1, 2 3, and 4 parts of their body. Examples are: rolling, hopping on 1 foot or 2 feet, hands and knees, finger tips and feet.
B87- Have students kneel, then bend forward in a relaxed position. Have students then straighten backs, and rise to an upright position but still kneeling straight from knees to top of heads. They then relax to the first position and exhale.
B88- Have students look at advertisements in magazines. After they view the picture, they are to state the main idea of each ad.
B89- Have students prepare a motor path within the classroom. Use clothesline to mark the path. The motor path could also be prepared for the hall outside the classroom.
B90- Have students pretend they are balancing a pie on their heads.
B91- Have students pretend they are balls rolling down the hill.
B92- Have students pretend they are melting into the floor while lying on their backs or stomachs. They do this exercise with eyes open and then with eyes closed. While pretending to melt into the floor, students concentrate on the sensation produced.
B93- Have students pretend to be bunnies. Have them hop forward and backwards have students race by hopping forward. Increase distance gradually as the movement becomes familiar.
B94- Have students remove shoes and socks. Place 10-12 carpet squares 6 inches apart in a line on a bare tile floor. Have students walk on the warm (carpet squares), to avoid the cool (floor).
B95- Have students run in a gallop in different directions in a circumscribed area. They are to avoid collisions. Play appropriate music. (William Tell Overture.)
B97- Have students sit in a circle and kick a volleyball or large sponge to each other, keeping it inside the circle. The students should lean back on their hands with feet straight ahead.
B98- Have students sit on chairs in a circle and kick a ball back and forth to each other without stopping the movement of the ball.
B99- Have students sit on the floor with their hands on the floor behind them. Have them raise their bodies so they are balanced on hands and feet. Then they move slowly in a backward direction.
B100- Have students stand in a circle. The student who is ‘it’ skips to music around the circle clockwise, touching each student’s head lightly and saying ‘Duck’, ‘Duck’, ‘Duck.’ He selects one of the students to be ‘it’. When he touches his/her head, he/she says ‘goose’. He/she then chases him/her until he/she gets to the vacant spot.
B101- Have students stand on gym floor in random locations. Roll the ball to middle of the floor. Have students try to keep the ball moving by kicking it to each other.
B102- Have students stand sideways on a line. Have them walk sideways as through walking along a rope which is stretched across a river.
B103- Have students stand with back about 4 to 6 inches from the wall. They then lean backward against the wall and press hard against it. Still pressing, have students slide down the wall by bending knees. After they attain a position similar to that of sitting in a chair, they slide up to original position. Should be done in sock feet on carpet.
B104- Have students support their bodies on hands and knees. Student’s thighs should be at right angles to the floor, with backs straight. They are to pretend they are pressing holes into the floor with their hands to a count of three.
B106- Have students trace around their hands and then cut them out. Have student curl the ends of the fingers with scissors. The hands are assembled to make a Christmas tree.
B107- Have students trace their handprint or footprint and cut them out. Then hold the handprint or footprint beside classroom objects and tell if the object is larger or smaller than their hand or footprint.
B109- Have students watch a rag doll. Place the doll in a sitting position. show the doll falling from the sitting position. Students sit on floor and pretend they are a rag doll. Have students do this activity with eyes opened and closed.
B110- Have the student face the chalkboard. Draw a large circle on the chalkboard and write the numbers 1-10. Call two numbers and have a student draw a line between the two numbers.
B111- Have the student follow these steps: (1) Have student use the handrail. (2) Have student contact the first step with the heel of one foot. (3) Have student drop foot completely on step, when the contact is secure. (4) Bring the other foot to the same step. Repeat steps 2,3,4, for the next step.
B112- Have the student manipulate a small car or other toy vehicle through an obstacle course designed with small blocks, boxes, toy trees, and small buildings. There should be a variety of turns and straight paths in the course.
B113- Have the student put a sock puppet on each hand. Ask the student to have one puppet grab the other puppet’s nose, thereby forcing the student to bring his hands together.
B114- Have two students stand back to back with arms linked together. Have one student move forward so that both students walk together. They then move forward in the opposite directions with the other student in the lead.
B115- Have two students work together. One student picks up a piece of a puzzle and hands it to the partner. The partner places the puzzle piece down in another location. The students work through the entire puzzle.
B117- Help the student jump over a rope on the floor. As the skill increases, have the student jump over the rope while it is moved side to side, simulating the movement of a snake.
B118- Hold a hoop vertically so that the bottom edge touches the floor. Ask students to move through the hoop. The students are not to touch the top part of the hoop.
B119- Hold a sponge ball in front of the student. Move the sponge ball in various directions in front of the student. Prompt the student to take the ball by saying ‘Catch it’. The student should reach out and grab the ball with both hands.
B120- Increase the standing time gradually as student’s ability improves. Feature a ‘task of the day’ to occupy student during standing time.
B121- Insert your hand into a bag and pull out a textured piece of fabric. Have student follow the same procedure and attempt to match the selected fabric piece.
B122- Instruct students to sort cards according to suite, put them in sequence from 2 to ace, and sort in piles according to face value. A game could include each student having a pile of cards and putting their down one at a time to determine which is highest.
B123- Instruct the student to walk forward by stepping in the spaces between the rungs of a ladder. The student may also walk on the rungs instead of the spaces.
B124- Lay standing table down on floor with head portion supported by a level board. Lay student on table, fasten straps, lift table and put on tray. Begin by having student stand for ten or fifteen minutes daily.
B125- Locate pairs of identical flashcards (shape, color, object, animal) and randomly distribute one to each student. Direct students to find the matching partner and take a predetermined amount of time to identify one other way they match. Have each pair report match to the class.
B126- Make 5 squares on the floor with masking tape. Number them 1 to 5. Call out a number. Have student bounce a ball to you or another student. The ball must bounce in the square with the number called.
B129- Make a motif on the chalkboard that extends horizontally. Make 2 Xs on the floor. Have student stand on the first X, start on the motif and reach across the midline. When he/she can not extend his arms to continue the motif, he/she is to move to the second X.
B131- Make a picture or design on poster board. Make a duplicate and cut it into puzzle pieces. Distribute the pieces to the class and have them take turns putting the pieces on the poster board picture.
B132- Make an adapted form of Twister game. Change colored circles to shapes being taught. May begin with 2 shapes and add more shapes as they are needed. Make adapted spinner also. Students may just stand on shapes.
B134- Make several red, yellow, blue, green, orange, black, brown, purple socks using colored paper. Place matching cloth baskets on bulletin board. Name a color. Student chooses a sock and places it in the appropriate colored basket.
B135- Move a doll from room to room of a doll house. Describe its placement as you do so. Ask for suggestions from students. Place the doll incorrectly sometimes to keep students on their toes.
B136- Move a small, brightly-colored bell in front of the student. Jingle the bell for added stimulus when the student loses contact.
B137- Place a large tunnel on the floor. Put toys which the student enjoys in the center. Call the student from the other end of the tunnel. Allow time for him/her to play in the center. Encourage the student to leave the tunnel by putting new toys at the end.
B139- Place a piece of bright colored string or yarn across the entrance of the room. Students will be instructed to duck under the yarn or string when entering or exiting the room. Throughout the day change the height of the string or yarn.
B140- Place a series of dots on paper that spell the students name. Have student connect series of dots using a pencil.
B141- Place a small, favorite object on the floor near the student. Prompt the behavior of bending at the waist to pick up the object. Monitor the student’s balance as he moves downward and back up.
B142- Place a sticker on the left hand of each student. Call out ‘Simon Says’ instructions using left/right directions. Remind students that the stickers are on their left hands. Play Hokey-Pokey in the same way, emphasizing left and right.
B143- Place attribute blocks in front of the student. Place one block in front of the student and have the student find a block that matches it in either size, color, or shape.
B144- Place chair in back of room. Have student sit in chair with his/her back towards you. Give the student two cards. A red card has the word ‘warm’ on it, and a blue card has the word ‘cool’ on it. Alternately turn on a fan or heater with it directed toward the student. The student is to hold up the appropriate card.
B145- Place individual card(s) containing one symbol per card in front of student. Cover card(s) after a few seconds. Ask student to copy symbols on to a sheet of paper.
B147- Place patterns of hands and feet on floor, walls, furniture, etc. Use red patterns for the left side of body and blue patterns for the right side of the body. The student must match the appropriate side of his body to the appropriate color.
B148- Place round, square, and triangular-shaped objects into a bag. Have students reach into the bag and tell what shape they are holding. Objects from the student’s own environment are best.
B149- Place several magnetic objects in front of the student. Using a magnet on the end of a string, have the student pick up the objects.
B150- Place several objects in display box/tray each morning. Add new objects and remove one at scheduled time. Have students whisper missing objects name to you when discovered.
B151- Place several sets of novelty magnets in random order on cookie sheet. Students can categorize into sets according to different properties (e.g. color, function, food groups).
B152- Place several small objects in front of the student, such as plastic rings, pencils, crayons, erasers, chalk, straws, etc. Have the student pick up the objects by using a clothespin to pinch the object and lift it.
B153- Place small objects, pictures, words on strips of paper according to student’s level in plastic eggs. Identify egg carton by category: foods, words beginning with K. Students sort eggs by category into carton.
B154- Place student in a standing position. Give assistance when needed. Encourage student to come toward you while you extend his/her favorite object. Reward students success in reaching for the object.
B155- Place student in prone over a wedge before a mirror. Position yourself behind the student. When the student lifts his head, smile and offer enthusiastic praise. Call the students name to encourage his/her head to lift.
B156- Place student in prone position over large ball or roll. Roll student forward and/or backward to encourage arms to thrust forward to protect head and feet and to touch floor in the backward movement to prevent fall. Continue movement until it becomes an immediate response.
B157- Place student in side lying position. Blow soap bubbles near the student. Guide his/her hand to help break bubbles. Fade assistance as soon as possible.
B158- Place walker in front of student. Position student’s hands on the rail of the walker. A mobile with bright colors can be suspended to be focused on and just out of reach of the student. Supervise the student at all times in this position.
B159- Play pin the tail on the donkey with a twist. Give blindfolded child verbal directions as to location and position.
B160- Position student face down on scooter board, with arms extended over the end for easy movement. Place blocks of wood, covered with any type of rubber in the palm of each hand, rubber surface down. Kneel facing student and guide his/her hands through propelling motions.
B161- Position student on elbows over a wedge. A favorite toy is placed near the student’s hand. When the student reaches for the toy, put it within reach. When the student loses interest in this toy, replace it with another toy just beyond reach. Repeat process.
B162- Prepare dot-to-dot shape patterns. Have students trace dot-to-dot shape. Gradually fade-out dots by reducing dot size and color intensity.
B163- Prepare mazes which have a path for students to follow. Prepare mazes with simple paths and more complicated ones. Have students use a crayon or marking pen to follow the path. The mazes can be laminated first.
B164- Prepare picture of people and animals using a series of ovals and circles. Use an overhead projector or a chalkboard. Draw the figure, one part at a time. Have the students draw their figures as you do yours. Have the students guess what the drawing is.
B165- Prepare side-by-side dot grids. Use 9 dots in initial activities. Draw a simple design in one of the grids. Have the student reproduce the design in the second grid. For additional activities, increase the number of dots and/or the complexity of the design.
B166- Prepare two copies of a visual of a single item. Use a correction liquid to cover a part of the item on one of the visuals. Have students identify the missing part, then check their work with the unmarked copy. Cards can be used as flashcards, individual or pairs study, or with a write- on/wipe- off page protector.
B167- Present a student with pictures of like and unlike objects. Tell him/her to sort them and to tell if they are the same or if they are different as he sorts them.
B170- Present student with a number of small wrapped objects. Instruct student to unwrap the packages and find the surprise.
B171- Present student with a sorting tray consisting of 3 compartments. Give student objects of various sizes (small, medium and large). Instruct student to sort by size.
B173- Project simple patterns on the chalkboard or wall. Ask the students to study the form. Turn off the projector and ask the students to draw the pattern(s). To check, turn on the projector again.
B175- Put a brick in one carton and a feather in another. Label ‘Heavy’ and ‘Light’. Student collects objects from room and places in proper box. Dump each box and compare weights of objects by hefting one in each hand.
B176- Put a pattern of dots on the chalkboard, which, when connected, will make a meaningful form or picture. Have student visualize the form and tell what it would be. The dots may be connected to verify the answer.
B177- Put student on his/her side with arms at the side and legs extended. Prompt at the hip until the roll is completed. Continue daily until student manages roll on his/her own. Once independent movement is produced, encourage the student by offering a favorite object or food.
B178- Put tissues in one bag, blocks in the other. Ask students to tell which bag is heavy, which is light.
B179- Select categories to be reviewed. Use pictures or words to label containers for categories. Describe a food, animal, or other item on small cards. Use items from the categories. Do not name the item but provide enough information so the students can make the identification. Have student place the description into the correct container.
B180- Select colors to be reviewed. Place pieces of construction paper of the selected colors on a table. Ask students to take their crayons to the table and match the crayons to the construction paper.
B181- Select two identical containers. Punch small holes in the lids. Place a substance, like 1/2 onion in one container, a lump of clay in the other. Have students sniff the closed containers to find the one with the onion. Change the substance frequently.
B182- Set up obstacle course with traffic cones. After several practice sessions, hold a ‘rally’. Record times, subtract points for hitting cones, award certificates.
B183- Show a student two pictures, for example, one of a cat and one of a dog. Ask him/her to tell you some things that are the same about them, then ask for some differences. Encourage the student to compare the pictured animals with his/her pets at home.
B184- Show student a pattern made up of beads. Then show the student an isolated bead which matches one of the beads in the pattern. Have student point to the bead in the pattern which matches the isolated bead.
B185- Sit in front of student and hold a sponge ball. Move the ball in front of the student. Have him try to grab and squeeze it. Move the ball horizontally, vertically and in a circle.
B186- Slit tennis ball with Exacto knife or saw. Mark ends of slit with dots. Student can open ball by grasping and squeezing against end dots. Place edibles or manipulatives inside to reinforce appropriate skill. Use as token bank.
B187- Sort classroom objects into groups: big and little. Subdivide groups into taller and shorter and heavy and light.
B188- Stand beside the student and hold his/her hand. Together take a step forward and then a hop with the right foot. Next, take a step forward and hop with the left foot. Repeat in time with music.
B189- Students and teacher sit on the floor in a circle. Teacher and students chant ‘My name is ______, and I can do this’. When the student moves either intentionally or accidentally, have the rest of the class imitate the movement. When student does not move, his/her position is matched by the other students.
B190- Stuff a shopping bag full of old clothes, hats, jewelry, etc. Have a student go out of the room and put on three things from the bag. Have the student come in and take a quick walk around the room and then leave again. The other students try to remember, and state or write down the items.
B192- Take students on nature walk. Each student has partner. Blindfold one partner. Partner who is not blindfolded will guide the blind person and have him try to identify objects. Person not blindfolded will record responses on paper.
B193- Tape a series of felt hands and circles to the floor. Have student put his hands on the first hand patterns and his knees on the first circle patterns. Tape may not be needed if the patterns are placed on carpet.
B194- Tape colored 3×5 in. index cards on the floor several inches apart. Instruct students to walk on these cards without touching the floor. Because of size of cards students will have to tip toe.
B195- Teach the jingle ‘I write with my right’ for students who are right- handed.
B196- Tell students to walk on line, heel-to-toe, without stepping off the line. Have students pretend the line is a bridge or walkway going over a raging river.
B197 -Tell the student to move to a certain point in the room. The student then describes how he/she would get there by telling the number of steps he/she would take and direction in which he/she would go. After the description, the student walks through to check his/her numbers.
B198- Tell the students to jump and, while they are in the air, to turn toward a specified object in the room. For example: ‘jump and turn toward the window’.
B199- Tell the students to point above, between, near, below and under objects in the room. This may be done later while students have their eyes blindfolded or closed.
B201- Use a bright object that will produce sound. Prompt the student’s head to move toward the direction of the sound. Continue sound until eyes focus on object. Have the student do this daily until his/her head turns on its own and eyes focus on the object.
B202- Use a Cookie Monster stuffed animal to demonstrate positional concepts. Hold C.M. over the chair, under the chair, around the chair, through the back of the chair. Give C.M. to the student, and instruct him/her to place the animal in specific positions. Then ask, ‘Where is C.M.?’ while holding him in different positions. Finally, let the student play teacher.
B203- Use a lunch-size paper bag. Put in 1/2 lb. of pasta shells, and several objects such as an eraser, wooden block, toy car, large button, etc. Have the students feel around inside the bag and find the objects. They can then identify them by name or sort them by a distinguishing characteristic.
B204- Use a manila folder, small envelopes, tape and pictures showing larger or smaller items. Tape envelopes inside of folder. Label envelopes ‘large’ or ‘small’. Have students look at pictures and insert them into the correct envelope. Tape a large envelope to back of folder to store the pictures.
B205- Use an Etch A Sketch. Ask the student to make a simple shape to the left or to the right of the screen.
B206- Use attribute blocks to play a domino game. Give each player seven blocks. Select a block and have the first student try to match either the color, size or shape. If he/she cannot match the block, he/she draws from the bone yard until he/she can. The student who first uses up all his/her blocks wins.
B207- Use classroom objects (eraser and student desk) as basis for comparing. Ask, ‘Is this as big as the desk?’, etc. to group objects and pictures of objects.
B208 -Use Frostig program and then use blocks, letters, or other objects to practice and reinforce positional relationships learned.
B209-Use interlocking two-piece puzzles for matching activities: color, shape, object, letter, numeral word.
B210- Use papers which have been divided into a 9-square grid. Distribute to students. Use parquetry blocks to form a pattern on an overhead projector. Have students reproduce the design in one of the squares on his/her paper. Turn off the projector for students to reproduce the pattern from memory.
B211- Use sandpaper and ditto paper. Have students tell rough/smooth first by touch, later by sight. Brainstorm other objects which would fit in these categories.
B212- Use the tune, Jimmy Crack Corn. Substitute the words: ‘Raise your right hand and I don’t care, Raise your right hand and I don’t care, Raise your right hand and I don’t care.’ The Masters gone away. Have students do motions and substitute right and left and arm, leg, finger, ear, etc.
B213- Use two containers. Attach a swatch of fur or some other soft material to one container. Attach a block of wood or some other hard item to the other container. Have the students sort through a group of items, some soft, some hard, and put each item into the appropriate box.
B214- Use wet, dry paper towels. Have students tell wet/dry first by touch, later by sight. Brainstorm other objects which would fit in those categories.
B216- Wrap favorite food in plastic food wrap, so food is visible to student. Put a masking tape tab on edge which is to be unwrapped first. Have student unwrap it. Food is reinforcer for behavior.
B217- Write a paragraph in large print on the chalkboard. Use objects of interest to the students, such as stuffed animals, candy bars, and books to serve as guides or pointers. Start at left and use pointer to guide the students to read left to right. Do this with each line.
